The solutions to **Bridges in Mathematics Grade 3 Student Book Answer Key** **Unit 4 Module 3** can help students to clear their doubts quickly.

## Bridges in Mathematics Grade 3 Student Book Answer Key Unit 4 Module 3

**Bridges in Mathematics Grade 3 Student Book Unit 4 Module 3 Session 1 Answer Key**

**Choose a Measurement Unit**

Question 1.

A box of cereal has 10 servings. Each serving is 240 grams (g).

a. How many grams of cereal are in the box? Show your work.

Answer:

Number of servings that a box of cereal contain = 10

Number of servings each box contain = 240

Number of grams of cereals in the box = ?

= 240 x 10

= 2400 grams

b.

Is that more or less than 2 kilograms? (Hint: 1 kilogram = 1,000 grams)

Answer:

Since the number of grams obtained is 2400 grams

It is more than 2 kilograms

Question 2.

Circle the appropriate words to fill in the blanks.

a.

A work boot is heavy! I would measure its ____ with ____.

Answer:

A work boot is fine for huge hours when we want to stand for a long duration and walk. It can measure its mass in Kilograms.

b.

An elephant is tall. I would measure its ____ with ____

Answer:

A tallest Elephant’s height is measured in meters.

c. A pencil box is short! I would measure its ____ with ____

Answer:

A Pencil box is short, I can measure its Length with Centimeters.

d. An eyedropper doesn’t hold much. I would measure its _____ with _____

Answer:

An Eyedropper is a device employed to convey a less amount of Liquid. It can measure Volume with milliliters.

e. A marking pen is light! I would measure its __________ with ______

Answer:

A marking pen’s mass is measured in grams.

f. That pitcher holds lots. I would measure its ____________ with ______

Answer:

A pitcher is employed for preserving the Liquids. I will measure the volume in liters.

g An eel is long! I would measure its ____ with _____

Answer:

An eel is a kind of fish that appears as a snake. I would measure the length of the eel with meters.

h. A pool holds lots of water! I would measure its ____ with _____.

Answer:

A pool can hold lots of water at the same time it requires huge protection. I will measure its volume in Liters.

**Bridges in Mathematics Grade 3 Student Book Unit 4 Module 3 Session 2 Answer Key**

Question 1.

Fill in the shapes to show each fraction.

ex

\(\frac{1}{9}\)

a.

\(\frac{1}{3}\)

Answer:

Given fraction value \(\frac{1}{3}\)

Number of parts to shade =1

Total Number of parts = 3

Then pick a color and shade as per the fraction.

b.

\(\frac{1}{10}\)

Answer:

Given fraction value \(\frac{1}{10}\)

Number of parts to shade =1

Total Number of parts = 10

Then pick a color and shade as per the fraction.

c.

\(\frac{1}{4}\)

Answer:

Given fraction value \(\frac{1}{4}\)

Number of parts to shade = 1

Total Number of parts = 4

Then pick a color and shade as per the fraction.

d.

\(\frac{1}{5}\)

Answer:

Given fraction value \(\frac{1}{5}\)

Number of parts to shade = 1

Total Number of parts = 5

Then pick a color and shade as per the fraction.

e.

\(\frac{1}{4}\)

Answer:

Given fraction value \(\frac{1}{4}\)

Number of parts to shade = 1

Total Number of parts = 4

Then pick a color and shade as per the fraction.

Question 2.

Look at the fractions you shaded above. Use them to help complete each number

sentence by writing <, >, or =.

ex

\(\frac{1}{3}\) > \(\frac{1}{9}\)

a.

\(\frac{1}{5}\) \(\frac{1}{3}\)

Answer:

Since the number \(\frac{1}{5}\) is less than the number \(\frac{1}{3}\) place the less than Symbol as shown below.

\(\frac{1}{5}\) < \(\frac{1}{3}\)

b.

\(\frac{2}{9}\) \(\frac{1}{9}\)

Answer:

Since the number \(\frac{2}{9}\) is more than the number \(\frac{1}{9}\) place the greater than Symbol as shown below.

\(\frac{2}{9}\) > \(\frac{1}{9}\)

c.

