{"id":167,"date":"2022-03-25T03:38:06","date_gmt":"2022-03-24T22:08:06","guid":{"rendered":"https:\/\/ccssmathanswers.com\/?p=167"},"modified":"2022-04-07T14:26:22","modified_gmt":"2022-04-07T08:56:22","slug":"go-math-grade-3-answer-key-chapter-3-understand-multiplication","status":"publish","type":"post","link":"https:\/\/bigideasmathanswers.com\/go-math-grade-3-answer-key-chapter-3-understand-multiplication\/","title":{"rendered":"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication"},"content":{"rendered":"<p>Practice using <a href=\"https:\/\/ccssmathanswers.com\/go-math-grade-3-answer-key\/\">Go Math Grade 3 Answer Key<\/a> Chapter 3 Understand Multiplication and learn various question types on Multiplication. Solve as many questions as possible in the 3rd Grade HMH Go Math Ch 3 Understand Multiplication Answer Key and become pro in the chapter. Thus, you can answer any kind of question framed on the concept and clear your tests or assessments with higher scores.<\/p>\n<h2>HMH Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication<\/h2>\n<p>To help you out with chapter 3 Understand Multiplication we have jotted down all the exercise problems in your Go Math Textbook. Simply tap on the respective chapter you wish to prepare and learn the fundamentals included within it easily. Go Math Grade 3 Answer Key Ch 3 Understand Multiplication is provided in a comprehensive manner for better understanding.<\/p>\n<p><strong>Lesson 1: Count Equal Groups<\/strong><\/p>\n<ul>\n<li><a href=\"#Count_Equal_Groups_Page_No_143\">Count Equal Groups Page No 143<\/a><\/li>\n<li><a href=\"#Count_Equal_Groups_Lesson_Check_Page_No_144\">Count Equal Groups Lesson Check Page No 144<\/a><\/li>\n<\/ul>\n<p><strong>Lesson 2: Algebra \u2022 Relate Addition and Multiplication<\/strong><\/p>\n<ul>\n<li><a href=\"#Relate_Addition_and_Multiplication_Page_No_149\">Relate Addition and Multiplication Page No 149<\/a><\/li>\n<li><a href=\"#Relate_Addition_and_Multiplication_Lesson_Check_Page_No_150\">Relate Addition and Multiplication Lesson Check Page No 150<\/a><\/li>\n<\/ul>\n<p><strong>Lesson 3: Skip Count on a Number Line<\/strong><\/p>\n<ul>\n<li><a href=\"#Skip_Count_on_a_Number_Line_Page_No_155\">Skip Count on a Number Line Page No 155<\/a><\/li>\n<li><a href=\"#Skip_Count_on_a_Number_Line_Lesson_Check_Page_No_156\">Skip Count on a Number Line Lesson Check Page No 156<\/a><\/li>\n<\/ul>\n<p><strong>Mid-Chapter Checkpoint<\/strong><\/p>\n<ul>\n<li><a href=\"#Page_No_157\">Page No 157<\/a><\/li>\n<li><a href=\"#Page_No_158\">Page No 158<\/a><\/li>\n<\/ul>\n<p><strong>Lesson 4: Problem Solving \u2022 Model Multiplication<\/strong><\/p>\n<ul>\n<li><a href=\"#Model_Multiplication_Page_No_163\">Model Multiplication Page No 163<\/a><\/li>\n<li><a href=\"#Model_Multiplication_Lesson_Check_Page_No_164\">Model Multiplication Lesson Check Page No 164<\/a><\/li>\n<\/ul>\n<p><strong>Lesson 5: Model with Arrays<\/strong><\/p>\n<ul>\n<li><a href=\"#Model_with_Arrays_Page_No_169\">Model with Arrays Page No 169<\/a><\/li>\n<li><a href=\"#Model_with_Arrays_Lesson_Check_Page_No_170\">Model with Arrays Lesson Check Page No 170<\/a><\/li>\n<\/ul>\n<p><strong>Lesson 6: Algebra \u2022 Commutative Property of Multiplication<\/strong><\/p>\n<ul>\n<li><a href=\"#Commutative_Property_of_Multiplication_Page_No_175\">Commutative Property of Multiplication Page No 175<\/a><\/li>\n<li><a href=\"#Commutative_Property_of_Multiplication_Lesson_Check_Page_No_176\">Commutative Property of Multiplication Lesson Check Page No 176<\/a><\/li>\n<\/ul>\n<p><strong>Lesson 7: Algebra \u2022 Multiply with 1 and 0<\/strong><\/p>\n<ul>\n<li><a href=\"#Multiply_with_1_and_0_Page_No_181\">Multiply with 1 and 0 Page No 181<\/a><\/li>\n<li><a href=\"#Multiply_with_1_and_0_Lesson_Check_Page_No_182\">Multiply with 1 and 0 Lesson Check Page No 182<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 3 Review\/Test<\/strong><\/p>\n<ul>\n<li><a href=\"#Chapter_3_Review_Test_Page_No_183\">Chapter 3 Review Test Page No 183<\/a><\/li>\n<li><a href=\"#Chapter_3_Review_Test_Page_No_184\">Chapter 3 Review Test Page No 184<\/a><\/li>\n<li><a href=\"#Chapter_3_Review_Test_Page_No_185\">Chapter 3 Review Test Page No 185<\/a><\/li>\n<li><a href=\"#Chapter_3_Review_Test_Page_No_186\">Chapter 3 Review Test Page No 186<\/a><\/li>\n<li><a href=\"#Chapter_3_Review_Test_Page_No_187\">Chapter 3 Review Test Page No 187<\/a><\/li>\n<li><a href=\"#Chapter_3_Review_Test_Page_No_188\">Chapter 3 Review Test Page No 188<\/a><\/li>\n<\/ul>\n<h3><a id=\"Count_Equal_Groups_Page_No_143\"><\/a>Count Equal Groups Page No 143<\/h3>\n<p><strong>Draw equal groups. Skip count to find how many.<\/strong><\/p>\n<p>Question 1.<br \/>\n2 groups of 2 <span style=\"text-decoration: underline;\">4<\/span><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-1.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Count Equal Groups img 1\" width=\"158\" height=\"78\" \/><\/p>\n<p>Answer: 4<\/p>\n<p>Explanation:<br \/>\nThere are two groups of 2<br \/>\nThere are 2 two&#8217;s.<br \/>\nWe skip count by 2&#8217;s. (2, 4)<br \/>\nSo, there are 4 in all.<\/p>\n<p>Question 2.<br \/>\n3 groups of 6 ________<\/p>\n<p>Answer: 18<\/p>\n<p>Explanation:<br \/>\nDraw 6 counters in each group.<br \/>\nThere are 3 equal groups.<br \/>\nskip count by six until you say 3 numbers.<br \/>\nThere are 3 equal groups with 6 counters in each group.<br \/>\nSo, there are 18 counters in all.<\/p>\n<p>Question 3.<br \/>\n5 groups of 3 ________<\/p>\n<p>Answer: 15<\/p>\n<p>Explanation:<br \/>\nDraw 3 counters in each group.<br \/>\nThere are 5 equal groups.<br \/>\nNow, skip count by 3&#8217;s until you say 5 numbers.<br \/>\nThere are 5 equal groups with 3 counters in each group.<br \/>\nSo, there are 15 counters in all.<\/p>\n<p>Question 4.<br \/>\n4 groups of 5 ________<\/p>\n<p>Answer: 20<\/p>\n<p>Explanation:<br \/>\nDraw 5 counters in each group.<br \/>\nThere are 4 equal groups.<br \/>\nSkip count by 5&#8217;s until you say 4 numbers.<br \/>\nThere are 4 equal groups with 5 counters in each group.<br \/>\nSo, there are 20 counters in all.<\/p>\n<p>Count equal groups to find how many.<\/p>\n<p>Question 5.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-2.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Count Equal Groups img 2\" width=\"166\" height=\"167\" \/><br \/>\n______ groups of _______ , _______ in all<\/p>\n<p>Answer: 4, 3, 12<\/p>\n<p>Explanation:<br \/>\nThere are three counters in each group.<br \/>\nThere are 4 equal groups.<br \/>\nWe skip count by 3&#8217;s until you say 4 numbers. (3,6,9,12)<br \/>\nSo, there are 4 groups of 3, 12 in all.<\/p>\n<p>Question 6.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-3.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Count Equal Groups img 3\" width=\"163\" height=\"157\" \/><br \/>\n______ groups of _______ , _______ in all<\/p>\n<p>Answer: 4, 4, 16<\/p>\n<p>Explanation:<br \/>\nThere are 4 counters in each group<br \/>\nThere are 4 equal groups.<br \/>\nWe skip count by 4&#8217;s until you say 4 numbers. (4,8,12,16)<br \/>\nThere are 4 groups of 4, 16 in all<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 7.<br \/>\nMarcia puts 2 slices of cheese on each sandwich. She makes 4 cheese sandwiches. How many slices of cheese does Marcia use in all?<br \/>\n_________ slice of cheese<\/p>\n<p>Answer: 8<\/p>\n<p>Explanation:<br \/>\nDraw 2 counters (cheese) in each group.<br \/>\nThere are 4 equal groups (sandwiches).<br \/>\nWe skip count by 2&#8217;s until you say 4 numbers (4,8)<br \/>\nThere are 8 slices of cheese.<\/p>\n<p>Question 8.<br \/>\nTomas works in a cafeteria kitchen. He puts 3 cherry tomatoes on each of 5 salads. How many tomatoes does he use?<br \/>\n_________ tomatoes<\/p>\n<p>Answer: 15<\/p>\n<p>Explanation:<br \/>\nDraw 3 counters (tomatoes) in each group.<br \/>\nThere are 5 equal groups (salads).<br \/>\nWe skip count by 3&#8217;s until you say 5 numbers (3,6,9,12,15)<br \/>\nThere are 15 tomatoes in all.<\/p>\n<h3><a id=\"Count_Equal_Groups_Lesson_Check_Page_No_144\"><\/a>Count Equal Groups Lesson Check Page No 144<\/h3>\n<p>Question 1.<br \/>\nJen makes 3 bracelets. Each bracelet has 3 beads. How many beads does Jen use?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-4.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Count Equal Groups img 4\" width=\"197\" height=\"66\" \/><br \/>\nOptions:<br \/>\na. 12<br \/>\nb. 9<br \/>\nc. 6<br \/>\nd. 3<\/p>\n<p>Answer: b<\/p>\n<p>Explanation:<br \/>\nThere are 3 beads in each group.<br \/>\nThere are 3 equal groups (bracelets).<br \/>\nNow, skip count by 3&#8217;s until you say three numbers (3,6,9)<br \/>\nJen use a total of 9 beads.<\/p>\n<p>Question 2.<br \/>\nIan has 5 cards to mail. Each card needs 2 stamps. How many stamps does Ian need?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-5-300x58.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Count Equal Groups img 5\" width=\"300\" height=\"58\" \/><br \/>\nOptions:<br \/>\na. 2<br \/>\nb. 5<br \/>\nc. 10<br \/>\nd. 15<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nThere are 5 equal groups (cards) with two counters (stamps) in each group.<br \/>\nNow, skip count by 2&#8217;s until you say five numbers (2,4,6,8,10)<br \/>\nIan need a total of 1o stamps.<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nThere were 384 people at a play on Friday night. There were 512 people at the play on Saturday night. Which is the best estimate of the total number of people who attended the play on both nights?<br \/>\nOptions:<br \/>\na. 900<br \/>\nb. 800<br \/>\nc. 700<br \/>\nd. 500<\/p>\n<p>Answer: a<\/p>\n<p>Explanation:<br \/>\nStep 1: Round each number to nearest hundred.<br \/>\n384 &#8212;-&gt; 400<br \/>\n512\u00a0 &#8212;-&gt; 500<br \/>\nStep 2: Add the rounded numbers<br \/>\n400 + 500 = 900<br \/>\nThe best estimate of the total number of people who attended the play on both nights are 900.<\/p>\n<p>Question 4.<br \/>\nWalking the Dog Pet Store has 438 leashes in stock. They sell 79 leashes during a one-day sale. How many leashes are left in stock after the sale?<br \/>\nOptions:<br \/>\na. 459<br \/>\nb. 441<br \/>\nc. 369<br \/>\nd. 359<\/p>\n<p>Answer: d<\/p>\n<p>Explanation: Use place value to subtract<br \/>\nSubtract 438 &#8211; 79<br \/>\nEstimate 450 &#8211; 100 =<\/p>\n<p>Step 1<br \/>\nSubtract the ones.<br \/>\n8 &lt; 9, so regroup.<br \/>\n3 tens 8 ones = 2 tens ____ ones<br \/>\n<img loading=\"lazy\" class=\"alignnone wp-image-773 size-full\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Count-Equal-Groups-Spiral-Review-Page-No-144-Answer-1-i-1.png\" alt=\"GO Math Grade 3 Count Equal Groups Spiral Review Page No 144 Answer 1 - i\" width=\"130\" height=\"137\" \/><br \/>\nOn subtracting the ones place decimals, we get 9<\/p>\n<p>Step 2<br \/>\nSubtract the tens.<br \/>\n2 &lt; 3, so regroup.<br \/>\n4 hundreds 2 tens = 3 hundreds _____ tens<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-774\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Count-Equal-Groups-Spiral-Review-Page-No-144-Answer-1-ii-1.png\" alt=\"GO Math Grade 3 Count Equal Groups Spiral Review Page No 144 Answer 1 - ii\" width=\"155\" height=\"147\" \/><br \/>\nOn subtracting the ones and tens place decimals, we get 59<\/p>\n<p>Step 3:<br \/>\nSubtract the hundreds<br \/>\nThen, add to check your answer.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-775\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Count-Equal-Groups-Spiral-Review-Page-No-144-Answer-1-iii.png\" alt=\"GO Math Grade 3 Count Equal Groups Spiral Review Page No 144 Answer 1 - iii\" width=\"132\" height=\"146\" \/>\u00a0 <img loading=\"lazy\" class=\"alignnone wp-image-776\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Count-Equal-Groups-Spiral-Review-Page-No-144-Answer-1-iv.png\" alt=\"GO Math Grade 3 Count Equal Groups Spiral Review Page No 144 Answer 1 - iv\" width=\"115\" height=\"135\" \/><\/p>\n<p>Question 5.