# Everyday Math Grade 3 Answers Unit 6 More Operations

## Everyday Mathematics 3rd Grade Answer Key Unit 6 More Operations

Solving Subtraction Problems

Family Note Today your child learned trade-first subtraction, a method for solving subtraction problems that involves making all of the necessary trades before subtracting. Trade-first subtraction builds on children’s understanding of place value and helps them solve subtraction problems more efficiently. The example below shows the trade-first method.

Fill in the unit box. Then solve each problem. Choose a strategy that works best for you. You may use your estimates to check your work.
Example: Question 1.
Estimate: ________ Estimate: 380 – 300 = 80

Explanation:
As 5 is less than 6, so we will carry forward a digit and transferred from one column of digits to another digit. So the subtraction of 375 – 296 is 79. Question 2.
Estimate: _________ Estimate:
120 – 90 = 30.

Explanation:
As 5 is less than 7, so we will carry forward a digit and transferred from one column of digits to another digit. So the subtraction of 115 – 87 is 28. Question 3.
Estimate: ________ Estimate:
500 – 370 = 130

Explanation:
As 3 is less than 8, so we will carry forward a digit and transferred from one column of digits to another digit. So the subtraction of 503 – 368 is 135. Check: Do your answers make sense? How do you know?
Yes, my answer make sense. As I have used carry forward for the subtraction.

### Everyday Math Grade 3 Home Link 6.2 Answer Key

Multiplication Hidden Message

Family Note Today your child worked toward automaticity with multiplication facts by learning to play Baseball Multiplication. Fact games and ×/÷ Fact Triangles provide opportunities for multiplication facts practice at home. Continue to work with your child on multiplication facts practice for brief periods of time (no more than 5 to 10 minutes) on a daily basis.

Question 1.
Find the hidden message. Solve the facts below. You do not have to write the products. Use the key to decide whether to shade the shapes.  The hidden message is “MATH IS FUN”.

Explanation:
The hidden message is “MATH IS FUN”. Multiplication Facts Strategies

Family Note Today your child practiced applying appropriate and efficient strategies to solve less-familiar multiplication facts. Talk with your child about why he or she chose to use a particular strategy to solve the facts below.

Have your child cut apart and practice the Fact Triangles on the next page. Watch as your child sorts the Fact Triangles into 2 piles—those that are known and those that are unknown. Help your child identify strategies to help solve the unknown facts.

For each fact below:

• Choose one of the strategies from the box.
• Solve the fact using that strategy.
• Explain how you solved the fact. Question 1.
9 × 6
Strategy: ___________
How I solved:
Strategy: Subtracting a group.
How I solved: 10 × 6 = 60, 60 – 6 = 54, so 9 × 6 = 54.

Explanation:
Here, we have used subtracting a group for solving 9 × 6. Now we will multiple 10 × 6 which is 60 and then we will subtract 60 – 6 which is 54 then 9 × 6 = 54.

Question 2.
8 × 9
Strategy: ___________
How I solved:
Strategy: near squares.
How I solved: 8 × 8 = 64, 64 + 8 = 72, so 8 × 9 = 72.

Explanation:
Here, we have used the strategy of near squares for solving 8 × 9. Now we will multiple 8 × 8 which is 64 and then we will add 64 + 8 which is 72 then 8 × 9 = 72.

Question 3.
6 × 8
Strategy: ___________
How I solved:
Strategy: Adding a group.
How I solved: 5 × 8 = 40, 40 + 8 = 48, so 6 × 8 = 48.

Explanation:
Here, we have used the strategy of adding a group for solving 6 × 8. Now we will multiple 5 × 8 which is 40 and then we will add 40 + 8 which is 48 then 6 × 8 = 48.

Question 4.
4 × 7
Strategy: ___________
How I solved:
Strategy: Doubling.
How I solved: 2 × 7 = 14, and 14 + 14 = 28, so 4 × 7 = 28.

Explanation:
Here, we have used the strategy of doubling for solving 4 × 7. Now we will multiple 2 × 7 which is 14, as 4 is double of 2 and 14 + 14 is 28, so 4 × 7 = 28.

Question 5.
Explain the strategy you used to solve Problem 2 to someone at home.
The strategy used in problem 2 is near squares, which can be solved using by adding or subtracting a group to square multiplication facts.

Solving Geometry Problems

Family Note Today your child used straws and twist ties to create different quadrilaterals, or shapes with four sides. Help your child draw quadrilaterals that match each of the descriptions below.

