Prasanna

Refer to our Texas Go Math Grade 3 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 3 Lesson 4.3 Answer Key Use Properties to Add.

Texas Go Math Grade 3 Lesson 4.3 Answer Key Use Properties to Add

Unlock the Problem

Mrs. Gomez sold 36 cucumbers, 37 tomatoes, and 51 peppers at the Farmers’ Market. How many vegetables did she sell?
Will the sum be closer to 120 or 150?
Answer:
closer to 120
Explanation:
Mrs. Gomez sold 36 cucumbers, 37 tomatoes, and 51 peppers at the Farmers’ Market.
Total vegetables she sold
36 + 37 + 51 =124
the sum is closer to 120

Use properties to find 36 + 37 + 51.
STEP 1:
Line up the place values.
36 + 37 + 51 =124.

STEP 2:
Change the grouping.

Think: Adding 37 + 51 first would be easy because there is no regrouping needed.

STEP 3: Add.

So, Mrs. Gomez sold ___________.
Answer: 124
Explanation:
Line up the place values, and Change the grouping.
So, no regrouping is required.

Try This!

Subtraction is not commutative or associative. Perform operations in parentheses first.

Then subtract from left to right.
A.
(88 – 34) – 10 = _________
54 – 10 = 44
B.
88 – (34 – 10) = __________
88 – 44 = 44

Explain how you can use your answers to show that subtraction is not associative.
Answer:
Subtraction is not an associative operation.
This is because it does not satisfy the associative property.
For example,
The answer remain same as 44 in the below equation.
88 – 44 or 54 – 10
Explanation:
The associative property in math is the property of numbers that states the sum or the product of three or more numbers will not change in whatever sequence numbers are grouped.
Subtraction is not an associative operation.
This is because it does not satisfy the associative property.

Share and Show

Question 1.
Find the sum. Write the addition property you used.

Answer: 125

Explanation:
The associative property in math is the property of numbers that states the sum or the product of three or more numbers will not change in whatever sequence numbers are grouped.

Use addition properties and strategies to find the sum.

Go Math Answer Key Grade 3 Lesson 4.3 Use Properties to Add Question 2.
13 + 26 + 54 = _________
Answer: 93

Explanation:
In Commutative property, when two numbers are added, the sum is the same regardless of the order of the addends.
Commutative Property x + y = y+ x
Associative property states that the sum of three or more numbers will not change in whatever sequence numbers are grouped.
Associative Property x + (y + z) = (x + y) + z
13 + (54 + 26) = 93 =(13 + 54)+ 26

Question 3.
57 + 62 + 56 +43 = _________
Answer: 218
Explanation:
As said in the above one can use Associative or Commutative properties.
(57 + 43) + (62 + 56) = 100 + 118 = 218

Math Talk
Mathematical Processes

Explain how the Commutative and Associative Properties of Addition are alike and how they are different.
Answer:
The Commutative and Associative Properties of Addition are alike:
Both commutative and associative properties are rules applied to addition and multiplication operations.
These properties are laws used in algebra to help solve problems.
The difference between Commutative and Associative Properties of Addition are:
The commutative property comes from the term “commute” which means ‘move around’ and it refers to being able to switch numbers that you’re adding or multiplying regardless of the order of the numbers.
The associative property, on the other hand, comes from the word “associate” or “group” and it refers to grouping of three or more numbers using parentheses, regardless of how you group them. The result will be the same, no matter how you re-group the numbers or variables.

Question 4.
Change the order and the grouping of the addends so that you can use mental math to find the sum. Then find the sum.
43 + 39 + 43 + 11 = _________
_________ + _________ + _________ + _________= _________
Answer: 136
Explanation:
By breaking up numbers into separate parts and than adding up the matching parts,
and than adding up the sums to find the difference.
(43 + 39) + (43 + 11) = 82 + 54 = 136

Problem Solving

Question 5.
Apply Mr. Arnez bought 32 potatoes, write Math show Your Work 29 onions, 31 tomatoes and 28 peppers to make salads for his deli. How many vegetables did he buy?
Answer: 89
Explanation:
Mr. Arnez bought 32 potatoes, 29 onions, 31 tomatoes and 28 peppers to make salads for his deli.
Total vegetables he bought
32 + 29 +28 = (32 +28) + 29 = 60 + 29 = 89

Lesson 4.3 Answer Key Texas Go Math Grade 3 Question 6.
Multi-Step Ms. Chang is baking pies and cakes for the school bake sale. She bought 16 apples, 29 peaches, and 11 bananas at the Farmers’ Market. How many pieces of fruit did she buy?
Answer: 56
Explanation:
Ms. Chang bought 16 apples, 29 peaches, and 11 bananas at the Farmers’ Market.
Total pieces of fruit she bought
16 + 29 + 11 = 56

Question 7.
Multi-Step Mr. Staples bought 48 paper plates, 22 paper cups, and 50 paper napkins for the picnic. How many paper products did he buy?
Answer: 120
Explanation:
Mr. Staples bought 48 paper plates, 22 paper cups, and 50 paper napkins for the picnic.
Total paper products he bought
48 + 22 + 50 = 70 + 50 = 120

Question 8.
H.O.T. Communicate What is the unknown number? Which property did you use?
(☐ + 8) + 32 = 49
Answer: 9
Explanation:
Associative Property x + (y + z) = (x + y) + z
let n be a unknown number
(n+8) + 32 = 49
(n+8) = 49 – 32
n + 8 = 17
n = 9

Question 9.
H.O.T. Multi-Step Change the order or grouping to find the sum. Explain how you used properties to find the sum.

63 + 86 + 77
Answer: 226
Explanation:
Associative property can be used to find the sum
Associative Property x + (y + z) = (x + y) + z
(63 + 77) + 86 = 140 + 86 = 226
63 + (77 + 86) = 63 + 163 = 226

Daily Assessment Task

Fill in the bubble for the correct answer choice. Use properties to solve.

Question 10.
Josephine took photos of three canyons during the rafting trip. In the first canyon, she took 64 photos. She took 31 photos of the second canyon. In the third canyon, she took 49 photos. How many photos did Josephine take in all?
(A) 154
(B) 144
(C) 124
(D) 164
Answer:
Option (B)
Explanation:
In the first canyon, she took 64 photos.
She took 31 photos of the second canyon.
In the third canyon, she took 49 photos.
Total photos did Josephine took in all
64 + (31 + 49) = 64 + 80 = 144

Go Math Grade 3 Lesson 4.3 Answer Key Question 11.
Tim got the answer 80 to the problem (97 – 22) – 5. Which statement shows the error he made?
(A) He regrouped the numbers as 97 – (22 – 5).
(B) He subtracted the numbers in parentheses first.
(C) He did not subtract all the numbers.
(D) He subtracted from left to right.
Answer:
Option (B)
Explanation:
Because he subtracted the numbers in parentheses first.
97 – (22 – 5)
97 – 17 = 80

Question 12.
Multi-Step A travel company offers rafting trips for families. The fees for the trip are $54 for adults and $46 for children. The Kirk family of two adults and two children want to go on the trip. How much will they pay for their rafting trip?
(A) $200
(B) $300
(C) $220
(D) $320
Answer:
Option (A)
Explanation:
The fees for the trip are $54 for adults and $46 for children.
The Kirk family of two adults = 54 X 2 = 108
two children fees = 46 X 2 = 92
Total amount they paid for their rafting trip
(54 + 46) + (54 + 46) = 100 + 100 = 200

Texas Test Prep

Go Math Lesson 4.3 Answer Key 5th Grade Question 13.
Communicate Which shows the Associative Property of Addition?
(A) (86 + 7) + 93 = 86 + (7 + 93)
(B) 86 + 7 = 7 + 86
(C) 86 + 0 = 86
(D) 86 = 80 + 6
Answer: (A)
Explanation:
Both commutative and associative properties are rules applied to addition operations.
(86 + 7) + 93 = 86 + (7 + 93)

Texas Go Math Grade 3 Lesson 4.3 Homework and Practice Answer Key

Find the sum. Write the addition property you used.

Question 1.
28 + 29 + 42 = __________
__________ Property of Addition
Answer: 99
Explanation:
Associative Property x + (y + z) = (x + y) + z
(28 + 29 )+ 42 = 57 + 42 = 99
(28 + 42) + 29 = 70 + 29 = 99

Question 2.
23 + 36 + 77 = __________
__________ Property of Addition
Answer: 136
Explanation:
Associative Property x + (y + z) = (x + y) + z
(23 + 77) + 36 = 23 + (77 + 36)
100 + 36 = 23 + 113
136 = 136

Question 3.
25 + 48 + 125 = __________
__________ Property of Addition
Answer: 198
Explanation:
Associative Property x + (y + z) = (x + y) + z
Associative property of addition
(25 + 48) + 125 = 25 + (48 + 125)
73 + 125 = 25 + 173
198 = 198

Question 4.
34 + 22 + 46 + 48 = __________
__________ Property of Addition
Answer: 150
Explanation:
Associative Property x + (y + z) = (x + y) + z
34 + 22 + 46 + 48
56 + 46 + 48
(56 + 46) + 48 = 56 + (46 + 48 )
102 + 48 = 56 + 94
150 = 150

Grade 3 Go Math Lesson 4.3 Homework Answer Key Question 5.
21 + 55 + 39 + 45 = __________
__________ Property of Addition
Answer: 160
Associative Property x + (y + z) = (x + y) + z
Explanation:
21 + 55 + 39 + 45
(21 + 55) + 39 + 45
76 + 39 + 45
(76 + 39) + 45 =76 + (39 + 45)
115 + 45 = 76 + 84
160 = 160

Question 6.
62 + 27 + 48 = __________.
__________ Property of Addition
Answer: 137
Associative Property x + (y + z) = (x + y) + z
Explanation:
(62 + 27) + 48 = 62 + (27 + 48)
89 + 48 = 62 + 75
137 = 137

Problem Solving

Question 7.
The Smoothie Stop sold 35 banana smoothies, 48 strawberry smoothies, and 25 orange smoothies. How many smoothies were sold in all?
Answer:
108 smoothies
Explanation:
The Smoothie Stop sold 35 banana smoothies, 48 strawberry smoothies, and 25 orange smoothies.
Total smoothies sold in all
35 + 48 + 25 =
(35 + 25) + 48
60 + 48 =108

Question 8.
Max spent 28 minutes on math homework, 27 minutes on science homework, and 22 minutes on English homework. How much time did he spend on homework?
Answer:
78 MINUTES
Explanation:
Max spent 28 minutes on math homework, 27 minutes on science homework, and 22 minutes on English homework.
Total time he spent on homework
28 +28 + 22
(28 + 22)+ 28
50 +28 = 78

Lesson Check

Fill in the bubble completely to show your answer.

Question 9.
Students collected used books to sell at the school fair. On Wednesday, 74 books were donated. On Thursday, 62 books were collected. On Friday, students brought in 36 books. How many books were collected on all three days?
(A) 162
(B) 182
(C) 172
(D) 170
Answer:
Option (C)
Explanation:
On Wednesday, 74 books were donated.
On Thursday, 62 books were collected.
On Friday, students brought in 36 books.
Total books collected on all three days
74 + 62 +36 = 172

3rd Grade Go Math Homework Answers Lesson 4.3 Question 10.
Local farmers had a booth at the school fair. Farmers sold 53 pounds of squash, 58 pounds of tomatoes, and 37 pounds of zucchini. How many pounds of vegetables were sold in all?
(A) 148 pounds
(B) 90 pounds
(C) 158 pounds
(D) 138 pounds
Answer:
Option (A)
Explanation:
Farmers sold 53 pounds of squash,
58 pounds of tomatoes,
and 37 pounds of zucchini.
Total pounds of vegetables sold in all
53 + 58 + 37 =
(53 + 37) + 58 = 90 + 58 = 148

Question 11.
Mrs. Jackson is in charge of the food booth. She made a supply list. How many packages of paper goods are on the supply list?

(A) 92
(B) 82
(C) 72
(D) 50
Answer:
Option (B)
Explanation:
In the given supply list there are
25 packages of cups
32 packages of plates
25 packages of napkins
Total packages all together
25 + 32 + 25 = 82

Go Math 3rd Grade Answer Key Lesson 4.3 Question 12.
Multi-Step There was a food drive at the school fair. Two local grocery stores each donated the number of food packages shown in the table. How many packages of food did both stores donate altogether?

(A) 105
(B) 135
(C) 210
(D) 150
Answer:
Option (A)
Explanation:
Local grocery donated 75 boxes of pasta and 30 cans of soup
Total packages of food donated by both stores
75 + 30 = 105

Refer to our Texas Go Math Grade 3 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 3 Unit 2 Answer Key Number and Operations: Multiplication and Division.

Texas Go Math Grade 3 Unit 2 Answer Key Number and Operations: Multiplication and Division

Show What You Know

Check your understanding of important skills.

Count Equal Groups Complete.

Question 1.

___ groups of ___
__ in all
Answer: 2 groups of 2. 4 in all.
Explanation:
Counted Equal Groups and dots to Complete

Question 2.

__ groups of ___
__ in all
Answer:  3 groups of 4
12 in all
Explanation:
Counted Equal Groups and dots to Complete

Question 3.

__ groups of ___
__ in all
Answer: 4 groups of 3
12 in all
Explanation:
Counted Equal Groups and dots to Complete

Question 4.

__ groups of ___
__ in all
Answer: 5 groups of 2
10 in all
Explanation:
Counted Equal Groups and dots to Complete

Skip Count by Twos and Fives Skip count. Write the missing numbers.

Question 5.
2, 4, 6, __, __, ___
Answer: 2,4,6,8,10,12
Explanation:
Written the missing numbers to counted by Twos

Question 6.
5, 10, 15, __, __, __
Answer: 5,10,15,20,25,30
Explanation:
Written the missing numbers to counted by Fives

Meaning of Division Complete.

Question 7.

___ groups
___ in each group
Answer:  3 groups
2 in each group
Explanation:
3 groups of 2 . So, total is 6
6 divided by 3 is 2. So 2 in each group.

Question 8.

__ groups
___ in each group
Answer:  2 groups
4 in each group
Explanation:
2 groups of 4 . So, total is 8
8 divided by 2 is 4. So 4 in each group.

