SUMMER ESSENTIALS

MATH
PRACTICE BOOK
Grade 3

Name:
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.

Usen este enlace para obtener la información en español.

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请使用本链接获得中文信息。
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Hãy dùng liên kết này để truy cập thông tin này bằng tiếng Việt :
Message to families: [Link] 1
Mathematics, Grade 3

Learning Opportunities
Mathematics Pages

Week 1 • Round and estimate to solve addition and subtraction problems 4-10
• Solve addition and subtraction problems by using place value and
Week 2 11-17
composing and decomposing numbers
• Solve multiplication and division problems by using various strategies
Week 3 18-24
and inverse relationships
• Solve multiplication and division problems by using various strategies
Week 4 25-30
and inverse relationships
• Identify, represent, compare fractions with like and unlike
denominators
Week 5 31-36
• Solve practical problems for addition and subtraction that involve
fractions
Learning Quests
• Design a paper airplane that can fly as far as possible
Weeks 1-5 37-39
• Create unique characters from simple shapes
COVID-19 Education
• Identify common symptoms of COVID-19, how it is spread, and ways
Weeks 1-5 40
to help prevent infection

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Mathematics, Grade 3

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 June 30 July 1 July 2 July 3
Number Line; Which One is Open Middle; Adding Tens Weekly
You Try It!; True?; You Try It! Game Reflection;
Above or Below? You Try It! Answer Key
Pages 4-5 Page 6 Pages 7-8 Page 9 Page 10
Week 2: Place Value, Addition, and Subtraction
July 6 July 7 July 8 July 9 July 10
Order Up!; What Comes What Comes Get to Zero Weekly
Place Value Daily Next?; Puzzles; Next?; Game Reflection;
Practice Addition and You Try It; Answer Key
Subtraction
Practice
Pages 11-12 Pages 13-14 Page 15 Page 16 Page 17
Week 3: Multiplication and Division
July 13 July 14 July 15 July 16 July 17
What Comes Patterns and In and Out How Close Weekly
Next?; Tables; Daily Machines; to 100 Game Reflection;
You Try It! Practice; More Daily Practice Answer Key
Daily Practice
Pages 18-19 Pages 20-21 Page 22 Page 23 Page 24
Week 4: Double Digit Multiplication
July 20 July 21 July 22 July 23 July 24
True or False?; Multiplication Daily Multiplying by Weekly
You Try It Strategies Practice 10s; Reflection;
Daily Practice Answer Key
Pages 25-27 Page 27 Pages 28 Page 29 Page 30
Week 5: Fractions
July 27 July 28 July 29 July 30 July 31
Show Me!; Who Gets More Fraction and Fix the Mistake; Weekly
You Try It Cookies?; Counting Fractions Practice Reflection;
You Try It Patterns; Practice Answer Key
Number Lines
Pages 31-32 Page 33 Page 34 Page 35 Page 36
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Mathematics, Grade 3 Week 1

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

Use a number line to find what number 1,558 is Consider rounding 4,615 to the nearest hundred.
close to.
*4,615 is 15 away from 4,600 and is closer to
4,600 than 4,700.

1,558 is really close to 1,500.

If estimating an answer, then 1,500 is friendlier

to add or subtract.

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 ______________.
Mathematicians ask themselves questions while problem solving to find a reasonable solution.
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Mathematics, Grade 3 Week 1

Problem Questions Mathematicians Ask Themselves

Jose and Chris collect Pokémon cards. What is happening in this problem?
Jose has 2,112 cards and Chris has 1,094 Will the answer be more or less than 1,000?
cards. How many Pokémon cards are in the More or less than 2,000?
collection? 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? Above or Below?

4. Is the sum of 5,945 + 2,567 above or below 5. Is the difference of 7,125 – 3,755 above or
10,000? below 2,000?

Show your thinking: Show your thinking:

Circle one: above or below Circle one: above or below

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

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 1

Day 2: Which One is True?

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

Round to the Nearest Round to the Nearest Round to the Nearest

Choice
Thousand Hundred 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.

