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Math MISSION ASSESSMENTS ANSWER KEY GRADE 3
2023 Zearn Portions of this work Zearn Math are derivative of Eureka Math and licensed by Great Minds 2019 Great Minds All rights reserved Zearn is a registered trademark Printed in the U S A ISBN 979 8 88868 064 3
Table of Contents MISSION 1 Mid Mission Assessment End of Mission Assessment 3 13 MISSION 2 Mid Mission Assessment 31 End of Mission Assessment 43 MISSION 3 Mid Mission Assessment 61 End of Mission Assessment 73 MISSION 4 Mid Mission Assessment End of Mission Assessment 89 101 MISSION 5 Mid Mission Assessment 111 End of Mission Assessment 121 MISSION 6 End of Mission Assessment 131 MISSION 7 Mid Mission Assessment 147 End of Mission Assessment 161 ZEARN MATH Teacher Edition iii
Math ASSESSMENT ANSWER KEY GRADE 3 Mission 1 Multiply and Divide Friendly Numbers 2023 Zearn Licensed to you pursuant to Zearn s Terms of Use Portions of this work Zearn Math are derivative of Eureka Math and licensed by Great Minds 2019 Great Minds All rights reserved
PAGE 1 ZEARN MID MISSION ASSESSMENT Name G3 M1 Date 1 Mrs Tran picks 15 tomatoes from her garden She divides them into 5 equal groups a Draw the number of tomatoes in each bag b Fill in the blanks to make a true multiplication sentence that describes your drawing in part a c Explain the meaning of each factor in the equation in part b 2023 Zearn Licensed to you pursuant to Zearn s Terms of Use Portions of this work Zearn Math are derivative of Eureka Math and licensed by Great Minds 2019 Great Minds All rights reserved
PAGE 2 G3M1 Mid Mission Assessment 2 Mrs Tran plants 12 sunflowers in her garden She plants them in 3 rows a Draw an array to represent the problem b Fill in the blanks below to make a true division sentence that describes your drawing in part a c What does the quotient in part b represent d Mrs Tran adds 2 more identical rows of sunflowers to her 3 original rows She figured out how many total flowers she planted Her work is shown in the box below Would Mrs Tran get the same result if she multiplied 5 4 Explain why or why not 3 4 2 4 12 8 20
G3M1 Mid Mission Standards Mid Mission Assessment Standards Addressed in Topics A C Problem Number Standard Represent and solve problems involving multiplication and division 3 OA 1 Interpret products of whole numbers e g interpret 5 7 as the total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 7 1 3 OA 2 Interpret whole number quotients of whole numbers e g interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 8 1 2 3 OA 3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities e g by using drawings and equations with a symbol for the unknown number to represent the problem 1 Understand place value 3 OA 5 Apply properties of operations as strategies to multiply and divide Students need not use formal terms for these properties Examples If 6 4 24 is known then 4 6 24 is also known Commutative property of multiplication 3 5 2 can be found by 3 5 15 then 15 2 30 or by 5 2 10 then 3 10 30 Associative property of multiplication Knowing that 8 5 40 and 8 2 16 one can find 8 7 as 8 5 2 8 5 8 2 40 16 56 Distributive property ZEARN MATH Teacher Edition 2 5
Mid Mission Rubric G3M1 Mid Mission Assessment A Progression Towards Understanding A Progression Towards Understanding is provided to describe steps that illuminate the gradually increasing learnings that students develop on their way to full understanding In this chart this progress is presented from left to right The learning goal for students is to achieve full understanding as described on the right A student s score is the sum of points earned on all problems out of 100 possible points If a response doesn t fall on the rubric or there is a lack of response the score for that problem is zero points INITIATING UNDERSTANDING Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem PROBLEM 1a 3 OA 2 1b 3 OA 1 3 OA 3 6 DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem NEARING UNDERSTANDING A correct answer with some evidence of reasoning or application of mathematics to solve the problem OR an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to create a drawing that accurately models the problem but produces work that serves as evidence that she is initiating understanding of interpreting whole number quotients of whole numbers The student is unable to create a drawing that accurately models the problem but produces work that serves as evidence that she is developing understanding of interpreting whole number quotients of whole numbers For example the student draws 15 tomatoes in each bag For example the student draws 5 tomatoes in each bag 6 points 8 points 10 points 12 points The student is unable to correctly fill in the blanks to complete a multiplication sentence that describes her drawing in part a but produces work that serves as evidence that she is initiating