SUMMER ESSENTIALS MATH. PRACTICE BOOK Grade 3

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SUMMER ESSENTIALS

MATH

PRACTICE BOOK Grade 3

Name:

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Welcome to your Summer Essentials Practice Book! This book is designed to support your learning this summer during the weeks of June 29 - July 31. In this book you will have opportunities to:

• Practice and apply mathematics skills from the past school year

• Engage in open-ended creative tasks through Learning Quests

This practice book provides suggested mathematics learning activities for you to complete each weekday over the next five weeks. Take a few moments to look at the calendar on page 3 and explore the book with your family. An answer key is provided at the end of each week so that you can check your answers. Learning Quests are included for you at the end of the book. You can complete the quests and share your learning with family and friends. As you use this book, keep in mind:

• Practice books reinforce the most important skills needed for your next math course.

It is recommended that you engage in this review this summer; practice books will not be collected or graded.

• Practice books are posted to FCPS 24/7 Learning Blackboard for families.

• You have the opportunity to attend one virtual office hour each week with a teacher from your school. Office hours are optional and give you the chance to receive help with the content in this practice book. Please contact your school if you have questions about office hour details.

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Learning Opportunities

Mathematics Pages

Week 1 ^• Round and estimate to solve addition and subtraction problems 4-10 Week 2 ^• Solve addition and subtraction problems by using place value and

composing and decomposing numbers 11-17

Week 3 ^• Solve multiplication and division problems by using various strategies

and inverse relationships 18-24

Week 4 ^• Solve multiplication and division problems by using various strategies

and inverse relationships 25-30

Week 5

• Identify, represent, compare fractions with like and unlike denominators

• Solve practical problems for addition and subtraction that involve fractions

31-36

Learning Quests

Weeks 1-5 ^• Design a paper airplane that can fly as far as possible

• Create unique characters from simple shapes 37-39

COVID-19 Education

Weeks 1-5 ^• Identify common symptoms of COVID-19, how it is spread, and ways

to help prevent infection 40

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Weekly Calendar

This calendar suggests practice activities for students to do each day. Every student works at a different pace. Please customize to meet the needs of your child and consider participating in Office Hours provided by your school as an additional support.

Monday Tuesday Wednesday Thursday Friday

Week 1: Addition, Subtraction, Rounding and Estimation June 29

Number Line;

You Try It!;

Above or Below?

Pages 4-5

June 30 Which One is

True?;

You Try It!

Page 6

July 1 Open Middle;

You Try It!

Pages 7-8

July 2 Adding Tens

Game Page 9

July 3 Weekly Reflection;

Answer Key Page 10 Week 2: Place Value, Addition, and Subtraction

July 6 Order Up!;

Place Value Daily Practice

Pages 11-12

July 7 What Comes Next?; Puzzles;

Addition and Subtraction

Practice Pages 13-14

July 8 What Comes

Next?;

You Try It;

Page 15

July 9 Get to Zero

Game

Page 16

Answer Key

Page 17 Week 3: Multiplication and Division

July 13 What Comes

Next?;

You Try It!

Pages 18-19

July 14 Patterns and Tables; Daily Practice; More

Daily Practice Pages 20-21

July 15 In and Out Machines;

Daily Practice Page 22

July 16 How Close to 100 Game

Page 23

Answer Key Page 24 Week 4: Double Digit Multiplication

July 20 True or False?;

You Try It Pages 25-27

July 21 Multiplication

Strategies Page 27

July 22 Daily Practice Pages 28

July 23 Multiplying by

10s;

Daily Practice Page 29

Answer Key Page 30 Week 5: Fractions

July 27 Show Me!;

You Try It

July 28 Who Gets More

Cookies?;

You Try It

July 29 Fraction and

Counting Patterns; Practice

July 30 Fix the Mistake;

Fractions Practice

Answer Key

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Week 1: Addition, Subtraction, Rounding and Estimation

Weekly Learning Outcome: I am learning to use rounding and estimation to help me solve addition and subtraction problems.

Day 1: Number Line

Directions: Read below and fill in the boxes with numbers of the correct place value.

Look at the dot on this number line. It represents 320. Thinking about the closest hundreds, what

numbers could it be between?

Look at the dot on this number line. It is a 4-digit number. What number could it be? Thinking about the closest thousands, what numbers

could it be between?

A number line can help you think about how far and how close a number is to another number.

Using friendly numbers and rounding are both strategies to use when estimating.

Friendly Numbers

Use a number line to find what number 1,558 is close to.

1,558 is really close to 1,500.

If estimating an answer, then 1,500 is friendlier to add or subtract.

Rounding

Consider rounding 4,615 to the nearest hundred.

*4,615 is 15 away from 4,600 and is closer to 4,600 than 4,700.

You Try It!

Consider rounding 5,875 to the nearest hundred. 5,875 is in between which two hundreds?

