’s...solve the problems below. write a multiplication or division equation. draw a picture to show...
TRANSCRIPT
___________’s
Summer Math
Packet
Place Value Review
Write the place value of the underlined digit. 543 ________________________________ 56,872 ________________________________ 21 ________________________________ What is the value of the underlined digit? (Think: What is it worth?”) 679 ________________ 345 ________________ 98,800 _____________ 690 ________________ 221 ________________ 500,000 _____________
3, 407
Word Form: ______________________________________________
Expanded Form: ___________________________________________
Read the number below. Then write it 2 different ways.
Match the letters with the place value
, 5 8 3 1 0 4
A B C D E F
_____ ones _____ tens _____ hundreds
_____ thousands _____ ten thousands _____ hundred thousands
Common Core Standard 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100
Use the number line to round each number to the nearest 100. 730 rounds to _________________ 803 rounds to _________________ 567 rounds to _________________ 658 rounds to _________________
Use the number line to round each number to the nearest 10.
67 rounds to _________________ 89 rounds to _________________ 22 rounds to _________________ 65 rounds to _________________
Underline the tens place, then round to the closest ten. 459 rounds to _________________ 1,287 rounds to _________________
34, 338 rounds to ______________ 44 rounds to ____________________ Underline the hundreds place, then round to the closest hundred. 622 rounds to _________________ 867 rounds to ___________________
22, 567 rounds to ______________ 3, 709 rounds to _________________
500 600 700 800 900
10 30 40 60 80
Common Core Standard 3.NBT.1 Use place value understanding and properties of operations to perform multi-digit arithmetic
Round to the nearest 10 to estimate sums and differences. 39 19 + 42 + + 54 + 76 51 - 23 + - 9 -
Round to the nearest 100 to estimate the sums and differences. 198 186 + 722 + + 460 + 936 422 - 421 - - 36 - Matt biked 345 miles last month. This month he has biked 107 miles.
Altogether, about how many miles has Matt biked last month and this
month?
About _____________ miles
Common Core Standards 3.NBT.1 Use place value understanding and properties of operations to perform multi-digit arithmetic 3.NBT.2 Fluently add and subtract within 1,000 using strategies and algorithms on place value, properties of operations, and/or the relationship between addition and subtraction
Use place value to add or subtract. (Don’t forget to show your work if you need to regroup or borrow.)
738 519 258 127 973 - 227 + 347 + 565 + 290 - 869 900 545 376 73 294 - 158 + 139 - 148 - 22 + 332 537 734 164 437 356 - 428 - 327 + 230 + 184 + 442 56 761 600 491 271 + 32 - 489 - 398 - 51 + 425 A television program lasts for 120 minutes. Of that time, 36 minutes are taken up by commercials. What is the length of the actual program without the commercials? _________ minutes
Mark has 215 baseball cards. Emily has 454 baseball cards. How many baseball cards do Mark and Emily have altogether? _________ baseball cards
Common Core Standards 3.MD.3 Represent and interpret data; Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and two step “how many more” and “how many less” problems using information presented in scaled bar graphs
Answer the following questions using the pictograph below.
Favorite Game
Puzzles
Card Games
Board Games
Key: Each = 4 students
• How many students chose puzzles? _______ students
• How many fewer students chose card games than board
games?_______ students
• Which two types of games did a total of 34 students
choose?_____________________ and ______________________
• How many students were surveyed? _______ students
• How many students did not choose card games? _______ students
• What if computer games were added as a choice and more students
chose it than puzzles, but fewer students chose it than board games?
How many students would choose computer games?
_______ students
Delia made the table at the right. She
used it to record the places the third
grade classes would like to go during a
field trip. Use the data from the
frequency chart to make a
pictograph in the space below.
Key: Each ____ = ____ students
Field Trip Choices
Museum
Science Center
Aquarium
Zoo
6
15
12
9
How many fewer students chose the Museum than the Science Center?
_______ students
How many students would rather go to the Aquarium and Zoo?
_______ students
Answer the following questions using the bar graph below.
