my homework lesson 7 problem solving make an organized list

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McGraw Hill My Math Grade 3 Chapter 8 Lesson 7 Answer Key Problem-Solving Investigation: Make an Organized List

All the solutions provided in McGraw Hill Math Grade 3 Answer Key PDF Chapter 8 Lesson 7 Problem-Solving Investigation: Make an Organized List  will give you a clear idea of the concepts.

McGraw-Hill My Math Grade 3 Answer Key Chapter 8 Lesson 7 Problem-Solving Investigation: Make an Organized List

Answer: Eva is giving away 8 stamps to her friends. The number of friends to which she could give stamps. I will make an organized list to see the ways I can divide 8 evenly. Divide the total number of stamps by the numbers 1 through 8. So, Eva can give 8, 4, 2, 1 friends an equal number of stamps.

Practice the Strategy

Ian is numbering the pages of his journal 1 through 48. He wants to start a new section after every 8 pages. On what pages will each new section begin? 1. Understand What facts do you know? __________________ __________________ What do you need to find? __________________ 2. Plan __________________ __________________ 3. Solve 4. Check Does your answer make sense? Explain. __________________

Answer: Given that, Ian is numbering the pages of his journal 1 through 48. He wants to start a new section after every 8 pages. 8 x 1 = 8 8 x 2 = 16. 8 x 3 = 24. 8 x 4 = 32. 8 x 5 = 40. 8 x 6 = 48. Known add 1 to every product. The new pages started after very 8 pages are 9, 17, 25, 33, 41.

Apply the Strategy

Solve each problem by making an organized list.

Question 1. Mathematical PRACTICE 5 Use Math Tools Grade bought a goldfish at the pet store. She had only one nickel, one dime, and one quarter in her wallet. How much could her goldfish have cost? Answer: Given that, Grade bought a goldfish at the pet store. She had only one nickel, one dime, and one quarter. 1 nickel = 5 cents. 1 dime = 10 cents. 1 quarter = 25 cents. The cost of gold fish is 5 + 10 + 25 = 40 cents. Therefore the cost of gold fish could have 40 cents or less than 40 cents.

Question 2. Mathematical PRACTICE 8 Look for a Pattern Stuart wants to know how many times he gets an even number as a product of his 6s multiplication facts. When multiplying by 6, are the products odd or even? _______________________ _______________________ Is the same true about quotients when dividing by 6? Explain. _______________________ Answer: The product of 6s multiplication facts multiplied by 6 is 6 x 6 = 36. 36 is the product. The number 36 is an even.

Review the Strategies

Use any strategy to solve each problem.

• Determine extra or missing information.
• Make a table.
• Look for a pattern.
• Use models.

Question 3. Paula put 6 books on one side of a balance scale that is 3 feet long. On the other side, she put 5 books and her baseball glove. The sides balanced. Each book weighs 3 pounds. How much does her glove weigh? Answer: Given that, Paula put 6 books on one side of a balance scale that is 3 feet long. The weight of the each books is 3 pounds. The weight of books at one side is 3 x 6 = 18 pounds. On the other side, she put 5 books and her baseball glove. The weight of books at other side is 5 x 3 = 15 pounds. Both sides the weight is balanced. So, 18 – 15 = 3 pounds. Therefore the glove has 3 pounds.

Question 4. Jonas has 6 fish tanks with 6 fish in each tank. After he sold some, he had 27 fish left. How much did each fish cost if he made $63? Answer: Given that, Jonas has 6 fish tanks with 6 fish in each tank. After he sold some, he had 27 fish left. The cost of sold fishes are $63. The total number of fishes in the tank are 6 x 6 = 36. The number of fishes sold are 36 – 27 = 9 fishes. The cost of each fish is $63/9 = $7. Therefore the cost of each fish is $7.

Question 5. Mathematical PRACTICE 4 Model Math Angelina’s mother knits gloves and mittens that are red, blue, green, or brown. How many different colors of gloves and mittens can she knit? Explain. Answer: Given that, Angelina’s mother knits gloves and mittens that are red, blue, green, or brown. The number of colors are 4. So, she can knits four colors. Because there are 4 colors there is a possible way to use the 4 colors.

