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QuickMath will automatically answer the most common problems in algebra, equations and calculus faced by high-school and college students.
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My Math 3 Volume 1 Common Core, Grade: 3 Publisher: McGraw-Hill
My math 3 volume 1 common core, title : my math 3 volume 1 common core, publisher : mcgraw-hill, isbn : 21150222, isbn-13 : 9780021150229, use the table below to find videos, mobile apps, worksheets and lessons that supplement my math 3 volume 1 common core..
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| Place Value Through Millions | ||
| Place Value Through Millions | ||
| Compare and Order Whole Number Through Millions | ||
| Compare and Order Whole Number Through Millions | ||
| Hands On: Model Fractions and Decimals | ||
| Hands On: Model Fractions and Decimals | ||
| Represent Decimals | ||
| Represent Decimals | ||
| Hands On: Understanding Place Value | ||
| Hands On: Understanding Place Value | ||
| Place Value Through Thousandths | ||
| Place Value Through Thousandths | ||
| Compare Decimals | ||
| Compare Decimals | ||
| Order Whole Numbers and Decimals | ||
| Order Whole Numbers and Decimals | ||
| Problem Solving Investigation: Use the Four Step Plan | ||
| Problem Solving Investigation: Use the Four Step Plan | ||
| Prime Factorization | ||
| Prime Factorization | ||
| Hands On: Prime Factorization Patterns | ||
| Hands On: Prime Factorization Patterns | ||
| Powers and Exponents | ||
| Powers and Exponents | ||
| Multiplication Patterns | ||
| Multiplication Patterns | ||
| Problem Solving Investigation: Make a Table | ||
| Problem Solving Investigation: Make a Table | ||
| Hands On: Use Partial Products and the Distributive Property | ||
| Hands On: Use Partial Products and the Distributive Property | ||
| The Distributive Property | ||
| The Distributive Property | ||
| Estimate Products | ||
| Estimate Products | ||
| Multiply by One-Digit Numbers | ||
| Multiply by One-Digit Numbers | ||
| Multiply by Two-Digit Numbers | ||
| Multiply by Two-Digit Numbers | ||
| Relate Division to Multiplication | ||
| Relate Division to Multiplication | ||
| Hands On: Division Models | ||
| Hands On: Division Models | ||
| Two-Digit Dividends | ||
| Two-Digit Dividends | ||
| Division Patterns | ||
| Division Patterns | ||
| Estimate Quotients | ||
| Estimate Quotients | ||
| Hands On: Division Models with Greater Numbers | ||
| Hands On: Division Models with Greater Numbers | ||
| Hands On: Distributive Property and Partial Quotients | ||
| Hands On: Distributive Property and Partial Quotients | ||
| Divide Three-and Four-Digit Dividends | ||
| Divide Three-and Four-Digit Dividends | ||
| Place the First Digit | ||
| Place the First Digit | ||
| Quotients with Zeros | ||
| Quotients with Zeros | ||
| Hands On: Models to Interpret the Remainder | ||
| Hands On: Models to Interpret the Remainder | ||
| Interpret the Remainder | ||
| Interpret the Remainder | ||
| Problem Solving Investigation: Determine Extra or Missing Information | ||
| Problem Solving Investigation: Determine Extra or Missing Information | ||
| Estimate Quotients | ||
| Estimate Quotients | ||
| Hands On: Divide Using Base-Ten Blocks | ||
| Hands On: Divide Using Base-Ten Blocks | ||
| Divide by a Two-Digit Divisor | ||
| Divide by a Two-Digit Divisor | ||
| Adjust Quotients | ||
| Adjust Quotients | ||
| Divide Greater Numbers | ||
| Divide Greater Numbers | ||
| Problem Solving Investigation: Solve a Simpler Problem | ||
| Problem Solving Investigation: Solve a Simpler Problem | ||
| Round Decimals | ||
| Round Decimals | ||
| Estimate Sums and Differences | ||
| Estimate Sums and Differences | ||
| Problem Solving Investigation: Estimate or Exact Answer | ||