How far away is 5,875 from the nearest hundred? __________. 5,875 is closer to ______________.

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Problem

Jose and Chris collect Pokémon cards.

Jose has 2,112 cards and Chris has 1,094 cards. How many Pokémon cards are in the collection?

Questions Mathematicians Ask Themselves What is happening in this problem?

Will the answer be more or less than 1,000?

More or less than 2,000?

Is my estimate close to the total number of Pokémon cards?

You Try It!

Directions: Solve the problem above. Answer the questions as you find out how many cards Jose and Chris have.

1. What is happening in this problem? _____________________________________________

2. Will the answer be more or less than 1,000? ________ More or less than 2,000?________

3. Is my estimate close to the actual number of Pokémon cards? Estimate: _______________

Total number of Pokémon cards: ________________

Directions: Find the closest thousand to estimate if the sum and difference is above or below a given number.

Above or Below?

4. Is the sum of 5,945 + 2,567 above or below 10,000?

Show your thinking:

Circle one: above or below

Above or Below?

5. Is the difference of 7,125 – 3,755 above or below 2,000?

Show your thinking:

Circle one: above or below

Check and Reflect: Use page 10 to check your answers. What did you get correct? Can you

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Day 2: Which One is True?

Directions: Which choice correctly shows 7,846 rounded to the places below?

Choice Round to the Nearest

Thousand Round to the Nearest

Hundred Round to the Nearest Ten

A 7,000 7,800 7,850

B 8,000 7,900 7,840

C 8,000 7,800 7,850

I know that ________ is true because _______________________________________________

______________________________________________________________________________

You Try It!

Directions: Round each number to the places shown. Use the example.

Numbers Round to the

Nearest 10,000 Round to the

Nearest 1,000 Round to the

Nearest 100 Round to the Nearest 10

13,492 10,000 13,000 13,500 13,490

68,968 25,137 724,009

How could rounding help you add and subtract numbers? __________________________________

________________________________________________________________________________

Check and Reflect: Use page 10 to check your answers. What did you get correct? Can you work it a different way? What was incorrect? Can you find your mistake? What can you do differently?

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Day 3: Open Middle

Directions: Using the digits 0 through 9, find two numbers that each round to 500 and have the greatest possible difference. Each digit can only be used once.

Explain your thinking here. __________________________________________________________

________________________________________________________________________________

Johnson, Nanette. “Greatest Difference of Two Rounded Numbers.” Open Middle®, 30 Jan. 2015.

You Try It!

Directions: Use the chart below to answer the questions.

Willard Strawberry Farm

Day Pounds of

Strawberries

Monday 1,245

Tuesday 2,067

Wednesday 1,589

Thursday 2,705

1. Which day did the farm pick the most strawberries?

____________________________________

2. About how many strawberries did the farm pick on Monday, Wednesday and Thursday?

Challenge:

3.

257,098 - 54,324 =

Estimate: __________

-

__________

=

___________

Actual Answer

257,098

- 54,324

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Directions: Use the chart below with the cost of tickets to solve the problems.

Flight Destination Ticket Cost

Hawaii $1,125

Australia $1,750

Spain $999

4. How much more does a flight to Australia cost than a flight to Spain?

My Estimate Actual Answer

5. What is the cost of a flight to Hawaii and Spain combined?

My Estimate Actual Answer

6. You have $3,500 dollars. Is that enough money to buy all three tickets?

Use estimation to help you solve this problem.

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Day 4: Adding Tens

Directions: This game can be played alone or with a partner. Players receive a total of four turns to land closest to the finish number without going over.

1. Toss a coin (or another small object) on the Tens Grid.

2. Use the number from the Tens Grid and add it to the start number. Mark this jump on the number line.

3. Take turns until all players have gone four times. A choice to pass counts as a turn.

4. There are four number lines for four separate games. (Challenge: This game can be played by subtracting Tens Grid’s numbers from the finish number back to the start number!)

TENS GRID

0 10 20 30 40 50 60 70 80 90

START FINISH

102 2

138 8

116 6

124 4

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Day 5: Weekly Reflection

Directions: Reflection is important. Choose a question below to answer. Challenge: Answer both!

1. How does estimation help you add and subtract?

Estimation helps because ___________________________________________________________

________________________________________________________________________________

2. Chris has 187 fossils in his collection. He buys 62 more from the Internet.

Later, Chris gives 98 of his fossils to a friend. About how many fossils does Chris have left? Show your work in the space provided.

Answer Key

Day 1 Number Line:

First Number Line: 300, 320, 400 Second Number Line:

Answers vary

Try It!

Number line:

5,800; 5,900; 25; 5,900

Try It!

1. Answers vary 2. more, more

3. Estimates vary; 3,206 4. Below 5. Above Day 2 Which One is True?

C is true. Try It!

