G3 U1 Constructed Response
Name: ________________________________________ Date:_______________
Grade 3 Unit 1 Constructed Response Understanding Division TASK 1: Rounding to the Nearest 10 or 100 (CCSS: 3.NBT.1; SMP: 1, 3, 5, 6, 7)
1. Examine the problem below: Round the number 778 to the nearest hundred. a. After analyzing the problem, identify and describe a tool that could be used to find your answer. Explain how you could use this tool to solve the problem.
b. Solve the problem using the math tool you identified above.
Answer: ______________________ Copyright © Swun Math Grade 3 Unit 1 Constructed Response, Page 1
Grade 3 Unit 1 Constructed Response Understanding Division 2. Regina and Samantha are trying to round the number 697 to the nearest ten; however, they cannot agree on an answer. Review each girl’s answer and answer the following question. Regina’s answer: 700 Samantha’s answer: 610 Using your knowledge of rounding numbers, determine which argument is correct and write an explanation in which you justify your answer.
3. The table below shows the race times recorded for 6 cyclists: Cyclist Number 1 2 3 4 5 6
Time (min) 79 83 90 78 86 89
a. Bella decides that she wants to round each of the times recorded to the nearest ten minutes. Complete the table below for Bella. Cyclist Number 1 2 3 4 5 6
Original Time (min) 79 83 90 78 86 89
New Time (min)
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Grade 3 Unit 1 Constructed Response Understanding Division b. Analyze the new times found. Explain how the results of the race have changed. Is Bella’s strategy of rounding the times to the nearest ten effective in determining each cyclists position after the race? How have the results changed?
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Grade 3 Unit 1 Constructed Response Understanding Division TASK 2: Addition and Subtraction within 1000 (CCSS: 3.NBT.1, 3.NBT.2; SMP: 2, 4, 5, 6, 8)
4. Margaret and Roy are selling candles for a fundraiser. During week 1 they sold 289 candles. Due to a successful first week of sales they decide to sell more for a second week. After two weeks, they sell a total of 635 candles. How many candles did they sell during week 2? a. After reading the problem, write an equation that can be used to find the number of candles sold during week 2.
Answer: _____________________ b. Using your equation from part A, find the number of candles sold. Show your work.
Answer: ______________________ c. Explain how you know that your answer is reasonable.
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Grade 3 Unit 1 Constructed Response Understanding Division 5. Ruby was given $200 for her birthday and she wants to buy some snow gear for her trip up to the mountains. The items she wants to purchase are: snow boots, gloves, a snow jacket, and a hat. Item
Price
Hat Gloves Wool Socks Snow Boots Snow Jacket Scarf
$21 $18 $10 $68 $82 $15
a. Use estimation to determine if Ruby has enough money to purchase the items she needs. Show your work and explain your answer in complete sentences.
b. Analyze your answer from above. Would it be possible for Ruby to buy more items with the money she has? If so, determine and identify which item(s) she can purchase. Explain your answer.
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Grade 3 Unit 1 Constructed Response Understanding Division 6. Determine if each equation is true or false. Circle the best answer and prove that each answer is correct by showing your work and explaining your answer. Equation a. 562 + 253 = 253 + 562
True or False
True / False
b. 279 − 215 = 215 − 279
True / False
c. 865 – 210 = 395 + 260
True / False
d. 354 +125 + 125 + 275
True / False
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Explanation
Grade 3 Unit 1 Constructed Response Understanding Division TASK 3: Multiply Multiples of 10 (CCSS: 3.NBT.3; SMP: 1, 2, 4, 5, 7, 8)
7. Analyze the two sentences below: 3 groups of 9 tens
3 groups of 90
a. Do these two sentences represent the same quantity? Explain your reasoning.
b. Write an equation that represents the two sentences above.
Answer: __________________________ c. Solve the equation you wrote and create an illustration to prove that your solution is correct.
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Grade 3 Unit 1 Constructed Response Understanding Division 8. a. Use basic facts & patterns to find the products for each equation below. Equation
Product
30 x 3 = ? 30 x 4 = ? 30 x 5 = ? 30 x 6 = ? 30 7 = ? b. Do you observe any patterns when working with multiples of 10? Explain your reasoning.
9. At a summer camp children are placed into groups labelled A-H. There are 20 children placed into each group. How many children are attending summer camp? a. After reading the problem, explain the meaning of the problem and describe a starting point for solving the problem.
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Grade 3 Unit 1 Constructed Response Understanding Division b. Using your strategy, find the number of students attending camp. Show your work
Answer: ___________________ c. Prove that your answer is correct by creating an illustration.
