Eureka Math

Engage NY Eureka Math 3rd Grade Module 6 End of Module Assessment Answer Key

Eureka Math Grade 3 Module 6 End of Module Assessment Task Answer Key

Question 1.
The picture graph below represents all the trees in the park.

Use the grid to create and label a scaled bar graph representing the data in the picture graph above.

b. How many more maple and oak trees are there than birch trees?
Answer:
a.

b. 4 trees
Maple trees =3×4=12
Oka trees =5×4= 20
Birch trees = 7×4=28
Total Maple and Oak trees = 12 + 20 =32
32-28=4

Question 2.
2. The table below shows the number of flowers that were planted by the science club.
a. Complete the table by filling in the number of marigolds that were planted.

b. Use the lines below to create and label a picture graph using the data in the table. Determine a picture and scale to represent the number of each type of flower.

Answer:
a.18
Explanation:
24+12+x=54
36+x=54
x=54-36
x=18

b.

Question 3.
Fred measures the heights of all the sunflowers in his backyard. His measurements in inches are shown on the line plot below.

a. How many sunflowers are in Fred’s backyard? Explain how you know.
b. What are the three most frequent measurements on the line plot? Write them in order from shortest to longest.
Answer:
a. 18
The plot shoes that x= one sunflower
and ther are total of 18 x’s in the plot whuch mean thet there are total of 18 sunflowers
b.The three most frequent measurements on the line plot are 20\(\frac{1}{2}\),19\(\frac{1}{2}\) ,19\(\frac{3}{4}\).
Where
19\(\frac{3}{4}\) = 3 sunflowers
19\(\frac{1}{2}\) = 4 sunflowers
20\(\frac{1}{2}\) = 5 sunflowers

Question 4.
Carol measures 16 bamboo shoots. Her measurements are recorded in the table below.

a. Make a line plot of the bamboo shoot data. Explain your choice of scale.
b. How many more bamboo shoots measured 94\(\frac{3}{4}\) inches than both 95 and 94\(\frac{1}{2}\) inches combined?
Answer:
a.The recordings vary from 93\(\frac{3}{4}\) to 95\(\frac{1}{4}\)
There by the line plot scale is considered from 93\(\frac{3}{4}\) to 95\(\frac{1}{4}\)

b.  1 more Bambbo shoot
Number of Bamboo shoots measured 94\(\frac{3}{4}\) inches = 7 Bamboo shoots
Number of Bamboo shoots measured combines of 95 and 94\(\frac{1}{2}\) inches =6 Bamboo shoots
Explanation:
7-6=1

Eureka Math Grade 3 Module 6 Answer Key

Engage NY Eureka Math 3rd Grade Module 6 Lesson 9 Answer Key

Eureka Math Grade 3 Module 6 Lesson 9 Pattern Sheet Answer Key

Multiply.


multiply by 7 (6–10)
Answer:

Eureka Math Grade 3 Module 6 Lesson 9 Problem Set Answer Key

Question 1.
Four children went apple picking. The chart shows the number of apples the children picked.

a. The number of apples Roxanne picked to complete the chart is 24

b. Create a picture graph below using the data in the table.

Answer:

Question 2.
Use the chart or graph to answer the following questions.
a. How many more apples did Stewart and Roxanne pick than Philip and Trisha?
b. Trisha and Stewart combine their apples to make apples pies. Each pie takes 7 apples. How many pies can they make?
Answer:
a. eight more apples Stewart and Roxanne pick than Philip and Trisha
b. Trisha and Stewart combine their apples to make apples pies. Each pie takes 7 apples.  they can make are 5 pies

Question 3.
Ms. Pacho’s science class measured the lengths of blades of grass from their school field to the nearest \(\frac{1}{4}\) inch. The lengths are shown below.

a. Make a line plot of the grass data. Explain your choice of scale.
b. How many blades of grass were measured? Explain how you know.
c. What was the length measured most frequently on the line plot? How many blades of grass had this length?
d. How many more blades of grass measured 2\(\frac{3}{4}\) inches than both 3\(\frac{3}{4}\) inches and 2 inches combined?
Answer:
a. The recordings vary from 2 to 3\(\frac{3}{4}\)
So the scale vary from 2 to 3\(\frac{3}{4}\)

b. 27 blades of grass were measured because each X in the plot indicates a blades of grass.
c. 2\(\frac{3}{4}\) length measured most frequently on the line plot.
6 blades of grass had this length
d. 2 more
Explination:
3\(\frac{3}{4}\) inches and 2 inches combined = 3+1 = 4
2\(\frac{3}{4}\) = 6
6-4=2

Eureka Math Grade 3 Module 6 Lesson 9 Exit Ticket Answer Key

Mr. Gallagher’s science class goes bird watching. The picture graph below shows the number of birds the class observes.

a. How many more birds did Mr. Gallagher’s class observe on Wednesday and Thursday than on Monday and Tuesday?
b. Mr. Manning’s class observed 104 birds. How many more birds did Mr. Gallagher’s class observe?
Answer:
a. 12 more birds
Birds observed on Wednes day and Thursday = (5×6)+(5×6) = 30+30 =60
Birds observed on Monday and Tuesday  = (4×6)+(4×6) = 24+24 =48
60-48=12
b. 4 more birds
Explination:
Mr. Manning’s class observed =104 birds
Mr. Gallagher’s class observe:
(4×6)+(4×6)+(5×6)+(5×6)=24+24+30+30=108 birds
108-104=4

Eureka Math Grade 3 Module 6 Lesson 9 Homework Answer Key

Question 1.
The table below shows the amount of money Danielle saves for four months.

Create a picture graph below using the data in the table.

