© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR1
Lesson 1
Reteach
Numbers to Ten Thousand
The block factory puts a packing list in each order.
Complete the chart. Use the fewest packages possible.
Number
of Blocks
Shipped
Crates (Ten
Thousands)
Boxes
(Thousands)
Cases
(Hundreds)
Stacks
(Tens)
Single
Blocks
(Ones)
1,000 0 1 0 00
3,700 0 3 700
Suppose the factory has no boxes? How can it
pack the order for 1,000 blocks?
Think: 1 thousand 5 10 hundreds
Suppose the factory has only boxes and stacks.
How can it pack the order for 3,700 blocks?
Think: 7 hundreds 5 70 tens
10 cases
3 boxes 70 stacks
1. The block factory has an order for 2,410 blocks.
How can it pack the order using the fewest packages?
2. What is one way you can pack 2,410 blocks without
using boxes?
3. Suppose the block factory has only boxes and stacks.
How can it pack the order for 2,410 blocks?
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR2
Lesson 2
Reteach
Read and Write Numbers
to Ten Thousands
Ten Thousands Thousands Hundreds Tens Ones
2, 3 5 4
Standard form is a way to write numbers using digits.
Expanded form is a way to write the number by
showing the value of each digit.
2 thousands 3 hundreds 5 tens 4 ones
2,000 300 50 4
2,000 1 300 1 50 1 4
Word form is a way to write the number using words.
two thousand, three hundred fty-four
Write the number shown in expanded form.
1.
1 800 1 90 1
Write the number in standard form.
2. 8,000 1 500 1 30 1 4
3. five thousand, seven hundred sixty-two
Write the value of the underlined digit two ways.
Think: 2 thousands
3 hundreds 5 tens
4 ones. So, the standard
form is written 2,354.
Ten Thousands Thousands Hundreds Tens Ones
1, 8 9 4
4. 7,318 5. 1,095
500 1,0001000
Greg
Kara
500 1,000100 200 300 400 600 700 800 9000
X
5,000 10,0000
G
50 1000
A
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR3
Lesson 3
Reteach
Relative Size on a Number Line
Find the number represented by the point.
1.
2.
Greg has 100 marbles. Kara has 1,000 marbles. How do their
amounts of marbles compare?
Use a number line to compare the amounts.
Think: 10 hundreds is 1,000.
So, Kara has 10 times as many marbles as Greg.
Find the number represented by the point
X
on the
number line.
Start at 0. Skip count by 100s until you reach point X.
So, point X represents 600.
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR4
Lesson 4
Reteach
Compare the numbers. Write ,, ., or 5 in the .
1. 519 591
3. 4,709 4,079
5. 8,141 8,411
2. 6,883 6,883
4. 687 678
6. 9,989 9,987
Compare 3- and 4-Digit Numbers
You can use symbols to show how two
numbers compare.
Compare the numbers.
8,526
8,601
Use a place-value chart to help you compare.
Step 1 For each number, write the digits in a
place-value chart.
THOUSANDS HUNDREDS TENS ONES
8, 5 2 6
8, 6 0 1
Step 2 Compare digits in the same place-value position, starting
from the left. Compare until you nd digits that are different.
THOUSANDS HUNDREDS TENS ONES
8, 5 26
8, 6 01
8 5 8 5 , 6
Step 3 The thousands are the same, so compare
the hundreds. Since 5 hundreds , 6 hundreds,
8,526 , 8,601.
So, 8,526 , 8,601.
Symbol Meaning
.
is greater than
,
is less than
5
is equal to
3 rows of 1 ten 2 ones
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR5
Lesson 5
Reteach
Multiply with 11 and 12
1. 4 3 11 5
3. 4 3 12 5
5. 3 3 11 5
7. 8 3 12 5
2. 5 3 12 5
4. 6 3 11 5
6. 6 3 12 5
8. 7 3 11 5
Find the product.
