MATH FOLD-N-SORT TEMPLATES WITH JOURNAL IDEAS (GRADE 3)
BOOKLET INCLUDES:
• Mathables® by Benchmark Templates
• Journal questions for each Mathables® by Benchmark Template
• Fold-n-sort template with instructions
• Answer key
The Mathables® by Benchmark are fold-n-sort templates with journal questions designed specifically to build depth of knowledge on grade-leveled Common Core State Standards (CCSS) mathematical concepts. The Mathables require students to problem solve, reason, provide proof, and make connections to the benchmarks, ultimately building depth of knowledge.
All rights reserved. This publication may be reproduced for classroom use only.
MATERIALS:
MATH FOLD-N-SORT TEMPLATES WITH JOURNAL IDEAS
• Mathables® by Benchmark (to be printed front and back)
• Standard-sized colored paper
• Scissors
• Glue sticks
• Student journals
• Sticky Notes (3 in × 3 in)
DIRECTIONS:
• To make copies of the Mathables® by Benchmark, carefully place the sheets in the document feeder to ensure proper alignment. It's important to position the papers neatly, making sure the edges are even, to avoid misaligned copies. Ensure the Mathables® are copied front and back for each student or group, maintaining the correct orientation on both sides.
• Provide each student with standard-sized colored paper, glue stick, scissors, and a journal.
• The recommended foldable template for each Mathables® by Benchmark can be found on the page preceding the Mathables® by Benchmark template.
• Use the standard-sized colored paper to fold and cut as directed by the suggested foldable, following the cut lines indicated on the Mathables® template.
• The completed foldable notes should be glued to the input (left) side of the journal.
• Students should answer the Mathables® prompts as listed.
• If additional space is needed for answers, students can use sticky notes to continue solving or providing explanations.
• There are three journal questions to choose from. Teachers can select one or more and have students write each question on the right side of their journal, leaving space below each for their responses.
MATH FOLD-N-SORT TEMPLATES WITH JOURNAL IDEAS
Diagram indicating where to place bordered cut-outs. B Inside Cover
A Outside Cover
Inside Base
MA.3.NSO.1.1 Reading and Writing Numbers 6 - 9
MA.3.NSO.1.2 Composing and Decomposing Numbers 10 - 13
MA.3.NSO.1.3 Plotting, Comparing, and Ordering Whole Numbers 14 - 17
MA.3.NSO.1.4 Using Place Value to Round Numbers 18 - 21
MA.3.NSO.2.1 Using Place Value to Add and Subtract
MA.3.NSO.2.2 Solving Multiplication and Division
MA.3.NSO.2.3 Multiplying Multiples of 10 and 100 30 - 33
MA.3.NSO.2.4 Multiplying and Dividing Whole Numbers
MA.3.FR.1.1 Finding Parts of a Whole
MA.3.FR.1.2
MA.3.FR.1.3
MA.3.FR.2.1
MA.3.AR.1.1
MA.3.AR.1.2
-
MA.3.GR.1.1
MA.3.GR.1.2
MA.3.GR.1.3
MA.3.GR.2.1
MA.3.GR.2.3
MA.3.GR.2.4 Area and Perimeter of Composite Figures
MA.3.DP.1.1
MA.3.DP.1.2
Composing and Decomposing Numbers
Compose and decompose four-digit numbers in multiple ways using thousands, hundreds, tens and ones.
Demonstrate each composition or decomposition using objects, drawings and expressions or equations.
JOURNAL QUESTIONS
1 2 3
If you have the number 9,120, how could you compose this number starting with just tens and ones? What would your drawing look like? Write an equation to show your work.
How can you decompose the number 5,406 using two different combinations of thousands, hundreds, tens, and ones? Write an equation for each decomposition.
Select a four-digit number and represent it with a drawing. Then, decompose it into three different combinations of thousands, hundreds, tens, and ones. Write an equation for each decomposition.
