Name: ______ Third Grade Homework SECOND Nine Weeks, Week FIVE Due: ______

Name: ______ Third Grade Homework SECOND Nine Weeks, Week FIVE Due: ______

Monday – Place Value

TEKS: 3.2A – Students will be able to compose and decompose numbers up to 100,000 as a sum of so many ten thousand, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate. 3.2B – Students will be able to describe the mathematical relationships found in the base-10 place value system through the hundred thousand place.

Directions: Answer the following questions about place value. Use the place value chart if you need help.

  1. In the number 481 which digit is in the hundreds place?______What is the value of this number? ______
  2. In the number 943 which digit is in the tens place?______What is the value of this number? ______
  3. In the number 237 which digit is in the tens place? ______What is the value of this number? ______
  4. In the number 1,914 which digit is in the hundreds place? ______What is the value of this number? ______
  5. In the number 108 which digit is in the tens place? ______What is the value of this number? ______
  6. In the number 24,962 which digit is in the ones place? ______What is the value of this number? ______
  7. In the number 3,861 which digit is in the thousands place? ______What is the value of this number? ______
  8. In the number 517 which digit is in the hundreds place? ______What is the value of this number? ______
  9. In the number 7,025 which digit is in the thousands place? ______What is the value of this number? ______
  10. In the number 688 which digit is in the tens place? ______What is the value of this number? ______

Tuesday – Graph Analysis

TEKS: 3.8A – Student will be able to summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals. 3.8B - Student will be able to solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.

Directions: Use the graph to complete the questions.

Travis and Jeremiah were both trying to complete 30 lessons in their online math program. Below is a graph showing the data from each month.

Month / Travis / Jeremiah
  1. Complete the table to show the data from the graph.
  1. Did Jeremiah reach his goal of completing a total of 30 online lessons? ______
  1. Did Travis reach his goal of completing a total of 30 online lessons? ______
  1. During the month of April how many more lessons did Jeremiah complete than Travis? ______

Wednesday – Addition and Subtraction, Estimating

TEKS: 3.4A – Students will be able to solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. 3.5A - Students will be able to represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations.TEKS: 3.4B – Students will be able to round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems.

Directions: Complete the problems below by estimating to the nearest ten and then use a strategy of your choice to find the actual answer.

  1. Sara and Addison were competing in a jump rope contest. On Monday Sara jumped 27 times and Addison jumped 18 times. On Tuesday Sara jumped 29 times and Addison jumped 32 times. How many jumps did they have combined?

Estimate: ______

My child has explained his/her homework to me. He/she has told me his/her strategies to solve each problem and has shown his/her thinking.

Parent Signature: ______Date: ______

Equation: ______

Strategy:

  1. Ethan and Mark were going through their baseball card collection. Ethan had 243 baseball cards and Mark had 357 baseball cards. How many more baseball cards did Mark have than Ethan?

Estimate: ______

My child has explained his/her homework to me. He/she has told me his/her strategies to solve each problem and has shown his/her thinking.

Parent Signature: ______Date: ______

Equation: ______

Strategy:

Thursday – Addition and Subtraction, Estimating

Directions: Complete the problems below by estimating to the nearest ten and then use a strategy of your choice to find the actual answer.

  1. Mrs. Johnson was spending her summer traveling with her family. In June she traveled 814 miles, in July she traveled 629 miles and in August she traveled 491 miles. How many more miles did she travel in July and August than she traveled in June?

Estimate: ______

My child has explained his/her homework to me. He/she has told me his/her strategies to solve each problem and has shown his/her thinking.

Parent Signature: ______Date: ______

Equation: ______

Strategy:

Estimate: ______

My child has explained his/her homework to me. He/she has told me his/her strategies to solve each problem and has shown his/her thinking.

Parent Signature: ______Date: ______

Equation: ______

Strategy:

  1. Don has a farm with 349 cows. In one field he has 124 cows. How many cows are in the other field?

Estimate: ______

My child has explained his/her homework to me. He/she has told me his/her strategies to solve each problem and has shown his/her thinking.

Parent Signature: ______Date: ______

Equation: ______

Strategy:

My child has explained his/her homework to me. He/she has told me his/her strategies to solve each problem and has shown his/her thinking.

Parent Signature: ______Date: ______

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