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McGraw Hill My Math Grade 3 Chapter 9 Lesson 3 Answer Key Multiply Three Factors

All the solutions provided in  McGraw Hill My Math Grade 3 Answer Key PDF Chapter 9 Lesson 3 Multiply Three Factors will give you a clear idea of the concepts.

McGraw-Hill My Math Grade 3 Answer Key Chapter 9 Lesson 3 Multiply Three Factors

Explanation: Given, ( 2 × 3 ) × 3 Multiply the factors inside the parentheses first. 6 × 3  = 18 So, ( 2 × 3 ) × 3 = 18.

Explanation: Given, 2 × (3 × 3) Multiply the factors inside the parentheses first. 2 × 9  = 18 So, 2 × (3 × 3 ) = 18.

Talk About It

Question 1. Mathematical PRACTICE Stop and Reflect Compare the models from each activity. How are they similar? How are they different? Answer: (2 × 3) × 3 and 2 × (3 × 3)

Explanation: Given, ( 2 × 3) × 3 and 2 × (3 × 3) ( 2 × 3) × 3 Multiply the factors inside the parentheses first. 6 × 3 = 18 or 2 × (3 × 3) Group the same factors another way. 2 × 9 = 18 Either way the result of the product is same.

Question 2. Were the products different in the two examples? Explain. Answer: The products will be same

Question 3. How is grouping factors helpful when multiplying three or more factors? Answer:  Sometimes you can find patterns that make the multiplying easier.

Explanation: For example,  4 x 7 x 25 If you multiplied in order (4 x 7) x 25, you’d come up with 28 x 25, which isn’t that easy to do in your head. If you regroup, (4 x 25) x 7, you come up with 100 x 7, which is easier to get 700 from. So, Sometimes you can find patterns that make the multiplying easier.

Practice It

Find each product.

Question 4. 3 × (2 × 2) = _______________ Answer: 3 × (2 × 2) = 12

Explanation: Given, 3 × (2 × 2) Multiply the factors inside the parentheses first. 3 × 4  = 12 So, 3 × (2 × 2) = 12.

Question 5. 1 × (4 × 2) = _______________ Answer: 1 × (4 × 2) = 8

Explanation: Given, 1 × (4 × 2) Multiply the factors inside the parentheses first. 1 × 8  = 8 So, 1 × (4 × 2) = 8.

Question 6. (5 × 2) × 2 = ________________ Answer: (5 × 2) × 2 = 20

Explanation: Given, (5 × 2) × 2 Multiply the factors inside the parentheses first. 10 × 2  = 20 So, (5 × 2) × 2  = 20.

Question 7. (5 × 1) × 3 = ________________ Answer: (5 × 1) × 3 = 15

Explanation: Given, (5 × 1) × 3 Multiply the factors inside the parentheses first. 5 × 3  = 15 So, (5 × 1) × 3  = 15.

Question 8. 4 × (2 × 3) = ________________ Answer:  4 × (2 × 3) = 24

Explanation: Given, 4 × ( 2 × 3 ) Multiply the factors inside the parentheses first. 4 × 6  = 24 So, 4 × ( 2 × 3 ) = 24.

Question 9. (3 × 3) × 3 = ________________ Answer:  (3 × 3) × 3 = 27

Explanation: Given, (3 × 3) × 3 Multiply the factors inside the parentheses first. 9 × 3  = 27 So, 3 × ( 3 × 3 ) = 27.

Question 10. (4 × 3) × 2 = ________________ Answer: (4 × 3) × 2 = 24

Explanation: Given, (4 × 3) × 2 Multiply the factors inside the parentheses first. 12 × 2  = 24 So, (4 × 3) × 2 = 24.

Group the factors another way. Then find each product.

Explanation: Given, ( 3 × 2 ) × 4 = 3 × ( 2 × 4 ) Multiply the factors inside the parentheses first. 6 × 4  = 24 So, ( 3 × 2 ) × 4 = 24.

