3crmca11-Data and Probability

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4 5 6 7 8 9 10 DOH 18 17 16 15 14 13 12 11 10
Grade 3 Chapter 11
Table of Contents
Teacher’s Guide to Using Lesson 11–6 Make Predictions
Chapter 11 Resources ........................................iv Reteach .........................................................................33
Chapter 11 Graphic Organizer ................................ 1 Skills Practice ..............................................................34
Student Glossary .......................................................... 2 Homework Practice ..................................................35
Family Letter ................................................................ 4 Problem-Solving Practice ........................................36
Family Letter Spanish ................................................. 5 Enrich.............................................................................37
Chapter 11 Anticipation Guide ............................... 6
Chapter 11 Game ........................................................ 7 Individual Progress Checklist .................................38
Lesson 11–1 Bar Graphs Chapter Tests:

Reteach ........................................................................... 8 Chapter Diagnostic Assessment ...........................39
Skills Practice ................................................................ 9 Chapter Pretest ..........................................................40
Homework Practice ..................................................10 Quiz 1 ............................................................................41
Problem-Solving Practice ........................................11 Quiz 2 ............................................................................42
Enrich.............................................................................12 Quiz 3 ..........................................................................43
Mid-Chapter Review .................................................44
Lesson 11–2 Line Plots Vocabulary Test ..........................................................45
Reteach .........................................................................13 Oral Assessment ........................................................46
Skills Practice ..............................................................14 Chapter Project Rubric .............................................48
Homework Practice ..................................................15 Foldables Rubric ........................................................49
Problem-Solving Practice ........................................16 Test Form 1 .................................................................50
Enrich.............................................................................17 Test Form 2A ...............................................................52
Test Form 2B...............................................................54
Lesson 11–3 Problem-Solving Test Form 2C...............................................................56
Test Form 2D ..............................................................58
Strategy: Make Test Form 3 .................................................................60
a List Extended-Response Test .........................................62
Reteach .........................................................................18
Skills Practice ..............................................................20 Student Recording Sheet ....................................63
Homework Practice ..................................................21
Enrich.............................................................................22 Cumulative Standardized
Test Practice..............................................................64
Lesson 11–4 Identify Probability
Reteach .........................................................................23 Answer Pages ...........................................................A1
Skills Practice ..............................................................24
Problem-Solving Practice ........................................26
Enrich.............................................................................27
Lesson 11–5 Problem-Solving

Investigation:
Choose a Strategy
Reteach .........................................................................28
Skills Practice ..............................................................30
Enrich.............................................................................32
iii
Teacher’s Guide to Using the
Chapter 11 Resource Masters
The Chapter 11 Resource Masters includes the core materials needed for Chapter 11. These
materials include worksheets, extensions, and assessment options. The answers for these
pages appear at the back of this booklet.
All of the materials found in this booklet are included for viewing and printing on the
TeacherWorks PlusTM CD-ROM.
Chapter Resources Edition. The Reteach worksheet closes with

computational practice of the concept.
Graphic Organizer (page 1) This master
is a tool designed to assist students with Skills Practice The Skills Practice
comprehension of grade-level concepts. While worksheet for each lesson focuses on the
the content and layout of these tools vary, computational aspect of the lesson. The
their goal is to assist students by providing Skills Practice worksheet may be helpful
a visual representation from which they can in providing additional practice of the skill
learn new concepts. taught in the lesson.
Student Glossary (page 2) This master Homework Practice The Homework
is a study tool that presents the key Practice worksheet provides an opportunity
vocabulary terms from the chapter. You may for additional computational practice. The
suggest that students highlight or star the Homework Practice worksheet includes word
terms they do not understand. Give this list problems that address the skill taught in the
to students before beginning Lesson 11–1. lesson.
Remind them to add these pages to their Problem-Solving Practice The Problem-
mathematics study notebooks. Solving Practice worksheet presents
Anticipation Guide (page 6) This master additional reinforcement in solving word
is a survey designed for use before beginning problems that apply both the concepts of the
the chapter. You can use this survey to lesson and some review concepts.
highlight what students may or may not Enrich The Enrich worksheet presents
know about the concepts in the chapter. activities that extend the concepts of the
There is space for recording how well lesson. Some Enrich materials are designed
students answer the questions before they to widen students’ perspectives on the
complete the chapter. You may find it helpful mathematics they are learning. These
to interview students a second time, after worksheets are written for use with all
completing the chapter, to determine their levels of students.
progress.
Resources for Problem-Solving Strategy
Game (page 7) A game is provided to and Problem-Solving Investigation
reinforce chapter concepts and may be used Lessons In recognition of the importance
at appropriate times throughout the chapter. of problem-solving strategies, worksheets
for problem-solving lessons follow a slightly
Resources for different format. For problem-solving lessons,
Computational Lessons a two-page Reteach worksheet offers a
complete model for choosing a problem-
Reteach Each lesson has an associated
solving strategy. For each Problem-Solving
Reteach worksheet. In general, the Reteach
Strategy lesson, Reteach and Homework
worksheet focuses on the same lesson content
Practice worksheets offer reinforcement of
but uses a different approach, learning style,
the strategy taught in the Student Edition
or modality than that used in the Student
lesson. In contrast, the Problem-Solving
iv
Investigation worksheets include a model Chapter Project Rubric This one-page
strategy on the Reteach worksheets and rubric is designed for use in assessing the
provide problems requiring several alternate chapter project. You may want to distribute
strategies on the Homework Practice and copies of the rubric when you assign the
Skills Practice worksheets. project and use the rubric to record each
student’s chapter project score.
Assessment Options The assessment
masters in the Chapter 11 Resource Masters Foldables Rubric This one-page rubric
offer a wide variety of assessment tools is designed to assess the Foldables graphic
for monitoring progress as well as final organizer. The rubric is written to the
assessment. students, telling them what you will be
looking for as you evaluate their completed
Individual Progress Checklist This
Foldables graphic organizer.
checklist explains the chapter’s goals or
objectives. Teachers can record whether Leveled Chapter Tests
a student’s mastery of each objective is
beginning (B), developing (D), or mastered • Form 1 assesses basic chapter concepts
(M). The checklist includes space to record through multiple-choice questions and is
notes to parents as well as other pertinent designed for use with on-level students.
observations. • Form 2A is designed for on-level students
Chapter Diagnostic Assessment This one- and is primarily for those who may have
page test assesses students’ grasp of skills missed the Form 1 test. It may be used
that are needed for success in the chapter. as a retest for students who received
additional instruction following the
Chapter Pretest This one-page quick Form 1 test.
check of the chapter’s concepts is useful
for determining pacing. Performance on • Form 2B is designed for students with
the pretest can help you determine which a below-level command of the English
concepts can be covered quickly and which language.
specific concepts may need additional time. • Form 2C is a free-response test designed
Quizzes Three free-response quizzes for on-level students.
offer quick assessment opportunities at • Form 2D is written for students with
appropriate intervals in the chapter. a below-level command of the English
Mid-Chapter Review This one-page language.
chapter test provides an option to assess • Form 3 is a free-response test written for
the first half of the chapter. It includes both above-level students.
multiple-choice and free-response questions.
• Extended-Response Test is an extended
Vocabulary Test This one-page test response test for on-level students.
focuses on chapter vocabulary. It is suitable
for all students. It includes a list of Student Recording Sheet This one-page
vocabulary words and questions to assess recording sheet is for the standardized test
students’ knowledge of the words. in the Student Edition.
Oral Assessment This two-page test Cumulative Standardized Test Practice
consists of one page for teacher directions This three-page test, aimed at on-level
and questions and a second page for students, offers multiple-choice questions
recording responses. Although this and free-response questions.
assessment is designed to be used with all
students, the interview format focuses on Answers
assessing chapter content assimilated by The answers for the Anticipation Guide and
ELL students. Lesson Resources are provided as reduced
pages with answers appearing in black. Full
size line-up answer keys are provided for the
Assessment Masters.
v
Name Date
11
Graphic Organizer
Chapter Resources
Use this graphic organizer to take notes on Chapter 11:
Data and Probability. Fill in the missing information.
Way to Record Definition Sketch

Data
Line plot
Tally chart
Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Bar graph
Grade 3 1 Chapter 11
Name Date
11
Student-Built Glossary
This is an alphabetical list of new vocabulary terms you will learn

in Chapter 11: Data and Probability. As you study the chapter,
complete each term’s definition or description. Remember to add
the page number where you found the term. Add this page to
your math study notebook to review vocabulary at the end of the
chapter.
Found on
Vocabulary Term Page Definition/Description/Example
bar graph
data
equally likely

line plot
outcomes
prediction
Grade 3
11
survey
tally chart
probability
Name
Student-Built
Glossary (continued)
3
Date
Chapter 11
Chapter Resources
Dear Family,
a P Chapter 11:1: Data
D started
Today my1 class robability I will be
nd Probability.
ata and
learning to collect, organize, record, and display data on a tally chart. I will
also be learning to display and read data in a bar graph and line plot.
Here are my vocabulary words and an activity that we can do together.
Love, ________________
Key Vocabulary
tally chart A way to keep track of data using
tally marks to record the results.
Activity
bar graph A graph that compares data by using s h fr u it s a lad. Count
fre
bars of different lengths and heights. Prepare a r o f p ie ces of each
m b e
out the nu r d th e data on a
R e c o
line plot A graph that used columns of Xs fruit used.
above a number line to show frequency of data. line plot.
probability A number between 0 and 1 that

measures the likelihood of an event happening.
survey A method of collecting data.
data Information.
prediction Something you think

will happen such as a specific
outcome of an experiment.
Books to Read
outcomes Possible results
of an experiment. The Water Home
by Graeme Base
equally likely Having the
Hannah’s Collections
same chance of occurring.
by Marthe Jocelyn
In a coin toss, you are
equally likely to flip a Tiger Math, Learning to Graph from a
head or a tail. Baby Tiger
by Nagda and Bickel
Estimada familia:
1 L comenzó
Hoy mi clase d p
yell Capítulo atos y las
os datos
11:1: Los robabilidades
as probabilidades.
Aprenderé a recopilar, a organizar, a anotar y a representar datos en un
cartel de conteo y también aprenderé a representar y a leer datos en una
gráfica de barras y en un esquema lineal. A continuación, están mis
palabras de vocabulario y una actividad que podemos hacer juntos.
Cariños, ________________
Vocabulario clave
tabla de conteo Una manera de llevar la
Actividasadlada de frutas
cuenta de los datos usando marcas de conteo
para anotar los resultados. na en
Preparen u n la cantidad d
e
gráfica de barras Gráfica que compara los u e n te
frescas. C n los
datos usando barras de distintas longitudes o a fr u ta u s ada. Anote
cad neal.
alturas. to s e n u n esquema li
da
esquema lineal Gráfica que usa columnas de
X sobre una recta numérica para representar
frecuencias de datos.
probabilidad Número entre 0 y 1 que mide la
posibilidad de que ocurra un evento.
encuesta Un método para reunir datos.
datos Información.
predicción Algo que crees que
sucederá, como un resultado
específico de un experimento.
Libros recomendados
resultados Resultado
posible de un experimento The Water Home
de Graeme Base
equiprobable Que tienen
Hannah’s Collections
la misma posibilidad de
de Marthe Jocelyn
ocurrir. Ejemplo: Al lanzar
una moneda, tienes la Tiger Math, Learning to Graph from a Baby Tiger
misma posibilidad de que de Nagda and Bickel
caiga cara o cruz.
Name Date
11
Anticipation Guide
Data and Probability
STEP 1 Before you begin Chapter 11
• Read each statement.

• Decide whether you agree (A) or disagree (D) with the statement.
• Write A or D in the first column OR if you are not sure whether
you agree or disagree, write NS (not sure).
STEP 1 STEP 2
A, D, or NS Statement A or D
1. A tally chart is a way to keep track of data using tally
marks to record the results.
2. A bar graph is a graph that compares data by
using bars of different lengths or heights to show
the values.
3. A line plot is a graph that used columns of Xs above
a number line to show frequency of data.
4. Probability is a number between 0 and 10 that
measures the likelihood of an event happening.

