Download school-home connection

3rd Grade
5.
(5 points on a star)
5 + 5 + 5 = 15
Addition Equation
(3 groups of 5)
3 x 5 = 15
Multiply Equation
SCHOOL-HOME CONNECTION
Name
4.
3.
2.
1.
Example:
Object
Today we learned how repeated addition and multiplication are similar (see examples below).
Please help your student to deepen their understanding by completing the following problems.
—„‡”ͷ’Žƒ…‡ƒ›“—ƒ–‹–›‘ˆ•Šƒ’‡ȋ•ȌȀ‘„Œ‡…–ȋ•Ȍ‹–Š‡ϐ‹”•–…‘Ž—ƒ†…‘’Ž‡–‡Ǥ
3.1
Date
Multiplication is Repeated Addition
3rd Grade
5.
5 + 5 = 10
2 x 5 = 10
(2 groups of 5 is 10)
SCHOOL-HOME CONNECTION
Name
4.
3.
2.
1.
Example:
Today we learned to interpret products of whole numbers by grouping objects (see example below).
Please help your student to deepen their
understanding by completing the following problems. On number 5 place any quantity of
‰”‘—’•‘ˆ•Šƒ’‡ȋ•ȌȀ‘„Œ‡…–ȋ•Ȍ‹–Š‡ϐ‹”•–…‘Ž—ƒ†…‘’Ž‡–‡–Š‡‘–Š‡”–™‘…‘Ž—•Ǥ
Object
Addition Equation
Multiply Equation
3.2
Date
Multiplication is Equal Groups
3.3
Date
Name
SCHOOL-HOME CONNECTION
Today we learned the x2 multiplication equations. Help your child solidify what they
Ž‡ƒ”‡†„›…—––‹‰‘—––Š‡ϐŽƒ•Š…ƒ”†•ƒ†’”ƒ…–‹…‹‰Ǥ
3rd Grade
0
x2
1
x2
2
x2
3
x2
4
x2
5
x2
6
x2
7
x2
8
x2
9
x2
10
x2
Two as a Factor
3.3
Name
Date
SCHOOL-HOME CONNECTION
2
x2
4
5
x2
10
8
x2
16
3rd Grade
1
x2
2
4
x2
8
7
x2
14
10
x2
20
0
x2
0
3
x2
6
6
x2
12
9
x2
18
Two as a Factor
3.4
Name
Date
SCHOOL-HOME CONNECTION
Today we learned how to represent multiplication using a number line. They deepened
their understanding of multiplication by skip counting on the number line. Please ask
your child to show you what they learned.
Directions: Show the multiplication expression using the number line. Write the phrase
and addition expression that represents the multiplication expression.
Example:
Multiplication Expression
Phrase
Addition Expression
3x5
3 jumps of 5
5+5+5
>G/GGGG
G/GGGGG/GGGG
GGGGT@
1. 2 x 9
>ZTZTZTZTZTZTZTZTZTZTZTZTZTZTZ TZTZTZTZTZT#ZT#ZT#ZT#ZT#Z T#ZT#ZT#ZT#ZT@
2. 4 x 7
>ZTZTZTZTZTZTZTZTZTZTZTZTZTZTZ TZTZTZTZTZT#ZT#ZT#ZT#ZT#Z T#ZT#ZT#ZT#ZT@
3. 5 x 4
>ZTZTZTZTZTZTZTZTZTZTZTZTZTZTZ TZTZTZTZTZT#ZT#ZT#ZT#ZT#Z T#ZT#ZT#ZT#ZT@@
4. 6 x 3
>ZTZTZTZTZTZTZTZTZTZTZTZTZTZTZ TZTZTZTZTZT#ZT#ZT#ZT#ZT#Z T#ZT#ZT#ZT#ZT@@
5. 8 x 2
>ZTZTZTZTZTZTZTZTZTZTZTZTZTZTZ TZTZTZTZTZT#ZT#ZT#ZT#ZT#Z T#ZT#ZT#ZT#ZT@
3rd Grade
Multiplication with Number Lines
3.5
Name
SCHOOL-HOME CONNECTION
Date
Today we learned to use sets and number lines to prove the commutative property of multiplication.
Have your child explain to you what they learned. Ask them to show you how they can solve the
’”‘„Ž‡•„‡Ž‘™ǤŠ‡ϐ‹”•–’”‘„Ž‡‹•ƒ‡šƒ’Ž‡Ǥ
Directions: Write the other multiplication expression to make the equation true. Solve each problem
using an open number line to represent both sides of the multiplication equation and label each jump.
Show another way to solve the equation by decomposing the multiplication equation into sets/groups.
Example:
1.
2x6= 6x2
Draw both multiplication equations on the number line.
6
12
>THTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTT@
2
4
6
8
10
12
Draw sets/groups to represent the problem.
=
2.
2x7=
Draw both multiplication equations on the number line.
Draw sets/groups to represent the problem.
3.
2x4=
Draw both multiplication equations on the number line.
Draw sets/groups to represent the problem.
3rd Grade
Commutative Property of Multiplication
3.6
Name
Date
SCHOOL-HOME CONNECTION
Today we learned how to create arrays (rows and columns) representing different factors
of a product to solve multiplication equations. Help you child solidify the multiplication
concept by gathering 36 similar items for them to use as they build rows of objects to
represent their multiplication equation.
Directions: Gather 36 objects (pennies, beans, marbles, etc.) to represent hungry ants
to use for this practice. Record your answers using a multiplication equation. Find all
the ways 36 ants could organize themselves into rows. Record your answers using a
multiplication equation.