Answer:

Question 2.
2. Use the table or graph to answer the following questions.
a. How much money does Danielle save in four months?
b. How much more money does Danielle save in March and April than in January and February?
c. Danielle combines her savings from March and April to buy books for her friends. Each book costs $9. How many books can she buy?
d. Danielle earns $33 in June. She buys a necklace for $8 and a birthday present for her brother. She saves the $13 she has left. How much does the birthday present cost?
Answer:
a.$90
Explination:
$9+$18+$36+$27 =$90
b. $36 more
Explination:
Total amount saved on March and April combined = $9+$18 =$27
Total amount saved on January  and February combined = $36+$27 =$63
$63-$27 =$36
c. 3 books
Explination:
Given:
Savings of March and April = $27
One book cost = $9
Therefor
$9+$9+$9=$27
d. $12
Explination:
Given:
Necklace cost = $8
Saved amount = $13
Total earning of june =$33
There by
$8+$13+x=$33
$21+x=$33
x=$33-$21
x=$12

Eureka Math Grade 3 Module 6 Answer Key

Engage NY Eureka Math 3rd Grade Module 6 Lesson 8 Answer Key

Eureka Math Grade 3 Module 6 Lesson 8 Pattern Sheet Answer Key

Multiply.


multiply by 7 (1–5)
Answer:

Eureka Math Grade 3 Module 6 Lesson 8 Problem Set Answer Key

Question 1.
Delilah stops under a silver maple tree and collects leaves. At home, she measures the widths of the leaves to the nearest \(\frac{1}{4}\) inch and records the measurements as shown below.

a. Use the data to create a line plot below.
b. Explain the steps you took to create the line plot.
c. How many more leaves were 6 inches wide than 6\(\frac{1}{2}\) inches wide?
d. Find the three most frequent measurements on the line plot. What does this tell you about the typical width of a silver maple tree leaf?
Answer:
a. line plot below

b. The steps you took to create the line plot
To create a line plot, ​first, create a number line that includes all the values in the data set. Next, place an X  above each data value on the number line. If a value occurs more than once in a data set, place ​an Xs​ over that number for each time it occurs.
c. There are eight more leaves that were 6 inches wide than 6\(\frac{1}{2}\) inches wide
d. The three most frequent measurements on the line plot are 6 inches leaves and 6\(\frac{1}{4}\) inches leaves. this tell you about the typical width of a silver maple tree leaf are there are most frequent measurements on the line plot are 6 inches leaves and 6\(\frac{1}{4}\) inches leaves

Eureka Math Grade 3 Module 6 Lesson 8 Exit Ticket Answer Key

Question 1.
The line plot below shows the lengths of fish the fishing boat caught.
Lengths of Fish

a. Find the three most frequent measurements on the line plot.
b. Find the difference between the lengths of the longest and shortest fish.
c. How many more fish were 23\(\frac{1}{4}\) inches long than 24 inches long?
Answer:
a. The three most frequent measurements on the line plot are 23\(\frac{1}{4}\) and 23\(\frac{1}{2}\)
b. The difference between the lengths of the longest and shortest fish is longest fish length is 2 inches as the longest fish length is 24 inches and the shortest fish length is 22 inches
c. There are 3 more fish were 23\(\frac{1}{4}\) inches longer than 24 inches long?

Eureka Math Grade 3 Module 6 Lesson 8 Homework Answer Key

Question 1.
Mrs. Leah’s class uses what they learned about simple machines to build marshmallow launchers. They record the distances their marshmallows travel in the chart below.

a. Use the data to create a line plot below.
b. Explain the steps you took to create the line plot.
c. How many more marshmallows traveled 48\(\frac{3}{4}\) inches than 48\(\frac{1}{4}\) inches?
d. Find the three most frequent measurements on the line plot. What does this tell you about the distance that most of the marshmallows traveled?
Answer:
a. Used the data to create a line plot below.

b. The steps you took to create the line plot.
To create a line plot, ​first, create a number line that includes all the values in the data set. Next, place an X  above each data value on the number line. If a value occurs more than once in a data set, place ​an Xs​ over that number for each time it occurs.
c. Two more marshmallows traveled 48\(\frac{3}{4}\) inches than 48\(\frac{1}{4}\) inches
d. The three most frequent measurements on the line plot are 48\(\frac{3}{4}\) and 49. the 49 inches tell you about the distance that most of the marshmallows traveled

Eureka Math Grade 3 Module 6 Answer Key

Engage NY Eureka Math 3rd Grade Module 6 Lesson 7 Answer Key

Eureka Math Grade 3 Module 6 Lesson 7 Pattern Sheet Answer Key

Multiply.

multiply by 6 (6–10)
Answer: -24

Eureka Math Grade 3 Module 6 Lesson 7 Problem Set Answer Key

Question 1.
Mrs. Weisse’s class grows beans for a science experiment. The students measure the heights of their bean plants to the nearest \(\frac{1}{4}\) inch and record the measurements as shown below.

a. Use the data to complete the line plot below.
Title: ___________________________

Label: __________________________ X =
b. How many bean plants are at least 2\(\frac{1}{4}\) inches tall?
c. How many bean plants are taller than 2\(\frac{3}{4}\) inches?
d. What is the most frequent measurement? How many bean plants were plotted for this measurement?
e. George says that most of the bean plants are at least 3 inches tall. Is he right? Explain your answer.
f. Savannah was absent the day the class measured the heights of their bean plants. When she returns, her plant measures 2\(\frac{2}{4}\) inches tall. Can Savannah plot the height of her bean plant on the class line plot? Why or why not?
Answer:
a. Title: Heights of Bean Plants (in Inches)
Label: Bean Plants  X = 1 bean plant

b.There are 2 bean plants are at least 2\(\frac{1}{4}\) inches tall
c. There are 2 bean plants that are taller than 2\(\frac{3}{4}\) inches
d. The most frequent measurement is 3\(\frac{1}{4}\) and 1\(\frac{3}{4}\) inches. There are 20 bean plants were plotted for this measurement
e. George says that most of the bean plants are at least 3 inches tall. he is wrong because out of 20 plants only 7 plants were more than and equal to 3 inches.
f. Savannah was absent the day the class measured the heights of their bean plants. When she returns, her plant measures 2\(\frac{2}{4}\) inches tall. Savannah cannot plot the height of her bean plant on the class line plot because there is no space in the plot graph to enter her value

Eureka Math Grade 3 Module 6 Lesson 7 Exit Ticket Answer Key

Question 1.
Scientists measure the growth of mice in inches. The scientists measure the length of the mice to the nearest \(\frac{1}{4}\) inch and record the measurements as shown below.