Favorite Kind of Book
40
35
30
25
20
15
10
5
0
Num
ber
of
Stu
dents
Kind of Book
1. Which kind of book was chosen by half of the number of students as books
about animals? ______________
2. Did more students choose books about sports or books about animals and
nature together? _____________________
3. Which two kinds of books together did students choose as often as books
about sports? __________________ and _________________
4. How many more students chose sports than puzzle? __________ students
5. How many fewer students chose space than animals? _________ students
6. Write and solve a problem that matches the data on the graph.
__________________________________________________________
__________________________________________________________
__________________________________________________________
Lydia and Joey did an experiment with a
spinner. Lydia recorded the results of
each spin in the table at the right. Use the
data from the tally chart to make a bar
graph. Choose numbers and a scale and
decide how to mark your graph below.
Then, answer the questions using the
graph.
Spinner Results
Color
Red
Yellow
Green
Tally
Blue
The pointer stopped on ______________ half the number of times that it stopped
on ________________.
The pointer stopped on green _____________ fewer times than it stopped on
blue.
Common Core Standards 3.OA.1 Represent and solve problems involving multiplication and division; Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.
Draw and count equal groups to find how many in all.
2 groups of 2
_____ in all
4 groups of 5
_____ in all ____ groups of ___
____ in all
Draw a picture to show the equal groups. Then write a related addition and multiplication sentence.
3 groups of 5
____ + ____ + ____ = ____
____ x ____ = ____
Write a multiplication or repeated addition sentence.
7 + 7 + 7 = ____
____ x ____ = ____
3 + 3 + 3 + 3 + 3 = ____
____ x ____ = ____
6 x 2 = ____
___+ ___ + ___ + ___ + ___ + ___ = ___
3 x 8 = ____
___ + ___ + ___ = ___
Draw the jumps on the number line to show equal groups. Find the product.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
6 groups of 4
6 x 4 = ____
Write the multiplication sentence the number line shows.
___ x ___ = ___
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Write two different multiplication sentences for each array.
___ x ___ = ___
___ x ___ = ___
___ x ___ = ___
___ x ___ = ___
Draw an array two different ways to find the product.
4 x 2 = ____
Common Core Standards 3.OA.5 Understand properties of multiplication and division and the relationship between multiplication and division; Apply properties of operations as strategies to multiply and divide
Write a multiplication sentence for the model. Then use the Commutative Property of Multiplication to write a related multiplication sentence.
___ x ___ = ___
___ x ___ = ___
Break apart the array into two smaller arrays. Use the Distributive Property of Multiplication to then solve.
6 x 8 = (____ x ____) + (____ x ____) 6 x 8 = ____ + ____ 6 x 8 = ____
Use the Associative Property of Multiplication to write another way to group the factors. Then find the product.
(2 x 3) x 3 = ____ (4 x 3) x 4 = ____ 9 x (1 x 2) = ____
___________ ___________ ____________
Use the Associative Property of Multiplication to find the product. 9 x 1 x 5 = ____ 2 x 4 x 3 = ____ 10 x 2 x 4 = ____
___ x ___ = ___
___ x ___ = ___
___ x ___ = ___
___ x ___ = ___
Common Core Standards 3.OA.1 Represent and solve problems involving multiplication and division; Interpret whole-number quotients of whole numbers; e.g., interpret 56 ÷8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each
Find how many groups or how many in each group by drawing a picture.
12 in all 6 in each group
_____ groups
8 in all 2 in each group
_____ groups
15 in all 5 in each group
_____ groups
Find how many in each group by drawing a picture.
Write a division sentence for each model.
18 in all 9 groups
_____ in each groups
12 in all 2 groups
_____ in each group
10 in all 5 groups
_____ in each group
___ ÷ ___ = ___
___ ÷ ___ = ___
___ ÷ ___ = ___
Write two division equations for each array.
___÷ ___ = ___
___÷ ___ = ___
Draw an array. Then write a division equation.
How many rows of 4 are in 12?
___ ÷ ___ = ____
Draw the jumps on the number line to find the quotient.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
18 ÷3 = ___
Write the division sentence the number line shows.