Vocabulary Builder

Visualize It

Sort the words with a ✓ into the Venn diagram.

Answer:

Explanation:
Sorted the words

Understand Vocabulary

Complete the sentences by using the preview words.

Question 1.
An ____ is a set of objects arranged in rows and columns.
Answer: Array
Explanation:
An array is an arrangement of a set of objects, pictures, or numbers usually arranged in rows and columns.

Question 2.
The ___ Property of Multiplication states that the product of any number and 1 is that number.
Answer: identity property
Explanation:
Identity property of multiplication: The product of 1 and any number is that number. For example, 7 × 1 = 7 7 times 1 = 7 7×1=77, times, 1, equals 7.

Texas Go Math Grade 3 Unit 2 Answer Key Pdf Question 3.
The ___ Property of Multiplication states that when the order of the factors is changed, the product stays the same.

Answer: Commutative property of multiplication
Explanation:
The commutative property of multiplication states that the answer remains the same when multiplying numbers, even if the order of numbers are changed. Changing the order of multiplication doesn’t change the product.

Reading & Writing Math

Vocabulary

You will learn that using an array is a good way to show multiplication. Look at the arrays below. The product of 2 × 7 is the same as the product of 7 × 2.

Write two multiplication sentences for each array.

Question 1.

Answer: 6 x3 =18 and 3 x 6 =18
Explanation:
6 groups of 3 is 18 and 3 groups of 6 is 18.

Question 2.

Answer: 2 x4 =8 and 4 x 2 =8
Explanation:
2 groups of 4 is 8 and 4 groups of 2 is 8.

Question 3.

Answer: 5  x 3 = 15 and 3 x 5 =15
Explanation:
5 groups of 3 is 15 and 3 groups of 5 is 15.

Writing Reread the example at the top of the page. How does this example show the Commutative Property of Multiplication?

Reading Check out this book in your library. Amanda Bean’s Amazing Dream: A Mathematical Story, by Cindy Neuschwander and Marilyn Burns

Get Ready Game

Let Me Count the Ways

Object of the Game Explore how to separate items into equal groups.

Materials

• 2 number cubes labeled 0-5
• 1-inch grid paper
• ones blocks

Number of Players 2

How to Play

1. Player 1 tosses the number cubes. He or she then multiplies the 2 numbers tossed. The product is the number of ones blocks Player 1 will place in equal groups.
2. Player 1 places ones blocks to show the different ways to place them into equal groups.
   
3. Player 1 gets 1 point for each correct way the blocks are arranged in equal groups. No points are given for a single group of the product. Player 1 then removes all of his or her blocks.
4. Player 2 repeats Steps 1-3. The player who first earns a total of 20 points wins.
   

Refer to our Texas Go Math Grade 3 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 3 Lesson 4.5 Answer Key Use Place Value to Add.

Texas Go Math Grade 3 Lesson 4.5 Answer Key Use Place Value to Add

Unlock the Problem

Dante is planning a trip to Illinois. His airplane leaves from Dallas, Texas and stops in Tulsa, Oklahoma. Then it flies from Tulsa to Chicago, Illinois. How many miles does Dante fly?

Use place value to add two addends

Add. 236 + 585
Estimate: 236 + 585 = _____________

STEP 1:
Add the ones. Regroup the ones as tens and ones.

STEP 2:
Add the tens. Regroup the tens as hundreds and tens.

STEP 3:
Add the hundreds

236 + 585 = _________
So, Dante flies _________ miles.
Since _________ is close to the estimate of _________ the answer is reasonable.

ERROR Alert
Remember to add the regrouped ten and hundred.

You can also use the Commutative Property of Addition to check your work. Change the order of the addends and find the sum.

Answer:
821 miles
Commutative property
X+Y = Y+X
585 + 236 = 236 + 585 =  821
585 is rounded to 600 and 236 is rounded to 200
600 + 200 = 800 estimated
Explanation:
236 + 585 = 821
So, Dante flies 821 miles.
Since 821 is close to the estimate of 800 the answer is reasonable.

Example

Use place value to add three addends.
Add. 173 + 102 + 328
Estimate. 200 + 100 + 300 = _________

STEP 1:
Add the ones. Regroup the ones as tens and ones.

STEP 2:
Add the tens. Regroup the tens as hundreds and tens.

STEP 3:
Add the hundreds.

So, 173 + 102 + 328 = ____________.
Answer: 603
Explanation:
100  +  200  + 300 = 600
173 + 102 + 328 = 603
(173 + 102) + 328 = 173 + (102 + 328)     (Associative property (x+y)+z = x+(y+z) )
175 + 328 = 173 +430 = 603
Since 603 is close to the estimate of 600 the answer is reasonable.

Math Talk
Mathematical Processes

Explain how you can compute 403 + 201 mentally.
Answer: 604
Explanation:
403 is rounded to 400 and 201 is rounded to 200 as they are nearer to hundred
400 + 200 =600

Share and Show

Estimate. Then find the sum.

Question 1.
Estimate: ____________

251 + 345 = 596
300 + 300 = 600
Answer: 600
Since 596 is close to the estimate of 600 the answer is reasonable.
Explanation:
251 is above 250, so 251 is rounded to 300 and
345 is below 350, so 345 is rounded to 300
the sum of estimated numbers
300 + 300 = 600

Go Math Lesson 4.5 Answer Key 3rd Grade Question 2.
Estimate: _____________
276 + 410 + 314 = ___________

Answer: 1000
300 + 400 + 300 = 1000
Explanation:
276 is rounded to 300
410 is rounded to 400
314 is rounded to 300
300 + 400 + 300 = 1000
Since 1000 is the same as the estimate of 1000 the answer is equal and reasonable.

Problem-Solving

Practice: Copy and Solve Estimate. Then solve.

Question 3.
253 + 376
Answer: 629
253 + 376 = 629
Explanation:
253 is nearer to 250, so 253 is rounded to 250 and
376 is nearer to 380, so 376 is rounded to 380
the sum of estimated numbers
250 + 380 = 620
Since 629 is close to the estimate of 620 the answer is reasonable.

Question 4.
654 + 263
Answer: 917
654 + 263 = 917
Explanation:
654 is nearer to 655, so 654 is rounded to 655 and
263 is nearer to 265, so 263 is rounded to 265
the sum of estimated numbers
265 + 655  = 920
Since 917 is close to the estimate of 920 the answer is reasonable.

Question 5.
321 + 439
Answer: 760
321 + 439 = 760
Explanation:
321 is rounded to 320 and 439 is rounded to 440
the sum 320 + 440 = 760

Question 6.
482 + 323
Answer:805
482 + 323 = 805
Explanation:
482 is rounded to 500 and 323 is rounded to 300
the sum 500 + 300 = 800

Question 7.
182 + 321
Answer: 503
Explanation:
182 is rounded to 200 and 321 is rounded to 300
the sum 200 + 300 = 500
Since 503 is close to the estimate of 500 the answer is reasonable.

Lesson 4.5 Answer Key Go Math 3rd Grade Question 8.
701 + 108
Answer: 809
Explanation:
701 is rounded to 700 and 108 is rounded to 100
the sum 700 + 100 = 800
Since 809 is close to the estimate of 800 the answer is reasonable.

Question 9.
543 + 372
Answer: 915
543 + 372 = 915
Explanation:
543 is rounded to 500 and 372 is rounded to 400
the sum 500 + 400 = 900
Since 915 is close to the estimate of 900 the answer is reasonable.

Question 10.
516 + 326
Answer:
516 + 326 = 842
Explanation:
516 is rounded to 500 and 326 is rounded to 300
the sum 500 + 300 = 800
Since 842 is close to the estimate of 800 the answer is reasonable.

H.O.T. Algebra Find the unknown digits.

Question 11.

Answer:

Explanation:
When two numbers are added, the sum is the same regardless of the order of the addends .
Commutative property
124 + 133 = 133 + 124 = 257

Question 12.

Answer:

Explanation:
When two numbers are added, the sum is the same regardless of the order of the addends .
Commutative property
372 + 614 = 614 + 372 = 986

Question 13.

Answer:

Explanation:
When two numbers are added, the sum is the same regardless of the order of the addends.
Commutative property
253 + 429 = 429 + 253 = 682

3rd Grade Go Math Lesson 4.5 Answer Key Question 14.

Answer:

Explanation:
When two numbers are added, the sum is the same regardless of the order of the addends.
Commutative property
386 + 517 = 517 + 386 = 903

Unlock the Problem

Question 15.
H.O.T. Multi-Step A plane flew 187 miles from New York City New York to Boston, Massachusetts. it then flew 273 miles from Boston to Philadelphia, Pennsylvania. The plane flew the same distance on the return trip. How many miles did the plane fly?

(A) 460 miles
(B) 820 miles
(C) 900 miles
(D) 920 miles
Answer :
Option (D)
Explanation:
A plane flew 187 miles from New York City New York to Boston, Massachusetts,
it then flew 273 miles from Boston to Philadelphia, Pennsylvania.
Total miles the plane fly
187 + 273 + 187 + 273 = 920

a. What do you need to find?
Answer:
Total distance a plane flew
b. What is an estimate of the total distance?
Answer:
900 miles
Explanation:
185 + 275 + 185 + 275 = 920
187 + 273 + 187 + 273 = 920

c. Show the steps you used to solve the problem.
Answer:
187 is rounded to 185 and 273 is rounded to 275 for estimate
the total is 185 + 275 + 185 + 275 = 920

d. Complete the sentences.
The plane flew _________ miles from New York City to Boston.

Then it flew _________ miles from Boston to Philadelphia.

It flew _________ miles from New York City to Boston to Philadelphia.

The total distance is ________ miles round trip.
Answer:
The plane flew 187 miles from New York City to Boston.

Then it flew 273 miles from Boston to Philadelphia.

It flew  460 miles from New York City to Boston to Philadelphia.

The total distance is 920  miles round trip.

e. Fill in the bubble for the correct answer choice above.
Answer: (D)
Explanation:
A plane flew 187 miles from New York City New York to Boston, Massachusetts,
it then flew 273 miles from Boston to Philadelphia, Pennsylvania.
Total miles the plane flew
187 + 273 + 187 + 273 = 920

Go Math 3rd Grade Lesson 4.5 Answer Key Question 16.
Evaluate The Colorado River is 119 miles longer than the Kansas River. The Kansas River is 743 miles long. How long is the Colorado River?
Answer:
862 miles
Explanation:
The Colorado River is 119 miles longer than the Kansas River.
The Kansas River is 743 miles long.
The length of the Colorado River
119 +743 = 862

Question 17.
Multi-Step Mr. Miller drove 568 miles last week. This week he drove 308 miles on Tuesday and 97 miles on Wednesday. What was the number of miles he drove in these two weeks?
Answer:
973 miles
Explanation:
Mr. Miller drove 568 miles last week.
This week he drove 308 miles on Tuesday and 97 miles on Wednesday.
the number of miles he drove in these two weeks
568 + (308 + 97)
568 + 405 = 973

Daily Assessment Task

Fill in the bubble for the correct answer choice. Use place value to solve.

Question 18.
Joshua and Daniel’s hot air balloon rises 218 feet. Then it rises 124 feet more. How many feet did the hot air balloon rise in all?
(A) 332 feet
(B) 334 feet
(C) 342 feet
(D) 432 feet
Answer:
Option (C)
Explanation:
Joshua and Daniel’s hot air balloon rises 218 feet.
Then it rises 124 feet more.
Total feet the hot air balloon rise in all
218 + 124 = 342

Question 19.
Emily watched two movies. The first movie was 125 minutes long. The second movie was 112 minutes long. How many minutes did Emily spend watching the two movies?
(A) 230 minutes
(B) 237 minutes
(C) 257 minutes
(D) 335 minutes
Answer:
Option (B)
Explanation:
The first movie was 125 minutes long.
The second movie was 112 minutes long.
Total minutes Emily spent watching the two movie
125 + 112 = 237

Go Math Lesson 4.5 Answer Key 3rd Grade Question 20.
Multi-Step Ava saved 245 pennies in April. She saved 365 pennies in May and saved 132 pennies in June. How many pennies did Ava save in all?
(A) 610
(B) 632
(C) 700
(D) 742
Answer:
Option (D)
Explanation:
Ava saved 245 pennies in April.
She saved 365 pennies in May and
saved 132 pennies in June.
Total pennies Ava saved in all
245 +365 + 132 =742

Texas Test Prep

Question 21.
The Willard family collected cans for recycling. They collected 451 cans on Thursday, 246 cans on Friday, and 222 cans on Saturday. How many cans did the Willards collect for recycling on those three days?
(A) 819
(B) 919
(C) 468
(D) 697
Answer: (B)
Explanation:
They collected 451 cans on Thursday,
246 cans on Friday,
and 222 cans on Saturday.
Total cans the Willards collect for recycling on those three days
451 + 246 + 222 = 919

Texas Go Math Grade 3 Lesson 4.5 Homework and Practice Answer Key

Estimate. Then find the sum.

Question 1.
Estimate: __________

Answer: 973
Estimate: 1000
Explanation:
Add the ones. Regroup the ones as tens and ones.
Add the tens. Regroup the tens as hundreds and tens.
Add the hundreds.

Question 2.

Answer: 847
Estimate: 800
Explanation:
Explanation:
Add the ones. Regroup the ones as tens and ones.
Add the tens. Regroup the tens as hundreds and tens.
Add the hundreds.

Question 3.

Answer: 709
Estimate: 700
Explanation:
Explanation:
Add the ones. Regroup the ones as tens and ones.
Add the tens. Regroup the tens as hundreds and tens.
Add the hundreds.

Question 4.

Answer: 412
Estimate: 400
Explanation:
Explanation:
Add the ones. Regroup the ones as tens and ones.
Add the tens. Regroup the tens as hundreds and tens.
Add the hundreds.

Question 5.

Answer: 705
Estimate: 700
Explanation:
Explanation:
Add the ones. Regroup the ones as tens and ones.
Add the tens. Regroup the tens as hundreds and tens.
Add the hundreds.

Question 6.

Answer: 996
Estimate: 1000
Explanation:
Explanation:
Add the ones. Regroup the ones as tens and ones.
Add the tens. Regroup the tens as hundreds and tens.
Add the hundreds.

