40 Time, Measurement, Graphs, Area & Perimeter Practice Questions & Answers

1. 1. Ravi starts his piano practice at 9:50 a.m. He practices for 25 minutes. What time does he finish?

   • A.9:75 a.m.
   • B.9:25 a.m.
   • C.10:15 a.m.✓ Answer
   • D.9:15 a.m.

   Count up to the next hour first: 9:50 to 10:00 is 10 minutes. Then add the other 15 minutes to get 10:15 a.m. The answer 9:75 forgets that 60 minutes make a new hour, so the clock must move on to 10.

   Ref QB-EJVAFMSource: California Common Core State Standards for Mathematics, 3.MD.1Report a problem with this question

2. 2. On a clock, the hour hand is between the 9 and the 10. The minute hand points two small marks past the 4. What time does the clock show?

   • A.9:06
   • B.9:42
   • C.10:22
   • D.9:22✓ Answer

   The hour hand has passed the 9 but not reached the 10, so the hour is 9. Count the minute hand by 5s up to the 4 (20 minutes), then add 2 small marks to get 22 minutes, so the time is 9:22. Writing 10:22 reads the hour from the number the hour hand is moving toward.

   Ref QB-Y2ET7PSource: California Common Core State Standards for Mathematics, 3.MD.1Report a problem with this question

3. 3. Zoe's swim lesson ends at 10:10 a.m. The lesson lasts 40 minutes. What time did it start?

   • A.10:50 a.m.
   • B.10:30 a.m.
   • C.9:70 a.m.
   • D.9:30 a.m.✓ Answer

   Work backward from the end time. Going back 10 minutes from 10:10 reaches 10:00, and going back the other 30 minutes reaches 9:30 a.m. The answer 10:30 comes from taking 10 away from 40 and keeping the hour, instead of going back across the hour.

   Ref QB-FJ8NMNSource: California Common Core State Standards for Mathematics, 3.MD.1Report a problem with this question

4. 4. Leo starts reading at 4:15 p.m. and stops at 5:20 p.m. On an open number line, he jumps from 4:15 to 5:00, then from 5:00 to 5:20. How many minutes did he read?

   • A.65 minutes✓ Answer
   • B.105 minutes
   • C.45 minutes
   • D.25 minutes

   Add the two jumps on the number line. From 4:15 to 5:00 is 45 minutes, and from 5:00 to 5:20 is 20 minutes, so 45 + 20 = 65 minutes. The answer 105 comes from subtracting 415 from 520 as if an hour had 100 minutes.

   Ref QB-V2CTPJSource: California Common Core State Standards for Mathematics, 3.MD.1Report a problem with this question

5. 5. A field trip bus leaves school at 11:40 a.m. The ride takes 30 minutes. What time does the bus arrive?

   • A.11:70 a.m.
   • B.12:10 p.m.✓ Answer
   • C.11:10 a.m.
   • D.12:10 a.m.

   From 11:40 to 12:00 is 20 minutes, and 10 more minutes makes 12:10. Times just after 12 noon are p.m., so the bus arrives at 12:10 p.m. Writing 12:10 a.m. would mean just after midnight, in the middle of the night.

   Ref QB-CJ6N4JSource: California Common Core State Standards for Mathematics, 3.MD.1Report a problem with this question

6. 6. Art class starts at 10:50 a.m. and ends at 11:35 a.m. How many minutes long is art class?

   • A.45 minutes✓ Answer
   • B.35 minutes
   • C.15 minutes
   • D.85 minutes

   Count up to the hour, then past it. From 10:50 to 11:00 is 10 minutes, and from 11:00 to 11:35 is 35 minutes, so 10 + 35 = 45 minutes. The answer 85 comes from subtracting 1050 from 1135 as if an hour had 100 minutes.

   Ref QB-W2Q5VKSource: California Common Core State Standards for Mathematics, 3.MD.1Report a problem with this question

7. 7. A paper clip is very light. Which unit is used to measure the mass of very light objects like a paper clip?