THREE-TAB FOLD
STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a vertical (hotdog-like) fold.
STEP 3: Fold the left side over the right to the edge of the folded paper.
STEP 2: Hold the paper horizontally with the folded edge facing up. Fold the right side of the paper towards the center
STEP 4: Open the folded paper and cut through both folds on one side of the paper. Stop at the “v”. This will form
Cut along the dotted line.
Cut along the dotted line.
Fold along the line. Fold along the line. Fold along the line.
735
Explain why there are more than one way to decompose this number.
Fold along the line.
324 1: 2:
Give two different ways to decompose the given number.
Cut along the dotted line.
Explain how you can use base10 blocks to model this number.
Fold along the line.
196 Use base10 blocks to model the number.
205
Cut along the dotted line.
7 hundreds + 8 tens + 5 ones
Explain how to use place value to write the number in standard form.
Fold along the line.
Number:
5 hundreds + 7 tens + 8 ones
What number is given?
Using Place Value to Add and Subtract
Add and subtract multi-digit whole numbers including using a standard algorithm with procedural fluency.
JOURNAL QUESTIONS
1
How does understanding place value help you when adding or subtracting large numbers using the standard algorithm? Can you give an example where this is especially helpful?
2 3
When subtracting multi-digit numbers, how does borrowing affect the outcome?
What strategies do you use to check if your answers for multi-digit addition and subtraction problems are correct? Why is it important to verify your work in this way?
TWO-TAB FOLD
STEP 1: Fold a piece of legal paper (8 ½” x 14”). Using a horizontal (hamburger-like) fold.
STEP 2: Open the foldable and cut up to the top half of the paper. Note: Stop at the horizontal fold-line.
STEP 3: The cut must make two large tabs that can be used for front and inside illustrations.
Use place value to add the numbers below.
Use place value to subtract the numbers below.
HUNDREDS TENS ONES + 4 3 7 6 9 4
Cut along the dotted line.
HUNDREDS TENS ONES5 2 9 6 4 2
Fold along the line.
Use a base-10 block model to solve the following addition problem.
358 + 296 =
Fold along the line.
Fold along the line.
Use a base-10 block model to solve the following subtraction problem.
378 — 192 =
Multiplying Multiples of 10 and 100
Multiply a one-digit whole number by a multiple of 10, up to 90, or a multiple of 100, up to 900, with procedural reliability.
JOURNAL QUESTIONS
1
Reflect on the patterns you notice when multiplying a one-digit number by multiples of 10 or 100. For instance, what patterns emerge when you multiply 7 by 30, 70, or 100? How do these patterns help you predict the products of similar multiplication problems?
2
Explore how multiplying a one-digit number by a multiple of 10 or 100 affects place value. For example, when you multiply 4 by 60 or 400, how does the position of the digits in the product relate to the place values of the numbers being multiplied? How does understanding place value help you in performing these multiplications reliably?
3
Compare the results of multiplying a one-digit number by different multiples of 10 and 100. For example, how does multiplying 9 by 20 compare to multiplying it by 200?
THREE-TAB FOLD
STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a vertical (hotdog-like) fold.
STEP 3: Fold the left side over the right to the edge of the folded paper.
STEP 2: Hold the paper horizontally with the folded edge facing up. Fold the right side of the paper towards the center
STEP 4: Open the folded paper and cut through both folds on one side of the paper. Stop at the “v”. This will form
along the line.
Cut along the dotted line.
along the line.
Cut along the dotted line. Fold along the line.
× (40 + 50) = ________ Explain how to use the distributive property to multiply a onedigit whole number by multiples of 10 .
Solve the equation:
×
line.
the line. Cut along the dotted line. Cut along the dotted line. Use the distributive property to find the product. 8 × (30 + 40)
Use base10 blocks to find the product.
along the line.
Use place value strategies to find the product.
Decomposing Fractions Into Unit Fractions
Represent and interpret fractions, including fractions greater than one, in the form of m/nas the result of adding the unit fraction 1/nto itself mtimes.