5. A survey is a way of collecting data.
6. Prediction and probability are the same thing.
7. An outcome is a possible result of an experiment.
8. In a coin toss, you are equally likely to flip a head or
a tail.
9. A bar graph uses tally marks to record survey results.
10. A line plot can be used to display survey results.
STEP 2 After you complete Chapter 1
• Reread each statement and complete the last column by

entering an A (agree) or a D (disagree).
• Did any of your opinions about the statements change from the
first column?
• For those statements that you mark with a D, use a separate
sheet of paper to explain why you disagree. Use examples, if
possible.
Name Date
11
Chapter 11 Game
Deal With It
Chapter Resources
You will need:
Paper and pencil
Deck of cards
Give each player a piece of paper and a pencil. Shuffle the cards
and deal 10 cards to each player.
1. Have each player arrange his or her cards, face up, in

sequential order. Face cards are counted as 10; aces are
counted as 1.
2. Have each player create a line plot to display the results of
their cards.
3. For each X on the line plot, the player earns points worth
the number the X represents. Players each add up the total
number of points.
4. Players play another round. Shuffle the cards. Deal another
10 cards to each player. Create another line plot and find the
total number of points. The player with the most points after
two rounds wins!
X
X X X X X X X X X
0 1 2 3 4 5 6 7 8 9 10
Name Date
11–1
Reteach 3SDAP1.3, 3MR2.3
Bar Graphs
Mark takes a survey of some third-grade students to find out

which flavor of juice they like best. He shows the results in
a chart. Then Mark uses the chart to make a bar graph.
A bar graph is a graph that shows data using bars. The scale
along one side of the bar graph is a set of equally spaced marks
to tell how many.
The first bar in the graph tells you that 8 students like apple juice.
Favorite Fruit Juice

12
Juice Number of 10
Number of Students
Students 8
Apple 8 6
Grape 4 4
2
Orange 10
0
Apple Grape Orange Pineapple
Pineapple 2 Juice Flavor

Use the data in the bar graph to answer the questions.
1. How many students like grape 2. Which juice flavor is the students’
juice? least favorite?
3. How many more students like 4. Which two juice flavors do the
orange juice than pineapple juice? students like the best?
5. Which juice flavor did the students 6. How many students were in this
like the most? How can you tell? survey? How do you know?
Name Date
11–1
Skills Practice 3SDAP1.3, 3MR2.3
Bar Graphs
Chapter Resources
Yoshi finds the following data about the life span of some
animals. First he records the data in a chart. Then he starts to
make a bar graph.
Average Animal Life Span

Type of Average Life
Animal Span (Years)
Black bear 18
Domestic cat 12
Chipmunk 6
Domestic dog 12
Cow 15
Use the data in the chart to finish the bar graph. Then
answer each exercise.
1. Why does the graph show every second number instead of

all the numbers from 0 through 20 in the scale?
2. Which animal has the longest average life span?
3. Which animals have the same average life span?
4. How many more years is a cow more likely to live than a cat?
5. Which animal has the shortest life span?
Name Date
11–1
Homework Practice 3SDAP1.3, 3MR2.3
Bar Graphs
1. Display the data in a vertical For exercises 2–4, refer to the graph.
bar graph. Students Who Attended Travel Day
Spain
Country
Ghana
What Pets Do You Have?
Number of China
Kind of Pet Tally
Responses New
Zealand
Cat 8 0 2 4 6 8 10 12 14 16 18 20
Number of Students
Dog 6
Horse 2
Bird 5
2. How many students attended the
Fish 3
Ghana Travel Day?
3. How many more students attended

the New Zealand Travel Day than
the Spain Travel Day?

Travel Day?
Find the volume. (Lesson 10–10)
5. 6. 7.
Name Date
11–1
Problem-Solving Practice 3SDAP1.3, 3MR2.3
Bar Graphs
Chapter Resources
For Exercises 1–6, refer to the graph.
24
Number of Free
Throws Made
20
16
12
8
4
0
3 4 5 6
Grade
1. How many free throws did Grade 3 2. Which grade shown in the graph
make on Field Day? made the most free throws?
free throws Grade
3. How many free throws did How can you tell?

Grade 4 make?
free throws
How can you tell? 4. What numbers does the scale
show?
How would the bar graph change

5. How would you change the bar if you changed the scale to show
graph to show that Grade 2 made every two numbers?
6 free throws?
6. How many free throws were made

altogether by Grades 3 through 6?
free throws
Name Date
11–1
Enrich 3SDAP1.3, 3MR2.3
Favorite Foods
Mr. Lin’s class tallied the results of a survey of students’

favorite foods and recorded the data in a chart.
Hamburgers
Tacos
Pizza
Hot Dogs
Use the tally marks to complete the table. Then complete

the bar graph.
Favorite Foods
Favorite Foods Number of Students Number of Students
20
Hamburgers 15
7 10
Pizza 5
Hot Dogs

Hamburgers Tacos Pizza Hot Dogs
Foods
Use the information in the chart and bar graph to answer

the questions below.
1. How many students took the survey?
2. Why are the bars for tacos, pizza, and hot dogs part way
between two lines?
3. Suppose no one liked hot dogs. Instead, those students liked

tacos. Where would the top of the bar for tacos be on the
chart? Explain.
Name Date
11–2
Reteach 3SDAP1.3
Line Plots
Chapter Resources
Like a vertical bar graph, a line plot shows information vertically.
The base of the line plot is just that, a line, where we can place
numbers. Unlike a bar graph, a line plot doesn’t have a vertical
scale. Above each number or word at the base, we plot an X to
represent how often a number is represented.
Let’s make a line plot together. We’ll plot the number of chores
Paula did last week. On Sunday, Thursday, and Saturday, she did
4 chores a day. On Monday through Wednesday, she did
2 chores a day. Friday, she did none. Use the space below to
make your line plot.
1. Make a line along the bottom of the page, but leave room for
numbers below the line.
2. Write the numbers 0–5 in order under the line. Space the
numbers as evenly as you can.
3. For each day Paula completed the number of chores shown
on the line plot put one X above that number.
4. Take a look at your line plot. You may not have an X above
each number. Should you?
Name Date
11–2
Skills Practice 3SDAP1.3
Line Plots
Display each set of data in a line plot.
1. Armando was curious to know

Jose – 3 Dani – 6 Juan – 2 Carla – 8
how much his classmates read
Ana – 7 Fina – 6 Luisa – 3 Rey – 9
at home each week, so he
Carmen – 4 Angel – 4 Emilio – 2 Hugo – 2
conducted a survey of the
number of books each classmate
read in a week.
2. Colin had a good tomato crop

this year. He kept track of how
many tomatoes he picked each Tomatoes Picked
day for a week. Create a line Day Tomatoes
plot to show how many days Monday 5
5, 6, 7, 8, 9, or 10 tomatoes
Tuesday 7
were picked.
Wednesday 10
Thursday 8
Friday 7

Saturday 5
Sunday 7
3. Mario and Sonia went on a long

drive with their parents last Out-of-State Plates
weekend and kept track of all State Number Spotted
the different out-of-state license Oregon 5
plates they spotted. Create a
Arizona 8
line plot to show the number of
Nevada 6
times that 5, 6, 7, and 8 license
Washington 5
plates of a state were spotted.
Maryland 5
Name Date
11–2
Homework Practice 3SDAP1.3
Line Plots
Chapter Resources
Display the set of data in a line plot.
1. Blue Jays Seen at Bird Feeder

Number of Number of
Tally
Blue Jays Responses
4 1
5 3
6 2
8 3
For Exercises 2–4, refer to the line plot that shows the
number of states students have visited.
2. How many states have most How Many States
Have You Visited?
students visited?
3. How many students have visited

three states?
4. How many students participated in

this survey?
1 2 3 4 5
(Lesson 11–1)
5. Take the line plot used for
Exercises 2–4 and display it in
a horizontal bar graph.
6. Why might we use a vertical bar
graph rather than a horizontal bar
graph to display information?
Name Date
11–2
Problem-Solving Practice 3SDAP1.3
Line Plots
For Exercise 1, use the data.

1. Nine people were surveyed about Number of Chores
how many chores they have. Make
a line plot of the data. 2 4 3
5 3 4
3 5 4
For Exercises 2–4, use the line plot that shows the number
of pets owned by students.

How Many Pets Do You Have? 2. What number of pets is owned by
the least number of students?
X
X
X X
X X X
X X X 3. What number of pets is owned by
X X X X the most number of students?
X X X X X
X X X X X
1 2 3 4 5 4. How many students were
surveyed?
Name Date
11–2
Enrich 3SDAP1.3, 3MR2.3
Watching Events Over Time
Chapter Resources
Do your own experiment and make a line graph. You will need a pencil,
three friends, a clock or watch with a second hand, and a soft rubber ball.
One friend will be the timer. Another will be the counter. The third friend
will be the recorder. You will bounce the ball.
Use the table and line chart below.
When the timer says “go,” start bouncing the ball. The counter counts the
bounces out loud. Every 10 seconds, the timer says “time” and the recorder uses
the table to write down the number of bounces.
Time in Seconds 0 10 20 30 40 50 60
Total Number of Bounces 0
Stop after one minute. Use the data in the table to make a line graph. Plot the
total number of bounces you had after 10 seconds, after 20 seconds, and so on.
Draw straight lines from point to point.
How many total bounces did you have in 60 seconds?
What did you notice about the number of bounces you had over the period
of 60 seconds?
Take turns so that everyone has a chance to bounce the ball.
Name Date
11–3
Reteach 3MR1.1, 3SDAP1.2
Problem-Solving Strategy
You have a choice of a main dish

and a drink. How many different
combinations are possible?
BREAKFAST
SPECIALS
ONLY
$2.50
INCLUDES
main dish and drink
Main Dish
Eggs, pancakes, or wafﬂes
Drink
Milk or Juice
Step 1 Be sure you understand the problem. Read carefully.

Understand
What do you know?
• Main dishes are
• Drinks are
What do you need to find?
• You need to find how many
Step 2 Make a plan.

Plan Choose a strategy.
• Make a List
Making a list can help you solve the problem.
Name Date
11–3
Problem-Solving Strategy (continued)
Chapter Resources
Step 3 Carry out your plan.
Solve List the possible choices.
1. eggs,
2. pancakes,
3. waffles,
4. , juice
5. , juice
6. , juice
There are different combinations.
Step 4 Is the solution reasonable?

Check Reread the problem.
How can you check to make sure your answer

is correct?
Practice
Solve. Use the make a list strategy.

1. Karen packs jeans in blue, black, 2. The ski lodge offers packages for
and white. She packs shirts in 3 days or 7 days. For each package,
gray, green, and blue. How many you can choose a deluxe room, a
different outfits can Karen wear? standard room, or a budget room.
How many different packages are
there?
Name Date
11–3
Skills Practice 3MR1.1, 3SDAP1.2

1. Diane is buying a bag. She can 2. Sandy will have 1 muffin and
choose a large, medium, or small 1 juice. She can have a blueberry,
bag. The bag comes in leather corn, or bran muffin. She can have
or canvas. The bag comes with apple, orange, or grape juice. How
or without a strap. How many many different choices are there?
different bag choices are there?
4. Dan can buy a vest in blue, black,

3. Mr. Bevin is flying to Tokyo. The green, or white. He can choose
airline offers flights at 8:00 A.M. a V-neck or a crew neck. He can
and 6:00 P.M. On each flight, there also choose a vest with or without
are first class, business class, and a pocket. How many different
coach tickets. How many different kinds of vests are there?
choices are there for Mr. Bevin?