Problem Solving

Question 7.
Mr. Conti drove 132 miles on Highway 9. He then drove 179 miles on Highway 16. How many miles did he drive altogether?
Answer:
318 miles
Explanation:
Mr. Conti drove 132 miles on Highway 9.
He then drove 179 miles on Highway 16.
Total miles he drove altogether
139 + 179 = 318 miles

Question 8.
A bus takes a route from New York City to Washington, D.C. that is 226 miles.- How many miles is the round trip?
Answer:
452 miles
Explanation:
A bus takes a route from New York City to Washington, D.C. that is 226 miles.
Total number of miles round the trip
226 + 226 = 452

Lesson Check

Fill in the bubble completely to show your answer.

Question 9.
A bookstore sold 453 books on Saturday and 369 books on Sunday. How many books were sold on both days?
(A) 812
(B) 822
(C) 722
(D) 712
Answer:
Option (B)
Explanation:
A bookstore sold 453 books on Saturday and 369 books on Sunday.
Total books sold on both days
453 + 369 = 822

Go Math Grade 3 Practice and Homework Lesson 4.5 Answer Key Question 10.
Sandra drove 121 miles from San Diego to Los Angeles. The next day she drove 382 miles from Los Angeles to San Francisco. How many miles did she drive?
(A) 403 miles
(B) 502 miles
(C) 513 miles
(D) 503 miles
Answer:
Option (D)
Explanation:
Sandra drove 121 miles from San Diego to Los Angeles.
The next day she drove 382 miles from Los Angeles to San Francisco.
Total miles she drove
121 + 382 = 503

Question 11.
A theater has 348 seats on the bottom level and 376 seats in the balcony. How many seats are there?
(A) 724
(B) 624
(C) 714
(D) 614
Answer:
Option (A)
Explanation:
A theater has 348 seats on the bottom level and 376 seats in the balcony
Total seats in balcony
348 + 376 = 724

Question 12.
Julie had to take two different planes on her trip. The first plane had 234 passengers. The second plane had 167 passengers. How many passengers were on both flights?
(A) 411
(B) 301
(C) 391
(D) 401
Answer:
Option (D)
Explanation:
The first plane had 234 passengers.
The second plane had 167 passengers.
Number of passengers on both flights
234 + 167 =401

Question 13.
Multi-Step A football field has two side lengths of 300 feet long and two side lengths of 160 feet wide. Josh jogs around all four sides of the field. Which is the distance Josh runs?
(A) 320 feet
(B) 600 feet
(C) 920 feet
(D) 820 feet
Answer:
Option (C)
Explanation:
A football field has two side lengths of 300 feet long and
two side lengths of 160 feet wide.
Josh jogs around all four sides of the field.
Total distance Josh runs
300 + 160 = 460
460 +460 = 900

Question 14.
Multi-Step The distance between each base on a baseball field is 90 feet. Which is the total distance between all four bases?
(A) 180 feet
(B) 360 feet
(C) 320 feet
(D) 270 feet
Answer:
Option (B)
Explanation:
The distance between each base on a baseball field is 90 feet.
The total distance between all four bases
90 + 90 + 90 + 90 = 360 feet

Refer to our Texas Go Math Grade 3 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 3 Lesson 3.5 Answer Key Equivalent Fractions.

Texas Go Math Grade 3 Lesson 3.5 Answer Key Equivalent Fractions

Essential Question
How can you use models to name equivalent fractions?
Answer:
Equivalent fractions are different fractions that name the same number.
Examples:
Two-thirds is equivalent to four-sixths. The fractions three-fourths, six-eighths, and nine-twelfths are equivalent.

Unlock the problem
Cole brought a submarine sandwich to the picnic. He shared the sandwich equally with 3 friends. The sandwich was cut into eighths. What are two ways to describe the part of the sandwich each friend ate?

• How many people shared the sandwich?
Answer:
It is given that
Cole brought a submarine sandwich to the picnic. He shared the sandwich equally with 3 friends. The sandwich was cut into eighths
Hence, from the above,
We can conclude that
The number of people that shared the sandwich is: 3 people

Cole grouped the smaller pieces into twos. Draw circles to show equal groups of two pieces to show what each friend ate.

There are 4 equal groups. Each group is \(\frac{1}{4}\) of the whole sandwich. So, each friend ate \(\frac{1}{4}\) of the whole sandwich.
How many eighths did each friend eat?
Answer:
The number of eighths did each friend eat is: 2 eighths

\(\frac{1}{4}\) and \(\frac{2}{8}\) are equivalent fractions since they both name the same amount of the sandwich.
So,
\(\frac{1}{4}\) and \(\frac{2}{8}\) of the sandwich are two ways to describe the part of the sandwich each friend ate.

Example Model the problem.
Heidi ate \(\frac{3}{6}\) of her fruit bar. Molly ate \(\frac{4}{8}\) of her fruit bar, which is the same size. Which girl ate more of her fruit bar?
Shade \(\frac{3}{6}\) of Heidi’s fruit bar and \(\frac{4}{8}\) of Molly’s fruit bar.


• Is \(\frac{3}{6}\) greater than, less than, or equal to \(\frac{4}{8}\)?
Answer:
The given fractions are:
\(\frac{3}{6}\) and \(\frac{4}{8}\)
So,
\(\frac{3}{6}\) = \(\frac{4}{8}\) = \(\frac{1}{2}\)
Hence, from the above,
We can conclude that
\(\frac{3}{6}\) is equal to \(\frac{4}{8}\)
So,
Both girls ate the same amount.

Share and Show

Question 1.
Each shape is 1 whole. Use the model to find the equivalent fraction.

Answer:
The given model is:

Now,
From the above model,
We can observe that
The model with \(\frac{1}{2}\) is divided into further 2 parts. So,
The total parts are: 4
So,
The equivalent fraction of \(\frac{1}{2}\) is: \(\frac{2}{4}\)
Hence, from the above,
We can conclude that
The equivalent fraction of \(\frac{1}{2}\) is: \(\frac{2}{4}\)

Math Talk
Mathematical Processes
Explain why both fractions name the same amount?
Answer:
The models from the above problem are:

Now,
From the above models,
We can observe that
\(\frac{1}{2}\) and \(\frac{1}{4}\) have the same model since the model of \(\frac{1}{2}\) is further divided
Hence, from the above,
We can conclude that
Both fractions name the same amount

Each shape is 1 whole. Shade the model or use the number line to find the equivalent fraction.

Question 2.

Answer:
The given model is:

Now,
The representation of the equivalent fraction in the given model is:

Hence, from the above,
We can conclude that
\(\frac{2}{4}\) = \(\frac{4}{8}\)

Go Math 3rd Grade Lesson 3.5 Answer Key Question 3.

Answer:
The given model is:

Now,
The representation of the equivalent fraction in the given model is:

Hence, from the above,
We can conclude that
\(\frac{12}{6}\) = \(\frac{2}{3}\)

Question 4.
Andy swam \(\frac{8}{8}\) mile in a race. Use the number line to find a fraction that is equivalent to \(\frac{8}{8}\).


Answer:
It is given that
Andy swam \(\frac{8}{8}\) mile in a race
Now,
The given number line is:

Now,
From the above number line,
We can observe that
\(\frac{8}{8}\) = \(\frac{4}{4}\)
Hence, from the above,
We can conclude that
\(\frac{8}{8}\) = \(\frac{4}{4}\)

Circle equal groups to find the equivalent fraction.

Question 5.

Answer:
The given model is:

Now,
The representation of the given model in the form of groups to represent the equivalent fraction is:

Hence, from the above,
We can conclude that
\(\frac{3}{6}\) = \(\frac{1}{2}\)

Question 6.

Answer:
The given model is:

Now,
The representation of the given model in the form of groups to represent the equivalent fraction is:

Hence, from the above,
We can conclude that
\(\frac{6}{6}\) = \(\frac{3}{3}\)

Go Math Grade 3 Lesson 3.5 Answer Key Question 7.
Write the fraction that names the shaded part of each circle.

Which pairs of fractions are equivalent?
Answer:
The given models are:

Now,
From the above models,
The representations of the fractions from the first model to the last model respectively are:
\(\frac{2}{6}\), \(\frac{1}{4}\), \(\frac{1}{3}\), \(\frac{2}{4}\), \(\frac{2}{8}\)
Hence, from the above,
We can conclude that
The pairs of fractions that are equivalent is:
\(\frac{2}{6}\) = \(\frac{1}{3}\)
\(\frac{1}{4}\) = \(\frac{2}{8}\)

Problem Solving

Question 8.
H.O.T. Write Math After dessert, \(\frac{2}{3}\) of a cherry pie is left. Suppose 4 friends want to share it equally. What fraction names how much of the whole pie each friend will get? Use the model on the right.
Use Math Language to explain your answer.

Answer:
It is given that
After dessert, \(\frac{2}{3}\) of a cherry pie is left. Suppose 4 friends want to share it equally.
Now,
The given model is:

Now,
From the given information,
The fraction of the pie each friend will get = (The number of friends) × (The total fraction of the pie)
= 4 × \(\frac{2}{3}\)
= \(\frac{8}{3}\)
Hence, from the above,
We can conclude that
The fraction of the pie each friend will get is: \(\frac{8}{3}\) of the pie

Question 9.
Apply There are 16 people having lunch. Each person wants \(\frac{1}{4}\) of a pizza. How many whole pizzas are needed? Draw a picture to show your answer.
Answer:
It is given that
There are 16 people having lunch. Each person wants \(\frac{1}{4}\) of a pizza
Now,
According to the given information,
The number of pizzas that are needed = (The total number of people having lunch) × (The fraction of the pizza each friend wants)
= 16 × \(\frac{1}{4}\)
= 4 pizzas
Hence, from the above,
We can conclude that
The number of pizzas that are needed is: 4 pizzas

Go Math Lesson 3.5 Answer Key 3rd Grade Question 10.
H.O.T. Lucy has 5 brownies. Each brownie is cut in half. What fraction names all of the brownie halves? ?
Answer:
It is given that
Lucy has 5 brownies. Each brownie is cut in half
Now,
According to the given information,
The number of brownie halves = (The number of brownies Lucy has) × (The number f pieces the brownie is cut into)
= 5 × \(\frac{1}{2}\)
= \(\frac{5}{2}\) brownie halves

What if Lucy cuts each part of the brownie into 2 equal pieces to share with friends? What fraction names all of the brownie pieces now?
are equivalent fractions.

Answer:

It is given that
Lucy cuts each part of the brownie into 2 equal pieces to share with friends
Now,
The given model is:

Now,
According to the given information,
The fraction of all the pieces of brownie Lucy has = (The total number of brownies) ÷ (The number of groups of brownies)
= \(\frac{10}{4}\)
Hence, from the above,
We can conclude that
\(\frac{5}{2}\) = \(\frac{10}{4}\)

Question 11.
Multi-Step Christy bought 8 muffins. She chose 2 chocolate, 2 banana, and 4 blueberries. She and her family ate the chocolate and banana muffins for breakfast. What fraction of the muffins did they eat? Write an equivalent fraction. Draw a picture.
Answer:
It is given that
Christy bought 8 muffins. She chose 2 chocolate, 2 banana, and 4 blueberries. She and her family ate the chocolate and banana muffins for breakfast
Now,
According to the given information,
The fraction of the muffins did Christy and her family ate = (The number of muffins Christy and her family ate) ÷ (The total number of muffins Christy bought)
= \(\frac{4}{8}\)
= \(\frac{1}{2}\)
Hence, from the above,
We can conclude that
The fraction of the muffins did Christy and her family ate is: \(\frac{4}{8}\) of the muffins
The equivalent fraction of the muffins did Christy and her family ate is: \(\frac{1}{2}\)

Daily Assessment Task

Fill in the bubble for the correct answer choice.

Question 12.
A team of scientists cut a slice of a tree into six equal pieces to determine its age. There are three scientists, so each gets \(\frac{1}{3}\) of the slice. Which fraction is equivalent to \(\frac{1}{3}\)?
(A) \(\frac{1}{6}\)
(B) \(\frac{2}{6}\)
(C) \(\frac{3}{6}\)
(D) \(\frac{4}{6}\)

Answer:
It is given that
A team of scientists cut a slice of a tree into six equal pieces to determine its age. There are three scientists, so each gets \(\frac{1}{3}\) of the slice
Now,
The given model is:

Now,
From the above model,
We can observe that
\(\frac{1}{3}\) = \(\frac{2}{6}\)
Hence, from the baove,
We can conclude that
The fraction that is equivalent to \(\frac{1}{3}\) is:

Question 13.
Simone ate \(\frac{3}{6}\) of her sandwich. Which fraction is equivalent to \(\frac{3}{6}\)?
(A) \(\frac{1}{4}\)
(B) \(\frac{1}{3}\)
(C) \(\frac{1}{2}\)
(D) \(\frac{2}{3}\)

Answer:
It is given that
Simone ate \(\frac{3}{6}\) of her sandwich
Now,
According to the given information,
The fraction that is equal to \(\frac{3}{6}\) = \(\frac{1}{2}\)
Hence, from the above,
We can conclude that
The fraction that is equivalent to \(\frac{3}{6}\) is:

Question 14.
Representations Multi-Step Sally ate \(\frac{2}{8}\) of her tortilla. Dylan ate \(\frac{2}{3}\) of his tortilla. Michael ate \(\frac{1}{2}\) of his tortilla. Bianca ate \(\frac{1}{4}\) of her tortilla. Which friends had the same fraction of their tortillas left?
(A) Dylan and Michael
(B) Sally and Dylan
(C) Dylan and Bianca
(D) Sally and Bianca

Answer:
It is given that
Sally ate \(\frac{2}{8}\) of her tortilla. Dylan ate \(\frac{2}{3}\) of his tortilla. Michael ate \(\frac{1}{2}\) of his tortilla. Bianca ate \(\frac{1}{4}\) of her tortilla
Now,
The given model is:

Now,
Let the whole part of the torill be: 1
Now,
From the above model,
We can observe that
The fraction of the torilla left by Sally = 1 – \(\frac{2}{8}\)
= \(\frac{6}{8}\)
The fraction of the torilla left by Dylan = 1 – \(\frac{2}{3}\)
= \(\frac{1}{3}\)
The fraction of the torilla left by Michael = 1 – \(\frac{1}{2}\)
= \(\frac{1}{2}\)
The fraction of the torilla left by Bianca = 1 – \(\frac{1}{4}\)
= \(\frac{3}{4}\)
Now,
From the above fractions,
We can observe that
\(\frac{3}{4}\) = \(\frac{6}{8}\)
Hence, from the above,
We can conclude that
The friends that had the same fraction of their tortillas left is:

Texas Test Prep

Question 15.
Mr. Peters made an apple pie. There is \(\frac{6}{8}\) of the pie leftover. Which fraction is equal to the part of the pie that is left over?
(A) \(\frac{3}{4}\)
(B) \(\frac{2}{4}\)
(C) \(\frac{1}{2}\)
(D) \(\frac{1}{4}\)

Answer:
It is given that
Mr. Peters made an apple pie. There is \(\frac{6}{8}\) of the pie leftover
So,
According to the given information,
The equivalent fraction of the pie that is leftover is: \(
Hence, from the above,
We can conclude that
The equivalent fraction of the pie that is leftover is:

Texas Go Math Grade 3 Lesson 3.5 Homework and Practice Answer Key

Each shape is 1 whole. Shade the model to find the equivalent fraction.