___ ÷ ___ = ___
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
___÷ ___ = ___
___÷ ___ = ___
Use repeated subtraction to find the quotient.
12 ÷ 3 = ___
____ - ____ = ____
____ - ____ = ____
____ - ____ = ____
____ - ____ = ____
15 ÷ 5 = ___
____ - ____ = ____
____ - ____ = ____
____ - ____ = ____
Common Core Standards 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers 3.OA.6 Understand division as an unknown factor problem
Find the missing factor.
x 8 = 64 m x 4 = 28 5 x = 40 w x 7 = 35
= _____ m = _____ = _____ w = _____
30 = d x 3 56 = 8 x b x 6 = 54 7 x k = 42
d = _____ = _____ b = _____ k = _____
Complete the equations.
Use fact families to help you find the missing number.
_____ x 7 = 35
_____ x 5 = 35
_____ ÷ 7 = 5
35 ÷ 5 = _____
4 x 9 = _____
9 x _____ = 36
36 ÷ _____ = 9
_____ ÷ 4 = 9
6 X _____ = 18
3 x 6 = _____
18 ÷ _____ = 3
_____ ÷ 3 = 6
4 x _____ = 28
28 ÷ 4 = _____
7 x _____ = 35
35 ÷ 7 = _____
9 x _____ = 27
27 ÷ 9 = _____
4 x _____ = 36
36 ÷ 4 = _____
8 x _____ = 40
40 ÷ 8 = _____
2 x _____ = 16
16 ÷ 2 = _____
Solve the problems below. Write a multiplication or division equation. Draw a
picture to show your work.
Marcia puts 2 slices of cheese on each sandwich. She makes 4 cheese sandwiches. How many
slices of cheese does Marcia use in all?
_____ _____ = ______ pieces of cheese
Thomas works in a cafeteria kitchen. He puts 3 cherry tomatoes on 5 salads. How many
tomatoes does he use?
_____ _____ = ______ tomatoes
Mrs. Costa has 18 pencils. She gives 9 pencils to each of her children for school. How many
children does Mrs. Costa have?
_____ _____ = ______ children
Mary decides to plant rose bushes in her garden. She has 24 bushes. She places 6 bushes in
each row. How many rows of rose bushes does she plant in her garden?
_____ _____ = ______ rows
Common Core Standards
3.OA.3 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities; e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.
Solve the two step problems below. Write addition, subtraction, multiplication, and /or division equations. Of 77 third graders, on Monday 3 were absent from Room 101, 4 were absent from Room 102, and 2 were absent from Room 103. How many third graders attended school that day?
_____ _____ _____ = ______
_____ _____ = ______ students attended school
Ms. Diaz gave 5 toothpicks to each of 9 children for an art project. The full box she started with held 100 toothpicks. How many toothpicks did she have left?
_____ _____ = ______
_____ _____ = ______ toothpicks
Each month for 7 months, Eva reads 3 books. How many more books does she need to read before she has read 30 book?
_____ _____ = ______
_____ _____ = ______ books
Common Core Standards 3.OA.8 Solve two–step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess reasonableness of answers using mental computation and estimation strategies including rounding.