Label each tick mark. Then, record the data on the line plot below.
Title: ___________________________

Label: ________________________ X = 1 mouse
Answer:
Title: Lengths of Mice (in Inches)
Label: Lengths of Mice  X = 1 mouse Lengths of Mice

Eureka Math Grade 3 Module 6 Lesson 7 Homework Answer Key

Question 1.
Mrs. Felter’s students build a model of their school’s neighborhood out of blocks. The students measure the heights of the buildings to the nearest \(\frac{1}{4}\) inch and record the measurements as shown below.

a. Use the data to complete the line plot below.
Title: ___________________________

Label: ________________________ X =
b. How many buildings are 4\(\frac{1}{4}\) inches tall?
c. How many buildings are less than 3\(\frac{1}{2}\) inches?
d. How many buildings are in the class model? How do you know?
e. Brook says most buildings in the model are at least 4 inches tall. Is she correct? Explain your thinking.

Answer:
a. Title: Heights of Buildings (in Inches)
Label: Heights of Building  X = 1 building

b. There are two buildings with 4\(\frac{1}{4}\) inches tall
c. There are seven buildings that are less than 3\(\frac{1}{2}\) inches
d. There are 25 buildings are in the class model by counting the plotted points
e. Brook says most buildings in the model are at least 4 inches tall. No, she is wrong as out of 25 buildings only 9 buildings are 4 inches tall

Eureka Math Grade 3 Module 6 Answer Key

Engage NY Eureka Math 3rd Grade Module 6 Lesson 6 Answer Key

Eureka Math Grade 3 Module 6 Lesson 6 Pattern Sheet Answer Key

Multiply.

multiply by 6 (1–5)
Answer:

Multiplying 6 with x
Hear x= 1 to 5
Multiply 6 with 1
6 x 1=6
Multiply 6 with 2
6 x 2=12
Multiply 6 with 3
6 x 3=18
Multiply 6 with 4
6 x 4=24
Multiply 6 with 5
6 x 5=30

Eureka Math Grade 3 Module 6 Lesson 6 Problem Set Answer Key

Question 1.
Coach Harris measures the heights of the children on his third-grade basketball team in inches. The heights are shown on the line plot below.
Heights of Children on Third-Grade Basketball Team

a. How many children are on the team? How do you know?
b. How many children are less than 53 inches tall?
c. Coach Harris says that the most common height for the children on his team is 53 \(\frac{1}{2}\)inches. Is he right? Explain your answer.
d. Coach Harris says that the player who does the tip-off in the beginning of the game has to be at least 54 inches tall. How many children could do the tip-off?
Answer:
a. 15 children
Ther are 15 children inthe team, as it is mentioned in the plot that x is equal to 1 child and there are total 15 x’s in the plot .
b. 6 students are less than 53 inches tall
c. 53 \(\frac{1}{2}\)inches and 52 inches are the 2 most common heights in the team as both the heights has the same number of chldren’s.
52=3 children’s
53\(\frac{1}{2}\)= 3 children’s
d. 4 childern’s can do the tip-off as there are 4 children’s with at least 54 inches hight
54 inches = 1
54\(\frac{1}{2}\) = 2
55 inches = 1

Question 2.
Miss Vernier’s class is studying worms. The lengths of the worms in inches are shown in the line plot below.
Lengths of Worms

a. How many worms did the class measure? How do you know?
b. Cara says that there are more worms 3 \(\frac{3}{4}\) inches long than worms that are 3\(\frac{2}{4}\) and 4\(\frac{1}{4}\) inches long combined. Is she right? Explain your answer.
c. Madeline finds a worm hiding under a leaf. She measures it, and it is 4\(\frac{3}{4}\) inches long. Plot the length of the worm on the line plot.
Answer:
a.There are 30 worms  that aremeasured, as it is mentioned in the plot that x is equal to 1 worm and there are total 30 x’s in the worms .
b.Cara is wrong
3 \(\frac{3}{4}\) = 6
3\(\frac{2}{4}\) and 4\(\frac{1}{4}\) inches long combined = 4 + 4 = 8
8>6
c.

Eureka Math Grade 3 Module 6 Lesson 6 Exit Ticket Answer Key

Ms. Bravo measures the lengths of her third-grade students’ hands in inches. The lengths are shown on the line plot below.
Lengths of Hands of Third-Grade Students

a. How many students are in Ms. Bravo’s class? How do you know?
b. How many students’ hands are longer than 4\(\frac{2}{4}\) inches?
c. Darren says that more students’ hands are 4\(\frac{2}{4}\) inches long than 4 and 5\(\frac{1}{4}\) inches combined. Is he right? Explain your answer.
Answer:
a.There are 24 students are in Ms. Bravo’s class, as it is mentioned in the plot that x is equal to 1 student and there are total 24 x’s in the students .
b. 9 students hads are longer than 4\(\frac{2}{4}\) inches
4\(\frac{3}{4}\) inches=4
5 inches=2
5 \(\frac{1}{4}\) inches=2
5 \(\frac{2}{4}\) inches=1
Total=4+2+2+1=9
c. Darren is right.
4\(\frac{2}{4}\) inches = 6
4 and 5\(\frac{1}{4}\) inches combined = 5
6>5