6. Joe wants to make a picture. He
5. Manuel has turkey, bologna, can use red, blue, green, or yellow
and ham to make sandwiches paint. He can make a large or a
on whole wheat or rye bread. small picture. How many different
How many different kinds of choices does Joe have using
sandwiches can Manuel make 1 color and 1 size?
using any number of meats and
one type of bread?
7. Write a problem that can be solved with the make a list strategy. Share with
others.
Name Date
11–3
Chapter Resources
1. Prima’s Pizzeria offers two types of 2. Cristina has one yellow, one
crust: thin or thick. They also offer purple, and one pink tulip bulb to
five toppings: pepperoni, sausage, plant. How many different ways
onions, mushrooms, green can she arrange the tulip bulbs in
peppers. If you chose one type of a row?
crust and two different toppings
on each pizza, how many different
pizzas can you make? 4. At the end of the year, the
class had a cookout. They had
hamburgers, cheeseburgers, and
3. Francisco needs to do quite a hot dogs. For dessert they had ice
few errands. He needs to stop by cream or cake. They served water
the cleaners, the post office, the or lemonade. How many different
hardware store, and the bank. meals were possible choosing
There are a number of ways he can a main dish, a dessert, and a
tackle his list of stops. How many beverage?
ways can he accomplish his tasks?
Number of Loons Seen
Week Tally
Display the set of data in a line
plot. (Lesson 11–2) 1
2
5. In which week were the most 3
loons seen?
4
6. How many loons were seen during

all 4 weeks?
Name Date
11–3
Enrich 3MR1.1, 3SDAP1.2
Thinking about Probability
Use the hundred chart and the scale for the words certain,
very likely, likely, unlikely, or impossible to describe the
probability.
Certain = 99 out of 100 chances × 0 1 2 3 4 5 6 7 8 9 10

Very likely = 60 or greater out of 0 0 0 0 0 0 0 0 0 0 0 0
100 chances 1 0 1 2 3 4 5 6 7 8 9 10
2 0 2 4 6 8 10 12 14 16 18 20
Likely = at least 50 out of
3 0 3 6 9 12 15 18 21 24 27 30
100 chances
4 0 4 8 12 16 20 24 28 32 36 40
Unlikely = 40 or less out of 5 0 5 10 15 20 25 30 35 40 45 50
100 chances; Improbable 6 0 6 12 18 24 30 36 42 48 54 60
Impossible = 0 out of 100 chances 7 0 7 14 21 28 35 42 49 56 63 70
8 0 8 16 24 32 40 48 56 64 72 80
9 0 9 18 27 36 45 54 63 72 81 90
10 0 10 20 30 40 50 60 70 80 90 100
Suppose you had the numbers from the hundred chart on

small cards in a bag, and you couldn’t see them. Then you
took a card from the bag, looked at it, and put it back.
What is the probability that a whole number you chose from 1 through 100:
1. contains a 1? 2. is greater than 5?
3. is greater than 0? 4. contains a 3, 5, or 7?
5. is a 2-digit number? 6. is a 3-digit number?
7. is a 4-digit number? 8. is a multiple of 2?
9. Tell what strategy you used to make your predictions.
Name Date
11–4
Reteach 3SDAP1.1
Identify Probability
Chapter Resources
Probability is the chance that an event will happen.
The spinner has 5 sections.

A B
The spinner shows the
C C
letters A, B, and C.
C
If you spin the spinner:
• It is certain that you will land on an A, B, or C.

These are the letters showing.
• It is impossible that you will land on the letter D.
There is no letter D on the spinner.
• It is likely that you will land on the letter C.
Most of the letters on the spinner are Cs (3 of the 5).
• It is unlikely that you will land on the letter A or B.
Only 1 of the 5 letters is an A. Only 1 of the 5 letters is a B.
Describe the probability of landing on each number.

Write certain, likely, unlikely, or impossible.
2 3
1. Land on a 4.
1 4
Think: Four of the 7 numbers are 4s.
4 4
The probability of landing on a 4 is . 4
2. Land on a 7.
Think: None of the numbers is a 7.
The probability of landing on a 7 is .
3. Land on a 3.
Think: Only 1 of the 7 numbers is a 3.
The probability of landing on a 3 is .
4. Land on a number.
Think: Every section of the spinner shows a number.
The probability of landing on a number is .
Name Date
11–4
Skills Practice 3SDAP1.1
Describe the probability. Write certain, likely, unlikely, or

impossible.
1. Land on a 4. 2. Land on a 1. 3. Land on a 5.
1 2
3 1
1 4
4. Pick an apple. 5. Pick a banana. 6. Pick a cherry.
7. Pick an odd 8. Pick a 2. 9. Pick an even

2 4
number. number.
8 6
6 8
4 2

Draw a spinner to represent each statement.
10. Likely but not certain to land 11. Unlikely but not impossible to land
on a 5 on red
Name Date
11–4
Chapter Resources
Describe the probability of landing on each number. Write
1 2
certain, likely, unlikely, or impossible.
3 1
1. 2 2. 5
1 4
3. 1 4. 1 or 4
5. an even number 6. an odd number
Solve.
7. Is it certain or likely that a regular coin will land heads if

flipped once?
8. Is it unlikely or impossible to roll a 10 on a number cube that

has the numbers 0–5 on it?
Solve. (Lesson 11–3)
9. There are two girls and a boy in a 10. Pablo can choose ham, turkey,
row of seats on a bus. How many tomato, or cheese on his sandwich.
different ways can they sit in that If he chooses two toppings, how
row? many different sandwiches can
he make?
11. List all of the three-digit numbers

that can be made using 1, 3, and 7. 12. Carla has red beads, white beads,
blue beads, and gold beads. If
she uses one bead of each color,
how many different ways can she
arrange the beads in a row?
Name Date
11–4
Problem-Solving Practice 3SDAP1.1
Solve. Use the words certain, likely, unlikely, or impossible.
A number cube has 6 sides numbered 1 through 6.
1. Describe the probability of tossing 2. Describe the probability of tossing

a 7 if you toss the number cube. a 6 if you toss the number cube.
A bag has 6 green grapes and 8 red grapes.
3. Keisha is going to pick one item 4. How likely is it that she will pick a
from the bag. How likely is it that red grape?
she will pick a grape?

A spinner is divided into 10 equal sections numbered
1 through 10.
5. If Clea spins the spinner, how likely 6. How likely is it that she will land
is it that she will land on a number on either an odd or even number?
less than 3?
Name Date
11–4
Enrich 3SDAP1.1
More Probability
Chapter Resources
Look at the three spinners below. Then answer questions
1–5 using the words, certain, likely, unlikely, or impossible.
21
2 1 1 2
3 3
1
2
2 4 3
4
43
Spinner 1 Spinner 2 Spinner 3

If you use Spinner 1,
1. the probability of landing on a 1, 2, 3, or 4, or on a line is

.
2. the probability of landing on a 0 or 5 is .
3. the probability of landing on a 2 or 4 is .

4. the probability of landing on a 1 is .

5. the probability of landing on 3 is .
6. which number do you think you are most likely to land on?
Explain your answer.
Look at all the spinners.
7. Which one do you think is the most fair? Explain.
Name Date
11–5
Reteach 3MR1.1, 3NS2.1
Problem-Solving Investigation
Choose the Best Strategy
Beatriz joined a new basketball team. The first game they

played, they scored 15 points. The next game they scored 20,
and the following game they scored 25. If this pattern continues,
how many points will they have scored at the end of 10 games?
Understand You know the scores of the first three games.

You need to find the total points scored after 10 games.
Plan Use the make a table strategy. Make a table showing 10 games
and scores. Find scores by adding 5 to each previous score.
Solve Carry out your plan.
Game 1 2 3 4 5 6 7 8 9 10
Score 15 20 25 30 35 40 45 50 55 60
To find the total, add the scores from each game.

15 + 20 35 + 25 60 + 30
90 + 35 125 + 40 165 + 45
210 + 50 260 + 55 315 + 60
So, the total number of points scored by this new team is

375 points.
Check Look back at the problem. Check your addition with subtraction.
Ask yourself if the answer seems reasonable.
Name Date
11–5
Reteach 3MR1.1, 3NS2.1
Problem-Solving Investigation (continued)
Chapter Resources
Use any strategy shown below to solve.
• Use the four-step plan • Guess and check

• Make a table • Work a simpler problem
• Work backward • Make a list
Ana is working hard to improve her swimming. Each day she swims 12 meters
farther than she did the day before. Ana swam 60 meters on Monday. How
many meters will she be swimming on Saturday?
Understand What do you know?
Each day Anna swims
She swam

Plan
Use the
Solve
Monday 60
Tuesday 60 + 12 =
Wednesday + 12 =
Thursday + 12 =
Friday + 12 =
Saturday + 12 =
Anna can swim by Saturday.
Check
Name Date
11–5
Skills Practice 3MR1.1, 3NS2.1
Use any strategy shown below to solve. Tell what strategy

you used.
• Make a table • Guess and check

• Work backward • Work a simpler problem
• Make a model • Make a list
1. The sixth-grade class was having a car wash each weekend

during the month of October. The first weekend, they only
washed 50 cars. Each weekend they washed 15 more cars.
By the end of four weeks, how many cars had they washed?
2. Pittsburgh and Miami played a fantastic season opener. They

scored a total of 45 points, but Pittsburgh won by 11. How
many points did each team score?

3. Patty is training to hold her breath. When she started, she
could hold her breath for about 15 seconds. She worked to
hold her breath just two seconds longer each day. After five
days, how long could Patty hold her breath?
4. There were 15 sparrows in the backyard and twice as many

wrens. How many birds were in the backyard?
5. Marcos has the same chores each week, but he’d like to add
a little variety. Suppose Marcos has to empty the trash, water
the plants, fill the bird feeder, and sort the recycling. How
many different ways can Marcos complete his chores?
Name Date
11–5
Homework Practice 3MR1.1, 3NS2.1
Chapter Resources
Use any strategy shown below to solve. Tell what strategy
you used.
• Make a model • Guess and check
• Make a table • Work a simpler problem
1. There are 5 small bags of banana 2. The baby’s quilt is 2 feet wide by
chips, 8 small bags of pretzels, and 3 feet long. Mark’s mom offered to
twice as many packets of nuts as make one twice as wide and twice
pretzels. How many bags of snacks as long. What will the perimeter of
are there? the new quilt be?
3. The combined age of Irene’s pets 4. Marta has 2 dimes, 4 nickels, a

is 23 years. The cat is 5 years older quarter, and 10 pennies. Does she
than the dog. If the dog isn’t 10 have enough to buy an apple that
yet, how old could the cat be? costs 75 cents?
5. Tara gets to her hotel at 6. If you add 54 to a number, subtract

11:15 A.M. She was traveling for 29, and the result is 30, what was
1 hour 45 minutes. At what time your original number?
did Tara start traveling?
Describe the probability. Write certain, likely, unlikely,

Sunday
or impossible. (Lesson 11–4) Monday
7. You will land on a weekday Saturday

Tuesday
8. You will land on a weekend day Friday Wednesday
9. You will land on a month of the year Thursday
10. You will land on a day that is either a

weekday or weekend day
Name Date
11–5
Enrich 3MR1.1, 3NS2.1
Number Cube Toss
This tally chart shows the results of 24 tosses of a number

cube with the numbers 1–6 on the faces of the cube.
1 2 3 4 5 6
Toss a number cube 12 more times. Add your results to the

chart.
1. How many tallies were there for each number?
1 2
3 4
5 6

2. Which number had the most?
Which had the least?
3. Were the results what you expected? Why or why not?
4. If you had more than 6 tallies for one number, would you say
that a result like that was certain, very likely, likely, unlikely or
impossible?
Name Date
11–6
Make Predictions
Chapter Resources
When you make a prediction, pretend
you have a blindfold on and take a
guess at the outcome. Look carefully at
the information that’s been recorded
and try to see a pattern.
Let’s look at the example below.
Irene’s Number Cube Toss

Look at the pattern of Irene’s results.
If you had to guess at the outcome of
her next toss, a good guess would be
a 2 or a 12, because those numbers
have come up so many times in the
pattern.
2 4 6 8 10 12
Try one on your own. Your family is doing a thorough spring

cleaning and you get to keep any
Coins Totals change you find in the house. Predict
Nickels 5 what coin you might find next. Support
Dimes 3 your answer based on the table.
Pennies 10
Name Date
11–6
Make Predictions
For Exercises 1–2, use the bar graph. It shows the number
of times a coin was picked from a bag.
1. What coin are you most likely to Coin Pick
pick next? Explain your answer. 8
Number of Coins
6
4
2
0
Penny Dime Nickel
Type of Coin
2. Do you think there could be more

than three kinds of coins in the
bag? Explain your answer.
For Exercises 3–5, use the tally chart. It shows the results of
picking a marble from a bag 56 times and then replacing it
each time.

3. What color is likely to be picked next? Pick a Marble
Color Tally
Green
4. What two colors are equally likely Red
to be picked?
Blue
Yellow
5. Is it reasonable to predict that more

than twice as many marbles are blue
than red? Support your answer.
Name Date
11–6
Homework Practice 3MR3.3, 3SDAP1.4
Make Predictions
Chapter Resources
The tally chart shows the results of spinning the spinner 50 times.
1. Make a prediction for the next

2 4
number.
8 6
6 8
4 2
2. If you were to spin another
10 times, do you think the Outcome Tally Number
outcomes would be more even? 2 15
4 10
6 12
3. There are 25 fruit candies in the 8 13

bag: 8 orange, 10 lemon, and
7 strawberry. What flavor would 4. If there were 13 orange, 13 straw-
you be most likely to pick? Explain. berry, and 10 lemon fruit candies
left in the bag, which would you
have a better chance of picking:

orange, strawberry, or lemon?
Explain.
(Lesson 11–5)
Use any strategy to solve.
5. Jose had 25 cents in his pocket. 6. Mr. Bolton was building a fence.
What were all of the possible coin He bought 20 lengths of fencing
combinations he could have had? that were each 8 feet long. The
perimeter of the fence was
145 feet. How much fencing did
he have left over?
Name Date
11–6
Problem-Solving Practice 3MR3.3, 3SDAP1.4
Make Predictions
Place a red crayon, a yellow crayon, and a green crayon in a

brown lunch bag. Pick a crayon 25 times and keep a tally
in the table below. Then answer the questions.
Crayons in a Bag
Outcome Tally Total
red
yellow
green
1. What color did you pick the most frequently?

