Download WRPs Grade 3 CCSS

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1.5: Explain the meaning of the equals sign (=) in the sentence
0 + 7 = ____, in Problem 6.
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1.6: Explain your strategies for finding the missing numbers on
the grid in Problem 2.
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1.10: Explain how you found the median in Problem 2.
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1.11: Explain how you figured out what the date will be in two
weeks for Problem 5.
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2.3: Explain your strategy for Problem 4.
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2.4: Explain how you found the numbers for the first two and the
last two frames in Problem 4.
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2.7: Explain how you found the length of the fence in Problem 6.
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2.8: Explain how you figured out what the time would be in 30
minutes in Problem 3.
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3.1: Explain how you solved Problem 5.
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3.4: Explain how you know which numbers are greater in Problem
3.
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3.6: Would you use a ruler or a yardstick to measure the height of
the classroom door?
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3.7: Explain what area means in Problem 2.
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4.1: Draw a different polygon with the same perimeter as in
Problem 4. Explain how you know that the two polygons have
equal perimeters.
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4.2: Why are estimates helpful in Problem 3?
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4.6: When a number is multiplied by 1, the number does not
change. What can you say about dividing a number by 1?
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4.7: For Problem 2, explain how you found the range.
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4.8: For Problem 1, show how you found one of your answers.
Explain your thinking.
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4.9: Explain how you figured out the number you wrote in the first
empty frame of Problem 6.
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5.3: Use the data set to find the maximum, minimum, and range
in Problem 3. Show your work.
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5.4: Explain how you know which operation to use in Problem 1.
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5.5: Solve Problem 4 using another method. Show your work and
explain what you did.
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5.6 Can the money amounts in Problem 2 be written without the
zeros? Explain your thinking.
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4. Divide this shape into 2 rectangles.
5 meters
4 meters
2 meters
3 meters
Total area = ______ square meters
5.9: Explain why the area in Problem 4 is measured in square
units.
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5.12: For Problem 3, explain how you know which number in each
pair is more.
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6.1: If the grid in Problem 2 is ONE, how much more of the grid
must be shaded to fill in the whole grid? Write a decimal and
fraction. Explain how you figured it out.
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6.2: Explain how using money to solve Problem 1 might help you
understand which decimal is larger.
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6.7: Look at the polygons in Problem 5. Draw a different regular
polygon and explain why it is regular.
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6.8: Explain how the shaded grids in Problem 2 help you decide
which decimal is smaller.
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6.9: Explain why the quadrangle you drew in Problem 3 is not a
square, a rhombus, or a rectangle.
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6.10: Explain the difference between forty-hundredths and fourtenths in Problem 4.
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6.11: Explain how you figured out Problem 1. Draw a picture of
what you did.
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7.3: Look at Problem 3: Explain how rays and lines are alike and
how they are different.
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7.4: Write your own polygon riddle similar to the one in Problem 4.
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7.6: Describe a pattern you see and write three more facts that
follow the same pattern shown in Problem 1.
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7.7: Write each number sentence in Problem 1. Find a different
answer for each by moving the parentheses.
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8.2: For Problem 1, write a subtraction number model to show the
fraction of the books that are not shaded. Explain your answer.
Write a subtraction number model to show the fraction of the
books that are shaded. Explain your answer.
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8.3: In Problem 2, how does knowing that 5 x 9 = 45 help you
know that 5 x 900 = 4,500?
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8.4: Explain your answer to Problem 5.
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8.7: In Problem 5, what does share equally mean?
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8.8: In Problem 4, is 1/5 more or less than ½? Use >, <, or = to
compare the two fractions. How do you know?
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9.1: Explain how you solved Problem 4.
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9.2: Explain how you figured out which numbers to write on the
number line in Problem 5.
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9.6: Explain how you decided if the game in Problem 5 was fair.
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9.7: Explain how you could equally share the leftover pizza from
Problem 5 among 4 people.
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9.9: Explain how you found all the factors for 24 in Problem 1.
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9.12: Explain how you decided which bills Darius could give the
cashier in Problem 4.
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10.3: Write 3 more questions about the shape in Problem 3. Then
write the answers to your questions.
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10.4: Draw a picture of the pizza in Problem 3. Label the amount
of pizza that each child ate. Show the amount left over. How
much of the pizza did the three children eat altogether?
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10.5: Use pictures or words or both to explain how you figured out
which fractions were less than 2/3 in Problem 4.
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10.6: Choose one of the units of capacity in Problem 4. Describe
the unit of capacity using one of the personal references for units
of capacity from Lesson 10-5. For example, describe an object
that has the same measure as a liter.
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3. Name 4 objects that weigh less
than 1 kilogram.
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10.7: Choose one of the objects you listed in Problem 3. Describe
how you can use a benchmark weight or personal reference to
help you estimate the weight of the object in ounces.
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10.8: Find the perimeter of the shape in Problem 1. Show your
work and explain what you did.
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10.9: Explain how you found the mean weight of newborn babies
in Problem 5.
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11.1: Explain the estimation strategy you used in Problem 6. Then
find the exact answer to the problem. Show your work.
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11.4: Describe the steps you followed to find the median for
Problem 6.
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11.5: Explain how you figured out how long Danielle skates in a
week in Problem 6.
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