   • A.meters
   • B.grams✓ Answer
   • C.kilograms
   • D.liters

   Mass is measured in grams and kilograms, and grams are the small unit used for light objects; a paper clip is about 1 gram. Kilograms are for heavy things like a big book or a bag of rice. Liters measure liquid volume and meters measure length, so they cannot measure mass.

   Ref QB-DJHY9KSource: California Common Core State Standards for Mathematics, 3.MD.2Report a problem with this question

8. 8. A big jug has lines labeled 0, 4, 8, 12 and 16 liters. There is one unlabeled line halfway between each pair of labeled lines. The water reaches the unlabeled line just above 8. How many liters of water are in the jug?

   • A.8 liters
   • B.5 liters
   • C.10 liters✓ Answer
   • D.9 liters

   The labels go up by 4, and the unlabeled line splits each jump of 4 in half, so each line is worth 2 liters. One line above 8 is 8 + 2 = 10 liters. The answer 9 treats every line as 1 liter instead of reading the scale.

   Ref QB-33GTQSSource: California Common Core State Standards for Mathematics, 3.MD.2Report a problem with this question

9. 9. Amara buys 3 bags of potatoes. Each bag has a mass of 6 kilograms. What is the total mass of the potatoes?

   • A.18 kilograms✓ Answer
   • B.3 kilograms
   • C.9 kilograms
   • D.6 kilograms

   There are 3 equal groups of 6 kilograms, so multiply: 3 × 6 = 18 kilograms. The answer 9 comes from adding 3 + 6, which mixes up the number of bags with the mass of each bag.

   Ref QB-JJAN5SSource: California Common Core State Standards for Mathematics, 3.MD.2Report a problem with this question

10. 10. Coach Diaz has 24 liters of water. She pours the same amount into each of 6 coolers. How many liters go into each cooler?

    • A.30 liters
    • B.4 liters✓ Answer
    • C.3 liters
    • D.18 liters

    Sharing equally into groups means dividing: 24 ÷ 6 = 4 liters, because 6 × 4 = 24. The answer 18 comes from subtracting 6 from 24 instead of splitting the water into 6 equal parts.

    Ref QB-EB6NPRSource: California Common Core State Standards for Mathematics, 3.MD.2Report a problem with this question

11. 11. Lucia's dog has a mass of 15 kilograms. Her cat has a mass of 6 kilograms. How many more kilograms is the dog than the cat?

    • A.8 kilograms
    • B.9 kilograms✓ Answer
    • C.11 kilograms
    • D.21 kilograms

    To find how many more, subtract: 15 − 6 = 9 kilograms. Check by adding back: 9 + 6 = 15. The answer 11 comes from subtracting the smaller ones digit from the larger one (6 − 5 = 1) instead of regrouping.

    Ref QB-XTBT9SSource: California Common Core State Standards for Mathematics, 3.MD.2Report a problem with this question

12. 12. Which measurement could be the liquid volume of water in a full bathtub?

    • A.150 liters✓ Answer
    • B.10 meters
    • C.15 grams
    • D.3 liters

    Liquid volume is measured in liters, so grams (a mass unit) and meters (a length unit) do not fit. A full bathtub holds much more than a few big water bottles, so 150 liters makes sense and 3 liters is far too little.

    Ref QB-FBHYUSSource: California Common Core State Standards for Mathematics, 3.MD.2Report a problem with this question

13. 13. A picture graph shows the pets of students in Class 3B. The key says each paw symbol stands for 5 pets. The Dogs row has 4 paw symbols. How many dogs are there?

    • A.5 dogs
    • B.9 dogs
    • C.4 dogs
    • D.20 dogs✓ Answer

    Use the key: each paw means 5 dogs, so count by 5s four times: 5, 10, 15, 20. That is 4 × 5 = 20 dogs. The answer 4 counts each symbol as 1 and ignores the key.