| Problem Solving Investigation: Estimate or Exact Answer | ||
| Hands On: Add Decimals Using Base-Ten Blocks | ||
| Hands On: Add Decimals Using Base-Ten Blocks | ||
| Hands On: Add Decimals Using Models | ||
| Hands On: Add Decimals Using Models | ||
| Add Decimals | ||
| Add Decimals | ||
| Addition Properties | ||
| Addition Properties | ||
| Hands On: Subtract Decimals Using Base-Ten Blocks | ||
| Hands On: Subtract Decimals Using Base-Ten Blocks | ||
| Hands On: Subtract Decimals Using Models | ||
| Hands On: Subtract Decimals Using Models | ||
| Subtract Decimals | ||
| Subtract Decimals | ||
| Estimate Products of Whole Numbers and Decimals | ||
| Estimate Products of Whole Numbers and Decimals | ||
| Hands On: Use Models to Multiply | ||
| Hands On: Use Models to Multiply | ||
| Multiply Decimals by Whole Numbers | ||
| Multiply Decimals by Whole Numbers | ||
| Hands On: Use Models to Multiply Decimals | ||
| Hands On: Use Models to Multiply Decimals | ||
| Multiply Decimals | ||
| Multiply Decimals | ||
| Multiply Decimals by Powers of Ten | ||
| Multiply Decimals by Powers of Ten | ||
| Problem Solving Investigation: Look for a Pattern | ||
| Problem Solving Investigation: Look for a Pattern | ||
| Multiplication Properties | ||
| Multiplication Properties | ||
| Estimate Quotients | ||
| Estimate Quotients | ||
| Hands On: Divide Decimals | ||
| Hands On: Divide Decimals | ||
| Divide Decimals by Whole Numbers | ||
| Divide Decimals by Whole Numbers | ||
| Hands On: Use Models to Divide Decimals | ||
| Hands On: Use Models to Divide Decimals | ||
| Divide Decimals | ||
| Divide Decimals | ||
| Divide Decimals by Powers of Ten | ||
| Divide Decimals by Powers of Ten | ||
| Hands On: Numerical Expressions | ||
| Hands On: Numerical Expressions | ||
| Order of Operations | ||
| Order of Operations | ||
| Write Numerical Expressions | ||
| Write Numerical Expressions | ||
| Problem Solving Investigation: Work Backward | ||
| Problem Solving Investigation: Work Backward | ||
| Hands On: Generate Patterns | ||
| Hands On: Generate Patterns | ||
| Patterns | ||
| Patterns | ||
| Hands On: Map Locations | ||
| Hands On: Map Locations | ||
| Ordered Pairs | ||
| Ordered Pairs | ||
| Graph Patterns | ||
| Graph Patterns | ||
| Fractions and Division | ||
| Fractions and Division | ||
| Greatest Common Factor | ||
| Greatest Common Factor | ||
| Simplest Form | ||
| Simplest Form | ||
| Problem Solving Investigation: Guess, Check, and Revise | ||
| Problem Solving Investigation: Guess, Check, and Revise | ||
| Least Common Multiple | ||
| Least Common Multiple | ||
| Compare Fractions | ||
| Compare Fractions | ||
| Hands On: Use Models to Write Fractions as Decimals | ||
| Hands On: Use Models to Write Fractions as Decimals | ||
| Write Fractions as Decimals | ||
| Write Fractions as Decimals | ||
| Rounding Fractions | ||
| Rounding Fractions | ||
| Add Like Fractions | ||
| Add Like Fractions | ||
| Subtract Like Fractions | ||
| Subtract Like Fractions | ||
| Hands On: Use Models to Add Unlike Fractions | ||
| Hands On: Use Models to Add Unlike Fractions | ||
| Add Unlike Fractions | ||
| Add Unlike Fractions | ||
| Hands On: Use Models to Subtract Unlike Fractions | ||
| Hands On: Use Models to Subtract Unlike Fractions | ||
| Subtract Unlike Fractions | ||
| Subtract Unlike Fractions | ||
| Problem Solving Investigation: Determine Reasonable Answers | ||
| Problem Solving Investigation: Determine Reasonable Answers | ||
| Estimate Sums and Differences | ||
| Estimate Sums and Differences | ||
| Hands On: Use Models to Add Mixed Numbers | ||
| Hands On: Use Models to Add Mixed Numbers | ||
| Add Mixed Numbers | ||
| Add Mixed Numbers | ||
| Subtract Mixed Numbers | ||
