Smart to the Core: Grade 3 - BEST - Sample

GRADE 3

Tel. 305-423-1999

SMART TO THE CORE

Educational Bootcamp

www.educationalbootcamp.com jandj@educationalbootcamp.com

EDUCATIONAL BOOTCAMP

sample book

STUDENT BOOKLET Student’s Name

®

GRADE 3

BEST Smart to the Core Grade 3 Sample Booklet

THIS BOOKLET INCLUDES: •

4 lesson samples from Smart to the Core Student Booklet

MATH BOOTCAMP® - BEST Smart to the Core Sample Booklet - GRADE 3 (FLORIDA) Copyright© 2023 by Educational Bootcamp. First Edition. All rights reserved.

Publisher: J&J Educational Boot Camp, Inc. Content Development: Educational Bootcamp J&J Educational Boot Camp, Inc. www.educationalbootcamp.com jandj@educationalbootcamp.com No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission of Educational Bootcamp.

Educational Bootcamp and Math Bootcamp are registered trademarks of J&J Educational Boot Camp, Inc. Printed in the United States of America

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TABLE OF CONTENTS MISSION

FL CODE

BENCHMARKS FOR EXCELLENT STUDENT THINKING

PAGES

NUMBER SENSE AND OPERATIONS MISSION 1 Reading and Writing Numbers

MA.3.NSO.1.1

MISSION 2 Composing and Decomposing Four-Digit Numbers

MA.3.NSO.1.2

MISSION 3 Plotting and Ordering Whole Numbers

MA.3.NSO.1.3

MISSION 4 Rounding Whole Numbers

Read and write numbers from 0 to 10,000 using standard form, expanded form.

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.

1-8

9 - 16

Plot, order and compare whole numbers up to 10,000.

17 - 24

MA.3.NSO.1.4

Round whole numbers from 0 to 1,000 to the nearest 10 or 100.

25 – 32

MISSION 5 Adding and Subtracting Multi-Digit Numbers

MA.3.NSO.2.1

Add and subtract multi-digit whole numbers including using a standard algorithm with procedural fluency.

33 - 40

MISSION 6 Multiply a One Digit Whole Number

MA.3.NSO.2.3

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.

41 - 48

MA.3.NSO.2.4

Multiply two whole numbers from 0 to 12 and divide using related facts with procedural reliability.

49 - 56

MA.3.NSO.2.2

Explore multiplication of two whole numbers with products from 0 to 144, and related division facts.

MISSION 7 Multiplying Two Whole Numbers and Divide

FRACTIONS MISSION 8 Representing and Interpreting Unit Fractions MISSION 9 Representing and Interpreting Fractions Greater than One MISSION 10 Reading and Writing Fractions

MISSION 11 Plotting, Ordering, and Comparing Fractional Numbers MISSION 12 Finding Equivalent Fractions

Represent and interpret unit fractions in the form 1/n as the quantity formed by one part when a whole is partitioned into n equal parts.

57 - 64

MA.3.FR.1.2

Represent and interpret fractions, including fractions greater than one, in the form of m/n as the result of adding the unit fraction 1/n to itself m times.

65 - 72

MA.3.FR.1.3

Read and write fractions, including fractions greater than one, using standard form, numeral-word form and word form.

73 - 80

MA.3.FR.2.1

Plot, order and compare fractional numbers with the same numerator or the same denominator.

81 - 83

MA.3.FR.2.2

Identify equivalent fractions and explain why they are equivalent.

89 - 96

MA.3.FR.1.1

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TABLE OF CONTENTS MISSION MISSION 13 Applying the Properties of Multiplication MISSION 14 Solving Real-World Problems MISSION 15 Evaluating Equations

FL CODE

BENCHMARKS FOR EXCELLENT STUDENT THINKING

MA.3.AR.1.1

ALGEBRAIC REASONING 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.

MA.3.AR.1.2

MA.3.AR.2.2

MISSION 16 Determining Unknown Whole Numbers

MISSION 17 Identifying Even and Odd Whole Numbers MISSION 18 Determining Multiples MISSION 19 Finding Numerical Patterns

MA.3.AR.2.3

PAGES

97 - 104

Solve one- and two-step real-world problems involving any of four operations with whole numbers.

105 - 112

Determine and explain whether an equation involving multiplication or division is true or false.