2. What color would you probably pick next?
3. What do you think your results would look like if you picked
crayons twice as many times?

Repeat the experiment above, but pick 50 times. Add your
data to the chart above and compare your results.
4. What do you think will happen if you add another color

crayon?
Add one more color and pick another 25 times. Record the
color and your data to the chart below.
Crayons in a Bag
Outcome Tally Total
red
yellow
green
Name Date
11–6
Enrich 3MR3.3, 3SDAP1.4
Bags of Marbles
Chapter Resources
Predictions are helpful when guessing about future
events. You can use information that you know from doing
experiments to make predictions. Sometimes you can also
use your own experience to help you make a prediction.
Mrs. Maple’s class is doing experiments with bags of marbles.
Experiment 1. In one bag there are four marbles. Students

took turns taking out one marble at a time and putting it
back. The students pulled marbles out 10 times. Most of the
time a red marble was pulled out of the bag. Sometimes a
blue marble was pulled out.
1. What color marbles do you predict are in the bag?
2. Make a prediction about how many of each color you think

are in the bag? Explain why you think that.
Experiment 2. Mrs. Maple put together another bag of 10

marbles. Two marbles were black and eight marbles were
green. The first student pulled out a marble.
3. What color do you think it was?
Why?
4. The next student pulled out a black marble, what color do
you think the third student pulled out?
Why?
Name Date
11
Individual Progress Checklist
B D M Goal Progress
collect, organize, record, and display data
display and read data in a bar graph and line plot
tell whether events are certain, likely, unlikely, or

impossible
record outcomes and predict future events
solve problems by making a list
Notes
Name Date
11
Chapter Diagnostic Assessment
Find each sum.
1. 6 + 3 + 4 + 1 = 1.
2. 5 + 2 + 6 + 9 = 2.
3. 1 + 4 + 2 + 3 = 3.
4. 8 + 1 + 2 + 3 = 4.
Assessment
5. 4 + 3 + 9 + 1 = 5.
Order the numbers from least to greatest .
6. 14, 6, 32 6.
7. 45, 76, 23 7.
8. 213, 199, 321 8.
9. 256, 234, 299 9.
10. 534, 567, 543 10.
What number are you most likely to spin?
11.
1 2
3 1
1 4
11.
Solve.
12. Darla has a bag of colored counters. Her friend

picked 8 yellow ones in a row. What color do you
think there are more of? 12.
Name Date
11
Chapter Pretest
Use the bar graph to answer the questions.
12
10
Number of Students
8
6
4
2
0
Juice Flavor
1. What flavor juice is the favorite over all? 1.

2. How many students picked pineapple? 2.
3. How many students picked either apple or grape? 3.

Make a prediction.
Color Spin
Outcome Tally Total
Silver 5
Gold 23
Bronze 5
Black 12
4. What color is the next spin likely to land on? 4.

5. What color is the next spin least likely to land on? 5.
6. Would it be reasonable to predict that the spinner
will land about as often on either silver or bronze as
on black? 6.
7. If the spinner were spun 100 times, about how
many times would it land on gold? 7.
Name Date
11
Quiz 1 (Lessons 11–1 through 11–2)
For exercises 1–4, refer to the bar graph.
Ibises
Glossy
Ibis
Assessment
White
Ibis
Names
White-
Faced Ibis
Roseate
Spoonbill
0 10 20 30 40
Length in Inches
1. How long is the glossy ibis? 1.

2. What is the longest ibis displayed on this graph? 2.

3. What types of ibises are the same length?
3.
4. How much shorter is the white ibis than the
roseate spoonbill? 4.
5. Why do we use line plots, vertical bar graphs and
horizontal bar graphs?
6. Create your own line plot in the box below and
provide three true statements about it.
5.
6.
Name Date
11
Answer T for True, F for False.
1. Probability describes how likely it is that an event

will happen. 1.
2. You can describe probability with the terms
possible, likely, unlikely, and impossible. 2.
3. The best way to figure out how many different
ways you can arrange three numbers is to make
a list. 3.
4. To determine the probability of rolling two twos on
number cubes, make a list. 4.
5. Grant has a circle, a square, and a triangle. How

many different ways can he arrange these shapes? 5.

6. How many different dinner combinations can you
make from the following menu if you select one
main dish and 2 side dishes? 6.
Main course: meatloaf, baked chicken
Side dishes: green salad, mashed potatoes, carrots,
green beans
Describe the probability. Write certain, likely,

unlikely, or impossible.
7. What is the probability of pulling a card with a

number out of a deck of 52 cards on the first draw?
Remember, there are 12 face cards and 4 aces in
the deck. 7.
8. What is the probability of pulling an ace out of a
deck of 52 cards on the first draw? 8.
Name Date
11
Solve.
1. Carla loved to have a snack before bed. One night

she had a banana. The next night she drank some
juice. The third night she had a banana, and the
fourth night, she had some juice. What do you
think Carla had for a snack on the fifth night?
Assessment
1.
2. Gregoria has 6 dimes, 4 quarters, and a nickel. She
would like to buy a card for $1.19 and a pack of
gum for 35 cents. Does she have enough money?
2.
3. The Ravens played the Rams on Sunday. The
combined score was 21 points, but the Ravens
scored twice as many points as the Rams. How
many points did the Rams score?
3.
The tally chart shows the result of choosing a
marble from a bag and replacing it each time.
Pick a Marble
Color Tally
Green
Red
Blue
Yellow
4. What color is the next marble likely to be?

4.
5. Do you think there may be more of one color
marble? If yes, which color?
5.
6. Do you think there may be fewer of one color
marble? If yes, which color?
6.
Name Date
11
Mid-Chapter Review
Choose the best answer.
1. One way of collecting data by asking questions is a

A. bar graph B. line plot
C. tally chart D. survey 1.
2. A bar graph may be all of these except:

F. vertical G. horizontal
H. black and white J. a line plot 2.
3. These are all types of graphs except:

A. line plots B. lists
C. bar graphs D. tally charts 3.
4. All graphs and line plots should contain the

following except:
F. a title G. numbers or words
H. colored dots J. data 4.

5. Jim and Sean were making sandwiches. They could

have turkey or ham. They could also have cheddar
cheese, Swiss cheese or both. How many different
ways could they make a sandwich? 5.
6. Maia and Ethan were playing tag. Sydney and
Emma joined the group. They decided to play tag in
teams. How many different ways could Maia, Ethan,
Emma, and Sydney split into teams? 6.
7. Jessie was making a pizza. She had mushrooms,
tomatoes, onions, and pineapple. How many
different ways could she put the toppings on
her pizza? 7.
Name Date
11
Vocabulary Test
Match each word to its definition. Write your answers on the

lines provided.
1. tally chart A. A graph that uses columns of Xs

above a number line to show
frequency of data.
Assessment
2. bar graph B. Describes how likely it is that an
event will happen.
3. line plot C. A method of collecting data.
4. probability D. Information.
5. survey E. A way to keep track of data using

6. data F. A graph that compares data by

using bars of different lengths and
heights.
7. prediction G. Possible results of an experiment.
8. outcomes H. Something you think will happen

such as a specific outcome of an
experiment.
9. equally likely I. Having the same chance of
occurring.
Name Date
11
Oral Assessment
Read each question aloud to the student. Then write the

student’s answers on the lines below the question.
Use construction paper to cut out 6 red squares, 7 blue

squares, 2 green squares, and 9 yellow squares.
1. What color squares do we have the most of ?
2. What color squares do we have the least of?
3. If we made a line plot to record the data, how many total Xs

would we put on the line plot?

4. If we made a bar graph to record the data, how many
different colors would we need to record results for?
5. What bar would be the highest on the bar graph?
6. Explain your answer.
Name Date
11
Oral Assessment (continued)
Show the chart below to the student.
How Many States Have You Visited?
Number of Number of
Tally
States Visited Responses
1 4
Assessment
2 10
3 8
4 3
5 or more 2
7. How many categories are there for number of states visited?

8. How many total people responded?
9. How many people said they visited 2 states?
10. How many people said they visited 1 state?
11. How many people said they visited 5 or more states?
12. Tell how you got your answer.
Name Date
11
Chapter Project Rubric
Score Explanation
3 Student successfully completed the
chapter project.
Student demonstrated appropriate use

of chapter information in completing the
chapter project.
2 Student completed the chapter project
with partial success.
Student partially demonstrated appropriate

use of chapter information in completing
the chapter project.
1 Student did not complete the chapter
project or completed it with little success.
Student demonstrated very little

appropriate use of chapter information in

completing the chapter project.
0 Student did not complete the chapter
project.
Student demonstrated inappropriate use

of chapter information in completing the
chapter project.
Name Date
11
Foldables Rubric

Three-Pocket Foldable
Score Explanation
3 Student properly assembled Foldables graphic organizer according
to instructions.
Student recorded information related to the chapter in the

manner directed by the Foldables graphic organizer.
Student used the Foldables graphic organizer as a study guide

and organizational tool.
2 Student exhibited partial understanding of proper Foldables
graphic organizer assembly.
Student recorded most but not all information related to the

chapter in the manner directed by the Foldables graphic organizer.

Student demonstrated partial use of the Foldables graphic
organizer as a study guide and organizational tool.
1 Student showed little understanding of proper Foldables graphic
organizer assembly.
Student recorded only some information related to the chapter in

the manner directed by the Foldables graphic organizer.
Student demonstrated little use of the Foldables graphic organizer

as a study guide and organizational tool.
0 Student did not assemble Foldables graphic organizer according
to instructions.
Student recorded little or no information related to the chapter in

the manner directed by the Foldables graphic organizer.
Student did not use the Foldables graphic organizer as a study

guide and organizational tool.
Name Date
11
Chapter Test, Form 1
Read each question carefully. Write your How Many States

Have You Visited?
answer on the line provided.
X
X
Use the line plot for problems 1–3. X X
X X
X X
Myndi took a survey of how many states X X
each of her classmates has visited. X X X
X X X X
X X X X X
1. What do the Xs stand for? X X X X X
1 2 3 4 5
A. students B. states
C. number of visits D. survey questions 1.
2. How many students did Myndi survey?

F. 29 G. 27 H. 23 J. 5 2.
3. How many states did the most students visit?

A. 2 B. 3 C. 4 D. 5 3.

Use the cards for problems 4–5.
A A E U A E A A
Choose certain, likely, unlikely, or impossible to describe

each probability.
4. picking the letter A

F. certain G. likely
H. unlikely J. impossible 4.
5. picking a vowel
A. certain B. likely
C. unlikely D. impossible 5.
Name Date
11
Chapter Test, Form 1 (continued)
Use the tally chart for problems 6–8.
Lucie recorded the meals served in the cafeteria over the last
4 weeks.
Cafeteria Meals
Outcomes Tally Total
Pizza 2
Tacos 4
Chicken 10
Spaghetti 4
Fajitas 0
6. What meal do you predict the cafeteria will serve next week?
F. pizza G. chicken H. tacos J. fajitas 6.
7. What two meals are equally likely to be served?

A. pizza and tacos B. spaghetti and chicken
C. tacos and spaghetti D. tacos and fajitas 7.
8. Which meal would it be reasonable to say is not on the

cafeteria’s menu?
F. tacos G. fajitas H. chicken J. pizza 8.
Solve.
9. Aja, Raul, Ashley, and Chan are running in a relay race. These
students need to decide in what order they will run. If Raul
runs first, in how many different orders can the students run?
A. 18 B. 16 C. 12 D. 6 9.
Name Date
11
Chapter Test, Form 2A
Read each question carefully. Write your How Many Pets

Do You Have?
answer on the line provided. X
X
Use the line plot for problems 1–3. X X
X X
X X
Joshua took a survey of how many pets each X X
X X X
of his classmates has. X X X X
X X X X X
X X X X X
1. What do the Xs stand for?
1 2 3 4 5
A. students B. pets 1.
C. number of pets D. survey questions
2. How many students did Joshua survey?