| Subtract Mixed Numbers | ||
| Subtract with Renaming | ||
| Subtract with Renaming | ||
| Hands On: Part of a Number | ||
| Hands On: Part of a Number | ||
| Estimate Products of Fractions | ||
| Estimate Products of Fractions | ||
| Hands On: Model Fraction Multiplication | ||
| Hands On: Model Fraction Multiplication | ||
| Multiply Whole Numbers and Fractions | ||
| Multiply Whole Numbers and Fractions | ||
| Hands On: Use Models to Multiply Fractions | ||
| Hands On: Use Models to Multiply Fractions | ||
| Multiply Fractions | ||
| Multiply Fractions | ||
| Multiply Mixed Numbers | ||
| Multiply Mixed Numbers | ||
| Hands On: Multiplication as Scaling | ||
| Hands On: Multiplication as Scaling | ||
| Hands On: Division and Unit Fractions | ||
| Hands On: Division and Unit Fractions | ||
| Divide Whole Numbers by Unit Fractions | ||
| Divide Whole Numbers by Unit Fractions | ||
| Divide Unit Fractions by Whole Numbers | ||
| Divide Unit Fractions by Whole Numbers | ||
| Problem Solving Investigation: Draw a Diagram | ||
| Problem Solving Investigation: Draw a Diagram | ||
| Hands On: Measure with a Ruler | ||
| Hands On: Measure with a Ruler | ||
| Convert Customary Units of Length | ||
| Convert Customary Units of Length | ||
| Problem Solving Investigation: Use Logical Reasoning | ||
| Problem Solving Investigation: Use Logical Reasoning | ||
| Hands On: Estimate and Measure Weight | ||
| Hands On: Estimate and Measure Weight | ||
| Convert Customary Units of Weight | ||
| Convert Customary Units of Weight | ||
| Hands On: Estimate and Measure Capacity | ||
| Hands On: Estimate and Measure Capacity | ||
| Convert Customary Units of Capacity | ||
| Convert Customary Units of Capacity | ||
| Display Measurement Data on a Line Plot | ||
| Display Measurement Data on a Line Plot | ||
| Hands On: Metric Rulers | ||
| Hands On: Metric Rulers | ||
| Convert Metric Units of Length | ||
| Convert Metric Units of Length | ||
| Hands On: Estimate and Measure Metric Mass | ||
| Hands On: Estimate and Measure Metric Mass | ||
| Convert Metric Units of Mass | ||
| Convert Metric Units of Mass | ||
| Convert Metric Units of Capacity | ||
| Convert Metric Units of Capacity | ||
| Polygons | ||
| Polygons | ||
| Hands On: Sides and Angles of Triangles | ||
| Hands On: Sides and Angles of Triangles | ||
| Classify Triangles | ||
| Classify Triangles | ||
| Hands On: Side and Angles of Quadrilaterals | ||
| Hands On: Side and Angles of Quadrilaterals | ||
| Classify Quadrilaterals | ||
| Classify Quadrilaterals | ||
| Hands On: Build Three-Dimensional Figures | ||
| Hands On: Build Three-Dimensional Figures | ||
| Three-Dimensional Figures | ||
| Three-Dimensional Figures | ||
| Hands On: Use Models to Find Volume | ||
| Hands On: Use Models to Find Volume | ||
| Volume of Prisms | ||
| Volume of Prisms | ||
| Hands On: Build Composite Figures | ||
| Hands On: Build Composite Figures | ||
| Volume of Composite Figures | ||
| Volume of Composite Figures | ||
| Problems Solving Investigation: Make a Model | ||
| Problems Solving Investigation: Make a Model | ||
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| x^{\msquare} | \log_{\msquare} | \sqrt{\square} | \nthroot[\msquare]{\square} | \le | \ge | \frac{\msquare}{\msquare} | \cdot | \div | x^{\circ} | \pi | |||||||||||
| \left(\square\right)^{'} | \frac{d}{dx} | \frac{\partial}{\partial x} | \int | \int_{\msquare}^{\msquare} | \lim | \sum | \infty | \theta | (f\:\circ\:g) | f(x) | |||||||||||
| ▭\:\longdivision{▭} | \times \twostack{▭}{▭} | + \twostack{▭}{▭} | - \twostack{▭}{▭} | \left( | \right) | \times | \square\frac{\square}{\square} |
- Pre Algebra Order of Operations Factors & Primes Fractions Long Arithmetic Decimals Exponents & Radicals Ratios & Proportions Percent Modulo Number Line Expanded Form Mean, Median & Mode