Question 1.

Answer:
The given model is:

Now,
The representation of the given model with the equivalent fractions is:

Hence, from the above,
We can conclude that
[latex]\frac{1}{2}\) = \(\frac{2}{4}\) = \(\frac{4}{8}\)

Practice and Homework Lesson 3.5 Answer Key 3rd Grade Question 2.

Answer:
The given model is:

Now,
The representation of the given model with the equivalent fractions is:

Hence, from the above,
We can conclude that
\(\frac{8}{4}\) = \(\frac{4}{2}\)

Question 3.

Answer:
The given model is:

Now,
The representation of the given model with the equivalent fractions is:

Hence, from the above,
We can conclude that
\(\frac{3}{3}\) = \(\frac{6}{6}\)

Question 4.

Answer:
The given model is:

Now,
The representation of the given model with the equivalent fractions is:

Hence, from the above,
We can conclude that
\(\frac{3}{4}\) = \(\frac{6}{8}\)

Problem Solving

Question 5.
Tom ate \(\frac{2}{6}\) of his granola bar. Hank ate \(\frac{1}{3}\) of his granola bar.
Shade \(\frac{2}{6}\) of Tom’s granola bar and \(\frac{1}{3}\) of Hank’s granola bar. Who ate more of the granola bar?

Answer:
It is given that
Tom ate \(\frac{2}{6}\) of his granola bar. Hank ate \(\frac{1}{3}\) of his granola bar.
Shade \(\frac{2}{6}\) of Tom’s granola bar and \(\frac{1}{3}\) of Hank’s granola bar.
Now,
The representation of models that represent the eating of a granola bar is:

So,
\(\frac{2}{6}\) = \(\frac{1}{3}\)
Hence, from the above,
We can conclude that
Tom and Hank ate the same amount of granola bar

Lesson Check

Go Math Lesson 3.5 Homework Answer Key 3rd Grade Question 6.
Matt cut his mini pizza into six equal pieces and ate two of them. Dawn cut her mini pizza into three equal pieces and ate one piece.

Which statement about the amount each ate is true?
(A) Mati ate \(\frac{2}{3}\) pizza and Dawn ate \(\frac{1}{3}\) pizza. \(\frac{2}{3}\) = \(\frac{1}{3}\)
(B) Matt ate \(\frac{2}{6}\) pizza and Dawn ate \(\frac{1}{3}\) pizza. \(\frac{2}{6}\) > \(\frac{1}{3}\)
(C) Mati ate \(\frac{2}{6}\) pizza and Dawn ate \(\frac{1}{3}\) pizza. \(\frac{2}{6}\) < \(\frac{1}{3}\)
(D) Matt ate pizza and Dawn ate \(\frac{1}{3}\) pizza. \(\frac{2}{6}\) = \(\frac{1}{3}\)
Answer:
It is given that
Matt cut his mini pizza into six equal pieces and ate two of them. Dawn cut her mini pizza into three equal pieces and ate one piece.
Now,
The representation of the models that Matt and dawn ate respectively is:

So,
From the above models,
We can say that
\(\frac{2}{6}\) = \(\frac{1}{3}\)
Hence, from the above,
We can conclude that
The statement that is true about the amount of pizza both ate is:

Question 7.
Beth and Bonnie bought a submarine sandwich. Beth cut the sandwich into four equal parts. Each girl ate half of her sandwich.

Which are equivalent fractions that show how much of the sandwich each girl ate?
(A) \(\frac{1}{4}\) = \(\frac{1}{2}\)
(B) \(\frac{2}{4}\) = \(\frac{1}{2}\)
(C) \(\frac{3}{4}\) = \(\frac{1}{2}\)
(D) \(\frac{4}{4}\) = \(\frac{2}{2}\)
Answer:
It is given that
Beth and Bonnie bought a submarine sandwich. Beth cut the sandwich into four equal parts. Each girl ate half of her sandwich.
Now,
According to the given information,
The amount of the sandwich each girl ate is: \(\frac{1}{2}\)
Hence, from the above,
We can conclude that
The equivalent fractions that show how much of the sandwich each girl ate is:

3rd Grade Go Math Lesson 3.5 Homework Answer Key Question 8.
Multi-Step The shaded models show the fractional part of a turkey sandwich that each person ate. Which people ate the same amount?

(A) Ella and Gia
(B) Dora and Ella
(C) Dora and Fiona
(D) Fiona and Gia
Answer:
It is given that
The shaded models show the fractional part of a turkey sandwich that each person ate.
Now,
The given models are:

Now,
From the above,
We can observe that
The representation of the fractions of the given models is:
Dora – \(\frac{2}{3}\)
Ella – \(\frac{4}{8}\)
Fiona – \(\frac{4}{6}\)
Gia – \(\frac{3}{4}\)
Hence, from the above,
We can conclude that
The people who ate the same amount were:

Refer to our Texas Go Math Grade 3 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 3 Lesson 3.3 Answer Key Compare Fractions.

Texas Go Math Grade 3 Lesson 3.3 Answer Key Compare Fractions

Essential Question
What strategies can you use to compare fractions?
Answer:
Equivalence can be used to make fractions easier to compare. For instance, to use the common denominator strategy to compare \(\frac{2}{5}\) and \(\frac{3}{8}\), each fraction can be rewritten as an equivalent fraction with a denominator of 40. Once the denominators are the same, one can simply compare the size of the resulting numerators

Unlock the Problem

Example 1
Molly and Omar are decorating the same-size bookmarks. Molly covers \(\frac{2}{3}\) other bookmark with glitter. Omar covers \(\frac{1}{3}\) of his bookmark with glitter. Whose bookmark is covered with more glitter?

• Do you need to look at the numerators or the denominators?
Answer:
It is given that
Molly and Omar are decorating the same-size bookmarks. Molly covers \(\frac{2}{3}\) other bookmark with glitter. Omar covers \(\frac{1}{3}\) of his bookmark with glitter
Now,
The given fractions are:
\(\frac{2}{3}\) and \(\frac{1}{3}\)
Hence, from the above,
We can conclude that
We need to look at the numerators since the denominators are the same

Use reasoning to compare \(\frac{2}{3}\) and \(\frac{1}{3}\).

• Both fractions involve third-size pieces. 2 pieces are more than 1 piece.
• 
  So, Molly’s bookmark is covered with more glitter.

Same Denominator Strategy

• When the denominators are the same, you can compare only the number of pieces, or the numerators.

Example 2
Ms. Davis is making a fruit salad with \(\frac{3}{4}\) pound of cherries and \(\frac{3}{8}\) pound of strawberries. Which weighs less, the cherries or the strawberries?

Use reasoning to compare \(\frac{3}{4}\) and \(\frac{3}{8}\).
• \(\frac{1}{8}\) is less than \(\frac{1}{4}\) because there are more pieces.

Same Numerator Strategy
• When the numerators are the same, look at the denominators to compare the size of the pieces.
So,
The strawberries weigh less.

Share and Show

Question 1.
Compare \(\frac{5}{8}\) and \(\frac{5}{6}\).
Think The more pieces a whole is divided into, the smaller the pieces are.

Write <, >, or =. \(\frac{5}{8}\) \(\frac{5}{6}\)
Answer:
The given fractions are:
\(\frac{5}{8}\) and \(\frac{5}{6}\)
Now,
The representation of the given fractions in the models is:

Now,
We know that,
The fraction with the biggest denominator is the smallest fraction when both the numerators are the same
So,
\(\frac{5}{8}\) < \(\frac{5}{6}\)
Hence, from the above,
We can conclude that

Math Talk
Mathematical processes Explain how the denominators in Exercise 1 help you compare \(\frac{5}{8}\) and \(\frac{5}{6}\).
Answer:
We know that,
The fraction with the biggest denominator is the smallest fraction when both the numerators are the same
Hence, from the above,
We can conclude that
\(\frac{5}{8}\) < \(\frac{5}{6}\)

Question 2.
\(\frac{3}{8}\) \(\frac{3}{6}\)
Answer:
The given fractions are:
\(\frac{3}{8}\) and \(\frac{3}{6}\)
Now,
We know that,
The fraction with the biggest denominator is the smallest fraction when both the numerators are the same
Hence, from the above,
We can conclude that

Go Math Grade 3 Lesson 3.3 Answer Key Question 3.
\(\frac{3}{4}\) \(\frac{2}{4}\)
Answer:
The given fractions are:
\(\frac{3}{4}\) and \(\frac{2}{4}\)
Now,
We know that,
If the denominators are the same, then compare the numerators
Hence, from the above,
We can conclude that

Question 4.
\(\frac{5}{6}\) \(\frac{5}{6}\)
Answer:
The given fractions are:
\(\frac{5}{6}\) and \(\frac{5}{6}\)
Now,
We know that,
If the denominators are the same, then compare the numerators
Hence, from the above,
We can conclude that

Question 5.
\(\frac{4}{6}\) \(\frac{4}{2}\)
Answer:
The given fractions are:
\(\frac{4}{6}\) and \(\frac{4}{2}\)
Now,
We know that,
The fraction with the biggest denominator is the smallest fraction when both the numerators are the same
Hence, from the above,
We can conclude that

Name a fraction that is less than or greater than the given fraction. Draw to justify your answer.

Question 6.
greater than \(\frac{2}{3}\) ___
Answer:
The given fraction is: \(\frac{2}{3}\)
Now,
We know that,
If the denominators are the same, then compare the numerators
The fraction with the biggest denominator is the smallest fraction when both the numerators are the same
Hence, from the above,
We can conclude that
The fraction that is greater than \(\frac{2}{3}\) is: \(\frac{3}{3}\)
The fraction that is greater than \(\frac{2}{3}\) is: \(\frac{2}{2}\)

Question 7.
less than \(\frac{6}{8}\) ____
Answer:
The given fraction is: \(\frac{6}{8}\)
Now,
We know that,
If the denominators are the same, then compare the numerators
The fraction with the biggest denominator is the smallest fraction when both the numerators are the same
Hence, from the above,
We can conclude that
The fraction that is less than \(\frac{6}{8}\) is: \(\frac{5}{8}\)
The fraction that is less than \(\frac{6}{8}\) is: \(\frac{6}{9}\)

Problem Solving

Question 8.
Apply In fifteen minutes, Serena’s sailboat went \(\frac{3}{6}\) of a mile. Jeremy’s sailboat went \(\frac{3}{4}\) of a mile. Whose sailboat went farther? Draw a picture to explain your answer.
Answer:
It is given that
In fifteen minutes, Serena’s sailboat went \(\frac{3}{6}\) of a mile. Jeremy’s sailboat went \(\frac{3}{4}\) of a mile
Now,
The given fractions are:
\(\frac{3}{6}\) and \(\frac{3}{4}\)
Now,
We know that,
The fraction with the biggest denominator is the smallest fraction when both the numerators are the same
So,
\(\frac{3}{6}\) < \(\frac{3}{4}\)
Hence, from the above,
We can conclude that
Jeremy’s sailboat went farther

Unlock the Problem

Question 9.
H.O.T. Tracy is making a blueberry cake. She is using \(\frac{4}{4}\) cup of sugar and \(\frac{4}{2}\) cups of flour. Which of the following correctly compares the fractions?
(A) \(\frac{4}{4}\) = \(\frac{4}{2}\)
(B) \(\frac{4}{4}\) > \(\frac{4}{2}\)
(C) \(\frac{4}{2}\) > \(\frac{4}{4}\)
(D) \(\frac{4}{2}\) = \(\frac{4}{4}\)

a. What do you need to know? _________
Answer:
It is given that
Tracy is making a blueberry cake. She is using \(\frac{4}{4}\) cup of sugar and \(\frac{4}{2}\) cups of flour
Hence, from the above,
We can conclude that
You need to know the greater number of cups of flour from the given cups of flour

b. What plan or strategy will you use to compare the fractions?
Answer:
It is given that
Tracy is making a blueberry cake. She is using \(\frac{4}{4}\) cup of sugar and \(\frac{4}{2}\) cups of flour
Hence, from the above,
We can conclude that
The strategy we will use to compare the given fractions are:
The fraction with the biggest denominator is the smallest fraction when both the numerators are the same

c. Show the steps you used to solve the problem.
Answer:
It is given that
Tracy is making a blueberry cake. She is using \(\frac{4}{4}\) cup of sugar and \(\frac{4}{2}\) cups of flour
Now,
The given fractions are:
\(\frac{4}{4}\) and \(\frac{4}{2}\)
Now,
We know that,
The fraction with the biggest denominator is the smallest fraction when both the numerators are the same
Hence, from the above,
We can conclude that
\(\frac{4}{4}\) < \(\frac{4}{2}\)

d. Complete the comparison.