Common Core Standard 3.OA.5 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations
8 7 3 5 7 4 12 x 3 x 8 x 7 x 6 x 5 x 9 x 4 9 8 12 5 12 10 7 X 9 x 6 x 7 x 6 x 8 x 12 x 9 7 12 11 6 8 7 4 X 8 x 12 x 10 x 9 x 8 x 7 x 9 3 6 12 12 12 6 11 X 8 x 9 x 8 x 9 x 6 x 7 x 11 5 x 6 =___ 9 x 8 = ___ 12 x 12 = ___ 4 x 5 = ___ 5 x 4 = ___ 2 x 3 = ___ 6 x 6 = ___ 3 x 3 = ___ 1 x 8 = ___ 9 x 5 = ___ 4 x 9 = ___ 6 x 4 = ___ 12 x 2 = ___ 5 x 7 = ___ 3 x 4 = ___ 5 x 2 = ___ 12 x 3 = ___ 8 x 4 = ___ 10 x 6 = ___ 10 x 10 = ___ 4 x 4 = ___ 3 x 9 = ___ 2 x 6 = ___ 11 x 4 = ___ 1 x 2 = ___
Common Core Standard 3.OA.5 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations
5) 30
2) 20
11) 121
3) 36
7) 21
6) 12
9) 63
2) 24
9) 81
7) 35
4) 32
5) 45
4) 24
8) 56
9) 72
7) 42
6) 18
3) 30
8) 40
6) 54
8) 64
3) 24
4) 12
8) 72
4) 16
7) 28
3) 36
10) 100
8 ÷ 4 = ___ 16 ÷ 2 = ___ 35 ÷ 7 = ___ 54 ÷ 6 = ___ 30 ÷ 6 =___ 63 ÷ 7 = ___ 6 ÷ 3 = ___ 12 ÷ 2 = ___ 20 ÷ 4 = ___ 36 ÷ 4 =___ 9 ÷ 3 = ___ 12 ÷ 6 = ___ 18 ÷ 3 = ___ 24 ÷ 4 = ___ 40 ÷ 4 =___ 24 ÷ 6 = ___ 20 ÷ 5 = ___ 48 ÷ 8 = ___ 14 ÷ 2 = ___ 28 ÷ 4 =___
Common Core Standard 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes; e.g., by representing the problem on a number line
diagram.
Write the time that is shown on the clock, or draw the hands to shown the given time.
What time will it be in 20 minutes if it is now… 2:10 ___:_____ 8:15 ___:_____ 7:35 ___:_____ What time will it be in 2 hours, 15 minutes if it is now… 6:30 ___:_____ 3:35 ___:_____ 4:25 ___:_____
Use the number line to find the elapsed time from start to finish.
Solve the problem and make sure to show your work. Hannah wants to meet her friends downtown. Before leaving home, she does
her chores for 60 minutes and eats lunch for 20 minutes. The walk downtown takes 15 minutes. Hannah starts her chores at 11:45 A.M. At what time does she meet her friends? ____: _______
Elapsed Time: _________
Common Core Standard 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (L). Add, subtract, multiply, and divide to solve one-step word problems involving masses or volumes that are given in the same units
Decide which unit would best be used to measure the mass of each object: grams (g) or kilograms (kg)
cell phone: ____________ small dog: ______________________
pencil: _______________ dictionary: _____________________
Circle the best estimate for the mass of each object
200 grams 40 grams 10 kilograms 90 kilograms 20 grams 1 gram 999 grams 30 kilograms 1 kilogram 1 00 kilograms 1 gram 100 grams Decide which unit would best be used to measure each: milliliter (mL) or liter (L)
carton of milk: ____________ juice in a baby’s bottle: _____________
water in a bathtub: _________ medicine: ______________________
Circle the best estimate for the liquid volume of each.
syrup for 2 pancakes A. 25 mL B. 2 mL C. 2 L
soda in a can A. 2 L B. 350 mL C. 350 L
liquid in a spoon A. 5 L B. 5 mL C. 500 mL
Louis was served 145 grams of meat and 217 grams of vegetables at a meal. What was the total mass of the meat and vegetables? ______ grams
For a party, Julia made 12 liters of fruit punch. There were 3 liters of fruit punch left after the party. How much fruit punch did the people drink at the party? _____ liters
Common Core Standard 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units- whole numbers, halves, or quarters
Measure the length to the nearest inch, half inch, and quarter inch Measure each line using a ruler. Estimate your measurements.
Take the measurements from above and plot it on the line plot below.
inch ____ half ____ quarter____
Measurement: ________
Measurement: ________
Measurement: ________
Measurement: ________
Measurement: ________
Measurement: ________
inch ____ half ____ quarter____
inch ____ half ____ quarter____
1 2 1 1
4 1 2 1 1
4 3 4
1 3 4 1 2
1 4
1 2 2 2 3
4 2 3
Common Core Standard 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram Write the fraction that names each picture.
d R U i Color in each picture to represent the fraction. 5
8 E 3 6 H
1 4 A
2 3 7
Fill in the missing fractions on the number line. Then answer the questions that follow. A B
How many parts is the number line broken into? _______ parts
How far is from point A to B on the number line?