113 - 120

Determine the unknown whole number in a multiplication or division equation, relating three whole numbers, with the unknown in any position.

121 – 128

MA.3.AR.2.1

Restate a division problem as a missing factor problem using the relationship between multiplication and division.

MA.3.AR.3.1

Determine and explain whether a whole number from 1 to 1,000 is even or odd.

129 - 136

MA.3.AR.3.2

Determine whether a whole number from 1 to 144 is a multiple of a given one-digit number.

137 - 144

MA.3.AR.3.3

Identify, create and extend numerical patterns.

145 - 152

MEASUREMENT MISSION 20 Using Measuring Tools

MA.3.MD.1.1

Select and use appropriate tools to measure the length of an object, the volume of liquid within a beaker and temperature.

153 - 160

MISSION 21 Solving Real-world Problems

MA.3.MD.1.2

Solve real-world problems involving any of the four operations with whole-number lengths, masses, weights, temperatures or liquid volumes.

161 - 168

MISSION 22 Telling and Writing Time to the Nearest Minute

MA.3.MD.2.1

Using analog and digital clocks tell and write time to the nearest minute using a.m. and p.m. appropriately.

169 - 176

MISSION 23 Finding Elapsed Time

MA.3.MD.2.2

Solve one- and two-step real-world problems involving elapsed time.

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177 - 184

TABLE OF CONTENTS MISSION

FL CODE

BENCHMARKS FOR EXCELLENT STUDENT THINKING GEOMETRIC

PAGES

REASONING

MISSION 24 Identifying Points, Lines, and Line Segments

MA.3.GR.1.1

Describe and draw points, lines, line segments, rays, intersecting lines, perpendicular lines and parallel lines. Identify these in two-dimensional figures.

185 - 192

MISSION 25 Identifying and Drawing Quadrilaterals

MA.3.GR.1.2

Identify and draw quadrilaterals based on their defining attributes. Quadrilaterals include parallelograms, rhombi, rectangles, squares and trapezoids.

193 - 200

MISSION 26 Drawing Lines of Symmetry

MA.3.GR.1.3

Draw line(s) of symmetry in a two-dimensional figure and identify line-symmetric two-dimensional figures.

201 - 208

MA.3.GR.2.1

Explore area as an attribute of a two-dimensional figure by covering the figure with unit squares without gaps or overlaps.

Find areas of rectangles by counting unit squares.

209 - 216

MA.3.GR.2.2

Find the area of a rectangle with whole-number side lengths using a visual model and a multiplication formula.

217 - 224

MA.3.GR.2.3

Solve mathematical and real-world problems involving the perimeter and area of rectangles with whole-number side lengths using a visual model and a formula.

225 - 232

MA.3.GR.2.4

Solve mathematical and real-world problems involving the perimeter and area of composite figures composed of non-overlapping rectangles with whole-number side lengths.

233 - 240

MISSION 27 Exploring Area as an Attribute of TwoDimensional Figures

MISSION 28 Determining the Area of a Rectangle MISSION 29 Solving Problems Involving Area and Perimeter MISSION 30 Finding Perimeter and Area of Composite Figures

DATA ANALYSIS & PROBABILITY MISSION 31 Collecting and Representing Data

MA.3.DP.1.2

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.

MA.3.DP.1.1

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.

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241- 248

MULTIPLY A ONE DIGIT WHOLE NUMBER MA.3.NSO.2.3 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.

Use skip counting by multiples on a number line to find the product of a one-digit whole number by a multiple of 10 or a multiple of 100.

Multiply: 3 × 20 3 “jumps” of 20

0

10

20

30

40

50

60

70

80

90

100

600

700

800

900

1,000

Therefore, 3 × 20 = 60.

Multiply: 4 × 200 4 “jumps” of 200

0

100

200

300

400

500

Therefore, 4 × 200 = 800.

Use base-ten blocks to find the product of one-digit whole number by a multiple of 10 or a multiple of 100.

Multiply: 3 × 20

Multiply: 4 × 200

Draw three groups of 20.

Draw four groups of 200.

Therefore, 3 × 20 = 60.

Therefore, 4 × 200 = 800.

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DIRECTIONS: Find the product for each of the following.