JOURNAL QUESTIONS
1
Think about how you can break down the fraction ¾ as adding ¼ three times. How does this help you understand what the numbers in a fraction mean? How might this idea help with other fractions?
2
Think of a situation where you need to add a small part multiple times to get a total that's more than one (like mixing ingredients or sharing time). How does thinking about fractions as repeated small parts help you solve these kinds of problems?
3
Explore how breaking down a fraction, like ⁹⁄₄ into ⅓ added together five times helps you understand it better. How does this way of looking at fractions help you work with them, especially when converting them into mixed numbers or simpler forms?
FOUR-TAB VERTICAL FOLD
STEP 1: Fold a piece of construction paper (8 ½” x 11”) using a vertical (hotdog-like) fold. Leaving one side ½ inch shorter than the other.
STEP 4: Cut through the three fold-lines on the outside half of the paper. Note: stop at the vertical fold-line.
STEP 2: Fold the paper in half using a horizontal (hamburger-like) fold.
STEP 3: Fold the paper in half again using the
STEP 5: The result will be a Four-tab Vertical Folded template.
Fold along the line.
Fold along the line.
Cut along the dotted line.
Fold along the line.
Fold along the line.
Cut along the dotted line.
Cut along the dotted line.
Fold along the line.
Cut along the dotted line.
How many one-fourth sized parts are added to make two wholes. Prove your answer using fraction models.
Cut along the dotted line.
Cut along the dotted line. Fold along the line. Fold along the line. Fold along the line. Fold along the line.
How many one-half sized parts are added to make two wholes. Prove your answer using a number line.
How many one-eighth sized parts are added to make three wholes. Prove your answer using fraction models.
FRACTIONS INTO UNIT FRACTIONS
How many one-sixth sized parts are added to make three wholes. Prove your answer using a number line.
Finding Equivalent Fractions
Identify equivalent fractions and explain why they are equivalent.
JOURNAL QUESTIONS
1
2
Imagine you have a chocolate bar divided into 8 equal pieces. If you and a friend each eat 4 pieces, what fraction of the chocolate bar did each of you eat? Can you find another way to show the same amount of chocolate eaten using a different number of pieces?
If you cut a pizza into 10 equal slices and eat 2 slices, and then cut another pizza into 5 equal slices and eat 1 slice, how do these two amounts of pizza compare? Are they the same amount? Show how these fractions can be equivalent.
3
Think about a fraction like 4/8. Can you find other fractions that are equivalent to 4/8? Draw a picture or use objects to show how different fractions can represent the same amount.
THREE-QUARTER FOLD
STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a horizontal (hamburgerlike) fold.
STEP 3: Cut the tab off at the top of the fold line.
STEP 2: Cut up the middle of the inside towards the peak of the fold. This cut forms two large tabs.
STEP 4: This cut forms three large tabs that can be used for a three quarter
Fold along the line. Cut along the dotted line.
Shade the strip diagrams below to find two fractions equivalent to .
DISREGARD
MA.3.FR.2.2
Cut along the dotted line. Fold along the line. Cut along the dotted line. 3 4 3 4= 3 4= =
Explain how the numerators and denominators of equivalent fractions are related. 3 4= =
Fold along the line.
Using Properties of Multiplication
Apply the distributive property to multiply a one-digit number and two-digit number. Apply properties of multiplication to find a product of one-digit whole numbers.
JOURNAL QUESTIONS
1
You are designing a garden with 7 rows of plants. Each row has 14 plants. Instead of multiplying 7 by 14 directly, break down 14 into two simpler numbers to make the calculation easier. How can using the distributive property help you understand how many plants you have in total? What patterns do you notice in your calculations?
2
You have to multiply 8 by 15, but instead of doing it directly, you decide to break 15 into 10 and 5. Explore how this method changes the way you approach the multiplication. What happens if you break 15 into different pairs of numbers? How do these different approaches affect your calculations?