Which fraction represents the number 1 on the number line?
1 0
Common Core Standard
3.NF.3 Explain equivalences of fractions in special cases, and compare fractions by reasoning
about their size
Compare each set of fractions using <, >, or =. Color in the pictures below to help you solve.
Write an equivalent fraction. Color in each picture to represent the equivalent fractions.
4
8 =
I F
1
3 =
7 H
2
2 =
C A
3
6
H H
6
6
1
3
I
1
8
7
1
6
H F
1
2
3
4
F
1
4
G
Find equivalent fractions using the number lines to locate each point.
2
4 =
8
4
6 =
3
3
4 =
G I
Decide if each fraction is less than, greater than, or equal to one whole by coloring in the
picture to represent the fraction. Then, circle your answer.
8
8
less than
greater than
equal to I 12
4
less than
greater than
equal to G G G
Common Core Standard
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area
measurement
3.MD.6 Measure areas by counting unit squares
3.MD.7 Relate area to the operations of multiplication and addition
Count the tiles to find the area of each figure.
A = ____ square units A = ____ square units A = ____ square units
Write a repeated addition and multiplication sentence to find the area of the figure.
Addition
___+___+___+___ = ___ square units
Multiplication
___ x ___ = ___ square units
Break up the rectangle into two rectangles to find the area of the figure. Use the distributive
property to help you solve.
Rectangle 1: ___ x ___ = ___
Rectangle 2: ___ x ___ = ___
___ + ___ = ___ square units
Rectangle 1: ___ x ___ = ___
Rectangle 2: ___ x ___ = ___
___ + ___ = ___ square units
Common Core Standard
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including
finding the perimeter given the side lengths, finding an unknown side length, and exhibiting
rectangles with the same perimeter and different areas or with the same area and different
perimeters.
Find the perimeter of each polygon.
P = ____ inches P = ____ centimeters P = ____ meters
Find the unknown side length and/or perimeter of each polygon.
5 in 3 in
4 in
8 cm
8 cm 8 cm
8 cm
12 m
4 m
Ryan has a rectangular playroom with a perimeter of 26 feet. The length of the playroom is 6
feet. What is the width of the playroom? Use the picture to help you solve.
The width is ______ feet
P = 37 inches
x = ____ inches
15 in x
10 in
7 in
P = ____ meters
y = ____ meters
10 m
4 m
y
10 m
7 m
3 m
Find the perimeter and area. Tell which rectangle has a greater area and why.
Figure A Figure B
P = _____ units
A = _____ units squared
P = _____ units
A = _____ units squared
Figure _____ has a greater area because _____________________________________
______________________________________________________________________
Mark and Lisa are arguing over who has more space in their bedroom. Mark thinks his room is
bigger because the perimeter of his room is larger than Lisa’s. Is Mark correct? Why or why
not?
Mark’s Room Lisa’s
Room
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
P = 16 units
A = 12 units squared
P = 14 units
A = 12 units squared
Common Core Standard
3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)
may share attributes (e.g., having four sides), and that the shared attributes can define a
larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of
these subcategories.
Describe each polygon by completing the chart below.
Polygon Pictures Number of
Sides
Number of
Angles
(Corners)
Triangle
Quadrilateral
Pentagon
Hexagon
Heptagon
Octagon
Decagon
Cut out the pictures below and paste them under their correct heading. Then, answer the questions that follow.
Which figure(s) can be classified as a rhombus? ____________________
Which figure(s) can be classified as a rectangle? ____________________
Which figure(s) can be classified as a trapezoid? ____________________
Which figure(s) can be classified as a square? ____________________
What do all quadrilaterals have in common?
____________________________________________________________
____________________________________________________________
Quadrilaterals Not Quadrilaterals
A C
B
D E
F H I
G
J