F. 5 G. 19 H. 22 J. 27 2.
3. How many pets did most students have?

A. 1 B. 2 C. 3 D. 4 3.

12 12 16 12 8 16 12 12
Choose certain, likely, unlikely, or impossible to describe

each probability.
4. picking the number 8

5. picking a multiple of 4
A. certain B. likely 5.
C. unlikely D. impossible
Name Date
11
Chapter Test, Form 2A (continued)
For the past four weeks, Tom has recorded the time that his
school bus arrives each morning.
School Bus Arrival Times

8:30 2
8:32 4
8:34 10
8:36 4
8:38 0
6. What is the probability that Tom will miss the bus at 8:37?
7. Predict what time the bus will arrive tomorrow.

A. 8:30 B. 8:32 C. 8:34 D. 8:36 7.
8. At which time is the bus least likely to arrive?

F. 8:36 G. 8:34 H. 8:32 J. 8:30 8.
Solve.
9. Charlie is dressing up to give a speech. He has a white shirt

and a gray shirt. He has a black tie, red tie, and plaid tie. How
many different shirt-and-tie combinations can Charlie make?
A. 4 B. 6 C. 8 D. 12 9.
10. Vinnie has $0.12 in his pocket. How many combinations of

coins could Vinnie have?
F. 2 G. 4 H. 6 J. 8 10.
Name Date
11
Chapter Test, Form 2B
Read each question carefully. Write your answer on the

line provided.
12 12 16 12 8 16 12 12
Describe each probability.
1. picking the number 9

A. likely B. unlikely C. impossible
2. picking a number greater than 4 1.

F. certain G. likely H. impossible
Use the line plot for problems 3–5. 2.
Joshua asked some students how many pets they have.

How Many Pets
Do You Have?
X
X
X X
X X
X X
X X
X X X
X X X X
X X X X X
X X X X X
1 2 3 4 5
3. The Xs show .
A. students B. pets C. number of pets 3.
4. How many pets did most students have?

F. 1 G. 2 H. 3 4.
5. How many students did Joshua ask?

A. 19 B. 22 C. 27 5.
Name Date
11
Chapter Test, Form 2B (continued)
Tom recorded the time that his school bus comes each morning.
School Bus Times

8:30 2
Assessment
8:32 4
8:34 10
8:36 4
8:38 0
6. When is the bus least likely to come?

F. 8:34 G. 8:32 H. 8:30 6.
7. Predict what time the bus will come tomorrow.

A. 8:30 B. 8:32 C. 8:34 7.
8. It is Tom will miss the bus at 8:37.

F. certain G. likely H. unlikely 8.
Solve.
9. Vinnie has $0.14 in his pocket. How many combinations of

coins could Vinnie have?
A. 2 B. 4 C. 6 9.
10. Charlie has a white shirt and a blue shirt. He has a blue tie,
red tie, and plaid tie. How many different shirt-and-tie outfits
can Charlie make?
F. 4 G. 6 H. 8 10.
Name Date
11
Chapter Test, Form 2C
Read each question carefully. Write your answer

on the line provided.
Use the line plot for problems 1–3.
Joshua took a survey of how many How Many Pets

Do You Have?
pets each of his classmates has.
X
X
1. What do the Xs stand for? X X 1.
X X
X X
2. How many pets did the most X X
number of students have? X X X
X X X X
2.
X X X X X
3. How many students X X X X X
did Joshua survey? 1 2 3 4 5 3.
For the past four weeks, Tom has recorded the time

that his school bus arrives each morning.
School Bus Times

8:30 2
8:32 4
8:34 10
8:36 4
8:38 0
4. Complete the statement below to make a

reasonable conclusion. Use certain, likely, unlikely,
or impossible.
It is Tom will miss the bus if he gets to his
bus stop at 8:37. 4.
Name Date
11
Chapter Test, Form 2C (continued)
5. At which two times is the bus equally likely to

arrive? 5.
6. Predict what time the bus will arrive tomorrow. 6.
Assessment
12 12 16 12 8 16 12 12
Describe each probability. Write certain, likely,

unlikely, or impossible.
7. picking the number 8 7.

Solve.
9. Charlie is dressing up to give a speech. He has

a yellow shirt and a blue shirt. He has a brown tie,
a red tie, and a green tie. How many different
shirt-and-tie combinations can Charlie make? 9.
10. Vinnie has $0.13 in his pocket. How many
combinations of coins could Vinnie have? 10.
Name Date
11
Chapter Test, Form 2D

line provided.
12 12 16 12 10 16 12 12
Write certain, likely, unlikely, or impossible for

each probability.

Tom recorded the time that his school bus comes each
morning.
School Bus Times

8:30 2
8:32 4
8:34 10
8:36 4
8:38 0
3. Predict what time the bus will come tomorrow. 3.
4. At which two times is the bus equally likely to 4.

come?
Name Date
11
Chapter Test, Form 2D (continued)
5. Complete the statement below to make a

reasonable conclusion.
It is Tom will miss the bus if he gets to his
bus stop at 8:37. 5.
Assessment
Joshua asked some students how many pets they have.
How Many Pets

Do You Have?
X
X
X X
X X
X X
X X
X X X
X X X X
X X X X X
X X X X X
1 2 3 4 5
6. How many students did Joshua ask? 6.

7. What do the Xs stand for? 7.
8. How many pets did most students have? 8.
Solve.
9. Charlie has a white shirt and a gray shirt. He has a

green tie, red tie, and blue tie. How many different
outfits can Charlie make? 9.
10. Vinnie has $0.11 in his pocket. How many
combinations of coins could Vinnie have? 10.
Name Date
11
Chapter Test, Form 3

line provided.
Ciana was curious about how

many siblings each of her
classmates have, so she took a
survey. She displayed her results
in the line plot at right.
0 1 2 3 4 5 6
1. What do the Xs stand for? 1.
2. How many more students have 1 sibling than 3 siblings? 2.
3. Complete the statement below to make a reasonable
conclusion.
It is impossible that a student in Ciana’s class has
siblings. 3.
Susan is worried about missing the bus in the morning. So,

for the past four weeks, Susan has recorded the time that her
school bus arrives each morning.
School Bus Times

8:30 2
8:32 4
8:34 10
8:36 4
8:38 0
Name Date
11
Chapter Test, Form 3 (continued)
4. What will likely happen if Susan arrives at the bus

stop at 8:37? 4.
5. During what time span should Susan arrive so it is
certain that she catches the bus? 5.
6. Predict what time the bus will arrive tomorrow. 6.
Assessment
35 35 21 35 49 35 21 35
Write certain, likely, unlikely, or impossible to

describe each probability.
7. picking a multiple of 7 7.
Solve.
9. Olivia loves to put toppings on her veggie burger.

In how many ways can a veggie burger, slice of
cheese, slice of tomato, and slice of lettuce be
arranged in a bun? 9.
10. Esi and Fumi are both thinking of numbers.
Esi’s number is two less than three times Fumi’s
number. If Fumi’s number is 10, what is Esi’s
number? 10.
Name Date
11
Chapter Extended-Response Test
Demonstrate your knowledge by giving a clear, concise

solution to each problem. Be sure to include all relevant
drawings and justify your answers. You may show your
solution in more than one way or investigate beyond the
requirements of the problem. If necessary, record your
answer on another piece of paper.
1. Display the data in the chart below in a vertical bar graph.
Type of Animal Number of Years

Bear 18
Cat 12
Chipmunk 6
Dog 12
Cow 15

a. Which two animals have the same average life span?
b. Which animal has the shortest life span?
c. Would it be reasonable to say that bears live 3 times
longer than chipmunks?
2. Lakeview Elementary School hosted a travel day in which
students were asked to write reports about states they
wanted to visit. Fourteen students wrote about Caifornia, 12
wrote about Texas, 11 wrote about Florida, and 10 wrote
about Ohio. Display this data in a horizontal bar graph.
a. How many students participated in travel day?
b. Which country did the most students write about?
c. Which country did the students want to visit the least?
3. Describe the make a list strategy. Provide an example of how
to use the strategy.
Name Date
11
Student Recording Sheet
Use this recording sheet with pages 504–505 of the Student Edition.
Read each question. Then fill in the correct answer.
1. A B C D
Assessment
2.
3. A B C D
4.
5. A B C D
6.
7. A B C D
8.
9. A B C D
Name Date
11
Cumulative Standardized Test Practice
Test Example
Kenya made a line plot to show the number of siblings her
classmates have.
Number of Students’ Siblings

x
x
x x
x x x x
x x x x x x x
0 1 2 3 4 5 6
How many students have more than 3 siblings?
A. 4 B. 5 C. 6 D. 11
Read the Question
You need to find how many students have 3 or more siblings.

Solve the Question
Step 1 Use the line plot to find 3.

Step 2 Count the number of Xs above 3, 4, 5, and 6.
Step 3 Add. 2 + 1 + 1 + 2 = 6
The answer is C.

line provided.
1. Which is most likely to be the mass of a tennis racket?

A. 1 gram B. 1 meter
C. 1 kilogram D. 1 centimeter 1.
Name Date
11
Cumulative Standardized
Test Practice (continued)
2. Which event is certain to happen?
F. It will snow on Saturday.
G. The sun will rise in the east. 2.
H. You will have tuna for dinner.
J. Your cousin will call you today.
3. The line plot shows the number of books students read for
Assessment
fun last month.
Number of Books Read for Fun

x
x
x x
x x x x
x x x x x x
0 1 2 3 4 5
What conclusion can you draw from the line plot?
A. All students read at least 2 books for fun.

B. Most students read 4 to 5 books for fun.
C. No students read 5 books for fun.

D. Most students read 1 book for fun. 3.
4. Lee has a box of scarves. She has 2 striped scarves, 6 plain

scarves, 4 flowered scarves and 1 dotted scarf. Which kind of
scarf is she most likely to pull from the box?
F. striped G. plain H. flowered J. dotted 4.
5. Liliana has 4 blue marbles, 1 red marble, 16 green marbles,

and 4 white marbles in a bag. Which is she likely to pull
from the bag? 5.
A. green B. blue C. red D. white
6. Winnie spun the spinner once. On which

6 2
number is the pointer most likely to land?
5 3 6.
F. 1 G. 2 2
H. 3 J. 5
Name Date
11
Cumulative Standardized
Test Practice (continued)
7. Which number is 100 more than 1,225?
A. 1,025 B. 1,125 C. 1,225 D. 1,325 7.
8. Tanya bought 4 boxes of markers. Each box cost the same.

She paid $16. How much did each box of markers cost?
F. $2 G. $3 H. $4 J. $5 8.
Make a prediction.
9. Sarina wore blue jeans to school for 4 days in a row. Is it

certain, likely, unlikely, or impossible that she will wear jeans
on the 5th day? 9.
10. A number cube has the numbers 1–6 on it. Is it certain, likely,
unlikely, or impossible that a 7 will be rolled? 10.
Use the bar graph to answer questions 11–14.