3
You are working on solving 5 × 27. Break 27 into 20 and 7 and use the distributive property to find the product. Reflect on how this approach might change if you were multiplying two-digit numbers that are closer to each other, such as 23 and 25. How does the distributive property help you understand and simplify these types of multiplication problems?
FOUR-DOOR FOLD
STEP 1: Make a shutter fold using legal paper (8 ½” x 14”).
STEP 3: Open the display and cut along the two center fold lines of the outside flaps. Note: Stop at the vertical fold-line.
STEP 2: Fold the shutter fold in half (hamburger-like) and crease the edges well.
STEP 4: The cuts will form four doors on the inside of the display.
IDENTITY & ZERO PROPERTY OF MULTIPLICATION
Fold along the line.
COMMUTATIVE PROPERTY OF MULTIPLICATION
DISTRIBUTIVE PROPERTY OF MULTIPLICATION Using PROPERTIES OF MULTIPLICATION
MA.3.AR.1.1 GLUE THIS PANEL TO YOUR JOURNAL
Fold along the line.
Fold along the line.
Cut along the dotted line. Cut along the dotted line.
ASSOCIATIVE PROPERTY OF MULTIPLICATION
Draw visual models to show:
Find the products.
11 × 1 = . 23 × 1 = . 43 × 0 = .
Explain the commutative property of multiplication . Explain the associative property of multiplication . Explain the distributive property of multiplication . Find the products.
Draw visual models to show:
Cut along the dotted line. Cut along the dotted line.
Draw visual models to show:
Fill in the blanks. According to the identity property of multiplication, a number multiplied by _____ will always equal to ________.
28 × 0 = . 15 × 0 = . 37 × 0 = . Fill in the blanks. According to the zero property of multiplication, when a number is multiplied by _____, the product is always ________.
Relating Multiplication and Division
Restate a division problem as a missing factor problem using the relationship between multiplication and division.
JOURNAL
QUESTIONS
1
2
You are given the division problem 36 ÷ 4 = ?. Restate this division problem as a multiplication problem to find the missing factor. How does understanding this relationship help you solve the problem more easily, and what does it reveal about the connection between division and multiplication?
If you have the division problem 45 ÷ ? = 9, how can you rewrite this problem as a multiplication problem to find the missing factor? Describe how changing the problem to multiplication helps you understand the division process better.
3
Imagine you have 84 divided by a number to get 7. Write this as a multiplication problem to find out what the missing number is. Explain how understanding this connection between division and multiplication helps you solve the problem and how you can apply this knowledge to similar problems.
TWO-TAB FOLD
STEP 1: Fold a piece of legal paper (8 ½” x 14”). Using a horizontal (hamburger-like) fold.
STEP 2: Open the foldable and cut up to the top half of the paper. Note: Stop at the horizontal fold-line.
STEP 3: The cut must make two large tabs that can be used for front and inside illustrations.
Fold along the line. Cut along the dotted line.
Rewrite this multiplication equation as a division equation.
6 × ? = 48
Explain how converting the multiplication equation into a division equation helped you find the missing number.
Cut along the dotted line.
Explain how converting the multiplication equation into a division equation helped you find the missing number. List
Fold along the line.
Write this division equation as a multiplication equation. 63 ÷ ? = 9
Fold along the line.
Related Math Facts:
Fold along the line.
Explain how to use the fact family to verify your answer in a multiplication or division problem.
Finding Unknown Fractions
Determine the unknown whole number in a multiplication or division equation, relating three whole numbers, with the unknown in any position.
JOURNAL QUESTIONS
1 2
Imagine you have a mathematical system where a product involving three different whole numbers equals 120. If you know two of the numbers are 6 and 4, explore how changing each of these known numbers by a factor of 2 affects the value of the unknown number. How does this reflect on the flexibility of mathematical relationships?