\(\frac{1}{10}\) \(\frac{1}{9}\)

Answer:

Since the number \(\frac{1}{10}\) is less than the number \(\frac{1}{9}\) place the less than Symbol as shown below.

\(\frac{1}{10}\) < \(\frac{1}{9}\)

d.

\(\frac{1}{5}\) \(\frac{1}{10}\)

Answer:

Since the number \(\frac{1}{5}\) is more than the number \(\frac{1}{10}\) place the greater than Symbol as shown below.

\(\frac{1}{5}\) > \(\frac{1}{10}\)

e.

\(\frac{1}{2}\) \(\frac{1}{3}\)

Answer:

Since the number \(\frac{1}{2}\) is more than the number \(\frac{1}{3}\) place the greater than Symbol as shown below.

\(\frac{1}{2}\) > \(\frac{1}{3}\)

Question 3.

Use what you know about fractions to complete each number sentence by writing <, >, or =.

a. \(\frac{1}{100}\) \(\frac{1}{50}\)

Answer:

Since the number \(\frac{1}{100}\) is less than the number \(\frac{1}{50}\) place the less than Symbol as shown below.

\(\frac{1}{100}\) < \(\frac{1}{50}\)

b. \(\frac{7}{25}\) \(\frac{5}{25}\)

Answer:

Since the number \(\frac{7}{25}\) is more than the number \(\frac{5}{25}\) place the greater than Symbol as shown below.

\(\frac{7}{25}\) > \(\frac{5}{25}\)

c. \(\frac{1}{4}\) \(\frac{1}{16}\)

Answer:

Since the number \(\frac{1}{4}\) is more than the number \(\frac{1}{16}\) place the greater than Symbol as shown below.

\(\frac{1}{4}\) > \(\frac{1}{16}\)

Question 4.

My friends and I are sharing a watermelon. I got \(\frac{1}{3}\) of the watermelon and my friend

Michelle got \(\frac{1}{6}\) of the watermelon. Who got more? Explain your answer.

Answer:

Number of watermelons for Michelle = \(\frac{1}{6}\)

Number of watermelons for me= \(\frac{1}{3}\)

When both are compared \(\frac{1}{6}\) , \(\frac{1}{3}\)

\(\frac{1}{3}\) > \(\frac{1}{6}\)

Therefore I got more watermelons.

Question 5.

Divide the shape and shade in the fraction.

a.

\(\frac{1}{4}\)

Answer:

Given fraction value \(\frac{1}{4}\)

Number of parts to shade = 1

Total Number of parts = 4

Then pick a color and shade as per the fraction as shown below.

b.

\(\frac{3}{4}\)

Answer:

Given fraction value \(\frac{1}{4}\)

Number of parts to shade = 3

Total Number of parts = 4

Then pick a color and shade as per the fraction as shown below.

**Bridges in Mathematics Grade 3 Student Book Unit 4 Module 3 Session 3 Answer Key**

**More Pattern Block Fractions**

Question 1.

Today, we’re going to call the hexagon from our pattern blocks one whole. Tell what fraction of the whole each of

the blocks below are, and explain how you know.

a. If the hexagon is 1, the trapezoid is ____ because

Answer:

If the hexagon is 1, the trapezoid is **one-half** of the Hexagon because if we split the entire hexagon into two halves it becomes Trapezoid. Hence we need two trapezoids to make 1 Hexagon.

b. If the hexagon is 1, the blue rhombus is ____ because

Answer:

If the hexagon is 1, the rhombus is **one-third** of the Hexagon because if we split the entire complete hexagon into three halves it becomes Rhombus. Hence we need three Rhombuses to make 1 Hexagon.

c. If the hexagon is 1, the triangle is ____ because

Answer:

If the hexagon is 1, the triangle is **one-sixth** of the Hexagon because if we split the full complete hexagon into six halves it becomes Triangle. Hence we need six triangles to make 1 Hexagon.

Question 2.

Write >, =, or < in the circle between each pair of fractions to show how they compare. Use your pattern blocks to help. The first one is done for you.

