Videos and solutions to help Grade 3 students learn how to rotate tape diagrams vertically.

Common Core Standards: 3.MD.3

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Common Core For Grade 3

**New York State Common Core Math Grade 3, Module 6, Lesson 2**

Application Problem

Reisha plays in three basketball games. She scores 12 points in Game 1, 8 points in Game 2, and 16 points in Game 3. Each basket that she made was worth 2 points. She uses tape diagrams with a unit size of 2 to represent the points she scored in each game.

How many total units of 2 will it take to represent the points she scored in all three games?

Lesson 2 Homework

1. Adi surveys third-graders to find out what their favorite fruits are. The results are in the table below.

Draw units of 2 to complete the tape diagrams to show the total votes for each fruit. The first one has been done for you.

2. Explain how you can create a vertical tape diagram to show this data.

3. Complete the vertical tape diagrams below using the data from Problem 1.

c. What is a good title for the vertical tape diagrams?

d. Compare the number of units used in each vertical tape diagram. Why does the number of units change?

e. Write a multiplication number sentence to show the total number of votes for strawberry in the vertical tape diagram in Problem 3(a).

f. Write a multiplication number sentence to show the total number of votes for strawberry in the vertical tape diagram in Problem 3(b).

g. What changes in your multiplication number sentences in (e) and (f)? Why?

You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

Common Core Standards: 3.MD.3

Related Topics:

Lesson Plans and Worksheets for Grade 3

Lesson Plans and Worksheets for all Grades

More Lessons for Grade 3

Common Core For Grade 3

Application Problem

Reisha plays in three basketball games. She scores 12 points in Game 1, 8 points in Game 2, and 16 points in Game 3. Each basket that she made was worth 2 points. She uses tape diagrams with a unit size of 2 to represent the points she scored in each game.

How many total units of 2 will it take to represent the points she scored in all three games?

Lesson 2 Concept Development

Problem 1: Rotate tape diagrams to make vertical tape diagrams with units of 2.

Problem 2: Draw vertical tape diagrams with units of 4.

1. Adi surveys third-graders to find out what their favorite fruits are. The results are in the table below.

Draw units of 2 to complete the tape diagrams to show the total votes for each fruit. The first one has been done for you.

2. Explain how you can create a vertical tape diagram to show this data.

3. Complete the vertical tape diagrams below using the data from Problem 1.

c. What is a good title for the vertical tape diagrams?

d. Compare the number of units used in each vertical tape diagram. Why does the number of units change?

e. Write a multiplication number sentence to show the total number of votes for strawberry in the vertical tape diagram in Problem 3(a).

f. Write a multiplication number sentence to show the total number of votes for strawberry in the vertical tape diagram in Problem 3(b).

g. What changes in your multiplication number sentences in (e) and (f)? Why?

Rotate to landscape screen format on a mobile phone or small tablet to use the **Mathway** widget, a free math problem solver that **answers your questions with step-by-step explanations**.

You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

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