You can use tens and ones to help multiply with 11 and 12.
Multiply. 3 3 12 5 n
Step 1
Break apart 12 into tens and ones.
3 3 12
12 5 1 ten 2 ones
Step 3
Multiply the tens. Multiply the ones.
3 3 10 5 30 3 3 2 5 6
So, 3 3 12 5 36.
Step 2
Make a model.
Show the tens and ones.
Step 4
Add the products.
30 1 6 5 36
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR6
Lesson 6
Reteach
Divide with 11 and 12
Find the unknown factor and quotient.
1. 11 3
_
5 44 44 4 11 5
_
3. 12 3
_
5 72 72 4 12 5
_
2. 12 3
_
5 36 36 4 12 5
_
4. 11 3
_
5 99 99 4 11 5
_
You can use models and related multiplication facts
to divide with 11 and 12.
Elsa has 48 tomatoes. She puts the same number of
tomatoes on each of 12 plates. How many tomatoes
are on each plate?
Divide. 48 4 12 5
Step 1 Use 48 counters to represent the tomatoes.
Draw 12 circles for the 12 plates.
Place one counter in each group until all the
counters are used.
1 counter on each plate 12 3 1 5 12
2 counters on each plate 12 3 2 5 24
3 counters on each plate 12 3 3 5 36
4 counters on each plate 12 3 4 5 48
Step 2 Record your answer.
48 4 12 5 4
So, there are 4 tomatoes on each plate.
You can write a related multiplication fact.
Think: There are 12 groups of 4.
12 3 4 5 48
000000000
012345678
0246810121416
0 3 6 9 12 15 18 21 24
048121620242832
0 5 10 15 20 25 30 35 40
0 6 12 18 24 30 36 42 48
0 7 14 21 28 35 42 49 56
0 8 16 24 32 40 48 56 64
0 9 18 27 36 45 54 63 72
987
7
8
9
6
6
5
5
4
4
3
3
2
2
1
1
0
×
0
01020304050607080
0 1 22 33 44 55 66 77 88
0 12 24 36 48 60 72 84 96
0
9
18
27
36
45
54
63
72
81
90
99
108
10
12
1
1
1
0
12
24
36
48
60
72
84
96
108
120
132
144
0
22
33
44
55
66
77
88
99
110
121
132
0
10
20
30
40
50
60
70
80
90
100
110
120
1
1
10
12
11
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR7
Lesson 7
Reteach
Algebra • Multiplication and Division
Relationships
Multiplication and division are inverse operations.
You can use a multiplication table to help you write
related multiplication and division equations.
Write the related multiplication and division equations
for the numbers 3, 12, and 36.
Step 1 Find the multiplication
equations.
• Find the factor 3 in the left column
of the multiplication table.
• Look right to nd the product, 36.
Look up to nd the factor 12.
So, 3 3 12 5 36.
• Find the factor 12 in the left column.
Look right to nd the product, 36.
Look up to nd the factor 3.
So, 12 3 3 5 36.
Step 2 Use the multiplication
equations to write the related division equations.
36 4 3 5 12 36 4 12 5 3
Complete the related multiplication and division equations.
1. 3 12 5 24
12 3 2 5
4 2 5 12
24 4 5 2
2. 9 3 5 108
3 9 5 108
108 4 9 5
4 12 5 9
3. 5 3 11 5
11 3 5 55
55 4 5 11
4 11 5 5
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR8
Lesson 8
Reteach
Use Multiplication Patterns
1. 1 3 1 5
1 3 10 5
1 3 100 5
1 3 1,000 5
4. 5 3 1 5
5 3 10 5
5 3 100 5
5 3 1,000 5
2. 9 3 1 5
9 3 10 5
9 3 100 5
9 3 1,000 5
5. 3 3 1 5
3 3 10 5
3 3 100 5
3 3 1,000 5
3. 7 3 1 5
7 3 10 5
7 3 100 5
7 3 1,000 5
6. 8 3 1 5
8 3 10 5
8 3 100 5
8 3 1,000 5
Use a basic fact and a pattern to nd the products.