68,968: 70,000; 69,000; 69,000; 68,970 25,137: 30,000; 25,000; 25,100; 25,140 724,009: 720,000; 724,000; 724,000; 724,010 Day 3 Open Middle

539-461=78 You Try It!

1. Thursday 2. 6,000 3. Estimate: 250,000 Answer: 202,774 4. Estimate: $1,000 Answer: $751

5. Estimate: $2,000 Answer: $2,124 6. No, three tickets cost $3,874.

Day 4 Game Day! Use a calculator to check a round.

Day 5 1. Answers vary. 2. Answers vary depending on estimates and should be around 160 remaining fossils.

Week 1 Image Sources: Retrieved from Encyclopædia Britannica ImageQuest - Strawberry Harvest, Realistic illustration airplane, and

Fish bone icon.

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Week 2: Place Value, Addition, and Subtraction

Weekly Learning Outcome: I am learning to use what I know about place value and composing and decomposing numbers to help me solve addition and subtraction problems.

Day 1: Order Up!

Directions

:

Look at the numbers below. Write them in the table in order from least to greatest.

1,597 1,101 1,001 2,055 1,010

Least Greatest

How did you choose that order? Explain your thinking below.

________________________________________________________________________________

________________________________________________________________________________.

Review of the Base Ten System

You Try It!

Pick one of the numbers above and draw it here using Base Ten blocks.

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There are many strategies to solve addition and subtraction problems.

Place Value Addition Strategies

Break both numbers

into place values Break one number

into place values Use a number line to

add place values Traditional algorithm 5,493 + 122 =

5,000 + 0 = 5,000 400 + 100 = 500 90 + 20 = 110 3 + 2 = 5

5,000 + 500 + 110 + 5 = 5,615

5,493 + 122 = 122 = 100 + 20 + 2

5,493 + 100 = 5,593 5,593 + 20 = 5,613 5,613 + 2 = 5615

5,493 + 122 = 5,493 + 122 = 1 5,493

+ 122 5,615

Place Value Subtraction Strategies

Subtracting in Parts Adding Up Subtracting Back Traditional algorithm 925 – 673 =

925 – 600 = 325 325 – 20 = 305 305 – 50 = 255 255 – 3 = 252

925 – 673 = ? 673 + ? = 925 673 + 200 = 873 873 + 27 = 900 900 + 25 = 925 200 + 27 + 25 = 252

925 – 673 = 925 – 25 = 900 900 – 200 = 700 700 – 27 = 673 25 + 200 + 27 = 252 Directions: Select a strategy above to help you solve the problems below.

1. 3,210 + 4,593 = 2. 5,325 – 1,416 =

Check and Reflect: Use page 17 to check your answers. What did you get correct? Can you work it a different way? Can you find your mistake?

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Day 2: What Comes Next?

Directions: Look at the pattern below. What are the next three numbers in the pattern?

Challenge: What would the 10th number be? What would the 15th number be?

708, 718, 728, ___, _, _____

I figured out the next three numbers by _________________________________________________

________________________________________________________________________________

________________________________________________________________________________.

Hundreds Chart Puzzles

Directions: Fill in the boxes with the missing numbers. The pictures are from different hundreds charts.

483 149 150 254

160 161

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Addition and Subtraction Practice

Directions: Use a strategy from page 12 or your own strategies to solve the problems below.

1. 5,904 + 3,257 =

2. 8,034 - 2,316 =

3. At Willard Farm, 3,456 pounds of strawberries were picked on Saturday and 4,277 pounds of strawberries were picked on Sunday. How many pounds of strawberries were picked on both days?

4. The Willard Farm had 4,073 pounds of strawberries to sell at the market. They sold 2,281 pounds of strawberries in one day. How many pounds of strawberries were not sold?

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Day 3: What Comes Next?

Directions: Look at the pattern below. What are the next three numbers in the pattern?

3,256; 3,356; 3,456; ___; _; _____

I figured out the next three numbers by _________________________________________________

________________________________________________________________________________

________________________________________________________________________________.

You Try It!

Directions: In the space below, write or draw your own Base Ten number pattern. Then explain your pattern.

Pattern:

____________, ____________, ____________, ____________, ____________

My pattern has ____________________________________________________________________

________________________________________________________________________________.

Look at the last number in your pattern. What is 100 more than that number? What is 1,000 more than that number?

100 More 1,000 More

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Day 4: Get to Zero!

Directions: This is a subtraction game. Players take turns subtracting numbers from 999 and race to 0. This game can be played by yourself.

1. Use a paperclip and pencil to make a spinner or use the

spinner QR code. Spin THREE times. Arrange the digits in any order and subtract from 999. (For example: If you land on the digits 2, 3, and 5, your number might be 235, 532, 523…) 2. Take turns spinning to make a new number and keep

subtracting from the total in your column.