Rows
Columns
Equation
36
1 x 36 = 36
Example:
1
row of
1.
rows of
2.
rows of
3.
rows of
4.
rows of
5.
rows of
6.
rows of
7.
rows of
8.
rows of
3rd Grade
Multiplication with Arrays
3.7
Name
Date
SCHOOL-HOME CONNECTION
Today we learned how to prove the commutative property of multiplication using arrays and
area models. Help you child solidify the commutative property of multiplication concept. Have
your child color the arrays (rows and columns) in each problem and its commutative factor. Ask
them to label the arrays. An example is shown below.
Example: 5 x 3
(Think of it as 5 sets of 3 or 3 sets of 5.)
5 w 3
1.
3rd Grade
4 x 6 and 6 x 4
3 w 5
2.
2 x 7 and 7 x 2
Commutative Property of Multiplication with Arrays
3.8
Name
Date
SCHOOL-HOME CONNECTION
Today we learned the x10 multiplication equations. Help your child solidify what they
Ž‡ƒ”‡†„›…—––‹‰‘—––Š‡ϐŽƒ•Š…ƒ”†•ƒ†’”ƒ…–‹…‹‰Ǥ
3rd Grade
0
x 10
1
x 10
2
x 10
3
x 10
4
x 10
5
x 10
6
x 10
7
x 10
8
x 10
9
x 10
10
x 10
Ten as a Factor
3.8
Name
Date
SCHOOL-HOME CONNECTION
2
x 10
20
5
x 10
50
8
x 10
80
3rd Grade
1
x 10
10
4
x 10
40
7
x 10
70
10
x 10
100
0
x 10
0
3
x 10
30
6
x 10
60
9
x 10
90
Ten as a Factor
3.9
Name
Date
SCHOOL-HOME CONNECTION
‘†ƒ›™‡Ž‡ƒ”‡†Š‘™–‘†‡ϐ‹‡†‹˜‹•‹‘ƒ†Š‘™‹–”‡Žƒ–‡•–‘—Ž–‹’Ž‹…ƒ–‹‘ǤŠ‡›
learned how to relate a multiplication equation to the “groups of items” they had learned
previously. Help your child determine the picture to draw to represent the “groups of
‹–‡•dzƒ†–Š‡ϐ‹ŽŽ‹–Š‡‡“—ƒ–‹‘•‘–Š‡†‹˜‹•‹‘ƒ†—Ž–‹’Ž‹…ƒ–‹‘•‹†‡•‘ˆ–Š‡…Šƒ”–Ǥ
Š‡ϐ‹”•–’”‘„Ž‡‹•ƒ‡šƒ’Ž‡Ǥ
(÷) Division Equation
Example:
1.
Draw Picture
6 groups of 4
6 x 4 = 24
24 ÷ 6 = _4_
2.
7 groups of 5
3.
3 groups of 8
4.
4 groups of 9
3rd Grade
(x) Multiplication Equation
Understanding Division
3.10
Name
Date
SCHOOL-HOME CONNECTION
Today we learned how to model division two different ways. They learned how to relate to
division by labeling and bringing meaning to each part of the equation.
Help your child draw a picture to represent the “groups of items” as explained on the right
ƒ†–Š‡ϐ‹ŽŽ‹–Š‡„Žƒ‘–Š‡‡“—ƒ–‹‘•Ǥ‡šƒ’Ž‡‹••Š‘™ˆ‘”„‘–Š™ƒ›•‘ˆ†‹˜‹†‹‰Ǥ
Partitive
Equation
Draw a Picture
Explanation
Example: 12 ÷ 6 = 2
For partitive
division...
1. 24 ÷ 4 =
1. Create the groups.
2. Equally share the total
between the groups
to see how many per
group.
2. 20 ÷ 5 =
Measurement
Equation
Example: 15 ÷ 5
1. 32 ÷
2. 27 ÷
3rd Grade
=4
= 3
Draw a Picture
Explanation
=3
For measurement
division...
1. Draw the total tick
marks.
2. Create groupings to
see how many groups
can be made.
Dividing Two Ways
3.11
Name
SCHOOL-HOME CONNECTION
Date
Today we learned how to divide using partitive division, a sharing model. An example
below is provided to support you in helping your child.
Draw a circle for each friend and don’t forget yourself. Equally share by placing a mark in
each circle to represent each ticket shared until 21 tickets are shared.
Example: Niki has 21 Boondocks game tickets and is sharing them with herself and 2
friends. How many Boondocks game tickets can each child have?
1. Draw a circle for each child.
2. Share the 21 tickets by placing 1 tally mark in each circle repeatedly until all 21 are
divided equally.
3. Write a multiplication and division equation to represent the process.
3 × 7 = 21
21 ÷ 3 = 7
1. Carson has 27 popsicles to share with himself and 8 friends at his swim party. How
many popsicles can each child have?
2. Tony bought a carton of 18 eggs. If an omelet takes three eggs, how many omelets can
he make?
3rd Grade
Partitive Task
3.12
Name
SCHOOL-HOME CONNECTION
Date
Today we practiced how to divide by using a measurement model. The measurement
model is related to repeated subtraction, which is done by measuring out the same
quantity over and over until no more groups can be formed.
Directions: Draw a model by creating the total number of objects needed for the problem.
šƒ’Ž‡ǣˆƒϐŽ‘”‹•–Šƒ•ͷͶϐŽ‘™‡”•ǡŠ‘™ƒ›˜ƒ•‡•ˆ—ŽŽ‘ˆ͸ϐŽ‘™‡”•…ƒ•Š‡…”‡ƒ–‡ǫ
1. ”ƒ™ͷͶ–ƒŽŽ›ƒ”•–‘”‡’”‡•‡––Š‡–‘–ƒŽ—„‡”‘ˆϐŽ‘™‡”•Ǥ
2. ‹”…Ž‡‰”‘—’•‘ˆ͸ϐŽ‘™‡”•–‘†‡–‡”‹‡–Š‡—„‡”‘ˆ˜ƒ•‡•Ǥ
3. Write a multiplication and division equation to represent the process.
9 × 6 = 54
54 ÷ 9 = 6
1. Melissa has 48 pencils. If she uses 8 a month, how many months will they last?
2. Jason won 21 free DVD rentals. If he uses 3 a week, how many weeks can he watch free
movies?