3 × 40

=

7 × 400 =

2 × 80

=

3 × 800 =

7 × 30

=

9 × 300 =

5 × 50

=

6 × 500 =

8 × 90

=

4 × 900 =

9 × 20

=

5 × 200 =

6 × 60

=

8 × 600 =

DIRECTIONS: Check (

) all multiplication sentences that are correct.

4 × 30 = 70

7 × 50 = 350

6 × 30 = 180

8 × 50 = 400

2 × 300 = 5,000

2 × 50 = 70

5 × 300 = 1,500

4 × 500 = 900

7 × 300 = 2,100

3 × 500 = 1,500

9 × 70 = 630

2 × 90 = 180

5 × 70 = 120

3 × 90 = 270

8 × 700 = 5,600

5 × 90 = 4,500

3 × 700 = 1,000

6 × 900 = 1,500

4 × 700 = 2,800

8 × 900 = 1,700

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DIRECTIONS: Find the product for each of the following.

5 × 80

=

8 × 300 =

3 × 90

=

9 × 500 =

4 × 70

=

2 × 900 =

9 × 40

=

4 × 800 =

6 × 90

=

3 × 700 =

7 × 80

=

5 × 800 =

6 × 30

=

5 × 300 =

DIRECTIONS: Check (

) all multiplication sentences that are correct.

9 × 20 = 180

2 × 40 = 90

5 × 20 = 120

9 × 40 = 360

6 × 200 = 1,200

4 × 400 = 1,600

7 × 200 = 1,400

6 × 400 = 2,500

9 × 200 = 1,900

7 × 400 = 2,800

5 × 30 = 160

2 × 80 = 160

6 × 30 = 180

5 × 80 = 260

4 × 300 = 1,400

8 × 80 = 680

7 × 300 = 2,100

7 × 800 = 5,600

9 × 300 = 2,700

9 × 800 = 7,200

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1 What is the product of 60 and 3?

90

900

180

1,800

2 What is the product of 600 and 2?

1,200

120

1,800

180

3 The local library received a donation of 9 boxes of books. If each box contained 50 books, how many books did the local library receive?

9,000 books

4,500 books 900 books 450 books

4 Which of the following multiplication sentences is correct?

30 × 9 = 540 30 × 9 = 360 30 × 9 = 270 30 × 9 = 180

5 Edward needs to sell 3 booklets of tickets for the fair. There are 500 tickets in each booklet. How many tickets does Edward need to sell?

150 tickets 500 tickets 1,500 tickets 5,000 tickets 8 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

DIRECTIONS: Find the product for each of the following.

9 × 30

=

7 × 500 =

5 × 80

=

5 × 200 =

7 × 60

=

3 × 600 =

3 × 80

=

4 × 400 =

4 × 90

=

5 × 500 =

2 × 60

=

7 × 900 =

7 × 70

=

8 × 600 =

DIRECTIONS: Check (

) all multiplication sentences that are correct.

4 × 40 = 160

7 × 50 = 300

3 × 40 = 120

4 × 50 = 200

2 × 400 = 600

1 × 500 = 500

8 × 400 = 3,000

8 × 500 = 4,000

9 × 400 = 3,600

9 × 500 = 4,300

2 × 70 = 120

2 × 60 = 110

9 × 70 = 620

5 × 60 = 300

6 × 700 = 4,200

8 × 60 = 480

5 × 700 = 3,500

7 × 600 = 4,400

4 × 700 = 2,800

9 × 600 = 5,400

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1 Which of the following multiplication sentences is correct?

500 × 6 = 120 500 × 6 = 1,200 500 × 6 = 300 500 × 6 = 3,000

2 What is the product of 40 and 9?

150

360

480

1,560

3 What is the product of 700 and 4?

1,400

2,000

2,800

3,600

4 Which of the following multiplication sentences is correct?

20 × 7 = 700 20 × 7 = 350 20 × 7 = 210 20 × 7 = 140

5 Which of the following multiplication sentences is correct?

600 × 4 = 240

600 × 4 = 2,400 600 × 4 = 360 600 × 4 = 3,600 10 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

1 Which of the following can help you find the product of 70 and 6?

70 × 6 is the same as 7 tens × 6, which is equal to 42 tens or 420.

70 × 6 is the same as 7 tens × 6, which is equal to 42 tens or 4,200.

70 × 6 is the same as 7 tens × 6, which is equal to 13 tens or 130.