Explanation: Given, ( 2 ×2 ) × 4 Multiply the factors inside the parentheses first. 4 × 4  = 16 So, ( 2 × 2 ) × 4 = 16.

Explanation: Given, 5 × ( 2 × 3 ) Multiply the factors inside the parentheses first. 5 × 6  = 30 So, ( 5 × 2 ) × 3 = 30.

Explanation: Given, 4 × ( 2 × 3 ) Multiply the factors inside the parentheses first. 4 × 6  = 24 So, ( 4 × 2 ) × 3 = 24.

Explanation: Given, 3 × ( 3 × 2 ) Multiply the factors inside the parentheses first. 3 × 6  = 18 So, ( 3 × 3 ) × 2 = 18.

Explanation: Given, 4 × ( 3 × 3 ) Multiply the factors inside the parentheses first. 4 × 9  = 36 So, ( 4 × 3 ) × 3 = 36.

Explanation: Given, A hardware store carries 3 kinds of bolts. James buys 3 boxes of each kind of bolt. Each box costs $5. That makes , (3 × 3) × 5 Multiply the factors inside the parentheses first. 9 × 5  = 45 So, ( 3 × 3 ) × 5 = 45. Hence, James spent $45 at the hardware store

Question 20. Cody walked his dog 2 times a week for 5 weeks. After every walk, Cody gave his dog 2 treats. How many treats did Cody’s dog get after 5 weeks? Answer: Cody’s dog got 20 treats after 5 weeks

Explanation: Given, Cody walked his dog 2 times a week for 5 weeks. After every walk, Cody gave his dog 2 treats. That makes , 2 × ( 5 × 2 ) Multiply the factors inside the parentheses first. 2 × 10  = 20 So, ( 2 × 5 ) × 2  = 20. Hence, Cody’s dog got 20 treats after 5 weeks

Question 21. Each van has 5 rows of seats with room for 3 passengers in each row. There are 2 vans and every row is filled. How many passengers are there altogether? Answer: 30 passengers are there altogether

Explanation; Given, Each van has 5 rows of seats with room for 3 passengers in each row. There are 2 vans and every row is filled. That makes, 5 × ( 3 × 2 ) Multiply the factors inside the parentheses first. 5 × 6  = 30 So, ( 5 × 3 ) × 2 = 30. Hence, 30 passengers are there altogether

Question 22. There are 4 rooms in each apartment and there are 3 apartments on each floor. How many rooms are there on 2 floors? Answer: There are 24 rooms on 2 floors

Explanation: Given, There are 4 rooms in each apartment and there are 3 apartments on each floor. That makes , 4 × 3 = 12 For 2 floors , it will be 12 × 2 = 24 So, There are 24 rooms on 2 floors

Question 23. Mathematical PRACTICE Find the Error Sam described the multiplication sentence below as four groups of f0u two times. Find and correct his mistake. 4 × (2 × 2) Answer: its a group of 2 ‘s and a 4

Explanation: Given, ( 4 × 2 ) × 2 Multiply the factors inside the parentheses first. 8 ×2  = 16 So, ( 4 × 2 ) × 2 = 16. its a group of 2 ‘s and a 4

Write About It

Question 24. Explain the difference between finding the product of 3 × (2 × 2) and finding the product of (3 × 2) × 2. Answer:  Either way the result of the product is same.

Explanation: Given, ( 3 × 2 ) × 2 and 3 × ( 2 × 2 ) ( 3 × 2 ) × 2 Multiply the factors inside the parentheses first. 6 × 2 = 12 or 3 × ( 2 × 2 ) Group the same factors another way. 3 × 4 = 12 Either way the result of the product is same.

McGraw Hill My Math Grade 3 Chapter 9 Lesson 3 My Homework Answer Key

Question 1. (3 × 1) × 2 = _______________ Answer: (3 × 1) × 2 =6

Explanation: Given, (3 × 1) × 2 Multiply the factors inside the parentheses first. 3 × 2  = 6 So, (3 × 1) × 2 = 6 .