Eureka Math Grade 3 Module 6 Lesson 6 Homework Answer Key

Question 1.
Ms. Leal measures the heights of the students in her kindergarten class. The heights are shown on the line plot below.
Heights of Students in Ms. Leal’s Kindergarten Class

a. How many students in Ms. Leal’s class are exactly 41 inches tall?
b. How many students are in Ms. Leal’s class? How do you know?
c. How many students in Ms. Leal’s class are more than 42 inches tall?
d.Ms. Leal says that for the class picture students in the back row must be at least 42\(\frac{1}{2}\) inches tall. How many students should be in the back row?
Answer:
a. 4 students in Ms. Leal’s class are exactly 41 inches tall
b. There are 20 students are in Ms. Leal’s class, as it is mentioned in the plot that x is equal to 1 student and there are total 20 x’s in the students .
c. 9 students in Ms. Leal’s class are more than 42 inches tall
42\(\frac{1}{2}\)inches=5
43\(\frac{1}{2}\)inches=3
44inches=1
Total = 5 + 3 + 1 = 9
d.9 students should be in the back row
because 42\(\frac{1}{2}\)inches=5
43\(\frac{1}{2}\)inches=3
44inches=1
Total = 5 + 3 + 1 = 9

Question 2.
Mr. Stein’s class is studying plants. They plant seeds in clear plastic bags and measure the lengths of the roots. The lengths of the roots in inches are shown in the line plot below.
Lengths of Plants’ Roots

a. How many roots did Mr. Stein’s class measure? How do you know?
b. Teresa says that the 3 most frequent measurements in order from shortest to longest are 3\(\frac{1}{4}\) inches, 3\(\frac{2}{4}\) inches, and 3\(\frac{3}{4}\) inches. Do you agree? Explain your answer.
c. Gerald says that the most common measurement is 14 quarter inches. Is he right? Why or why not?
Answer:
a. There are 24 roots Mr. Stein’s class measure, as it is mentioned in the plot that x is equal to 1 plant and one plant has one root there by there are total 20 x’s in the roots .
b. Teresa is wrong
because
3\(\frac{1}{4}\) inches =3 inches
they have the same number of roots that is 4
And
3\(\frac{3}{4}\) inches =2 \(\frac{3}{4}\) inches
they have the same number of roots that is 3
There by n order from shortest to longest
3\(\frac{1}{4}\) inches,3 inches =3
3\(\frac{1}{4}\) inches,3 inches =4
3\(\frac{2}{4}\) =5

Eureka Math Grade 3 Module 6 Answer Key

Engage NY Eureka Math 3rd Grade Module 6 Lesson 5 Answer Key

Eureka Math Grade 3 Module 6 Lesson 5 Problem Set Answer Key

Question 1.
Use the ruler you made to measure different classmates’ straws to the nearest inch, \(\frac{1}{2}\) inch, and \(\frac{1}{4}\) inch. Record the measurements in the chart below. Draw a star next to measurements that are exact.

a. _______________ ’s straw is the shortest straw I measured. It measures _______ inch(es).
b. _______________ ’s straw is the longest straw I measured. It measures _______ inches.
c. Choose the straw from your chart that was most accurately measured with the \(\frac{1}{4}\)-inch intervals on your ruler. How do you know the \(\frac{1}{4}\)-inch intervals are the most accurate for measuring this straw?
Answer:

a. Karen ’s straw is the shortest straw I measured. It measures 1 inch(es).
b.Philip ’s straw is the longest straw I measured. It measures 5 \(\frac{3}{4}\) inches.
c. Eva’s straw was most accuratly measured with \(\frac{1}{4}\) measurement to the nearest inch and a half only gives close estimates, but the quater inch gives the exact measurmerent

Question 2.
Jenna marks a 5-inch paper strip into equal parts as shown below.

a. Label the whole and half inches on the paper strip.
b. Estimate to draw the \(\frac{1}{4}\)-inch marks on the paper strip. Then, fill in the blanks below.
1 inch is equal to _______ half inches.
1 inch is equal to _______ quarter inches.
1 half inch is equal to _______ quarter inches.
c. Describe how Jenna could use this paper strip to measure an object that is longer than 5 inches.
Answer:
a.
b.
1 inch is equal to 2 half inches.
1 inch is equal to 4 quarter inches.
1 half inch is equal to 2 quarter inches.
c. Jenna can mark the first  5 inches later she can move the paper strip up tothe line 0(Zero) of the ruler wthe mark she made and mesure the object.

Question 3.
Sari says her pencil measures 8 half inches. Bart disagrees and says it measures 4 inches. Explain to Bart why the two measurements are the same in the space below. Use words, pictures, or numbers.
Answer: Both are same as  4 inches is equal to 8 half inches when measures in half inch
8-2=4

Eureka Math Grade 3 Module 6 Lesson 5 Exit Ticket Answer Key

Davon marks a 4-inch paper strip into equal parts as shown below.

a. Label the whole and quarter inches on the paper strip.
b. Davon tells his teacher that his paper strip measures 4 inches. Sandra says it measures 16 quarter inches. Explain how the two measurements are the same. Use words, pictures, or numbers.
Answer:
a.
b. Both are same as as 16 quater inches is the same as 4 inches
.

Eureka Math Grade 3 Module 6 Lesson 5 Homework Answer Key

Question 1.
Travis measured 5 different-colored pencils to the nearest inch, \(\frac{1}{2}\) inch, and \(\frac{1}{4}\) inch. He records the measurements in the chart below. He draws a star next to measurements that are exact.

a. Which colored pencil is the longest? _______________________________
It measures ________ inches.
b. Look carefully at Travis’s data. Which colored pencil most likely needs to be measured again? Explain how you know.
Answer:
a.Red colored pencil is the longest
It measures 7 inches.
b. Green colored pencil most likely needs to be measured again as because its half inch and quater inch measurents are not accurate.