70 × 6 is the same as 7 tens × 6, which is equal to 13 tens or 1,300.

2 Which of the following can help you find the product of 8 and 400?

8 × 400 is the same as 8 × 4 hundreds, which is equal to 24 hundreds or 240 8 × 400 is the same as 8 × 4 hundreds, which is equal to 24 hundreds or 2,400.

8 × 400 is the same as 8 × 4 hundreds, which is equal to 32 hundreds or 320.

8 × 400 is the same as 8 × 4 hundreds, which is equal to 32 hundreds or 3,200.

3 Which of the following can help you find the product of 7 and 900?

7 × 900 is the same as 7 × 9 hundreds, which is equal to 63 hundreds or 630.

7 × 900 is the same as 7 × 9 hundreds, which is equal to 16 hundreds or 1,600.

7 × 900 is the same as 7 × 9 hundreds, which is equal to 63 hundreds or 630.

7 × 900 is the same as 7 × 9 hundreds, which is equal to 16 hundreds or 160.

4 What is the product of 7 and 90?

70

630

63

6,300

5 What is the product of 4 and 600?

1,000

240

2,400

4,000

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6 Which of the following multiplication sentences is correct?

8 × 900 = 170 8 × 900 = 7,200 8 × 900 = 2,700 8 × 900 = 720

7 What is the product of 50 and 6?

300

560

30

3,000

8 What is the product of 200 and 8?

1,000

2,600

1,600

4,600

9 Which of the following multiplication sentences is correct?

60 × 3 = 350 60 × 3 = 280 60 × 3 = 150 60 × 3 = 180

10 Which of the following multiplication sentences is correct?

900 × 4 = 360

900 × 4 = 36 900 × 4 = 360 900 × 4 = 3,600

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REPRESENTING AND INTERPRETING FRACTIONS GREATER THAN ONE MA.3.FR.1.2 Represent and interpret fractions, including fractions greater than one, in the form of m as the n result of adding the unit fraction 1 to itself m times.

n

m

Use a number line to compose and decompose a fraction of the form into m unit fractions of the n 1 form n .

6

Example: Use a number line to show 4 .

Draw and divide each unit of the number line into 4 equal parts.

0

1

2

Since each part of this number line represents 1 , then taking six 1 parts is equivalent to 6 .

4 4 4 1

1

1

1

1

1

1

6

six 4 parts = 4 + 4 + 4 + 4 + 4 + 4 = 4 1 4

0

1 4

1 4

1 4

Use strip diagrams to compose and decompose a m into m unit fractions of fraction of the form n 1 the form .

n

6

1

1 4

1 4

1 4

1 4

2

Use shapes to compose and decompose a m into m unit fractions of fraction of the form n 1 the form .

n

6

Example: Use a strip diagram to show 4 .

Example: Use a shape to show 4 .

Draw strip diagrams and divide each strip diagram into 4 equal parts.

Draw circles and divide each circle into 4 equal parts.

Since each part of the strip diagram shows 1 , 4 then taking six 1 parts is equivalent to 6 .

Since each part of the circle shows 4 , then 1 taking six 4 parts is equivalent to 6 .

4

1 4 1 4

4

1 4

1 4

1 4

1 1 1 4 4 4 1 1 1 1 1 1 6 4 + 4 + 4 + 4 + 4 + 4 = 4

1

4

1 4 1 4

1 4 1 4

1 4 1 4

1 4 1 4

1 1 1 1 1 1 6 4 + 4 + 4 + 4 + 4 + 4 = 4

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DIRECTIONS: Identify the fractions represented on the number lines.

0

0

1

1

0

2

0

1

DIRECTIONS: Identify the fractions represented on the strip diagrams.

DIRECTIONS: Identify the fractions shown on the shapes.

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2

1

DIRECTIONS: Identify the fractions represented on the number lines.

0

0

2

1

1

3

0

2

0

1

DIRECTIONS: Identify the fractions represented on the strip diagrams.

DIRECTIONS: Identify the fractions shown on the shapes.

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2

1

1 The rectangle below is divided into equal parts.

1 1 1 1 1 1 1 1 1 12 12 12 12 12 12 12 12 12 What fraction of the whole rectangle is shaded?

