I have who has Grade 3 Essays - Elementary Arithmetic, Fraction

I have who has Grade 3 Essays - Elementary Arithmetic, Fraction I have who has Grade 3 Emilee Spence, Hannah Turner, and Kayla Cardwell Standards: Multiply and divide within 100. 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. Solve problems involving the four operations, and identify and explain patterns in arithmetic. 8. 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 mental computation and estimation strategies including rounding. Use place value understanding and properties of operations to perform multi-digit arithmetic. 2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3. Multiply one-digit whole numbers by multiples of 10 in the range 1090 (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. Develop understanding of fractions as numbers. 1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or I have 7 Who has 3 x 4 = ?I have 12 Who has 40 5 = ? I have 8 Who has 5 x 50 = ? I have 250 Who has the reduced fraction of 2/4? I have 1/2 is the reduced fraction Who has 100 2 = ?I have 50 Who has the fraction to represent the shaded area ? I have is the shaded area Who has 8 4 = ?I have 2 Who has 5 x 8 = ? I have 40 Who has the fraction to represent the shaded area ?I have Who has 9 x 0 = ? I have 0 Who has the reduced fraction of 2/2?I have 1 Who has 60 2 = ? I have 30 Who has 2 x 3 = ?I have 6 Who has 3 x 11 = ? I have 33 Who has =, , or > 2/4?I have = 2/4 Who has 100 4 = ? I have 25 Who has 8 x = 40?I have 5 Who has x 9 = 72? I have 8 Who has 141 + 127 = ?I have 268 Who has 35 x 5 = ? I have 175 Who has 28 4 = ?I have 7 Who has =, , or > 2/3? I have > 2/3 Who has 368 241 = ? I have 127 Who has 9 x 9 = ? I have 81 Who has the fraction of the shaded area ?I have 3/7 Who has 6 x 6 = ? I have 36 Who has 50 2 = ?I have 25 Who has the fraction of the shaded area ? I have Who has 8 x 5 = ?I have 40 Who has 200 + = 800 I have 600 Who has 2/2 is =, , or > 1I have 2/2 = 1 Who has 620 420 = ? I have 200 Who has 5 x 60 = ?I have 300 Who has the fraction of the shaded area ? I have 2/6 Who has if a pizza was divided into 10 equal slices and someone ate 6, what would be the fraction of the leftover pizza? I have 4/10 Who has 999 887 = ? I have 112 Who has 9 x 10 = ?I have 90 Who has is 2/3 is