<br \/>\nThe Lakeside Tour bus traveled 490 miles on Saturday and 225 miles on Sunday. About how many more miles did it travel on Saturday?<br \/>\nOptions:<br \/>\na. 500 miles<br \/>\nb. 400 miles<br \/>\nc. 300 miles<br \/>\nd. 100 miles<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nUse compatible numbers<br \/>\nStep 1: Round each number to nearest hundred.<br \/>\n490 &#8212;-&gt; 500<br \/>\n225 &#8212;-&gt; 200<br \/>\nStep 2: Subtract the rounded numbers.<\/p>\n<p>(i) Working each column from right to left<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-778\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Count-Equal-Groups-Spiral-Review-Page-No-144-Answer-2-i-1.png\" alt=\"GO Math Grade 3 Count Equal Groups Spiral Review Page No 144 Answer 2 - i\" width=\"161\" height=\"141\" \/><br \/>\n(ii) 0 minus 0 is 0<br \/>\n<img loading=\"lazy\" class=\"alignnone wp-image-780\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Count-Equal-Groups-Spiral-Review-Page-No-144-Answer-2-ii.png\" alt=\"GO Math Grade 3 Count Equal Groups Spiral Review Page No 144 Answer 2 - ii\" width=\"145\" height=\"130\" \/><br \/>\n(iii) 0 minus 0 is 0<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-781\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Count-Equal-Groups-Spiral-Review-Page-No-144-Answer-2-iii.png\" alt=\"GO Math Grade 3 Count Equal Groups Spiral Review Page No 144 Answer 2 - iii\" width=\"135\" height=\"118\" \/><br \/>\n(iv) 5 minus 2 is 3<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-782\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Count-Equal-Groups-Spiral-Review-Page-No-144-Answer-2-iv.png\" alt=\"GO Math Grade 3 Count Equal Groups Spiral Review Page No 144 Answer 2 - iv\" width=\"136\" height=\"125\" \/><\/p>\n<p>Question 6.<br \/>\nDuring one week at Jackson School, 210 students buy milk and 196 students buy juice. How many drinks are sold that week?<br \/>\nOptions:<br \/>\na. 496<br \/>\nb. 406<br \/>\nc. 396<br \/>\nd. 306<\/p>\n<p>Answer: b<\/p>\n<p>Explanation:<br \/>\nUse place value to add two addends.<br \/>\nAdd 210 + 196<br \/>\nEstimate 200 + 200<\/p>\n<p>Step 1:<br \/>\nAdd the ones.<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-784\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Count-Equal-Groups-Spiral-Review-Page-No-144-Answer-3-i.png\" alt=\"GO Math Grade 3 Count Equal Groups Spiral Review Page No 144 Answer 3 - i\" width=\"197\" height=\"176\" \/><\/p>\n<p>Step 2:<\/p>\n<p>Add the tens.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-785\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Count-Equal-Groups-Spiral-Review-Page-No-144-Answer-3-ii.png\" alt=\"GO Math Grade 3 Count Equal Groups Spiral Review Page No 144 Answer 3 - ii\" width=\"183\" height=\"175\" \/><\/p>\n<p>Step 3:<br \/>\nAdd the hundreds. Regroup the tens as hundreds.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-786\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Count-Equal-Groups-Spiral-Review-Page-No-144-Answer-3-iii.png\" alt=\"GO Math Grade 3 Count Equal Groups Spiral Review Page No 144 Answer 3 - iii\" width=\"172\" height=\"176\" \/><\/p>\n<h3><a id=\"Relate_Addition_and_Multiplication_Page_No_149\"><\/a>Relate Addition and Multiplication Page No 149<\/h3>\n<p><strong>Draw a quick picture to show the equal groups. Then write related addition and multiplication sentences.<\/strong><\/p>\n<p>Question 1.<br \/>\n3 groups of 5<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-6.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Relate Addition and Multiplication img 6\" width=\"274\" height=\"93\" \/><br \/>\n<span style=\"text-decoration: underline;\">5<\/span> + <span style=\"text-decoration: underline;\">5<\/span> + <span style=\"text-decoration: underline;\">5<\/span> = <span style=\"text-decoration: underline;\">15<\/span><br \/>\n<span style=\"text-decoration: underline;\">3<\/span> \u00d7 <span style=\"text-decoration: underline;\">5<\/span> = <span style=\"text-decoration: underline;\">15<br \/>\n<\/span><\/p>\n<p>Answer: 15<\/p>\n<p>Explanation:<br \/>\nAddition Sentence:<br \/>\nThere are 5 counters in each group.<br \/>\nThere are 3 groups.<br \/>\nNow, add equal groups<br \/>\n5 + 5 + 5 = 15<br \/>\nMultiplication Sentence:<br \/>\nSince there are same number of counters in each circle, you can multiply to find how many in all.<br \/>\nUse multiplication method to find the total counters in equal groups.<br \/>\nFactor x Factor = Product<br \/>\n5\u00a0 \u00a0 x\u00a0 \u00a0 \u00a03\u00a0 \u00a0 \u00a0 \u00a0=\u00a0 15<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-789\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Relate-Addition-and-Multiplication-Page-No-149-Answer-1-i.png\" alt=\"GO Math Grade 3 Understand Multiplication Relate Addition and Multiplication Page No 149 Answer 1 - i\" width=\"116\" height=\"137\" \/><\/p>\n<p>Question 2.<br \/>\n3 groups of 4<br \/>\n_____ + _____ + _____ = ______<br \/>\n_____ \u00d7 _____ = ______<\/p>\n<p>Answer: 4 + 4 + 4\u00a0 = 12<br \/>\n3 x 4 = 12<\/p>\n<p>Explanation: Addition Sentence<br \/>\nDraw 4 counters in each group.<br \/>\nThere are total 3 groups.<br \/>\nNow, the addition sentence is 4 + 4 + 4 = 12<\/p>\n<p>Multiplication sentence<br \/>\nDraw 4 counters in each circle or group.<br \/>\nSince there are same number of counters in each group, multiply groups and counters to find how many there are altogether.<br \/>\n3 x 4 = 12<br \/>\nfactor x factor = product<\/p>\n<p>Question 3.<br \/>\n4 groups of 3<br \/>\n_____ + _____ + _____ + _____ = ______<br \/>\n_____ \u00d7 _____ = ______<\/p>\n<p>Answer: 3 + 3 + 3 + 3 = 12<br \/>\n4 x 3 = 12<\/p>\n<p>Explanation:<br \/>\nAddition Sentence<br \/>\nDraw 3 counters in each group.<br \/>\nThere are total 4 groups.<br \/>\nNow, the addition sentence is 3 + 3 + 3 + 3 = 12<\/p>\n<p>Multiplication sentence<br \/>\nDraw 3 counters in each circle or group.<br \/>\nSince there are same number of counters in each group, multiply counters and groups to find how many there are altogether.<br \/>\n4 x 3 = 12<br \/>\nfactor x factor = product<\/p>\n<p>Question 4.<br \/>\n5 groups of 2<br \/>\n_____ + _____ + _____ + _____ + _____ = ______<br \/>\n_____ \u00d7 _____ = ______<\/p>\n<p>Answer: 2 + 2 + 2 + 2 + 2 = 10<br \/>\n5 x 2 = 10<\/p>\n<p>Explanation:<br \/>\nAddition Sentence<br \/>\nDraw 2 counters in each group.<br \/>\nThere are total 5 groups.<br \/>\nNow, the addition sentence is 2 + 2 + 2 + 2 + 2 = 12<\/p>\n<p>Multiplication sentence<br \/>\nDraw 2 counters in each circle or group.<br \/>\nSince there are same number of counters in each group, multiply counters and groups to find how many there are altogether.<br \/>\n5 x 2 = 12<br \/>\nfactor x factor = product<\/p>\n<p>Complete. Write a multiplication sentence.<\/p>\n<p>Question 5.<br \/>\n7 + 7 + 7 = _____<br \/>\n_____ \u00d7 _____ = ______<\/p>\n<p>Answer: 7 + 7 + 7 = 21<br \/>\n3 x 7 = 21<\/p>\n<p>Explanation:<br \/>\n7 + 7 + 7 = 21<br \/>\nThis is addition sentence, from this we can find the total no of groups and counters.<br \/>\nFrom above sentence, we can tell that there are 3 groups and 7 counters in each group.<br \/>\nMultiplication Sentence<br \/>\nThere are 3 groups and 7 counters in each group.<br \/>\nSince there are same number of counters in each group, multiply counters and groups to find how many there are altogether.<br \/>\n3\u00a0 x\u00a0 7 =\u00a0 21<\/p>\n<p>Question 6.<br \/>\n3 + 3 + 3 = _____<br \/>\n_____ \u00d7 _____ = ______<\/p>\n<p>Answer: 3 + 3 + 3 = 9<br \/>\n3 x 3 = 9<\/p>\n<p>Explanation:<br \/>\n3 + 3 + 3 = 9<br \/>\nThis is addition sentence, from this we can find the total no of groups and counters.<br \/>\nFrom above sentence, we can tell that there are 3 groups and 3 counters in each group.<br \/>\nMultiplication Sentence<br \/>\nThere are 3 groups and 3 counters in each group.<br \/>\nSince there are same number of counters in each group, multiply counters and groups to find how many there are altogether.<br \/>\n3\u00a0 x\u00a0 3 =\u00a0 9<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 7.<br \/>\nThere are 6 jars of pickles in a box. Ed has 3 boxes of pickles. How many jars of pickles does he have in all? Write a multiplication sentence to find the answer.<br \/>\n_____ \u00d7 _____ = ______ jars<\/p>\n<p>Answer: 3 x 6 = 18 jars<\/p>\n<p>Explanation:<br \/>\nDraw 3 boxes as Pickle boxes.<br \/>\nDraw 6 counters in each box to show jars.<br \/>\nNow, find the number of counters (jars).<br \/>\nSince, there are same number of jars in each pickle box, you can multiply to find how many in all.<br \/>\n3 groups of 6 = 3 x 6 = 18<\/p>\n<p>Question 8.<br \/>\nEach day, Jani rides her bike 5 miles. How many miles does Jani ride in all in 4 days? Write a multiplication sentence to find the answer.<br \/>\n_____ \u00d7 _____ = ______ miles<\/p>\n<p>Answer: 4 x 5 = 20 miles<\/p>\n<p>Explanation:<br \/>\nDraw 4 circles to show 4 days.<br \/>\nDraw 5 counters to show miles.<br \/>\nNow, find the total no of miles ride by Jani in 4 days.<br \/>\nSince, Jani rides same number of miles each day, you can multiply to find how many in all.<br \/>\n4 groups of 5 = 4 x 5 = 20<\/p>\n<h3><a id=\"Relate_Addition_and_Multiplication_Lesson_Check_Page_No_150\"><\/a>Relate Addition and Multiplication Lesson Check Page No 150<\/h3>\n<p>Question 1.<br \/>\nWhich is another way to show<br \/>\n3 + 3 + 3 + 3 + 3 + 3?<br \/>\nOptions:<br \/>\na. 5 \u00d7 3<br \/>\nb. 4 \u00d7 3<br \/>\nc. 8 \u00d7 3<br \/>\nd. 6 \u00d7 3<\/p>\n<p>Answer: d<\/p>\n<p>Explanation:<br \/>\nThe given question is in the form of addition sentence. Now, we can find the no of counters and groups using it.<br \/>\nDraw 6 circles to show equal groups.<br \/>\nThen, draw 3 counters in each circle.<br \/>\nWhen you combine equal groups, you can multiply to find how many in all.<br \/>\nNo. of equal groups x no of counters = total no of counters<br \/>\n6 x 3 = 18<\/p>\n<p>Question 2.<br \/>\nUse the model. How many counters are there in all?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-7.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Relate Addition and Multiplication img 7\" width=\"180\" height=\"90\" \/><br \/>\nOptions:<br \/>\na. 8<br \/>\nb. 10<br \/>\nc. 12<br \/>\nd. 14<\/p>\n<p>Answer: b<\/p>\n<p>Explanation:<br \/>\nFrom the above figure, we can see there are two equal groups.<br \/>\nThere are 5 counters in each group.<br \/>\nNow, multiplication sentence to find the number of counters.<br \/>\nNo. of equal groups x No. of counters in each group = Total no. of counters<br \/>\n2 x 5 = 10<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nA school gave 884 pencils to students on the first day of school. What is 884 rounded to the nearest hundred?<br \/>\nOptions:<br \/>\na. 800<br \/>\nb. 880<br \/>\nc. 890<br \/>\nd. 900<\/p>\n<p>Answer: d<\/p>\n<p>Explanation:<br \/>\nWe need to round 884 to nearest hundred.<br \/>\nNow, look at the digit to the right which is 8.<\/p>\n<p><img loading=\"lazy\" class=\"alignnone wp-image-797 size-full\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-150-Answer-5-i.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 150 Answer 5 - i\" width=\"115\" height=\"139\" \/><br \/>\n8 &gt; 5<br \/>\nSo, the hundreds digit increases by one.<br \/>\nWrite 9 as the hundreds digit.<br \/>\nWrite zeros as the tens and ones digits.<br \/>\nSo, 884 rounded to nearest hundred is 900<\/p>\n<p>Question 4.<br \/>\nFind the difference.<br \/>\n6 3 2<br \/>\n&#8211; 2 7 4<br \/>\n&#8212;&#8212;&#8212;<br \/>\nOptions:<br \/>\na. 906<br \/>\nb. 442<br \/>\nc. 358<br \/>\nd. 354<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nStep-1:<br \/>\nWorking each column from right to left.