TimeStudents
Time Students Spend
Spend Brushing
BrushingTeeth
Teeth
8
7
6
5
4
3
2
1
0 30 60 90 120
seconds seconds seconds seconds
11. How long do most students spend brushing their teeth? 11.
12. Were students more likely to spend 30 seconds brushing
their teeth or 2 minutes? 12.
13. How many students responded to the poll about brushing
their teeth? 13.
14. How many students said they brush their teeth for less than
90 seconds? 14.
Grade 3
Name Date Name Date
11 11
Graphic Organizer Anticipation Guide
Use this graphic organizer to take notes on Chapter 11: STEP 1 Before you begin Chapter 11
Data and Probability. Fill in the missing information.
• Read each statement.
Chapter Resources
• Decide whether you agree (A) or disagree (D) with the statement.
Way to Record Definition Sketch • Write A or D in the first column OR if you are not sure whether
Data you agree or disagree, write NS (not sure).
How Many States
Line plot A graph that Have You Visited?
STEP 1 STEP 2
used columns A, D, or NS Statement A or D
of Xs above 1. A tally chart is a way to keep track of data using tally
a number marks to record the results. A
2. A bar graph is a graph that compares data by
line to show using bars of different lengths or heights to show
A
frequency of the values.
1 2 3 4 5 or
data. more 3. A line plot is a graph that used columns of Xs above
a number line to show frequency of data.
A
A1
Tally chart A way to What Pets Do You Have?
Number of
4. Probability is a number between 0 and 10 that
Kind of Pet Tally D
keep track of Responses measures the likelihood of an event happening.
Cat 8
data using 5. A survey is a way of collecting data. A
Dog 6
Horse 2
6. Prediction and probability are the same thing. D
tally marks
Bird 5 7. An outcome is a possible result of an experiment. A
to record the Fish 3 8. In a coin toss, you are equally likely to flip a head or
results. a tail. A
9. A bar graph uses tally marks to record survey results. D
10. A line plot can be used to display survey results. A
Bar graph A graph that
STEP 2 After you complete Chapter 1
compares data
Pelicans
by using bars American

• Reread each statement and complete the last column by
White Pelican
entering an A (agree) or a D (disagree).
Names
of different Brown
Pelican
• Did any of your opinions about the statements change from the
lengths and 0 10 20 30 40 50 60 70
Length in Inches first column?
heights.
Answers (Graphic Organizer and Anticipation Guide)
• For those statements that you mark with a D, use a separate

sheet of paper to explain why you disagree. Use examples, if
possible.
Grade 3 1 Chapter 11 Grade 3 6 Chapter 11
Chapter 11
Answers
Grade 3
Name Date Name Date
11–1 3SDAP1.3, 3MR2.3
11–1 3SDAP1.3, 3MR2.3
Reteach Skills Practice
Bar Graphs Bar Graphs
Mark takes a survey of some third-grade students to find out Yoshi finds the following data about the life span of some
which flavor of juice they like best. He shows the results in animals. First he records the data in a chart. Then he starts to
a chart. Then Mark uses the chart to make a bar graph. make a bar graph.
Chapter Resources
A bar graph is a graph that shows data using bars. The scale Average Animal Life Span
20
along one side of the bar graph is a set of equally spaced marks
18
to tell how many. Average Animal Life Span
16
The first bar in the graph tells you that 8 students like apple juice. Type of Average Life 14
Animal Span (Years) 12
Favorite Fruit Juice 10
12 Black bear 18
8
Juice Number of 10 Domestic cat 12 6
Number of Years
Students 8
Chipmunk 6 4
Apple 8 6 2
4
Domestic dog 12 0
Grape 4 Bear Cat Chipmunk Dog Cow
Number of Students
2 Cow 15 Type of Animal
Orange 10
0
A2
Pineapple 2 Juice Flavor
Use the data in the chart to finish the bar graph. Then
answer each exercise.
Use the data in the bar graph to answer the questions.
1. Why does the graph show every second number instead of
1. How many students like grape 2. Which juice flavor is the students’ all the numbers from 0 through 20 in the scale?
juice? least favorite?
Possible answer: If all the numbers were listed, the
Answers (Lesson 11 –1)
4 students pineapple graph might be too large for the page.
3. How many more students like 4. Which two juice flavors do the
orange juice than pineapple juice? students like the best? 2. Which animal has the longest average life span? black bear
8 students apple and orange cat and dog

3. Which animals have the same average life span?
5. Which juice flavor did the students 6. How many students were in this 3 years
4. How many more years is a cow more likely to live than a cat?
like the most? How can you tell? survey? How do you know?
5. Which animal has the shortest life span? chipmunk
Orange; it has the tallest bar. 24 students; add the students
for every bar shown: 8 + 4 +
10 + 2 = 24.
Chapter 11
Grade 3
Name Date Name Date
11–1 3SDAP1.3, 3MR2.3
11–1 3SDAP1.3, 3MR2.3
Homework Practice Problem-Solving Practice
Bar Graphs Bar Graphs
For Exercises 1–6, refer to the graph.

1. Display the data in a vertical For exercises 2–4, refer to the graph.
bar graph. Students Who Attended Travel Day
Spain
24
Chapter Resources
20
Ghana
What Pets Do You Have?
16
Country
Number of China
Kind of Pet Tally 12
Responses New
Zealand 8
Cat 8 0 2 4 6 8 10 12 14 16 18 20
Throws Made
Number of Students 4
Number of Free
Dog 6
0
Horse 2 3 4 5 6
2. How many students attended the Grade
Bird 5
Fish 3
Ghana Travel Day?
1. How many free throws did Grade 3 2. Which grade shown in the graph
11 students make on Field Day? made the most free throws?
Check students’ work. 6
3. How many more students attended 20 free throws Grade
the New Zealand Travel Day than How can you tell?
3. How many free throws did
the Spain Travel Day?
A3
Grade 4 make? the bar for the 6th grade
4 more students 18 is the tallest
free throws
How can you tell? 4. What numbers does the scale
Travel Day?
the bar is halfway show?
47 students
between 16 and 20 Every fourth number
How would the bar graph change

5. How would you change the bar if you changed the scale to show
Find the volume. (Lesson 10–10) graph to show that Grade 2 made every two numbers?
6 free throws? Possible answer: There
5. 6. 7. would be twice as many
Add Grade 2 to the bottom numbers or rows.
column labels to the left of 6. How many free throws were made
altogether by Grades 3 through 6?
Grade 3. Draw a bar up to
72 free throws
halfway between 4 and 8.
8 cubic units 27 cubic units 64 cubic units

Chapter 11
Answers
Grade 3
Name Date Name Date
11–1 3SDAP1.3, 3MR2.3
11–2 3SDAP1.3
Enrich Reteach
Favorite Foods Line Plots
Mr. Lin’s class tallied the results of a survey of students’ Like a vertical bar graph, a line plot shows information vertically.
favorite foods and recorded the data in a chart. The base of the line plot is just that, a line, where we can place
numbers. Unlike a bar graph, a line plot doesn’t have a vertical
Chapter Resources
Hamburgers scale. Above each number or word at the base, we plot an X to

represent how often a number is represented.
Tacos
Let’s make a line plot together. We’ll plot the number of chores
Pizza
Paula did last week. On Sunday, Thursday, and Saturday, she did
Hot Dogs 4 chores a day. On Monday through Wednesday, she did
2 chores a day. Friday, she did none. Use the space below to
Use the tally marks to complete the table. Then complete make your line plot.
the bar graph. 1. Make a line along the bottom of the page, but leave room for
Favorite Foods numbers below the line.
Favorite Foods Number of Students 20
Hamburgers 10 15
2. Write the numbers 0–5 in order under the line. Space the
Tacos numbers as evenly as you can.
7 10
3. For each day Paula completed the number of chores shown
A4
Pizza 12 5
on the line plot put one X above that number.
Number of Students
Hot Dogs 4 Hamburgers Tacos Pizza Hot Dogs
Foods
4. Take a look at your line plot. You may not have an X above
each number. Should you? No
Use the information in the chart and bar graph to answer
the questions below.
X X
1. How many students took the survey? X X
X X X
33
0 1 2 3 4 5
2. Why are the bars for tacos, pizza, and hot dogs part way
Answers (Lessons 11 –1 and 11 –2)
between two lines?

Sample answer: They do not fall on a number that ends
in 5 or zero.
3. Suppose no one liked hot dogs. Instead, those students liked
tacos. Where would the top of the bar for tacos be on the
chart? Explain.
It would be just above the mark for 10 because 7 + 4 = 11.
Chapter 11
Grade 3
Name Date Name Date
11–2 3SDAP1.3
11–2 3SDAP1.3
Skills Practice Homework Practice
Line Plots Line Plots
Display each set of data in a line plot. Display the set of data in a line plot.
1. Armando was curious to know 1. Blue Jays Seen at Bird Feeder

Jose – 3 Dani – 6 Juan – 2 Carla – 8
how much his classmates read Number of Number of
Chapter Resources
Ana – 7 Fina – 6 Luisa – 3 Rey – 9 Tally

at home each week, so he Blue Jays Responses
Carmen – 4 Angel – 4 Emilio – 2 Hugo – 2 4 1 4 5 6 7 8
conducted a survey of the
number of books each classmate 5 3 Number of Blue Jays
read in a week. 6 2
8 3
2. Colin had a good tomato crop
2 3 4 5 6 7 8 9
this year. He kept track of how
many tomatoes he picked each Tomatoes Picked For Exercises 2–4, refer to the line plot that shows the
day for a week. Create a line number of states students have visited.
Day Tomatoes
plot to show how many days 2. How many states have most How Many States
Monday 5 Have You Visited?
5, 6, 7, 8, 9, or 10 tomatoes students visited?
Tuesday 7
were picked.
Wednesday 10 2
A5
X
X X Thursday 8
X X X X 3. How many students have visited
Friday 7
three states?
5 6 7 8 9 10 Saturday 5
Tomatoes Picked in a Day Sunday 7 8 students
4. How many students participated in

3. Mario and Sonia went on a long this survey?
drive with their parents last Out-of-State Plates
27 students 1 2 3 4 5
weekend and kept track of all State Number Spotted
the different out-of-state license Oregon 5
plates they spotted. Create a (Lesson 11–1)
Arizona 8
line plot to show the number of 5
Nevada 6 5. Take the line plot used for
times that 5, 6, 7, and 8 license 4
Washington 5 Exercises 2–4 and display it in
plates of a state were spotted. 3
Maryland 5 a horizontal bar graph.
X 2
X 6. Why might we use a vertical bar
X X X
graph rather than a horizontal bar 1
Number of States Visited
5 6 7 8 graph to display information? 0 2 4 6 8 10

Sample answer: Vertical line Number of Students
graphs may fit in a space better.

Chapter 11
Answers
Grade 3
Name Date Name Date
11–2 3SDAP1.3
11–2 3SDAP1.3, 3MR2.3
Problem-Solving Practice Enrich
Line Plots Watching Events Over Time
For Exercise 1, use the data. Do your own experiment and make a line graph. You will need a pencil,
three friends, a clock or watch with a second hand, and a soft rubber ball.
1. Nine people were surveyed about
Number of Chores One friend will be the timer. Another will be the counter. The third friend
how many chores they have. Make
Chapter Resources
2 4 3 will be the recorder. You will bounce the ball.

a line plot of the data.
5 3 4 Use the table and line chart below.
3 5 4
When the timer says “go,” start bouncing the ball. The counter counts the
X X bounces out loud. Every 10 seconds, the timer says “time” and the recorder uses
X X X the table to write down the number of bounces.
X X X X
2 3 4 5 Time in Seconds 0 10 20 30 40 50 60
Total Number of Bounces 0
Stop after one minute. Use the data in the table to make a line graph. Plot the
total number of bounces you had after 10 seconds, after 20 seconds, and so on.
Draw straight lines from point to point.
A6
For Exercises 2–4, use the line plot that shows the number
of pets owned by students.
How Many Pets Do You Have? 2. What number of pets is owned by

the least number of students?
X
X 3 pets
X X
X X X
X X X 3. What number of pets is owned by
X X X X the most number of students?
X X X X X 1 pet How many total bounces did you have in 60 seconds?
X X X X X
1 2 3 4 5
Answers will vary.
4. How many students were
surveyed? What did you notice about the number of bounces you had over the period
of 60 seconds?
24 the number of bounces per

10 seconds may decrease
Take turns so that everyone has a chance to bounce the ball.
Chapter 11
Grade 3
Name Date Name Date
11–3 3MR1.1, 3SDAP1.2
11–3 3MR1.1, 3SDAP1.2
Reteach Reteach
Problem-Solving Strategy Problem-Solving Strategy (continued)
Step 3 Carry out your plan.