3rd Grade
Measurement Task
3.13
Name
SCHOOL-HOME CONNECTION
Date
Today we worked on multiplying by a multiple of 10. They learned to build on their
knowledge of arrays to create larger arrays using graph paper and box-line-dot methods.
Help your child solidify what they have learned by completing the problems.
Show problems 1 and 2 on the back using graph paper.
1. 2 x 30
2. 3 x 50
Use the box-line-dot method on problems 3 and 4.
Example: 4 x 20
20
4
3. 7 x 80
4. 9 x 60
3rd Grade
Multiples of Ten with Arrays
3.13
Name
Date
SCHOOL-HOME CONNECTION
Example: 4 x 20
20
4
3rd Grade
4 x 20 = 80
3_Multiples of Ten with Arrays
3.14 & 15
Name
Date
SCHOOL-HOME CONNECTION
For the past week we learned how to use box-line-dot with a place value mat to multiply.
ƒ˜‡›‘—”…Š‹Ž†‡š’Žƒ‹–‘›‘—™Šƒ––Š‡›Ž‡ƒ”‡†—•‹‰–Š‡ϐ‹”•–’”‘„Ž‡ƒ•ƒ‡šƒ’Ž‡
and then help your child solidify what they learned by completing the rest of the problems.
Directions: Use box-line-dot representation to help you solve the problem, then write the
answer.
Example:
3 x 90
5 x 40
6 x 30
Mental Math
1. 3 x 20 =
3. 6 x 10 =
2. 4 x 90 =
4. 8 x 30 =
3rd Grade
Multiples of Ten with Place Value
3.16
Name
Date
SCHOOL-HOME CONNECTION
Today we learned how to use an open number line to represent multiplying by a multiple
of ten. Help your child work the problems below. An example is shown (see # 1).
Instructions: Represent the multiplication problem by using multiples of 10 on an open
number line.
1. Example:
3 x 80
>TTTTTTTTTTTTTTTTT@
0
80
160
240
2. 5 x 20
>TTTTTTTTTTTTTTTTT@
3. 8 x 30
>TTTTTTTTTTTTTTTTT@
4. 9 x 40
>TTTTTTTTTTTTTTTTT@
3rd Grade
Multiples of Ten with Number Lines
3.17
Name
Date
SCHOOL-HOME CONNECTION
Today we learned the x5 multiplication equations. Help your child solidify what they
Ž‡ƒ”‡†„›…—––‹‰‘—––Š‡ϐŽƒ•Š…ƒ”†•ƒ†’”ƒ…–‹…‹‰Ǥ
3rd Grade
0
x 5
1
x 5
2
x 5
3
x 5
4
x 5
5
x 5
6
x 5
7
x 5
8
x 5
9
x 5
10
x 5
Five as a Factor
3.17
Name
Date
SCHOOL-HOME CONNECTION
2
x 5
10
5
x 5
25
8
x 5
40
3rd Grade
1
x 5
5
4
x 5
20
7
x 5
35
10
x 5
50
0
x 5
0
3
x 5
15
6
x 5
30
9
x 5
45
Five as a Factor
3.18
Name
SCHOOL-HOME CONNECTION
Date
Today we learned how to multiply three factors using the associative property of
multiplication. Have your child show you what they learned. An example is provided so
you can help guide your child.
Example Problem:
Blake needs to purchase several cans of tennis balls for an upcoming tournament. The tennis balls are
packaged 3 to a can. Each tennis ball is $2. Blake purchases 7 cans. How much will Blake pay for all the
tennis balls?
One way:
Step 1. Find the cost for each can.
3 tennis balls x $2 for each ball = $6 for each can
Step 2. Multiply by the number of cans purchased.
7 cans x $6 for each can = $42 for all the cans
Instructions:
Decide what three numbers you will be using to solve the problem, then determine the
order you will use to solve the problem. Write the steps you took and the answer you get.
1. William has 4 horses. Each one eats 5 pounds of oats twice a day. How many pounds
of food do his horses eat each day?
Solve:
2. (4 x 5) x 6 =
3rd Grade
3. 4 x (5 x 6) =
Associative Property of Multiplication Task
3.19
Name
Date
SCHOOL-HOME CONNECTION
Today we learned how to apply the order of operations to an expression. Parentheses
†‡•‹‰ƒ–‡–Šƒ––Š‡‡š’”‡••‹‘‹•‹†‡•Š‘—Ž†„‡•‹’Ž‹ϐ‹‡†ϐ‹”•–Ǥ—Ž–‹’Ž‹…ƒ–‹‘ƒ††‹˜‹•‹‘
ƒ”‡’‡”ˆ‘”‡†‡š–Ǣ–Š‡ƒ††‹–‹‘ƒ†•—„–”ƒ…–‹‘ǤŠ‡ϐ‹”•–’”‘„Ž‡‹•ƒ‡šƒ’Ž‡Ǥ
‹”‡…–‹‘•ǣ”‹–‡ƒ‡“—ƒ–‹‘ǤŽƒ…‡’ƒ”‡–Š‡•‡•ƒ”‘—†–Š‡‘’‡”ƒ–‹‘’‡”ˆ‘”‡†ϐ‹”•–
and solve the problem.