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-798\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Lesson-Check-Page-No-150-Answer-6-i.png\" alt=\"GO Math Grade 3 Understand Multiplication Lesson Check Page No 150 Answer 6 - i\" width=\"151\" height=\"132\" \/><br \/>\nStep-2:<br \/>\nSubtract the ones. Since, 2 &lt; 4 , you must regroup.<br \/>\n3 tens 2 ones = 2 tens ______ ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-801\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Lesson-Check-Page-No-150-Answer-6-ii.png\" alt=\"GO Math Grade 3 Understand Multiplication Lesson Check Page No 150 Answer 6 - ii\" width=\"147\" height=\"182\" \/><\/p>\n<p>Step-3:<br \/>\nSubtract the tens. Since 2 &lt; 7, you must regroup.<br \/>\n6 hundreds 2 tens = 5 hundreds ______ ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone wp-image-802 size-full\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Lesson-Check-Page-No-150-Answer-6-iii.png\" alt=\"GO Math Grade 3 Understand Multiplication Lesson Check Page No 150 Answer 6 - iii\" width=\"146\" height=\"187\" \/><br \/>\nStep-4:<br \/>\nSubtract the hundreds.<br \/>\n<img loading=\"lazy\" class=\"alignnone wp-image-803\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Lesson-Check-Page-No-150-Answer-6-iv.png\" alt=\"GO Math Grade 3 Understand Multiplication Lesson Check Page No 150 Answer 6 - iv\" width=\"131\" height=\"167\" \/><br \/>\nStep-5:<br \/>\nAdd to check answer.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-805\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Lesson-Check-Page-No-150-Answer-6-v.png\" alt=\"GO Math Grade 3 Understand Multiplication Lesson Check Page No 150 Answer 6 - v\" width=\"166\" height=\"170\" \/><\/p>\n<p>Question 5.<br \/>\nThe line plot below shows how many points Trevor scored in 20 games.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-8-300x154.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Relate Addition and Multiplication img 8\" width=\"300\" height=\"154\" \/><br \/>\nIn how many games did Trevor score at least 18 points?<br \/>\nOptions:<br \/>\na. 3<br \/>\nb. 5<br \/>\nc. 6<br \/>\nd. 10<\/p>\n<p>Answer: d<\/p>\n<p>Explanation:<br \/>\nThe numbers in the line plot shows the points scored by Trevor.<br \/>\nEach <strong>\u2717<\/strong> in the figure stands for 1 game.<br \/>\nFind 18 points scored on the number line.<br \/>\nIn the above line plot, we can see the three <strong>\u2717<\/strong>s above 18, four <strong>\u2717<\/strong>s above 19, 3 <strong>\u2717<\/strong>s above 20.<br \/>\nSo, We can say Trevor scored at least 18 points in 10 games.<\/p>\n<p>Question 5.<br \/>\nIn how many games did Trevor score 18 points or fewer?<br \/>\nOptions:<br \/>\na. 7<br \/>\nb. 10<br \/>\nc. 13<br \/>\nd. 15<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nThe numbers in the line plot shows the points scored by Trevor.<br \/>\nEach <strong>\u2717<\/strong> in the figure stands for 1 game.<br \/>\nFind 18 and below 18 points scored on the number line.<br \/>\nIn the above line plot, we can see the three <strong>\u2717<\/strong>s above 18, five <strong>\u2717<\/strong>s above 17, two <strong>\u2717<\/strong>s above 16, three <strong>\u2717<\/strong>s above 15 .<br \/>\nSo, We can say Trevor scored at least 18 points in 13 games.<\/p>\n<p>Question 6.<br \/>\nDarrien read 97 pages last week. Evan read 84 pages last week. How many pages in all did the boys read?<br \/>\nOptions:<br \/>\na. 13<br \/>\nb. 171<br \/>\nc. 181<br \/>\nd. 271<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nAdd 97 and 84<br \/>\nStep 1:<br \/>\nAdd ones. Regroup the ones as tens and ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-817\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-150-Answer-7-i.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 150 Answer 7 - i\" width=\"165\" height=\"172\" \/><br \/>\nStep 2:<br \/>\nAdd tens.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-818\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-150-Answer-7-ii.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 150 Answer 7 - ii\" width=\"160\" height=\"165\" \/><br \/>\nStep 3:<br \/>\nAdd hundreds.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-819\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-150-Answer-7-iii.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 150 Answer 7 - iii\" width=\"167\" height=\"165\" \/><\/p>\n<h3><a id=\"Skip_Count_on_a_Number_Line_Page_No_155\"><\/a>Skip Count on a Number Line Page No 155<\/h3>\n<p>Draw jumps on the number line to show equal groups. Find the product.<\/p>\n<p>Question 1.<br \/>\n6 groups of 3<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-9-300x32.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Skip Count on a Number Line img 9\" width=\"300\" height=\"32\" \/><br \/>\n6 \u00d7 3 = 18<\/p>\n<p>Answer: 18<\/p>\n<p>Explanation:<br \/>\n1 jump on the number line is considered as 1 group.<br \/>\nThere are 6 jumps on the number line. So, there are 6 groups.<br \/>\nThe length of each jump is 3.<br \/>\nBegin at 0. Skip count by 3&#8217;s.<br \/>\nMultiply 6 x 3 = 18<\/p>\n<p>Question 2.<br \/>\n3 groups of 5<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-10-300x32.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Skip Count on a Number Line img 10\" width=\"300\" height=\"32\" \/><br \/>\n3 \u00d7 5 = _______<\/p>\n<p>Answer: 15<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-920\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Skip-Count-on-a-Number-Line-Page-No-155-Answer-8-i-300x97.png\" alt=\"GO Math Grade 3 Understand Multiplication Skip Count on a Number Line Page No 155 Answer 8 - i\" width=\"300\" height=\"97\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Skip-Count-on-a-Number-Line-Page-No-155-Answer-8-i-300x97.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Skip-Count-on-a-Number-Line-Page-No-155-Answer-8-i.png 737w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\n1 jump on the number line is considered as 1 group.<br \/>\nThere are 5 jumps on the number line. So, there are 5 groups.<br \/>\nThe length of each jump is 3.<br \/>\nBegin at 0. Skip count by 3&#8217;s.<br \/>\nMultiply 3 x 5 = 15.<\/p>\n<p>Write the multiplication sentence the number line shows.<\/p>\n<p>Question 3.<br \/>\n2 groups of 6<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-11-300x39.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Skip Count on a Number Line img 11\" width=\"300\" height=\"39\" \/><br \/>\n______ \u00d7 _____ = _______<\/p>\n<p>Answer: 12<\/p>\n<p>Explanation:<br \/>\n1 jump on the number is considered as 1 group.<br \/>\nThere are 2 jumps on number line. So, there are 2 groups.<br \/>\nThe length of each jump is 2.<br \/>\nBegin at 0. Skip count by 6&#8217;s.<br \/>\nMultiply 2 x 6 = 12.<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 4.<br \/>\nAllie is baking muffins for students in her class. There are 6 muffins in each baking tray. She bakes 5 trays of muffins. How many muffins is she baking in all?<br \/>\n________ muffins<\/p>\n<p>Answer: 30 Muffins<\/p>\n<p>Explanation:<br \/>\nThere are 5 baking trays with 6 muffins in each tray.<br \/>\nConsider 1 tray as 1 jump and 1 muffin as length of each jump.<br \/>\nNow, use a number line to find how many muffins allie baked in all.<br \/>\nBegin at 0. Skip count by 6s by drawing jumps on the number line.<br \/>\nNo. of jumps made = 5<br \/>\nLength of each jump = 6<br \/>\nMultiply. 5 x 6 = 30<br \/>\nSo, Allie bakes 30 muffins in all.<\/p>\n<p>Question 5.<br \/>\nA snack package has 4 cheese sticks. How many cheese sticks are in 4 packages?<br \/>\n________ cheese sticks<\/p>\n<p>Answer: 16 Cheese sticks<\/p>\n<p>Explanation:<br \/>\nThere are 4 packages with 4 cheese sticks in each package.<br \/>\nConsider 1 package as 1 jump and 1 cheese stick as length of each jump.<br \/>\nNow, use a number line to find how many cheese sticks are in 4 packages.<br \/>\nBegin at 0. Skip count by 4s by drawing jumps on the number line.<br \/>\nNo. of jumps made = 4<br \/>\nLength of each jump = 4<br \/>\nMultiply. 4 x 4 = 16<br \/>\nSo, there are 16 cheese sticks in 4 packages.<\/p>\n<h3><a id=\"Skip_Count_on_a_Number_Line_Lesson_Check_Page_No_156\"><\/a>Skip Count on a Number Line Lesson Check Page No 156<\/h3>\n<p>Question 1.<br \/>\nLouise skip counts by 4 on a number line to find 5 x 4. How many jumps should she draw on the number line?<br \/>\nOptions:<br \/>\na. 3<br \/>\nb. 4<br \/>\nc. 5<br \/>\nd. 9<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nGiven no. of skip counts on a number line = 4<br \/>\nProduct = no. of jumps x length of each jump<br \/>\nGiven product = 5 x 4<br \/>\nFrom the given data, we can say that no of jumps = 5<br \/>\nSo, no of jumps drawn on the number line = 5.<\/p>\n<p>Question 2.<br \/>\nTheo needs 4 boards that are each 3 feet long to make bookshelves. How many feet of boards does he need altogether?<br \/>\nOptions:<br \/>\na. 12 feet<br \/>\nb. 7 feet<br \/>\nc. 4 feet<br \/>\nd. 3 feet<\/p>\n<p>Answer: a<\/p>\n<p>Explanation:<br \/>\nGiven no. of boards = 4<br \/>\nLength of each board = 3 feet<br \/>\nBegin at 0. Skip count by 3&#8217;s.<br \/>\nProduct = 4 x 3 = 12<br \/>\nSo, Theo needs 12 feet of boards altogether.<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nEstimate the sum.<br \/>\n5 1 8<br \/>\n+ 2 5 1<br \/>\nOptions:<br \/>\na. 200<br \/>\nb. 700<br \/>\nc. 800<br \/>\nd. 900<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nUse Compatible numbers.<br \/>\n518 &#8212;-&gt; 500<br \/>\n251 &#8212;-&gt; 300<br \/>\nPerform addition<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-953\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-156-Answer-9-i.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 156 Answer 9 - i\" width=\"162\" height=\"165\" \/><\/p>\n<p>Question 4.<br \/>\nWhich number would you put in a frequency table to show <img loading=\"lazy\" class=\"alignnone\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-12.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Skip Count on a Number Line img 12\" width=\"45\" height=\"27\" \/>?<br \/>\nOptions:<br \/>\na. 5<br \/>\nb. 6<br \/>\nc. 7<br \/>\nd. 8<\/p>\n<p>Answer: d<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone wp-image-1067\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-156-Answer-11-i-300x76.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 156 Answer 11 - i\" width=\"324\" height=\"82\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-156-Answer-11-i-300x76.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-156-Answer-11-i-768x194.png 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-156-Answer-11-i.png 992w\" sizes=\"(max-width: 324px) 100vw, 324px\" \/><\/p>\n<p>Question 5.<br \/>\nA manager at a shoe store received an order for 346 pairs of shoes. What is 346 rounded to the nearest hundred?<br \/>\nOptions:<br \/>\na. 400<br \/>\nb. 350<br \/>\nc. 340<br \/>\nd. 300<\/p>\n<p>Answer: d<\/p>\n<p>Explanation:<br \/>\nRound 346 to nearest hundred.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-1069\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-156-Answer-12-i.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 156 Answer 12 - i\" width=\"140\" height=\"139\" \/><br \/>\nSince 4 &lt; 5, the digit in the rounding place stays same. i.e, 3<br \/>\nNow, write zeros to the right of the rounding place (tens and ones place)<br \/>\nSo, 346 rounded to nearest hundred is 300.<\/p>\n<p>Question 6.<br \/>\nToby is making a picture graph. Each picture of a book is equal to 2 books he has read. The row for Month 1 has 3 pictures of books. How many books did Toby read during Month 1?<br \/>\nOptions:<br \/>\na. 2<br \/>\nb. 3<br \/>\nc. 6<br \/>\nd. 8<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nGiven, each picture\u00a0 = 2 books<br \/>\nRow for month 1 = 3 pictures of books = 3 x 2 = 6<br \/>\nSo, Toby read 6 books during month 1.