# GMAS Math Review

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Category: Education

## Presentation Description

Vocabulary, explanations, and practice problems for third graders preparing for the Georgia Milestones Math Assessment.

## Presentation Transcript

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Georgia Milestones 3rd Grade Math Vocabulary

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Place Value The value of a digit in a number based on its location. For example, the digit 4 in 243 is in the tens place and has a value of 4 tens, or 40.

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Rounding When a number is changed to the nearest ten or hundred. Use a number line to see which multiple of 10 or 100 the given number is closest . Example: 34 rounds to 30 & 287 rounds to 300

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Associative Property of Addition If there are three or more addends , they can be grouped together in any way and the sum will stay the same . (3+4)+5=3+(4+5)

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Commutative Property of Addition Numbers can be added in any order and the sum will stay the same. 4+5=5+4

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Identity Property of Addition The sum of a number and zero does not change the value of the original number. 4+0=4

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Scaled Picture G raph Graph information or data using symbols. One symbol can be used to represent more than one object. Half a symbol would show half the number of objects. For example, a picture of a cat on a graph is equal to 4 cats.

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Scaled B ar G raph Graph information or data using shaded squares. Each square on the bar graph can be used to represent more than one object. For example, one square on a graph is equal to seven people.

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Line Plot Graph A line plot is used to record measurements for a group of objects. The measurement values are shown, and a picture or mark is placed above the value for each object being measured. A line plot can include rational measurements .

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Which of these is the BEST estimate for the mass of a feather? A 1 gram B 100 grams C 1 kilogram D 10 kilograms Hint: If you can lift it with your hand, Then use a gram! Too heavy for your hand, Use a kilogram.

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Part A: Solve 60 × 7 = Part B: Explain each step you used to solve the problem The first step I did to solve this problem was to write it on my paper. Next I looked for the basic fact and saw that it was 6 x 7. I know that 6x7 = 42, so I wrote that down. The last thing I had to do was bring down the 0 and put it behind my answer.

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This number sentence represents a word problem 32 ÷___ = 8 Part A: Use the number sentence to write a story word problem Part B: Solve the problem

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There are 461 books in the library. To the nearest hundred, ABOUT how many books are in the library? A 400 B 460 C 470 D 500

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Solve 724 + 152 = A 776 B 875 C 876 D 975

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Part A: Solve 571 − 324 = Part B: Explain the strategy you used to solve the problem

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Multiplication U sed to find the total number of objects in a set of equal groups. For example, 3 groups of 4 objects have a total of 12 objects. It can be represented as: Groups of Times I Add Times I Count By Rows of

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Division U sed to partition or break apart the total number of objects into a number of groups or into groups of a specific size. For example, 12 objects divided into 4 groups have 3 objects in each group, or 12 objects divided into groups of 4 will create 3 groups. Division can be thought of as: Sharing Grouping Repeated Subtraction Inverse of Multiplication

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Commutative Property Numbers can be multiplied in any order and the product will stay the same. For example: 7x5=5x7

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Associative Property Three or more factors can be grouped together in any way and the product will stay the same . (3x4)x5=3x(4x5)

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Distributive Property Knowing that a multiplication problem can be solved by decomposing on of the factors into an addition problem and then distribute the multiplication across the addition. 8 × 7 8 × (5 + 2) = ( 8 × 5) + (8 × 2) = 40 + 16 = 56

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R elationship B etween M ultiplication and Division Both operations relate equal groups of objects to a total number of objects. A multiplicative equation can be rewritten as a divisional equation. For example, 5 × 6 = 30 and 30 ÷ 5 = 6.

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Arithmetical Patterns A pattern in the solutions to equations using the four operations. For example, any number times two is an even number.

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Area The space of a figure takes up. Can be found by counting square units. L x W can be used to find the area of rectangles and squares.

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Square Unit A square that is one unit of measure long and one unit of measure wide. This can include square inches, square feet, and other measurements.

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Finding Area The area of a shape can be measured by covering the surface with square unit tiles. The tiles cannot overlap each other or leave gaps . The total number of squares used to cover the shape is equal to the area of the shape. A rectangle covered with square unit tiles will create an array of rows and columns that are equal to the length and width of the shape. The total number of tiles in the array can be found using repeated addition or multiplication .

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Plane Shapes A flat shape that can be measured in two dimensions, length and width.

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Attributes Properties of plane shapes that can be used to sort the shapes into categories. Number of sides Length of sides Parallel lines Angles

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Shapes are put into categories with other shapes that have the same attributes. A shape can belong to more than one category. For example, a shape with 2 long sides and 2 short sides can be placed in the rectangle and quadrilateral categories. Shapes can be partitioned or divided into parts that have equal areas. Each part is the same size and represents a fraction of the whole shape

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Perimeter The total length of all sides of a shape. The perimeter of a shape can be found by adding the length of all its sides. The length of an unknown side can be found if all other side lengths are given along with the perimeter, using an equation with a letter or symbol for the unknown value.

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Fraction A number used to represent equal parts of a whole. Numerator The top number shows the # of equal parts you are referring to. Denominator The bottom number shows the total number of equal parts the whole is divided into.

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Use a number line to represent fractions by dividing the line between 0 and 1 into equal parts . The denominator shows how many equal parts the number line is divided into. The numerator shows how many equal parts out of the whole make up the number. For example, to show the fraction 14, divide the number line into 4 equal sections between 0 and 1. The numerator shows that the fraction represents 1 equal section out of the total of 4.

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Equivalent F ractions Fractions that are the same size or at the same point on the number line and represent the same values. Whole Numbers vs Fractions Whole numbers can also be written as fractions. The number 1 can be written using the total number of equal parts in the whole as both the numerator and the denominator, as in the example 3. A whole number greater than one is shown as the whole number over a denominator of one. The denominator shows that the whole is one equal part and the numerator shows how many wholes are in the number, such as 31 or 62.

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Compare Determine the value or size of two fractions to see which fraction is larger. Fractions can be compared by looking at the number of equal parts and the size of the equal parts. Greater than : If a fraction is larger in size and value, use the symbol >. Less than : If a fraction is smaller in size and value, use the symbol <. Equal to : If the fractions are the same size, so they are equivalent fractions, use the symbol =

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Tell and write time to the nearest minute, using a digital or analog clock. Elapsed time: The time interval or amount of time an event takes. Use addition and subtraction to solve word problems involving elapsed time. A number line can be used to show the beginning and ending time of an event or to measure the length of time, in minutes, an event occurs . Telling Time

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Estimate liquid volume and mass of objects. Then measure liquid volume and mass using drawings of a beaker, scale, or other measurement tools. Length : Distance of an object from one end of the object to the other end of the object. Liquid volume: The amount of liquid a container holds is measured in liters. Mass : The weight of an object is measured in grams or kilograms. Measurement

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½ ¼ ¾ ½ ¼ ¾ Nail Lengths Nail1, Nail 2, and Nail 3=1 ¾ Nail 4= 2 ¼ Nail 5 & Nail 6= 3