understanding of interpreting products of whole numbers The student is unable to correctly fill in the blanks to complete a multiplication sentence that describes her drawing in part a but produces work that serves as evidence that she is developing understanding of interpreting products of whole numbers The student correctly fills in 2 of the 3 blanks to complete a multiplication sentence that describes her drawing in part a The student correctly fills in all 3 blanks to complete a multiplication sentence that describes her drawing in part a For example the student writes 15 in the final blank For example the student writes a correct multiplication sentence that is unrelated to her drawing in part a 8 points 10 points The student makes a simple error when creating a drawing to model the problem The student draws 3 tomatoes in each bag For example the student neglects to draw a total of 15 tomatoes leaving one bag with only 2 tomatoes instead of 3 For example the student fills in the blanks to create the expression 5 3 12 points 14 points ZEARN MATH Teacher Edition
G3M1 PROBLEM 1c 3 OA 1 3 OA 3 2a 3 OA 2 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING The student provides an accurate interpretation of both factors from her equation in part b but fails to connect it to the context of the problem FULL UNDERSTANDING The student is unable to accurately interpret the factors from her equation in part b but produces work that serves as evidence that she is initiating understanding of interpreting products of whole numbers The student is unable to accurately interpret the factors from her equation in part b but produces work that serves as evidence that she is developing understanding of interpreting products of whole numbers For example the student simply identifies the factors from her equation in part b For example the student provides a correct interpretation of the product not the factors 10 points 12 points 14 points 16 points The student is unable to draw an array that accurately models the problem but produces work that serves as evidence that she is initiating understanding of interpreting whole number quotients of whole numbers The student is unable to draw an array that accurately models the problem but produces work that serves as evidence that she is developing understanding of interpreting whole number quotients of whole numbers The student makes a simple error when drawing an array to model the problem The student draws an array that accurately models the problem For example the student says 5 is the number of groups and 3 is the size of each group The student provides an accurate interpretation of both factors from her equation in part b within the context of the problem For example the student says 5 is the number of bags and 3 is the number of tomatoes in each bag OR The student provides an accurate interpretation of 1 not both of the factors from her equation in part b within the context of the problem For example the student draws an array showing 3 rows of 12 2b 3 OA 2 6 points 8 points 10 points 12 points The student is unable to correctly fill in the blanks to complete a division sentence that describes her drawing in part a but produces work that serves as evidence that she is initiating understanding of interpreting whole number quotients of whole numbers The student is unable to correctly fill in the blanks to complete a division sentence that describes her drawing in part a but produces work that serves as evidence that she is developing understanding of interpreting whole number quotients of whole numbers The student correctly fills in 2 of the 3 blanks to complete a division sentence that describes her drawing in part a The student correctly fills in all 3 blanks to complete a division sentence that describes her drawing in part a For example the student writes 12 in the first blank For example the student writes a correct division sentence that is unrelated to her drawing in part a 8 points 10 points ZEARN MATH Teacher Edition For example the student fills in the blanks to create the expression 12 3 12 points 14 points 7
Mid Mission Rubric PROBLEM 2c 3 OA 2 2d 3 OA 5 G3M1 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to accurately interpret her quotient from part b but produces work that serves as evidence that she is initiating understanding of interpreting whole number quotients of whole numbers The student is unable to accurately interpret her quotient from part b but produces work that serves as evidence that she is developing understanding of interpreting whole number quotients of whole numbers For example the student simply identifies the quotient from part b For example the student says my quotient represents the number of equal groups 10 points 12 points 14 points 16 points The student is unable to correctly identify whether or not multiplying 5 times 4 would produce the same result but produces