Answer:
The given fractions are:
\(\frac{4}{4}\) and \(\frac{4}{2}\)
Hence, from the above,
We can conclude that

e. Fill in the bubble for the correct answer choice above.
Answer:

Question 10.
Chloe is frosting 8 cupcakes for a party. Three-eighths of the cupcakes have vanilla frosting, \(\frac{4}{8}\) have chocolate frosting, and \(\frac{1}{8}\) have strawberry frosting. Which flavor frosting did Chloe use on the most cupcakes? Tell me which strategy you used.
Answer:
It is given that
Chloe is frosting 8 cupcakes for a party. Three-eighths of the cupcakes have vanilla frosting, \(\frac{4}{8}\) have chocolate frosting, and \(\frac{1}{8}\) have strawberry frosting.
Now,
The given fractions are:
\(\frac{3}{8}\), \(\frac{4}{8}\), and \(\frac{1}{8}\)
Now,
We know that,
If the denominators are the same, then compare the numerators
So,
The order of the fractions is:
\(\frac{4}{8}\) > \(\frac{3}{8}\) > \(\frac{1}{8}\)
Hence, from the above,
We can conclude that
The flavor frosting that Chloe used on most cupcakes is: Chocolate frosting

Question 11.
H.O.T. Multi-Step Jack says that \(\frac{5}{8}\) is greater than \(\frac{5}{6}\) because the denominator 8 is greater than the denominator 6. Describe Jack’s error. Draw a picture to explain your answer.

Answer:
It is given that
Jack says that \(\frac{5}{8}\) is greater than \(\frac{5}{6}\) because the denominator 8 is greater than the denominator 6.
Now,
The given fractions are:
\(\frac{5}{8}\) and \(\frac{5}{6}\)
Now,
We know that,
The fraction with the biggest denominator will be the smallest fraction when the numerators of the given fractions are the same
So,
\(\frac{1}{8}\) < \(\frac{1}{6}\)
Hence, from the above,
We can conclude that
Jack’s error is:
jack applied the strategy when the fractions are compared for the same denominator
\(\frac{5}{8}\) < \(\frac{5}{6}\)

Daily Assessment Task

Use models to compare. Fifi In the bubble for the answer choice.

Question 12.
A banana is about \(\frac{6}{8}\) water and an orange is about \(\frac{7}{8}\) water. Which statement is correct?

Answer:
It is given that
A banana is about \(\frac{6}{8}\) water and an orange is about \(\frac{7}{8}\) water.
Now,
The given fractions are:
\(\frac{6}{8}\) and \(\frac{7}{8}\)
Now,
We know that,
If the denominators are the same, then compare the numerators
Hence, from the above,
We can conclude that

Question 13.
Which symbol makes the statement true?

(A) >
(B) <
(C) =
(D) none
Answer:
The given fractions are:
\(\frac{4}{6}\) and \(\frac{4}{8}\)
Now,
We know that,
The fraction with the biggest denominator will be the smallest fraction when the numerators are the same
Hence, from the above,
We can conclude that

Question 14.
Evaluate Multi-Step Jim loves fruit. He made a fruit salad using \(\frac{2}{4}\) cup of grapes, \(\frac{3}{4}\) cup of sliced strawberries, \(\frac{3}{4}\) cup of chopped banana, and \(\frac{1}{4}\) cup of chopped apple. Which fruit in Jim’s recipe is the least amount?
(A) grapes
(B) strawberries
(C) banana
(D) apple
Answer:
It is given that
Jim loves fruit. He made a fruit salad using \(\frac{2}{4}\) cup of grapes, \(\frac{3}{4}\) cup of sliced strawberries, \(\frac{3}{4}\) cup of chopped banana, and \(\frac{1}{4}\) cup of chopped apple
Now,
The given fractions are:
\(\frac{2}{4}\), \(\frac{3}{4}\), \(\frac{3}{4}\), and \(\frac{1}{4}\)
Now,
We know that,
If the denominators of the fractions are the same, then compare the denominators
So,
The order of the fractions is:
\(\frac{3}{4}\) = \(\frac{3}{4}\) > \(\frac{2}{4}\) > \(\frac{1}{4}\)
Hence, from the above,
We can conclude that
The fruit in Jim’s recipe that is the least amount is:

Texas Test Prep

Question 15.
Luke and Seth have empty glasses. Mr. Gabel pours \(\frac{3}{4}\) cup of orange juice in Seth’s glass. Then he pours \(\frac{1}{4}\) cup of orange juice in Luke’s glass. Which statement is correct?
(A) Luke has less orange juice than Seth.
(B) Luke has more orange juice than Seth.
(C) Seth has less orange juice than Luke.
(D) Luke and Seth have the same amount of orange juice.
Answer:
It is given that
Luke and Seth have empty glasses. Mr. Gabel pours \(\frac{3}{4}\) cup of orange juice in Seth’s glass. Then he pours \(\frac{1}{4}\) cup of orange juice in Luke’s glass
Now,
The given fractions are:
\(\frac{3}{4}\) and \(\frac{1}{4}\)
Now,
We know that,
If the denominators are the same, then compare the numerators
So,
\(\frac{3}{4}\) > \(\frac{1}{4}\)
Hence, from the above,
We can conclude that
The statement that is correct is:

Texas Go Math Grade 3 Lesson 3.3 Homework and Practice Answer Key

Compare. Write <, >, or =. Write the strategy you used.

Question 1.
\(\frac{1}{3}\) \(\frac{1}{4}\)
Answer:
The given fractions are:
\(\frac{1}{3}\) and \(\frac{1}{4}\)
Now,
We know that,
The fraction with the biggest denominator will be the smallest fraction when the numerators are the same
Hence, from the above,
We can conclude that

Question 2.
\(\frac{2}{8}\) \(\frac{0}{8}\)
Answer:
The given fractions are:
\(\frac{2}{8}\) and \(\frac{0}{8}\)
Now,
We know that,
If the denominators of the fractions are the same, then compare the numerators
Hence, from the above,
We can conclude that

Question 3.
\(\frac{4}{6}\) \(\frac{4}{2}\)
Answer:
The given fractions are:
\(\frac{4}{6}\) and \(\frac{4}{2}\)
Now,
We know that,
The fraction with the biggest denominator will be the smallest fraction when the numerators are the same
Hence, from the above,
We can conclude that

Question 4.
\(\frac{1}{2}\) \(\frac{2}{2}\)
Answer:
The given fractions are:
\(\frac{1}{2}\) and \(\frac{2}{2}\)
Now,
We know that,
If the denominators of the fractions are the same, then compare the numerators
Hence, from the above,
We can conclude that

Question 5.
\(\frac{5}{6}\) \(\frac{5}{6}\)
Answer:
The given fractions are:
\(\frac{5}{6}\) and \(\frac{5}{6}\)
Now,
We know that,
If the denominators of the fractions are the same, then compare the numerators
Hence, from the above,
We can conclude that

Go Math Lesson 3.3 Homework Answer Key Question 6.
\(\frac{2}{3}\) \(\frac{1}{3}\)
Answer:
The given fractions are:
\(\frac{2}{3}\) and \(\frac{1}{3}\)
Now,
We know that,
If the denominators of the fractions are the same, then compare the numerators
Hence, from the above,
We can conclude that

Problem Solving

Question 7.
A player ran more than \(\frac{1}{3}\) of the way down the field. Name a fraction that is more than \(\frac{1}{3}\). Draw to justify your answer.
Answer:
It is given that
A player ran more than \(\frac{1}{3}\) of the way down the field
Now,
We know that,
If the denominators of the fractions are the same, then compare the numerators
The denominator that has the biggest number is the smallest fraction when the numerators are the same
Hence, from the above,
We can conclude that
The denominator that is greater than \(\frac{1}{3}\) when the denominators are the same is: \(\frac{2}{3}\)
The denominator that is greater than \(\frac{1}{3}\) when the numerators are the same is: \(\frac{1}{2}\)

Texas Test Prep

Lesson Check

Fill in the bubble completely to show your answer.

Question 8.
Which symbol makes this statement true?

(A) < (B) >
(C) =
(D) none
Answer:
The given fractions are:
\(\frac{5}{8}\) and \(\frac{6}{8}\)
Now,
We know that,
If the denominators of the fractions are the same, then compare the numerators
Hence, from the above,
We can conclude that
The symbol that makes the given statement true is:

Question 9.
Which symbol makes this statement true?

(A) < (B) >
(C) =
(D) none
Answer:
The given fractions are:
\(\frac{2}{4}\) and \(\frac{2}{4}\)
Now,
We know that,
If the denominators of the fractions are the same, then compare the numerators
Hence, from the above,
We can conclude that
The symbol that makes the given statement true is:

Question 10.
A recipe for cake uses \(\frac{3}{3}\) pound of blueberries and \(\frac{2}{3}\) pound of apples. Which of the following correctly compares the fractions?
(A) \(\frac{2}{3}\) > \(\frac{3}{3}\)
(B) \(\frac{3}{3}\) < \(\frac{2}{3}\) (C) \(\frac{3}{3}\) > \(\frac{2}{3}\)
(D) \(\frac{2}{3}\) = \(\frac{3}{3}\)
Answer:
It is given that
A recipe for cake uses \(\frac{3}{3}\) pound of blueberries and \(\frac{2}{3}\) pound of apples.
Now,
The given fractions are:
\(\frac{3}{3}\) and \(\frac{2}{3}\)
Now,
We know that,
If the denominators of the fractions are the same, then compare the numerators
So,
\(\frac{3}{3}\) > \(\frac{2}{3}\)
Hence, from the above,
We can conclude that
The statement that correctly compares the fractions is:

Use the recipe for 11-12.

Question 11.
Multi-Step Which food in the recipe is the least amount?

(A) raisins
(B) cranberries
(C) walnuts
(D) almonds
Answer:
The given table of cups of recipe is:

Now,
From the above table,
The given fractions are:
\(\frac{1}{3}\), \(\frac{1}{4}\), \(\frac{2}{3}\), and \(\frac{3}{3}\)
So,
The order of the given fractions are:
\(\frac{3}{3}\) > \(\frac{2}{3}\) > \(\frac{1}{3}\) > \(\frac{1}{4}\)
Hence, from the above,
We can conclude that
The food in the recipe that is the least amount is:

Question 12.
Multi-Step Which food in the recipe is the greatest amount?
(A) raisins
(B) cranberries
(C) walnuts
(D) almonds
Answer:
The given table of cups of recipe is:

Now,
From the above table,
The given fractions are:
\(\frac{1}{3}\), \(\frac{1}{4}\), \(\frac{2}{3}\), and \(\frac{3}{3}\)
So,
The order of the given fractions are:
\(\frac{3}{3}\) > \(\frac{2}{3}\) > \(\frac{1}{3}\) > \(\frac{1}{4}\)
Hence, from the above,
We can conclude that
The food in the recipe that is the greatest amount is:

Refer to our Texas Go Math Grade 3 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 3 Lesson 4.1 Answer Key Round to the Nearest Ten or Hundred.

Texas Go Math Grade 3 Lesson 4.1 Answer Key Round to the Nearest Ten or Hundred

Unlock the Problem

Mia’s baseball bat is 32 inches long. What is its length rounded to the nearest ten inches?
Answer:
30 inches
Explanation:
To round a two-digit number to the nearest ten,
simply increase it or decrease it to the nearest number that ends in 0.
When a number ends in 1, 2, 3, or 4, bring it down;
in other words, keep the tens digit the same and turn the ones digit into a 0.

Remember
When you round a number you find a number that tells you about how much or about how many.
Answer:
When rounding a number you will “round up” or “round down”.
When the number you are rounding is between 0-4, you round down to the next lowest number.
When the number is 5-9, you round the number up to the next highest number.
When we round a number, we round it to the nearest place value.

One Way Use place value to round.

A. Round 32 to the nearest ten.
Think: The digit in the ones place tells if the number is closer to 30 or 40.

2 < 5
So, the tens digit stays the same. Write 3 as the tens digit.
Write zero as the ones digit.
So, the length of Mias bat rounded to the nearest ten inches is ________ inches.
Answer:
30 inches
Explanation:
Mia’s baseball bat is 32 inches long, which is given in the above question.
When we round the length of Mias bat to the nearest ten inches it becomes 30 inches.

B. Round 457 to the nearest hundred.

Think: The digit in the tens place tells if the number is closer to 400 or 500.

5 = 5
So, the hundreds digit increases by one.
Write 5 as the hundreds digit.
Write zeros as the tens and ones digits.
So, 457 rounded to the nearest hundred is ________.
Answer: 500
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 or more, round up.
If the tens digit is 4 or less, round down.

Another Way Use a number line to round.

Locate and label 718 on the number lines.

A. Round 718 to the nearest ten.

718 is closer to ________ than it is to ________.
So, 718 rounds to ________.
Answer: 720
Explanation:
718 is closer to 720 than it is to 710.
So, 718 rounds to 720.

B. Round 718 to the nearest hundred.

718 is closer to ________ than it is to ________.
So. 718 rounds to ________.
Answer: 700
Explanation:

718 is closer to 700 than it is to 750.
So. 718 rounds to 700.

Math Talk
Mathematical Processes

What is the greatest number that rounds to 50 when rounded to the nearest ten? What is the least number? Explain.
Answer:
Greatest number is 53
Least number is 49
Explanation:
53 is situated between 50 and 60.
53 is before 55, so it is rounded down to 50.
48 is between 40 and 50 and rounded to the nearest 10 is 50 

Share and Show

Locate and label 46 on the number line. Round to the nearest ten.

Question 1.
46 is closer to _______ than it is to __________.
Answer:

46 is closer to 50 than it is to 50.
Explanation:
46 is between 40 and 50 and rounded to the nearest 10 is 50.

Question 2.
46 rounded to the nearest ten is __________.
Answer: 50
Explanation:
46 rounded to the nearest ten is 50, as it lies between 45 and 50

Round to the nearest ten.

Question 3.
51 __________
Answer: 50
Explanation:
51 rounded to the nearest ten is 50, as it lies between 50 and 55.

Round to the nearest hundred.

Question 4.
463 __________
Answer: 500
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 or more, round up.
463 rounded to the nearest hundred is 500.

Round to the nearest ten and hundred.

Question 5.
576
Answer:
576 rounded to the nearest ten is 580
576 rounded to the nearest hundred is 600
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 or more, round up.
To round a two-digit number to the nearest ten,
simply increase it or decrease it to the nearest number that ends in 0.

Go Math Answer Key Grade 3 Lesson 4.1 Question 6.
298
Answer:
298 rounded to the nearest ten is 300
298 rounded to the nearest hundred is 300
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 or more, round up.
To round a two-digit number to the nearest ten,
simply increase it or decrease it to the nearest number that ends in 0.