Round to the Round to the Round to the Round to the

Numbers
Nearest 10,000 Nearest 1,000 Nearest 100 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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 1

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

1. Which day did the farm pick the most strawberries?
Day Pounds of
Strawberries ____________________________________
Monday 1,245 2. About how many strawberries did the farm pick on
Monday, Wednesday and Thursday?
Tuesday 2,067

Wednesday 1,589

Thursday 2,705

Challenge:

3. 257,098 - 54,324 = Actual Answer

257,098
- 54,324
Estimate: __________ - __________ = ___________

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 1
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

My Estimate Actual Answer

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?

6. You have $3,500 dollars. Is that

enough money to buy all three
tickets?

Use estimation to help you solve this

problem.

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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 1

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

2 102

START FINISH

6 116

START FINISH

4 124

START FINISH

8 138

Game adapted from US Math Recovery Council

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 1

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: Try It! Try It!
First Number Line: 300, 320, Number line: 1. Answers vary
400 5,800; 5,900; 25; 5,900 2. more, more
Second Number Line:
3. Estimates vary; 3,206
Answers vary
4. Below 5. Above

Day 2 Which One is True? Try It!

C is true. 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 You Try It!

539-461=78 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.

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 2

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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Mathematics, Grade 3 Week 2

There are many strategies to solve addition and subtraction problems.

Place Value Addition Strategies

Break both numbers Break one number Use a number line to Traditional
into place values into place values add place values algorithm

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

5,000 + 0 = 5,000 122 = 100 + 20 + 2 5,493
400 + 100 = 500 + 122
5,615
90 + 20 = 110 5,493 + 100 = 5,593
3+2=5 5,593 + 20 = 5,613
5,000 + 500 + 110 + 5 = 5,613 + 2 = 5615
5,615

Place Value Subtraction Strategies

Subtracting in Parts Adding Up Subtracting Back Traditional algorithm

925 – 673 = 925 – 673 = ? 925 – 673 =

673 + ? = 925
925 – 600 = 325
925 – 25 = 900
325 – 20 = 305 673 + 200 = 873
900 – 200 = 700
305 – 50 = 255 873 + 27 = 900
700 – 27 = 673
255 – 3 = 252 900 + 25 = 925
200 + 27 + 25 = 252 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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 2

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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Mathematics, Grade 3 Week 2

Addition and Subtraction Practice

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

1. 2.
5,904 + 3,257 = 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?

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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 2

Day 3: 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?

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

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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 2

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

Game adapted from [Link]

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 2

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: Try it! Page 12:
1,001 1,010 1,597 2,005 Answers vary 1. 7,803 2. 3,909

Day 2 Complete the pattern: Puzzle 1: 170, 171 Addition/Subtraction:

738, 748, 758
Puzzle 2: 482, 484, 493 1. 9,161 2. 5,718
Challenge:
10th: 798 15th: 848 Puzzle 3: 265, 266, 277 3. 7,733 4. 1,792

Day 3 What comes next: Try it!

3,556 3,656 3,756 Answers vary
10th: 4,156 15th: 4,656

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.

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 3

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, _____, _____, _____, _____, _____, _____, _____

Challenge: What would the 15th number be? What would the 20th number be?

70, 63, 56, _____, _____, _____, _____, _____, _____, _____
Review the multiplication and division strategies below.

Multiplication Division
Remember the “x” symbol means multiply. You Remember the “÷” symbol means divide. You can
can also say, “times,” or “groups of” 6 x 4. say, “divided by.” Division is a way to fairly share
36 ÷ 4.

Equal Groups Equal Groups

6 groups of 4 x’s 36 stars shared into 4 equal groups with 9 stars

Arrays Equal Groups

6 rows of 4 boxes 36 stars shared into 9 groups with 4 stars

Repeated Addition Repeated Subtraction

36 – 4 = 32, 32 – 4 = 28, 28 – 4 = 24,
4 + 4 + 4 + 4 + 4 + 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

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 3

Multiplication 6 x 4 Division 36 ÷ 4

Number Line Number Line

6 jumps forward of 4 9 jumps back of 4 from 36

4 jumps forward of 6 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 =

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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 3

Day 2: Patterns and Tables

This table shows the number of minutes it took What is the pattern or rule for the table? How do
Cara to run laps around a track. Look at the you know?
pattern. What number would go in the last box?
______________________________________
______________________________________
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 4. Samuel has 5 bags of soccer
to give the blueberries to her 5 friends. How balls. Each bag has 5 soccer
many pints of blueberries will each friend balls. How many soccer balls
get? does Samuel 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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 3

More Daily Practice

Directions: Solve.