work that serves as evidence that she is initiating understanding of applying properties of operations as strategies to multiply and divide The student is unable to correctly identify whether or not multiplying 5 times 4 would produce the same result but produces work that serves as evidence that she is developing understanding of applying properties of operations as strategies to multiply and divide The student correctly identifies that multiplying 5 times 4 would produce the same result but provides insufficient and or incomplete reasoning to support her choice The student correctly identifies that multiplying 5 times 4 would produce the same result and provides sufficient reasoning to support her choice 15 points 16 points The student provides an accurate interpretation of her quotient from part b but fails to connect it to the context of the problem For example the student says my quotient represents the number in each group The student provides an accurate interpretation of her quotient from part b within the context of the problem For example the student says my quotient represents the number of flowers in each row For example the student makes an error when multiplying 5 times 4 leading her to think it does not produce the same result 13 points 14 points Total Score the sum of points earned out of 100 possible points 8 ZEARN MATH Teacher Edition
STUDENT 1a 1b 1c G3M1 Mid Mission Assessment Student Score Sheet 2a 2b 2c 2d TOTAL SCORE G3M1 Mid Mission Rubric ZEARN MATH Teacher Edition 9
Mid Mission Assessment Answer Key G3M1 ZEARN MID MISSION ANSWER KEY Tamra Name G3 M1 Date 1 Mrs Tran picks 15 tomatoes from her garden She divides them into 5 equal groups a Draw the number of tomatoes in each bag b Fill in the blanks to make a true multiplication sentence that describes your drawing in part a 5 3 15 c Explain the meaning of each factor in the equation in part b 5 is the number of bags and 3 is the number of tomatoes in each bag 10 ZEARN MATH Teacher Edition
G3M1 Mid Mission Assessment Answer Key 2 Mrs Tran plants 12 sunflowers in her garden She plants them in 3 rows a Draw an array to represent the problem b Fill in the blanks below to make a true division sentence that describes your drawing in part a 12 3 4 c What does the quotient in part b represent The answer 4 is how many flowers are in each row d Mrs Tran adds 2 more identical rows of sunflowers to her 3 original rows She figured out how many total flowers she planted Her work is shown in the box below Would Mrs Tran get the same result if she multiplied 5 4 Yes she would get the same answer 5 4 20 If you look at her work 3 4 2 4 is the same as 3 2 4 which is 5 4 Her work shows the new rows of flowers and the old rows of flowers added together ZEARN MATH Teacher Edition Explain why or why not 3 4 2 4 12 8 20 11
PAGE 1 ZEARN END OF MISSION ASSESSMENT Name G3 M1 Date 1 Ms Park buys a tray of apples for a class party There are 5 rows of 4 red apples There is 1 row of 4 green apples a The picture below shows Ms Park s apples Fill in the blanks to complete the expressions Red apples 4 Total apples 4 Green apples 4 b Fill in the unknowns in the equation below to match the picture of the apples in part a Use the break apart and distribute strategy to find the total number of apples Ms Park bought 4 4 4 Ms Park bought apples 2023 Zearn Licensed to you pursuant to Zearn s Terms of Use Portions of this work Zearn Math are derivative of Eureka Math and licensed by Great Minds 2019 Great Minds All rights reserved
PAGE 2 G3M1 End of Mission Assessment 2 Mr Lewis arranges all the desks in his classroom into 6 equal groups of 4 a How many desks are in his classroom Show a picture and multiplication sentence in your work b What does the product in your multiplication sentence represent c Fill in the blanks below to complete a related division sentence 4 d What does the quotient in part c represent
G3M1 End of Mission Assessment PAGE 3 3 Mr Myer s class plays a game The class earns 5 points each time they answer a question correctly The class earns 50 points playing the game on Monday a How many questions did the class answer correctly Show a picture and division sentence in your work b Mr Myer uses the equation 5 50 to find how many questions the class answered correctly Is his method correct Why or why not c The class answered 7 questions correctly on Tuesday What is the total number of points the class earned on Monday and Tuesday Show your work and or explain your reasoning
PAGE 4 G3M1 End of Mission Assessment 4 Solve mentally a 2 3 b 10 5 c 4 2 d 2 2 e 15 5 f 10 3 h 3 3 i 5 g 4 12 j 16 4 k 2 8 l 10 4 m 2 4 n 12 4 o 4 p 5 5 q 50 10 r 15 3 s 24 4 t 5 v 3 21 w 4 7 30 15 u 35 5 x 27 3 20