You can use a basic fact and a pattern to multiply
with 10, 100, or 1,000.
Find 6 3 1,000.
Step 1 Start with the basic fact.
Factors Product
6 3 1 5 6
Step 2 Multiply with 10.
Think: 6 3 1 ten 5 6 tens
6 3 10 5 60
Step 3 Multiply with 100.
Think: 6 3 1 hundred 5 6 hundreds
6 3 100 5 600
Step 4 Multiply with 1,000.
Think: 6 3 1 thousand 5 6 thousands
6 3 1,000 5 6,000
Look at the pattern of zeros. The number of zeros in the
product increases as the number of zeros in a factor increases.
So, 6 3 1,000 5 6,000.
12
4
10
4 3 10 4 3 2
2
4
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR9
Lesson 9
Reteach
Find the product. Show your multiplication and addition.
1.
3 3 18 5 n
2.
5 3 13 5 n
3.
4 3 14 5 n
Use Models to Multiply
Tens and Ones
You can use an area model to model multiplication
with a 2-digit factor.
Multiply. 4 3 12 5
n
Step 1 Use an area model. Draw a rectangle with
4 rows of 12 to model 4 3 12.
Step 2 Use facts that you already know
to make two smaller rectangles.
Think: I know 4 3 10 and 4 3 2.
Step 3 Find the products for the smaller rectangles.
4 3 10 5 40 4 3 2 5 8
Step 4 Add the products.
40 1 8 5 48
So, 4 3 12 5 48.
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR10
Lesson 10
Reteach
Model Division with Remainders
You can use cubes to model division with remainders.
Paul has 17 toy cars. He wants to put an equal number
of cars on each of 3 shelves. How many cars can Paul
put on each shelf? How many cars are left over?
Divide. 17 4 3
Step 1 Use 17 cubes to stand for the
cars. Use 3 sheets of paper to
show the shelves.
Step 2 Place one cube at a time on
each sheet of paper until there
are not enough to put 1 more in
each of the groups.
There are 5 cubes in each of the 3 groups.
There are 2 cubes left over. The remainder is 2.
So, Paul can put 5 toy cars on each shelf with 2 cars left over.
Complete.
1. Norah divided 19 cubes into
3 equal groups.
There were
_
cubes in each
group and
_
cube left over.
2. Evan divided 28 cubes into
5 equal groups.
There were
_
cubes in each
group and
_
cubes left over.
3. Divide 22 crayons into groups of 6.
There are
_
groups and
_
crayons left over.
4. Divide 34 rocks into groups of 8.
There are
_
groups and
_
rocks left over.
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR11
Lesson 11
Reteach
Use Models to Divide Tens and Ones
You can use quick pictures to help you divide.
Find
45 4 3
Step 1 Draw a quick
picture to show 45 as
4 tens 5 ones. Draw
3 circles to represent
equal groups.
Step 2 Share the
4 tens equally among
3 groups. Cross out
the tens you use.
Step 3 Regroup the
remaining ten by
drawing 10 ones.
Cross out the ten
you regrouped.
Step 4 Share the
15 ones equally
among 3 groups.
Cross out the ones
you use.
So, 45 4 3 515.
Draw a quick picture to divide.
1. 52 4 4 5 2. 60 4 2 5 3. 98 4 7 5
0
1
5
10
0
1
25
100
0
1
0
1
0
1
1
10
0
1
1
100
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR12
Lesson 12
Reteach
You can use a number line to show tenths and hundredths.
The number line is divided into 10 equal parts, or tenths.
Shade 1 part out of 10 equal parts to show 1 tenth.
Show ve tenths. Write the fraction.
The number line is divided into 100 equal parts, or hundredths.