Example:
A tire shop needs to check the tires of 8 cars. Each
…ƒ”Šƒ•Ͷ–‹”‡•Ǥˆ͵‘ˆ–Š‡–‹”‡•ƒ”‡ϐŽƒ–ǡŠ‘™ƒ›
–‹”‡•™‡”‡‘–ϐŽƒ–ǫ
(4 + 4 + 4 + 4 + 4 + 4 + 4 + 4) - 3 =
(8 x 4) - 3 =
32 - 3 = 29
1.
Brandie prepared party favor bags for her guests at
her birthday party. Each bag had 4 suckers and 3
wrapped gum balls. How many pieces of candy are
there in 8 bags?
Simplify:
2. 2 x 6 + 4
3rd Grade
3. (15 - 8) x 2
4. 20 - 3 x 4
Order of Operations
3.20
Name
Date
SCHOOL-HOME CONNECTION
Today we learned how to write equations to represent two-step word problems using
symbols and letters in the equation and solve. Help your child determine the picture to
†”ƒ™–‘”‡’”‡•‡––Š‡Dz–™‘Ǧ•–‡’™‘”†’”‘„Ž‡dzƒ†–Š‡ϐ‹ŽŽ‹™‹–Š–Š‡ƒ–Š•›„‘Ž•–‘
•‘Ž˜‡–Š‡‡“—ƒ–‹‘ǤŠ‡ϐ‹”•–’”‘„Ž‡‹•ƒ‡šƒ’Ž‡Ǥ
Instructions: Draw a picture of the word problem, then write an equation for the word
problem and solve.
Example:
1. Martha is buying picture frames. One frame for each family member. She wants 4 small
frames that cost $3 each. She also wants 1 large frame for $8. How much money is
Martha spending?
$3
$3
$3
$3
$8
$3 + $3 + $3 + $3 + $8 =
(4 x $3) +$8 = $20
2. Liam wants to place 24 pieces of candy equally between 4 friends. His sister took 4
pieces of candy before he could divide the candy up. How many pieces of candy does
Liam have now? How many pieces will go into each bag? How many pieces of candy
would each friend get if Liam’s sister had not taken the candy?
Solve:
3. 4 x
3rd Grade
+ 2 = 26
4. 845 =
- (5 x 5)
5. 2 x 5 + 15 =
Writing Equations
3.21
Name
SCHOOL-HOME CONNECTION
Date
Today we learned how to solve a task by drawing a picture and writing equations to solve
the task. Help your child determine the picture to draw to represent the “two-step word
’”‘„Ž‡ǡdzƒ†–Š‡ϐ‹ŽŽ‹™‹–Š–Š‡ƒ–Š•›„‘Ž•–‘•‘Ž˜‡–Š‡‡“—ƒ–‹‘Ǥ
A grocery store displayed three boxes of six bananas. How many pieces of fruit did the
store display?
3rd Grade
Equations Task
3.22
Name
Date
SCHOOL-HOME CONNECTION
Today we learned the x1 multiplication equations. Help your child solidify what they
Ž‡ƒ”‡†„›…—––‹‰‘—––Š‡ϐŽƒ•Š…ƒ”†•ƒ†’”ƒ…–‹…‹‰Ǥ
3rd Grade
0
x 1
1
x 1
2
x 1
3
x 1
4
x 1
5
x 1
6
x 1
7
x 1
8
x 1
9
x 1
10
x 1
One as a Factor
3.22
Name
Date
SCHOOL-HOME CONNECTION
2
x 1
2
5
x 1
5
8
x 1
8
3rd Grade
1
x 1
1
4
x 1
4
7
x 1
7
10
x 1
10
x
x
x
x
0
1
0
3
1
3
6
1
6
9
1
9
One as a Factor
3.23
Name
Date
SCHOOL-HOME CONNECTION
Today we learned the x0 multiplication equations. Help your child solidify what they
Ž‡ƒ”‡†„›…—––‹‰‘—––Š‡ϐŽƒ•Š…ƒ”†•ƒ†’”ƒ…–‹…‹‰Ǥ
3rd Grade
0
x 0
1
x 0
2
x 0
3
x 0
4
x 0
5
x 0
6
x 0
7
x 0
8
x 0
9
x 0
10
x 0
Zero as a Factor
3.23
Name
Date
SCHOOL-HOME CONNECTION
2
x 0
0
5
x 0
0
8
x 0
0
3rd Grade
1
x 0
0
4
x 0
0
7
x 0
0
10
x 0
0
x
x
x
x
0
0
0
3
0
0
6
0
0
9
0
0
Zero as a Factor
4.1
Name
Date
SCHOOL-HOME CONNECTION
Today we learned the x3 multiplication equations. Help your child solidify what they
Ž‡ƒ”‡†„›…—––‹‰‘—––Š‡ϐŽƒ•Š…ƒ”†•ƒ†’”ƒ…–‹…‹‰Ǥ
3rd Grade
2
x 3
1
x 3
0
x 3
5
x 3
4
x 3
3
x 3
8
x 3
7
x 3
6
x 3
10
x 3
9
x 3
Three as a Factor
4.1
Name
Date
SCHOOL-HOME CONNECTION
3rd Grade
0
x 3
0
3
x 3
9
6
x 3
18
9
x 3
27
1
x 3
3
4
x 3
12
7
x 3
21
10
x 3
30
2
x 3
6
5
x 3
15
8
x 3
24
Three as a Factor
4.2
Name
Date
SCHOOL-HOME CONNECTION
Today we learned to use an array to model division equations. Have your child tell you
what they learned and then show you how they model arrays in a division equation. The
ϐ‹”•–’”‘„Ž‡‹•ƒ‡šƒ’Ž‡‘ˆ™Šƒ––Š‡›‡‡†–‘†‘Ǥ
‹”‡…–‹‘•ǣ”ƒ™ƒƒ””ƒ›–‘”‡’”‡•‡––Š‡–‘–ƒŽǤ‹†–Š‡‹••‹‰ˆƒ…–‘”ƒ†ϐ‹ŽŽ‹–Š‡
matching equations.