G3M1 End of Mission Standards End of Mission Assessment Standards Addressed in Topics D F Problem Number Standard Represent and solve problems involving multiplication and division 3 OA 1 Interpret products of whole numbers e g interpret 5 7 as the total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 7 1 2 3 OA 2 Interpret whole number quotients of whole numbers e g interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 8 2 3 OA 3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities e g by using drawings and equations with a symbol for the unknown number to represent the problem See Glossary Table 2 1 2 3 3 OA 4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 48 5 _ 3 6 6 2 Understand place value 3 OA 5 Apply properties of operations as strategies to multiply and divide Students need not use formal terms for these properties Examples If 6 4 24 is known then 4 6 24 is also known Commutative property of multiplication 3 5 2 can be found by 3 5 15 then 15 2 30 or by 5 2 10 then 3 10 30 Associative property of multiplication Knowing that 8 5 40 and 8 2 16 one can find 8 7 as 8 5 2 8 5 8 2 40 16 56 Distributive property 2 3 OA 6 Understand division as an unknown factor problem For example find 32 8 by finding the number that makes 32 when multiplied by 8 3 ZEARN MATH Teacher Edition 17
End of Mission Standards G3M1 Problem Number Standard Multiply and divide within 100 3 OA 7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division e g knowing that 8 5 40 one knows 40 5 8 or properties of operations By the end of Grade 3 know from memory all products of two one digit numbers 4 Solve problems involving the four operations and identify and explain patterns in arithmetic 3 OA 8 18 Solve two step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using the mental computation and estimation strategies including rounding This standard is limited to problems posed with whole numbers and having whole number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order i e Order of Operations 3 ZEARN MATH Teacher Edition
G3M1 End of Mission Rubric End of Mission Assessment A Progression Towards Understanding A Progression Towards Understanding is provided to describe steps that illuminate the gradually increasing learnings that students develop on their way to full understanding In this chart this progress is presented from left to right The learning goal for students is to achieve full understanding as described on the right A student s score is the sum of points earned on all problems out of 100 possible points If a response doesn t fall on the rubric or there is a lack of response the score for that problem is zero points INITIATING UNDERSTANDING Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem PROBLEM 1a 3 OA 1 1b 3 OA 3 3 OA 5 DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem INITIATING UNDERSTANDING NEARING UNDERSTANDING A correct answer with some evidence of reasoning or application of mathematics to solve the problem OR an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem FULL UNDERSTANDING The student is unable to correctly complete any of the multiplication expressions but produces work that serves as evidence that she is initiating understanding of interpreting products of whole numbers The student correctly completes 1 of the 3 multiplication expressions The student correctly completes 2 of the 3 multiplication expressions The student correctly completes all 3 multiplication expressions 1 points 2 points 3 points 4 points The student is unable to correctly determine the number of apples Ms Park bought but produces work that serves as evidence that she is initiating understanding of how to use multiplication and division within 100 to solve word problems The student is unable to correctly determine the number of apples Ms Park bought but produces work that serves as evidence that she is developing understanding of how to use multiplication and division within 100 to solve word problems The student provides the correct answer of 24 apples and provides sufficient work including correctly completing the equation to support her answer For example the student correctly fills in the blanks to create an equation that matches the picture For example the student makes multiple errors when trying to complete and evaluate the equation leading to an answer other than 24 apples The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to use multiplication and division within 100 to solve word problems but makes a simple calculation error leading to an answer other than 24 apples 7 points 8 points 9 points 10 points ZEARN MATH Teacher Edition 19
