Summer Math PacketFor Students Entering 3rd Grade

Student’s Name: _____________________________________

Dear Parents,

This is your child’s Summer Math Packet which has beendesigned to keep student’s math skills sharp during the

o o school vacation. The problems in this packet have beenchosen to reinforce math concepts and skills learned ingrade 2. Completion of this work will prepare your child forgrade 3 mathematics in the fall.

This math packet includes the following two components:Onlin practice: • Basic fact practice

• Problem solvingStudents

Please monitor your child’s progress to ensure the work is• httos://xtramath.orci/ completed on a weekly basis, not the day before school

/horne/index begins in September. While completing the problems,students need to show all mathematical thinking and write

• ttp://WWW.QregtaflQ answers clearly.math.com/surnrner

Completed packets are due on Friday. September 2 and• httrx//www.funbrain. should be handed in to your child’s new homeroom

corn teacher. Your math specialist will record the names ofthose students who completed the packet.

Don’t forget: simple board games such as Chess,How to videos: Checkers, Yahtzee, Monopoly, and card games like

• Khan Acaderny Setback, Crazy Eights, and Uno are fun ways to promote• Learn Zillion mathematical thinking.

Your support in helping your child retain their math skills isessential! Have a safe and wonderful summer.

Sincerely,

Mary Santilli and the Math Specialist Team

Parent Signature:

Critical Math Concepts for Grades 2 and 3

In Grade 2, instructional time should focus on four critical areas: (1) extending

understanding of base-ten notation; (2) building fluency with addition and

subtraction; (3) using standard units of measure; and (4) describing and

analyzing shapes.

In Grade 3, instructional time should focus on four critical areas: (1) developing

understanding of multiplication and division and strategies for multiplication and

division within 100; (2) developing understanding of fractions, especially unit

fractions (fractions with numerator 1); (3) developing understanding of the

structure of rectangular arrays and of area; and (4) describing and analyzing

two-dimensional shapes.

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Read the clue. Write the number on the line.

The number has eight tens and three ones. S___sQ +3~~

2. The number has one ten and five ones. _________________

3. The number has one hundred, five tens, and two ones.

4. The number has six hundreds, zero tens, and six ones.

5. The number has eight hundreds, five tens, and four ones.

the value or meaning of the underlined digit.

6.567 600 6

7. 392 200 20

8. 234 9 hundreds 9 tens 9 ones

9. 742 4 hundreds 4 tens 4 ones

10. 890 900 90

Number Patterns

11. Complete the pattern.

A. 5,10, ____, ____, B.150,250,350, , C. 20, 25, 30, ___

I I I I I I I I ______

I I I I I g

12. Write more than or less than to complete thesentences.

A. Kate kept her library book for 24 days.

7 days is the same as 1 week.24 days is _________________ 1 week.

B. The skating rink was closed for 6 months.

12 months is the same as 1 year.

6 months is _____________ 1 year.

C. I went camping for 3 weeks.

About 4 weeks is the same as 1 month.

3 weeks is __________________ 1 month.

13. Write each fact family.

A.15,,8,7 B.3,6,9

__ __ __ __ __ __ __+__ __ __ __ _

7+gjs +__ __

C. 6,10,4 b.5,2,7

+ +

___+___ ___ ___ =+

E. 9,7,16 F. 11,7,18

+ - + z -

+ - = + -

Count on to find the total value. (≤.ee Co,’nS On

p°3e)

6

Total Value

16.Total Value

0;

B -

unify’

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So

14.Total Value

15.

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5-i- 1+1

(0 2—

Find the pattern and fill in the chart.

17. Joke has six quarters. He wants to trade them fornickels. How many nickels should Jake get?

Quarters 3 4 5

Nickels I

18. Find a pattern. Jane has six dimes. She wants totrade them for pennies. How many pennies should Janeget?

birnes 1 2 3 5

Pennies

19. Julie has 5 quarters. She wants to trade them in

a line of symmetry?

If yes,

20.

draw the line.

No

59.

Yes No

~lehe _

21. Shapes withj5 side~J

for nickels. How many nickels should Julie get?

boes the shape have

Yes

shapes that match the rule.

