3rd Grade Math Units 3 & 4 Review

This shows the paper chains Lisa made for a party. Each paper chain has 7 links in it.

How many links did Lisa have in all?

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

2) Which of the following is true?

F 6 × 4 means 24 times as much as 4.

G 24 ÷ 6 means 6 times as much as 24.

H 13 × 7 means 13 times as much as 7.

J 5 + 6 means 5 times as much as 6.

3) Ollie collects postcards. He placed all of his postcards on his desk.

Which number sentence shows how Ollie could find the number of postcards he has altogether?

A 8 × 4 = 32 C 7 × 5 = 35

B 7 × 6 = 42 D 8 × 5 = 40

4) Which of the following is NOT true?

A Eight times as much as eight means 8 × 8.

B Five times as much as four means 5 × 4.

C Seven times as much as two means 7 × 3.

D Nine times as much as three means 9 × 3.

5) Coach Dawson has 4 bags with 8 balls in each bag. Which of the following does NOT represent all the soccer balls in the bags?

6) Jason trained 8 times last month. Each time he trained, he ran 6 miles. What is the total number of miles that Jason ran last month?

F 14 miles G 56 miles H 48 miles J 42 miles

7) Ethel planted 7 tomato plants in her garden. Each plant produced 6 tomatoes. Which model and equation represents the total number of tomatoes Ethel’s tomato plants produced?

8) The following diagram represents groups of bottles.

Which number sentence can be used to find the total number of bottles?

F 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 18

G 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 16

H 8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 = 64

J 8 + 8 = 18

9) Harold was playing with the square color tiles during math class. He created a rectangular design with an area of 24. Shade the squares in the grid to model Harold’s possible design.

Write a multiplication equation represented by the shaded squares in the grid.

10) The garden club at a school wants to plant different sections of vegetables in a rectangular garden. The garden is 7 feet wide and 8 feet long. Each section has an area of one square foot.

Draw and label an area model to find the total number of sections in the garden.

How many sections will the garden have?

11) Part A: Draw and label an area model to represent 6 x 9.

Part B: Draw and label an array to represent 9 x 6.

Part C: Is the product of the area model the same as the product of the array? Why or why not?

12) A third-grade class was asked to bring cupcakes to sell at a school fair. Eight students each brought 7 cupcakes to sell.

Part A: Create an array to represent the total number of cupcakes the students brought to sell at the school fair and write an equation that represents your array.

Part B: How many cupcakes did the students bring to sell at the school fair?

13) Trevor decided to count all of the toys in his toy box. When he was finished, he had counted the following toys:

8 red blocks 4 sports cars 3 tennis balls 9 bouncy balls 9 blue blocks 7 tractors

7 yellow blocks 1 football 6 trucks

Part A: Complete the frequency table to represent the number of toys Trevor had in his toy box.

Part B: Explain the process used to complete the frequency table.

14) Jason went to Town East Mall and asked 100 people, “What kind of pet do you have?” His results are represented in the following frequency table and pictograph.

What is the value of the ?

A 35 pets B 2 pets C 5 pets D 20 pets

15) Patricia created the following graph to show how students voted for their favorite pets.

Which table best represents the information in the graph?

16) The third grade students were selling tickets to their talent show. They needed to raise enough money to pay for their field trip to the musical, “Willie Wonka and the Chocolate Factory.” The following table shows the number of tickets they sold Monday through Friday.

Which display best represents the number of tickets sold Monday through Friday?

D

Not here

17) The table shows the results of a survey Jared used to find the number of letters in the names of some of his classmates.

Part A: Complete the frequency table by counting the number of letters in each name.

Part B: Use the number line below to create a dot plot that shows the data in the table. Include labels for your dot plot.