1 12 7 5

1 12

1 12

1 12

7 12 5 7

2 Which of the following fraction models shows

3 ?

5

3 Which of the following shows 5 as a sum of unit fractions?

8 5 5 5 5 5 5 5 5 1 + 2 + 3 + 4 + 5 + 6 +7 + 8 1 2 3 4 5 8+8+8+8+8 1 1 1 1 1 1 1 1 5+5+5+5+5+5+5+5 1 1 1 1 1 8+8+8+8+8

4 A number line is shown below.

What fraction is shown on the number line?

4 6

4 6

4 10

1 10

Three

Seven

Ten

5

How many 1 are there in 7 ?

3 3 One

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DIRECTIONS: Identify the fractions represented on the number lines.

0

0

1

2

0

1

0

1

1

DIRECTIONS: Identify the fractions represented on the strip diagrams.

DIRECTIONS: Identify the fractions shown on the shapes.

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2

1 The rectangle below is divided into equal parts.

1 1 1 1 1 5 5 5 5 5 What fraction of the whole rectangle is shaded?

1 1 4 5 5 4

4 5

2 Which of the following fraction models shows 4 ?

6

3 Which of the following shows 6 as a sum of unit fractions?

5 1 2 3 4 5 6 5+5+5+5+5+5 1 1 1 1 1 6+6+6+6+6 1 1 1 1 1 1 5+5+5+5+5+5 6 6 6 6 6 1+2+3+4+5

4 A number line is shown below.

What fraction is shown on the number line?

1 3 8 8

1 3

3 5

One

Eight

5

How many 1 are there in 8 ?

4 4 Twelve

Four

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1 The rectangles below are each divided into equal parts.

1 1 1 1 1 1 1 6 6 6 6 6 6 6 What fraction is shaded in the model?

9 12 9 6

1 6

1 6

1 6

1 6

1 6

3 12 3 6

2 Which of the following fraction models shows

2 ?

8

3 Which of the following shows 7 as a sum of unit fractions?

2 1 2 3 4 5 6 7 2 + 2 + 2 + 2 + 2 + 2 +7 7 7 1+1 1 1 1 1 1 1 1 2+2+2+2+2+2+2 7 7 1+2

4 A number line is shown below.

What fraction is shown on the number line?

5 9

3 9

1 9

6 9

Four

Five

Ten

5

How many 1 are there in 8 ?

5 5 Eight

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6 The rectangle below is divided into equal parts.

1 1 1 1 1 1 6 6 6 6 6 6 What fraction of the whole rectangle is shaded?

1 1 6 6 5 6

4 6

7 Which of the following fraction models shows 6 ?

10

8 7 as a sum of unit fractions?

3 1 1 1 1 1 1 1 3 + 3 + 3 + 3 + 3 + 3 +3

Which of the following shows

1 1 1 1 1 3+3+3+3+3 1 1 1 1 1 1 3+3+3+3+3+3 3 3 3 3 3 1+2+3+4+5

9 A number line is shown below.

What fraction is shown on the number line?

1 6 8 8

1 5

5 8

Nine

Eight

10 How many 1 are there in 6 ?

9 9 Three

Six

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DETERMINING UNKNOWN WHOLE NUMBERS

MA.3.AR.2.3 Determine the unknown whole number in a multiplication or division equation, relating three whole numbers, with the unknown in any position.

MA.3.NSO.2.1 Restate a division problem as a missing factor problem using the relationship between multiplication and division.

Understand that fact families relate multiplication and division equations. Remember that multiplication and division are inverse operations. Use rectangular arrays to model the relationship between multiplication and division.

Example: Use a rectangular array to find all multiplication and division equations related to 4 × 6.

4 × 6 can be modeled as 4 rows of 6 6 Based on the model

4 Thus, 4 × 6 = 24.

4 × 6 = 24

Based on the model.

6 × 4 = 24

6 columns of 4

24 ÷ 6 = 4

24 divided into 6 equal columns

24 ÷ 4 = 6

24 divided into 4 equal rows

Use fact families to write a multiplication or division equation to determine the unknown whole number in any position.

EQUATION 3 × ___ = 6 ___ × 3 = 6

6 ÷ 3 = ___ 6 ÷ ___ = 3

WHAT IT MEANS

VISUAL MODEL

3 groups of how many equals 6?

How many groups of 3 equals 6?