<\/p>\n<h3><a id=\"Page_No_157\"><\/a>Mid-Chapter Checkpoint Page No 157<\/h3>\n<p>Choose the best term from the box.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-13.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Mid -Chapter Checkpoint img 13\" width=\"258\" height=\"223\" \/><\/p>\n<p>Question 1.<br \/>\nWhen you combine equal groups, you can _______________ to find how many in all.<br \/>\n_________<\/p>\n<p>Answer: Multiply<\/p>\n<p>Explanation:<br \/>\nWhen equal groups are combined together, multiplication operation is performed to find the total.<\/p>\n<p>Question 2.<br \/>\nThe answer in a multiplication problem is called the _________________ .<br \/>\n_________<\/p>\n<p>Answer: Product<\/p>\n<p>Explanation:<br \/>\nThe Product is the answer to a multiplication problem.<\/p>\n<p>Question 3.<br \/>\nThe numbers you multiply are called the ______________ .<br \/>\n_________<\/p>\n<p>Answer: factors<\/p>\n<p>Explanation:<br \/>\nThe numbers which are multiplied are called factors.<\/p>\n<p><strong>Concepts and Skills<\/strong><\/p>\n<p>Count equal groups to find how many.<\/p>\n<p>Question 4.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-14.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Mid -Chapter Checkpoint img 14\" width=\"218\" height=\"75\" \/><br \/>\n_______ groups of _______ ; _______ in all<\/p>\n<p>Answer:<br \/>\n3 groups of 3; 9 in all<\/p>\n<p>Explanation:<br \/>\nFrom the figure, we can say that there are 3 equal groups.<br \/>\nEach group has three counters.<br \/>\nSo, the total no of counters are 9 in all.<\/p>\n<p>Question 5.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-15.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Mid -Chapter Checkpoint img 15\" width=\"211\" height=\"59\" \/><br \/>\n_______ groups of _______ ; _______ in all<\/p>\n<p>Answer:<br \/>\n4 groups of 5; 20 in all<\/p>\n<p>Explanation:<br \/>\nFrom the figure, we can say that there are 4 equal groups.<br \/>\nEach group has five counters.<br \/>\nSo, the total no of counters are 20 in all.<\/p>\n<p>Question 6.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-16.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Mid -Chapter Checkpoint img 16\" width=\"140\" height=\"73\" \/><br \/>\n_______ groups of _______ ; _______ in all<\/p>\n<p>Answer:<br \/>\n2 groups of 10; 20 in all<\/p>\n<p>Explanation:<br \/>\nFrom the figure, we can say that there are 2 equal groups.<br \/>\nEach group has 10 counters.<br \/>\nSo, the total no of counters are 20 in all.<\/p>\n<p>Write related addition and multiplication sentences.<\/p>\n<p>Question 7.<br \/>\n3 groups of 9<br \/>\n_______ + _______ + _______ = _______ ; _______ \u00d7 _______ = _______<\/p>\n<p>Answer: 9 + 9 + 9 = 27; 3 x 9 = 27<\/p>\n<p>Explanation:<br \/>\nDraw 3 circles as groups.<br \/>\nDraw 9 counters in each circle.<br \/>\nNow, find the number of counters.<br \/>\nAddition Sentence: 3 groups of 9 = 9 + 9 + 9 = 27<br \/>\nMultiplication Sentence: 3 groups of 9 = 3 x 9 = 27<\/p>\n<p>Question 8.<br \/>\n5 groups of 7<br \/>\nType below:<br \/>\n________<br \/>\nAnswer: 7 + 7 + 7 + 7 + 7 = 35; 5 x 7 = 35<\/p>\n<p>Explanation:<br \/>\nDraw 5 circles as groups.<br \/>\nDraw 7 counters in each circle.<br \/>\nNow, find the number of counters.<br \/>\nAddition Sentence: 5 groups of 7 = 7 + 7 + 7 + 7 + 7 = 35<br \/>\nMultiplication Sentence: 5 groups of 7 = 5 x 7 = 35<\/p>\n<p>Draw jumps on the number line to show equal groups.<br \/>\nFind the product.<\/p>\n<p>Question 9.<br \/>\n6 groups of 3<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-17-300x27.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Mid -Chapter Checkpoint img 17\" width=\"300\" height=\"27\" \/><br \/>\n_______ \u00d7 _______ = _______<\/p>\n<p>Answer: 6 x 3 = 18<\/p>\n<p>Explanation:<br \/>\nGiven, 6 groups of 3<br \/>\nNo. of jumps = 6<br \/>\nLength of each jump = 3<br \/>\nProduct = No. of jumps x length of each jump = 6 x 3 = 18<\/p>\n<h3><a id=\"Page_No_158\"><\/a>Mid-Chapter Checkpoint Page No 158<\/h3>\n<p>Question 10.<br \/>\nBeth&#8217;s mother cut some melons into equal slices. She put 4 slices each on 8 plates. Write a multiplication sentence to show the total number of melon slices she put on the plates.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:\u00a0 8 x 4 = 32<\/p>\n<p>Explanation:<br \/>\nGiven data,<br \/>\nThere are 8 groups which is shown as plates.<br \/>\nEach group has 4 counters which is shown as slices.<br \/>\nSince, there are equal no. of slices in each plate, we can multiply to find the total number of melon slices.<br \/>\nNow, we can write multiplication sentence as 8 x 4 = 32.<\/p>\n<p>Question 11.<br \/>\nAvery had 125 animal stickers. She gave 5 animal stickers to each of her 10 friends. How many animal stickers did she have left? What number sentences did you use to solve?<br \/>\n_________ stickers left<\/p>\n<p>Answer: Multiplication and Subtraction Sentence, 75<\/p>\n<p>Explanation:<br \/>\nGiven, Total no. of animal stickers = 125<br \/>\nShe gave 5 animal stickers to each of her 10 friends.<br \/>\nUse multiplicative sentence to find no. of stickers given to her friends.<br \/>\nProduct = 5 x 10= 50<br \/>\nTotal no. of stickers given to her friends = 50<br \/>\nNow, Total no. of stickers she left with = 125 &#8211; 50 = 75.<\/p>\n<p>Question 12.<br \/>\nMatt made 2 equal groups of marbles. Write a multiplication sentence to show the total number of marbles.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-18.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Mid -Chapter Checkpoint img 18\" width=\"213\" height=\"109\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: 2 x 8 = 16<\/p>\n<p>Explanation:<br \/>\nFrom the above figure, we can see<br \/>\nThere are 2 equal groups.<br \/>\nEach group has 8 marbles.<\/p>\n<p>Question 13.<br \/>\nLindsey has 10 inches of ribbon. She buys another 3 lengths of ribbon, each 5 inches long. How much ribbon does she have now?<br \/>\n__________ inches of ribbon<\/p>\n<p>Answer: 25 inches of ribbon<\/p>\n<p>Explanation:<br \/>\nGiven, Lindsey has 10 inches of ribbon.<br \/>\nShe buys another 3 lengths of ribbon, each 5 inches long.<br \/>\nUse multiplication sentence to find length of 5 inches = 3 groups of 5<br \/>\nProduct = 3 x 5 = 15 inches<br \/>\nNow, add to find how much ribbon lindsey has in all.<br \/>\n15 + 10 = 25<br \/>\nTotal length of ribbon = 25 inches.<\/p>\n<p>Question 14.<br \/>\nJack&#8217;s birthday is in 4 weeks. How many days is it until Jack&#8217;s birthday? Describe how you could use a number line to solve<br \/>\n__________ days<\/p>\n<p>Answer:\u00a0 28<\/p>\n<p>Explanation:<br \/>\nGiven, Jack&#8217;s birthday is in 4 weeks.<br \/>\nSince each week has 7 days, length of each jump = 7<br \/>\nUse number line to find the no. of days.<br \/>\nNo. of jumps = 4<br \/>\nNow, begin at o. Skip count by 7&#8217;s by drawing jumps on the number line.<br \/>\nMultiply no. of jumps and length of each jump<br \/>\n4 x 7 = 28<br \/>\nSo, jack&#8217;s birthday is in 28 days.<\/p>\n<h3><a id=\"Model_Multiplication_Page_No_163\"><\/a>Problem Solving Model Multiplication Page No 163<\/h3>\n<p><strong>Draw a diagram to solve each problem.<\/strong><\/p>\n<p>Question 1.<br \/>\nRobert put some toy blocks into 3 rows. There are 5 blocks in each row. How many blocks are there in all?<br \/>\n<span style=\"text-decoration: underline;\">15 blocks<br \/>\n<\/span><\/p>\n<p>Answer: 15 blocks<\/p>\n<p>Explanation:<br \/>\nGiven, Robert put some toy blocks into 3 rows.<br \/>\nEach row contain 5 blocks.<br \/>\nNow, use bar model to find the no. of blocks in all.<br \/>\nWrite 5 in each box to show 5 blocks in each of the 3 rows.<br \/>\nSince, there are equal groups, we can multiply to find the number of blocks in all.<br \/>\n3 x 5 = 15 blocks<br \/>\nSo, there are 15 blocks in all.<\/p>\n<p>Question 2.<br \/>\nMr. Fernandez is putting tiles on his kitchen floor. There are 2 rows with 9 tiles in each row. How many tiles are there in all?<br \/>\n___________ tiles<\/p>\n<p>Answer: 18 tiles<\/p>\n<p>Explanation:<br \/>\nGiven, Mr. Fernandez is putting tiles on his kitchen floor.<br \/>\nThere are 2 rows.<br \/>\nEach row contain 9 tiles.<br \/>\nNow, use bar model to find the no. of tiles in all.<br \/>\nWrite 9 in each box to show 9 tiles in each of the 2 rows.<br \/>\nSince, there are equal groups, we can multiply to find the number of tiles in all.<br \/>\n2 x 9 = 18 tiles<br \/>\nSo, there are 18 tiles in all.<\/p>\n<p>Question 3.<br \/>\nIn Jillian\u2019s garden, there are 3 rows of carrots, 2 rows of string beans, and 1 row of peas. There are 8 plants in each row. How many plants are there in all?<br \/>\n___________ plants<\/p>\n<p>Answer: 48 plants<\/p>\n<p>Explanation:<br \/>\nGiven, there are 3 rows of carrots, 2 rows of string beans, and 1 rows of peas.<br \/>\nTotal no. of rows = 6<br \/>\nThere are 8 plants in each row.<br \/>\nNow, use bar model to find the no. of plants in all.<br \/>\nWrite 8 in each box to show 8 plants in each of the 6 rows.<br \/>\nSince, there are equal groups, we can multiply to find the number of plants in all.<br \/>\n6 x 8 = 48 plants<br \/>\nSo, there are 48 plants in all.<\/p>\n<p>Question 4.<br \/>\nIn Sorhab\u2019s classroom, there are 3 rows with 7 desks in each row. How many desks are there in all?<br \/>\n_________ desks<\/p>\n<p>Answer: 21 desks<\/p>\n<p>Explanation:<br \/>\nGiven, there are 3 rows.<br \/>\nEach row contain 7 desks.<br \/>\nNow, use bar model to find the no. of desks in all.<br \/>\nWrite 7 in each box to show 7 desks in each of the 3 rows.<br \/>\nSince, there are equal groups, we can multiply to find the number of desks in all.<br \/>\n3 x 7 = 21 desks<br \/>\nSo, there are\u00a0 21 desks in all.<\/p>\n<p>Question 5.<br \/>\nMaya visits the movie rental store. On one wall, there are 6 DVDs on each of 5 shelves. On another wall, there are 4 DVDs on each of 4 shelves. How many DVDs are there in all?<br \/>\n___________ DVDs<\/p>\n<p>Answer: 46 DVD&#8217;s<\/p>\n<p>Explanation:<br \/>\nGiven, there are 2 walls.<br \/>\nOn one wall, there are 5 shelves.<br \/>\nEach shelf has 6 DVDs.<br \/>\nNow, use bar model to find the no. of DVDs on one wall.<br \/>\nWrite 6 in each box to show 6 DVDs on each of the 5 shelves.<br \/>\nSince, there are equal groups, we can multiply to find the number of DVDs on one wall.<br \/>\n5 x 6 = 30 DVDs<br \/>\nSo, there are 30 DVD&#8217;s on one wall.<br \/>\nOn another wall, there are 4 shelves.<br \/>\nEach shelf has 4 DVDs.<br \/>\nNow, use bar model to find the no. of DVDs on another wall.<br \/>\nWrite 4 in each box to show 4 DVDs on each of the 4 shelves.<br \/>\nSince, there are equal groups, we can multiply to find the number of DVDs on another wall.<br \/>\n4 x 4 = 16 DVDs<br \/>\nSo, there are 16 DVD&#8217;s on another wall.<br \/>\nNow, find the total no. of DVD&#8217;s on both all the walls.<br \/>\nAdd. 30 + 16 = 46 DVDs.<br \/>\nSo, there are 46 DVD&#8217;s in all.<\/p>\n<p>Question 6.<br \/>\nThe media center at Josh\u2019s school has a computer area. The first 4 rows have 6 computers each. The fifth row has 4 computers. How many computers are there in all?<br \/>\n___________ computers<\/p>\n<p>Answer: 28 computers<\/p>\n<p>Explanation:<br \/>\nGiven, there are 4 rows.<br \/>\nEach row contain 6 computers.<br \/>\nNow, use bar model to find the no. of computers in all.<br \/>\nWrite 6 in each box to show 6 computers in each of the 4 rows.<br \/>\nSince, there are equal groups, we can multiply to find the number of computers in all.<br \/>\n4 x 6 = 24 computers<br \/>\nSo, there are 24 computers in all.<br \/>\nThere is another fifth row with 4 computers.<br \/>\nNow, use bar model to find the no. of computers in all.<br \/>\nNo. of computers in fifth row = 4 x 1 = 4 computers.<br \/>\nAdd the computers in all rows to find how many in all.