Shade 1 part out of 100 equal parts to show 1 hundredth.
Show 25 hundredths. Write the fraction.
Model Tenths and Hundredths
Write the fraction that names the shaded part.
1.
2.
Think:
5 equal parts shaded
______________________
10 equal parts in the whole
Think:
25 equal parts shaded
_______________________
100 equal parts in the whole
Think: How many equal parts
are shaded?
2
1
0
0
2
1
2
2
2
3
2
4
2
32
1
0
0
4
1
4
2
4
3
4
4
4
5
4
6
4
7
4
8
4
9
4
10
4
11
4
12
4
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR13
Lesson 13
Reteach
Fractions Greater Than One
A fraction greater than 1 has a numerator that is greater than its
denominator. A mixed number has a whole-number and a fraction.
Use the number line to write the fraction greater than 1
as a mixed number.
3
_
2
5
Step 1 Start at 0 and make 3 jumps of
1
_
2
.
Step 2 Find the last whole number you jumped past. 1
Then nd how much of the distance to the
next whole number you jumped.
1
_
2
So, three jumps of
1
_
2
on the number line is 1 whole and
1
_
2
.
You can say the jumps end at
3
_
2
or 1
1
_
2
on the number line.
So,
3
_
2
5 1
1
_
2
.
Use the number line for 1–4. Write a mixed number for each
fraction greater than 1.
1.
6
__
4
2.
11
___
4
3.
10
___
4
4.
7
__
4
Each shape is 1 whole. Write a mixed number
for the parts that are shaded.
?
5. 6.
1
_
2
Number of shaded parts
_____________________________
Number of equal parts in the whole
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR14
Lesson 14
Reteach
Equivalent Fractions
You can use models to nd equivalent fractions.
1
_
2
5
__
8
Step 1 Fold a sheet of paper. Make equal parts to show the
given fraction
1
_
2
. Shade and label the fraction.
Step 2 Fold the paper again two times to make the
new number of equal parts, eighths.
Write the new fraction for the shaded part.
4
_
8
So,
1
_
2
5
4
_
8
.
Use models to nd the equivalent fraction.
Think:
4 shaded parts
_____________________
8 equal parts in the whole
1.
1
__
4
5
__
8
2.
1
__
3
5
__
6
3.
1
__
2
5
__
6
4.
3
__
5
5
___
10
5.
4
__
6
5
__
3
6.
3
__
4
5
__
8
1
2
(
/
(
/
(
/
(
/
123456789
1098765432
1
1
10
162 4 6 8 10 12 14
2
18
20
3691215182124
3
27
30
4 8 12 16 20 24 28 32
4
36
40
510152025303540
5
45
50
3
2
1
987654321
10
987654321
10
18161412108642
20
272421181512963
30
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR15
Lesson 15
Reteach
Equivalent Fractions on a
Multiplication Table
You can use a multiplication table to nd equivalent fractions.
What is an equivalent fraction for
2
_
5
?
Step 1 Shade the row for the numerator.
The numerator is 2.
Choose one of the products in the row.
4
__
■
Write the product as the numerator.
Step 2 Shade the row for the denominator.
The denominator is 5.
Find the product that is in the same column
as the product of the numerator, 4.
4
__
10
Write the product as the denominator.
So,
2
_
5
5
4
__
10
.
Use a multiplication table to nd three
equivalent fractions.
1.
1
__
3
2.
1
__
6
3.
5
__
8
4.
3
__
5
5.
4
___
10
6.
3
__
4
numerator
denominator
2
_
5
b
d
ca
fh
g
e
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR16
Lesson 16
Reteach
Same Size, Same Shape
Some shapes have the same size and the same shape.
One way to nd if shapes have the same size and
shape is by comparing them on grid paper.
Look at these shapes.
Step 1 Do they have the same shape? yes
Step 2 Compare the sides.
Side a is the same length as side e.
Side b is the same length as side f.