6 divided into 3 equal groups of how many?

6 divided into how many groups of 3?

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DIRECTIONS: Fill in the missing fact from each fact family.

7 × 8 = 56

30 ÷ 5 = 6

4 × 9 = 36

8 × 7 = 56

5 × 6 = 30

36 ÷ 9 = 4

56 ÷ 7 = 8

30 ÷ 6 = 5

36 ÷ 4 = 9

15 ÷ 3 = 5

32 ÷ 4 = 8

3 × 7 = 21

5 × 3 = 15

4 × 8 = 32

21 ÷ 7 = 3

15 ÷ 5 = 3

8 × 4 = 32

7 × 3 = 21

Find the missing number in the multiplication or DIRECTIONS: division equations.

8 × _____ = 40

30 ÷ _____ = 6

_____ × 3 = 18

_____ ÷ 7 = 4

9 × _____ = 72

12 ÷ _____ = 4

_____ × 6 = 42

_____ ÷ 6 = 9

9 × _____ = 18

25 ÷ _____ = 5

_____ × 10 = 40

_____ ÷ 3 = 9

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DIRECTIONS: Fill in the missing fact from each fact family.

9 × 7 = 63

42 ÷ 6 = 7

6 × 5 = 30

63 ÷ 7 = 9

7 × 6 = 42

30 ÷ 6 = 5

63 ÷ 9 = 7

6 × 7 = 42

5 × 6 = 30

99 ÷ 9 = 11

3 × 9 = 27

48 ÷ 6 = 8

9 × 11 = 99

9 × 3 = 27

48 ÷ 8 = 6

11 × 9 = 99

27 ÷ 9 = 3

6 × 8 = 48

DIRECTIONS: Find the missing number in the multiplication or division equations.

9 × _____ = 81

65 ÷ _____ = 13

_____ × 4 = 28

_____ ÷ 6 = 6

5 × _____ = 40

15 ÷ ____ = 3

_____ × 7 = 14

_____ ÷ 10 = 7

9 × _____ = 45

49 ÷ _____ = 7

_____ × 12 = 96

_____ ÷ 5 = 11

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1 What is the value of a in the equation below? a × 8 = 48 4

8

6

12

2 What is the value of m in the equation below?

9 × m = 63 7

6

12

8

3 What is the value of s in the equation given below?

s ÷ 7 = 13 96

81

97

91

4 Select all of the related facts that can be used to solve this equation: 39 ÷ 3 = b 3 × 13

3×9

13 × 2

17 × 3

13 × 3

5 Select all of the related facts that can be used to solve this equation: 51 ÷ ? = 3

19 × 3

4 × 17

3 × 17

17 × 3

19 × 4 24 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

DIRECTIONS: Fill in the missing fact from each fact family.

5 × 7 = 35

6 × 3 = 18

72 ÷ 9 = 8

35 ÷ 7 = 5

18 ÷ 3 = 6

72 ÷ 8 = 9

35 ÷ 5 = 7

3 × 6 = 18

9 × 8 = 72

24 ÷ 6 = 4

13 × 3 = 39

15 × 6 = 90

6 × 4 = 24

3 × 13 = 39

90 ÷ 6 = 15

24 ÷ 4 = 6

39 ÷ 3 = 13

6 × 15 = 90

DIRECTIONS: Find the missing number in the multiplication or division equations.

16 × ___ = 48

56 ÷ _____ = 7

_____ × 9 = 18

_____ ÷ 8 = 3

5 × _____ = 40

96 ÷ _____ = 8

_____ × 7 = 42

_____ ÷ 14 = 6

8 × _____ = 16

135 ÷ ____ = 9

_____ × 2 = 8

_____ ÷ 11 = 4

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1 Which of the following multiplication equations can be used to find the quotient of 42 ÷ 6?