Question 2. (2 × 2) × 5 = _______________ Answer: (2 × 2) × 5 = 20

Explanation: Given, (2 × 2) × 5 Multiply the factors inside the parentheses first. 4 × 5  = 20 So, (2 × 2 ) × 5 = 20 .

Question 3. (6 × 1) × 3 = _______________ Answer: (6 × 1) × 3 = 18

Explanation: Given, (6 × 1) × 3 Multiply the factors inside the parentheses first. 6 × 3  = 18 So, (6 × 1) × 3 = 18 .

Question 4. 3 × (5 × 2) = _______________ Answer: 3 × (5 × 2) = 30

Explanation: Given, 3 × (5 × 2) Multiply the factors inside the parentheses first. 3 × 10  = 30 So, (3 × 5 ) × 2 = 30 .

Explanation: Given, 4 × ( 1 × 2 ) Multiply the factors inside the parentheses first. 4 × 2  = 8 So, ( 4 × 1 ) × 2 = 8.

Explanation: Given, 2 × (6 × 2 ) Multiply the factors inside the parentheses first. 12 × 2  = 24 So, ( 2 × 6 ) × 2 = 24.

Explanation: Given, 3 × ( 5 ×1 ) Multiply the factors inside the parentheses first. 3 × 5  = 15 So, ( 3 × 5 ) × 1 = 15.

Explanation: Given, 4 × ( 5 ×2 ) Multiply the factors inside the parentheses first. 4 × 10  = 40 So, ( 4 × 5 ) × 2 = 40.

Problem Solving

Question 9. Mathematical PRACTICE Use Number Sense Caroline baked bread each day for 5 days for a bake sale. She baked 3 types of bread each day and used 2 cups of flour for each recipe. How many cups of flour did Caroline use? Answer: Caroline used 30 cups of flour

Explanation: Caroline baked bread each day for 5 days for a bake sale. She baked 3 types of bread each day and used 2 cups of flour for each recipe. That makes, 5 × (3 × 2) Multiply the factors inside the parentheses first. 5 × 6  = 30 So, ( 5 × 2 ) × 3 = 30. Hence , Caroline used 30 cups of flour.

Question 10. Each of the 4 members of the Kings Chess Club play in 3 matches both Saturday and Sunday. How many matches did the chess club play in all? Answer: The chess club played 24 matches in all

Explanation: Given, Each of the 4 members of the Kings Chess Club play in 3 matches both Saturday and Sunday. That makes ,( 4 × 3 ) × 2 Multiply the factors inside the parentheses first. 12 × 2  = 24 So, ( 4 × 3 ) × 2 = 24. Hence, The chess club played 24 matches in all

Question 11. Kent works at an ice cream shop. A family of 3 ordered 3 scoops of ice cream each. Then two more families of 3 ordered 3 scoops of ice cream each. How many scoops of ice cream did Kent serve to the three families in all? Answer: Kent has served 27 scoops of ice cream in all

Explanation: Given, Kent works at an ice cream shop. A family of 3 ordered 3 scoops of ice cream each. Then two more families of 3 ordered 3 scoops of ice cream each. That makes, 3 × ( 3 × 3 ) Multiply the factors inside the parentheses first. 3 × 9  = 27 So, ( 3 × 3 ) × 3 = 27. Hence, Kent has served 27 scoops of ice cream in all

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My Math 3 Volume 2 Common Core, Grade: 3 Publisher: McGraw-Hill

My math 3 volume 2 common core, title : my math 3 volume 2 common core, publisher : mcgraw-hill, isbn : 21161917, isbn-13 : 9780021161911, use the table below to find videos, mobile apps, worksheets and lessons that supplement my math 3 volume 2 common core., textbook resources.