5. 3 x 10 = 6. 14 ÷ 7 =

7. Franco has 20 books and a bookshelf with 5 8. Write a multiplication sentence that
shelves on it. If he puts an equal represents the number of donuts.
number of books on each shelf,
how many books will there be?

9. Estimate the sum. 10. Find the difference.

3,556 + 4,124 + 1,871 = 1,000 – 476 =

11. A school library started with 2,089 books. It 12. Ms. Duvel has $52 to spend on a project for
received 853 more books during the year. her class.
How many books did the library have at the • She spends $26 on paint.
end of the year? • She spends $14 on paper.
How much money does Ms. Duvel have left?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 3

Day 3: In and Out Machines

Numbers that go into In and Out machines are Think of a multiplication or division rule.
changed into different numbers using a rule. _______________________________

Fill in the In and Out machines using your rule.

What rule do these boxes follow?

____________________________________

Daily Practice
Directions: Solve.

1. 8 x 9 = 2. 48 ÷ 6 =

3. Jeronimo has 42 roses to sell. He 4. Ellie has been collecting Lego

sold an equal number of roses to 7 minifigures. She has 4 boxes with 8
people. How many roses did each minifigures in each box. How many
person get? 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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 3

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:
[Link]

Game adapted from [Link]

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 3

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 2. Marcus has 6 boxes full of
three times as many as Nora. How stuffed animals. The same
many basketballs do they have number of stuffed animals are
altogether? 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? You Try It!
Pattern 1: 16, 20, 24, 28, 32, 36, 40 15th: 60 20th: 80 1. 21 2. 3 3. 5
Pattern 2: 49, 42, 35, 28, 21, 14, 7 4. 64 5. 60 6. 5

Day 2 Patterns and Tables Daily Practice:

Box 1: 56 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*
Box 2: The rule is “Multiply by 8.” 8 laps: 56; 9. Answers vary. Around 9,500 to 10,000 10. 524
9 laps: 72; 10 laps: 80 11. 2,942 books 12. She has $12 left.

Day 3 In and Out Machines Practice:

Box 1: The rule is “Divide by 5” 1. 72 2. 8 3. 6 roses 4. 32 minifigures
Box 2: Answers vary.

Day 4 Game Day: How Close to 100?

Day 5 Reflection: Reflection:

Answers vary. They could include the idea that 1. There are 32 basketballs altogether.
multiplication and division are inverse - or opposite - 2. There are 8 stuffed animals in each box.
operations.

Week 3 Image Sources – Retrieved from Encyclopædia Britannica ImageQuest: Runner Silhouette, soccer ball; Pixabay: blueberries,
bookshelf, donuts, basketball, box with stuffed animal, rose, fireman lego
© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 4

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 These dominoes represent the number sentence
9 x 4 = 36. 9 x 7 = 63

True or False True or False

I think that ______________________________ I think that ______________________________

_______________________________________ _______________________________________
_______________________________________ _______________________________________

Adapted from [Link]

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

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
25
Mathematics, Grade 3 Week 4

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. 20
+ 4
4
• Which side is labeled 24?
• Which side is labeled 4?
4 20 x 4 4x4
The array is broken into two smaller
arrays that may be friendlier to solve.

Partitioning Strategies Use Place Value: Use Friendly Tens:

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?

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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
26
Mathematics, Grade 3 Week 4

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.

6x3 6x8 6x6

A. 5 x 6 then add 1 x 3 A. 8 x 5 then add 1 x 5 A. 5 x 6 then add 1 x 6
B. 5 x 3 then add 1 x 3 B. 1 x 6 then add 1 x 8 B. 1 x 6 then add 1 x 6
C. 6 x 5 then add 3 x 5 C. 5 x 8 then add 1 x 8 C. 6 x 7 then add 1 x 7

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

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
27
Mathematics, Grade 3 Week 4

Day 3: Daily Practice

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

7. Mrs. Miner’s students use 39 8. An ice cream cone costs $3. How
pencils a day. How many much do 81 ice cream cones cost?
pencils do they use in 5 days?