Consider a division problem where a whole number AAA is divided by 4 to yield a quotient that is also divisible by 6, resulting in a final quotient of 9. What does this infer about the relationship between AAA and its factors? Explore the interplay between these factors and how they constrain AAA within the system.
3
Envision a real-world application where you have a budget of $150 and need to divide this budget among three different projects, with two known project costs being $25 and $30. How would you determine the cost of the third project, and what does this calculation teach you about resource allocation and mathematical precision in decision -making? Explore how changing the known costs would affect your solution and decision-making process.
THREE-QUARTER FOLD
STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a horizontal (hamburger -like) fold.
STEP 3: Cut the tab off at the top of the fold line.
STEP 2: Cut up the middle of the inside towards the peak of the fold. This cut forms two large tabs.
STEP 4: This cut forms three large tabs that can be used for a three quarter
3 × =P 18
Use skip counting to determine the value of P. Explain how skip counting helps you find the value of P in the equation.
Fold along the line. Cut along the dotted line.
Use visual models to determine the value of Q. Explain how these models help you find the value of Q in the equation.
32 ÷ Q= 4
DISREGARD
Cut along the dotted line.
Cut along the dotted line.
Fold along the line.
Use related math facts to determine the value of R. Explain how these facts help you find the value of R in the equation.
9 × R= 54
Related Math Fact:
Fold along the line.
Measuring Length, Liquid Volume, and Temperature
Select and use appropriate tools to measure the length of an object, the volume of liquid within a beaker and temperature.
JOURNAL QUESTIONS
1 2 3
Imagine you have a ruler, a graduated cylinder, and a thermometer. How would you choose which tool to use for measuring the length of an object, the volume of a liquid, and the temperature? Why is it important to pick the right tool for each job?
Think about how you would make sure your measurements are accurate if you were measuring length, volume, and temperature in an experiment. What could go wrong with each tool, and how would you fix or avoid those problems?
If you need to keep track of a liquid’s temperature over time, which type of thermometer would be best for continuous monitoring? Why is it important to choose the right thermometer for this job, and how does it affect your results?
THREE-TAB FOLD
STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a vertical (hotdog-like) fold.
STEP 3: Fold the left side over the right to the edge of the folded paper.
STEP 2: Hold the paper horizontally with the folded edge facing up. Fold the right side of the paper towards the center
STEP 4: Open the folded paper and cut through both folds on one side of the paper. Stop at the “v”. This will form
Fold along the line.
Cut along the dotted line.
Fold along the line.
Cut along the dotted line.
Fold along the line.
Determine the amount of liquid on the graduated cylinder. Explain the steps you took to arrive at your answer.
Determine the temperature shown on the thermometer. Explain the steps you took to arrive at your answer. .
Determine the length of the bar above the ruler. Explain the steps you took to arrive at your answer.
Fold along the line. Fold along the line. Fold along the line.
mL 85 pints
Cut along the dotted line.
Cut along the dotted line.
Shade the graduated cylinders to represent the amounts shown.
Shade the thermometers to represent the amounts shown.
Shade in the bars above the rulers to represent the lengths shown.
Understanding Length, Liquid Volume, and Temperature
Solve real-world problems involving any of the four operations with whole-number lengths, masses, weights, temperatures or liquid volumes.
JOURNAL QUESTIONS
1
You have 240 liters of juice and need to share it equally among 15 tables at a party. How much juice does each table get? Explain how you would use division to find the answer.
2
A factory makes 560 kilograms of product every day. If this needs to be divided into 8 equal shipments, how much is in each shipment? Discuss why it’s important to divide correctly and how you would make sure the division is accurate.
3
You’re recording temperatures for 5 days: 22°C, 25°C, 19°C, 30°C, and 24°C. What is the average temperature for these days? Describe how you would add up the temperatures and then divide to find the average. How might knowing the average help you understand the weather?
THREE-TAB FOLD
STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a vertical (hotdog-like) fold.