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| x^{\msquare} | \log_{\msquare} | \sqrt{\square} | \nthroot[\msquare]{\square} | \le | \ge | \frac{\msquare}{\msquare} | \cdot | \div | x^{\circ} | \pi | |||||||||||
| \left(\square\right)^{'} | \frac{d}{dx} | \frac{\partial}{\partial x} | \int | \int_{\msquare}^{\msquare} | \lim | \sum | \infty | \theta | (f\:\circ\:g) | f(x) | |||||||||||
| - \twostack{▭}{▭} | \lt | 7 | 8 | 9 | \div | AC |
| + \twostack{▭}{▭} | \gt | 4 | 5 | 6 | \times | \square\frac{\square}{\square} |
| \times \twostack{▭}{▭} | \left( | 1 | 2 | 3 | - | x |
| ▭\:\longdivision{▭} | \right) | . | 0 | = | + | y |
Number Line
- x^{2}-x-6=0
- -x+3\gt 2x+1
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- prove\:\tan^2(x)-\sin^2(x)=\tan^2(x)\sin^2(x)
- \frac{d}{dx}(\frac{3x+9}{2-x})
- (\sin^2(\theta))'
- \lim _{x\to 0}(x\ln (x))
- \int e^x\cos (x)dx
- \int_{0}^{\pi}\sin(x)dx
- \sum_{n=0}^{\infty}\frac{3}{2^n}
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McGraw Hill My Math Grade 3 Chapter 13 Lesson 10 Answer Key Problem-Solving Investigation: Draw a Diagram
All the solutions provided in McGraw Hill My Math Grade 3 Answer Key PDF Chapter 13 Lesson 10 Problem-Solving Investigation: Draw a Diagram will give you a clear idea of the concepts.
McGraw-Hill My Math Grade 3 Answer Key Chapter 13 Lesson 10 Problem-Solving Investigation: Draw a Diagram
Learn the Strategy
1. Understand What facts do you know?
- The sandbox is ____________ feet by 6 feet.
- The wood costs $____________ for each foot. They have $____________.
What do you need to find?
- if $50 is enough money to buy the wood
2. Plan I can draw a diagram to solve the problem.
4. Check Is my answer reasonable? Explain. Answer: Given that, The sandbox is 4 feet by 6 feet. The wood costs $2for each foot. They have $50. The perimeter is 6 + 4 + 6 + 4, or 20 feet. Multiply the perimeter by the cost per foot, feet 20 × $2 = $40 Since $40 < $50, they will have enough money.
Practice the Strategy
4. Check Is my answer reasonable? Answer: Given that, A picture frame is 2 inches longer and 2 inches wider than the photo shown. The length of the picture frame shown is 6 The total length of the picture frame is 2 + 6 = 8 inches. The width of the picture frame shown is 4. The total width of the picture frame is 2 + 4 = 6. The picture frame is in the shape of rectangle. The perimeter of the rectangle is 2(l + w) = 2(8 + 6) = 28 inches. Therefore the perimeter of the photo frame is 28 inches.
Apply the Strategy
Solve each problem by drawing a diagram.
Question 3. A community center is organizing a dance. There are four large columns arranged at the corners of a square. The decorating committee will hang one large streamer from each column to every other column. How many streamers are needed? Answer: Given, A community center is organizing a dance. There are four large columns arranged at the corners of a square. The decorating committee will hang one large streamer from each column to every other column. As there are 4 columns she will need to connect the columns using 4 streams. Thus 4 streamers are needed.
Question 4. A cafeteria table has a length of 8 feet and a width of 3 feet. If three tables are pushed together, what is the combined area of the tables? Answer: Given that, The length of the cafeteria table is 8 feet. The width of the cafeteria table is 3 feet. The table is in the shape of rectangle. The formula for the area of the rectangle is l x b = 8 x 3 = 24 feet. If the three tables are combined then 3 x 24 = 72 feet. Therefore the area of the tables are 72 feet.
Review the Strategies
Use any strategy to solve each problem.
- Draw a diagram.
- Solve a simpler problem.
- Use logical reasoning.