You have a choice of a main dish Solve List the possible choices.
and a drink. How many different
Chapter Resources
combinations are possible? 1. eggs, milk
BREAKFAST 2. pancakes, milk

SPECIALS
ONLY 3. waffles, milk
$2.50
INCLUDES 4. eggs , juice

main dish and drink
Main Dish
Eggs, pancakes, or wafﬂes
pancakes
Drink 5. , juice
Milk or Juice
6. waffles, juice
There are 6 different combinations.
A7
Step 4 Is the solution reasonable?
Step 1 Be sure you understand the problem. Read carefully. Check Reread the problem.
Understand
What do you know?
How can you check to make sure your answer
• Main dishes are eggs, pancakes, waffles is correct?
milk, juice Make sure the list shows all the possible
• Drinks are
choices on the menu.
• You need to find how many combinations

Practice
are possible
Step 2 Make a plan. 1. Karen packs jeans in blue, black, 2. The ski lodge offers packages for
Plan Choose a strategy. and white. She packs shirts in 3 days or 7 days. For each package,
• Make a List gray, green, and blue. How many you can choose a deluxe room, a
Making a list can help you solve the problem. different outfits can Karen wear? standard room, or a budget room.
How many different packages are
9 outfits
there?
6 packages
Chapter 11
Answers
Grade 3
Name Date Name Date
11–3 3MR1.1, 3SDAP1.2
11–3 3SDAP1.2
Problem-Solving Strategy Problem-Solving Strategy
Solve. Use the make a list strategy. Solve. Use the make a list strategy.
1. Diane is buying a bag. She can 2. Sandy will have 1 muffin and 1. Prima’s Pizzeria offers two types of 2. Cristina has one yellow, one
choose a large, medium, or small 1 juice. She can have a blueberry, crust: thin or thick. They also offer purple, and one pink tulip bulb to
Chapter Resources
bag. The bag comes in leather corn, or bran muffin. She can have five toppings: pepperoni, sausage, plant. How many different ways
or canvas. The bag comes with apple, orange, or grape juice. How onions, mushrooms, green can she arrange the tulip bulbs in
or without a strap. How many many different choices are there? peppers. If you chose one type of a row?
different bag choices are there? crust and two different toppings 6
9 breakfasts
12 bags on each pizza, how many different
pizzas can you make? 4. At the end of the year, the
4. Dan can buy a vest in blue, black,
3. Mr. Bevin is flying to Tokyo. The green, or white. He can choose 20 pizzas class had a cookout. They had
airline offers flights at 8:00 A.M. a V-neck or a crew neck. He can hamburgers, cheeseburgers, and
and 6:00 P.M. On each flight, there also choose a vest with or without 3. Francisco needs to do quite a hot dogs. For dessert they had ice
are first class, business class, and a pocket. How many different few errands. He needs to stop by cream or cake. They served water
coach tickets. How many different kinds of vests are there? the cleaners, the post office, the or lemonade. How many different
choices are there for Mr. Bevin? hardware store, and the bank. meals were possible choosing
A8
16 vests There are a number of ways he can a main dish, a dessert, and a
6 choices tackle his list of stops. How many beverage?
6. Joe wants to make a picture. He ways can he accomplish his tasks? 12
5. Manuel has turkey, bologna, can use red, blue, green, or yellow 24 ways
and ham to make sandwiches paint. He can make a large or a
on whole wheat or rye bread. small picture. How many different
How many different kinds of choices does Joe have using
Number of Loons Seen
sandwiches can Manuel make 1 color and 1 size?
using any number of meats and 8 Week Tally

Display the set of data in a line
one type of bread? 1
plot. (Lesson 11–2)
14 sandwiches 2
5. In which week were the most 3
loons seen?
7. Write a problem that can be solved with the make a list strategy. Share with 4
week 2
others. See students’ work.
6. How many loons were seen during

all 4 weeks?
11 loons 1 2 3 4
Chapter 11
Grade 3
Name Date
11–4 3SDAP1.1
Reteach
Probability is the chance that an event will happen.
The spinner has 5 sections.

A B
Chapter Resources
The spinner shows the

× C C
letters A, B, and C.
C
If you spin the spinner:
• It is certain that you will land on an A, B, or C.

These are the letters showing.
• It is impossible that you will land on the letter D.
There is no letter D on the spinner.
• It is likely that you will land on the letter C.
Most of the letters on the spinner are Cs (3 of the 5).
• It is unlikely that you will land on the letter A or B.
A9
Only 1 of the 5 letters is an A. Only 1 of the 5 letters is a B.
Describe the probability of landing on each number.

Write certain, likely, unlikely, or impossible.
2 3
1. Land on a 4.
1 4
Think: Four of the 7 numbers are 4s.
likely 4 4
The probability of landing on a 4 is . 4
2. Land on a 7.
Think: None of the numbers is a 7.
The probability of landing on a 7 is impossible .
3. Land on a 3.
Think: Only 1 of the 7 numbers is a 3.
The probability of landing on a 3 is unlikely .
4. Land on a number.
Think: Every section of the spinner shows a number.
The probability of landing on a number is certain .
Chapter 11
Answers
Grade 3
Name Date Name Date
11–4 3SDAP1.1
11–4 3SDAP1.1
Identify Probability Identify Probability
Describe the probability. Write certain, likely, unlikely, or Describe the probability of landing on each number. Write
impossible. 1 2
certain, likely, unlikely, or impossible.
1
1. Land on a 4. 2. Land on a 1. 3. Land on a 5. 1. 2 unlikely 2. 5 impossible 3
Chapter Resources
1 2
1 4
3 1
unlikely likely impossible 3. 1 likely 4. 1 or 4 likely
1 4 5. an even number unlikely 6. an odd number likely
4. Pick an apple. 5. Pick a banana. 6. Pick a cherry. Solve.
certain impossible impossible 7. Is it certain or likely that a regular coin will land heads if
flipped once?
likely
7. Pick an odd 8. Pick a 2. 9. Pick an even 8. Is it unlikely or impossible to roll a 10 on a number cube that
2 4
number. number.
8 6 has the numbers 0–5 on it?
A10
6 8 impossible unlikely certain impossible
4 2
Draw a spinner to represent each statement.

Solve. (Lesson 11–3)
10. Likely but not certain to land 11. Unlikely but not impossible to land
on a 5 on red 9. There are two girls and a boy in a 10. Pablo can choose ham, turkey,
row of seats on a bus. How many tomato, or cheese on his sandwich.
different ways can they sit in that If he chooses two toppings, how
row? many different sandwiches can
he make?
6 ways
6 different sandwiches
11. List all of the three-digit numbers
Check students’ Check students’ that can be made using 1, 3, and 7. 12. Carla has red beads, white beads,
drawings. drawings. blue beads, and gold beads. If
137, 173, 317, 371, she uses one bead of each color,
713, 731 how many different ways can she
arrange the beads in a row?
24 ways
Chapter 11
Grade 3
Name Date Name Date
11–4 3SDAP1.1
11–4 3SDAP1.1
Identify Probability More Probability
Solve. Use the words certain, likely, unlikely, or impossible. Look at the three spinners below. Then answer questions
1–5 using the words, certain, likely, unlikely, or impossible.
A number cube has 6 sides numbered 1 through 6.
Chapter Resources
1. Describe the probability of tossing 2. Describe the probability of tossing 21

2 1 1 2
3 3
a 7 if you toss the number cube. a 6 if you toss the number cube. 1
2
2 4 3
impossible unlikely 4
43
Spinner 1 Spinner 2 Spinner 3

1. the probability of landing on a 1, 2, 3, or 4, or on a line is

certain .
A bag has 6 green grapes and 8 red grapes.
2. the probability of landing on a 0 or 5 is impossible .
3. Keisha is going to pick one item 4. How likely is it that she will pick a
3. the probability of landing on a 2 or 4 is likely .
from the bag. How likely is it that red grape?
she will pick a grape?
A11
likely If you use Spinner 2,
certain likely
4. the probability of landing on a 1 is .
5. the probability of landing on 3 is unlikely .
6. which number do you think you are most likely to land on?
Answers (Lesson 11–4)
A spinner is divided into 10 equal sections numbered Explain your answer.

1 through 10. It is equally likely that the spinner will land on the 1, 2, 3, or 4
5. If Clea spins the spinner, how likely 6. How likely is it that she will land since the angles for each section are 90 degree angles and the
is it that she will land on a number on either an odd or even number? spinner is divided into 4 equal parts.
less than 3?
certain Look at all the spinners.
unlikely
7. Which one do you think is the most fair? Explain.

Answers may vary; Accept reasonable answers.
Chapter 11
Answers
Grade 3
Name Date Name Date
11–5 3MR1.1, 3NS2.1
11–5 3MR1.1, 3NS2.1
Reteach Reteach
Problem-Solving Investigation Problem-Solving Investigation (continued)
Choose the Best Strategy Use any strategy shown below to solve.
Beatriz joined a new basketball team. The first game they • Use the four-step plan • Guess and check
Chapter Resources
played, they scored 15 points. The next game they scored 20, • Make a table • Work a simpler problem
and the following game they scored 25. If this pattern continues,
how many points will they have scored at the end of 10 games?
Ana is working hard to improve her swimming. Each day she swims 12 meters
Understand You know the scores of the first three games. farther than she did the day before. Ana swam 60 meters on Monday. How
You need to find the total points scored after 10 games. many meters will she be swimming on Saturday?
Plan Use the make a table strategy. Make a table showing 10 games
and scores. Find scores by adding 5 to each previous score.
Understand What do you know?
Solve Carry out your plan.
Each day Anna swims 12 meters farther
Game 1 2 3 4 5 6 7 8 9 10
She swam 60 meters on Monday
Score 15 20 25 30 35 40 45 50 55 60
What do you need to find? swimming on Saturday
A12
To find the total, add the scores from each game.
Plan make a table strategy
Use the
15 + 20 35 35 + 25 60 60 + 30 90
Solve
90 + 35 125 125 + 40 165 165 + 45 210 Monday 60
Tuesday 60 + 12 = 72
210 + 50 260 260 + 55 315 315 + 60 375
Wednesday 72 + 12 = 84
So, the total number of points scored by this new team is Thursday 84 + 12 = 96
375 points.
Friday 96 + 12 = 108
Check Look back at the problem. Check your addition with subtraction.
Ask yourself if the answer seems reasonable. Saturday 108 + 12 = 120
Anna can swim 120 meters by Saturday.
Check
Check addition with subtraction. Is the answer

reasonable?
Chapter 11
Grade 3
Name Date Name Date
11–5 3MR1.1, 3NS2.1
11–5 3MR1.1, 3NS2.1
Problem-Solving Investigation Problem-Solving Investigation
Use any strategy shown below to solve. Tell what strategy Use any strategy shown below to solve. Tell what strategy
you used. you used.
• Make a model • Guess and check
Chapter Resources
• Make a table • Guess and check • Make a table • Work a simpler problem
• Work backward • Work a simpler problem • Work backward • Make a list
• Make a model • Make a list Sample strategies given.
1. There are 5 small bags of banana 2. The baby’s quilt is 2 feet wide by
Sample strategies given. chips, 8 small bags of pretzels, and 3 feet long. Mark’s mom offered to
1. The sixth-grade class was having a car wash each weekend twice as many packets of nuts as make one twice as wide and twice
during the month of October. The first weekend, they only pretzels. How many bags of snacks as long. What will the perimeter of
washed 50 cars. Each weekend they washed 15 more cars. are there? the new quilt be?
By the end of four weeks, how many cars had they washed? 29 bags; make a model 20 feet; make a model/drawing
95 cars; make a table
3. The combined age of Irene’s pets 4. Marta has 2 dimes, 4 nickels, a
2. Pittsburgh and Miami played a fantastic season opener. They is 23 years. The cat is 5 years older quarter, and 10 pennies. Does she
scored a total of 45 points, but Pittsburgh won by 11. How than the dog. If the dog isn’t 10 have enough to buy an apple that
A13
many points did each team score? yet, how old could the cat be? costs 75 cents?
14 years old; guess and check yes; guess and check
Pittsburgh 28, Miami 17; work backward
3. Patty is training to hold her breath. When she started, she 5. Tara gets to her hotel at 6. If you add 54 to a number, subtract
could hold her breath for about 15 seconds. She worked to 11:15 A.M. She was traveling for 29, and the result is 30, what was
hold her breath just two seconds longer each day. After five 1 hour 45 minutes. At what time your original number?
days, how long could Patty hold her breath? did Tara start traveling? 5; work backward
23 seconds; make a table 9:30 A.M.; work backward
4. There were 15 sparrows in the backyard and twice as many

wrens. How many birds were in the backyard?
Describe the probability. Write certain, likely, unlikely,
Sunday
45 birds; make a model or impossible. (Lesson 11–4) Monday
7. You will land on a weekday likely Saturday

5. Marcos has the same chores each week, but he’d like to add Tuesday
a little variety. Suppose Marcos has to empty the trash, water unlikely
8. You will land on a weekend day Friday Wednesday

the plants, fill the bird feeder, and sort the recycling. How
9. You will land on a month of the year impossible Thursday
many different ways can Marcos complete his chores?
10. You will land on a day that is either a
24 ways; make a list certain
weekday or weekend day
Chapter 11
Answers
6
5
4
3
2
1
Grade 3 A14 Chapter 11

Name Date
Grade 3
Name Date 11–6
11–6 Homework Practice 3MR3.3, 3SDAP1.4
Make Predictions
Make Predictions
The tally chart shows the results of spinning the spinner 50 times.
For Exercises 1–2, use the bar graph. It shows the number
of times a coin was picked from a bag. 1. Make a prediction for the next
2 4
Chapter Resources
1. What coin are you most likely to number.