<br \/>\n24 + 4 = 28<br \/>\nSo, there are 28 computers in all.<\/p>\n<h3><a id=\"Model_Multiplication_Lesson_Check_Page_No_164\"><\/a>Model Multiplication Lesson Check Page No 164<\/h3>\n<p>Question 1.<br \/>\nThere are 5 shelves of video games in a video store. There are 6 video games on each shelf. How many video games are there in all?<br \/>\nOptions:<br \/>\na. 35<br \/>\nb. 30<br \/>\nc. 20<br \/>\nd. 11<\/p>\n<p>Answer: b<\/p>\n<p>Explanation:<br \/>\nGiven, there are 5 shelves.<br \/>\nEach shelf contain 6 video games.<br \/>\nNow, use bar model to find the no. of video games in all.<br \/>\nWrite 6 in each box to show 6 video games in each of the 5 shelves.<br \/>\nSince, there are equal groups, we can multiply to find the number of shelves in all.<br \/>\n5 x 6 = 30 shelves<br \/>\nSo, there are 30 shelves in all.<\/p>\n<p>Question 2.<br \/>\nKen watches a marching band. He sees 2 rows of flute players. Six people are in each row. He sees 8 trombone players. How many flute or trombone players does Ken see?<br \/>\nOptions:<br \/>\na. 2<br \/>\nb. 6<br \/>\nc. 16<br \/>\nd. 20<\/p>\n<p>Answer: d<\/p>\n<p>Explanation:<br \/>\nGiven, there are 6 flute players in each row.<br \/>\nThere are 2 rows.<br \/>\nNow, use bar model to find the no. of flute players in all.<br \/>\nWrite 6 in each box to show 6 flute players in each of the 2 rows.<br \/>\nSince, there are equal groups, we can multiply to find the number of flute players in all.<br \/>\n2 x 6 = 12 flute players<br \/>\nGiven, there are 8 trombone players.<br \/>\nNow, add flute and trombone players<br \/>\n12 + 8 = 20<br \/>\nSo, there are 20 flute or trombone players.<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nWhat is the sum of 438 and 382?<br \/>\nOptions:<br \/>\na. 720<br \/>\nb. 810<br \/>\nc. 820<br \/>\nd. 910<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nStep 1:<br \/>\nAdd ones. Regroup ones as tens and ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-1078\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-164-Answer-13-i.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 164 Answer 13 - i\" width=\"155\" height=\"162\" \/><br \/>\nStep 2:<br \/>\nAdd tens. Regroup tens as hundreds and tens.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-1079\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-164-Answer-13-ii.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 164 Answer 13 - ii\" width=\"160\" height=\"165\" \/><br \/>\nStep 3:<br \/>\nAdd the hundreds.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-1080\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-164-Answer-13-iii.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 164 Answer 13 - iii\" width=\"157\" height=\"163\" \/><\/p>\n<p>Question 4.<br \/>\nEstimate the sum.<br \/>\n6 2 2<br \/>\n+ 8 4<br \/>\n&#8212;&#8212;&#8212;<br \/>\nOptions:<br \/>\na. 500<br \/>\nb. 600<br \/>\nc. 700<br \/>\nd. 800<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nUse compatible numbers.<br \/>\n622 &#8212;-&gt; 600<br \/>\n84\u00a0 &#8212;&#8211;&gt; 100<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-1081\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-164-Answer-14-i.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 164 Answer 14 - i\" width=\"163\" height=\"167\" \/><\/p>\n<p>Question 5.<br \/>\nFrancine uses 167 silver balloons and 182 gold balloons for her store party. How many silver and gold balloons in all does Francine use?<br \/>\nOptions:<br \/>\na. 15<br \/>\nb. 345<br \/>\nc. 349<br \/>\nd. 359<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nGiven, Silver balloons = 167<br \/>\nGold balloons = 182<br \/>\nAdd Silver and gold balloons to find total in all.<br \/>\nStep 1: Add ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-1082\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-164-Answer-15-i.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 164 Answer 15 - i\" width=\"158\" height=\"162\" \/><br \/>\nStep 2: Add tens. Regroup tens as hundreds and tens.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-1083\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-164-Answer-15-ii.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 164 Answer 15 - ii\" width=\"157\" height=\"167\" \/><br \/>\nStep 3: Add hundreds.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-1084\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-164-Answer-15-iii.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 164 Answer 15 - iii\" width=\"155\" height=\"167\" \/><br \/>\nSo, total no. of silver and gold balloons in all does Francine use = 349<\/p>\n<p>Question 6.<br \/>\nYoshi is making a picture graph. Each picture of a soccer ball stands for two goals he scored for his team. The row for January has 9 soccer balls. How many goals did Yoshi score during January?<br \/>\nOptions:<br \/>\na. 18<br \/>\nb. 16<br \/>\nc. 11<br \/>\nd. 9<\/p>\n<p>Answer: a<\/p>\n<p>Explanation:<br \/>\nGiven, each picture = 2 goals<br \/>\nRow for January = 9 soccer balls<br \/>\nConsider each picture as 9 soccer balls.<br \/>\nNow, find the goals did Yoshi score during January.<br \/>\n9 x 2 = 18<br \/>\nSo, 18 goals did Yoshi score during January.<\/p>\n<h3><a id=\"Model_with_Arrays_Page_No_169\"><\/a>Model with Arrays Page No 169<\/h3>\n<p>Write a multiplication sentence for the array.<\/p>\n<p>Question 1.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-19.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Model with Arrays img 19\" width=\"285\" height=\"129\" \/><br \/>\n3 \u00d7 7 = 21<\/p>\n<p>Answer: 3 x 7 = 21<\/p>\n<p>Explanation:<br \/>\nIn the above figure, we can see there are same no. of tiles in each row.<br \/>\nThere are 3 rows with 7 tiles in each row.<br \/>\nNow, multiplication sentence for array can be written as number of rows x no. of tiles in each row.<br \/>\nMultiply. 3 x 7 = 21<\/p>\n<p>Question 2.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-20.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Model with Arrays img 20\" width=\"209\" height=\"90\" \/><br \/>\n2 \u00d7 5 = _______<\/p>\n<p>Answer: 10<\/p>\n<p>Explanation:<br \/>\nIn the above figure, we can see there are same no. of tiles in each row.<br \/>\nThere are 2 rows with 5 tiles in each row.<br \/>\nNow, multiplication sentence for array can be written as number of rows x no. of tiles in each row.<br \/>\nMultiply. 2 x 5 = 10<\/p>\n<p>Draw an array to find the product.<\/p>\n<p>Question 3.<br \/>\n4 \u00d7 2 = _______<\/p>\n<p>Answer: 8<\/p>\n<p>Explanation:<br \/>\nMake an array by placing the same no. of tiles in each row.<br \/>\nFrom the given data, make an array with 4 rows of 2 tiles.<br \/>\nNow, draw an array.<br \/>\nIn the above figure, we can see there are same no. of tiles in each row.<br \/>\nThere are 4 rows with 2 tiles in each row.<br \/>\nNow, multiplication sentence for array can be written as number of rows x no. of tiles in each row.<br \/>\nMultiply. 4 x 2 = 8<\/p>\n<p>Question 4.<br \/>\n4 \u00d7 4 = _______<\/p>\n<p>Answer: 16<\/p>\n<p>Explanation:<br \/>\nMake an array by placing the same no. of tiles in each row.<br \/>\nFrom the given data, make an array with 4 rows of 4 tiles.<br \/>\nNow, draw an array.<br \/>\nIn the above figure, we can see there are same no. of tiles in each row.<br \/>\nThere are 4 rows with 4 tiles in each row.<br \/>\nNow, multiplication sentence for array can be written as number of rows x no. of tiles in each row.<br \/>\nMultiply. 4 x 4 = 16<\/p>\n<p>Question 5.<br \/>\n3 \u00d7 2 = _________<\/p>\n<p>Answer: 6<\/p>\n<p>Explanation:<br \/>\nMake an array by placing the same no. of tiles in each row.<br \/>\nFrom the given data, make an array with 3 rows of 2 tiles.<br \/>\nNow, draw an array.<br \/>\nIn the above figure, we can see there are same no. of tiles in each row.<br \/>\nThere are 3 rows with 2 tiles in each row.<br \/>\nNow, multiplication sentence for array can be written as number of rows x no. of tiles in each row.<br \/>\nMultiply. 3 x 2 = 6<\/p>\n<p>Question 6.<br \/>\n2 \u00d7 8 = _______<\/p>\n<p>Answer: 16<\/p>\n<p>Explanation:<br \/>\nMake an array by placing the same no. of tiles in each row.<br \/>\nFrom the given data, make an array with 2 rows of 8 tiles.<br \/>\nNow, draw an array.<br \/>\nIn the above figure, we can see there are same no. of tiles in each row.<br \/>\nThere are 2 rows with 8 tiles in each row.<br \/>\nNow, multiplication sentence for array can be written as number of rows x no. of tiles in each row.<br \/>\nMultiply. 2 x 8 = 16<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 7.<br \/>\nLenny is moving tables in the school cafeteria. He places all the tables in a 7 \u00d7 4 array. How many tables are in the cafeteria?<br \/>\n_________ tables<\/p>\n<p>Answer: 28 tables<\/p>\n<p>Explanation:<br \/>\nGiven array = 7 x 4<br \/>\nNow, make an array with 7 rows of 4 tiles.<br \/>\nDraw an array and find the no. of tables.<br \/>\nMultiply. 7 x 4 = 28<br \/>\nSo, there are 28 tables in the cafeteria.<\/p>\n<p>Question 8.<br \/>\nMs. DiMeo directs the school choir. She has the singers stand in 3 rows. There are 8 singers in each row. How many singers are there in all?<br \/>\n_________ singers<\/p>\n<p>Answer: 24 singers<\/p>\n<p>Explanation:<br \/>\nGiven, no. of singers in each row = 8<br \/>\nNo. of rows = 3<br \/>\nNow, make an array with 3 rows of 8 singers.<br \/>\nFind the no. of singers by multiplying no. of rows with singers.<br \/>\nMultiply. 3 x 8 = 24 singers.<br \/>\nSo, there are 24 singers in all.<\/p>\n<h3><a id=\"Model_with_Arrays_Lesson_Check_Page_No_170\"><\/a>Model with Arrays Lesson Check Page No 170<\/h3>\n<p>Question 1.<br \/>\nWhat multiplication sentence does this array show?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-21.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Model with Arrays img 21\" width=\"124\" height=\"79\" \/><br \/>\nOptions:<br \/>\na. 2 \u00d7 3 = 6<br \/>\nb. 6 \u00d7 3 = 18<br \/>\nc. 3 \u00d7 4 = 12<br \/>\nd. 3 \u00d7 5 = 15<\/p>\n<p>Answer: d<\/p>\n<p>Explanation:<br \/>\nFrom the above figure, we can see that the array consists of 3 rows and 5 tiles.<br \/>\nNow, the multiplications sentence is 3 x 5 = 15<\/p>\n<p>Question 2.<br \/>\nWhat multiplication sentence does this array show?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-22.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Model with Arrays img 22\" width=\"215\" height=\"75\" \/><br \/>\nOptions:<br \/>\na. 3 \u00d7 9 = 27<br \/>\nb. 3 \u00d7 8 = 24<br \/>\nc. 3 \u00d7 7 = 21<br \/>\nd. 4 \u00d7 5 = 20<\/p>\n<p>Answer: a<\/p>\n<p>Explanation:<br \/>\nFrom the above figure, we can see that the array consists of 3 rows and 9 tiles.<br \/>\nNow, the multiplications sentence is 3 x 9 = 27<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nUse the table to find who traveled 700 miles farther than Paul during summer vacation.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-23.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Model with Arrays img 23\" width=\"229\" height=\"187\" \/><br \/>\nOptions:<br \/>\na. Andrew<br \/>\nb. Bonnie<br \/>\nc. Susan<br \/>\nd. Tara<\/p>\n<p>Answer: d<\/p>\n<p>Explanation:<br \/>\nFrom the table, we can say that paul travelled 233 miles.<br \/>\nNow, use break apart strategy to find sums.<br \/>\nPaul &#8211;&gt;\u00a0 \u00a0 \u00a0 233 = 200 + 30 + 3<br \/>\nAndrew &#8211;&gt; 380 = 300 + 80+ 0<br \/>\nBonnie &#8211;&gt;\u00a0 790 = 700 + 90+ 0<br \/>\nTara &#8211;&gt;\u00a0 \u00a0 \u00a0 933 = 900 + 30+ 3<br \/>\nSusan &#8211;&gt;\u00a0 \u00a0853 = 800 + 50+ 3<br \/>\nFrom the above sums, we can say that Tara travelled farther miles than paul.<\/p>\n<p>Question 4.<br \/>\nUse the bar graph to find what hair color most students have.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-24.