Question 6. Mathematical PRACTICE 1 Make a Plan A group of 16 people want to go to the zoo. It costs $30 for each group of 6 people. Otherwise, it costs $6 per person. How much does it cost for 16 people? Answer: Given that, A group of 16 people want to go to the zoo. There are 6 people in each group. The cost of each group is $30. The cost of each person is $6. 16 people can written has 2 groups + 4 persons. So, $30 + $30 + $6 + $6 + $6 + $6 = $84. Therefore the cost for 16 people are $84.

McGraw Hill My Math Grade 3 Chapter 8 Lesson 7 My Homework Answer Key

Problem Solving

Question 1. Paul needs 34 cents. He has only dimes and pennies. How many ways can he make 34 cents using both kinds of coin? Explain. Answer: Given that, Paul needs 34 cents. He has only dimes and pennies. 1 dime = 10 cents. 1 penny = 1 cents. The number of ways that he make 34 cents using both kinds of coins are 1 dime 24 pennies. 2 dimes 14 pennies. 3 dimes 4 pennies.

Question 2. Camille rides a bus to work. To get downtown, she can ride any bus number between 11 and 34, that can be divided evenly by 3, and is an even number. Which numbers are the buses that Camille could ride to work? Answer: The numbers between the 11 and 34 that divided by 3 are 12, 15, 18, 21, 24, 27, 30 33. Among this the even numbers are 12, 18, 24, 30. Therefore these are the four bus numbers that Camille could ride to work.

Question 3. Bruce is grocery shopping. He can go to the deli, the bakery, and the dairy section in any order. How many possibilities are there for the order in which Bruce can do his shopping? Answer: Given that, Bruce is grocery shopping. He went to the deli, the bakery, and the dairy section in any order. The number of sections are 3. The number of possibilities in order are 6. They are, Deli, bakery, dairy section. Bakery, dairy section, deli. Dairy section, deli, bakery. Dairy section, bakery, deli. Deli, dairy section, bakery. Bakery, deli, dairy section.

Question 4. Flora has 5 boxes that increase in size. In the first box she packs 4 books. In each box after that, she packs 3 more books than the box before. How many books does Flora pack in the last box? Answer: Given that, Flora has 5 boxes that increase in size. In the first box she packs 4 books. In the second box she packs 3 more than the first box it is 4 + 3 = 7. In the third box 3 more than second box it is 7 + 3 = 10. In the fourth box 3 more than third box it is 10 + 3 = 13. In the fifth box 3 more than fourth box it is 13 + 3 = 16. Therefore there are 16 books in the fifth box.

Question 5. Mathematical PRACTICE 3 Justify Conclusions A mouse makes itself a new nest every 2 weeks. It uses 8 large leaves to line each nest. How many leaves will the mouse have used after 6 weeks? Explain. Answer: Given that, A mouse makes itself a new nest every 2 weeks. A mouse uses 8 large leaves to line each nest. The number of leaves that mouse used for 8 weeks are 8 x 6 = 24. Therefore for 6 weeks the mouse use 24 leaves.

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Place Value Through Thousands
Place Value Through Thousands
Compare Numbers
Compare Numbers
Order Numbers
Order Numbers
Round to the Nearest Ten
Round to the Nearest Ten
Round to the Nearest Hundred
Round to the Nearest Hundred
Problem-Solving Investigation: Use the Four-Step Plan
Problem-Solving Investigation: Use the Four-Step Plan

Addition Properties
Addition Properties
Patterns in the Addition Table
Patterns in the Addition Table
Addition Patterns
Addition Patterns
Add Mentally
Add Mentally
Estimate Sums
Estimate Sums
Hands On: Use Models to Add
Hands On: Use Models to Add
Add Three-Digit Numbers
Add Three-Digit Numbers
Add Four-Digit Numbers
Add Four-Digit Numbers
Problem-Solving Investigation: Reasonable Answers
Problem-Solving Investigation: Reasonable Answers