Question 2.
Evelyn marks a 4-inch paper strip into equal parts as shown below.

a. Label the whole and half inches on the paper strip.
b. Estimate to draw the \(\frac{1}{4}\)-inch marks on the paper strip. Then, fill in the blanks below.
1 inch is equal to _______ half inches.
1 inch is equal to _______ quarter inches
1 half inch is equal to _______ quarter inches.
2 quarter inches are equal to _______ half inch.
Answer:
a.
b.
1 inch is equal to 2 half inches.
1 inch is equal to 4 quarter inches
1 half inch is equal to 2 quarter inches.
2 quarter inches are equal to 1 half inch

Question 3.
Travis says his yellow pencil measures 5\(\frac{1}{2}\) inches. Ralph says that is the same as 11 half inches. Explain how they are both correct.
Answer: 5\(\frac{1}{2}\) inches is same as 11 and half inch as shown below.

Eureka Math Grade 3 Module 6 Answer Key

Engage NY Eureka Math 3rd Grade Module 6 Lesson 4 Answer Key

Eureka Math Grade 3 Module 6 Lesson 4 Problem Set Answer Key

Question 1.
The chart below shows the number of magazines sold by each student.

Student	Ben	Rachel	Jeff	Stanley
Magazines Sold	300	250	100	450	600

a. Use the chart to draw a bar graph below. Create an appropriate scale for the graph.

Answer:

b. Explain why you chose the scale for the graph.
Answer: The values of magazines are 100,250,300,450,600.
To sort these values we choose the scale of 100 for the graph as most of the values lies on scale of 100 except 250 and 450 which can be placed as mid values

c. How many fewer magazines did Debbie sell than Ben and Stanley combined?
Answer: 150 fewer magazines
Total magazines debbie sold = 600
Total magazines sold by Ben and Stanley = 300 + 450 = 750
750 – 600 = 150

d. How many more magazines did Debbie and Jeff sell than Ben and Rachel?
Answer: 150 more magazines
Debbie and Jeff sold = 600 + 100 = 700
Ben and Rachel sold = 300 + 250 = 550
700 – 550 = 150

Question 2.
The bar graph shows the number of visitors to a carnival from Monday through Friday.

a. How many fewer visitors were there on the least busy day than on the busiest day?
Answer: 240 Fewer visitors
Least busy day was Thursday with 190 visitors
Most busy day was Wednesday with 430 visitors
Total amount of fewer visitors
430 – 190 = 240

b. How many more visitors attended the carnival on Monday and Tuesday combined than on Thursday and Friday combined?
Answer: 80 more visitors
Combined visitors on Monday and Tuesday =340 +300 =640
Combined visitiors on Thursady and Friday = 190 + 370 = 560
640 – 560 = 80

Eureka Math Grade 3 Module 6 Lesson 4 Exit Ticket Answer Key

The graph below shows the number of library books checked out in five days.

c. How many books in total were checked out on Wednesday and Thursday?
Answer: Total books checked out on Wednesday and Thursday =  530
Number of libarary books checked out on Wednesday 210
Number of libarary books checked out on Thursday 320
320+210=530

d. How many more books were checked out on Thursday and Friday than on Monday and Tuesday?
Answer:  50 more books were checked out on Thursday and Friday than on Monday and Tuesday
Books checked out on Thursday and Friday = 320 +390 =710
Books checked out on Monday and Tuesday = 350 + 310 = 660
710 – 660 = 50

Eureka Math Grade 3 Module 6 Lesson 4 Homework Answer Key

Question 1.
Maria counts the coins in her piggy bank and records the results in the tally chart below. Use the tally marks to find the total number of each coin.

Answers:

a. Use the tally chart to complete the bar graph below. The scale is given.

Answers:

b. How many more pennies are there than dimes?
Answer: 11
Maria has 68 Pennies ans 57 dimes
68-57=11
c. Maria donates 10 of each type of coin to charity. How many total coins does she have left? Show your work.
Answer: Total coins left after charity =171
Penny = 68 -10 = 58
Nickel = 62 -10 = 52
Dime = 57-10 =47
Quarter = 24 – 10 =14

Question 2.
Ms. Hollmann’s class goes on a field trip to the planetarium with Mr. Fiore’s class. The number of students in each class is shown in the picture graphs below.

a. How many fewer boys are on the trip than girls?
Answer: 5
Boys are 5 fewer than girls
Total Boys =13 + 14 = 27
Toatl girls = 17 +15 = 32
32 – 27 = 5

b. It costs $2 for each student to attend the field trip. How much money does it cost for all students to attend?
Answer: Total cost = $59
Cost for girls on total = $32
Cost for Boys on total = $27

c. The cafeteria in the planetarium has 9 tables with 8 seats at each table. Counting students and teachers, how many empty seats should there be when the 2 classes eat lunch?
Answer:  Empty seats are 11
Total number of seats avaliable are 72
Total number of students are 59
Total number of Teachers are 2
59 + 2 = 61
Total empty seats are
72 – 61 = 11