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Model with Arrays img 24\" width=\"284\" height=\"245\" \/><br \/>\nOptions:<br \/>\na. Brown<br \/>\nb. Black<br \/>\nc. Blond<br \/>\nd. Red<\/p>\n<p>Answer: a<\/p>\n<p>Explanation:<br \/>\nThe title shows hair color for students.<br \/>\nThe length of bar tells the no. of students had each color.<br \/>\nNow, Find out the which color maximum no. of students have.<br \/>\nWe can see that the brown color is the highest.<\/p>\n<p>Question 5.<br \/>\nSpencer ordered 235 cans of tomatoes to make salsa for the festival. What is 235 rounded to the nearest ten?<br \/>\nOptions:<br \/>\na. 200<br \/>\nb. 230<br \/>\nc. 240<br \/>\nd. 300<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nRound 235 to nearest ten.<br \/>\nThe digit to the right of rounding place is 5.<br \/>\nSo, the digit in the rounding place is increased by one.<br \/>\nWrite zero to the round of rounding digit.<br \/>\nNow, it becomes 240.<\/p>\n<p>Question 6.<br \/>\nWhich bar would be the longest on a bar graph of the data?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-25.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Model with Arrays img 25\" width=\"270\" height=\"160\" \/><br \/>\nOptions:<br \/>\na. Cheese<br \/>\nb. Pepperoni<br \/>\nc. Vegetable<br \/>\nd. Sausage<\/p>\n<p>Answer: a<\/p>\n<p>Explanation:<br \/>\nMake a bar graph.<br \/>\nStep 1:<br \/>\nWrite a title at the top to tell what the graph is about. Label the side of the graph to tell about the bars. Label the bottom of the graph to explain what the numbers tell.<br \/>\nStep 2:<br \/>\nChoose numbers for the bottom of the graph so that most of the bars will end on a line. Since the least number is 1 and the greatest number is 5, make the scale 0-5.<br \/>\nStep 3: Draw and shade a bar to show the number for each pizza topping.<br \/>\nFrom the bar graph, we can say that the cheese bar would be the longest on a bar graph of the data.<\/p>\n<h3><a id=\"Commutative_Property_of_Multiplication_Page_No_175\"><\/a>Commutative Property of Multiplication Page No 175<\/h3>\n<p>Write a multiplication sentence for the model. Then use the Commutative Property of Multiplication to write a related multiplication sentence.<\/p>\n<p>Question 1.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-26.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Commutative Property of Multiplication img 26\" width=\"56\" height=\"140\" \/><br \/>\n5 \u00d7 2 = 10<br \/>\n2 \u00d7 5 = 10<\/p>\n<p>Answer: 5 \u00d7 2 = 10<br \/>\n2 \u00d7 5 = 10<\/p>\n<p>Explanation:<br \/>\nFrom the figure, we can say that there are 5 rows.<br \/>\nThere are two tiles in each row.<br \/>\nFrom the given array, the multiplication sentence can be written as 5 x 2 = 10<br \/>\nThe Commutative property of multiplication have the same factors in different order.<br \/>\nSo, by using commutative property, Multiplication sentence is written as 2 x 5 = 10.<\/p>\n<p>Question 2.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-27.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Commutative Property of Multiplication img 27\" width=\"113\" height=\"166\" \/><br \/>\n______ \u00d7 _____ = _______<br \/>\n______ \u00d7 _____ = _______<\/p>\n<p>Answer:<br \/>\n6 x 4 = 24<br \/>\n4 x 6 = 24<\/p>\n<p>Explanation:<br \/>\nFrom the figure, we can say that there are 6 rows.<br \/>\nThere are 4 tiles in each row.<br \/>\nFrom the given array, the multiplication sentence can be written as 6 x 4 = 24<br \/>\nThe Commutative property of multiplication have the same factors in different order.<br \/>\nSo, by using commutative property, Multiplication sentence is written as 4 x 6 = 24.<\/p>\n<p>Question 3.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-28.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Commutative Property of Multiplication img 28\" width=\"207\" height=\"71\" \/><br \/>\n______ \u00d7 _____ = _______<br \/>\n______ \u00d7 _____ = _______<\/p>\n<p>Answer:<br \/>\n3 x 4 = 12<br \/>\n4 x 3 = 12<\/p>\n<p>Explanation:<br \/>\nFrom the figure, we can say that there are 3 equal groups.<br \/>\nThere are 4 counters in each group.<br \/>\nFrom the given array, the multiplication sentence can be written as 3 x 4 = 12<br \/>\nThe Commutative property of multiplication have the same factors in different order.<br \/>\nSo, by using commutative property, Multiplication sentence is written as 4 x 3 = 12.<\/p>\n<p>Question 4.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-29.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Commutative Property of Multiplication img 29\" width=\"173\" height=\"55\" \/><br \/>\n______ \u00d7 _____ = _______<br \/>\n______ \u00d7 _____ = _______<\/p>\n<p>Answer:<br \/>\n2 x 6 = 12<br \/>\n6 x 2 = 12<\/p>\n<p>Explanation:<br \/>\nFrom the figure, we can say that there are 2 equal groups.<br \/>\nThere are 6 counters in each group.<br \/>\nFrom the given array, the multiplication sentence can be written as 2 x 6 = 12<br \/>\nThe Commutative property of multiplication have the same factors in different order.<br \/>\nSo, by using commutative property, Multiplication sentence is written as 6 x 2 = 12.<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 5.<br \/>\nA garden store sells trays of plants. Each tray holds 2 rows of 8 plants. How many plants are in one tray?<br \/>\n___________ plants<\/p>\n<p>Answer:<br \/>\n16 plants<\/p>\n<p>Explanation:<br \/>\nGiven,there are 8 plants.<br \/>\nEach tray holds 2 rows of 8 plants.<br \/>\nNow, by using multiplicative sentence or commutative property, we can find the no. of plants in one tray.<br \/>\nMultiplicative Sentence : 2 x 8 = 16 plants<br \/>\nCommutative property of multiplication: 8 x 2 = 16<br \/>\nSo, there are 16 plants in one tray.<\/p>\n<p>Question 6.<br \/>\nJeff collects toy cars. They are displayed in a case that has 4 rows. There are 6 cars in each row. How many cars does Jeff have?<br \/>\n________ cars<\/p>\n<p>Answer:<br \/>\n24 cars<\/p>\n<p>Explanation:<br \/>\nGiven, toy cars are displayed in 4 rows.<br \/>\nThere are 6 cars in each row.<br \/>\nNow, by using multiplicative sentence or commutative property, we can find the no. of cars in each row.<br \/>\nMultiplicative Sentence : 6 x 4 = 24 cars.<br \/>\nCommutative property of multiplication: 4 x 6 = 24 cars.<\/p>\n<h3><a id=\"Commutative_Property_of_Multiplication_Lesson_Check_Page_No_176\"><\/a>Commutative Property of Multiplication Lesson Check Page No 176<\/h3>\n<p>Question 1.<br \/>\nWhich is an example of the Commutative Property of Multiplication?<br \/>\nOptions:<br \/>\na. 8 \u00d7 4 = 8 \u00d7 4<br \/>\nb. 4 \u00d7 2 = 2 \u00d7 4<br \/>\nc. 2 \u00d7 8 = 4 \u00d7 4<br \/>\nd. 2 + 4 = 2 \u00d7 4<\/p>\n<p>Answer: b<\/p>\n<p>Explanation:<br \/>\nThe Commutative Property of Multiplication states that when you change the order<br \/>\nof the factors, the product stays the same. From the given options, 4 x 2 = 2 x 4 is an example of commutative property of multiplication.<\/p>\n<p>Question 2.<br \/>\nWhat factor makes the number sentence true?<br \/>\n7 \u00d7 4 = \u25a0 \u00d7 7<br \/>\nOptions:<br \/>\na. 2<br \/>\nb. 4<br \/>\nc. 7<br \/>\nd. 28<\/p>\n<p>Answer: b<\/p>\n<p>Explanation:<br \/>\nThe Commutative Property of Multiplication states that when you change the order<br \/>\nof the factors, the product stays the same. From the question, we can see that 7 x 4 = 28;<br \/>\nThen 4 x 7 = 28<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nMs. Williams drove 149 miles on Thursday and 159 miles on Friday. About how many miles did she drive altogether the two days?<br \/>\nOptions:<br \/>\na. about 150 miles<br \/>\nb. about 200 miles<br \/>\nc. about 300 miles<br \/>\nd. about 400 miles<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<\/p>\n<p>Given, miles driven by Ms. Williams on Thursday = 149<br \/>\nMiles driven by Ms. Williams on Friday = 159<br \/>\nBy using compatible numbers, we can find the no. of miles did she drive altogether the two days.<br \/>\n149 &#8212;&gt; 150<br \/>\n159 &#8212;&gt; 150<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-1380\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-176-Answer-16-i.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 176 Answer 16 - i\" width=\"116\" height=\"133\" \/><br \/>\nSo, the no. of miles driven altogether is about 300 miles.<\/p>\n<p>Question 4.<br \/>\nInez has 699 pennies and 198 nickels. Estimate how many more pennies than nickels she has.<br \/>\nOptions:<br \/>\na. about 500<br \/>\nb. about 600<br \/>\nc. about 700<br \/>\nd. about 900<\/p>\n<p>Answer: a<\/p>\n<p>Explanation:<\/p>\n<p>Given, there are 699 pennies and 198 nickels.<br \/>\nNow, estimate to find how many more pennies than nickels she has.<br \/>\nUse compatible numbers to compute it.<br \/>\n699 &#8212;&gt; 700<br \/>\n198 &#8212;&gt; 200<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-1381\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-164-Answer-17-i.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 164 Answer 17 - i\" width=\"140\" height=\"142\" \/><br \/>\nSo, Inez has 500 more pennies than nickels.<\/p>\n<p>Question 5.<br \/>\nThis year, the parade had 127 floats. That is 34 fewer floats than last year. How many floats were in the parade last year?<br \/>\nOptions:<br \/>\na. 161<br \/>\nb. 151<br \/>\nc. 103<br \/>\nd. 93<\/p>\n<p>Answer: a<\/p>\n<p>Explanation:<br \/>\nGiven, no. of floats this year = 127<br \/>\nNo. of floats last year are 34 greater than this year.<br \/>\nNow, estimate the no. of floats in the parade last year<br \/>\nPerform Addition operation<br \/>\nStep 1: Add ones. Regroup the ones as tens and ones.<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-1382\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-176-Answer-18-i.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 176 Answer 18 - i\" width=\"157\" height=\"160\" \/><\/p>\n<p>Step 2: Add tens.<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-1383\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-176-Answer-18-ii.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 176 Answer 18 - ii\" width=\"170\" height=\"168\" \/><br \/>\nStep 3: Add hundreds.<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-1384\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/GO-Math-Grade-3-Understand-Multiplication-Spiral-Review-Page-No-176-Answer-18-iii.png\" alt=\"GO Math Grade 3 Understand Multiplication Spiral Review Page No 176 Answer 18 - iii\" width=\"161\" height=\"163\" \/><\/p>\n<p>The total no. of floats in the parade last year = 161<\/p>\n<p>Question 6.<br \/>\nJeremy made a tally table to record how his friends voted for their favorite pet. His table shows <img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-30.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Commutative Property of Multiplication img 30\" width=\"81\" height=\"25\" \/> next to Dog. How many friends voted for dog?<br \/>\nOptions:<br \/>\na. 6<br \/>\nb. 8<br \/>\nc. 10<br \/>\nd. 12<\/p>\n<p>Answer: d<\/p>\n<p>Explanation:<br \/>\nCount the tally marks. It shows 12. So, the no. of friends voted for dog = 12<\/p>\n<h3><a id=\"Multiply_with_1_and_0_Page_No_181\"><\/a>Multiply with 1 and 0 Page No 181<\/h3>\n<p>Find the product.<\/p>\n<p>Question 1.<br \/>\n1 \u00d7 4 = 4<\/p>\n<p>Answer: 4<\/p>\n<p>Explanation:<br \/>\nThe Identity Property of Multiplication states that the product of any numberand 1 is that number.<br \/>\nSo, 1 x 4 = 4<\/p>\n<p>Question 2.<br \/>\n0 \u00d7 8 = _______<\/p>\n<p>Answer: 0<\/p>\n<p>Explanation:<br \/>\nThe Zero Property of Multiplication states that the product of zero and any number is zero<br \/>\nSo, 0 x 8 = 0<\/p>\n<p>Question 3.<br \/>\n0 \u00d7 4 = _______<\/p>\n<p>Answer: 0<\/p>\n<p>Explanation:<br \/>\nThe Zero Property of Multiplication states that the product of zero and any number is zero.<br \/>\nSo, 0 x 4 = 0<\/p>\n<p>Question 4.