6 × ? = 42

3×?=6

6 × ? = 12

2×?=6

2 If 8 × 4 = 32, then 32 ÷ 4 must be equal to which of the following?

4

8

12

32

3 Which of the following multiplication and division sentences is not related to the other facts?

3 × 6 = 18

6÷3=2

6 × 3 = 18

18 ÷ 3 = 6

4 Which of the following multiplication equations can be used to find the quotient of 24 ÷ 4?

2×n=4

2 × n = 24

4×n=4

4 × n = 24

5 If 4 × 5 = 20, then which of the following must be a related division fact?

4÷2=2

8÷4=2

10 ÷ 5 = 2

20 ÷ 4 = 5

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1 What is the value of w in the equation below? w × 6 = 42 4

7

6

12

2 What is the value of c in the equation below?

14 × c = 70 6

7

11

5

3 What is the value of h in the equation given below?

h ÷ 5 = 13 55

45

65

85

4 Select all of the related facts that can be used to solve this equation: 72 ÷ 18 = b 4 × 18

7 × 18

18 × 4

16 ×4

4 × 16

5 Select all of the related facts that can be used to solve this equation: 68 ÷ ? = 2

12 × 8

2 × 34

6 × 19

19 × 6

34 × 2 27 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

6 If 8 × 6 = 48, then which of the following must be a related division fact?

48 ÷ 6 = 8

8÷2=4

6÷3=2

6÷2=3

7 Paulo and Vincent must find the quotient of 27 ÷ 9.

•

Paulo says that since 3 × 9 = 27, then 27 ÷ 9 must be 3.

•

Vincent says that since 9 × 1 = 9, then 27 ÷ 9 must be 1.

Who among them is correct?

Paulo only Vincent only Both Paulo and Vincent

Neither Paulo nor Vincent

8 Maya and Fay must find the quotient of 72 ÷ 8 = ◼.

•

Maya says that she can rewrite 72 ÷ 8 = ◼ as 2 × ◼ = 8 and determine that the quotient is 4.

•

Fay says that she can rewrite 72 ÷ 8 = ◼ as 4 × ◼ = 8 and determine that the quotient is 2.

Who is correct?

Maya only Fay only Both Maya and Fay Neither Maya nor Fay

9 If 8 × 9 = 72, then 72 ÷ 9 must be equal to which of the following?

9

8

4

12

10 Which of the following multiplication and division sentences is not related to the other facts?

8 × 4 = 32

8 × 8 = 64

32 ÷ 4 = 8

32 ÷ 8 = 4

28 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

FINDING ELAPSED TIME MA.3.M.2.2 Solve one- and two-step real-world problems involving elapsed time.

Use a number line that shows time to determine elapsed time. Jump from one point on the number line to the other point and calculate the time between these two points using addition or subtraction.

Example: Wendy watched TV from 6:20 p.m. to 8:00 p.m. How long did Wendy watch TV? 40 minutes 1 hour

6:00

6:20

6:40

7:00

7:20

7:40

8:00

8:20

8:40

Therefore, Wendy watched TV for 40 minutes + 1 hour = 1 hour and 40 minutes.

The modeling on the number line can be done in many ways, too.

1 hour

40 minutes

6:00 6:20 6:40 7:00 7:20 7:40 Notice that in both cases, the answer is the same.

8:00

8:20

8:40

Wendy watched TV for 1 hour and 40 minutes.

Elapsed time can also be determine by counting on clocks.

Example: Wendy watched TV from 6:20 p.m. to 8:00 p.m. How long did Wendy watch TV? There are 40 minutes from 6:20 p.m. to 7:00 p.m.

There is 1 hour from 7:00 p.m. to 8:00 p.m.

Therefore, Wendy watched TV for 40 minutes + 1 hour = 1 hour and 40 minutes.

29 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

DIRECTIONS: Determine the elapsed time.

ELAPSED TIME:

ELAPSED TIME:

ELAPSED TIME:

ELAPSED TIME:

DIRECTIONS: Solve each word problem.

Amy worked on her math homework from 7:20 p.m. until 9:10 p.m. How long did Amy work on her math homework?

ELAPSED TIME:

Robert stayed at the library from 3:15 p.m. until 6:20 p.m. How long did Robert stay at the library?

ELAPSED TIME:

A farmer worked on his field from 8:30 a.m. until 1:25 p.m. How long did the farmer work on his field?

ELAPSED TIME: 30 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

DIRECTIONS: Determine the elapsed time.

START

FINISH

ELAPSED TIME:

START

ELAPSED TIME:

FINISH

ELAPSED TIME:

FINISH

ELAPSED TIME:

START

START

START

FINISH

ELAPSED TIME:

FINISH

START

ELAPSED TIME: 31 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

FINISH

1 Fred went to a concert that ended at 10:20 p.m. If the concert lasted for 2 hours and 45 minutes, what time did it start?