‹–ǣDzšdz‹ƒ—Ž–‹’Ž‹…ƒ–‹‘‡“—ƒ–‹‘‡ƒ•Dz‰”‘—’•‘ˆdz‘”Dz”‘™•‘ˆǤdzŠ‡ϐ‹”•–ˆƒ…–‘”‹ƒ
equation represents the groups or rows.
Array
3
Example:
Equations
6 ÷ 2
2
2
=3
×3=6
1.
8÷2 =
2
2×
=8
12 ÷
=4
2.
4
× 4 = 12
3.
12 ÷ 2 =
2×
= 12
2
3rd Grade
Divide using Area Models
4.3
Name
Date
SCHOOL-HOME CONNECTION
Today we learned
l
d about
b
fact
f families. They learned about how division is the inverse of
multiplication just like the relationship between addition and subtraction. They know that
there are three numbers that make a multiplication equation and that those three numbers
ƒŽ•‘ƒ‡–Š‡†‹˜‹•‹‘‡“—ƒ–‹‘ǤŠ‡ϐ‹”•–’”‘„Ž‡‹•ƒ‡šƒ’Ž‡‘ˆ™Šƒ–›‘—”…Š‹Ž†
learned. Please help your child to complete the fact families for the other problems.
•–”—…–‹‘•ǣ‘’Ž‡–‡–Š‡’”‘„Ž‡•„›ϐ‹†‹‰–Š‡ˆ‘—”‡“—ƒ–‹‘•–Šƒ–ƒ‡—’–Š‡ˆƒ…–
family.
Note: There are two multiplication facts and two division facts for each problem.
Example:
1.
2.
60
8
24
3.
2
3rd Grade
10
16
Fact Families
4.4
Name
SCHOOL-HOME CONNECTION
Date
Today we learned how to use number lines to divide. Have your child show you how they
—•‡†–Š‡—„‡”Ž‹‡Ǥ‡šƒ’Ž‡‹••Š‘™ˆ‘”„‘–Š”‡’‡ƒ–‡†ƒ††‹–‹‘ȋ…‘—–‹‰—’Ȍƒ†
”‡’‡ƒ–‡†•—„–”ƒ…–‹‘ȋ…‘—–‹‰„ƒ…ȌǤ
Instructions: Draw the repeated jumps used to solve the equation. Label your jumps.
Example: 24 ÷
=8
24 is how many jumps of 8?
խ‘—–—’ȋ•–ƒ”–ƒ–ͲȌ
>?GDDDDDDDGDDDDDDDGDDDDDDD#G
@
՚‘—–„ƒ…ȋ•–ƒ”–ƒ–ʹͶȌ
>?GDDDDDDDGDDDDDDDGDDDDDDD#G
@
1. 12 ÷
=4
>GDDDDDDDDDDDDDDDDDDDDDDDDDG@
2. 20 ÷
=5
>GDDDDDDDDDDDDDDDDDDDDDDDDD#G@
3. 50 ÷
=5
>GDDDDDDDDDDDDDDDDDDDDDDDDDG@
3rd Grade
Division on a Number Line
4.6
Name
Date
SCHOOL-HOME CONNECTION
Today we learned the x4 multiplication equations. Help your child solidify what they
Ž‡ƒ”‡†„›…—––‹‰‘—––Š‡ϐŽƒ•Š…ƒ”†•ƒ†’”ƒ…–‹…‹‰Ǥ
3rd Grade
2
x4
1
x4
0
x4
5
x4
4
x4
3
x4
8
x4
7
x4
6
x4
10
x4
9
x4
Four as a Factor
4.6
Name
Date
SCHOOL-HOME CONNECTION
3rd Grade
0
x4
0
3
x4
12
6
x4
24
9
x4
36
1
x4
4
4
x4
16
7
x4
28
10
x4
40
2
x4
8
5
x4
20
8
x4
32
Four as a Factor
4.7
Name
SCHOOL-HOME CONNECTION
Date
Today we learned to use addition to combine 2 or more area models. Have your child
•Š‘™›‘—Š‘™–Š‡›ƒ……‘’Ž‹•Š–Š‹•ǤŠ‡ϐ‹”•–’”‘„Ž‡‹•ƒ‡šƒ’Ž‡Ǥ
1.
}
10 + 18 = 28
10
}
18
2.
_____ + _____ = _____
3.
_____ + _____ = _____
4.
_____ + _____ + _____ = _____
3rd Grade
Combining Area Models
4.8
Name
Date
SCHOOL-HOME CONNECTION
Today we learned
l
d to to combine area models using equations involving multiplication and
ƒ††‹–‹‘Ǥƒ˜‡›‘—”…Š‹Ž†•Š‘™›‘—Š‘™–Š‡›ƒ……‘’Ž‹•Š–Š‹•ǤŠ‡ϐ‹”•–’”‘„Ž‡‹•ƒ
example.
1.
4x3 + 2x2
12
2.
3.
4.
+
4
=
= 16
+
=
+
=
+
=
+
=
+
+
=
+
+
=
+
=
+
=
5.
3rd Grade
Equations to Represent Area Models
4.9
Name
Date
SCHOOL-HOME CONNECTION
Today we learned to decompose larger area models using the distributive property. Have
your child show you how they accomplish this. An example has been done for you.
Solve the problems below using the distributive property.
Example:
6
4x6
Ͷ
1.