Side c is the same length as side g.
Side d is the same length as side h.
Are they the same size? yes
So, these two shapes have the same size and
same shape.
Look at the rst shape. Tell if it appears to have the same
size and shape as the second shape. Write yes or no.
1.
2.
3.
4.
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR17
Lesson 17
Reteach
Algebra • Change Customary
Units of Length
Use the table to rename the number of feet as inches.
1. Rename 2 feet using inches.
2 feet = inches
3. Rename 3 feet using inches.
3 feet =
inches
5. Rename 7 feet using inches.
7 feet = inches
2. Rename 6 feet using inches.
6 feet = inches
4. Rename 4 feet using inches.
4 feet = inches
6. Rename 8 feet using inches.
8 feet = inches
There are 12 inches in 1 foot. You can use this relationship
and make a table to change feet to inches.
For each additional 1 foot, add 12 to get the number of inches.
Tim has a dog leash that is 5 feet long.
How many inches long is the leash?
Use the table. Find the column for 5 feet.
Read the number of inches below it.
5 feet 5 60 inches
So, the leash is 60 inches long.
Feet 12345678910
Inches 12 24 36 48 60 72 84 96 108 120
123456789100
100 cm 1 11100 cm 100 cm 100 cm 100 cm 100 cm11
meters
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR18
Lesson 18
Reteach
Algebra • Change Metric
Units of Length
How can you change 3 meters to centimeters?
You can skip count to change metric units of length.
Skip count by 100 three times:
100, 200, 300.
So, 3 meters 5 300 centimeters.
How many centimeters are in 6 meters?
You can use a number line to change from meters to centimeters.
Draw a number line and label it in centimeters.
Draw one 100-centimeter jump for each meter.
Read the number of centimeters.
So, 6 meters 5 600 centimeters.
Metric Units of Length
1 meter 5 100 centimeters
Use the number line to nd the unknown number.
1. 7 meters 5
__
centimeters 2. 4 meters 5
__
centimeters
3. 5 meters 5
__
centimeters 4. 2 meters 5
__
centimeters
5. 8 meters 5
__
centimeters 6. 9 meters 5
__
centimeters
CUP
1
gallon
M
ilk
M
ilk
Low Fat
M
ilk
Low Fat
1 pint
L
ow fat
L
ow fat
M
ilk
Low Fat
M
ilk
Low Fat
gallon
1
2
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR19
Lesson 19
Reteach
Estimate and Measure Liquid Volume
You can use customary units to measure the amount of
liquid a container will hold.
Choose the unit you would use
to measure how much liquid it will take
to ll the mug.
Step 1 Think about how a mug compares
to the containers shown.
A mug holds about 1 cup.
Step 2 Choose a customary unit.
A cup is a good unit for measuring
how much liquid it will take to ll
the mug.
Customary Units
cup (c)
pint (pt)
quart (qt) gallon (g)
1.
2.
3.
Choose the unit you would use to measure
the amount of liquid the container will hold.
Write cup, pint, quart, or gallon.
Yellow
Pasta
1 lb
© Houghton Mifflin Harcourt Publishing Company
Reteach Grade 3
Name
GRR20
Lesson 20
Reteach
Estimate and Measure Weight
Weight is the measure of how heavy an object is.
Two customary units of weight are ounce (oz)
and pound (lb).
A box of pasta weighs
about 1 pound.
Nine pennies weigh
about 1 ounce.
1 pound
5 16 ounces
Choose the unit you would use to measure the weight
of this dog. Write ounce or pound.
Step 1 Think about whether a dog is light or heavy.
A dog weighs more than 9 pennies, or 1 ounce.
A dog might weigh as much as several pasta boxes.
Step 2 Choose a unit of weight.
A pound is a good unit for measuring the weight of a dog.
1.
2.
3.
4.
5.
6.
Choose the unit you would use to measure the weight.
Write ounce or pound.