End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly determine the number of desks in the classroom but produces work that serves as evidence that she is initiating understanding of how to use multiplication and division within 100 to solve word problems The student is unable to correctly determine the number of desks in the classroom but produces work that serves as evidence that she is developing understanding of how to use multiplication and division within 100 to solve word problems The student provides the correct answer of 24 desks and provides sufficient work including a picture and a multiplication sentence to support her answer For example the student draws a picture showing 6 groups of 4 For example the student draws a picture showing 6 groups of 4 to model the problem and writes the multiplication expression 6 4 but does not use her expression to determine the total number of desks The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to use multiplication and division within 100 to solve word problems but makes a simple calculation error leading to an answer other than 24 desks 6 points 8 points 10 points 12 points The student is unable to accurately interpret her product from part a but produces work that serves as evidence that she is initiating understanding of interpreting products of whole numbers The student is unable to accurately interpret her product from part a but produces work that serves as evidence that she is developing understanding of interpreting products of whole numbers The student provides an accurate interpretation of her product from part a but fails to connect it to the context of the problem The student provides an accurate interpretation of her product from part a within the context of the problem For example the student simply identifies the product from part a For example the student provides a correct interpretation of a number that is not the product 5 points 6 points 7 points 8 points N A The student is unable to correctly fill in the blanks to complete a related division sentence but produces work that serves as evidence that she is developing understanding of how to determine the unknown whole number in a multiplication or division equation relating three whole numbers The student correctly fills in 1 of the 2 blanks to complete a division sentence related to her multiplication sentence in part a The student correctly fills in both blanks to complete a division sentence related to her multiplication sentence in part a 7 points 8 points PROBLEM 2a 3 OA 3 2b 3 OA 1 3 OA 3 2c 3 OA 4 G3M1 For example the student says my product represents the total For example the student says my product represents the total number of desks For example the student writes a correct division sentence that is unrelated to her multiplication sentence in part a 6 points 20 ZEARN MATH Teacher Edition
G3M1 PROBLEM 2d 3 OA 2 3 OA 3 3a 3 OA 3 3b 3 OA 6 End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to accurately interpret her quotient from part c but produces work that serves as evidence that she is initiating understanding of interpreting whole number quotients of whole numbers The student is unable to accurately interpret her quotient from part c but produces work that serves as evidence that she is developing understanding of interpreting whole number quotients of whole numbers For example the student simply identifies the quotient from part c For example the student provides a correct interpretation of a number that is not the quotient 5 points 6 points 7 points 8 points The student is unable to correctly determine the number of questions the class answered correctly but produces work that serves as evidence that she is initiating understanding of how to use multiplication and division within 100 to solve word problems The student is unable to correctly determine the number of questions the class answered correctly but produces work that serves as evidence that she is developing understanding of how to use multiplication and division within 100 to solve word problems The student provides the correct answer of 10 questions and provides sufficient work including a picture and a division sentence to support her answer For example the student draws a tape diagram and labels the whole as 50 For example the student draws a tape diagram to model the problem and writes the division expression 50 5 The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to use multiplication and division within 100 to solve word problems but makes a simple calculation error leading to an answer other than 10 questions 6 points 8 points 10 points 12 points The student is unable to correctly identify the method as being correct or incorrect but produces work that serves as evidence that she is initiating understanding of division as an unknownfactor problem The student is unable to correctly identify the method as being correct or incorrect but produces work that serves as evidence that she is developing understanding of division as an unknownfactor problem The student correctly identifies the method as correct but provides insufficient and or incomplete reasoning to support her choice The student correctly identifies the method as correct and provides sufficient reasoning to support her choice For example the student fills in the blank to show that 5 10 50 For example the student simply states The blank shows he is looking for a factor 7 points 8 points 9 points 10 points ZEARN MATH Teacher Edition NEARING UNDERSTANDING The student provides an accurate interpretation of her quotient from part c but fails to connect it to the context of the problem For example the student says my quotient represents the number of equal groups FULL UNDERSTANDING The student provides an accurate interpretation of her quotient from part c within the context of the problem For example the student says my quotient represents the number of equal groups of desks 21