Subtract Mentally
Subtract Mentally
Estimate Differences
Estimate Differences
Problem-Solving Investigation: Estimate or Exact Answer
Problem-Solving Investigation: Estimate or Exact Answer
Hands On: Subtract with Regrouping
Hands On: Subtract with Regrouping
Subtract Three-Digit Numbers
Subtract Three-Digit Numbers
Subtract Four-Digit Numbers
Subtract Four-Digit Numbers
Subtract Across Zeros
Subtract Across Zeros

Hands On: Model Multiplication
Hands On: Model Multiplication
Multiplication as Repeated Addition
Multiplication as Repeated Addition
Hands On: Multiply with Arrays
Hands On: Multiply with Arrays
Arrays and Multiplication
Arrays and Multiplication
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Problem-Solving Investigation: Make a Table
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Use Multiplication to Find Combinations

Hands On: Model Division
Hands On: Model Division
Division as Equal Sharing
Division as Equal Sharing
Relate Division and Subtraction
Relate Division and Subtraction
Hands On: Relate Division and Multiplication
Hands On: Relate Division and Multiplication
Inverse Operations
Inverse Operations
Problem-Solving Investigation: Use Models
Problem-Solving Investigation: Use Models

Patterns in the Multiplication Table
Patterns in the Multiplication Table
Multiply by 2
Multiply by 2
Divide by 2
Divide by 2
Multiply by 5
Multiply by 5
Divide by 5
Divide by 5
Problem-Solving Investigation: Look for a Pattern
Problem-Solving Investigation: Look for a Pattern
Multiply by 10
Multiply by 10
Multiples of 10
Multiples of 10
Divide by 10
Divide by 10

Multiply by 3
Multiply by 3
Divide by 3
Divide by 3
Hands On: Double a Known Fact
Hands On: Double a Known Fact
Multiply by 4
Multiply by 4
Divide by 4
Divide by 4
Problem-Solving Investigation: Extra or Missing Information
Problem-Solving Investigation: Extra or Missing Information
Multiply by 0 and 1
Multiply by 0 and 1
Divide with 0 and 1
Divide with 0 and 1

Multiply by 6
Multiply by 6
Multiply by 7
Multiply by 7
Divide by 6 and 7
Divide by 6 and 7
Multiply by 8
Multiply by 8
Multiply by 9
Multiply by 9
Divide by 8 and 9
Divide by 8 and 9
Problem-Solving Investigation: Make and Organized List
Problem-Solving Investigation: Make and Organized List
Multiply by 11 and 12
Multiply by 11 and 12
Divide by 11 and 12
Divide by 11 and 12

Hands On: Take Apart to Multiply
Hands On: Take Apart to Multiply
The Distributive Property
The Distributive Property
Hands On: Multiply Three Factors
Hands On: Multiply Three Factors
The Associative Property
The Associative Property
Write Expressions
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Write Equations
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Solve Two-Step Word Problems
Solve Two-Step Word Problems
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Problem-Solving Investigation: Use Logical Reasoning

Unit Fractions
Unit Fractions
Part of a Whole
Part of a Whole
Part of a Set
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Problem-Solving Investigation: Draw a Diagram
Hands On: Fractions on a Number Line
Hands On: Fractions on a Number Line
Equivalent Fractions
Equivalent Fractions
Fractions as One Whole
Fractions as One Whole
Compare Fractions
Compare Fractions

Hands On: Estimate and Measure Capacity
Hands On: Estimate and Measure Capacity
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Solve Capacity Problems
Hands On: Estimate and Measure Mass
Hands On: Estimate and Measure Mass
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Tell Time to the Minute
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Time Intervals
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Problem-Solving Investigation: Work Backward

Collect and Record Data
Collect and Record Data
Draw Scaled Picture Graphs
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Draw Scaled Bar Graphs
Draw Scaled Bar Graphs
Relate Bar Graphs to Scaled Picture Graphs
Relate Bar Graphs to Scaled Picture Graphs
Draw and Analyze Line Plots
Draw and Analyze Line Plots
Hands On: Measure to Halves and Fourths of an Inch
Hands On: Measure to Halves and Fourths of an Inch
Collect and Display Measurement Data
Collect and Display Measurement Data
Problem-Solving Investigation: Solve a Simpler Problem
Problem-Solving Investigation: Solve a Simpler Problem