    Ref QB-YTP5FTSource: California Common Core State Standards for Mathematics, 3.MD.3Report a problem with this question

14. 14. A bar graph shows books read by two classes. The scale counts by 10s. Room 1's bar ends at the line for 40. Room 2's bar ends halfway between the lines for 30 and 40. How many fewer books did Room 2 read than Room 1?

    • A.5 fewer books✓ Answer
    • B.10 fewer books
    • C.75 fewer books
    • D.40 fewer books

    Halfway between 30 and 40 is 35, so Room 2 read 35 books. Then 40 − 35 = 5, so Room 2 read 5 fewer books. The answer 10 comes from reading Room 2's bar as 30 instead of 35.

    Ref QB-CBFYBPSource: California Common Core State Standards for Mathematics, 3.MD.3Report a problem with this question

15. 15. A picture graph shows votes for favorite lunch. Each star stands for 2 votes. Pizza has 4 whole stars and one half star. How many votes did pizza get?

    • A.5 votes
    • B.8 votes
    • C.10 votes
    • D.9 votes✓ Answer

    Each whole star is 2 votes, so 4 stars are 4 × 2 = 8 votes. Half a star is half of 2, which is 1 vote, so pizza got 8 + 1 = 9 votes. The answer 10 counts the half star as a whole star.

    Ref QB-VTM5XPSource: California Common Core State Standards for Mathematics, 3.MD.3Report a problem with this question

16. 16. A picture graph shows books read this month. Each book symbol stands for 5 books. Ava has 4 symbols, Malik has 6 symbols, and Sebastian has 3 symbols. Which statement is true?

    • A.Ava read 4 books, the fewest of the three.
    • B.Sebastian read 15 books, the most of the three.
    • C.Malik read 2 more books than Ava did.
    • D.Malik read 30 books, the most of the three.✓ Answer

    Use the key for each row: Ava 4 × 5 = 20, Malik 6 × 5 = 30, Sebastian 3 × 5 = 15. Malik read the most with 30 books, and Sebastian read the fewest. Saying Malik read 2 more books than Ava counts symbols instead of books; he really read 10 more.

    Ref QB-DBTAHQSource: California Common Core State Standards for Mathematics, 3.MD.3Report a problem with this question

17. 17. Mateo made a line plot of pencil lengths. There are 2 X's above 6 inches, 1 X above 6 1/4 inches, 4 X's above 6 1/2 inches, 3 X's above 6 3/4 inches, and 1 X above 7 inches. How many pencils were 6 1/2 inches long?

    • A.11 pencils
    • B.2 pencils
    • C.4 pencils✓ Answer
    • D.3 pencils

    Each X stands for one pencil, so count only the X's above 6 1/2 inches. There are 4 X's there, so 4 pencils were 6 1/2 inches long. The answer 3 comes from reading the X's above 6 3/4 inches, the mark right next to it.

    Ref QB-WTYF4RSource: California Common Core State Standards for Mathematics, 3.MD.4Report a problem with this question

18. 18. Priya measures a crayon with a ruler marked in half inches. She lines up the left end of the crayon with the 1-inch mark. The right end is at the 4 1/2-inch mark. How long is the crayon?

    • A.3 1/2 inches✓ Answer
    • B.3 inches
    • C.4 inches
    • D.5 inches

    The crayon does not start at 0, so count the spaces from 1 to 4 1/2: from 1 to 4 is 3 inches, plus one more half inch, so it is 3 1/2 inches long. The answer 4 inches comes from counting the numbers 1, 2, 3 and 4 that the crayon touches instead of the spaces between them.

    Ref QB-ABRAZKSource: California Common Core State Standards for Mathematics, 3.MD.4Report a problem with this question

19. 19. Nia measured 8 worms. Their lengths in inches were 3, 3 1/4, 3 1/2, 3 1/4, 3 3/4, 3 1/4, 3 1/2 and 3. She makes a line plot. How many X's go above 3 1/4 inches?