<br \/>\n1 \u00d7 6 = _______<\/p>\n<p>Answer: 6<\/p>\n<p>Explanation:<br \/>\nThe Identity Property of Multiplication states that the product of any number and 1 is that number.<br \/>\nSo, 1 x 6 = 6<\/p>\n<p>Question 5.<br \/>\n3 \u00d7 0 = _______<\/p>\n<p>Answer: 0<\/p>\n<p>The Zero Property of Multiplication states that the product of zero and any number is zero.<br \/>\nSo, 3 x 0 = 0<\/p>\n<p>Question 6.<br \/>\n0 \u00d7 9 = _______<\/p>\n<p>Answer: 0<\/p>\n<p>The Zero Property of Multiplication states that the product of zero and any number is zero.<br \/>\nSo, 0 x 9 = 0<\/p>\n<p>Question 7.<br \/>\n8 \u00d7 1 = _______<\/p>\n<p>Answer: 8<\/p>\n<p>Explanation:<br \/>\nThe Identity Property of Multiplication states that the product of any number and 1 is that number.<br \/>\nSo, 8 x 1 = 6<\/p>\n<p>Question 8.<br \/>\n1 \u00d7 2 = _______<\/p>\n<p>Answer: 2<\/p>\n<p>Explanation:<br \/>\nThe Identity Property of Multiplication states that the product of any number and 1 is that number.<br \/>\nSo, 1 x 2 = 2<\/p>\n<p>Question 9.<br \/>\n0 \u00d7 6 = _______<\/p>\n<p>Answer: 0<\/p>\n<p>The Zero Property of Multiplication states that the product of zero and any number is zero.<br \/>\nSo, 0 x 6 = 0<\/p>\n<p>Question 10.<br \/>\n4 \u00d7 0 = _______<\/p>\n<p>Answer: 0<\/p>\n<p>The Zero Property of Multiplication states that the product of zero and any number is zero.<br \/>\nSo, 4 x 0 = 0<\/p>\n<p>Question 11.<br \/>\n7 \u00d7 1 = _______<\/p>\n<p>Answer: 7<\/p>\n<p>Explanation:<br \/>\nThe Identity Property of Multiplication states that the product of any number and 1 is that number.<br \/>\nSo, 7 x 1 = 7<\/p>\n<p>Question 12.<br \/>\n1 \u00d7 5 = _______<\/p>\n<p>Answer: 5<\/p>\n<p>Explanation:<br \/>\nThe Identity Property of Multiplication states that the product of any number and 1 is that number.<br \/>\nSo, 1 x 5 = 5<\/p>\n<p>Question 13.<br \/>\n3 \u00d7 1 = _______<\/p>\n<p>Answer: 3<\/p>\n<p>Explanation:<br \/>\nThe Identity Property of Multiplication states that the product of any number and 1 is that number.<br \/>\nSo, 3 x 1 = 3<\/p>\n<p>Question 14.<br \/>\n0 \u00d7 7 = _______<\/p>\n<p>Answer: 0<\/p>\n<p>The Zero Property of Multiplication states that the product of zero and any number is zero.<br \/>\nSo, 0 x 7 = 0<\/p>\n<p>Question 15.<br \/>\n1 \u00d7 9 = _______<\/p>\n<p>Answer: 9<\/p>\n<p>Explanation:<br \/>\nThe Identity Property of Multiplication states that the product of any number and 1 is that number.<br \/>\nSo, 1 x 9 = 9<\/p>\n<p>Question 16.<br \/>\n5 \u00d7 0 = _______<\/p>\n<p>Answer: 0<\/p>\n<p>The Zero Property of Multiplication states that the product of zero and any number is zero.<br \/>\nSo, 5 x 0 = 0<\/p>\n<p>Question 17.<br \/>\n10 \u00d7 1 = _______<\/p>\n<p>Answer: 10<\/p>\n<p>Explanation:<br \/>\nThe Identity Property of Multiplication states that the product of any number and 1 is that number.<br \/>\nSo, 10 x 1 = 10<\/p>\n<p>Question 18.<br \/>\n2 \u00d7 0 = _______<\/p>\n<p>Answer: 0<\/p>\n<p>The Zero Property of Multiplication states that the product of zero and any number is zero.<br \/>\nSo, 2 x 0 = 0<\/p>\n<p>Question 19.<br \/>\n5 \u00d7 1 = _______<\/p>\n<p>Answer: 5<\/p>\n<p>Explanation:<br \/>\nThe Identity Property of Multiplication states that the product of any number and 1 is that number.<br \/>\nSo, 5 x 1 = 5<\/p>\n<p>Question 20.<br \/>\n1 \u00d7 0 = _______<\/p>\n<p>Answer: 0<\/p>\n<p>Explanation:<br \/>\nThe Zero Property of Multiplication states that the product of zero and any number is zero.<br \/>\nSo, 1 x 0 = 0<\/p>\n<p>Question 21.<br \/>\n0 \u00d7 0 = _______<\/p>\n<p>Answer: 0<\/p>\n<p>Explanation:<br \/>\nThe Zero Property of Multiplication states that the product of zero and any number is zero.<br \/>\nSo, 1 x 0 = 0<\/p>\n<p>Question 22.<br \/>\n1 \u00d7 3 = _______<\/p>\n<p>Answer: 3<\/p>\n<p>Explanation:<br \/>\nThe Identity Property of Multiplication states that the product of any number and 1 is that number.<br \/>\nSo, 1 x 3 = 3<\/p>\n<p>Question 23.<br \/>\n9 \u00d7 0 = _______<\/p>\n<p>Answer: 0<\/p>\n<p>Explanation:<br \/>\nThe Zero Property of Multiplication states that the product of zero and any number is zero.<br \/>\nSo, 9 x 0 = 0<\/p>\n<p>Question 24.<br \/>\n1 \u00d7 1 = _______<\/p>\n<p>Answer: 1<\/p>\n<p>Explanation:<br \/>\nThe Identity Property of Multiplication states that the product of any number and 1 is that number.<br \/>\nSo, 1 x 1 = 1<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 25.<br \/>\nPeter is in the school play. His teacher gave 1 copy of the play to each of 6 students. How many copies of the play did the teacher hand out?<br \/>\n_________ copy<\/p>\n<p>Answer: 6 copies<\/p>\n<p>Explanation:<br \/>\nGiven, No. of students = 6<br \/>\nCopies given to each student = 1<br \/>\nNo. of copies of the play did teacher hand out = 1 x 6 = 6<\/p>\n<p>Question 26.<br \/>\nThere are 4 egg cartons on the table. There are 0 eggs in each carton. How many eggs are there in all?<br \/>\n_________ eggs<\/p>\n<p>Answer: 0 eggs<\/p>\n<p>Explanation:<br \/>\nGiven, there are 4 egg cartons<br \/>\nThere are 0 eggs in each carton<br \/>\nNo. of eggs in all = ?<br \/>\n0 x 4 = 0 eggs.<br \/>\nNo. of eggs in all = 0<\/p>\n<h3><a id=\"Multiply_with_1_and_0_Lesson_Check_Page_No_182\"><\/a>Multiply with 1 and 0 Lesson Check Page No 182<\/h3>\n<p>Question 1.<br \/>\nThere are 0 bicycles in each bicycle rack. If there are 8 bicycle racks, how many bicycles are there in all?<br \/>\nOptions:<br \/>\na. 80<br \/>\nb. 8<br \/>\nc. 1<br \/>\nd. 0<\/p>\n<p>Answer: d<\/p>\n<p>Explanation:<br \/>\nThere are 0 bicycles in each bicycle rack.<br \/>\nThere are 8 bicycle racks.<br \/>\nNo. of bicycles in all = 8 x 0 = 0<\/p>\n<p>Question 2.<br \/>\nWhat is the product?<br \/>\n1 \u00d7 0 = _______<br \/>\nOptions:<br \/>\na. 0<br \/>\nb. 1<br \/>\nc. 10<br \/>\nd. 11<\/p>\n<p>Answer: a<\/p>\n<p>Explanation:<br \/>\nThe Zero Property of Multiplication states that the product of zero and any number is zero.<br \/>\nSo, 1 x 0 = 0<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nMr. Ellis drove 197 miles on Monday and 168 miles on Tuesday. How many miles did he drive in all?<br \/>\nOptions:<br \/>\na. 29 miles<br \/>\nb. 255 miles<br \/>\nc. 365 miles<br \/>\nd. 400 miles<\/p>\n<p>Answer: c<\/p>\n<p>Explanation:<br \/>\nGiven, no. of miles driven on Monday = 197<br \/>\nno. of miles driven on Tuesday = 168<br \/>\nPerform addition to find the no. of miles driven in all<\/p>\n<p>Question 4.<br \/>\nWhat multiplication sentence does the array show?<br \/>\n\u25a0 \u25a0 \u25a0 \u25a0 \u25a0 \u25a0<br \/>\nOptions:<br \/>\na. 1 \u00d7 6 = 6<br \/>\nb. 3 \u00d7 2 = 6<br \/>\nc. 2 \u00d7 6 = 12<br \/>\nd. 5 + 1 = 6<\/p>\n<p>Answer: a<\/p>\n<p>Explanation:<br \/>\nGiven array shows 1 row with 6 tiles.<br \/>\nSo, multiplication sentence can be written as 1 x 6 = 6<\/p>\n<p>Use the bar graph for 5\u20136.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-31-1.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Multiply with 1 and 0 img 31\" width=\"213\" height=\"276\" \/><\/p>\n<p>Question 5.<br \/>\nHow many cars were washed on Friday and Saturday combined?<br \/>\nOptions:<br \/>\na. 55<br \/>\nb. 80<br \/>\nc. 90<br \/>\nd. 120<\/p>\n<p>Answer: b<br \/>\nExplanation:<br \/>\nFrom the bar graph, we can see that no. of cars washed on Friday = 25<br \/>\nNo. of cars washed on Saturday = 55<br \/>\nTotal no. of cars washed on Friday and Saturday = 80<\/p>\n<p>Question 6.<br \/>\nHow many more cars were washed on Saturday than on Sunday?<br \/>\nOptions:<br \/>\na. 95<br \/>\nb. 30<br \/>\nc. 25<br \/>\nd. 15<\/p>\n<p>Answer: d<\/p>\n<p>Explanation:<br \/>\nFrom the bar graph, we can see that cars washed on Saturday = 55<br \/>\nCars washed on Sunday = 40<br \/>\n55-40 = 15<br \/>\n15 more cars washed on Saturday than on Sunday.<\/p>\n<h3><a id=\"Chapter_3_Review_Test_Page_No_183\"><\/a>Chapter 3 Review Test Page No 183<\/h3>\n<p>Question 1.<br \/>\nThere are 3 boats on the lake. Six people ride in each boat. How many people ride in the boats? Draw circles to model the problem and explain how to solve it.<br \/>\n_________ people<\/p>\n<p>Answer: 18 boats<\/p>\n<p>Explanation:<br \/>\nGiven, no. of boats on the lake = 3<br \/>\nNo. of people ride in each boat = 6<br \/>\nTotal no. of people ride in the boats = 3 groups of 6<br \/>\n3 x 6 = 18<br \/>\nSo, 18 people ride in the boats.<\/p>\n<p style=\"text-align: left;\">Question 2.<br \/>\nNadia has 4 sheets of stickers. There are 8 stickers on each sheet. She wrote this number sentence to represent the total number of stickers.<\/p>\n<p style=\"text-align: center;\">4 \u00d7 8 = 32<\/p>\n<p style=\"text-align: left;\">What is a related number sentence that also represents the total number of stickers she has?<br \/>\nOptions:<br \/>\na. 8 + 4 =\u25a0<br \/>\nb. 4 + 4 + 4 + 4 = \u25a0<br \/>\nc. 8 \u00d7 8 = \u25a0<br \/>\nd. 8 \u00d7 4 = \u25a0<\/p>\n<p>Answer: d<\/p>\n<p>Explanation:<br \/>\nGiven, there are are 4 sheets of stickers.<br \/>\nEach sheet has 8 stickers.<br \/>\nGiven total no. of stickers represented as = 4 x 8 = 32<br \/>\nBy using commutative property of multiplication, related number sentence can be represented as 8 x 4 =32<\/p>\n<p>Question 3.<br \/>\nLindsay went hiking for two days in Yellowstone National Park. The first jump on the number line shows how many birds she saw the first day. She saw the same number of birds the next day.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-32-300x59.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Review\/Test img 32\" width=\"300\" height=\"59\" \/><br \/>\nWrite the multiplication sentence that is shown on the number line.<br \/>\n______ \u00d7 _______ = _______<\/p>\n<p>Answer: 2 x 8 = 16<\/p>\n<p>Explanation:<br \/>\nGiven, the total no. of jumps = 2<br \/>\nFrom the figure, we can see that there are two jumps which begins at 0 and skip count by 8&#8217;s.<br \/>\nProduct = No. of jumps x Length of each jump.<br \/>\nNow, multiplication sentence can be written as 2 x 8 = 16<\/p>\n<h3><a id=\"Chapter_3_Review_Test_Page_No_184\"><\/a>Chapter 3 Review Test Page No 184<\/h3>\n<p>Question 4.<br \/>\nPaco drew an array to show the number of desks in his classroom. Write a multiplication sentence for the array.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-33-300x129.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Review\/Test img 33\" width=\"300\" height=\"129\" \/><br \/>\n________ desks<\/p>\n<p>Answer: 21 desks<\/p>\n<p>Explanation:<br \/>\nIn the given array, there are three rows.<br \/>\nEach row has 7 desks.<br \/>\nNow, multiplication sentence can be written as no. of rows x no. of desks in each row.<br \/>\nMultiply. 3 x 7 = 21 desks<\/p>\n<p>Question 5.<br \/>\nAlondra makes 4 necklaces. She uses 5 beads on each necklace. For numbers 5a\u20135d, choose Yes or No to tell if the number sentence could be used to find the number of beads Alondra uses.<br \/>\na. 4 \u00d7 5 = \u25a0<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: i<\/p>\n<p>Explanation: Given, there are 4 necklaces.<br \/>\nEach necklace uses 5 beads.<br \/>\nNow, number sentence (multiplication) can be written as 4 groups of 5 = 4 x 5<br \/>\nSo, the answer is yes<\/p>\n<p>Question 5.<br \/>\nb. 4 + 4 + 4 + 4 = \u25a0<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: ii<\/p>\n<p>Given, there are 4 necklaces.<br \/>\nEach necklace uses 5 beads.<br \/>\nNow, number sentence (addition) can be written as 4 groups of 5 = 5 + 5 + 5 + 5<br \/>\nSo, the answer is no.<\/p>\n<p>Question 5.<br \/>\nc. 5 + 5 + 5 + 5 = \u25a0<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: i<\/p>\n<p>Given, Given, there are 4 necklaces.<br \/>\nEach necklace uses 5 beads.<br \/>\nNow, number sentence (addition) can be written as 4 groups of 5 = 5 + 5 + 5 + 5<br \/>\nSo, the answer is yes.<\/p>\n<p>Question 5.<br \/>\nd. 5 + 4 = \u25a0<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: ii<\/p>\n<p>Given, there are 4 necklaces.