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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
28
Mathematics, Grade 3 Week 4

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 _____ x 8 = 56 _____ x _____ = _______

50 x _____ = 450 _____ x 80 = 560 _____ x _____ = _______
5 x _____ = 450 _____ x 8 = 560 _____ x _____ = _______
50 x _____ = 4,500 _____ x 80 = 5,600 _____ x _____ = _______

Daily Practice
Directions: Solve.
1. 3 x 25 = 2. 11 x 4 =

3. There are 6 boxes of crayons. 4. There are 20 pizzas delivered for a

Each box has 15 crayons in it. pizza party. Each pizza had 9
How many crayons are there in all pepperonis on it. How many
the boxes? pepperonis were used for all the pizzas?

5. What is the next number in this pattern? 6. Estimate the difference.

25, 50, 100, 200, 400, _____ 8,032 – 2,936

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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 4

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 Priyanka buys 3 boxes of cookies.
potatoes. Each bag weighed Each box has exactly 60 cookies in
exactly 5 pounds. How many it. What is the total number of
pounds of potatoes is that all cookies in all 3 boxes?
together?

Answer Key
Day 1 True or False: 9 x 4 is true because the picture You Try It!
shows 9 groups of 4. Remember, the “x” symbol 1.48 2. 126 3. 72 4. 255
means “groups of.”
9 x 7 is false because it shows 7 groups of 9

Day 2 Multiplication Strategies: Ladybug Problem: 72 legs

6 x 3: B 6 x 8: C 6 x 6: A

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: Daily Practice

Column A: 9; 9; 90; 90 1. 75 2. 44 3. 90 crayons 4. 180 pepperonis
Column B: 7; 7; 70; 70 5. 800 6. 5,000
Column C: Answers Vary

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
crayons, Pizza, Sack of potatoes; [Link]: Milk and Cookies

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 5

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: 𝟏𝟏 𝟑𝟑
1
𝟐𝟐 𝟐𝟐

Let’s review ways to represent fractions.

Area Model Set Model Linear Model

1 1 1
Both models show . Both models show . This model shows .
4 4 4

You Try It!

3
Directions: Represent using area, set and linear models.
4
Area Set Linear

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
31
Mathematics, Grade 3 Week 5

Comparing Fractions
𝟏𝟏
Like denominators Like numerators Using as a benchmark
𝟐𝟐

These fractions have the same Compare the denominators and 3 1

size pieces. Compare the think about the size of the <2
8
numerators. pieces.
4 2 2 2 4 1
5
> 5 8
< 3
I know =2
8
4 2 2 2
is larger than . 3 1
5 5 8
is less than
3
because So
8
<2
Four pieces are more than two eighths are smaller than thirds.
pieces.

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

1 5 9 5
I know that is close to zero and is close to >6
8 6 10
5 1 5 1
one. So must be larger than . I know that is away from one,
6 8 6 6
9 1
and is away from one,
10 10
9
so is closer to one because tenths are
10
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 1 3 7 2 3
___ ___ ___
3 2 4 8 5 7
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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
32
Mathematics, Grade 3 Week 5

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.

𝟏𝟏 𝟐𝟐 𝟓𝟓 𝟑𝟑
Addition + 𝟒𝟒 Subtraction – 𝟔𝟔
𝟒𝟒 𝟔𝟔

I can use models. I can add the I can use models. I can subtract the
numerators. numerators.
𝟏𝟏 𝟐𝟐 𝟑𝟑 𝟓𝟓 𝟑𝟑 𝟐𝟐
𝟒𝟒
+ 𝟒𝟒 = 𝟒𝟒 – 𝟔𝟔 = 𝟔𝟔
𝟔𝟔

You Try It!

Directions: Use a strategy to solve the problems below. *Challenge!
2 5 8 7
1. + 10 = 2. –9=
10 9

3. Thomas ordered a pizza cut into 5 2

5 4.* 2 – 1 =
eighths. He eats of the pizza. 6 6
8
How much is left?