3. The winner is the first player to reach exactly 0. When the total gets smaller, you may spin one or two times to make smaller numbers to subtract. If a player spins a number that is larger than the number in their column, the player loses a turn.

Spinner:

999 999 999 999

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Day 5: Reflection for the Week

Directions: Reflection is important. Choose a question below to answer.

Challenge: Answer both!

Describe a mistake you made and what you learned from it.

I learned that _____________________________________________________________________

________________________________________________________________________________.

Explain your favorite addition/subtraction strategy.

My favorite strategy is ______________________________________________________________

because _________________________________________________________________________

________________________________________________________________________________.

Answer Key

Day 1 Least to Greatest:

1,001 1,010 1,597 2,005 Try it!

Answers vary Page 12:

1. 7,803 2. 3,909 Day 2 Complete the pattern:

738, 748, 758 Challenge:

10th: 798 15th: 848

Puzzle 1: 170, 171 Puzzle 2: 482, 484, 493 Puzzle 3: 265, 266, 277

Addition/Subtraction:

1. 9,161 2. 5,718 3. 7,733 4. 1,792 Day 3 What comes next:

3,556 3,656 3,756 10^th: 4,156 15^th: 4,656

Try it!

Answers vary

Day 4 Play game. Check your thinking with a calculator.

Day 5 Reflect:

Answers vary

Week 2 Image Source - Retrieved from Encyclopædia Britannica ImageQuest: Strawberry.

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Multiplication and Division

Weekly Learning Outcome: I can use multiplication and division strategies to explain my thinking.

Day 1: What Comes Next?

Directions: Look at the patterns below. What are the next numbers in each pattern?

4, 8, 12, ___, _, _, _, _, _, ___

70, 63, 56, ___, _, _, _, _, _, ___

Review the multiplication and division strategies below.

Multiplication

Remember the “x” symbol means multiply. You can also say, “times,” or “groups of” 6 x 4.

Division

Remember the “÷” symbol means divide. You can say, “divided by.” Division is a way to fairly share

36 ÷ 4.

Equal Groups

6 groups of 4 x’s Equal Groups

36 stars shared into 4 equal groups with 9 stars

Arrays

6 rows of 4 boxes Equal Groups

36 stars shared into 9 groups with 4 stars

Repeated Addition

4 + 4 + 4 + 4 + 4 + 4 = 24

Repeated Subtraction 36 – 4 = 32, 32 – 4 = 28, 28 – 4 = 24, 24 – 4 = 20 , 20 – 4 = 16, 16 – 4 = 12, 12 – 4 = 8, 8 – 4 = 4, 4 – 4 = 0

*Subtracted 4 from 36, nine times to get to 0

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Multiplication 6 x 4 Division 36 ÷ 4 Number Line

6 jumps forward of 4

4 jumps forward of 6

Number Line

9 jumps back of 4 from 36

4 jumps back of 9 from 36

You Try It!

Directions: Solve the problems below. Use a strategy from the strategies above, or your own strategy.

1. 3 x 7 = 2. 27 ÷ 9 =

3. 15 ÷ 3 = 4. 8 x 8 =

5. 5 x 12 = 6. 45 ÷ 9 =

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Day 2: Patterns and Tables

This table shows the number of minutes it took Cara to run laps around a track. Look at the pattern. What number would go in the last box?

What is the pattern or rule for the table? How do you know?

______________________________________

If the pattern continues, what would be Cara’s time for…

8 laps? _______________________________

9 laps? _______________________________

10 laps? ______________________________

Daily Practice

Directions: Solve.

1. 6 x 3 = 2. 32 ÷ 8 =

3. Katy has 30 pints of blueberries. She wants to give the blueberries to her 5 friends. How many pints of blueberries will each friend get?

4. Samuel has 5 bags of soccer balls. Each bag has 5 soccer balls. How many soccer balls does Samuel have?

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More Daily Practice

5. 3 x 10 = 6. 14 ÷ 7 =

7. Franco has 20 books and a bookshelf with 5 shelves on it. If he puts an equal

number of books on each shelf, how many books will there be?

8. Write a multiplication sentence that represents the number of donuts.

9. Estimate the sum.

3,556 + 4,124 + 1,871 =

10. Find the difference.

1,000 – 476 =

11. A school library started with 2,089 books. It received 853 more books during the year.

How many books did the library have at the end of the year?

12. Ms. Duvel has $52 to spend on a project for her class.

• She spends $26 on paint.

• She spends $14 on paper.

How much money does Ms. Duvel have left?

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Day 3: In and Out Machines

Numbers that go into In and Out machines are changed into different numbers using a rule.

What rule do these boxes follow?

____________________________________

Think of a multiplication or division rule.

_______________________________

Fill in the In and Out machines using your rule.

Daily Practice

1. 8 x 9 = 2. 48 ÷ 6 =

3. Jeronimo has 42 roses to sell. He sold an equal number of roses to 7 people. How many roses did each person get?

4. Ellie has been collecting Lego minifigures. She has 4 boxes with 8 minifigures in each box. How many total minifigures does she have?