    • A.8 X marks
    • B.2 X marks
    • C.3 X marks✓ Answer
    • D.4 X marks

    Each worm gets one X above its own length. Three worms measured 3 1/4 inches, so 3 X's go above 3 1/4. The answer 4 also counts the worm that is 3 3/4 inches, which belongs at a different mark.

    Ref QB-TTWFKMSource: California Common Core State Standards for Mathematics, 3.MD.4Report a problem with this question

20. 20. A ruler is marked in fourths of an inch. A ribbon starts at 0. Its end is 3 marks past the 2-inch mark. How long is the ribbon?

    • A.5 inches
    • B.3 1/2 inches
    • C.2 1/4 inches
    • D.2 3/4 inches✓ Answer

    On this ruler, each space after a whole inch is 1/4 inch. Three spaces past 2 is 2 and 3 fourths, or 2 3/4 inches. The answer 3 1/2 inches treats each mark as a half inch, and 5 inches treats each mark as a whole inch.

    Ref QB-5T8HG3Source: California Common Core State Standards for Mathematics, 3.MD.4Report a problem with this question

21. 21. Ravi has a square tile. Each side of the tile is 1 inch long. Which statement about the tile is true?

    • A.Its area is 1 square inch, so the tile is exactly one unit square.✓ Answer
    • B.Its area is 2 square inches, from adding 1 inch and 1 inch.
    • C.Its area is 1 inch, because each of its sides is 1 inch long.
    • D.Its area is 4 square inches, one for each of its sides.

    A square that is 1 unit long on every side is called a unit square, and it covers exactly 1 square unit of area. So a 1-inch square tile has an area of 1 square inch. Saying 4 square inches mixes up area with the distance around the tile, which is 4 inches.

    Ref QB-MA3CW2Source: California Common Core State Standards for Mathematics, 3.MD.5aReport a problem with this question

22. 22. Mia covers a shape with 1-centimeter square tiles. She uses 2 rows of 7 tiles, plus 3 more tiles below them. There are no gaps and no overlaps. What is the area of the shape?

    • A.21 square centimeters
    • B.12 square centimeters
    • C.14 square centimeters
    • D.17 square centimeters✓ Answer

    Area is the number of unit squares that cover the shape, so count every tile. Two rows of 7 is 2 × 7 = 14 tiles, and 14 + 3 = 17 tiles, so the area is 17 square centimeters. Answering 14 forgets the 3 extra tiles, and 12 comes from adding 2 + 7 + 3 instead of counting tiles.

    Ref QB-6TKUN4Source: California Common Core State Standards for Mathematics, 3.MD.5bReport a problem with this question

23. 23. Carlos covers a play mat with square tiles that are 1 foot on each side. The tiles make 4 rows with 5 tiles in each row. There are no gaps. What is the area of the mat?

    • A.9 square feet
    • B.18 square feet
    • C.20 square feet✓ Answer
    • D.25 square feet

    Each 1-foot tile is 1 square foot, so the area is the number of tiles. There are 4 rows of 5 tiles, and 4 × 5 = 20, so the mat is 20 square feet. The tempting 18 is the distance around the mat (4 + 5 + 4 + 5), which is perimeter, not area.

    Ref QB-NAEP34Source: California Common Core State Standards for Mathematics, 3.MD.6Report a problem with this question

24. 24. Aiko tiles a rectangle with square-inch tiles. She makes 6 rows with 8 tiles in each row. Which shows how to find the area?

    • A.8 × 8 = 64, so the area is 64 square inches
    • B.6 × 8 = 48, so the area is 48 square inches✓ Answer
    • C.6 + 8 + 6 + 8 = 28, so the area is 28 square inches
    • D.6 + 8 = 14, so the area is 14 square inches

    Rows of tiles are equal groups, so multiply the number of rows by the tiles in each row. 6 rows of 8 tiles is 6 × 8 = 48 tiles, so the area is 48 square inches. Adding all four sides to get 28 finds the perimeter instead of the area.