Eureka Math Grade 3 Module 6 Answer Key

Engage NY Eureka Math 3rd Grade Module 6 Lesson 3 Answer Key

Eureka Math Grade 3 Module 6 Lesson 3 Sprint Answer Key

A
Multiply or Divide by 6

Question 1.
2 × 6 =
Answer:  12
By multiplying 2 with 6
we get 12

Question 2.
3 × 6 =
Answer: 18
By multiplying 3 with 6
we get 18

Question 3.
4 × 6 =
Answer: 24
By multiplying 4 with 6
we get 24

Question 4.
5 × 6 =
Answer: 30
By multiplying 5 with 6
we get 30

Question 5.
1 × 6 =
Answer: 6
By multiplying 1 with 6
we get 6

Question 6.
12 ÷ 6 =
Answer: 2
By dividing 12 with 6
we get 2

Question 7.
18 ÷ 6 =
Answer: 3
By dividing 18 with 6
we get 3

Question 8.
30 ÷ 6 =
Answer: 5
By dividing 30 with 6
we get 5

Question 9.
6 ÷ 6 =
Answer: 1
By dividing 6 with 6
we get 1

Question 10.
24 ÷ 6 =
Answer: 4
By dividing 24 with 6
we get 4

Question 11.
6 × 6 =
Answer: 36
By multiplying 6 with 6
we get 36

Question 12.
7 × 6 =
Answer: 42
By multiplying 7 with 6
we get 42

Question 13.
8 × 6 =
Answer: 24
By multiplying 8 with 6
we get 24

Question 14.
9 × 6 =
Answer: 54
By multiplying 9 with 6
we get 54

Question 15.
10 × 6 =
Answer: 60
By multiplying 10 with 6
we get 60

Question 16.
48 ÷ 6 =
Answer: 8
By dividing 48 with 6
we get 8

Question 17.
42 ÷ 6 =
Answer: 7
By dividing 42 with 6
we get 7

Question 18.
54 ÷ 6 =
Answer: 9
By dividing 54 with 6
we get 9

Question 19.
36 ÷ 6 =
Answer: 6
By dividing 36 with 6
we get 6

Question 20.
60 ÷ 6 =
Answer: 10
By dividing 60 with 6
we get 10

Question 21.
___ × 6 = 30
Answer: 5
By multiplying 5 with 6
we get 30

Question 22.
___ × 6 = 6
Answer: 1
By multiplying 1 with 6
we get 6

Question 23.
___ × 6 = 60
Answer: 10
By multiplying 10 with 6
we get 60

Question 24.
___ × 6 = 12
Answer: 2
By multiplying 2 with 6
we get 12

Question 25.
___ × 6 = 18
Answer: 3
By multiplying 3 with 6
we get 18

Question 26.
60 ÷ 6 =
Answer: 10
By dividing 60 with 6
we get 10

Question 27.
30 ÷ 6 =
Answer: 5
By dividing 30 with 6
we get 5

Question 28.
6 ÷ 6 =
Answer: 1
By dividing 6 with 6
we get 1

Question 29.
12 ÷ 6 =
Answer: 2
By dividing 12 with 6
we get 2

Question 30.
18 ÷ 6 =
Answer: 3
By dividing 18 with 6
we get 3

Question 31.
___ × 6 = 36
Answer: 6
By multiplying 6 with 6
we get 36

Question 32.
___ × 6 = 42
Answer: 7
By multiplying 7 with 6
we get 42

Question 33.
___ × 6 = 54
Answer: 9
By multiplying 9 with 6
we get 54

Question 34.
___ × 6 = 48
Answer: 8
By multiplying 8 with 6
we get 48

Question 35.
42 ÷ 6 =
Answer: 7
By dividing 42 with 6
we get 7

Question 36.
54 ÷ 6 =
Answer: 9
By dividing 54 with 6
we get 9

Question 37.
36 ÷ 6 =
Answer: 6
By dividing 36 with 6
we get 6

Question 38.
48 ÷ 6 =
Answer: 8
By dividing 48 with 6
we get 8

Question 39.
11 × 6 =
Answer: 66
By multiplying 11 with 6
we get 66

Question 40.
66 ÷ 6 =
Answer: 11
By multiplying 66 with 6
we get 11

Question 41.
12 × 6 =
Answer: 72
By multiplying 12 with 6
we get 72

Question 42.
72 ÷ 6 =
Answer: 12
By dividing 72 with 6
we get 12

Question 43.
14 × 6 =
Answer: 84
By multiplying 14 with 6
we get 84

Question 44.
84 ÷ 6 =
Answer: 14
By dividing 84 with 6
we get 14

B
Multiply or Divide by 6

Question 1.
1 × 6 =
Answer: 6
By multiplying 1 with 6
we get 6

Question 2.
2 × 6 =
Answer: 12
By multiplying 2 with 6
we get 12

Question 3.
3 × 6 =
Answer: 18
By multiplying 3 with 6
we get 18

Question 4.
4 × 6 =
Answer: 24
By multiplying 4 with 6
we get 24

Question 5.
5 × 6 =
Answer: 30
By multiplying 5 with 6
we get 30

Question 6.
18 ÷ 6 =
Answer: 3
By dividing 18 with 6
we get 3

Question 7.
12 ÷ 6 =
Answer: 2
By dividing 12 with 6
we get 2

Question 8.
24 ÷ 6 =
Answer: 4
By dividing 24 with 6
we get 4

Question 9.
6 ÷ 6 =
Answer: 1
By dividing 6 with 6
we get 1

Question 10.
30 ÷ 6 =
Answer: 5
By dividing 30 with 6
we get 5

Question 11.
10 × 6 =
Answer: 60
By multiplying 10 with 6
we get 60

Question 12.
6 × 6 =
Answer: 36
By multiplying 6 with 6
we get 36

Question 13.
7 × 6 =
Answer: 42
By multiplying 7 with 6
we get 42

Question 14.
8 × 6 =
Answer: 48
By multiplying 8 with 6
we get 48

Question 15.
9 × 6 =
Answer: 64
By multiplying 9 with 6
we get 64

Question 16.
42 ÷ 6 =
Answer: 7
By dividing 42 with 6
we get 7

Question 17.
36 ÷ 6 =
Answer: 6
By dividing 36 with 6
we get 6

Question 18.
48 ÷ 6 =
Answer: 8
By dividing 48 with 6
we get 8

Question 19.
60 ÷ 6 =
Answer: 10
By dividing 60 with 6
we get 10

Question 20.
54 ÷ 6 =
Answer: 9
By dividing 54 with 6
we get 9

Question 21.
___ × 6 = 6
Answer: 1
By multiplying 1 with 6
we get 6

Question 22.
___ × 6 = 30
Answer: 5
By multiplying 5 with 6