Check and Reflect: Use page 24 to check your answers. What did you get correct? Can you work it a different way? Can you find your mistake?

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Day 4: How Close to 100?

Directions: This is a multiplication game. Players take turns drawing arrays on a 100 grid. This game can be played alone or with two players. Use a paperclip and pencil to make a spinner or use the spinner QR code.

1. Player one spins TWO times.

2. Use the two numbers to draw an array anywhere on the 100 grid.

3. Write the number sentence for your array at the bottom of the grid.

4. Take turns until no more arrays can fit on the grid.

5. The goal is to fill up the grid! How close to 100 can you get?

Spinner:

https://tinyurl.com/y7ah9gpc

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Day 5: Weekly Reflection

Directions: Reflection is important. Choose a question below to answer. Challenge:

Answer both!

1. How are multiplication and division related or connected?

________________________________________________________________________________

2. Solve

1. Nora has 8 basketballs. Nico has three times as many as Nora. How many basketballs do they have altogether?

2. Marcus has 6 boxes full of stuffed animals. The same number of stuffed animals are in each box. There are 48

stuffed animals in all. How many stuffed animals are in each box?

Answer Key

Day 1 What Comes Next?

Pattern 1: 16, 20, 24, 28, 32, 36, 40 15th: 60 20th: 80 Pattern 2: 49, 42, 35, 28, 21, 14, 7

You Try It!

1. 21 2. 3 3. 5

4. 64 5. 60 6. 5

Day 2 Patterns and Tables Box 1: 56

Box 2: The rule is “Multiply by 8.” 8 laps: 56;

9 laps: 72; 10 laps: 80

Daily Practice:

1. 18 2. 4 3. 6 pints of blueberries 4. 25 soccer balls 5. 30 6. 2 7. 4 books 8. 3 x 4 =128*

9. Answers vary. Around 9,500 to 10,000 10. 524 11. 2,942 books 12. She has $12 left.

Day 3 In and Out Machines

Box 1: The rule is “Divide by 5”

Box 2: Answers vary.

Practice:

1. 72 2. 8 3. 6 roses 4. 32 minifigures

Day 4 Game Day: How Close to 100?

Day 5 Reflection:

Answers vary. They could include the idea that multiplication and division are inverse - or opposite - operations.

Reflection:

1. There are 32 basketballs altogether.

2. There are 8 stuffed animals in each box.

Week 3 Image Sources – Retrieved from Encyclopædia Britannica ImageQuest: Runner Silhouette, soccer ball; Pixabay: blueberries,

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Double Digit Multiplication

Weekly Learning Outcome: I can use many different multiplication strategies to solve problems.

Day 1: True or False?

Directions: Look at each picture and circle true or false. Then explain your thinking.

These dice represent the number sentence 9 x 4 = 36

.

True or False

These dominoes represent the number sentence 9 x 7 = 63

True or False

I think that ______________________________

_______________________________________

I think that ______________________________

_______________________________________

Adapted from youcubed.org

Strategies for Multiplying with Double Digits

Look at the dice and dominoes in the True or False activity. What are some ways you can count the dots differently? With the dominoes, you may have first counted the 5s and then the 4s. This is a way

to break apart 9. In double digit numbers, think about ways you can break apart numbers to make friendly groups and use facts you know. This is a strategy to help you solve problems. You might try

using 0, 1, 2, 5, and 10 facts to help solve problems with bigger numbers!

24 x 4 = 96

Repeated Addition

Keep adding the same number multiple times.

• Add one number at a time

• Add two numbers at a time Remember to keep track of how many times you add the number.

Add one number at a time: Add two numbers at a time:

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Multiple Groups or Sets Draw a picture of base-ten blocks using sticks and dots. Look for friendly numbers.

• Can you see 4 groups of 24?

• Can you see 4 groups of 20 and 4 groups of 4?

Think about what numbers are friendly for you to solve 24 x 4.

Area Models or Arrays Draw a square or rectangle.

• Which side is labeled 24?

• Which side is labeled 4?

The array is broken into two smaller arrays that may be friendlier to solve.

Partitioning Strategies Partitioning means to break a number into parts. There are many ways to do this!

• By place value

• By friendly numbers like 10s Which partitioning strategy makes the most sense to you? Why?

Use Place Value: Use Friendly Tens:

Make an Easier Problem Use other facts you know to make an easier problem.

• Try 25 x 4 instead

• Remove the extra group of 4 How can you change 19 x 5 into an easier problem for you?

4 20 4

4 20 x 4 4 x 4

+

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You Try It!

Directions: Solve. Use a strategy from the strategies above, or your own strategy.