\(\frac{1}{2}\) \(\frac{2}{6}\)

\(\frac{1}{3}\) \(\frac{2}{6}\)

\(\frac{3}{6}\) \(\frac{2}{3}\)

\(\frac{2}{2}\) \(\frac{3}{3}\)

\(\frac{2}{3}\) \(\frac{1}{2}\)

\(\frac{2}{3}\) \(\frac{5}{6}\)

\(\frac{3}{6}\) \(\frac{1}{2}\)

\(\frac{4}{6}\) \(\frac{2}{3}\)

Answer:

\(\frac{1}{3}\) \(\frac{2}{6}\)

Since both are Equal , Equality symbol is placed as shown below.

\(\frac{1}{3}\) = \(\frac{2}{6}\)

\(\frac{3}{6}\) \(\frac{2}{3}\)

Since \(\frac{3}{6}\) is more than the number \(\frac{2}{3}\) place the greater than Symbol as shown below.

\(\frac{3}{6}\) > \(\frac{2}{3}\)

\(\frac{2}{2}\) \(\frac{3}{3}\)

Since both are Equal, Equality symbol is placed as shown below.

\(\frac{2}{2}\) = \(\frac{3}{3}\)

\(\frac{2}{3}\) \(\frac{1}{2}\)

Since \(\frac{2}{3}\) is more than the number \(\frac{1}{2}\) place the greater than Symbol as shown below.

\(\frac{2}{3}\) > \(\frac{1}{2}\)

\(\frac{2}{3}\) \(\frac{5}{6}\)

Since \(\frac{2}{3}\) is Lesser than the number \(\frac{5}{6}\) place the Less than Symbol as shown below.

\(\frac{2}{3}\) < \(\frac{5}{6}\)

\(\frac{3}{6}\) \(\frac{1}{2}\)

Since \(\frac{3}{6}\) is more than the number \(\frac{1}{2}\) place the greater than Symbol as shown below.

\(\frac{3}{6}\) > \(\frac{1}{2}\)

\(\frac{4}{6}\) \(\frac{2}{3}\)

Since both are Equal, the Equality symbol is placed as shown below.

\(\frac{4}{6}\) = \(\frac{2}{3}\)

**Work Place Instructions 4D Hexagon Spin & Fill**

Each pair of players needs:

- 2 Hexagon Spin & Fill Record Sheets (1 per player)
- 1 spinner overlay
- container of pattern blocks

1. Players write their names and the date on their record sheets. Both partners fill out a record sheet.

2. Player 1 spins the spinner and takes the pattern block(s) to represent the fraction spun. She places the block or blocks on the first hexagon on the record sheet.

3. If she can, Player 1 trades pieces so she always has the fewest pattern blocks possible.

Player 1 I landed on \(\frac{4}{6}\), so I’ll put down 4 triangles. Oh, but 3 triangles cover half of the hexagon, so I’ll trade them in for a trapezoid, because that’s the same as half a hexagon.

4. Players alternate turns, repeating steps 2 and 3.

5. Players continue playing until they fill up all three hexagons on their entire record sheet. They should always try to trade to have the fewest pattern blocks. Players should also fill the first hexagon before moving to the second hexagon and then fill the second hexagon before moving to the third hexagon.

6. The player who fills the entire sheet first wins.

Players can have a “leftover piece” at the end of the game. For example, if they need to fill in 6 of the last hexagon, but they spin 2, they can use a 1 green triangle to fill the last hexagon and have a 1 blue rhombus left over.

**Game Variations**

A. Players can write equations that represent the fractional amounts that made up each cookie before they traded up.

B. Players can also spin twice. They add the two amounts and take that amount in pattern blocks. They place them on the record sheet, making sure to trade up so that they always have the fewest pieces.

C. The game is played according to the usual rules, except at the end, players have to fill the three hexagons exactly. If they spin a piece that is too large, they miss that turn and keep spinning until they spin the piece or pieces that exactly fill the last hexagon.

**Comparing Fractions**

Question 1.

