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Grade 3
Book of SprintsNew York State Common Core
Mathematics Curriculum
GRADE 3 • MODULE 7
Geometry and Measurement Word Problems
Module Overview ...................................................................................................i
Topic A: Solving Word Problems .....................................................................7.A.1
Topic B: Attributes of Two-Dimensional Figures .............................................. 7.B.1
Topic C: Problem Solving with Perimeter ......................................................... 7.C.1
Topic D: Recording Perimeter and Area Data on Line Plots ..............................7.D.1
Topic E: Problem Solving with Perimeter and Area ......................................... 7.E.1
Topic F: Year in Review ..................................................................................... 7.F.1
Module Assessments ...................................................................................... 7.S.1
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Lesson 1 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Lesson 1: Solve word problems in varied contexts using a letter to represent the
unknown.
Date: 1/29/14
7.A
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Lesson 2: Solve word problems in varied contexts using a letter to represent
the unknown.
Date: 1/29/14
7.A
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Lesson 2 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Multiply.
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Lesson 4 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Lesson 4: Compare and classify quadrilaterals.
Date: 1/29/14 7.B
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Lesson 5 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Lesson 5: Compare and classify other polygons.
Date: 1/29/14 7.B
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Lesson 7 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Lesson 7: Reason about composing and decomposing polygons using
tetrominoes.
Date: 1/29/14
7.B
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Lesson 8: Create a tangram puzzle and observe relationships among the shapes.
Date: 1/29/14 7.B
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Lesson 8 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Multiply.
6
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Lesson 9 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Lesson 9: Reason about composing and decomposing polygons using tangrams.
Date: 1/29/14 7.B
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Lesson 10 Pattern Sheet NYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Lesson 10: Decompose quadrilaterals to understand perimeter as the boundary
of a shape.
Date: 1/29/14
7.C
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Lesson 12 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Lesson 12: Measure side lengths in whole number units to determine the
perimeter of polygons.
Date: 1/29/14
7.C
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Lesson 13: Explore perimeter as an attribute of plane figures and solve
problems.
Date: 1/29/14
7.C
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Lesson 13 Pattern Sheet NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Multiply.
10
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Lesson 14: Determine the perimeter of regular polygons and rectangles when
whole number measurements are missing.
Date: 1/29/14
7.C
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Lesson 14 Pattern Sheet NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Multiply.
11
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Lesson 15: Solve word problems to determine perimeter with given side lengths.
Date: 1/29/14 7.C
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Lesson 15 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Multiply.
12
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Lesson 16: Use string to measure the perimeter of various circles to the nearest
quarter inch.
Date: 1/29/14
7.C
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Lesson 16 Pattern Sheet NYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Multiply.
13
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Lesson 20 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 20: Construct rectangles with a given perimeter using unit squares and
determine their areas.
Date: 1/29/14
7.D
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Lesson 20 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 20: Construct rectangles with a given perimeter using unit squares and
determine their areas.
Date: 1/29/14
7.D
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Lesson 21 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 21: Construct rectangles with a given perimeter using unite square and
determine their areas.
Date: 1/29/14
7.D
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Lesson 21 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 21: Construct rectangles with a given perimeter using unite square and
determine their areas.
Date: 1/29/14
7.D
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Lesson 22 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 22: Use a line plot to record the number of rectangles constructed in
Lessons 20 and 21.
Date: 1/29/14
7.D
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Lesson 22 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 22: Use a line plot to record the number of rectangles constructed in
Lessons 20 and 21.
Date: 1/29/14
7.D
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Multiply.
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Lesson 23 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Lesson 23: Solve a variety of word problems with perimeter.
Date: 1/29/14 7.E
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Lesson 23 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Lesson 23: Solve a variety of word problems with perimeter.
Date: 1/29/14 7.E
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Lesson 24 Pattern Sheet NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 24: Use rectangles to draw a robot with specified perimeter
measurements, and reason about the different areas that may be
produced.
Date: 1/29/14
7.E
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Multiply.
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Lesson 25 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 25: Use rectangles to draw a robot with specified perimeter
measurements, and reason about the different areas that may be
produced.
Date: 1/29/14
7.E
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Lesson 25 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 25: Use rectangles to draw a robot with specified perimeter
measurements, and reason about the different areas that may be
produced.
Date: 1/29/14
7.E
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Lesson 26 Pattern Sheet NYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Lesson 26: Use rectangles to draw a robot with specified perimeter measurements,
and reason about the different areas that may be produced.
Date: 1/29/14 7.E
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Multiply.
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Lesson 27 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 27: Use rectangles to draw a robot with specified perimeter
measurements, and reason about the different areas that may be
produced.
Date: 1/29/14
7.E
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Lesson 27 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 27: Use rectangles to draw a robot with specified perimeter
measurements, and reason about the different areas that may be
produced.
Date: 1/29/14
7.E
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27
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Lesson 28: Solve a variety of word problems involving area and perimeter using
all four operations.
Date: 1/29/14
7.E
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Lesson 28 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Multiply.
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Lesson 29: Solve a variety of word problems involving area and perimeter using
all four operations.
Date: 1/29/14
7.E
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Lesson 29 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
29
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Lesson 30 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Lesson 30: Share and critique peer strategies for problem solving.
Date: 1/29/14 7.E
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Multiply.
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Lesson 31 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 31: Explore and create unconventional representations of one-half.
Date: 1/29/14 7.F
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Lesson 31 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3 7
Lesson 31: Explore and create unconventional representations of one-half.
Date: 1/29/14 7.F
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Lesson 32: Explore and create unconventional representations of one-half.