End of Mission Rubric PROBLEM 3c 3 OA 8 4a 4x 3 OA 7 G3M1 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly determine the total number of points earned but produces work that serves as evidence that she is initiating understanding of how to solve two step word problems using the four operations The student is unable to correctly determine the total number of points earned but produces work that serves as evidence that she is developing understanding of how to solve two step word problems using the four operations The student provides the correct answer of 85 points and provides sufficient work to support her answer For example the student draws a tape diagram partitions it into two pieces and labels them Monday and Tuesday For example the student only determines the number of points earned on Tuesday not the total number of points earned across both days The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to solve two step word problems using the four operations but makes a simple calculation error leading to an answer other than 85 points 10 points 12 points 14 points 16 points The student provides the correct answer for 1 9 of the 24 problems The student provides the correct answer for 10 19 of the 24 problems The student provides the correct answer for 20 23 of the 24 problems The student provides the correct answer for all 24 problems 9 points 10 points 11 points 12 points Total Score the sum of points earned out of 100 possible points 22 ZEARN MATH Teacher Edition
STUDENT 1a 1b 1c 2a 2b 2c G3M1 End of Mission Assessment Student Score Sheet 2d 3a 3b 3c 4 TOTAL SCORE G3M1 End of Mission Rubric ZEARN MATH Teacher Edition 23
End of Mission Assessment Answer Key G3M1 ZEARN END OF MISSION ANSWER KEY Gina Name G3 M1 Date 1 Ms Park buys a tray of apples for a class party There are 5 rows of 4 red apples There is 1 row of 4 green apples a The picture below shows Ms Park s apples Fill in the blanks to complete the expressions Red apples 5 Total apples 6 4 4 Green apples 1 4 b Fill in the unknowns in the equation below to match the picture of the apples in part a Use the break apart and distribute strategy to find the total number of apples Ms Park bought 6 5 4 1 6 4 20 4 6 4 24 24 4 4 Ms Park bought 24 apples ZEARN MATH Teacher Edition
G3M1 End of Mission Assessment Answer Key 2 Mr Lewis arranges all the desks in his classroom into 6 equal groups of 4 a How many desks are in his classroom Show a picture and multiplication sentence in your work 6 4 24 There are 24 desks in his classroom b What does the product in your multiplication sentence represent The product is 24 and it represents the total number of desks c Fill in the blanks below to complete a related division sentence 24 4 6 d What does the quotient in part c represent The quotient is 6 and it represents the number of equal groups of desks ZEARN MATH Teacher Edition 25
End of Mission Assessment Answer Key G3M1 3 Mr Myer s class plays a game The class earns 5 points each time they answer a question correctly The class earns 50 points playing the game on Monday a How many questions did the class answer correctly Show a picture and division sentence in your work 50 5 10 5 50 points The class answered 10 questions correctly b Mr Myer uses the equation 5 50 to find how many questions the class answered correctly Is his method correct Why or why not Yes his method is correct I solved using division but he solved using multiplication The blank shows he is looking for a factor 5 10 50 so he gets the same answer as 50 5 10 Both show the class answered 10 questions correctly c The class answered 7 questions correctly on Tuesday What is the total number of points the class earned on Monday and Tuesday Show your work and or explain your reasoning 5 5 5 5 35 50 5 5 5 35 50 85 7 5 35 The class earned 85 points both days 26 ZEARN MATH Teacher Edition
G3M1 End of Mission Assessment Answer Key 4 Solve mentally a 2 3 6 b 10 5 2 c 4 2 2 d 2 2 4 e 15 5 3 f 10 3 30 g 4 3 j 16 4 12 4 9 h 3 3 k 2 4 m 2 4 8 n 12 4 p 5 5 25 q 50 10 s 24 4 v 3 7 6 21 ZEARN MATH Teacher Edition t 5 w 4 7 6 i 5 3 8 l 10 4 3 o 4 40 5 5 r 15 3 30 u 35 5 28 15 x 27 3 20 5 7 9 27
Math Math TEACHER EDITION GRADE 3 TEACHER EDITION Mission Assessments Answer Key TEACHER EDITION 3 GRADE Grade 3 Mission Assessments Answer Key Zearnmath_TE_MAAK_Grade3 indd 1 12 9 22 11 18 AM