Question 7.
844
Answer:
844 rounded to the nearest ten is 840
844 rounded to the nearest hundred is 800
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 or more, round up.
To round a two-digit number to the nearest ten,
simply increase it or decrease it to the nearest number that ends in 0.

Problem Solving

Use the table for 8-11.

Question 8.
On which day did about 900 visitors come to the giraffe exhibit?
Answer:
Sunday
894 is rounded to 900, nearest hundred
Explanation:
When we observe the table of visitors come to the giraffe exhibit,
the visitors on sun day are more.
Question 9.
To the nearest ten, how many visitors came to the giraffe exhibit on Sunday?
Answer: 890
Explanation:
To round a number to the nearest 10, look at the ones digit at first.
 If the ones digit is 5 or more, round up.
as 894 is below 895, rounding the 894 to 890

Question 10.
To the nearest hundred, how many visitors came to the giraffe exhibit on Tuesday ?
Answer: 400
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 or more, round up.
438 is nearer to 400, to the nearest hundred.

Question 11.
Multi-Step On which two days did about 800 visitors come to the giraffe exhibit?
Answer: Monday and Thursday
793 and 839 are nearer to 800, rounding to to the hundred

Question 12.
H.O.T. Write five numbers that round to 360 when rounded to the nearest ten.

Answer:
355, 356, 357, 358, 359, 361, 362, 363, 364 are the numbers rounded to the nearest ten 360.
Explanation:
Explanation:
To round a number to the nearest 10, look at the oness digit at first.
 If the ones digit is 5 or more, round up.
 If the ones digit is 5 or less, round up.

Question 13.
H.O.T. What’s the Error? Cole said that 555 rounded to the nearest ten is 600. What is Cole’s error? Explain.
Answer: wrong
Explanation:
When 555 is rounded to 560, to the nearest ten.
But Cole rounded to the nearest hundreds i.e., is 600.

Daily Assessment Task

Fill in the bubble for the correct answer choice.

Question 14.
A fountain shoots water 460 feet into the air. Which shows 460 rounded to the nearest hundred?
(A) 450
(B) 400
(C) 470
(D) 500
Answer:
Option (D)
Explanation:
A fountain shoots water 460 feet into the air.
When 460 rounded to the nearest hundred, we get 500.

3rd Grade Go Math Answer Key Lesson 4.1 Question 15.
Use Tools Which number rounds to 300 when rounded to the nearest hundred?
(A) 380
(B) 328
(C) 249
(D) 360
Answer:
Option (B)
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 or more, round up to nearest hundred.
328 will be rounded to 300.

Question 16.
Multi-Step A train has four cars. There are 29 people in the first car and 39 people in the second car. There are 33 people in the third car and 42 people in the fourth car. Which is closest to the total number of people in the second and third car?
(A) 70
(B) 50
(C) 80
(D) 90
Answer:
Option (A)
Explanation:
There are 29 people in the first car.
There are 39 people in the second car.
There are 33 people in the third car.
There are 42 people in the fourth car.
Which is closest to the total number of people in the second and third car
39 + 33 = 72
72 can be rounded to 70

Texas Test Prep

Question 17.
Use Tools What is 438 rounded to the nearest ten?
(A) 400
(B) 440
(C) 450
(D) 430
Answer:
Option (B)
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 or more, round up to nearest hundred.
438 is rounded to be 440 to the nearest ten.

Texas Go Math Grade 3 Lesson 4.1 Homework and Practice Answer Key

Locate and label 739 on the number line. Round to the nearest hundred.

Question 1.
739 is between 700 and 800.
Answer: 700

Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 or less, round up to nearest hundred.
So, 739 is closest to 700.

Question 2.
739 is closer to ________ than it is to ________.
Answer: 700
739 is closer to 700 than it is to 800.

Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 or less, round up to nearest hundred.
So, 739 is nearest to 700.

Question 3.
739 rounded to the nearest hundred is ________.
Answer: 700
739 rounded to the nearest hundred is 700.

Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 or less, round up to nearest hundred.

Round to the nearest ten and hundred.

Question 4.
636
Answer:
636 rounded to the nearest ten is 640
636 rounded to the nearest hundred is 600
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 less or more, round up.
636 rounded to the nearest ten is 640, as it lies between 635 and 640.
Question 5.
215
Answer:
215 rounded to the nearest ten is 220
215 rounded to the nearest hundred is 200
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 less or more, round up.
215 rounded to the nearest ten is 220, as it lies between 215 and 220.

Question 6.
767
Answer:
767 rounded to the nearest ten is 770
767 rounded to the nearest hundred is 800
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 less or more, round up.
767 rounded to the nearest ten is 770, as it lies between 765 and 770.

Question 7.
198
Answer:
198 rounded to the nearest ten is 200
198 rounded to the nearest hundred is 200
Explanation:
To round a number to the nearest 100, look at the tens digit first.
 If the tens digit is 5 less or more, round up.
198 rounded to the nearest ten is 200, as it lies between 195 and 200.

Go Math Grade 3 Lesson 4.1 Answer Key Question 8.
547
Answer:
547 rounded to the nearest ten is 550
547 rounded to the nearest hundred is 500
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 less or more, round up.
547 rounded to the nearest ten is 550, as it lies between 545 and 550.

Question 9.
852
Answer:
852 rounded to the nearest ten is 850
852 rounded to the nearest hundred is 900
Explanation:
To round a number to the nearest 100, look at the tens digit at first.
 If the tens digit is 5 less or more, round up.
852 rounded to the nearest ten is 850, as it lies between 850 and 855.

Problem Solving

Question 10.
A team sweatshirt costs $38. What is this cost rounded to the nearest ten dollars?
Answer:
40 dollars.
Explanation:
sweatshirt costs $38.
When rounded to the nearest ten dollars, it is 40.

Question 11.
There are 372 workers at a software company. What is this number rounded to the nearest hundred?
Answer: 400
Explanation:
Number of workers at a software company is 372.
When 372 is rounded to the nearest hundred, it is 400.

Lesson Check

Fill in the bubble completely to show your answer.

Question 12.
Which number rounds to 340 when rounded to the nearest ten?
(A) 345
(B) 334
(C) 335
(D) 346
Answer:
Option (C)
Explanation:
335 and above 335 will be rounded to 340

Question 13.
Which number rounds to 500 when rounded to the nearest hundred?
(A) 552
(B) 548
(C) 446
(D) 560
Answer:
Option (B)
Explanation:
549 and below numbers can be rounded to 500

Use the table for 14-16.

Question 14.
Which is the number of hot lunches sold on Monday rounded to the nearest ten?
(A) 400
(B) 450
(C) 500
(D) 440
Answer:
Option (B)
Explanation:
In the above given table number of hot lunches sold on Monday are 448.
448 and below numbers can be rounded to 450 to the nearest ten.

Question 15.
Multi-Step Which is closest to the total number of hot lunches sold on Thursday and Friday?
(A) 400
(B) 800
(C) 500
(D) 900
Answer:(D)
Explanation:
In the above given table,
number of hot lunches sold on Thursday are 393.
number of hot lunches sold on Friday are 476.
number of hot lunches sold together on both the days are
393 + 476 = 869
869 can be rounded to 900 to the nearest hundred.

Question 16.
Multi-Step Which is closest to the difference of the number of hot lunches sold on Monday and Tuesday?
(A) 50
(B) 60
(C) 100
(D) 40
Answer:
Option (A)
Explanation:
In the above given table,
number of hot lunches sold  on Monday are 448.
number of hot lunches sold on Tuesday are 402.
the difference of the number of hot lunches sold on Monday and Tuesday are
448 – 402 = 46
46 is above 45 and is nearer to 50

Refer to our Texas Go Math Grade 3 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 3 Module 3 Assessment Answer Key.

Texas Go Math Grade 3 Module 3 Assessment Answer Key

Vocabulary

Choose the best term from the box to complete the sentence.

Question 1.
___ are two or more fractions that name the same amount. (p. 87)

Concepts and Skills

Question 2.
When two fractions refer to the same whole and have the same denominators, explain why you can compare only
the numerators. TEKS 3.3.A, 3.3.H
Answer:

Use models to compare. Write <, >, or =. TEKS 3.3A, 3.3.H

Question 3.
\(\frac{1}{6}\) \(\frac{1}{4}\)
Answer:

Go Math Grade 3 Module 3 Assessment Answer Key Question 4.
\(\frac{1}{8}\) \(\frac{1}{8}\)
Answer:

Question 5.
\(\frac{2}{8}\) \(\frac{2}{3}\)
Answer:

Question 6.
\(\frac{4}{2}\) \(\frac{1}{2}\)
Answer:

Question 7.
\(\frac{7}{8}\) \(\frac{3}{8}\)
Answer:

Question 8.
\(\frac{6}{6}\) \(\frac{6}{8}\)
Answer:

Shade the model or use the number line to find the equivalent fraction.

Question 9.

Answer:

Question 10.

Answer:

Question 11.

Answer:

Texas Test Prep

Fill in the bubble for the correct answer choice.

Question 12.
Two walls in Tiffany’s room are the same size. Tiffany paints \(\frac{1}{4}\) of one wall. Jake paints \(\frac{1}{8}\) of the other wall. Which of the following correctly compares the fractions? TEKS 3.3.A, 3.3.H
(A) \(\frac{1}{4}\) < \(\frac{1}{8}\)
(B) \(\frac{1}{8}\) = \(\frac{1}{4}\)
(C) \(\frac{1}{4}\) > \(\frac{1}{8}\)
(D) \(\frac{1}{8}\) > \(\frac{1}{4}\)
Answer:

Go Math Grade 3 Module 3 Answer Key Question 13.
Matthew divided a banana into sixths and ate two parts. What is an equivalent fraction for \(\frac{2}{6}\)? TEKS 3.3.A, 3.3.F, 3.3.G

(A) \(\frac{2}{3}\)
(B) \(\frac{1}{2}\)
(C) \(\frac{1}{4}\)
(D) \(\frac{1}{3}\)
Answer:

Question 14.
Gabby cut an apple into 2 equal pieces and ate 1 of the pieces. What is an equivalent fraction for the portion of apple Gabby ate? TEKS 3.3.A, 3.3.G

(A) \(\frac{3}{4}\)
(B) \(\frac{4}{8}\)
(C) \(\frac{2}{8}\)
(D) \(\frac{3}{8}\)
Answer:

Texas Go Math Grade 3 Module 3 Assessment Answer Key Question 15.
Liam rowed his boat \(\frac{3}{4}\) mile across the lake. What is an equivalent fraction for \(\frac{3}{4}\)? TEKS 3.3.A, 3.3.B, 3.3.F, 3.3.G

(A) \(\frac{2}{3}\)
(B) \(\frac{3}{6}\)
(C) \(\frac{4}{8}\)
(D) \(\frac{6}{8}\)
Answer:

Refer to our Texas Go Math Grade 3 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 3 Module 2 Assessment Answer Key.

Texas Go Math Grade 3 Module 2 Assessment Answer Key

Vocabulary

Choose the best term from the box to complete the sentence.

Question 1.
A ___ is a number that names part of a whole or part of a group.
Answer:
Numerator

Explanation:
A numerator is a number that names part of a whole or part of a group.

Go Math Grade 3 Module 2 Answer Key Pdf Question 2.
The ___ tells how many equal parts are in the whole or in the group.
Answer:
Denominator

Explanation:
The denominator tells how many equal parts are in the whole or in the group.

Concepts and Skills

Write the number of equal parts in the whole. Then write the fraction in numbers that name the shaded part. TEKS 3.3.C

Question 3.

Answer:
3 equal parts
\(\frac{1}{3}\)

Explanation:
There are 3 equal parts in the whole of. The \(\frac{1}{3}\) fraction in numbers that names the shaded part.

Question 4.

Answer:
6 equal parts
\(\frac{1}{6}\)

Explanation:
There are 6 equal parts in the whole of The \(\frac{1}{6}\) fraction in numbers that names the shaded part.

Go Math Grade 3 Answer Key Pdf Module 2 Assessment Question 5.

Answer:
4 equal parts
\(\frac{1}{4}\)

Explanation:
There are 4 equal parts in the whole of. The \(\frac{1}{4}\) fraction in numbers that names the shaded part.

Use fraction strips to help you complete the number line. Then locate and draw a point for the fraction. TEKS 3.3 A

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

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

Explanation:

 

Texas Test Prep

Fill in the bubble for the correct answer choice. You can use objects or models to solve.

Question 7.
Jessica ordered a pizza. What fraction of the pizza has mushrooms? TEKS 3.3.A

(A) \(\frac{2}{6}\)
(B) \(\frac{2}{8}\)
(C) \(\frac{6}{6}\)
(A) \(\frac{8}{6}\)
Answer:
\(\frac{2}{8}\)

Explanation:
The \(\frac{2}{8}\) fraction of the pizza has mushrooms.

Go Math Module 2 Assessment Grade 3 Pdf Question 8.
Which is \(\frac{5}{6}\) written as a sum of unit fractions? TEKS 3.3.D
(A) \(\frac{5}{6}\) + \(\frac{5}{6}\) + \(\frac{5}{6}\) + \(\frac{5}{6}\) + \(\frac{5}{6}\)
(B) \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\)
(C) \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\)
(D) \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\)
Answer:
\(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\)

Explanation:
The \(\frac{5}{6}\) written as a sum of unit fractions is \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\) + \(\frac{1}{6}\).

Question 9.
Joshua has 3 oatmeal bars to share with his 2 sisters and 3 of his friends. If he plans to give each person, including himself, an equal share, how much of an oatmeal bar will each person get? TEKS 3.3.E

(A) 3 sixths
(B) 4 sixths
(C) 2 sixths
(D) 5 sixths
Answer:
3 sixths

Explanation:
Joshua has 3 oatmeal bars to share with his 2 sisters and 3 of his friends. There are a total of 6 friends and he plans to give each person. Hence each person gets an oatmeal bar of \(\frac{3}{6}\).

Go Math Grade 3 Answer Key Module 2 Question 10.
Elijah and Zoey each have an orange cut into 8 equal sections. They each ate one section, or \(\frac{1}{8}\), of their orange. How many more sections altogether do Elijah and Zoey need to eat to finish both oranges? TEKS 3.3.C

Record your answer and fill in the bubbles on the grid. Be sure to use the correct place value.
Answer:

Refer to our Texas Go Math Grade 3 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 3 Lesson 3.2 Answer Key Compare Fractions with the Same Numerator.