1. 12 x 4 = 2. 42 x 3 =

3. 36 x 2 = 4. 51 x 5 =

Check and Reflect: Use page 30 to check your answers. What did you get correct? Can you work it a different way? What was incorrect? Can you find your mistake? What can you do differently?

Day 2: Multiplication Strategies

Directions: Circle the letter next to the strategy you can use to solve each problem.

Challenge: On a separate page, explain a choice that would not work and why.

6 x 3 6 x 8 6 x 6

A. 5 x 6 then add 1 x 3 B. 5 x 3 then add 1 x 3 C. 6 x 5 then add 3 x 5

If one ladybug has 6 legs, how many legs do 12 ladybugs have? Show your thinking with pictures, numbers and/or words.

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Day 3: Daily Practice

1. 27 x 5 = 2. 82 x 3 =

3. 7,785 + 1,806 = 4. 5,000 – 3,604 =

5. There are 7 days in one week. How many

days are in 11 weeks? 6. Thomas went on a trip in his car. He drives 61 miles per hour. How far did he travel in 4 hours?

7. Mrs. Miner’s students use 39 pencils a day. How many pencils do they use in 5 days?

8. An ice cream cone costs $3. How much do 81 ice cream cones cost?

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Day 4: Multiplying by 10s

Directions: Write the missing factors to make equations that are true. Then, write four equations that follow the same pattern.

A B C

5 x _____ = 45 50 x _____ = 450 5 x _____ = 450 50 x _____ = 4,500

_____ x 8 = 56 _____ x 80 = 560 _____ x 8 = 560 _____ x 80 = 5,600

_____ x _____ = _______

Daily Practice

1. 3 x 25 = 2. 11 x 4 =

3. There are 6 boxes of crayons.

Each box has 15 crayons in it.

How many crayons are there in all the boxes?

4. There are 20 pizzas delivered for a pizza party. Each pizza had 9 pepperonis on it. How many

pepperonis were used for all the pizzas?

5. What is the next number in this pattern?

25, 50, 100, 200, 400, _____

6. Estimate the difference.

8,032 – 2,936

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Day 5: Weekly Reflection

1. How is multiplying double digit numbers the same/different as multiplying single digit numbers?

What strategy or strategies make the most sense to you?

Multiplying double digit numbers is __________________ because __________________________

________________________________________________________________________________

________________________________________________________________________________.

A strategy I think is helpful is _______________ because __________________________________

________________________________________________________________________________

________________________________________________________________________________.

2. Solve.

Mr. Jonas bought 29 bags of potatoes. Each bag weighed exactly 5 pounds. How many pounds of potatoes is that all together?

Priyanka buys 3 boxes of cookies.

Each box has exactly 60 cookies in it. What is the total number of cookies in all 3 boxes?

Answer Key

Day 1 True or False: 9 x 4 is true because the picture shows 9 groups of 4. Remember, the “x” symbol means “groups of.”

9 x 7 is false because it shows 7 groups of 9

You Try It!

1.48 2. 126 3. 72 4. 255

Day 2 Multiplication Strategies:

6 x 3: B 6 x 8: C 6 x 6: A Ladybug Problem: 72 legs

Day 3 More Daily Practice: 1.135 2. 246 3. 9,591 4. 1,396 5. 77 6. 244 7. 195 8. 243 Day 4 Multiplying by 10s:

Column A: 9; 9; 90; 90 Column B: 7; 7; 70; 70 Column C: Answers Vary

Daily Practice

1. 75 2. 44 3. 90 crayons 4. 180 pepperonis 5. 800 6. 5,000

Day 5 1. Answers vary. 2. Mr. Jonas bought 145 pounds of potatoes;

Priyanka has 180 cookies.

Week 4 Image Sources — Retrieved from Encyclopædia Britannica ImageQuest: Ladybug, Car, Pencils, Ice cream cone, Box of

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Fractions

Weekly Learning Outcomes: I can represent, name, and write fractions and mixed numbers.

I can compare fractions having like and unlike denominators and solve problems that involve addition and subtraction.

Day 1: Show Me!

Directions: Represent or draw the fractions below.

Remember : 1 ^𝟏𝟏

𝟐𝟐 𝟑𝟑 𝟐𝟐

Let’s review ways to represent fractions.

Area Model Set Model Linear Model

Both models show 1

4^. Both models show 1

4^. This model shows 1 4^.

You Try It!

Directions: Represent 3

4 using area, set and linear models.

Area Set Linear

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Comparing Fractions

Like denominators Like numerators Using 𝟏𝟏

𝟐𝟐 as a benchmark These fractions have the same

size pieces. Compare the numerators.

4

5

>

²₅

4

5 is larger than 2 5^.

Four pieces are more than two pieces.

Compare the denominators and think about the size of the

pieces.

2

8

<

²₃

2

8 is less than 2

3^because eighths are smaller than thirds.