6
ȋʹΪʹȌš͸ ȋʹš͸ȌΪȋʹš͸Ȍ
12 + 12 = 24
5x6
5
2.
7
7x7
7
3rd Grade
Distributive Property
4.11
Name
Date
SCHOOL-HOME CONNECTION
Today we learned the x6 multiplication equations. Help your child solidify what they
Ž‡ƒ”‡†„›…—––‹‰‘—––Š‡ϐŽƒ•Š…ƒ”†•ƒ†’”ƒ…–‹…‹‰Ǥ
3rd Grade
2
x6
1
x6
0
x6
5
x6
4
x6
3
x6
8
x6
7
x6
6
x6
10
x6
9
x6
Six as a Factor
4.11
Name
Date
SCHOOL-HOME CONNECTION
3rd Grade
0
x6
0
3
x6
18
6
x6
36
9
x6
54
1
x6
6
4
x6
24
7
x6
42
10
x6
60
2
x6
12
5
x6
30
8
x6
48
Six as a Factor
4.12
Name
Date
SCHOOL-HOME CONNECTION
Today we learned to use the distributive property and compatible numbers to solve
—Ž–‹’Ž‹…ƒ–‹‘’”‘„Ž‡•Ǥƒ˜‡›‘—”…Š‹Ž†•Š‘™›‘—Š‘™–Š‡›ƒ……‘’Ž‹•Š–Š‹•ǤŠ‡ϐ‹”•–
problem is an example.
Use distributive property to solve.
Example: 4 x 6
ȋʹΪʹȌš͸
ȋʹš͸ȌΪȋʹš͸Ȍ
12 + 12 = 24
ͳȌͶš͹
ʹȌͺš͵
͵ȌͶšͷ
ͶȌͻš͸
3rd Grade
Compatibility with the Distributive Property
4.13
Name
Date
SCHOOL-HOME CONNECTION
Today we learned to interpret an equal sign in an equation as “equivalent to.” Have
your child show you how they accomplish this. See the independent practice page for
examples.
List at least 3 solutions to the above equation.
1.
2.
3.
Are these equations balanced? If not, make corrections so they are.
1. 6 + 1 = 7
4. 5 + 7 = 7 + 5
2. 7 = 12 - 2
5. 9 - 4 = 11 - 6
3. 4 = 4
6. 8 x 4 = 3 x 10
3rd Grade
What is Equivalence
4.14
Name
Date
SCHOOL-HOME CONNECTION
Today we learned to use letters and symbols when writing equations to represent
situations given in a word problem. Have your child show you how they accomplish this.
Š‡ϐ‹”•–’”‘„Ž‡‹•ƒ‡šƒ’Ž‡Ǥ
Write an equation for the following word problems and solve.
1. Š‡”‡ƒ”‡͸ϐ‹”‡•–ƒ–‹‘•‹‡ƒ…Š…‹–›Ǥƒ…Šϐ‹”‡•–ƒ–‹‘Šƒ•ͷϐ‹”‡‡Ǥ—”‹‰–Š‡
™‡‡ǡ–Š‡…‹–›Š‹”‡†•‘‡‘”‡ϐ‹”‡‡Ǥ‘™–Š‡”‡ƒ”‡Ͷ͵–‘–ƒŽϐ‹”‡‡Ǥ‘™ƒ›
ƒ††‹–‹‘ƒŽϐ‹”‡‡™‡”‡Š‹”‡†Ǥ
ȋ͸šͷȌڈαͶ͵
30 + f = 43
f = 43 - 30
f = 13
43
ȋ͸šͷȌ
f
2. While at the zoo, Jada counted 49 zebra, 34 monkeys, and some giraffes. She counted a
total of 92 animals. How many giraffes did she count?
3. Conner has 3 bags of candy. There are 20 pieces of candy in each bag. How many
pieces of candy does he have?
3rd Grade
Letters & Symbols
4.15
Name
SCHOOL-HOME CONNECTION
Date
Today we learned to solve tasks involving writing equations with variables. Have your
…Š‹Ž†•Š‘™›‘—Š‘™–Š‡›ƒ……‘’Ž‹•Š‡†–Š‹•ǤŠ‡ϐ‹”•–’”‘„Ž‡‹•ƒ‡šƒ’Ž‡Ǥ
šƒ’Ž‡ǣ ‡™”‹–‡–Š‡ϐ‹”•–‡“—ƒ–‹‘ǣ†Ǧͳͺα͹
Solve for the variable:
d = 18 + 7
d = 25
Instructions: Solve for each unknown number.
1. 24 ÷ f = 8
f=
2. 30 x 5 = k
k=
͵ǤʹΪȋš͵ȌαʹͲ
α
ͶǤȋͷš„ȌǦͳͲα͵Ͳ
„α
3rd Grade
Variables Task
4.16
Name
Date
SCHOOL-HOME CONNECTION
Today we learned the x9 multiplication equations. Help your child solidify what they
Ž‡ƒ”‡†„›…—––‹‰‘—––Š‡ϐŽƒ•Š…ƒ”†•ƒ†’”ƒ…–‹…‹‰Ǥ
3rd Grade
2
x9
1
x9
0
x9
5
x9
4
x9
3
x9
8
x9
7
x9
6
x9
10
x9
9
x9
Nine as a Factor
4.16
Name
Date
SCHOOL-HOME CONNECTION
3rd Grade
0
x9
0
3
x9
27
6
x9
54
9
x9
81
1
x9
9
4
x9
36
7
x9
63
10
x9
90
2
x9
18
5
x9
45
8
x9
72
Nine as a Factor
4.17
Name
Date
SCHOOL-HOME CONNECTION
Today we learned to add and subtract using a bar model. Have your child show you how
they accomplish this.