Circle your answers.

a. Which is longer, half of recess or half of Saturday?

b. Which is longer, half of a minute or half of an hour?

c. Which is more, half of an apple or half of a watermelon?

d. Which is more, half of a cookie or half of a cake?

e. Which is heavier, half of a kilogram or half of a gram?

f. Which is heavier, half of a book or half of feather?

g. Which holds more, half of a water bottle or half of a swimming pool?

h. Which is more, half of a liter or half of a milliliter?

Answer:

Following the given game instructions , as per the rules the respective answers are circled as shown below.

Question 2.

Write the correct symbol: < or > or =

\(\frac{1}{2}\) \(\frac{1}{3}\)

\(\frac{1}{4}\) \(\frac{1}{3}\)

\(\frac{1}{8}\) \(\frac{1}{7}\)

Answer:

Since \(\frac{1}{2}\) is more than the number \(\frac{1}{3}\) place the greater than Symbol as shown below.

\(\frac{1}{2}\) > \(\frac{1}{3}\)

Since \(\frac{1}{4}\) is Lesser than the number \(\frac{1}{3}\) place the Less than Symbol as shown below.

\(\frac{1}{4}\) < \(\frac{1}{3}\)

Since \(\frac{1}{8}\) is Lesser than the number \(\frac{1}{7}\) place the Less than Symbol as shown below.

\(\frac{1}{8}\) < \(\frac{1}{7}\)

Question 3.

Choose one pair of fractions from problem 2. Discuss your answer. How do you know which is more?

Answer:

\(\frac{1}{4}\) < \(\frac{1}{3}\)

Since \(\frac{1}{8}\) is Lesser than the number \(\frac{1}{7}\) place the Less than Symbol as shown below.

\(\frac{1}{8}\) < \(\frac{1}{7}\)

Question 4.

My friends and I are sharing a watermelon. I got \(\frac{1}{4}\) of the watermelon, and my friend Michelle got \(\frac{2}{4}\) of the watermelon. Who got more? Explain your answer.

Answer:

Number of watermelon that my friend Michelle = \(\frac{2}{4}\)

Number of watermelon that I contain = \(\frac{1}{4}\)

When both are compared :

\(\frac{2}{4}\) > \(\frac{1}{4}\)

From this we can conclude that Michelle got more watermelons than me.

Question 5.

Divide the shape into the number of parts you need, and shade in the fraction.

a.

\(\frac{1}{6}\)

Answer:

Given fraction \(\frac{1}{6}\)

So the number of parts to shaded = 1

Total parts to divide a square = 6 as shown below.

b.

\(\frac{1}{3}\)

Answer:

Given fraction \(\frac{1}{3}\)

So the number of parts to shaded = 1

Total parts to divide a rectangle = 3 as shown below.

**Bridges in Mathematics Grade 3 Student Book Unit 4 Module 3 Session 4 Answer Key**

**The Broken Ruler, Part 1**

Question 1.

Find, mark, and label the measurements on the rulers below. The first one has been done for you.

ex

4\(\frac{1}{2}\)

a.

3\(\frac{1}{2}\)

Answer:

The given number 3\(\frac{1}{2}\) is marked and labeled on a ruler as shown below.

b.

1\(\frac{1}{2}\)

Answer:

The given number 1\(\frac{1}{2}\) is marked and labeled on a ruler as shown below.

c.

5\(\frac{3}{4}\)

Answer:

The given number 5\(\frac{3}{4}\) is marked and labeled on a ruler as shown below.

d.

2\(\frac{1}{4}\)

Answer:

The given number 2\(\frac{1}{4}\) is marked and labeled on a ruler as shown below.

e.

4\(\frac{1}{4}\)

Answer:

The given number 4\(\frac{1}{4}\) is marked and labeled on a ruler as shown below.

Question 2.

Share your work with a partner. Does he or she agree with each of the marks you made on the rulers? If not, decide who’s correct and fix your work.

Answer:

Question 3.

**CHALLENGE** What other fractions do you know? Mark and label them on this ruler.

Answer:-

The given number 2\(\frac{1}{2}\) is marked and labeled on a ruler as shown below.

**Bridges in Mathematics Grade 3 Student Book Unit 4 Module 3 Session 5 Answer Key**

Question 1.