3

8

<

¹₂

I know 4 8

=

¹₂

So 3 8

<

¹₂

Using Benchmarks 0 and 1 How far away a fraction is from 1

I know that 1

8 is close to zero and 5

6 ^is ^{close to} one. So 5

6 ^{must be} larger than 1 8^.

9 10

>

⁵₆

I know that 5 6 ^is

1

6 away from one, and 9

10 ^is 1

10 away from one, so 9

10 is closer to one because tenths are smaller than sixths.

You Try It!

Use the strategies above or your own and compare the fractions. Write >, <, or = on the line to make the statement true.

1 3 ___

1 2

3 4 ___

7 8

2 5 ___

3 7

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Day 2: Who Gets More Cookies?

Directions: Draw a picture to show how the cookies are shared. Who gets more cookies?

4 people sharing 3 cookies 7 people sharing 2 cookies

_________ people sharing ________ cookies will give more cookies to each person.

Let’s review ways to add and subtract fractions with like denominators.

Addition 𝟏𝟏

𝟒𝟒

+

^𝟐𝟐_𝟒𝟒 Subtraction 𝟓𝟓

𝟔𝟔

–

^𝟑𝟑_𝟔𝟔

I can use models. I can add the numerators.

𝟏𝟏

𝟒𝟒

+

^𝟐𝟐_𝟒𝟒

=

^𝟑𝟑_𝟒𝟒

I can use models. I can subtract the numerators.

𝟓𝟓

𝟔𝟔

–

^𝟑𝟑_𝟔𝟔

=

^𝟐𝟐_𝟔𝟔

You Try It!

Directions: Use a strategy to solve the problems below. *Challenge!

1. 2

10

+

₁₀⁵

=

^2. ⁸₉

–

⁷₉

=

3. Thomas ordered a pizza cut into eighths. He eats 5

8 of the pizza.

How much is left?

4.* 2 5

6

–

¹ ²₆ ⁼

Check and Reflect: Use page 36 to check your answers. What did you get correct? Can

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Day 3: Fraction Counting Patterns

Directions: Find the missing numbers in the counting pattern. Write the counting pattern on the number line.

Counting Pattern Number Line

Counting forward

0, 𝟏𝟏 𝟐𝟐^,

𝟐𝟐

𝟐𝟐^,

?

^𝟒𝟒_𝟐𝟐^, ^𝟓𝟓_𝟐𝟐^,

?

^𝟕𝟕_𝟐𝟐

Make your own problem: Make your own problem:

Practice Number Lines

Directions: Solve. Try using a counting pattern and number lines to help add fractions. *Challenge!

1. 1

4 ⁺ 2 4 ⁼

2.* 1 1 5⁺

3 5 ⁼

3.* 2 3 8 ⁺

4 8 ⁼

Check and Reflect: Use page 36 to check your answers. What did you get correct? Can you work it a different way? What was incorrect? Can you find your mistake? What can you do

differently?

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Day 4: Fix the Mistake

Directions: Maya made mistakes on these fractions problems. Can you correct her mistakes?

A. 𝟓𝟓

𝟖𝟖

–

^𝟐𝟐_𝟖𝟖

=

^𝟑𝟑_𝟎𝟎 ^B. ^𝟏𝟏_𝟑𝟑

+

^𝟏𝟏_𝟑𝟑

=

^𝟐𝟐_𝟔𝟔

Fractions Practice

Directions: Solve. *Challenge!

1. Look at the group of shapes below. Which fraction of the shape are squares?

2. Which best describes the location of point x on the number line shown below?

3. Circle the area models that show 1

4 4. Fill in the line with >, <, or =.

1

2

___

⁴₈

³₄

___

³₅

2

5

___

₁₀⁵ ¹₃

___

¹₄

5. Wilma has one whole burrito. She eats3 4 ^{of it} for lunch. How much burrito is left?

6.* 3 1 3 ^{+ 1}

1 3 ⁼

1 2

X

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Day 5: Weekly Reflection

Directions: Use pictures, numbers and/or words to solve the problem below.

Kristin bought 3 bottles of soda. After the party, there was 3

7 soda in one bottle, 5

7 soda in another bottle, and 6

7 soda left in the third bottle. What was the total amount of soda left?

Answer Key

Day 1 Show Me! Answers might include one whole and one half shaded, 3 halves put together to show one hole and one half You Try It! Answers vary.

You Try It!: Models vary and should reflect these values: ¹₃ < ¹₂; ³₄ < ⁷₈; ²₅ < ³₇

Day 2 Who Gets More Cookies?

Box 1 each person gets ³₄ cookies.

Box 2 each person gets ²₇ cookies. 4 people sharing 3 cookies gives each person more cookies ³₄ > ²₇

Your Try It!