Coin Pick 8 6
pick next? Explain your answer. 8 Accept reasonable 6 8
6
Penny; more pennies have answers. 4 2
4
2 2. If you were to spin another
Number of Coins
0 10 times, do you think the Outcome Tally Number
been picked than other coins. Penny Dime Nickel
Type of Coin outcomes would be more even? 2 15
2. Do you think there could be more 4 10
than three kinds of coins in the Accept reasonable
6 12
bag? Explain your answer. answers.
Accept reasonable answers. 3. There are 25 fruit candies in the 8 13
bag: 8 orange, 10 lemon, and
7 strawberry. What flavor would 4. If there were 13 orange, 13 straw-
For Exercises 3–5, use the tally chart. It shows the results of you be most likely to pick? Explain. berry, and 10 lemon fruit candies
A15
picking a marble from a bag 56 times and then replacing it left in the bag, which would you
each time. Lemon because there have a better chance of picking:
orange, strawberry, or lemon?
3. What color is likely to be picked next? Pick a Marble are the most of these. Explain.
Color Tally
blue More likely to pick
Green
4. What two colors are equally likely Red orange or strawberry
to be picked?
Blue (Lesson 11–5)

because there are more
no two colors Yellow
Use any strategy to solve. of them.
5. Is it reasonable to predict that more 5. Jose had 25 cents in his pocket.
6. Mr. Bolton was building a fence.
than twice as many marbles are blue What were all of the possible coin
He bought 20 lengths of fencing
than red? Support your answer. combinations he could have had?
that were each 8 feet long. The
Yes, because blue has been perimeter of the fence was
13 possible combinations: 145 feet. How much fencing did
picked more than twice as 1Q, 2D1N, 2D5P, 1D3N, 1 he have left over?
D2N5P,1D1N10P. 1D15P, 15 ft
many times as red. 5N, 4N5P, 3N10P, 2N15P,
Grade 3 1N20P, 25P 35 Chapter 11
Chapter 11
Answers
Grade 3
Name Date Name Date
11–6 3MR3.3, 3SDAP1.4
11–6 3MR3.3, 3SDAP1.4
Make Predictions Bags of Marbles
Place a red crayon, a yellow crayon, and a green crayon in a Predictions are helpful when guessing about future
brown lunch bag. Pick a crayon 25 times and keep a tally events. You can use information that you know from doing
in the table below. Then answer the questions. experiments to make predictions. Sometimes you can also
Chapter Resources
use your own experience to help you make a prediction.

Crayons in a Bag
Mrs. Maple’s class is doing experiments with bags of marbles.
Outcome Tally Total
red Experiment 1. In one bag there are four marbles. Students
yellow took turns taking out one marble at a time and putting it
green back. The students pulled marbles out 10 times. Most of the
time a red marble was pulled out of the bag. Sometimes a
1. What color did you pick the most frequently? Answers will vary. blue marble was pulled out.
2. What color would you probably pick next? Answers will vary. 1. What color marbles do you predict are in the bag?
3. What do you think your results would look like if you picked red and blue
crayons twice as many times?
Answers will vary. 2. Make a prediction about how many of each color you think
A16
are in the bag? Explain why you think that.
Repeat the experiment above, but pick 50 times. Add your Answers should indicate that there are more red than blue.
data to the chart above and compare your results.
4. What do you think will happen if you add another color Experiment 2. Mrs. Maple put together another bag of 10
crayon? marbles. Two marbles were black and eight marbles were
green. The first student pulled out a marble.
Answers will vary.
3. What color do you think it was?

Add one more color and pick another 25 times. Record the sample answer: green
color and your data to the chart below.
Why? There are more of that color in the bag.
Crayons in a Bag
4. The next student pulled out a black marble, what color do
Outcome Tally Total
you think the third student pulled out?
red
yellow most likely, green

green
Why? Answers will vary.
Chapter 11
Grade 3
Name Date Name Date
11 11
Vocabulary Test Oral Assessment
Match each word to its definition. Write your answers on the Read each question aloud to the student. Then write the
lines provided. student’s answers on the lines below the question.
E Use construction paper to cut out 6 red squares, 7 blue

1. tally chart A. A graph that uses columns of Xs
squares, 2 green squares, and 9 yellow squares.
above a number line to show
frequency of data. 1. What color squares do we have the most of ?
2. bar graph F B. A number between 0 and 1 that yellow
measures the likelihood of an event
happening.
Assessment
A 2. What color squares do we have the least of?
3. line plot C. A method of collecting data.
green
4. probability B D. Information. 3. If we made a line plot to record the data, how many total Xs
would we put on the line plot?
C 24
A17
5. survey E. A way to keep track of data using
4. If we made a bar graph to record the data, how many
D different colors would we need to record results for?
6. data F. A graph that compares data by
using bars of different lengths and 4
heights.
7. prediction H G. Possible results of an experiment. 5. What bar would be the highest on the bar graph?
the bar for the yellow squares
8. outcomes G H. Something you think will happen
such as a specific outcome of an 6. Explain your answer.
experiment. The most number of squares are yellow.
9. equally likely I I. Having the same chance of
occurring.
Answers (Vocabulary Test and Oral Assessment)
Chapter 11
Answers
Name Date
Grade 3
11
Oral Assessment (continued)
Show the chart below to the student.
How Many States Have You Visited?
Number of Number of
Tally
States Visited Responses
1 4
2 10
Assessment
3 8
4 3
5 or more 2
7. How many categories are there for number of states visited?

5
A18
8. How many total people responded?
27
9. How many people said they visited 2 states?
10
Answers (Oral Assessment)
10. How many people said they visited 1 state?

4
11. How many people said they visited 5 or more states?
2
I looked at the number
12. Tell how you got your answer. of responses in the chart
that corresponds to each category.
Chapter 11
Chapter 11 Assessment Answer Key
Diagnostic Assessment Chapter Pretest Quiz 1 (11–1 through 11–2)
Page 39 Page 40 Page 41
orange
1.
1. 14 1. 23 in.
2. 2
2. 22 2. roseate spoonbill
3. 12
10 glossy and
3.
white-faced
4. 14 3.
17 4. 7 inches
5.
They can all show

us information,
6. 6, 14, 32 usually how
7. 23, 45, 76 frequently an
Answers
199, 213, 321 5. event occurs.
8.
9. 234, 256, 299
gold
10. 534, 543, 567 4. Check students’
5. silver or bronze
6. work.
6. yes
7. about 50
11. 1
12.
yellow

Quiz 2 (11–3 through 11–4) Quiz 3 (11–5 through 11–6) Mid-Chapter Review
1. T 1.
banana 1. D
2. T
2. yes
2. J
3. T
4. F 3. 7 points 3. B
4.
H
5. 6
6. 12 combos

5. 8 ways
4.
blue
yes, blue 6. 6 ways
5.
6.
yes, yellow
likely
7.
7. 24 ways
8. unlikely

Chapter Test, Form 1 Chapter Test, Form 2A
1. A 6. G 1. A
2. G
7. C 2. J
3. A
3. B
8. G
Answers
9. D
4. G
4. H
5. A A
5.
(continued on the next page)

Chapter Test, Form 2A Chapter Test, Form 2B
6. F 1. C 6. H
7. C 2. F 7. C
8. J 8. F
9. B
9. B
G G
10.
3. A 10.
4. G
5. C

Chapter Test, Form 2C Chapter Test, Form 2D
1. students 5. 8:32 and 8:36 1. impossible

6. 8:34
2. 2 pets 2. unlikely
3. 27 students
7. unlikely
Answers
8. impossible
3. 8:34
4. 8:32 and 8:36

9. 6
10. 4
4. certain
(continued on the next page)

Chapter Test, Form 2D Chapter Test, Form 3
She will certainly
4. miss the bus.
5. certain 1. students
2. 6 students 8:29 and 8:36
5.
6. 8:34
3. 5 or more than 6
7. certain
8. likely
6. 27 students
7. students
8. 2 pets
9. 24 ways
10. 28
9. 6
10. 4

Page 62, Extended-Response Test
Scoring Rubric
Level Specific Criteria

4 The student demonstrates a thorough understanding of the
mathematics concepts and/or procedures embodied in the task. The
student has responded correctly to the task, used mathematically
sound procedures, and provided clear and complete explanations
and interpretations. The response may contain minor flaws that do
Assessment
not detract from the demonstration of a thorough understanding.
3 The student demonstrates an understanding of the mathematics
concepts and/or procedures embodied in the task. The student’s
response to the task is essentially correct, with the mathematical
procedures used and the explanations and interpretations provided
demonstrating an essential but less than thorough understanding.
The response may contain minor errors that reflect inattentive
execution of the mathematical procedures or indications of some
misunderstanding of the underlying mathematics concepts and/or
procedures.
2 The student has demonstrated only a partial understanding of
the mathematics concepts and/or procedures embodied in the

task. Although the student may have used the correct approach to
obtaining a solution or may have provided a correct solution, the
student’s work lacks an essential understanding of the underlying
mathematical concepts. The response contains errors related
to misunderstanding important aspects of the task, misuse of
mathematical procedures, or faulty interpretations of results.
1 The student has demonstrated a very limited understanding of the
mathematics concepts and/or procedures embodied in the task. The
student’s response to the task is incomplete and exhibits many flaws.
Although the student has addressed some of the conditions of the
task, the student reached an inadequate conclusion and/or provided
reasoning that was faulty or incomplete. The response exhibits many
errors or may be incomplete.
0 The student has provided a completely incorrect solution or
uninterpretable response, or no response at all.

Page 62, Extended-Response Test
Sample Answers
In addition to the scoring rubric found on page A25, the following sample answers may
be used as guidance in evaluating open-ended assessment items.
1. 20
Average Animal Life Span the most students wrote about
18 California.
16
Number of Years
14
12
c. The shortest bar on the graph is
10 the one for Florida, therefore, the
8
6
least amount of students wrote
4 about Florida.
2
0
Bear Cat Chipmunk Dog Cow 3. The make a list strategy is a
Type of Animal
problem-solving strategy for which
a. The two animals that have the you make a list to help solve the
same average life span are dogs problem. Then, you can use the
and cats. list to determine all of the possible
b. The animal with the shortest life solutions.
span is the chipmunk.
For example, if you are planting red,
c. It is reasonable to say that yellow and purple flowers, and want
bears live 3 times longer than to decide how many options there are

chipmunks. Chipmunks live for for what order to put the colors in, you
an average of 6 years and bears can make a list to help determine all
live for an average of 18 years possible solutions.
and 6 × 3 = 18.
Students Who Attended Travel Day Possible Order to Plant Flowers
2. Ohio
Red Yellow Purple
Country
Florida
Texas Red Purple Yellow

California
0 2 4 6 8 10 12 14 16 18 20
Purple Yellow Red
Number of Students
Purple Red Yellow
a. By adding the totals of the
Yellow Red Purple
reports written for each country,
it can be determined that 47 Yellow Purple Red
students participated. (14 + 12
+ 11 + 10 = 47) After completing the list, it becomes
apparent that there are 6 possible ways
b. The tallest bar on the graph is
to line up the flowers in the garden.
the one for California, therefore,

Cummulative Standardized Test Practice
D
1. C 2. G 7.
8. H
9.
likely
Answers
impossible
10.
D
3.
4. G
90
seconds
5. A 11.
2
minutes
12.
6. G 13. 19
14. 6

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Lesson 11–1 Bar Graphs Chapter Tests:

Lesson 11–5 Problem-Solving

Chapter Resources Edition. The Reteach worksheet closes with

Way to Record Definition Sketch

This is an alphabetical list of new vocabulary terms you will learn

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

probability A number between 0 and 1 that

survey A method of collecting data.

prediction Something you think

STEP 1 Before you begin Chapter 11

• Read each statement.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

STEP 2 After you complete Chapter 1

• Reread each statement and complete the last column by

1. Have each player arrange his or her cards, face up, in

Mark takes a survey of some third-grade students to find out

Favorite Fruit Juice

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Average Animal Life Span

1. Why does the graph show every second number instead of

2. Which animal has the longest average life span?

3. Which animals have the same average life span?

5. Which animal has the shortest life span?

3. How many more students attended

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Find the volume. (Lesson 10–10)

free throws Grade

3. How many free throws did How can you tell?

How would the bar graph change

6. How many free throws were made

Mr. Lin’s class tallied the results of a survey of students’

Use the tally marks to complete the table. Then complete

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Use the information in the chart and bar graph to answer

1. How many students took the survey?

3. Suppose no one liked hot dogs. Instead, those students liked

Display each set of data in a line plot.

1. Armando was curious to know

2. Colin had a good tomato crop

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. Mario and Sonia went on a long

1. Blue Jays Seen at Bird Feeder

3. How many students have visited

4. How many students participated in

For Exercise 1, use the data.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Use the table and line chart below.

How many total bounces did you have in 60 seconds?

Take turns so that everyone has a chance to bounce the ball.

You have a choice of a main dish

Step 1 Be sure you understand the problem. Read carefully.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

• Main dishes are