7:35 pm

7:45 pm

8:45 pm

8:55 pm

2 Victor spent 3 hours and 30 minutes working on his art project. If he started working on his project at 1:55 p.m., what time did he finish?

5:25 pm

5:05 pm

4:45 pm

4:35 pm

3 Leo left his house at 4:45 p.m. and arrived at his destination at 5:20 p.m. How long did it take Leo arrive?

35 minutes

45 minutes

5 minutes

1 hour and 5 minutes

4 The digital clocks below show the times when Bernard started and finished a hike. How long did Bernard’s hike last?

1 hour and 5 minutes 1 hour and 35 minutes 2 hours and 5 minutes 2 hours and 25 minutes

5 The digital clock below shows the time Glen started mowing the lawn. If he spent 1 hour and 5 minutes mowing the lawn, what time did he finish?

4:35 pm

4:45 pm

5:25 pm

5:35 pm

32 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

DIRECTIONS: Determine the elapsed time.

START

FINISH

ELAPSED TIME:

START

ELAPSED TIME:

FINISH

ELAPSED TIME:

FINISH

ELAPSED TIME:

START

START

START

FINISH

ELAPSED TIME:

FINISH

START

ELAPSED TIME: 33 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

FINISH

1 A car mechanic spent 55 minutes fixing a car’s battery. If the car mechanic started working on the car at 9:50 a.m., what time did the car mechanic finish?

8:05 am

8:55 am

10:45 am

11:05 am

2 Ben started eating breakfast at 7:50 a.m. and finished at 8:15 a.m. How long did it take him to eat his breakfast?

15 minutes

25 minutes

1 hour and 15 minutes

1 hour and 25 minutes

3 Olive took a nap for 2 hours and 45 minutes. The analog clock below shows the time she started her nap. What time did she wake up?

5:30

4:10

4:50

5:50

4 The analog clocks below show the start and end times of Kim’s recital. How long did Kim’s recital last?

35 minutes 55 minutes 1 hour and 35 minutes Start Time

End Time

1 hour and 55 minutes

5 Jane spent 3 hours and 25 minutes cleaning her room. The digital clock below shows the time the she finished cleaning. What time did she start cleaning her room?

7:25 am

7:35 am

7:45 am

7:55 am

34 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

1 The analog clock below shows the time Ruby got back from the library. If she was gone for 2 hours and 50 minutes, what time did she leave for the library?

8:15

8:25

8:35

8:45

2 The analog clock below shows the time Jake got to the restaurant. If it took 55 minutes to get to the restaurant, what time did he leave?

4:45

2:55

5:45

5:55

3 The analog clocks below show the start and end times of Joel’s training. How long did Joel’s training last?

10 minutes 20 minutes 30 minutes 50 minutes

4 The digital clocks below show the times when Elias started and finished washing his car. How long did Elias take to wash his car?

45 minutes 55 minutes 1 hour and 5 minutes 1 hour and 15 minutes

5 Diana started eating dinner at 6:53 p.m. and finished at 7:12 p.m. How long did it take for her to eat her dinner?

19 minutes

12 minutes

1 hour and 12 minutes

1 hour and 19 minutes

35 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

6 Michael went to watch a movie at the theater that ended at 10:40 p.m. If the movie lasted 2 hours and 30 minutes, what time did it start?

7:35 pm

7:45 pm

8:45 pm

8:10 pm

7 Logan spent 2 hours and 50 minutes working on a craft project. If he started working on his project at 2:40 p.m., what time did he finish?

5:25 pm

5:05 pm

5:30 pm

4:35 pm

8 Kevin left his house at 3:55 p.m., but did not arrive at his office until 4:35 p.m. How long did it take Kevin to get to his office?

35 minutes

40 minutes

5 minutes

1 hour and 10 minutes

9 A painter spent 49 minutes painting a room. If the painter started painting the room at 8:25 a.m., what time did the painter finish?

8:49 am

9:14 am

9:25 am

8:25 am

10 The digital clock below shows the time Frank started raking leaves in his lawn the lawn. If he spent 1 hour and 22 minutes raking leaves, what time did he finish?

5:52 pm

4:08 pm

4:25 pm

5:08 pm

36 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

sample book

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