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3rd grade (Eureka Math/EngageNY)

Course: 3rd grade (eureka math/engageny)   >   unit 4, understand area.

• Intro to area and unit squares
• Compare area with unit squares
• Measuring rectangles with different unit squares
• Find area by counting unit squares
• (Choice A)   A
• (Choice B)   B
• (Choice C)   C
• (Choice D)   D

Curriculum  /  Math  /  3rd Grade  /  Unit 4: Area  /  Lesson 13

Lesson 13 of 14

Criteria for Success

Tips for teachers, anchor tasks.

Problem Set

Target Task

Additional practice.

Recognize area as additive. Find the area of a composite figure when not all dimensions are given.

Common Core Standards

Core standards.

The core standards covered in this lesson

Measurement and Data

3.MD.C.7.D — Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

The essential concepts students need to demonstrate or understand to achieve the lesson objective

• Find missing side lengths of rectangles by using the idea that opposite sides of a rectangle are equal and that length is additive. 
• Find the area of a composite figure that can be decomposed into two rectangles with some missing side lengths by breaking it into two rectangles, finding any missing side lengths, finding the area of each rectangle given their respective side lengths, and adding those areas together (MP.5).

Suggestions for teachers to help them teach this lesson

Similar to Lesson 12, students might suggest covering a composite figure with a larger rectangle and subtracting the voided area, e.g. by computing $$(6\times9)-(3\times5)$$  for Anchor Task #2. This is certainly a valid strategy but not one that all students must show success with. Thus, discuss it in this lesson if students seem ready to talk about it or many students naturally gravitate toward it, or wait until a later lesson (if at all) to introduce it.

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

Jakayla is trying to label all of the sides of the shape below. Help her figure out what the length of the sides labeled A and B are.

Guiding Questions

Grade 3, Unit 7, Lesson 11 (2017-2018) is made available by  Achievement First  as a part of their  Open Source web portal  under a CC BY 4.0 license. Copyright © 1999-2017 Achievement First. Accessed Jan. 3, 2019, noon.

Find the area of the following figure:

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

• How were the two problems in #3 different? 
• What are the two ways you decomposed Antonio’s garden in #4? Did both methods result in the same total area? 
• Was anyone able to solve #5 without needing to find an unknown side length? How? 
• What decomposition does Sami’s equation represent in #6? What about Razina’s? Lukas’s?

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

A model of a patio is shown.

Find the area, in square meters, of the patio. Explain your answer using an equation or equations.

Student Response

An example response to the Target Task at the level of detail expected of the students.

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Answer keys for Problem Sets and Extra Practice Problems are available with a Fishtank Plus subscription.

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Topic A: Understanding Concepts of Area

Understand that area is an attribute of plane figures that is a measure of how much flat space an object takes up. Find the area of a figure using pattern blocks, which can be used as concrete non-standard units.

3.MD.C.5 3.MD.C.6

Understand that area is measured using square units. Find the area of a figure using square tiles.

Find the area of a rectangle by counting unit squares on grids.

Find the area of a rectangle with incomplete information about its rows and columns of square units.

3.MD.C.6 3.MD.C.7.A

Find the area of a rectangle that has been superimposed over a grid.

Find the area of a rectangle through multiplication of the side lengths.

3.MD.C.7.A 3.MD.C.7.B

Understand standard units for measuring area, including square inches, square centimeters, square feet, and square meters, and choose an appropriate unit to measure the area of various rectangles.

Measure the side lengths of a rectangle to find its area.

Solve word problems involving area.

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Topic B: The Distributive Property and Composite Area

Compose and decompose a rectangle, seeing and making use of the idea that the sum of the areas of the decomposed rectangle is equal to the area of the composed rectangle. 

Apply the distributive property as a strategy to find the total area of a large rectangle. 

Recognize area as additive. Find the area of a composite figure as shown on a grid or with all side lengths labeled. 

Recognize area as additive. Find the area of a complex composite figure.

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