STEP 3: Fold the left side over the right to the edge of the folded paper.
STEP 2: Hold the paper horizontally with the folded edge facing up. Fold the right side of the paper towards the center
STEP 4: Open the folded paper and cut through both folds on one side of the paper. Stop at the “v”. This will form
Fold along the line.
Cut along the dotted line.
Fold along the line.
Cut along the dotted line.
Fold along the line.
UNDERSTANDING LENGTH, LIQUID VOLUMES, AND TEMPERATURES
DIFFERENCE:
TOTAL WEIGHT:
Solve the word problem by creating and solving an equation. The recipe for one cake requires 3 pints of milk. If Amy wants to make 24 cakes, how many pints of milk does she need in total?
DIFFERENCE:
Solve the word problem using a number line. The temperature at 4:00 AM was 28°F, and at 1:00 PM it was 86°F. What is the difference in temperature between 4:00 AM and 1:00 PM?
Solve the word problem using visual models. Angelica is mailing three packages. The first package weighs 8 pounds, the second weighs 5 pounds, and the third weighs 6 pounds. What is the total weight of all three packages?
Fold along the line. Fold along the line. Fold along the line.
Cut along the dotted line.
Determine the amounts of liquid in each of the graduated cylinders. What is the difference between the amounts of liquid in the two cylinders?
Determine the temperatures in each of the thermometers. What is the difference between the temperatures in the two thermometers? DIFFERENCE:
Cut along the dotted line.
DIFFERENCE:
Determine the lengths of the pencils in each of the rulers. What is the difference between the lengths of the pencils in the two rulers?
PENCIL
PENCIL
Classifying Quadrilaterals
Identify and draw quadrilaterals based on their defining attributes. Quadrilaterals include parallelograms, rhombi, rectangles, squares and trapezoids.
JOURNAL QUESTIONS
1
Draw a shape with four sides where opposite sides are equal in length and parallel. Label this shape as a parallelogram. How can you tell that it is a parallelogram? What makes it different from other shapes?
2
3
Draw a shape with four right angles (90 degrees) and opposite sides that are equal. Label this shape as a rectangle. What makes a rectangle different from a square? Draw another example of a rectangle to show how they look.
Create a drawing of a shape where all four sides are the same length, and opposite sides are also parallel. Label this shape as a rhombus. How is a rhombus different from a square or a rectangle?
FOUR-DOOR FOLD
STEP 1: Make a shutter fold using legal paper (8 ½” x 14”).
STEP 3: Open the display and cut along the two center fold lines of the outside flaps. Note: Stop at the vertical fold-line.
STEP 2: Fold the shutter fold in half (hamburger-like) and crease the edges well.
STEP 4: The cuts will form four doors on the inside of the display.
RHOMBUSES TRAPEZOIDS
Cut along the dotted line.
Fold along the line.
Fold along the line.
CLASSIFYING QUADRILATERALS
Fold along the line.
Cut along the dotted line.
RECTANGLES
SQUARES
Draw a trapezoid and list its attributes.
What are some examples of trapezoids that can be found in the realworld?
How are squares and rectangles the similar?
Draw a square and a rectangle. List the attributes of each shape, including those specific to squares and rectangles.
How are squares and rectangles different?
Cut along the dotted line. Cut along the dotted line.
Draw a rhombus. List down the attributes of a rhombus.
Which of these quadrilaterals always have two sets of parallel sides? SQUARE RECTANGLE PARALLELOGRAM RHOMBUS TRAPEZOID
Which of these quadrilaterals always have two sets of perpendicular sides? SQUARE
What are the attributes that can be found in both a parallelogram and a rhombus?
Draw a parallelogram. List down the attributes of a parallelogram.
Drawing Lines of Symmetry
Draw line(s) of symmetry in a two-dimensional figure and identify line-symmetric two-dimensional figures.
JOURNAL QUESTIONS
1
Draw a picture of a butterfly. Can you draw a line down the middle of the butterfly so that both sides look the same? This line is called a line of symmetry. How can you tell that the two sides are mirror images of each other?