Use your double number line to model the word problems below. Then sketch your

solution on the number line. Write an equation to explain your thinking.

a. Today you jogged \(\frac{1}{3}\) of a mile before stopping to chat for a moment with your

friend. Then you continued to jog another \(\frac{1}{3}\) of a mile before stopping for a drink of water. How far did you jog in all?

Answer:

Number of miles jogged before stopping to chatting to friend = \(\frac{1}{3}\)

Again Number of miles jogged before stopping for drinking the water = \(\frac{1}{3}\)

Equation: \(\frac{1}{3}\) + \(\frac{1}{3}\) = \(\frac{2}{3}\).

b. During P.E., teams of 3 people run a relay. Each person runs \(\frac{1}{4}\) of the way around the track. Where does the race end?

Answer:

Let the three persons be P1 , P2 and P3.

Person P1 runs = \(\frac{1}{4}\)

Person P2 runs = \(\frac{1}{4}\)

Person P3 runs = \(\frac{1}{4}\)

Equation: \(\frac{1}{4}\) + \(\frac{1}{4}\) + \(\frac{1}{4}\) = \(\frac{3}{4}\) as shown below.

c. My mom bought a long length of ribbon to make bows for my sister and me. We each get \(\frac{2}{6}\) of the ribbon. How much of the total ribbon is used?

Answer:

Length of ribbon bought by me = \(\frac{2}{6}\)

Length of ribbon bought by mom = \(\frac{2}{6}\)

Equation: \(\frac{2}{3}\) + \(\frac{2}{6}\) = \(\frac{4}{6}\)

d. On the ranch, fences are located every \(\frac{1}{6}\) of a mile. If I stop at the fifth fence, how much of a mile did I travel?

Answer:

If I stop at the fifth fence, the number of miles I travel is \(\frac{5 }{6}\) as shown below.

e. In our city, drinking fountains are located every \(\frac{1}{8}\) of a mile. If I go a mile, stopping at every fountain, how many times will I stop?

Answer:

Drinking fountains are located at \(\frac{1}{8}\) of a mile

If I go stopping at every fountain I will stop 8 times as shown below.

Question 2.

I’m walking my dog \(\frac{3}{6}\) of the way to the park this morning. Another fraction name for \(\frac{3}{6}\) is _____

Answer:

Another fraction name for \(\frac{3}{6}\) is \(\frac{1}{2}\)

Question 3.

**CHALLENGE** Write your own fraction word problem below using a number line to model your answer. Write an equation to show your computation.

Answer:

My sister bought a long length of ribbon to make bows for me. I got \(\frac{3}{6}\) of the ribbon from a ribbon of length 2m. How much of the total ribbon is used?

The total length of the ribbon = 2m

The length of the ribbon she gave me from the total = 2 x \(\frac{3}{6}\)

= 1m

Therefore, 1m is used.

**The Broken Ruler, Part 2**

Question 1.

These rulers have been broken at both ends so they fit on the page. Find, mark, and label the measurements on each. The first one has been done for you.

ex

8\(\frac{1}{2}\)

a.

6\(\frac{1}{2}\)

Answer:

The given number 6\(\frac{1}{2}\) is marked and labeled on a ruler as shown below.

b.

9\(\frac{3}{4}\)

Answer:

The given number 9\(\frac{3}{4}\) is marked and labeled on a ruler as shown below.

c.

8\(\frac{1}{4}\)

Answer:

The given number 8\(\frac{1}{4}\) is marked and labeled on a ruler as shown below.

d.

10\(\frac{1}{4}\)

Answer:

The given number 10\(\frac{1}{4}\) is marked and labeled on a ruler as shown below.

Question 2.

Share your work with a partner. Does he or she agree with each of the marks you made on the rulers? If not, decide who’s correct and fix your work.

Answer:

I have made the right choice and the markings made are correct.

Question 3.

**CHALLENGE** What other fractions do you know? Mark and label them on this ruler.

Answer:

The given number 10\(\frac{3}{4}\) is marked and labeled on a ruler as shown below.