    Ref QB-7KGG6USource: California Common Core State Standards for Mathematics, 3.MD.7aReport a problem with this question

25. 25. A school garden is a rectangle. It is 9 meters long and 7 meters wide. What is the area of the garden?

    • A.56 square meters
    • B.16 square meters
    • C.63 square meters✓ Answer
    • D.32 square meters

    To find the area of a rectangle, multiply the length by the width. 7 × 9 = 63, so the garden covers 63 square meters. The tempting 32 is 7 + 9 + 7 + 9, the perimeter, and 56 is a slip in the fact (7 × 8).

    Ref QB-P3BBKTSource: California Common Core State Standards for Mathematics, 3.MD.7bReport a problem with this question

26. 26. Zara wants a rug for her reading corner. The corner is a rectangle 5 feet wide and 10 feet long. How much floor will the rug cover if it fits exactly?

    • A.60 square feet
    • B.50 square feet✓ Answer
    • C.15 square feet
    • D.30 square feet

    Covering a floor is an area question, so multiply the two side lengths. 5 × 10 = 50, so the rug covers 50 square feet. The tempting 30 is 5 + 10 + 5 + 10, which is the length of trim around the edge, not the floor covered.

    Ref QB-4TV6B2Source: California Common Core State Standards for Mathematics, 3.MD.7bReport a problem with this question

27. 27. A rectangular sandbox has an area of 36 square feet. One side is 9 feet long. How long is the other side?

    • A.27 feet
    • B.4 feet✓ Answer
    • C.9 feet
    • D.45 feet

    Area is one side times the other side, so ask: 9 times what number makes 36? Since 9 × 4 = 36, the other side is 4 feet. Choosing 27 comes from subtracting 36 - 9 instead of dividing.

    Ref QB-Q3PNRUSource: California Common Core State Standards for Mathematics, 3.MD.7bReport a problem with this question

28. 28. Which rectangle has an area of exactly 24 square units?

    • A.a rectangle 4 units by 8 units
    • B.a rectangle 12 units by 2 units✓ Answer
    • C.a rectangle 5 units by 7 units
    • D.a rectangle 6 units by 6 units

    Multiply the two side lengths of each rectangle to find its area. Only 12 × 2 = 24; the others give 5 × 7 = 35, 6 × 6 = 36 and 4 × 8 = 32. Each wrong rectangle has a perimeter of 24 units, which is the trap: a perimeter of 24 is not an area of 24.

    Ref QB-9TNU68Source: California Common Core State Standards for Mathematics, 3.MD.7bReport a problem with this question

29. 29. Ana has a rectangle that is 6 units by 9 units. She cuts it into two smaller rectangles: one is 6 units by 5 units, and the other is 6 units by 4 units. Which shows the total area?

    • A.6 × 5 + 6 × 4 = 54 square units✓ Answer
    • B.6 + 5 + 6 + 4 = 21 square units
    • C.6 × 5 + 5 × 4 = 50 square units
    • D.6 × 5 + 4 = 34 square units

    Find the area of each small rectangle, then add them, because the two parts together make the whole rectangle. 6 × 5 = 30 and 6 × 4 = 24, and 30 + 24 = 54, which matches 6 × 9 = 54. Writing 6 × 5 + 4 forgets that the second part also has 6 rows.

    Ref QB-RAGPK7Source: California Common Core State Standards for Mathematics, 3.MD.7cReport a problem with this question

30. 30. A rectangle is 7 units by 8 units. Leo splits the 8-unit side into 5 units and 3 units. Which expression equals the area of the whole rectangle?