we get 30

Question 23.
___ × 6 = 12
Answer: 2
By multiplying 2 with 6
we get 12

Question 24.
___ × 6 = 60
Answer: 10
By multiplying 10 with 6
we get 60

Question 25.
___ × 6 = 18
Answer: 3
By multiplying 3 with 6
we get 18

Question 26.
12 ÷ 6 =
Answer: 2
By dividing 12 with 6
we get 2

Question 27.
6 ÷ 6 =
Answer: 1
By dividing 6 with 6
we get 1

Question 28.
60 ÷ 6 =
Answer: 10
By dividing 60 with 6
we get 10

Question 29.
30 ÷ 6 =
Answer: 5
By dividing 30 with 6
we get 5

Question 30.
18 ÷ 6 =
Answer: 3
By dividing 18 with 6
we get 3

Question 31.
___ × 6 = 18
Answer: 3
By multiplying 3 with 6
we get 18

Question 32.
___ × 6 = 24
Answer: 4
By multiplying 4 with 6
we get 24

Question 33.
___ × 6 = 54
Answer: 9
By multiplying 9 with 6
we get 54

Question 34.
___ × 6 = 42
Answer: 7
By multiplying 7 with 6
we get 42

Question 35.
48 ÷ 6 =
Answer: 8
By dividing 48 with 6
we get 8

Question 36.
54 ÷ 6 =
Answer: 9
By dividing 54 with 6
we get 9

Question 37.
36 ÷ 6 =
Answer: 6
By dividing 36 with 6
we get 6

Question 38.
42 ÷ 6 =
Answer: 7
By dividing 42 with 6
we get 7

Question 39.
11 × 6 =
Answer: 66
By multiplying 11 with 6
we get 66

Question 40.
66 ÷ 6 =
Answer: 11
By dividing 66 with 6
we get 11

Question 41.
12 × 6 =
Answer: 2
By multiplying 12 with 6
we get 72

Question 42.
72 ÷ 6 =
Answer: 12
By dividing 72 with 6
we get 12

Question 43.
13 × 6 =
Answer: 78
By multiplying 12 with 6
we get 78

Question 44.
78 ÷ 6 =
Answer: 13
By dividing 78 with 6
we get 13

Eureka Math Grade 3 Module 6 Lesson 3 Problem Set Answer Key

Question 1.
This table shows the number of students in each class.

Use the table to color the bar graph. The first one has been done for you.

a. What is the value of each square in the bar graph?
b. Write a number sentence to find how many total students are enrolled in classes.
c. How many fewer students are in sports than in chorus and baking combined? Write a number sentence to show your thinking.
Answer:

a. The value of each square in the bar graph is 2
b. The number sentence to find how many total students are enrolled in classes is
9+16+13+18= 56
c. Six fewer students are in sports than in chorus and baking combined.
sports has  16 students chorus and baking combined has 22 students
so 22-16 we get 6 students

Question 2.
This bar graph shows Kyle’s savings from February to June. Use a straightedge to help you read the graph.

a. How much money did Kyle save in May?
b. In which months did Kyle save less than $35?
c. How much more did Kyle save in June than April? Write a number sentence to show your thinking.
d. The money Kyle saved in _______ was half the money he saved in _______.
Answer:
a. 34 dollars of money  Kyle save in May
b. In May month Kyle saves less than $35 that is 34 dollars
c. Kyle saved 63 dollars in June than April.
The number sentence is june savings 40 $ April savings were 23 $ by adding both 40 $ + 23 $ we get 63 dollers
d. The money Kyle saved in April was half the money he saved in March.

Question 3.
Complete the table below to show the same data given in the bar graph in Problem 2.

This bar graph shows the number of minutes Charlotte read from Monday through Friday.

Answer: the number of minutes Charlotte read from Monday through Friday is 230 minutes

Question 4.
Use the graph’s lines as a ruler to draw in the intervals on the number line shown above. Then plot and label a point for each day on the number line.
Answer:

Question 5.
Use the graph or number line to answer the following questions.
a. On which days did Charlotte read for the same number of minutes? How many minutes did Charlotte read on these days?
b. How many more minutes did Charlotte read on Wednesday than on Friday?
Answer:
a.  On Monday Tuesday and Wednesday Charlotte read for the same number of minutes
Charlotte read 50 minutes on these days
b. 30 more minutes
On Wednesday = 55 minutes
On Friday = 25 minutes
55-25 =30

Eureka Math Grade 3 Module 6 Lesson 3 Exit Ticket Answer Key

The bar graph below shows the students’ favorite ice cream flavors.

a. Use the graph’s lines as a ruler to draw intervals on the number line shown above. Then plot and label a point for each flavor on the number line.
b. Write a number sentence to show the total number of students who voted for butter pecan, vanilla, and chocolate.
Answer:
a.
b.110
Explination:
Given:
Butter pecan =25
Vanilla = 35
Chocolate =50
so
50+25+35=110

Eureka Math Grade 3 Module 6 Lesson 3 Homework Answer Key

Question 1.
This table shows the favorite subjects of third graders at Cayuga Elementary.