1. ₁₀⁷ 2. ¹₉

3. ³₈ 4. 1³₆ or 1¹₂

Day 3 Counting Forward: ³₂ , ⁶₂ Number Line: ¹₂ ²₂ ³₂ ⁴₂ ⁵₂ ⁶₂ ⁷₂

Practice:

1. ³₄ 2. 1 ⁴₅ 3. 2 ⁷₈

Day 4 Fix the Mistake:

A. Maya subtracted the numerators and the denominators. ³₈

B. Maya added the numerators and the denominators. ^𝟐𝟐_𝟑𝟑

Practice:

1. ⁶₈ is squares 2. X = 1 ²₃ 3.

4. =; >; <; > 5. ¹₄ 6. 4 ²₃ Day 5 Kristin has ¹⁴₇ bottles or 2 bottles of soda left.

Week 5 Image Sources — WP Clipart: Cookies, Pizza, Bottles

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How can you design a paper airplane that can fly as far as possible?

DESIGN #1: Remember our directions from the Language Arts packet? Follow the same steps to make a paper airplane. Take your time and make nice folds like you are in art class!

SUMMER LEARNING QUEST:

Paper Airplane Challenge

Task Guidelines:·

• Use one piece of paper per design.

• Try at least two designs.

• Consider using the steps below for your first design, then experiment on your second design idea.

1. 2. 3. 4. 5.

6. 7. 8. Finished!

DESIGN #2: Plan for your own design: Make a detailed drawing of your unique airplane design.

Consider the steps and folds you want to take to create the best airplane. Use the space below.

Then create your unique airplane.

Have you ever made a paper airplane? A piece of paper can be turned into lots of different things. You can make them fly —

all depending on how you design and fold the material.

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Share your work with someone:

• Ask about any designs they may know of.

• What makes them think of that idea?

• What tips do they have that could help?

Think about your work:

What did you like best?

What could you make better?

What is unique about your design?

• How many sidewalk blocks did your plane fly? How many inches did your boat sail with one puff?

• When you change your design, how many more blocks or inches do you think it will fly or sail?

• If you could fly 3 more blocks, how many would that be?

•

Improve:

Use this chart to think about your ideas

What worked well? What didn’t work?

My ideas to improve my design

• What ideas do you have to make your plan fly farther?

• Did your plane fly straight down the sidewalk? What changes can you make for it to fly more straight?

Questions and ideas to take this project further:

• Test your revised plane. How far did it fly? Estimate and then measure the distance.

• Did your plane fly straight? How do you know?

•

Test:

Find a place to test your airplane. For example, a sidewalk with adult permission.

• Measure the distance in steps or count sidewalk boxes.

• Adjust how hard or soft you throw the plane

• Try your test several more times. Did you get the same results? Which design worked best?

How far did it go?

Test 1 Test 2 Test 3

On the first try, it went: One the second try, it went: On the third try, it went:

Try new variations of paper airplane designs. Look here for ideas https://howthingsfly.si.edu/activities/paper-airplane

Learn about flight https://howthingsfly.si.edu or see examples of flight in nature https://bit.ly/CCSSKZV.

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SUMMER LEARNING QUEST:

CARTOONING WITH SIMPLE SHAPES

Critical and creative thinkers can create unique ideas.

Take a look around! What shapes do you see?

Most things are made up of simple shapes– from tables, to televisions, to plants, and even our phones.

Today we’re going to use the simple shapes to build creativity and have fun!

How can you, as a cartoonist, create unique characters from simple shapes?

Ideas to take it further:

• Give your favorite design a name

• Now that you know your design is made from a basic shape, consider making the same character again. This time, add

emotion by changing the eyebrows, eyes and mouth!

Reflect: Which of your designs is best? Why? What could you do to make it even better?

To go even deeper into cartooning with shapes, visit: https://bit.ly/shapecartooning

Your task: Use the shapes below to create characters. Be creative and use a light touch as you draw so you can revise!

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WHAT SHOULD YOU KNOW ABOUT COVID-19?

Wash your hands often with warm water and soap for 20 seconds.

Wash your hands before you eat, after you go to the bathroom, after handling pets, when you come inside from playing, and anytime they are dirty.

What can I do to prevent spreading COVID-19?

Wash your hands with soap and warm water!

Look at the back cover of the Language Arts practice book to learn more about COVID-19!

1. Use warm water.

2. Use soap.

3. Work up a lather with soap on both sides and between your fingers.

4. As you wash, sing Happy Birthday twice.

5. Dry your hands with a clean towel.

Be careful not to spread germs!

• Avoid touching your face.

• Surfaces that are touched a lot (such as doorknobs, counters, and handles) should be cleaned often.

• Wear a mask when in crowded places.

• Keep exercising! It’s OK to play outside if you stay at least 6 feet away (about 3 BIG steps) from other people that you do not live with.

• Drink plenty of water and eat fruits and vegetables as snacks or with meals.

• Get plenty of sleep.

SUMMER ESSENTIALS MATH. PRACTICE BOOK Grade 3