    • A.(5 × 8) + (3 × 8)
    • B.(7 × 4) + (7 × 3)
    • C.(7 × 5) + (7 × 3)✓ Answer
    • D.(7 × 8) + (7 × 3)

    Splitting the 8-unit side makes a 7 by 5 rectangle and a 7 by 3 rectangle, and their areas add up to the whole. (7 × 5) + (7 × 3) = 35 + 21 = 56, the same as 7 × 8 = 56. The choice (5 × 8) + (3 × 8) splits the 8 but then multiplies by 8 instead of 7, giving 64.

    Ref QB-4FGMYCSource: California Common Core State Standards for Mathematics, 3.MD.7cReport a problem with this question

31. 31. A patio is shaped like an L. It is made of two rectangles that touch but do not overlap. Part A is 6 feet by 4 feet. Part B is 3 feet by 2 feet. What is the area of the whole patio?

    • A.15 square feet
    • B.30 square feet✓ Answer
    • C.40 square feet
    • D.26 square feet

    Area adds up: find the area of each rectangle, then add them. Part A is 6 × 4 = 24 and Part B is 3 × 2 = 6, so 24 + 6 = 30 square feet. Answering 15 adds the side lengths 6 + 4 + 3 + 2 instead of multiplying.

    Ref QB-MXNSJDSource: California Common Core State Standards for Mathematics, 3.MD.7dReport a problem with this question

32. 32. A rectangular lawn is 8 meters by 6 meters. A flower bed fills one corner of the lawn. The flower bed is 2 meters by 3 meters. How much lawn is left with grass?

    • A.28 square meters
    • B.48 square meters
    • C.42 square meters✓ Answer
    • D.54 square meters

    Find the area of the whole lawn, then take away the part the flower bed covers. 8 × 6 = 48 and 2 × 3 = 6, so 48 - 6 = 42 square meters of grass. Answering 54 adds the flower bed instead of taking it away.

    Ref QB-3F5ATBSource: California Common Core State Standards for Mathematics, 3.MD.7dReport a problem with this question

33. 33. Kofi's bedroom is shaped like an L. It is made of a rectangle 9 feet by 5 feet and a rectangle 4 feet by 3 feet that sit side by side without overlapping. What is the area of the bedroom?

    • A.57 square feet✓ Answer
    • B.21 square feet
    • C.45 square feet
    • D.72 square feet

    Break the L into its two rectangles, find each area, and add. 9 × 5 = 45 and 4 × 3 = 12, so 45 + 12 = 57 square feet. Stopping at 45 forgets the second rectangle, and 21 adds the side lengths instead of multiplying.

    Ref QB-KXAFDCSource: California Common Core State Standards for Mathematics, 3.MD.7dReport a problem with this question

34. 34. A paper shape has 5 sides. The sides are 4 centimeters, 6 centimeters, 5 centimeters, 3 centimeters and 7 centimeters long. What is the perimeter?

    • A.32 centimeters
    • B.22 centimeters
    • C.25 centimeters✓ Answer
    • D.20 centimeters

    Perimeter is the distance all the way around, so add every side once. 4 + 6 + 5 + 3 + 7 = 25 centimeters. Answering 20 leaves out the 5-centimeter side, and 32 counts the 7-centimeter side twice.

    Ref QB-6F7ABFSource: California Common Core State Standards for Mathematics, 3.MD.8Report a problem with this question

35. 35. Sofia puts ribbon around the edge of a rectangular card. The card is 8 inches long and 5 inches wide. How much ribbon does she need to go all the way around once?

    • A.40 inches
    • B.21 inches
    • C.13 inches
    • D.26 inches✓ Answer

    Ribbon around the edge is a perimeter question, and a rectangle has two long sides and two short sides. 8 + 5 + 8 + 5 = 26 inches. The tempting 40 is 8 × 5, the area of the card, and 13 adds only two of the four sides.

    Ref QB-PXCFWFSource: California Common Core State Standards for Mathematics, 3.MD.8Report a problem with this question

36. 36. A square dog pen has sides that are each 7 feet long. How many feet of fence go all the way around the pen?