<br \/>\nEach necklace uses 5 beads.<br \/>\nNow, number sentence (addition) can be written as 4 groups of 5 = 4 x 5<br \/>\nUsing commutative property of multiplication, it can be written as 5 x 4, but given question is 5 + 4.<br \/>\nSo, the answer is no.<\/p>\n<p>Question 6.<br \/>\nJohn sold 3 baskets of apples at the market. Each basket contained 9 apples. How many apples did John sell? Make a bar model to solve the problem.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-34.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Review\/Test img 34\" width=\"196\" height=\"72\" \/><br \/>\n_______ apples<\/p>\n<p>Answer:27 apples<\/p>\n<p>Explanation:<br \/>\nGiven, there are 3 baskets of apples.<br \/>\nEach basket contains 9 apples.<br \/>\nDraw a bar model with 3 boxes to show 3 baskets.<br \/>\nWrite 9 in each box to show 9 apples.<br \/>\nSince, there are equal groups, we can multiply to find No. of apples john sold.<br \/>\n3 x 9 = 27 apples.<\/p>\n<h3><a id=\"Chapter_3_Review_Test_Page_No_185\"><\/a>Chapter 3 Review Test Page No 185<\/h3>\n<p>Question 7.<br \/>\nSelect the number sentences that show the Commutative Property of Multiplication. Mark all that apply.<br \/>\nOptions:<br \/>\na. 3 \u00d7 2 = 2 \u00d7 3<br \/>\nb. 4 \u00d7 9 = 4 \u00d7 9<br \/>\nc. 5 \u00d7 0 = 0<br \/>\nd. 6 \u00d7 1 = 1 \u00d7 6<br \/>\ne. 7 \u00d7 2 = 14 \u00d7 1<\/p>\n<p>Answer: a<\/p>\n<p>Explanation:<br \/>\nCommutative Property of Multiplication states that when you change the order of the factors, the product stays the same.<br \/>\nSo, 3 x 2 = 2 x 3 is the answer.<\/p>\n<p>Question 8.<br \/>\nA waiter carried 6 baskets with 5 dinner rolls in each basket. How many dinner rolls did he carry? Show your work.<br \/>\n___________ dinner rolls<\/p>\n<p>Answer: 30 dinner rolls<\/p>\n<p>Explanation:<br \/>\nGiven, there are 6 baskets.<br \/>\nEach basket has 5 dinner rolls.<br \/>\nNo. of dinner rolls = 6 x 5 = 30 dinner rolls.<\/p>\n<p>Question 9.<br \/>\nSonya needs 3 equal lengths of wire to make 3 bracelets. The jump on the number line shows the length of one wire in inches. How many inches of wire will Sonya need to make the 3 bracelets?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-35-300x42.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Review\/Test img 35\" width=\"300\" height=\"42\" \/><br \/>\n_________ inches<\/p>\n<p>Answer: 18 inches<\/p>\n<p>Explanation:<br \/>\nGiven, Length of one wire = jump on the number line<br \/>\nFrom the figure, we can see that length of wire = 6 inches<br \/>\n3 equal lengths of wire is required for 3 bracelets.<br \/>\nSo, no. of jumps = 3<br \/>\nlength of each jump = 6 inches<br \/>\nMultiply. 3 x 6 = 18<br \/>\nSo, sonya need 18 inches of wire to make 3 bracelets.<\/p>\n<p>Question 10.<br \/>\nJosh has 4 dogs. Each dog gets 2 dog biscuits every day. How many biscuits will Josh need for all of his dogs for Saturday and Sunday?<br \/>\n__________ biscuits<\/p>\n<p>Answer: 16 biscuits<\/p>\n<p>Explanation:<br \/>\nGiven, there are 4 dogs.<br \/>\nEach dog gets 2 biscuits every day.<br \/>\nNo. of biscuits required for all dogs every day = 4 x 2 = 8<br \/>\nNo. of biscuits need for all dogs for Saturday and Sunday = 8 x 2 = 16 biscuits.<\/p>\n<h3><a id=\"Chapter_3_Review_Test_Page_No_186\"><\/a>Chapter 3 Review Test Page No 186<\/h3>\n<p>Question 11.<br \/>\nJorge displayed 28 cans of paint on a shelf in his store.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-36.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Review\/Test img 36\" width=\"274\" height=\"204\" \/><br \/>\nSelect other ways Jorge could arrange the same number of cans. Mark all that apply.<br \/>\nOptions:<br \/>\na. 2 rows of 14<br \/>\nb. 1 row of 28<br \/>\nc. 6 rows of 5<br \/>\nd. 8 rows of 3<br \/>\ne. 7 rows of 4<\/p>\n<p>Answer: e<\/p>\n<p>Explanation:<br \/>\nGiven, There are 28 cans of paint on a shelf in a store.<br \/>\nIn the given array, there are 4 rows with 7 cans in each row.<br \/>\nSo, there are 4 rows of 7.<br \/>\nBy using commutative property of multiplication, it can be arranged in 7 rows of 4.<\/p>\n<p>Question 12.Choose the number that makes the statement true. The product of any number and <img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-37.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Review\/Test img 37\" width=\"41\" height=\"86\" \/> is zero.<\/p>\n<p>Answer: 0<\/p>\n<p>Explanation:<br \/>\nThe Zero Property of Multiplication states that the product of any number and zero is zero.<br \/>\nSo, the answer is 0.<\/p>\n<p>Question 13.<br \/>\nJames made this array to show that 3 \u00d7 5 = 15.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-38.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Review\/Test img 38\" width=\"106\" height=\"64\" \/><br \/>\nPart A<br \/>\nJames says that 5 \u00d7 3 = 15. Is James correct? Draw an array to explain your answer.<br \/>\na. yes<br \/>\nb. no<\/p>\n<p>Answer: Yes.<\/p>\n<p>Explanation: Draw an array to show 5 rows with 3 tiles in each row.<br \/>\nThen, Multiplication sentence can be written as no. of rows x no. of tiles in each row<br \/>\n5 x 3 = 15<\/p>\n<p>Question 13.<br \/>\nPart B<br \/>\nWhich number property supports your answer?<br \/>\n________<\/p>\n<p>Answer: Commutative Property of Multiplication<\/p>\n<p>Explanation:<br \/>\nCommutative Property of Multiplication supports this answer. Because, it states that the product of any tow factors in reverse order remains the same.<\/p>\n<h3><a id=\"Chapter_3_Review_Test_Page_No_187\"><\/a>Chapter 3 Review Test Page No 187<\/h3>\n<p>Question 14.<br \/>\nJulio has a collection of coins. He puts the coins in 2 equal groups. There are 6 coins in each group. How many coins does Julio have? Use the number line to show your work.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-3-Answer-Key-Chapter-3-Understand-Multiplication-img-39-300x46.jpg\" alt=\"Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication Review\/Test img 39\" width=\"300\" height=\"46\" \/><br \/>\n________ coins<\/p>\n<p>Answer: 12 coins<\/p>\n<p>Explanation:<br \/>\nThere are 2 equal groups.<br \/>\nThere are 6 coins in each group.<br \/>\nFind total no. of coins by using number line.<br \/>\nBegin at 0. Skip count by 6s by drawing jumps on the number line.<br \/>\nSo, no. of jumps = 2<br \/>\nLength of each jump = 6<br \/>\nMultiply. 2 x 6 = 12<br \/>\nTotal no. of coins Julio have = 12<\/p>\n<p>Question 15.<br \/>\nLandon collects trading cards.<br \/>\nPart A<br \/>\nYesterday, Landon sorted his trading cards into 4 groups. Each group had 7 cards. Draw a bar model to show Landon\u2019s cards. How many cards does he have?<br \/>\n________ trading cards<\/p>\n<p>Answer: 28 trading cards<\/p>\n<p>Explanation:<br \/>\nNo. of groups = 4<br \/>\nEach group has 7 cards.<br \/>\nDraw a bar model to show the cards.<br \/>\nDraw 4 boxes in the bar model.<br \/>\nWrite 7 in each box to show 7 cards.<br \/>\nSince, there are equal groups, multiply to find the no. of cards.<br \/>\nMultiply. 4 x 7 = 28 cards.<\/p>\n<p>Question 15.<br \/>\nPart B<br \/>\nLandon buys 3 more packs of trading cards today. Each pack has 8 cards. Write a multiplication sentence to show how many cards Landon buys today. Then find how many cards Landon has now. Show your work.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:52 cards<\/p>\n<p>Explanation:<br \/>\nGiven, Landon buys 3 more packs of trading cards<br \/>\nEach pack has 8 cards.<br \/>\nMultiplication Sentence = 3 x 8 = 24.<br \/>\nTotal no. of cards = 28 + 24 = 52 cards.<\/p>\n<p>Question 16.<br \/>\nA unicycle has only 1 wheel. Write a multiplication sentence to show how many wheels there are on 9 unicycles.<br \/>\n_______ \u00d7 _______ = _______<\/p>\n<p>Answer: 9 x 1 = 9<\/p>\n<p>Explanation:<br \/>\nGiven, there are 9 unicycles.<br \/>\nEach unicycle has only one wheel.<br \/>\nSo, Multiplication Sentence can be written as 9 x 1 = 9.<\/p>\n<p>Question 17.<br \/>\nCarlos spent 5 minutes working on each of 8 math problems. He can use 8 \u00d7 5 to find the total amount of time he spent on the problems.<br \/>\nFor numbers 17a\u201317d, choose Yes or No to show which are equal to 8 \u00d7 5.<br \/>\na. 8 + 5<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: No<\/p>\n<p>Explanation:<br \/>\nGiven, Carlos spent 5 minutes working on each of 8 math problems.<br \/>\nGiven Sentence = 8 x 5<br \/>\nAs there are 8 problems with 5 minutes spent on each, the total time can be find out using multiplication sentence.<br \/>\nSo, the answer is no.<\/p>\n<p>Question 17.<br \/>\nb. 5 + 5 + 5 + 5 + 5<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: No<\/p>\n<p>Given, Carlos spent 5 minutes working on each of 8 math problems.<br \/>\nGiven Sentence = 8 x 5 = 40<br \/>\nBut given option 5 + 5 + 5 + 5 + 5 = 25.<br \/>\nSo, the answer is no<\/p>\n<p>Question 17.<br \/>\nc. 8 + 8 + 8 + 8 + 8<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: Yes<br \/>\nExplanation:<br \/>\nGiven, Carlos spent 5 minutes working on each of 8 math problems.<br \/>\nGiven Sentence = 8 x 5 = 40<br \/>\nGiven option = 8 + 8 + 8 + 8 + 8 = 40<br \/>\nSo, the answer is yes<\/p>\n<p>Question 17.<br \/>\nd. 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: Yes<br \/>\nExplanation:<br \/>\nGiven, Carlos spent 5 minutes working on each of 8 math problems.<br \/>\nGiven Sentence = 8 x 5 = 40<br \/>\nGiven option = 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 = 40<br \/>\nSo, the answer is yes.<\/p>\n<h3><a id=\"Chapter_3_Review_Test_Page_No_188\"><\/a>Chapter 3 Review Test Page No 188<\/h3>\n<p>Question 18.<br \/>\nLucy and her mother made tacos. They put 2 tacos on each of 7 plates.<br \/>\nSelect the number sentences that show all the tacos Lucy and her mother made. Mark all that apply.<br \/>\nOptions:<br \/>\nA. 2 + 2 + 2 + 2 + 2 + 2 + 2 = 14<br \/>\nB. 2 + 7 = 9<br \/>\nC. 7 + 7 = 14<br \/>\nD. 8 + 6 = 14<br \/>\nE. 2 \u00d7 7 = 14<\/p>\n<p>Answer: a,e<\/p>\n<p>Explanation:<br \/>\nTotal no. of tacos = 2<br \/>\nEach taco has 7 plates.<br \/>\nAddition Sentence can be written as 2 + 2 + 2 + 2 + 2 + 2 + 2 = 14<br \/>\nMultiplication Sentence can be written as 2 x 7 = 14<\/p>\n<p>Question 19.<br \/>\nJayson is making 5 sock puppets. He glues 2 buttons on each puppet for its eyes. He glues 1 pompom on each puppet for its nose.<br \/>\nPart A<br \/>\nWrite the total number of buttons and pompoms he uses. Write a multiplication sentence for each.<br \/>\nEyes, Noses<br \/>\n_________ buttons _________ pompoms<\/p>\n<p>Answer: Eyes<br \/>\n10 buttons,<br \/>\n5 x 2 = 10<\/p>\n<p>Noses<br \/>\n5 pompoms<br \/>\n5 x 1 = 5<\/p>\n<p>Explanation:<br \/>\nGiven, there are 5 sock puppets<br \/>\nEach puppet has 2 buttons for its eyes<br \/>\nEach puppet has 1 pompom for its nose<br \/>\nTotal no. of buttons<br \/>\nMultiplication Sentence = 5 x 2 = 10<br \/>\nTotal no. of pompoms<br \/>\nMultiplication Sentence = 5 x 1 = 5<\/p>\n<p>Question 19.<br \/>\nPart B<br \/>\nAfter making 5 puppets, Jayson has 4 buttons and 3 pompoms left. What is the greatest number of puppets he can make with those items if he wants all his puppets to look the same? Draw models and use them to explain.<br \/>\n_________ puppets<\/p>\n<p>Answer: 2 puppets<\/p>\n<p>Explanation:<br \/>\nGiven, there are no. of puppets = 5<br \/>\nThere are 4 buttons and 3 pompoms.<br \/>\nEach puppet requires 2 buttons and 1 pompom.<br \/>\nSo, he can make 2 puppets with the left items.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Practice using Go Math Grade 3 Answer Key Chapter 3 Understand Multiplication and learn various question types on Multiplication. Solve as many questions as possible in the 3rd Grade HMH Go Math Ch 3 Understand Multiplication Answer Key and become pro in the chapter. 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