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Hands On: Find Perimeter
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Hands On: Understand Area
Hands On: Understand Area
Measure Area
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Hands On: Tile Rectangles to Find Area
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Area of Rectangles
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Hands On: Area and the Distributive Property
Area of Composite Figures
Area of Composite Figures
Area and Perimeter
Area and Perimeter
Problem-Solving Investigation: Draw a Diagram
Problem-Solving Investigation: Draw a Diagram

Hands On: Angles
Hands On: Angles
Polygons
Polygons
Hands On: Triangles
Hands On: Triangles
Quadrilaterals
Quadrilaterals
Shared Attributes of Quadrilaterals
Shared Attributes of Quadrilaterals
Problem-Solving Investigation: Guess, Check, and Revise
Problem-Solving Investigation: Guess, Check, and Revise
Partition Shapes
Partition Shapes

Fun teaching resources & tips to help you teach math with confidence

Math Strategies: Problem Solving by Making a List

As I’ve mentioned many times, one of the main goals in mathematics education is to raise up confident problem solvers . And while there are many ways to go about solving math problems, and we as adults may often see strategies as common sense, these are things that need to be taught. Giving kids as many tools as possible will set them up for success so that you can “let them loose” and see their creative minds work and explore. To continue my series on teaching kids to problem solve, today I’m going to discuss problem solving by making a list .

–>Pssst! Do your kids need help making sense of and solving word problems? You might like this set of editable word problem solving templates ! Use these with any grade level, for any type of word problem :

Making a Meaningful List: 

This was always a hard approach for me personally because it doesn’t seem like math, and can often be time consuming. I mean, who really wants to sit and list out all the possible solutions to a math problem? BUT, it is a very useful strategy, and as we’ll see, learning to be organized and systematic is the key ( and will also save tons of time )!

So when is it useful to make a list? Basically, any time you have a problem that has more than one solution , or you’re trying to solve a combination problem , it’s helpful to make a list.

But not just any list of possibilities. That will feel useless and frustrating if you’re just trying to pull out possibilities from anywhere. And more than that, it’s very likely possibilities will be skipped or repeated, making the final solution wrong.

On top of that, it will probably be more time consuming to make a list if you don’t have a systematic approach to it, which is probably why I was never a fan as a kid. No one wants to just sit and stare at the paper hoping solutions will pop into their brain.

Organizing the information in a logical way keeps you on track and ensures that all the possible solutions will be found.

There are different ways to organize information, but the idea is to exhaust all the possibilities with one part of your list before moving on.

For example, say you’re trying to figure out all the different combinations of ice cream toppings at your local ice cream shop. They have 3 different flavors (chocolate, vanilla and strawberry), but also have 4 different toppings (nuts, whipped cream, chocolate candies and gummy bears).

If you just start listing different possibilities without any kind of structure, you’re bound to get lost in your list and miss something. So instead, list all the possibilities for chocolate ice cream before moving on to vanilla.

Chocolate: just chocolate (no toppings), chocolate with nuts, chocolate with whipped cream, chocolate with candies and chocolate with gummy bears.

Now we see that there are 5 possibilities if you get chocolate ice cream, and so we can move on to vanilla, and then strawberry.

The key is to start with the first flavor and list every possible topping in order . Then move on to the next flavor and go through the toppings in the same order .

Then nothing gets skipped, forgotten or repeated . After completing the list, we see that there are 15 possible combinations.

Some students may even notice that there will be 5 possibilities for each flavor , and thus multiply 3×5 without completing the list. (That’s another great strategy: look for patterns ).

Even if a pattern is not discovered, however, completing the list in an organized, systematic way will ensure all possibilities are covered and the total (15) found.

Another way to organize the list is to make a tree diagram . Here’s another example problem:

Sarah is on vacation and brought 3 pairs of pants (blue, black, and white) and 3 shirts (pink, yellow and green). How many different outfit combinations can she make?