    • A.14 feet
    • B.49 feet
    • C.21 feet
    • D.28 feet✓ Answer

    A fence goes around the outside, so this is perimeter, and a square has 4 equal sides. 7 + 7 + 7 + 7 = 28 feet, which is the same as 4 × 7. The tempting 49 is 7 × 7, the area inside the pen, not the fence around it.

    Ref QB-5FUX5ESource: California Common Core State Standards for Mathematics, 3.MD.8Report a problem with this question

37. 37. A rectangular soccer drill area has a perimeter of 32 meters. Its length is 10 meters. What is its width?

    • A.12 meters
    • B.22 meters
    • C.6 meters✓ Answer
    • D.16 meters

    A rectangle has two lengths and two widths. The two lengths use 10 + 10 = 20 meters, leaving 32 - 20 = 12 meters for the two widths, so each width is 6 meters (check: 10 + 6 + 10 + 6 = 32). Answering 12 forgets that the 12 meters is shared by two widths.

    Ref QB-NXZ4RESource: California Common Core State Standards for Mathematics, 3.MD.8Report a problem with this question

38. 38. A square picture frame has a perimeter of 36 inches. How long is each side of the frame?

    • A.9 inches✓ Answer
    • B.6 inches
    • C.32 inches
    • D.18 inches

    A square has 4 equal sides, so share the perimeter equally among 4 sides. 36 ÷ 4 = 9, so each side is 9 inches (check: 9 + 9 + 9 + 9 = 36). The tempting 6 comes from thinking of 6 × 6 = 36, which treats 36 as an area instead of a perimeter.

    Ref QB-8FWXNHSource: California Common Core State Standards for Mathematics, 3.MD.8Report a problem with this question

39. 39. Ella's garden is shaped like an L. The bottom edge is 8 meters and the left edge is 7 meters. The top edge is 3 meters, and the right edge is 3 meters. The other two edges are not labeled: one runs across and one runs up to finish the shape. What is the perimeter of the garden?

    • A.26 meters
    • B.36 meters
    • C.21 meters
    • D.30 meters✓ Answer

    Find the unlabeled edges from the opposite sides, then add all six edges. The missing across edge is 8 - 3 = 5 meters and the missing up edge is 7 - 3 = 4 meters, so 8 + 7 + 3 + 3 + 5 + 4 = 30 meters. Answering 21 adds only the four labeled edges, and 36 is the area of the garden, not its perimeter.

    Ref QB-RX359JSource: California Common Core State Standards for Mathematics, 3.MD.8Report a problem with this question

40. 40. Two rectangles each have an area of 36 square feet. One is 4 feet by 9 feet. The other is 6 feet by 6 feet. Which statement about their perimeters is true?

    • A.Both perimeters are 36 feet, because both areas are 36.
    • B.The 4 by 9 rectangle has the longer perimeter: 26 feet to 24 feet.✓ Answer
    • C.The 6 by 6 one has the longer perimeter, as a square is biggest.
    • D.The 4 by 9 one has the longer perimeter: 13 feet to 12 feet.

    Find each perimeter by adding all four sides. The 4 by 9 rectangle has 4 + 9 + 4 + 9 = 26 feet, and the 6 by 6 square has 6 + 6 + 6 + 6 = 24 feet, so the same area can have different perimeters. The 13-to-12 answer adds only two sides of each shape.

    Ref QB-7UDE5USource: California Common Core State Standards for Mathematics, 3.MD.8Report a problem with this question

Practice questions written from the California Common Core State Standards for Mathematics for grade 3, the content the CAASPP Smarter Balanced math test measures. This site is not affiliated with or endorsed by the California Department of Education, ETS or the Smarter Balanced Assessment Consortium, and these are not real test questions. The real test is taken on a computer and also uses question types such as typing a number, choosing several answers and dragging items; we practice the same skills with multiple choice. For the official interface, use the CAASPP practice and training tests. CAASPP practice and training tests →