•–”—…–‹‘•ǣ”‡ƒ–‡ƒ„ƒ”‘†‡Žˆ‘”–Š‡’”‘„Ž‡•„‡Ž‘™ƒ†–Š‡•‘Ž˜‡ǤŠ‡ϐ‹”•–’”‘„Ž‡
is an example.
Example: Adam found 548 seashells on the beach. He gave 225 of them to his sister Jan.
How many seashells does he have now?
548 Total
? Adam
225 Jan
548 - 225 = 323
1. Mike has 136 books in his home. He has read 43 of them. How many has Mike not
read?
2. Keith has $158 in the bank and his sister has $232 in the bank. How much do they have
together?
3. Joan picked 315 apples at her father’s farm this week. Her brother Fred picked 25
fewer than Joan. How many did Fred pick?
3rd Grade
Add and Subtract with Bar Models
4.18
Name
Date
SCHOOL-HOME CONNECTION
Today we learned to multiply and divide using a bar model. Have your child show you how
they accomplish this.
•–”—…–‹‘•ǣ”‡ƒ–‡ƒ„ƒ”‘†‡Žˆ‘”–Š‡’”‘„Ž‡•„‡Ž‘™ƒ†–Š‡•‘Ž˜‡ǤŠ‡ϐ‹”•–’”‘„Ž‡
is an example.
Example: Jessica, Maren and Holly have 24 crayons together. If they shared the crayons
equally, how many would each friend get?
24 crayons
Jessica
Maren
Holly
24 ÷ 3 = 8
3 x 8 = 24
1. Tom worked 40 hours the last 5 days. If he worked the same number of hours each day,
how many hours did he work each day?
2. Some friends went to lunch. The total bill was $32. They split the bill evenly and each
paid $8 dollars. How many friends went to lunch?
3. Sharon has nine $5 bills. How much money does Sharon have?
3rd Grade
Multiplication and Division with Bar Models
4.19
Name
Date
SCHOOL-HOME CONNECTION
Today we learned to solve a two-step word problem using bar models. Have your child
show you how they accomplish this.
•–”—…–‹‘•ǣ”‡ƒ–‡„ƒ”‘†‡Ž•ˆ‘”–Š‡’”‘„Ž‡•„‡Ž‘™ƒ†–Š‡•‘Ž˜‡ǤŠ‡ϐ‹”•–’”‘„Ž‡
is an example.
Example: Jill wants to see all the paintings in the Colombian art museum. She saw 630 of
–Š‡‹–Š‡ϐ‹”•–™‡‡ǤŠ‡•‡…‘†™‡‡ǡ•Š‡‡™–Šƒ–•Š‡Šƒ†ͳͲ‘”‡”‘‘•–‘˜‹•‹–
with 8 paintings in each room. How many paintings are in the museum?
second week
paintings in museum
?
?
8
8
8
8
8
8
10 x 8 = 80
8
8
8
8
͸͵Ͳϐ‹”•–™‡‡
80 second week
630 + 80 = 710
1. At the water park there are 6 water slides, 1 wave pool and 2 sections of the park with
7 rides each. How many attractions are at the park?
2. Samantha has 286 stickers. Mandy has 28 more than Samantha. How many stickers do
Samantha and Mandy have together?
3rd Grade
Two-Step Problems with Bar Models
4.21
Name
Date
SCHOOL-HOME CONNECTION
x8 Flash Cards
3rd Grade
2
x8
1
x8
0
x8
5
x8
4
x8
3
x8
8
x8
7
x8
6
x8
10
x8
9
x8
Eight as a Factor
4.21
Name
Date
SCHOOL-HOME CONNECTION
3rd Grade
0
x8
0
3
x8
24
6
x8
48
9
x8
72
1
x8
8
4
x8
32
7
x8
56
10
x8
80
2
x8
16
5
x8
40
8
x8
64
Eight as a Factor
4.22
Name
Date
SCHOOL-HOME CONNECTION
Today we learned to estimate using compatible numbers. Have your child show you how
–Š‡›ƒ……‘’Ž‹•Š–Š‹•„›…‘’Ž‡–‹‰–Š‡’”‘„Ž‡•„‡Ž‘™ǤŠ‡ϐ‹”•–’”‘„Ž‡‹•ƒ‡šƒ’Ž‡Ǥ
Instructions: Estimate using compatible numbers. Show the steps you used to solve.
Example:
86
80
+ 15
+ 10
90
90
or +10
100
85
or + 15
100
ͳȌ
ͳͶʹ
+ 65
ʹȌ
ͳͺͶ
- 151
͵Ȍ
ʹ͸ͺ
+ 25
ͶȌ
͵͹ͳ
- 85
ͷȌ
Ͷ͵ʹ
+174
͸Ȍ
͹ͷ͵
- 146
3rd Grade
Estimation: Compatible Numbers
4.23
Name
Date
SCHOOL-HOME CONNECTION
Today we learned to understand when, why, and how to estimate. They learned to use
either rounding or front-end estimation as their tool when estimating. Have your child
show you how they accomplish this by completing the problems below. Two examples
have been provided.
Instructions: Estimate using either of the methods. Solve showing your work.
Examples:
Rounding
168
+ 25
Front-End
170
+ 30
200
168
+ 25
100 + 80 = 180
ͳȌ
ʹͻ͵
+ 17
ʹȌ
ʹ͵ʹ
- 67
͵Ȍ
͹ͻ
+ 53
ͶȌ
͸ͺ͸
- 435
3rd Grade
Rounding and Front-End Estimation
4.24
Name
Date
SCHOOL-HOME CONNECTION
Today we learned to assess what is reasonable. Have your child show you how they
ƒ……‘’Ž‹•Š–Š‹•„›…‘’Ž‡–‹‰–Š‡’”‘„Ž‡•„‡Ž‘™ǤŠ‡ϐ‹”•–’”‘„Ž‡‹•ƒ‡šƒ’Ž‡Ǥ
Circle the one answer that is reasonable?