22. Shapes with more than ertic~j

Graphing

Number of Students at Pine Elementary Sc ool

Grade Number of StudentsKindergarten 30

1st 45

2~ 203rd 504th 25

Pictograph = S

Grade Level Number of Students

indergarten

1 St

2nd

7

23. Use the data in the table to complete the pictograph.

24. How many students are represented by each smiley face?

25. How many more students are in first grade than in secondgrade?

26. What is the total number of students at Pine ElementarySchool? Show your work in the space below.

Find the pattern and fill in the missing numbers.

19, 17, 15, ________, ________

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Key: c~ 5 students

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S S I

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Word Problems

34. Kendra had 13 crayons. Her dad gave her somemore crayons. Then she had 19 crayons.crayons did Kendra’s dad give her?

How many

Review:

~22, 24, 26

Multiplication

5x2z __

c3x3t___

~j~4x5z

x lOt__

crayons

35. Jane and her mom made 33 puppets for the craftfair. They sold 14 puppets. How many puppets did they hav’e.

lef4?

k4~ D~

f 1) ppets

36. There were 456 people at the art show. 221 peopleleft the art show early. How many people stayed at the

ar45kouo?

C

5C

33- 14=

people s+&c~ec(

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3

4 4 45..• 6• b. * c. ~

6:20 11:25 6:35

3& Draw the hands on the clocks.

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.10 2 10 2 (10

8 ~ b. •8 c.

Z:55

4-____ Readin’ An Analo, Clock

Determine the time shown on the clock. A n s we r s

Name:

2.

3.

4.

6)

5.

6.

9)

7.

8.

9.

10.

II.

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Students Entering Grade 3

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BASIC FACT

PRACTICE

Solve the following addition problems.

2 1 4 3 0 3 2 2 4 5+9 +1 +8 +2 +3 +3 +8 +1 +2 +9

a 6 1 3 3 2 5 4 3 5+0 +9 +2 +1 +9 +3 +3 +1 +8 +2

1 2 5 4 4 6 2 5 4 6+8 +4 +1 +9 +3 +8 +2 +8 +4 +2

Entering Grade 36/2016

Solve the following addition problems.

9 4 5 4 5 3 9 8 7 5+9 +8 +5 +8 +6 +9 +6 +8 +7 +8

2 3 8 6 9 8 5 7 6 3+9 +8 +6 +7 +8 +7 +9 +9 +8 +7

6 7 4 7 4 9 2 1 8 5__ ±6 ±~ +8 +6 +7 +8 +9 +9 +7

Entering Grade 36/2016

Solve the following addition problems.

5 7 8 9 3 5 4 5 4 9+8 +7 +8 +6 +9 +6 +8 +5 +8 +9

2 3 8 6 9 8 5 7 6 3+9 +8 +6 +7 +8 +7 +9 +9 +8 +7

6 7 4 7 4 9 2 1 8 5+9 +6 +9 +8 +6 +7 +8 +9 +9 +7

Entering Grade 36/2016

Solve the following subtraction problems.

15 6 5 11 9 10 8 12 16 8—a —6 —5 —8 —o —4 —2 —6 —9 —o

11 14 3 4 10 6 9 18 7 14—a —5 —2 —0 —3 —4 —4 —9 —a —8

10 12 7 12 13 10 17 8 13 11—a —7 —4 —3 —a —8 —9 —4 —8 —3

Entering Grade 36/2016

Solve the following subtraction problems.

15 2 6 7 18 4 8 14 7 10—6 —o —1 —5 —9 —1 —5 —9 —2 —6

10 14 5 12 5 11 3 6 10 16—8 —6 —2 —3 —2 —7 —1 —2 —5 —9

10 13 9 1 14 6 17 10 9—2 —8 —5 —1 —7 —5 —9 —4 —2

Entering Grade 36/2016

Solve the following subtraction problems.

9 16 17 8 10 13 5 14 8 12—o —9 —8 —2 —7 —8 —4 —7 —o —9

15 11 9 13 10 16 8 11 14 6—9 —8 —9 —9 —8 —8 —3 —9 —8 —1

12 18 13 12 7 10 15 11 17 12—6 —9 —7 —8 —4 —9 —8 —7 —9 —7

Entering Grade 36/2016