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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
33
Mathematics, Grade 3 Week 5

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

𝟏𝟏 𝟐𝟐 𝟒𝟒 𝟓𝟓 𝟕𝟕
0,
𝟐𝟐
,
𝟐𝟐
, ? 𝟐𝟐
,
𝟐𝟐
, ? 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 2
1. + =
4 4

1 3
2.* 1 + =
5 5

3 4
3.* 2 + =
8 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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
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Mathematics, Grade 3 Week 5

Day 4: Fix the Mistake

Directions: Maya made mistakes on these fractions problems. Can you correct her mistakes?
𝟓𝟓 𝟐𝟐 𝟑𝟑 𝟏𝟏 𝟏𝟏 𝟐𝟐
A. – 𝟖𝟖 = 𝟎𝟎 B. + 𝟑𝟑 = 𝟔𝟔
𝟖𝟖 𝟑𝟑

Fractions Practice
Directions: Solve. *Challenge!
1. Look at the group of shapes below. Which 2. Which best describes the location of point x
fraction of the shape are squares? on the number line shown below?
X

1 2

1
3. Circle the area models that show 4. Fill in the line with >, <, or =.
4

1 4 3 3
2
___ 8 4
___ 5

2 5 1 1
5
___ 10 3
___ 4

3 1 1
5. Wilma has one whole burrito. She eats of it 6.* 3 + 1 =
4 3 3
for lunch. How much burrito is left?

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?

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
35
Mathematics, Grade 3 Week 5

Day 5: Weekly Reflection

Directions: Use pictures, numbers and/or words to solve the problem below.
3 5
Kristin bought 3 bottles of soda. After the party, there was soda in one bottle, soda in another
7 7
6
bottle, and soda left in the third bottle. What was the total amount of soda left?
7

Answer Key
Day 1 Show Me! Answers might include one You Try It!: Models vary and should reflect
whole and one half shaded, 3 halves put 1
these values: 3 < 2;
1 3 7
< 8;
2
<7
3
4 5
together to show one hole and one half
You Try It! Answers vary.

Day 2 Who Gets More Cookies? Your Try It!

3 7 1
Box 1 each person gets 4 cookies. 1. 10
2. 9
2
Box 2 each person gets 7 cookies. 4 people
3 3 1
sharing 3 cookies gives each person more 3. 8
4. 16 or 12
3 2
cookies 4 > 7

Day 3 Counting Forward: 2 , 2

3 6 Practice:
3 4 7
1 2 3 4 5 6 7 1. 2. 1 5 3. 2 8
Number Line: 2 4
2 2 2 2 2 2

Day 4 Fix the Mistake: Practice:

A. Maya subtracted the numerators and the 1. 6 is squares 2. X = 1 3
2

3 8
denominators.
8
3.
B. Maya added the numerators and the
1 2
denominators. 𝟑𝟑
𝟐𝟐 4. =; >; <; > 5. 4
6. 4 3

Day 5 Kristin has

14
bottles or 2 bottles of soda left.
7

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

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link]
36
Learning Quest, Grades 3-6

SUMMER LEARNING QUEST:

Paper Airplane Challenge
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.

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

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!

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.

Go to the next page to test and revise your airplane design!

© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link] 37
Learning Quest, Grades 3-6

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:

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?

Share your work with someone: Think about your work:

• Ask about any designs they may know of. What did you like best?
• What makes them think of that idea? What could you make better?
• What tips do they have that could help?
What is unique about your design?

• How many sidewalk blocks did your plane fly? How many inches did your boat sail with one puff?
Questions and ideas to take this project further:
• Whenyour
Test yourevised
changeplane.
your design,
How farhow
did many
it fly? more blocks
Estimate andorthen
inches do you
measure think
the it will fly or sail?
distance.
• Did your plane fly straight? How do you know?
• If you could fly 3 more blocks, how many would that be?
• Try new variations of paper airplane designs. Look here for ideas
• [Link]
• Learn about flight [Link] or see examples of flight in nature
[Link]
•
© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link] 38
Learning Quest, Grades 3-6

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?

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

To go even deeper into cartooning with shapes, visit: [Link]

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

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!
(Try happy, angry, surprise, sadness, disgust and scared)
• Remember– you can do this anytime! Just draw shapes and
start creating!
© 2020, Fairfax County School Board, Summer Practice Book Additional Supports for Families at [Link] 39
 SUMMER LEARNING QUEST:
WHAT SHOULD YOU KNOW ABOUT COVID-19?
What can I do to prevent spreading COVID-19?
Wash your hands with soap and warm water!
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.

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.

Look at the back cover of the Language Arts

practice book to learn more about COVID-19!
Information Sources: Centers for Disease Control and Prevention, Mayo Clinic, Nemours Children’s Hospital
© 2020, Fairfax County School Board, Summer Practice Book 40