- Make an organized list
Question 5. Mathematical PRACTICE Use Math Tools Madeline has a pink dress, a blue dress, and a yellow dress. She has a black pair of shoes and a white pair of shoes. How many dress and shoe outfits can she make? Answer: Given that, Madeline has a pink dress, a blue dress, and a yellow dress. She has a black pair of shoes and a white pair of shoes. The outfits can she make is Pink dress, black pair of shoes. Pink dress, white pair of shoes. Blue dress, black pair of shoes. Blue dress, white pair of shoes. Yellow dress, black pair of shoes. Yellow dress, white pair of shoes. Therefore she has 6 outfits of shoe and dress.
Question 6. Four friends are in line to see a concert. Greg is last in line. Melanie is before Greg and after Julie. Julie is after Dario. Who is first in line? Answer: Given that, Four friends are in line Greg is last in a line. Melanie is before Greg and after Julie. Julie is after Dario. The sequence of the line is Dario, Julie, Melanie, Greg. Therefore Dario is first in the line.
Question 7. A restaurant has square dining tables. They will place table settings on each table so that there is a distance of 2 feet from each corner to a table setting. The 3 table settings on each side will be 3 feet apart. What is the perimeter of one table? Answer: Given, A restaurant has square dining tables. They will place table settings on each table so that there is a distance of 2 feet from each corner to a table setting. The 3 table settings on each side will be 3 feet apart. c² = a² + b² 2² = x² + 1.5² 4 = x² + 2.25 x² = 1.75 x = 1.323 P = 2x + 2x + 2x + x + x P = 8x 8x = 8 × 1.323 = 10.583 ft Thus the perimeter of each table is 10.583 ft
Question 9. Mathematical PRACTICE Make a Plan Lanetta will buy balloons for a party. She invited 6 friends from school, 3 friends from soccer practice, and 2 cousins. How many balloons will she need to buy if everyone gets two balloons? Answer: Given that, Lanetta will buy balloons for a party. She invited 6 friends from school, 3 friends from soccer practice, and 2 cousins. The total numbers inverted to the party is 6 + 3 + 2 = 11 The total balloons she need to buy the if everyone get two balloons is 2 x 11 = 22. Therefore she would to by 22 balloons.
McGraw Hill My Math Grade 3 Chapter 13 Lesson 10 My Homework Answer Key
Problem Solving
Question 2. Five friends are having a tennis tournament. Each friend will play the other four friends once. How many matches will be played? Answer: Given that, Five friends are having a tennis tournament. Each friend will play the other four friends once. Here 1 friend x 4 friends = 4 matches. Therefore they will play 4 matches.
Question 3. A rectangular bedroom floor has an area of 100 square feet and a length of 10 feet. What is the perimeter of the floor? Answer: Given that, The area of the rectangular bedroom floor is 100 square feet. The length of the rectangular bed room floor is 10 feet. The formula for the area of the rectangle is l x b. 100 = 10 x b b = 100 – 10 b = 90. The perimeter of the rectangular bedroom floor is 2(10 + 90) = 200 square feet.
Question 4. Alexander is riding his bicycle to school. After one mile, he is a third of the way there. How much farther does he have to ride? Answer: Given, Alexander is riding his bicycle to school. After one mile, he is a third of the way there. 1 mile = 1/3 × (distance to school) 3 mile = 3 × 1/3 = 1 1 + remaining distance = 3 remaining distance = 3 – 1 = 2 Alexander has 2 miles more to ride.
Question 5. Marjorie has 28 feet of trim to use as edging on a rectangular blanket she wants to make. What is the length and width of two blanket sizes she could make. Answer: Given, Marjorie has 28 feet of trim to use as edging on a rectangular blanket she wants to make. P = 2(l + w) 2l + 2w = 28 2(10) + 2(4) = 28 ft The second blanket could be 2(7) + 2(7) = 28 ft
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Lesson 3 Problem Solving: Estimate or Exact Answer Homework Helper What is the difference in the total number of ribbons the girls earned? Understand ... Vendor: Quad Graphics Grade: 3 Lesson 3 My Homework 149 eHelp 00149_0150_Gr3_S_C03L3HW_115022.indd 149149_0150_Gr3_S_C03L3HW_115022.indd 149 88/4/11 5:09 PM/4/11 5:09 PM. Pumpkin Sale
McGraw Hill My Math Grade 3 Chapter 3 Lesson 3 My Homework Answer Key. Problem Solving. Determine whether each problem requires an estimate or an exact answer. Then solve. Question 1. Gavin saved $53 in August and $15 in September. Is it reasonable to say he needs $50 more to pay for a karate class that costs $100? Explain.