2
Create a drawing of a heart. Draw a line of symmetry so that the left and right sides of the heart are equal. How does this line help you see that the heart is symmetrical? Try drawing another shape with a line of symmetry.
3
Draw a triangle with all three sides the same length. Try to draw a line of symmetry for this triangle. How does this line split the triangle into two equal parts? How do you know the two parts are the same?
TWO-TAB FOLD
STEP 1: Fold a piece of legal paper (8 ½” x 14”). Using a horizontal (hamburger-like) fold.
STEP 2: Open the foldable and cut up to the top half of the paper. Note: Stop at the horizontal fold-line.
STEP 3: The cut must make two large tabs that can be used for front and inside illustrations.
Identify the lines of symmetry for the figure.
Draw the lines of symmetry for the figure.
Lines of symmetry:
Cut along the dotted line.
Fold along the line.
The dashed line is the line of symmetry of the figure. Complete the figure by drawing the other half.
Fold along the line.
Fold along the line.
Give three examples of real-life objects that have at least one line of symmetry.
Area & Perimeter of Composite Figures
Solve mathematical and real-world problems involving the perimeter and area of composite figures composed of non-overlapping rectangles with whole-number side lengths.
JOURNAL QUESTIONS
1
Imagine a figure made of three rectangles. The first rectangle is 6 units by 2 units, the second is 3 units by 4 units, and the third is 5 units by 1 unit. Draw this figure and find the total area by adding the areas of the three rectangles. How do you find the total area of a composite figure?
2
Create a composite shape with two rectangles: one that is 5 units by 3 units and another that is 4 units by 3 units, placed next to each other. Find the perimeter of the whole figure by adding up all the sides. How do you account for the sides where the rectangles meet?
3
Imagine a shape made of two rectangles: one 7 units by 2 units and one 2 units by 5 units, joined along one side. Draw the shape and calculate the perimeter by adding up all the sides. How do you handle the sides that are shared between the rectangles when finding the perimeter?
TWO-TAB VERTICAL FOLD
STEP 1: Fold a piece of construction paper (8 ½” x 11”) using a vertical (hotdog-like) fold. Leaving one side ½ inch shorter than the other.
STEP 3: Cut through the middle fold-line on the outside half of the paper. Note: stop at the vertical fold-line.
STEP 2: Fold the paper in half using a horizontal (hamburger-like) fold.
STEP 4: The result will be a Two-tab Vertical Folded template.
MA.3.GR.2.4
Perimeter of Composite Figures
Find the perimeter of the shaded region.
PERIMETER:
Find the area of the shaded region.
Cut along the dotted line. Fold along the line.
The figure below shows the shape and dimensions of Jeff’s garage. What is the perimeter of Jeff’s garage?
PERIMETER:
Fold along the line.
The figure below shows the shape and dimensions of Jeff’s garage. What is the area of Jeff’s garage?
AREA:
AREA:
Organizing Data Into Groups
Collect and represent numerical and categorical data with whole-number values using tables, scaled pictographs, scaled bar graphs or line plots. Use appropriate titles, labels and units.
JOURNAL QUESTIONS
1
Imagine you asked your classmates how many books they read last month. Record the number of books each student read in a table. Then, draw a pictograph where each picture represents one book. How can you use the table and pictograph to show and compare the reading habits of your classmates?
2
You recorded the number of minutes you spent on homework each day for a week. Use a line plot to show the number of minutes for each day. Label the days of the week and the number of minutes on the plot. How does the line plot help you see your homework habits over the week?
3
You want to show how many hours each person in your family spends watching TV each week. Collect the data and represent it using a pictograph where each picture stands for 1 hour. Add titles and labels to your pictograph. How does the pictograph make it easy to see who watches the most TV?
THREE-QUARTER FOLD
STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a horizontal (hamburger -like) fold.