Draw one or more shapes to match each description.
Question 1.
A parallelogram that is not a square:
Rhombus is a parallelogram that is not a square.

Explanation:
Rhombus is a parallelogram that is not a square. Question 2.
A quadrilateral that is not a rhombus:
A Rectangle is a quadrilateral that is not a rhombus.

Explanation:
A Rectangle is a quadrilateral that is not a rhombus. Question 3.
A quadrilateral that is not a square, a parallelogram, or a rhombus:
A trapezoid is a quadrilateral that is not a square, parallelogram, or rhombus.

Explanation:
A trapezoid is a quadrilateral that is not a square, parallelogram, or rhombus. Practice
Fill in the unit box. Then solve Question 4. 342 – 158 = 184

Explanation:
The subtraction of 342 – 158 is 184 and the unit is 184.

Question 5. 845 – 755 = 90.

Explanation:
The subtraction of 845 – 755 is 90 and the unit is 90.

Question 6.
_________ = 231 – 97
231 – 97 = 134.

Explanation:
The subtraction of 231 – 97 is 134 and the unit is 134.

### Everyday Math Grade 3 Home Link 6.6 Answer Key

Multiplication/ Division Diagrams

Family Note Today your child learned to organize number story information in a multiplication/ division diagram. A properly filled out diagram can help children write an equation with a letter representing the unknown quantity. Help your child choose a letter that has something to do with the unknown quantity in the story. For example, in Problem 1, because children need to find the number of balls, B can represent the unknown quantity.

• Complete the diagram. Use a letter to represent the unknown amount.
• Write a number model.
• Solve the number story. You may draw a picture to help.

Question 1.
You have 42 tennis balls to share among 6 tennis courts. How many tennis balls will you place on each court?
Letter and what it represents: _____________ ______________ (unit)
The number of tennis balls that will be placed on each court is 7 tennis balls.

Explanation:
Here, we have 42 tennis balls to share among 6 tennis courts and we need to find how many tennis balls will be placed on each court is, let the balls per court be X. So the number of tennis balls that will be placed on each court is 42 ÷ 6 = 7 tennis balls. Question 2.
Explain to someone at home how you know your answer makes sense.
Here, the answer makes sense. As we need to find the number of tennis balls that will be placed on each court, so we will divide to find the number of tennis balls.

Parentheses Puzzles

Family Note Today your child learned that parentheses are grouping symbols. Parentheses are used in number sentences to indicate which calculations to perform first.

Show someone at home how to complete the number sentences below. Remember that the parentheses are used to show what you do first.
Question 1.
(17 – 10) + 3 = __________
17 – (10 + 3) = _________
(17 – 10) + 3 = 10.
17 – (10 + 3) = 14.

Explanation:
Here first, we will remove the parentheses for the given equation which is
(17 – 10) + 3 = (7) + 3
= 10.
17 – (10 + 3) = 17 – (13)
= 14

Question 2.
__________ = (24 – 17) – 6
__________ = 24 – (17 – 6)
1 = (24 – 17) – 6
13 = 24 – (17 – 6)

Explanation:
Here first, we will remove the parentheses for the given equation which is
(24 – 17) – 6 = (7) – 6
= 1.
24 – (17 – 6) = 24 – (11)
= 13.

Question 3.
5 × (8 – 2) = __________
(5 × 8) – 2 = __________
5 × (8 – 2) = 30.
(5 × 8) – 2 = 38.

Explanation:
Here first, we will remove the parentheses for the given equation which is
5 × (8 – 2) = 5 × (6)
= 30.
(5 × 8) – 2 = (40) – 2
= 38.

Make up another parentheses puzzle and write it below.
Question 4.
____________________ ____________________
(2 × 8) + 10 = 26.
2 × (8 + 10) = 160.

Explanation:
Here first, we will remove the parentheses for the given equation which is
(2 × 8) + 10 = (16) + 10
= 26.
2 × (8 + 10) = 2 × (80)
= 160.

Try This
Question 5.
There are 8 fish tanks at the pet store. Each tank has 4 fish. Dalia buys 2 fish. How many fish are left at the store?
You may draw a picture to help.
The number of fishes are left at the store is 30 fishes.

Explanation:
Here, there are 8 fish tanks at the pet store and each tank has 4 fishes. Dalia buys 2 fish, so the number of fishes are left at the store is (8 × 4) – 2 = 32 – 2
= 30.
So the number of fishes are left at the store is 30 fishes.