McGraw Hill My Math Grade 5 Chapter 5 Lesson 3 My Homework Answer Key. Problem Solving. Determine whether you need an estimate or an exact answer to solve each problem. Then solve. Question 1. A library wants to buy a new computer that costs $989.99. So far, the library has collected $311.25 in donations.
Lesson explanation and Guided Practice
So, the Jordan family spent about $27 to purchase the raffle tickets. Check Is my answer reasonable? Explain. Estimate another way. $10 + $10 + $10 = $30 $30 ≈ $27 Lesson 3 My Homework319 Problem Solving Determine whether you need an estimate or an exact answer to solve each problem. Then solve. 1.
Check Does your answer make sense? Explain. Yes; Use the inverse operation of addition. 5 + 52 = 57 shows the answer is correct. Lesson 3 My Homework149 Problem Solving Determine whether each problem requires an estimate or an exact answer. Then solve. 1. Gavin saved $53 in August and $15 in September.
Lesson 3 Problem Solving: Estimate or Exact Answer Homework Helper Each school raffle ticket costs $8.50. The Jordan family ... Lesson 3 My Homework 319 ... Determine whether you need an estimate or an exact answer to solve each problem. Then solve. 1. A library wants to buy a new computer that costs $989.99. So far, the library has collected ...
Problem Solving Determine whether each problem requires an estimate or an exact answer. Then solve. 1. Gavin saved $53 in August and $15 in September. Is it reasonable to say he needs $50 more to pay for a karate class that costs $100? Explain. 2. There were 4,569 fans at a soccer game. The visiting team had 1,604 fans cheering.
Solution. There are two approaches we could take to this problem: 1) estimate the number of boards we will need and find the cost per board, or 2) estimate the area of the deck and find the approximate cost per square foot for deck boards. We will take the latter approach.
Chapter 4 Lesson 10Problem-Solving Investigation: Estimate or Exact Answer.Exact gives the actual answer while about gives an approximate answer.
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Lesson 3: Problem-Solving Investigation: Estimate or Exact Answer 1. Estimate differences by rounding: word problems. Lesson 4: Hands On: Subtract with Regrouping Lesson 4: Hands On: Subtract with Regrouping Lesson 5: Subtract Three-Digit Numbers 1. Subtract numbers up to three digits ...
My Math 3 Volume 1 Common Core grade 3 workbook & answers help online. Grade: 3, Title: My Math 3 Volume 1 Common Core, Publisher: McGraw-Hill, ISBN: 21150222 ... Lesson 3: Problem-Solving Investigation: Estimate or Exact Answer. apps. videocam. create. Lesson 4: Hands On: Subtract with Regrouping. apps. videocam.
Problem Solving Determine whether each problem requires an estimate or an exact answer. Then solve. 1. Gavin saved $53 in August and $15 in September. Is it reasonable to say he needs $50 more to pay for a karate class that costs $100? Explain. 2. There were 4,569 fans at a soccer game. The visiting team had 1,604 fans cheering. About how
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Lesson 3: Problem Solving Investigation: Estimate or Exact Answer 1. Compare, order, and round decimals: word problems. Lesson 4: Hands On: Add Decimals Using Base-Ten Blocks Lesson 4: Hands On: Add Decimals Using Base-Ten Blocks Lesson 5: Hands On ...
This suggested pacing for My Math, Grade 3 supports 1 day per lesson, and includes additional time for review and assessment, and remediation and differentiation for a total of 160 days. Use this pacing to help ensure in-depth coverage of all Grade 3 Common Core State Standards for Mathematics. Chapter 1 Place Value. 10 days.
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McGraw Hill My Math Grade 3 Chapter 13 Lesson 10 My Homework Answer Key. Problem Solving. Solve each problem by drawing a diagram. Question 1. Mathematical PRACTICE Model Math Martina and Charlotte are sharing a pizza. The pizza is cut into eight pieces. Martina ate a quarter of the pizza. Charlotte ate 3 pieces. How many pieces are left ...