STEP 3: Cut the tab off at the top of the fold line.
STEP 2: Cut up the middle of the inside towards the peak of the fold. This cut forms two large tabs.
STEP 4: This cut forms three large tabs that can be used for a three quarter
Use the information in the table to create a pictograph.
Fold along the line.
Cut along the dotted line.
Student Amy Ken Tom Vic
Use the information in the table to create a bar graph.
Animal Cat Cow Goat Sheep
DISREGARD THIS PANEL
Cut along the dotted line.
Cut along the dotted line.
MA.3.DP.1.1
Fold along the line.
Fold along the line.
Listed below are the weights, in grams, of rock samples. Organize the list into a line plot.
4, 9, 8, 7, 6, 4, 5, 8, 7, 9, 6, 3, 8, 7, 5, 9
Reading Graphs
Interpret data with whole-number values represented with tables, scaled pictographs, circle graphs, scaled bar graphs or line plots by solving one– and two-step problems.
JOURNAL QUESTIONS
1
You have a bar graph showing how many apples, bananas, oranges, and grapes were bought last week. Apples: 5, Bananas: 8, Oranges: 4, Grapes: 7. If you want to buy the same number of bananas and apples together, how many fruits will that be in total? How do you find this number using the bar graph?
2
3
A pictograph shows that 3 pictures of ice cream represent 9 ice creams eaten by your friends. How many ice creams does each picture represent? If 5 more pictures were added to the pictograph, how many more ice creams would that be?
A table shows the number of hours spent on homework by students each week: Alice - 5 hours, Bob - 7 hours, Carol - 4 hours, Dan - 6 hours. How many hours did all the students spend on homework together? What can you find out from the table about their total homework time?
FOUR-DOOR FOLD
STEP 1: Make a shutter fold using legal paper (8 ½” x 14”).
STEP 3: Open the display and cut along the two center fold lines of the outside flaps. Note: Stop at the vertical fold-line.
STEP 2: Fold the shutter fold in half (hamburger-like) and crease the edges well.
STEP 4: The cuts will form four doors on the inside of the display.
Cut along the dotted line.
Fold along the line.
Fold along the line.
Fold along the line.
Cut along the dotted line.
GRAPHS
Use the information from the line plot to answer the questions
How many read exactly one book?
How many read fewer than four books?
How many read at least three books?
What is the difference between the greatest number of books read and the least number of books read? Use the information from the circle graph to answer the questions.
Use the information from the bar graph to answer the succeeding questions.
On which day did they deliver the least number of parcels? 2. What was the total number of parcels delivered from Tuesday to Thursday?
Cut along the dotted line. Cut along the dotted line.
What color was picked the most?
What color was picked the least?
How many picked green?
How many picked yellow?
How many more picked red than blue?
How many more parcels were delivered on Friday than on Monday? Use the information from the pictograph to answer the succeeding questions.
How many picked either yellow, orange, or green?
Who popped the greatest number of balloons?
How many fewer balloons did Mike pop than Tony?
How many balloons did Dave and Mike pop together?
How many more balloons did Gene and Tony pop together than Anastacia and Mike together?
ANSWER KEY - PAGE 9
Three thousand seventy-four 4,521
Identify in parts "Six thousand" = 6,000.
The hundreds part: "Nine hundred" = 900
The tens part: "Eighty" = 80
The ones part: “seven” = 7
And then place it all together.
Break down the number by place value:
4 is in the thousands place → "Four thousand"
5 is in the hundreds place → "Five hundred"
8 is in the ones place → "Eight"
Combine the words together: "Four thousand" + "five hundred" + "eight"
9,000 + 400 + 3
Identify the value of each digit based on its position (place value):
The first digit, 2, is in the thousands place, so its value is 2,000.
The second digit, 0, is in the hundreds place, so its value is 0.
The third digit, 2, is in the tens place, so its value is 20.
The fourth digit, 5, is in the ones place, so its value is 5.