Question 6.
Walter wrote this number model to fit the number story in Problem 5:
8 × (4 – 2) = 16
Explain Walter’s mistake.
Here, Walter’s mistake is he placed parentheses incorrectly and the correct model is (8 × 4) – 2 which is 30.

### Everyday Math Grade 3 Home Link 6.9 Answer Key

Number Stories and Number Sentences

Family Note Today your child worked on writing a number story to fit a number sentence that includes parentheses. In Problem 1, the parentheses indicate that the 7 + 4 must be done first before subtracting 11 from 15. Ask your child to match each number and operation in the number sentence to a part of the number story. For Problem 2, ask your child to explain how his or her number story fits the number sentence. For both problems ask your child, “What do the parentheses mean?”

Question 1.
Shawn bought 15 pears at the farmers’ market to share with his friends. He gave 7 pears away on Monday and 4 on Tuesday. How many pears does Shawn have left to share?
Use this number model to solve the problem.
15 – (7 + 4) = ___________ pears
Explain how the number model fits the number story.
The number of pears does Shawn have left to share is 4 pears.

Explanation:
Here, Shawn bought 15 pears at the farmers market to share with his friends and he gave 7 pears away on Monday and 4 on Tuesday, so the number of pears does Shawn have left to share is
15 – (7 + 4) = 15 – 11
= 4 pears.

Question 2.
Write a number story to fit this number sentence.
20 – (3 × 6) = 2
There are 20 apples and 3 boxes. In each box we can place 6 apples only. Find the number of apples left?

Order of Operations

Family Note Today your child learned how to solve problems using the order of operations, a list of rules mathematicians follow when solving multistep problems.

Use the order of operations to solve each number sentence below. Underline the part of each number sentence that should be completed first and then solve. Show your work.
Rules for the Order of Operations

1. Do operations inside parentheses first. Follow rules 2 and 3 when computing inside parentheses.
2. Then multiply or divide, in order, from left to right.
3. Finally add or subtract, in order, from left to right.

Question 1.
8 ÷ (7 – 3) = _______
8 ÷ (7 – 3) = 2.

Explanation:
Here first, we will remove the parentheses for the given equation which is
8 ÷ (7 – 3) = 8 ÷ (4)
= 2.

Question 2.
_______ = 2 × 10 + 6
2 × 10 + 6 = 26.

Explanation:
As there are no parentheses we will first solve the multiplication part and then we will solve the addition part
2 × 10 + 6 = 20 + 6
= 26.

Question 3.
10 + (6 × 2) = _________
10 + (6 × 2) = 22.

Explanation:
Here first, we will remove the parentheses for the given equation which is
10 + (6 × 2) = 10 + (12)
= 22.

Question 4.
15 – 3 × 2 = _________
15 – 3 × 2 = 9.

Explanation:
As there are no parentheses we will first solve the multiplication part and then we will solve the subtraction part
15 – 3 × 2 = 15 – 6
= 9.

Question 5.
Tell someone at home why it is important to have rules for the order of operations.
It is important to have rules for the order of operations. If there is no rules then we will get different answers for same question.

### Everyday Math Grade 3 Home Link 6.11 Answer Key

Solving a Number Story

Family Note Today your child used diagrams to organize information in number stories. These diagrams can be used to help write single -number models for multistep problems.
Please send clean, empty containers to school for an upcoming lesson.

Write a number model. Use a letter for the unknown. You may draw a diagram to help. Solve the story and check to make sure that your answer makes sense. Then write the number model with the answer.
Question 1.
Andrea made 4 pans of muffins. Each pan holds 6 muffins. She made 18 pumpkin muffins. The rest were banana muffins. How many banana muffins did Andrea make?
Letter and what it represents: _________ for ____________ ____________ banana muffins The number of banana muffins did Andrea make is 6.

Explanation:
Here, Andrea made 4 pans of muffins and each pan holds 6 muffins as she made 18 pumpkin muffins and the rest were banana muffins, so the number of banana muffins did Andrea make is, let the banana muffins be B, then the model will be
(4 × 6) – 18 = B
24 – 18 = B
6 = B
So the number of banana muffins did Andrea make is 6.

Practice
Solve.
Question 2.
10 × 5 = _________
10 × 5 = 50.

Explanation:
By multiplying 10 × 5 we will get the result as 50.

Question 3.
11 × 5 = _________
11 × 5 = 55.

Explanation:
By multiplying 11 × 5 we will get the result as 55.

Question 4.
_________ = 10 × 8
10 × 8 = 80.

Explanation:
By multiplying 10 × 8 we will get the result as 80.

Question 5.
_________ = 11 × 8