Texas Go Math Grade 3 Lesson 3.2 Answer Key Compare Fractions with the Same Numerator

Essential Question
How can you compare fractions with the same numerator?
Answer:
To compare fractions with the same numerator, all you have to do is compare the denominators. The fraction with the bigger denominator is smaller.

Unlock the Problem

Josh is at Enzo’s Pizza Palace. He can sit at a table with 5 of his friends or at a different table with 7 of his friends. The same-size pizza is shared equally among the people at each table. At which table should Josh sit to get more pizza?

• Including Josh, how many friends will be sharing a pizza at each table?
Answer:
It is given that
Josh is at Enzo’s Pizza Palace. He can sit at a table with 5 of his friends or at a different table with 7 of his friends
Hence, from the above,
We can conclude that
The number of friends that will be sharing a pizza at each table including Josh is: 6 friends (or) 8 friends

• What will you compare?
Answer:
We will compare the total number of pieces that are shared by all the friends since all the friends will get only 1 piece

Model the problem.

There will be 6 friends sharing Pizza A or 8 friends sharing Pizza B.
So, Josh will get either \(\frac{1}{6}\) or \(\frac{1}{8}\) of a pizza.

• Shade \(\frac{1}{6}\) of Pizza A.
  
• Shade \(\frac{1}{8}\) of Pizza B
  .
• Which piece of pizza is larger?
• Compare the shaded parts.
  \(\frac{1}{6}\) > \(\frac{1}{8}\)
  So,
  Josh should sit at the table with 6 friends to get more pizza.

Math talk
Mathematical Processes
Suppose Josh wants two pieces of one of the pizzas above. Is \(\frac{2}{6}\) or \(\frac{2}{8}\) of the pizza a greater amount? Explain how you know.
Answer:
It is given that
Josh wants two pieces of one of the pizzas.
The given two pieces of pizza are:
\(\frac{2}{6}\) and \(\frac{2}{8}\)
Now,
From the above fractions,
We can observe that
The numerators are the same
The fraction with the biggest denominator is smaller
So,
\(\frac{2}{6}\) > \(\frac{2}{8}\)
Hence, from the above,
We can conclude that
The \(\frac{2}{6}\) of the pizza has a greater amount

Question 1.
Which pizza has more pieces? ____
The more pieces a whole is divided into, ___ the pieces are.
Answer:
The given two pieces of pizza are:
\(\frac{2}{6}\) and \(\frac{2}{8}\)
Now,
From the above fractions,
We can observe that
The numerators are the same
The fraction with the biggest denominator is smaller
So,
\(\frac{2}{6}\) > \(\frac{2}{8}\)
Hence, from the above,
We can conclude that
The pizza that has 8 pieces has more pieces
The more pieces a whole is divided into, the greater the pieces are.

Compare Fractions Same Numerator Lesson 3.2 Answer Key Question 2.
Which pizza has fewer pieces? ___
The fewer pieces a whole is divided into, the __ the pieces are.
Answer:
The given two pieces of pizza are:
\(\frac{2}{6}\) and \(\frac{2}{8}\)
Now,
From the above fractions,
We can observe that
The numerators are the same
The fraction with the biggest denominator is smaller
So,
\(\frac{2}{6}\) > \(\frac{2}{8}\)
Hence, from the above,
We can conclude that
The pizza that has 6 pieces has fewer pieces
The fewer pieces a whole is divided into, the lesser the pieces are.

Use fraction strips.

On Saturday, the campers paddled \(\frac{2}{8}\) of their planned route down the river. On Sunday, they paddled \(\frac{2}{3}\) of their route down the river. On which day did the campers paddle farther?
Compare \(\frac{2}{8}\) and \(\frac{2}{3}\).

• Place a ✓next to the fraction strips that show more parts in the whole.
• Shade \(\frac{2}{8}\). Then shade \(\frac{2}{3}\).
  
  Compare the shaded parts.
  
• So,
  \(\frac{2}{8}\) < \(\frac{2}{3}\)

So,
The campers paddled farther on Sunday

Share and Show

Question 1.
Shade the models to show \(\frac{1}{6}\) and \(\frac{1}{4}\). Then compare the fractions.
\(\frac{1}{6}\) \(\frac{1}{4}\)

Answer:
The given fractions are:
\(\frac{1}{6}\) and \(\frac{1}{4}\)
So,
The representation of the given fractions are:

Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that

Compare. Write <, >, or .

Question 2.
\(\frac{1}{8}\) \(\frac{1}{3}\)
Answer:
The given fractions are:
\(\frac{1}{8}\) and \(\frac{1}{3}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that

Question 3.
\(\frac{3}{4}\) \(\frac{3}{8}\)
Answer:
The given fractions are:
\(\frac{3}{4}\) and \(\frac{3}{8}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that

Question 4.
\(\frac{2}{6}\) \(\frac{2}{3}\)
Answer:
The given fractions are:
\(\frac{2}{6}\) and \(\frac{2}{3}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that

Go Math Grade 3 Lesson 3.2 Compare Fraction with Same Numerator Question 5.
\(\frac{3}{6}\) \(\frac{3}{6}\)
Answer:
The given fractions are:
\(\frac{3}{6}\) and \(\frac{3}{6}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that

Problem Solving

Math Talk
Mathematical Processes
Explain why \(\frac{1}{2}\) is greater than \(\frac{1}{4}\)?
Answer:
The given fractions are:
\(\frac{1}{2}\) and \(\frac{1}{4}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that
\(\frac{1}{2}\) is greater than \(\frac{1}{4}\)

Question 6.
H.O.T. Write Math Zach has a piece of pie that is \(\frac{1}{4}\) of a pie. Max has a piece of pie that is of a pie. Max’s piece is smaller than Zach’s piece. Explain how this could happen. Draw a picture to show your answer.
Answer:
It is given that
Zach has a piece of pie that is \(\frac{1}{4}\) of a pie. Max has a piece of pie that is of a pie. Max’s piece is smaller than Zach’s piece.
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that
The representation of a piece of the pie of Max and Zach is:

Unlock the Problem

Question 7.
Quinton and Hunter are biking on trails in Katy Trail State Park. They hiked \(\frac{5}{6}\) mile in the morning and \(\frac{5}{8}\) mile in the afternoon. Did they bike a greater distance in the morning or in the afternoon?
a. What do you need to know? ____
Answer:
It is given that
Quinton and Hunter are biking on trails in Katy Trail State Park. They hiked \(\frac{5}{6}\) mile in the morning and \(\frac{5}{8}\) mile in the afternoon
Hence, from the above,
We can conclude that
You need to know which fraction of the mile is greater

b. The numerator is 5 in both fractions, so compare \(\frac{1}{6}\) and \(\frac{1}{8}\). Explain.
Answer:
The given fractions are:
\(\frac{5}{6}\) and \(\frac{5}{8}\)
Now,
We know that,
The fraction that has the same numerator with the bigger denominator is smaller.
Hence, from the above,
We can conclude that
\(\frac{1}{6}\) > \(\frac{1}{8}\)

c. What plan or strategy will you use?
Answer:
The strategy you will use to find is:
The fraction that has the same numerator with the bigger denominator is smaller.

d. Complete the sentences.
In the morning, the boys biked \(\frac{5}{6}\)  mile.
In the afternoon, the boys hiked \(\frac{5}{8}\) mile.
The boys hiked a greater distance in the afternoon.
So,
\(\frac{5}{6}\) > \(\frac{5}{8}\)

Question 8.
Multi-Step Sense or Nonsense?
James ate \(\frac{2}{4}\) of his pancake. David ate \(\frac{2}{3}\) of his pancake. Both pancakes are the same size. Who ate more of his pancake?

James said he knows he ate more because four is greater than three. Does his answer make sense? Shade the models. Then use math language to explain your answer.
Answer:
It is given that
James ate \(\frac{2}{4}\) of his pancake. David ate \(\frac{2}{3}\) of his pancake. Both pancakes are the same size
It is also given that
James said he knows he ate more because four is greater than three
Now,
The given fractions are:
\(\frac{2}{4}\) and \(\frac{2}{3}\)
Now,
We know that,
The fraction that has the same numerator with the bigger denominator is smaller.
So,
The representation of the models of James and David is:

Hence, from the above,
We can conclude that
\(\frac{2}{4}\) < \(\frac{2}{3}\)
The answer of James does not make sense

Daily Assessment Task

Use models to compare. Fill in the bubble for the correct answer choice.

Question 9.
Ben, Lara, and Liz had pizza for lunch. Ben had a slice of the Mushroom pizza. Lara and Liz each ate one slice of the Olive pizza. Which fraction shows how much pizza Ben ate?

(A) \(\frac{1}{6}\)
(B) \(\frac{2}{6}\)
(C) \(\frac{1}{8}\)
(D) \(\frac{2}{8}\)
Answer:
It is given that
Ben, Lara, and Liz had pizza for lunch. Ben had a slice of the Mushroom pizza. Lara and Liz each ate one slice of the Olive pizza
Now,
The given figures are:

Now,
From the above,
We can observe that
The Mushroom pizza has 6 pieces and 1 piece is eaten by Ben
Hence, from the above,
We can conclude that
The fraction that shows the amount of pizza Ben ate is:

Question 10.
Which symbol makes this statement true?

(A) < (B) >
(C) =
(D) none
Answer:
The given fractions are:
\(\frac{2}{6}\) and \(\frac{2}{8}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that
The symbol that makes the given statement true is:

Question 11.
Representations Multi-Step Three more friends joined Ben, Lara, and Liz for lunch. Mike and Tom each had one slice of the Olive pizza. Grace had a slice of the Mushroom pizza. After all of the friends had eaten lunch, which statement is true about the slices of Olive and Mushroom pizza that was left?
(A) \(\frac{2}{6}\) < \(\frac{2}{8}\)
(B) \(\frac{3}{6}\) < \(\frac{3}{8}\) (C) \(\frac{4}{6}\) > \(\frac{4}{8}\)
(D) \(\frac{5}{6}\) = \(\frac{5}{8}\)
Answer:
It is given that
Three more friends joined Ben, Lara, and Liz for lunch. Mike and Tom each had one slice of the Olive pizza. Grace had a slice of the Mushroom pizza and all of the friends had eaten lunch
Now,
The given figures are:

Now,
From the given information,
The fraction of the olive pizza is: \(\frac{4}{8}\)
The fraction of the mushroom pizza is: \(\frac{4}{6}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that
The statement that is true about the slices of olive and mushroom pizza that was left is:

Texas Test Prep

Question 12.
Before taking a hike, Kate and Dylan each ate part of the same-size granola bars. Kate ate \(\frac{1}{3}\) of her bar. Dylan ate \(\frac{1}{2}\) of his bar. Which of the following correctly compares the amounts of granola bars that were eaten?
(A) \(\frac{1}{3}\) > \(\frac{1}{2}\)
(B) \(\frac{1}{2}\) < \(\frac{1}{3}\) (C) \(\frac{1}{2}\) > \(\frac{1}{3}\)
(D) \(\frac{1}{3}\) = \(\frac{1}{2}\)
Answer:
It is given that
Before taking a hike, Kate and Dylan each ate part of the same-size granola bars. Kate ate \(\frac{1}{3}\) of her bar. Dylan ate \(\frac{1}{2}\) of his bar
Now,
The given fractions are:
\(\frac{1}{3}\) and \(\frac{1}{2}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that
The statement that correctly compares the amounts of granola bars that were eaten is:

Texas Go Math Grade 3 Lesson 3.2 Homework and Practice Answer Key

Question 1.
Shade the models to show \(\frac{1}{8}\) and \(\frac{1}{6}\). Then compare the fractions.

\(\frac{1}{8}\) \(\frac{1}{6}\)
Answer:
The given fractions are:
\(\frac{1}{8}\) and \(\frac{1}{6}\)
Now,
The representation of the given fractions in the given models is:

Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that

Question 2.
Shade the models to show \(\frac{3}{4}\) and \(\frac{3}{6}\). Then compare the fractions.

\(\frac{3}{4}\) \(\frac{3}{6}\)
Answer:
The given fractions are:
\(\frac{3}{4}\) and \(\frac{3}{6}\)
Now,
The representation of the given fractions in the given models is:

Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that

Compare. Write <, >, or =.

Question 3.
\(\frac{1}{3}\) \(\frac{1}{4}\)
Answer:
The given fractions are:
\(\frac{1}{3}\) and \(\frac{1}{4}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that

Go Math Grade 3 Lesson 3.2 Homework Answer Key Question 4.
\(\frac{1}{6}\) \(\frac{1}{2}\)
Answer:
The given fractions are:
\(\frac{1}{6}\) and \(\frac{1}{2}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that

Question 5.
\(\frac{7}{8}\) \(\frac{7}{8}\)
Answer:
The given fractions are:
\(\frac{7}{8}\) and \(\frac{7}{8}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that

Question 6.
\(\frac{2}{3}\) \(\frac{2}{6}\)
Answer:
The given fractions are:
\(\frac{2}{3}\) and \(\frac{2}{6}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that

Problem Solving

Question 7.
Gina and Russ both order the same size sandwich. Gina eats \(\frac{2}{4}\) of her sandwich. Russ eats \(\frac{2}{6}\) of his sandwich. Who eats more of the sandwich?
Answer:
It is given that
Gina and Russ both order the same size sandwich. Gina eats \(\frac{2}{4}\) of her sandwich. Russ eats \(\frac{2}{6}\) of his sandwich
Now,
The given fractions are:
\(\frac{2}{4}\) and \(\frac{2}{6}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
So,
\(\frac{2}{4}\) > \(\frac{2}{6}\)
Hence, from the above,
We can conclude that
Gina eats more of the sandwich

Question 8.
Karina makes crafts to sell at the fair. She makes \(\frac{1}{2}\) of the crafts on Saturday and \(\frac{1}{4}\) of the crafts on Sunday. On which day did she make fewer crafts?
Answer:
It is given that
Karina makes crafts to sell at the fair. She makes \(\frac{1}{2}\) of the crafts on Saturday and \(\frac{1}{4}\) of the crafts on Sunday
Now,
The given fractions are:
\(\frac{1}{2}\) and \(\frac{1}{4}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
So,
\(\frac{1}{2}\) > \(\frac{1}{4}\)
Hence, from the above,
We can conclude that
Karina made fewer crafts on Sunday

Texas Test Prep

Lesson Check

Fill in the bubble completely to show your answer.