ͳȌ
ʹȌ
400 lbs or 4,000 lbs
Which estimate is reasonable?
͵Ȍ ͳͺΪ͹͵ΪͻͷჄ‘—–ͳͲͲ‘”ʹͲͲ
$150 or $1,500
ͶȌ͸ͷͺǦͳͲ͸Ⴤ‘—–ͷͷͲ‘”͸ͷͲ
What is a reasonable answer for these problems?
ͷȌ ʹͶ͹ǦͳͲͺα
͸Ȍ
͸ͺ͵ΪͳʹͲα
ͺȌ
ͷͶͳǦʹͷͻα
͹Ȍ
ʹʹͷΪͶ͹͸α
3rd Grade
What is Reasonable?
4.25
Name
SCHOOL-HOME CONNECTION
Date
Today we learned to solve two-step word problems using variables. They have learned
to assess whether or not the answer is reasonable. Have your child show you how they
accomplish this by completing the problems below.
1. Lucy saved $30 each month for 4 months. She wants to buy a $200 art set. How much
more money does she need?
2. Carra weighs 4 identical pencils and a ruler. The total weight of these items is 55
grams. She weighs the ruler by itself and it weighs 19 grams. How much does each
pencil weigh?
3rd Grade
™‘Ǧ–‡’‘”†”‘„Ž‡•ȋƒ›ͳȌ
4.26
Name
Date
SCHOOL-HOME CONNECTION
x7 Flash Cards
3rd Grade
2
x7
1
x7
0
x7
5
x7
4
x7
3
x7
8
x7
7
x7
6
x7
10
x 7
9
x7
Seven as a Factor
4.26
Name
Date
SCHOOL-HOME CONNECTION
3rd Grade
0
x7
0
3
x7
21
6
x7
42
9
x7
63
1
x7
7
4
x7
28
7
x7
49
10
x 7
70
2
x7
14
5
x7
35
8
x7
56
Seven as a Factor
4.27
Name
Date
SCHOOL-HOME CONNECTION
Today we learned how to solve two-step word problems and how to assess whether or not
the answer is reasonable. Have your child show you how they solved the problem using
‡“—ƒ–‹‘•™‹–Š˜ƒ”‹ƒ„Ž‡•Ǥ‘—”…Š‹Ž†ƒ›ƒŽ•‘—•‡„ƒ”‘†‡Žȋ•Ȍ‹ˆ‡‡†‡†Ǥš’Žƒ‹Š‘™–Š‡
answer is reasonable.
Example: Mr. Parker has 982 pounds of grain. He feeds 240 pounds to his pigs and 460 pounds to his
cows. How much grain does he have left?
ʹͶͲΪͶ͸Ͳαˆȋˆ‡‡†•Ȍ
f = 700 pounds
ͻͺʹǦ͹ͲͲα‰ȋ‰”ƒ‹Ž‡ˆ–Ȍ
g = 282 pounds
ƒ”‘†‡Ž
f
240
460
982
700
g
1. A box of 10 markers weighs 105 grams. If the empty box weighs 15 grams, how much
does each marker weigh?
2. Mrs. Porter’s cat weighs 6 kg. Her dog weighs 22 kg more than her cat. What is the
total weight of her cat and dog?
3rd Grade
™‘Ǧ–‡’‘”†”‘„Ž‡•ȋƒ›ʹȌ
4.28
Name
SCHOOL-HOME CONNECTION
Date
Today we learned
how to
l
dh
t solve two-step word problems using variables and how to assess
whether or not the answer is reasonable. Have your child show you how they accomplish
this.
1. Derek studies for his science test for 39 minutes. He then does 6 chores. Each chore
takes him 3 minutes. How many minutes does Derek spend studying and doing chores?
2. Mr. Allen buys 8 boxes of granola bars for a party. Each box has 9 granola bars. After
the party, there are 39 bars left. How many bars were eaten during the party?
3rd Grade
™‘Ǧ–‡’‘”†”‘„Ž‡•ȋƒ›͵Ȍ
4.29
Name
SCHOOL-HOME CONNECTION
Date
Today we learned how to solve two-step word problems and how to assess whether or not the answer is
reasonable. Have your child show you how they solved the problem using equations with variables. Your
…Š‹Ž†ƒ›ƒŽ•‘—•‡„ƒ”‘†‡Žȋ•Ȍ‹ˆ‡‡†‡†Ǥš’Žƒ‹Š‘™–Š‡ƒ•™‡”‹•”‡ƒ•‘ƒ„Ž‡Ǥ
Example: A boy has 17 pieces of candy. He is given three bags of candy. There are 20 pieces of candy in
each bag. How many pieces of candy does the boy have?
͵šʹͲα…ȋ…ƒ†›Ȍ
c = 60 pieces
͸ͲΪͳ͹α–ȋ–‘–ƒŽȌ
t = 77
ƒ”‘†‡Ž
1. Sherry uses 72 centimeters of ribbon to wrap gifts. Of that total, she uses 24
centimeters to wrap a big gift. She uses the remaining ribbon for 6 small gifts. How
much ribbon will she use for each small gift if she uses the same amount on each?
2. Ms. Walter buys 7 boxes of snacks. Each box has 12 packets of fruit snacks and 18
packets of cashews. How many snacks did she buy altogether?
3rd Grade
™‘Ǧ–‡’‘”†”‘„Ž‡•ȋƒ›ͶȌ