Using a tree diagram is a great way to keep the information organized, especially if you have kids who struggle with keeping track of their list:

Then it is very easy for students to see that there are 9 different outfit combinations .

Was this helpful? Is it a strategy that you share with your kids?

See the rest of the posts in this series and prepare your kids to be great problem solvers:

• Problem Solve by Solving an Easier Problem
• Problem Solve by Drawing a Picture
• Problem Solve by Working Backwards
• Problem Solve by Finding a Pattern
• Problem Solve with Guess & Check

I’m really liking this “problem solving” series! As someone who’s not so great as problem solving, these tips are going to come in handy when helping my daughter! Thanks for sharing at the Thoughtful Spot!

I was never very good at math, and unfortunately, my daughter isn’t great at it either. I came across this post on Hop (on the Hip Homeschool Moms site), and I love it! I’m going to read the other articles in the series too. I would love to help my daughter enjoy and understand math, and I’m hopeful that your posts will help me do that! Thanks so much for sharing your post with us on the Hop!

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Making an organized list

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Chapter 4, Lesson 4: Problem-Solving Investigation: Make an Organized List

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Make An Organized List

Make An Organized List - Displaying top 8 worksheets found for this concept.

Some of the worksheets for this concept are Reteach problem solving strategy make an organized list, Make a list, Problem solving strategy make an organized list, Grade1 referencetoenglish problemsolving, Solve problems using student book 414417, Homework practice and problem solving practice workbook, Fcat, Pearson scott foresman envision math grade 1.

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1. Reteach 23.4 Problem-Solving Strategy: Make an Organized List

2. make a list, 3. problem-solving strategy: make an organized list, 4. grade&1& lesson:&8.6& referencetoenglish problem&solving ..., 5. 12.4 solve problems using student book pages 414417 ..., 6. homework practice and problem-solving practice workbook, 8. pearson scott foresman envision math grade 1.

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Curriculum  /  Math  /  7th Grade  /  Unit 8: Probability  /  Lesson 7

Probability

Lesson 7 of 9

Criteria for Success

Tips for teachers, anchor problems, problem set, target task, additional practice.

List the sample space for compound events using organized lists, tables, or tree diagrams.

Common Core Standards

Core standards.

The core standards covered in this lesson

Statistics and Probability

7.SP.C.8.B — Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event.

The essential concepts students need to demonstrate or understand to achieve the lesson objective

• Understand the difference in sample spaces between a simple event and a compound event. 
• Represent sample spaces of compound events using organization tools including lists, tables, and tree diagrams.  
• Understand the probability of a compound event, similar to a simple event, is represented as a fraction, where the numerator is the number of desired events and the denominator is the number of total events in the sample space. 
• Find probabilities of compound events using the sample space.

Suggestions for teachers to help them teach this lesson

Following the introduction to compound events in Lesson 6, in this lesson students learn how to organize the sample space for compound events. Within each organizational tool, there is a structure embedded that ensures each possible outcome is accounted for (MP.7). Ensure students see and can utilize this structure as they create their own organized spaces. 

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Problems designed to teach key points of the lesson and guiding questions to help draw out student understanding

25-30 minutes

An experiment involves a spinner and a fair coin, shown below. The spinner will be spun one time, and the coin will be flipped one time. 

What are all of the possible outcomes for this experiment? Organize your information in a list, table, or tree diagram.

Guiding Questions

Imagine a game in which two fair four-sided dice are rolled at the same time. These dice are in the shape of a pyramid, and when a die is rolled, the outcome is determined by the side that lands face down. The possible values (corresponding to the four sides of the die) for each die are as follows:

Die #1:  1, 2, 3, or 4                           Die #2:   2, 4, 6, or 8

a.   A certain game determines the movement of players' game pieces based on the SUM of the numbers on the face down sides when two dice are rolled.

• Using an organized list, table, or tree diagram, develop a list of all 16 possible outcomes.
• Answer the following questions:

What is the probability of obtaining a sum of 5?

What is the probability of obtaining a sum that is more than 5?

What is the probability of obtaining a sum that is at most 5?