Question 9.
Which symbol makes this statement true?

(A) < (B) >
(C) =
(D) none
Answer:
The given fractions are:
\(\frac{4}{6}\) and \(\frac{4}{8}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that
The symbol that makes the given statement true is:

Question 10.
Which symbol makes the statement true?

(A) < (B) >
(C) =
(D) none
Answer:
The given fractions are:
\(\frac{2}{4}\) and \(\frac{2}{3}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that
The symbol that makes the given statement true is:

Question 11.
Hal finished \(\frac{2}{8}\) of his math problems. Aaron finished \(\frac{2}{4}\) of his math problems. Which statement is correct?
(A) \(\frac{2}{8}\) < \(\frac{2}{4}\)
(B) \(\frac{2}{8}\) = \(\frac{2}{4}\)
(C) \(\frac{2}{4}\) < \(\frac{2}{8}\) (D) \(\frac{2}{8}\) > \(\frac{2}{4}\)
Answer:
It is given that
Hal finished \(\frac{2}{8}\) of his math problems. Aaron finished \(\frac{2}{4}\) of his math problems
Now,
The given fractions are:
\(\frac{2}{8}\) and \(\frac{2}{4}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that
The correct statement is:

Go Math Lesson 3.2 3rd Grade Homework Answer Key Question 12.
Sharon ate \(\frac{4}{4}\) of one orange and \(\frac{4}{8}\) of a second orange. Which statement is correct?
(A) \(\frac{4}{8}\) > \(\frac{4}{4}\)
(B) \(\frac{4}{8}\) < \(\frac{4}{4}\)
(C) \(\frac{4}{4}\) = \(\frac{4}{8}\)
(D) \(\frac{4}{4}\) < \(\frac{4}{8}\)
Answer:
It is given that
Sharon ate \(\frac{4}{4}\) of one orange and \(\frac{4}{8}\) of a second orange.
Now,
The given fractions are:
\(\frac{4}{4}\) and \(\frac{4}{8}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that
The correct statement is:

Question 13.
Multi-Step Jordan ate 3 slices of cheese pizza. Then Len ate two slices of veggie pizza and 1 slice of cheese pizza. Which statement is true about the amount of leftover pizza?

(A) \(\frac{4}{6}\) < \(\frac{4}{8}\)
(B) \(\frac{4}{8}\) > \(\frac{4}{6}\)
(C) \(\frac{4}{6}\) > \(\frac{4}{8}\)
(D) \(\frac{4}{6}\) = \(\frac{4}{8}\)
Answer:
It is given that
Jordan ate 3 slices of cheese pizza. Then Len ate two slices of veggie pizza and 1 slice of cheese pizza
Now,
The given figures are:

Now,
From the above,
We can observe that
The total number of slices of veggie pizza is: 6 slices
The total number of slices of cheese pizza is: 6 slices
Now,
From the given information,
The total number of slices of pizzas eaten by Jordan is: \(\frac{4}{6}\)
The total number of slices of pizza eaten by Len is: \(\frac{4}{8}\)
Now,
We know that,
The fraction with the bigger denominator is smaller.
Hence, from the above,
We can conclude that

Refer to our Texas Go Math Grade 3 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 3 Lesson 2.3 Answer Key Fractions of a Whole.

Texas Go Math Grade 3 Lesson 2.3 Answer Key Fractions of a Whole

Essential Question
How does a fraction name part of a whole?

Unlock the Problem
The first pizzeria in America opened in New York in 1905. The pizza recipe came from Italy. Look at Italy’s flag. What fraction of the flag is not red?

Name equal parts of a whole.

A fraction can name more than 1 equal part of a whole.

The flag is divided into 3 equal parts, and 2 parts are not red.

Read: two thirds or two parts out of three equal parts
Write: \(\frac{2}{3}\)
So, ___ of the flag is not red.
Answer:
So, \(\frac{2}{3}\) of the flag is not red.

Math Idea
When all the parts are shaded, one whole shape is equal to all of its parts. It represents the whole number 1.
\(\frac{3}{3}\) = 1

The numerator tells how many parts are being counted.
The denominator tells how many equal parts are in the whole or in the group.

You can count equal parts, such as sixths, to make a whole.

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Math Talk
Mathematical processes
Explain what the numerator denominator of a fraction tell you.
Answer:
The numerator tells that the number of parts being counted. The denominator tells that the number of equal parts in the whole.

Question 1.
Shade two parts out of eight equal parts. Write a fraction in words and in numbers to name the shaded part.
Think: Each part is \(\frac{1}{8}\).

Read: ___ eighths Write: ___
Answer:
Read: two eights
Write: \(\frac{2}{8}\)

Explanation:
In the given question two parts out of eight equal parts are shaded. The fraction in words and in numbers to name the shaded part is Read: two eights and write: \(\frac{2}{8}\).

Write the fraction that names each part. Write a fraction in words and in numbers to name the shaded part.

Go Math 3rd Grade Lesson 2.3 Answer Key Question 2.

Each part ___.
____ fourths
______
Answer:
Each part is \(\frac{1}{4}\)
Two fourths
\(\frac{2}{4}\)

Explanation:
In the given question two parts out of four equal parts are shaded. The fraction in words and in numbers to name the shaded part is Read: two fourths and write: \(\frac{2}{4}\).

Question 3.

Each part ___.
____ sixths
______
Answer:
Each part is \(\frac{1}{6}\)
three sixths
\(\frac{3}{6}\)

Explanation:

In the given question three parts out of sixths equal parts are shaded. The fraction in words and in numbers to name the shaded part is Read: three sixths and write: \(\frac{3}{6}\).

Question 4.

Each part ___.
____ fourths
______
Answer:
Each part \(\frac{1}{4}\)
three fourths
\(\frac{3}{4}\)

Explanation:
In the given question three parts out of four equal parts are shaded. The fraction in words and in numbers to name the shaded part is Read: three fourths and write: \(\frac{3}{4}\).

Problem Solving

Shade the fraction circle to model the fraction. Then write the fraction in numbers.

Question 5.
three fourths

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

Explanation:

The

Go Math Grade 3 Lesson 2.3 Answer Key Question 6.
three out of three

Answer:
\(\frac{3}{3}\) or 1

Explanation:

Question 7.
one out of two

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

Explanation:

Problem Solving

Shade the fraction circle to model the fraction. Then write the fraction in numbers.

Mrs. Ormond ordered pizza. Each pizza had 8 equal slices. Use the pictures for 8-11.

Question 8.
What fraction of the pepperoni pizza was eaten?
Answer:
\(\frac{2}{8}\)

Explanation:
Each pizza had 8 equal slices. Two slices of the pepperoni pizza was eaten. Therefore the fraction of the pepperoni pizza was eaten is \(\frac{2}{8}\).

Question 9.
What fraction of the cheese pizza is left?
Answer:
\(\frac{3}{8}\)

Explanation:
Each pizza had 8 equal slices. Three slices of the cheese pizza were eaten. Therefore the fraction of the cheese pizza was eaten is \(\frac{3}{8}\).

Go Math 3rd Grade Lesson 2.3 Answer Key Question 10.
Pose a Problem Use the picture of the veggie pizza to write a problem that includes a fraction. Solve your problem.

Answer:
Sadie ate \(\frac{3}{8}\) of the veggie pizza. How many slices of veggie pizza did Sadie eat? 3 slices

Explanation:
By using the picture of the veggie pizza that includes a fraction is Sadie ate 3 8 of the veggie pizza.
And the question formed is How many slices of veggie pizza did Sadie eat? Therefore Sadie ate 3 slices.

Question 11.
Multi-Step Marcos ate \(\frac{1}{8}\) of the cheese pizza, \(\frac{1}{8}\) of the pepperoni pizza, and \(\frac{2}{8}\) of the veggie pizza. How many slices of pizza did Marcos eat?
Answer:
4 slices

Explanation:
Marcos ate the cheese pizza = \(\frac{1}{8}\)
pepperoni pizza = \(\frac{1}{8}\)
Veggie pizza = \(\frac{2}{8}\)
\(\frac{1}{8}\)+\(\frac{1}{8}\)+\(\frac{2}{8}\) = \(\frac{4}{8}\).
The number of slices of pizza Marcos ate is 4 slices.

Question 12.
What’s the Error? Kate says that \(\frac{2}{4}\) of the rectangle is shaded. Describe her error. Write the correct fraction for the shaded part.

Answer:
Kate used the number of unshaded parts as the denominator. There are 6 equal parts and 2 are shaded, so \(\frac{2}{6}\) is the correct fraction.

Explanation:

In the given figure there are 6 equal parts and 2 parts are shaded. So the correct fraction for the shaded part is \(\frac{2}{6}\) is the correct fraction.

Daily Assessment Task

Fill in the bubble for the correct answer choice.

Question 13.
Representations What fraction of this pizza garden contains peppers?

(A) \(\frac{3}{8}\)
(B) \(\frac{2}{8}\)
(C) \(\frac{4}{8}\)
(D) \(\frac{2}{6}\)
Answer:
\(\frac{2}{8}\)

Explanation:
The pizza contains 2 peppers out of 8. Therefore, \(\frac{2}{8}\) fraction of the pizza contains pepper.

Go Math Grade 3 Answer Key Lesson 2.3 Question 14.
Use Diagrams Jane is making a memory quilt from some of her old favorite clothes that are too small. She will use T-shirts for the shaded squares in the pattern. Which names the part of the quilt that will be made of T-shirts?

(A) three fourths
(B) four sixths
(C) two eighths
(D) four eighths
Answer:
four eighths

Explanation:

Question 15.
Multi-Step A pizza garden has six sections. Two sections are planted with tomatoes. Which fraction represents the part of the garden without tomatoes?
(A) \(\frac{2}{6}\)
(B) \(\frac{1}{6}\)
(C) \(\frac{4}{6}\)
(D) \(\frac{3}{6}\)
Answer:
\(\frac{4}{6}\)

Texas Test Prep

Question 16.
What fraction names the shaded part of the shape?

(A) \(\frac{2}{8}\)
(B) \(\frac{8}{6}\)
(C) \(\frac{6}{8}\)
(D) \(\frac{2}{6}\)
Answer:
\(\frac{6}{8}\)

Explanation:
By observing the shape we can find out 6 parts of the shape are shaded out of 8. So I have written \(\frac{6}{8}\) fraction names the shaded part of the shape.

Texas Go Math Grade 3 Lesson 2.3 Homework and Practice Answer Key

Shade the fraction circle to model the fraction.
Then write the fraction in numbers.

Question 1.
six out of eight

Answer:
\(\frac{6}{8}\)

Explanation:
The fraction in number is \(\frac{6}{8}\).

Question 2.
five sixths

Answer:
\(\frac{5}{6}\)

Explanation:
The fraction in number is \(\frac{5}{6}\).

Question 3.
one out of four

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

Explanation:
The fraction in number is \(\frac{1}{4}\).

Go Math Lesson 2.3 Homework Answer Key Grade 3 Question 4.
two thirds

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

Explanation:
The fraction in number is \(\frac{2}{3}\).

Problem Solving

Question 5.
Shayna ordered a veggie pizza. The pizza had 8 slices. Shayna ate 3 slices. What fraction of the pizza is left?

Answer:
\(\frac{5}{8}\)

Explanation:
Shayna ordered a pizza that had 8 slices. In those, she ate 3 slices. That means she ate \(\frac{3}{8}\) of the pizza. The fraction that leftover pizza is 1-\(\frac{3}{8}\)= \(\frac{5}{8}\)

Lesson Check

Texas Test Prep

Fill in the bubble completely to show your answer.

Question 6.
What fraction of the pizza garden contains onions?

(A) \(\frac{2}{6}\)
(B) \(\frac{2}{8}\)
(C) \(\frac{4}{8}\)
(D) \(\frac{3}{8}\)
Answer:
\(\frac{2}{8}\)

Explanation:
The pizza contains 2 onions out of 8. Therefore, \(\frac{2}{8}\) fraction of the pizza contains onions.

Question 7.
What fraction names the shaded part of the shape?

(A) \(\frac{2}{6}\)
(B) \(\frac{4}{4}\)
(C) \(\frac{1}{6}\)
(D) \(\frac{4}{6}\)
Answer:
\(\frac{4}{6}\)

Explanation:
The \(\frac{4}{6}\) names the shaded part of the shape.

Question 8.
Gala plans to paint sections of a piece of paper with different colors. The diagram shows the colors she will use. What fraction of the piece of paper will be blue?

(A) \(\frac{2}{8}\)
(B) \(\frac{2}{4}\)
(C) \(\frac{1}{8}\)
(D) \(\frac{4}{8}\)
Answer:
\(\frac{3}{4}\)

Explanation:
Gala plans to paint a piece of paper with different colors. There are different colors she will use by using the diagram given. In the diagram, there are 2 blues and out of 8 colors. Hence the piece of paper that will be blue is 1- \(\frac{2}{8}\) = \(\frac{3}{4}\).

Go Math Grade 3 Lesson 2.3 Homework Answer Key Question 9.
Multi-Step A flag is divided into four equal sections. One section is white. What fraction of the flag is not white?
(A) \(\frac{1}{4}\)
(B) \(\frac{2}{4}\)
(C) \(\frac{4}{4}\)
(D) \(\frac{3}{4}\)
Answer:
\(\frac{3}{4}\)

Explanation:
The flag is divided into four equal sections = \(\frac{1}{4}\)
Here one section is white and the other is not white. So 1-\(\frac{1}{4}\) = \(\frac{3}{4}\)

Question 10.
Multi-Step Two out of six equal sections of a flower garden contain daisies. The remaining sections contain different kinds of lilies. What fraction of the garden includes lilies?
(A) \(\frac{2}{6}\)
(B) \(\frac{4}{6}\)
(C) \(\frac{3}{6}\)
(D) \(\frac{1}{6}\)
Answer:
\(\frac{4}{6}\)

Explanation:
The flower garden contain \(\frac{2}{6}\) daisies
The remaining sections contain different kinds of lilies.
The fraction of the garden includes lilies is \(\frac{4}{6}\).