1. Patton has horseback riding lessons on Saturdays
Patton has horseback riding lessons on Saturdays. His lesson is 90 minutes long. Today it started at 10:45. What time will Patton’s riding lesson will be over?
3rd Grade
Module 6
Standard page
Answer
MAFS.3.MD.1.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Problem 1

2. Mr. Miller’s class always asks, “What time is lunch
Mr. Miller’s class always asks, “What time is lunch?”, so he made a large clock poster to show lunch time. The poster is below.
What time is lunch?
Mr. Miller’s Lunch Time
3rd Grade
Module 6
Standard page
Answer
MAFS.3.MD.1.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Problem 4

3. 3rd Grade Module 6 Time Spent-CPALMs Formative Assessment
A: Recess began at the time shown on Clock A. Recess ended at the time shown on Clock B.
Clock A Clock B
How many minutes were
spent at recess?
B: Anthony began reading at the time shown on Clock A. He stopped at the time shown on Clock B.
Clock A Clock B
How many minutes did Anthony spend reading?
3rd Grade
Module 6
Use the link Time Spent-CPALMs Formative Assessment above to look at the formative assessment for MAFS.3.MD.1.1. Use the suggestions from the formative assessment to address student misconceptions and remediate as needed.
Standard page
Answer
* Click on link above to access the formative assessment rubric.
MAFS.3.MD.1.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Problem 5

4. Xiomara has 267 grams of strawberries and 724 grams of oranges.
267g g
What is the total weight of the fruit?
3rd Grade
Module 6
Standard page
Answer
MAFS.3.MD.1.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units.
Problem 1

5. Clare bought 3 bags of sugar. The bags weighed 9 kilograms together
Clare bought 3 bags of sugar. The bags weighed 9 kilograms together. How much did a single bag weigh?
3rd Grade
Module 6
Standard page
Answer
MAFS.3.MD.1.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units.
Problem 2

6. Dustin drinks 235 milliliters of cranberry juice every day
Dustin drinks 235 milliliters of cranberry juice every day. He started with 1,000 milliliters. How much will be left after one day?
3rd Grade
Module 6
Standard page
Answer
MAFS.3.MD.1.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units.
Problem 3

7. If Kimberly fills the 2nd container with 3 times as much milk as the 1st container, how much milk will she have in the 2nd container?
3rd Grade
Module 6
Standard page
Answer
MAFS.3.MD.1.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units.
Problem 4

8. *Click on link above to access the formative assessment rubric.
Multiplication and Division with Mass and Volume-CPALMs Formative Assessment
There were 18 students in Mr. Casel’s third grade class. Each student brought in one 2-liter bottle of soda for the class party. How many liters of soda did the class have for the party?
Mrs. Sevier had 40 kilograms (kg) of topsoil to add to each of her 5 different gardens. If each of the 5 gardens gets the same amount of topsoil, how many kilograms of topsoil will each garden get?
3rd Grade
Module 6
Use the link Multiplication and Division with Mass and Volume-CPALMs Formative Assessment above to look at the formative assessment for MAFS.3.MD.1.2. Use the suggestions from the formative assessment to address student misconceptions and remediate as needed.
Standard page
Answer
*Click on link above to access the formative assessment rubric.
MAFS.3.MD.1.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units.
Problem 5

9. Use the graph to complete the table.
How many more footballs than tennis balls?
3rd Grade
Module 6
Type of balls
Number of balls
Tennis
Baseball
Soccer
Football
Standard page
Answer
MAFS.3.MD.2.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Problem 1

10. 3rd Grade Module 6 Part A: Use the table to create a bar graph.
Color of Student Hover Boards
Black 25
Blue 30
Pink 20
White 35
Red 40
3rd Grade
Module 6
Part B: How many more students have a black or white hover board than the students who have a red hover board?
Standard page
Answer
MAFS.3.MD.2.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Problem 3

11. Students Favorite Pizza Topping
Pepperoni
Cheese
Mushroom
Bacon
Hawaiian
3rd Grade
Module 6 =5
How many students were surveyed?
How many more students like Pepperoni than mushroom &
Hawaiian combined?
Standard page
Answer
MAFS.3.MD.2.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Problem 4

12. Standard 1 problem 2
Which school supply below is exactly 7 ½ inches long?
3rd Grade
Module 6
Standard page
Answer
MAFS.3.MD.2.4
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Problem 2

13. 3rd Grade Module 6 A B C Which lizard is 5 ¾ inches long?
MAFS.3.MD.2.4 Problem 4
What are the measurements of each lizard? A
3rd Grade
Module 6
Which lizard is 5 ¾ inches long? B C
Standard page
Answer
MAFS.3.MD.2.4
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Problem 4