What is the probability of obtaining a sum that is at least 5?

b.   Another game determines movement of the game pieces based on the DIFFERENCE in the numbers on the face down sides. The difference for purposes of this game will always be computed as the larger number value rolled minus the smaller number value rolled. In this way, the difference will always be positive or 0.

What is the probability of obtaining a difference of 5?

What is the probability of obtaining a difference that is more than 5?

What is the probability of obtaining a difference that is less than or equal to 5?

Tetrahedral Dice , accessed on June 14, 2017, 2:44 p.m., is licensed by Illustrative Mathematics under either the  CC BY 4.0  or  CC BY-NC-SA 4.0 . For further information, contact Illustrative Mathematics .

At an ice cream store, a customer can make a sundae that includes ice cream, one candy topping, and one liquid topping. The options are listed below.

Chocolate	Butterfinger	Hot fudge
Mint chip	M&M's	Marshmallow
Vanilla	Gummy bears
	Reese's

a.   How many different sundae combinations are possible, assuming both a candy and liquid topping are selected?

b.   Use a list, table, or tree diagram to show all possible outcomes.

c.   How many different sundaes include mint chip ice cream and hot fudge topping?

d.   Assuming each sundae combination is equally likely, what is the probability that the store’s next customer orders a sundae with vanilla ice cream and gummy bears?

A set of suggested resources or problem types that teachers can turn into a problem set

15-20 minutes

Give your students more opportunities to practice the skills in this lesson with a downloadable problem set aligned to the daily objective.

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

5-10 minutes

An experiment involves flipping a fair coin and rolling a fair six-sided die.

a.   List all possible outcomes of the experiment. Use an organized list, table, or tree diagram.

b.   What is the probability of getting a head and an even number?

c.   What is the probability of getting a tail and the number 4?

d.   What is the probability of getting a 5?

Student Response

The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.

• Inside Mathematics Performance Assessment Tasks Grades 3-High School Fair Game?
• MARS Summative Assessment Tasks for Middle School Spinner Bingo
• MARS Summative Assessment Tasks for Middle School Lottery
• Open Up Resources Grade 7 Unit 8 Practice Problems — Lesson 8

Topic A: Probability Models of Simple Events

Understand the probability of an event happening is a number between 0 and 1, ranging from impossible to certain.

Define probability and sample space. Estimate probabilities from experimental data.

7.SP.C.6 7.SP.C.7

Determine the probability of events.

7.SP.C.7.A 7.SP.C.7.B

Use probability to predict long-run frequencies.

Design and conduct simulations to model real-world situations.

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Topic B: Probability Models of Compound Events

Conduct simulations with multiple events to determine probabilities.

7.SP.C.8 7.SP.C.8.C

Determine the probability of compound events.

Design and conduct simulations to model real-world situations for compound events.

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Problem Solvingmake An Organized List

Displaying top 8 worksheets found for - Problem Solvingmake An Organized List .

Some of the worksheets for this concept are Grade1 referencetoenglish problemsolving, Reteach problem solving strategy make an organized list, Problem solving strategy make an organized list, Make an organized list or a table, Mcgraw hill math problem solving 4 grade, Pearson scott foresman envision math kindergarten, Homework practice and problem solving practice workbook, Unit 1 topic standards book sections.

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How Do You Solve a Problem by Making an Organized List?

Organization is a big part of math. In this tutorial, you'll see how organizing information given in a word problem can help you solve the problem and find the answer!

• word problem
• organized list
• Terms of Use

• Kindergarten
• Greater Than Less Than
• Measurement
• Multiplication
• Place Value
• Subtraction
• Punctuation
• 1st Grade Reading
• 2nd Grade Reading
• 3rd Grade Reading
• Cursive Writing
• English & Literature (ELA)
• Social Studies
• Foreign Language

Make An Organized List

Displaying all worksheets related to - Make An Organized List .

Worksheets are Reteach problem solving strategy make an organized list, Make a list, Problem solving strategy make an organized list, Grade1 referencetoenglish problemsolving, Solve problems using student book 414417, Homework practice and problem solving practice workbook, Fcat, Pearson scott foresman envision math grade 1.

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1. Reteach 23.4 Problem-Solving Strategy: Make an Organized List

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