Use the table to color the bar graph.

a. How many students voted for science?
b. How many more students voted for math than for science? Write a number sentence to show your thinking.
c. Which gets more votes, math and ELA together or history and science together? Show your work.
Answer:

a. 14

b. 4 students
18-14=4
c.Both are equal
Explination:
Math and ELA combined =18 + 13=31
History and Science combined  = 17 + 14 =31
31=31

Question 2.
This bar graph shows the number of liters of water Skyler uses this month.

a. During which week does Skyler use the most water? _______
The least? ______
b. How many more liters does Skyler use in Week 4 than Week 2?
c. Write a number sentence to show how many liters of water Skyler uses during Weeks 2 and 3 combined.
d. How many liters does Skyler use in total?
e. If Skyler uses 60 liters in each of the 4 weeks next month, will she use more or less than she uses this month? Show your work.
Answer:
a. The most water used was on week 4 with 65 liters of water
The least water used was on week 3 withh 40 liters of water
b. 15 more liters does Skyler use in Week 4 than Week 2
In week 4 =65
In week 2 =50
65-50=15
c. 90 liters
Explination:
Given:
Week 2 = 50 liters of water
Week 3 = 40 liters of water
50+40 =90
d. 210
Explination:
Given;
Week 1 = 55 liters
Week 2 = 50 liters
Week 3= 40 liters
Week 4= 65 liters
Total water used :
Week 1+ Week 2+Week 3+Week 4=55+50+40+65 = 210
e. 30 more liters of water
Explination:
When using water as 60 liters for each week total water used = 60+60+60+60 =240
Water used as of now = Week 1+ Week 2+Week 3+Week 4=55+50+40+65 = 210
240-210=30

Question 3.
Complete the table below to show the data displayed in the bar graph in Problem 2.

Answer:

Eureka Math Grade 3 Module 6 Answer Key

Engage NY Eureka Math 3rd Grade Module 6 Lesson 2 Answer Key

Eureka Math Grade 3 Module 6 Lesson 2 Problem Set Answer Key

Question 1.
Find the total number of stamps each student has. Draw tape diagrams with a unit size of 4 to show the number of stamps each student has. The first one has been done for you.

Tanisha:
Raquel:
Anna:

Answer:
Tanisha:   
Raquel:     
Anna:       

Question 2.
Explain how you can create vertical tape diagrams to show this data.
Answer:
Tape diagrams are visual models that use rectangles to represent the parts of a ratio
this problem Dana has 4:4  Tanisha has 2:4  Raquel has 6:4  Anna has 8:4

Question 3.
Complete the vertical tape diagrams below using the data from Problem 1.

c. What is a good title for the vertical tape diagrams?
d. How many total units of 4 are in the vertical tape diagrams in Problem 3(a)?
e. How many total units of 8 are in the vertical tape diagrams in Problem 3(b)?
f. Compare your answers to parts (d) and (e). Why does the number of units change?
g. Mattaeus looks at the vertical tape diagrams in Problem 3(b) and finds the total number of Anna’s and Raquel’s stamps by writing the equation 7 × 8 = 56. Explain his thinking.
Answer:

c. A good title for the vertical tape diagrams is Favorite Recess Activities.
d. total units of 4 are in the vertical tape diagrams in Problem 3(a) is 1
e. total units of 8 are in the vertical tape diagrams in Problem 3(b) is 1
f. Compare your answers to parts (d) and (e).  the number of units changes Units of measurement give standards so that the numbers from our measurements refer to the same thing. Measurement is a process that uses numbers to describe a physical quantity.
g. Mattaeus looks at the vertical tape diagrams in Problem 3(b) and finds the total number of Anna’s and Raquel’s stamps by writing the equation
7 × 8 = 56.

Eureka Math Grade 3 Module 6 Lesson 2 Exit Ticket Answer Key

The chart below shows a survey of the book club’s favorite type of book.

a. Draw tape diagrams with a unit size of 4 to represent the book club’s favorite type of book.
b. Use your tape diagrams to draw vertical tape diagrams that represent the data.
Answer:
a. The tape diagrams with a unit size of 4 to represent the book club’s favorite type of book.

b. Use your tape diagrams to draw vertical tape diagrams that represent the data.

Eureka Math Grade 3 Module 6 Lesson 2 Homework Answer Key

Question 1.
Adi surveys third graders to find out their favorite fruits. The results are in the table below.

Draw units of 2 to complete the tape diagrams to show the total votes for each fruit. The first one has been done for you.
Banana:
Apple:
Strawberry:
Peach:
Answer:
Apple:         
Strawberry:
Peach:         

Question 2.
Explain how you can create vertical tape diagrams to show this data.
Answer:
Tape diagrams are visual models that use rectangles to represent the parts of a ratio.

Question 3.
Complete the vertical tape diagrams below using the data from Problem 1.

c. What is a good title for the vertical tape diagrams?
d. Compare the number of units used in the vertical tape diagrams in Problems 3(a) and 3(b). Why does the number of units change?
e. Write a multiplication number sentence to show the total number of votes for strawberry in the vertical tape diagram in Problem 3(a).
f. Write a multiplication number sentence to show the total number of votes for strawberry in the vertical tape diagram in Problem 3(b).
g. What changes in your multiplication number sentences in Problems 3(e) and (f)? Why?
Answer:

c. A good title for the vertical tape diagrams is Favorite Recess Activities.
d. Compare the number of units used in the vertical tape diagrams in Problems 3(a) and 3(b).
the number of units changes Units of measurement give standards so that the numbers from our measurements refer to the same thing.                 Measurement is a process that uses numbers to describe a physical quantity.
e. The multiplication number sentence to show the total number of votes for strawberry in the vertical tape diagram in Problem 3(a)
is 3 × 4 we get 12
f. The multiplication number sentence to show the total number of votes for strawberry in the vertical tape diagram in Problem 3(b).
is 6 × 2 we get 12
g. What changes in your multiplication number sentences in Problems 3(e) and (f)
The multiplication number sentence to show the total number of votes for strawberry in the vertical tape diagram in Problem 3(a)
is 3 × 4 we get 12. The multiplication number sentence to show the total number of votes for strawberry in the vertical tape diagram in Problem 3(b). is 6 × 2 we get 12

Eureka Math Grade 3 Module 6 Answer Key