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Grade 3 Unit 1 Constructed Response Understanding Division TASK 1: Rounding to the Nearest 10 or 100 (CCSS: 3.NBT.1; SMP: 1, 3, 5, 6, 7)
1. Examine the problem below: Round the number 778 to the nearest hundred. a. After analyzing the problem, identify and describe a tool that could be used to find your answer. Explain how you could use this tool to solve the problem.
b. Solve the problem using the math tool you identified above.
Answer: ______________________ Copyright © Swun Math Grade 3 Unit 1 Constructed Response, Page 1
Grade 3 Unit 1 Constructed Response Understanding Division 2. Regina and Samantha are trying to round the number 697 to the nearest ten; however, they cannot agree on an answer. Review each girl’s answer and answer the following question. Regina’s answer: 700 Samantha’s answer: 610 Using your knowledge of rounding numbers, determine which argument is correct and write an explanation in which you justify your answer.
3. The table below shows the race times recorded for 6 cyclists: Cyclist Number 1 2 3 4 5 6
Time (min) 79 83 90 78 86 89
a. Bella decides that she wants to round each of the times recorded to the nearest ten minutes. Complete the table below for Bella. Cyclist Number 1 2 3 4 5 6
Original Time (min) 79 83 90 78 86 89
New Time (min)
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Grade 3 Unit 1 Constructed Response Understanding Division b. Analyze the new times found. Explain how the results of the race have changed. Is Bella’s strategy of rounding the times to the nearest ten effective in determining each cyclists position after the race? How have the results changed?
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Grade 3 Unit 1 Constructed Response Understanding Division TASK 2: Addition and Subtraction within 1000 (CCSS: 3.NBT.1, 3.NBT.2; SMP: 2, 4, 5, 6, 8)
4. Margaret and Roy are selling candles for a fundraiser. During week 1 they sold 289 candles. Due to a successful first week of sales they decide to sell more for a second week. After two weeks, they sell a total of 635 candles. How many candles did they sell during week 2? a. After reading the problem, write an equation that can be used to find the number of candles sold during week 2.
Answer: _____________________ b. Using your equation from part A, find the number of candles sold. Show your work.
Answer: ______________________ c. Explain how you know that your answer is reasonable.
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Grade 3 Unit 1 Constructed Response Understanding Division 5. Ruby was given $200 for her birthday and she wants to buy some snow gear for her trip up to the mountains. The items she wants to purchase are: snow boots, gloves, a snow jacket, and a hat. Item
Price
Hat Gloves Wool Socks Snow Boots Snow Jacket Scarf
$21 $18 $10 $68 $82 $15
a. Use estimation to determine if Ruby has enough money to purchase the items she needs. Show your work and explain your answer in complete sentences.
b. Analyze your answer from above. Would it be possible for Ruby to buy more items with the money she has? If so, determine and identify which item(s) she can purchase. Explain your answer.
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Grade 3 Unit 1 Constructed Response Understanding Division 6. Determine if each equation is true or false. Circle the best answer and prove that each answer is correct by showing your work and explaining your answer. Equation a. 562 + 253 = 253 + 562
True or False
True / False
b. 279 − 215 = 215 − 279
True / False
c. 865 – 210 = 395 + 260
True / False
d. 354 +125 + 125 + 275
True / False
Copyright © Swun Math Grade 3 Unit 1 Constructed Response, Page 6
Explanation
Grade 3 Unit 1 Constructed Response Understanding Division TASK 3: Multiply Multiples of 10 (CCSS: 3.NBT.3; SMP: 1, 2, 4, 5, 7, 8)
7. Analyze the two sentences below: 3 groups of 9 tens
3 groups of 90
a. Do these two sentences represent the same quantity? Explain your reasoning.
b. Write an equation that represents the two sentences above.
Answer: __________________________ c. Solve the equation you wrote and create an illustration to prove that your solution is correct.
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Grade 3 Unit 1 Constructed Response Understanding Division 8. a. Use basic facts & patterns to find the products for each equation below. Equation
Product
30 x 3 = ? 30 x 4 = ? 30 x 5 = ? 30 x 6 = ? 30 7 = ? b. Do you observe any patterns when working with multiples of 10? Explain your reasoning.
9. At a summer camp children are placed into groups labelled A-H. There are 20 children placed into each group. How many children are attending summer camp? a. After reading the problem, explain the meaning of the problem and describe a starting point for solving the problem.
Copyright © Swun Math Grade 3 Unit 1 Constructed Response, Page 8
Grade 3 Unit 1 Constructed Response Understanding Division b. Using your strategy, find the number of students attending camp. Show your work
Answer: ___________________ c. Prove that your answer is correct by creating an illustration.
Copyright © Swun Math Grade 3 Unit 1 Constructed Response, Page 9