Date: 1/29/14 7.F
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Lesson 32 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3 7
33
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Lesson 32: Explore and create unconventional representations of one-half.
Date: 1/29/14 7.F
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Lesson 32 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3 7
34
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Lesson 33: Solidify fluency with Grade 3 skills.
Date: 1/29/14 7.F
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Lesson 33 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
35
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Lesson 33: Solidify fluency with Grade 3 skills.
Date: 1/29/14 7.F
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Lesson 33 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3 7
36
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Lesson 33: Solidify fluency with Grade 3 skills.
Date: 1/29/14 7.F
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Lesson 33 Fluency ActivitiesNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Multiplication
Materials: (S) Personal white boards
T: (Draw an array with 3 rows of 2.) Say the
repeated addition sentence.
S: 2 + 2 + 2 = 6.
T: (Write 3 ____ = ____.) On your personal
board, complete the multiplication
sentence.
S: (Write 3 2 = 6.)
Repeat using the following ideas: 4 rows of 10, 3
rows of 4, 7 rows of 3, and 8 rows of 2. Or, you can
think of your own.
Equal Groups
Materials: (S) Personal white boards
T: (Draw a picture with 2 groups of 4 circled.)
Say the total as a repeated addition
sentence.
S: 4 + 4 = 8.
T: Write a division sentence that means the
number of groups is unknown.
S: (Write 8 ÷ 4 = 2.)
T: Below that division sentence write a
division sentence that means the number In
each group is unknown.
S: (Write 8 ÷ 2 = 4.)
Repeat using the following ideas: 5 groups of 3, 3
groups of 4, and 6 groups of 2. Or, you can think of
your own.
Commutative Multiplying
Materials: (S) Personal white boards
T: (Draw an array with 3 rows of 2 dots.) How
many rows of 2 do you see?
S: 3 rows of 2.
T: Write four different multiplication
sentences for the picture.
S: (Write 3 2 = 6, 2 3 = 6, 6 = 3 2, 6 = 2
3.)
Repeat using the following ideas: 3 rows of 5, and 4
rows of 3. Or, you can think of your own.
T: (Write 4 2 = 2 ___.) On your board, fill
in the blank.
S: (Write 4 2 = 2 4.)
Repeat using the following ideas: 9 5 = 5 ___ and
3 6 = 6 ___. Or, you can think of your own.
Tape Diagrams
Materials: (S) Personal white boards
T: (Draw a tape diagram with 5 equal units
and 2 stars in the first unit.) What is the
value of each unit?
S: 2 stars.
T: How many units are there?
S: 5 units.
T: Write a multiplication sentence for this tape
diagram.
S: (Write 5 2 = 10.)
Repeat using the following ideas: 4 3 = 12, 8 ÷ 4 =
2, and 15 ÷ 3 = 5. Or, you can think of your own.
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Lesson 33: Solidify fluency with Grade 3 skills.
Date: 1/29/14 7.F
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Lesson 33 Fluency ActivitiesNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
Hide Zero Cards
Tens
Materials: (S) Hide Zero Cards, personal white boards
Note: Hide Zero Cards can be made with index cards for
personal practice.
T: (Write 7 tens = ____.) Say the number.
S: 70.
Repeat using the following ideas: 10 tens, 12 tens, 20
tens, 28 tens, 30 tens, and 37 tens. Or, you can think of
your own.
Tens and Hundreds
Materials: (S) Personal white boards
T: (Write 9 + __ = 10.) Say the missing number.
S: 1.
T: (Write 90 + __ = 100.) Say the missing number.
S: 10.
T: (Write 91 + __ = 100.) Say the missing number.
S: 9.
T: (Write 291 + __ = 300.) Say the missing number.
S: 9.
Repeat using the following ideas:
1 + __ = 10, 10 + __ = 100, 11 + __ = 100, 211 + __ = 300,
8 + __ = 10, 80 + __ = 100, 85 + __ = 100, and 385 + __ =
400
Or, you can think of your own.
Make Twenty-Four Game
Materials: Set of 6 cards per pair
Note: Students play in pairs. Each pair has a set of 6
cards, each with a number (2, 3, 4, 6, 8, and 12).
T: (Write ___ ___ = 24.) Spread the cards out in
front of you.
T: Put your hands behind your back. I’ll put a
number in the first blank. When you know the
number that belongs in the second blank, touch
the card that shows the number. The first one
of us to touch the card keeps it. Whoever has
the most cards at the end wins. (Write 12 in the
first blank.)S: (Touch the 2 card. The first to touch it keeps the
card.)
Repeat but this time, you might make 36 with the same
cards plus 9 and 18.
Write In the Parentheses
Materials: (S) Personal white boards
T: (Write 10 – 5 + 3 = 8.) On your board, copy the
equation. Then, insert parentheses to make the
statement true.
S: (Write (10 – 5) + 3 = 8.)
Repeat using the following ideas:
10 – 5 + 3 = 2, 10 = 20 – 7 + 3, 16 = 20 – 7 + 3,
8 + 2 4 = 16, 8 + 2 4 = 40, 12 = 12 ÷2 2, 3 = 12 ÷ 2 2,
10 = 35 – 5 5, and 20 – 10 ÷ 5 = 2.
Or, you can think of your own.
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Lesson 33: Solidify fluency with Grade 3 skills.
Date: 1/29/14 7.F
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Lesson 33 Fluency ActivitiesNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
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Lesson 34: Create resource booklets to support fluency with Grade 3 skills.
Date: 1/29/14 7.F
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Lesson 34 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
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Lesson 34: Create resource booklets to support fluency with Grade 3 skills.
Date: 1/29/14 7.F
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Lesson 34 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3•7
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