3rd Grade Math EOY Review Part 2

Why is this shape a quadrilateral?

• Opposite sides are parallel.

• All sides have equal lengths.

• It has four sides.

• Opposite angles are equal.

Tags

CCSS.2.G.A.1

Which fraction model is equivalent to the one shown below?

• 
• 
• 
• 

Tags

CCSS.4.NF.A.1

CCSS.5.NF.B.5B

Which of the following is an equivalent expression?

2 × (3 + 4) = ___________

• 6 + 4

• 6 + 8

• 5 × 4

• 5 × 6

Tags

CCSS.5.OA.A.1

CCSS.5.OA.A.2

How can the area of this rectangle be found?

• Add the number of sides and the number of vertices.

• Add the number of sides to the number of rows.

• Multiply the number of squares by the number of sides.

• Count the total number of squares.

Tags

CCSS.3.MD.C.5A

Which strategy can be used to determine if a shape is a quadrilateral?

• Count the number of sides.

• Divide the shape into four equal pieces.

• Find the perimeter.

• Find the area.

Tags

CCSS.2.G.A.1

This table shows the number of adult and child tickets sold for different rides at a fair.

Which ride sells about 400 adult and child tickets each?

• Ride B

• Ride D

• Ride C

• Ride A

What is one way that Jed could complete this number sentence?

10 × 11 = ___

• 10 × (11 + 1)

• 10 + (10 × 1)

• 10 + (11 × 1)

• 10 × (10 + 1)

Tags

CCSS.3.OA.C.7

Kate has 1 hour before bedtime. She does 4 chores that take 10 minutes each. Which strategy can be used to determine the number of minutes she will have left before bedtime?

• (4 x 10) - 1

• 60 - (4 x 10)

• 4 x 10

• 100 - (4 x 10)

Tags

CCSS.4.MD.A.2

How would you find the denominator of the fraction for the shaded part of this set?

• Count the number of shaded triangles.

• Count the number of unshaded triangles.

• Find the sum of the shaded and unshaded triangles.

• Find the difference between the shaded and unshaded triangles.

Tags

CCSS.3.NF.A.1

CCSS.3.NF.A.2B

Katy uses two unit squares to begin finding the area of this shape.

What should Katy do next?

• Katy has found the area since no more squares will fit in the shape.

• Katy should use unit squares around the edge of the shape.

• Katy needs to use 2 more unit squares to cover the remaining parts of the shape.

• Katy should cut a unit square in half to cover the parts of the shape that are not covered.

Tags

CCSS.3.MD.C.5A