Math Sprint Review Packet
Day 1 • Operations & Algebraic Thinking
Equal Groups & Multiplication
Name: Date:
Day 1 of 30 • Score: _____ / 5
Skill Spotlight: Multiplication represents equal groups. \(4 \times 3\) means 4 groups with 3 items in each group (\(3 + 3 + 3 + 3 = 12\)).
1. Write the addition and multiplication sentence for 3 groups of 5 stars:
★★★★★ | ★★★★★ | ★★★★★
Addition: ___ + ___ + ___ = ___
Multiplication: ___ × ___ = ___
2. Fill in the missing factors:
a. 6 groups of 2 = × =
b. 2 groups of 9 = × =
3. Draw equal groups:
Draw 4 circles with 3 dots inside each circle.
4. Real-World Problem:
Marcus bought 4 packs of juice boxes for his soccer team. Each pack contains 6 juice boxes. How many juice boxes did Marcus buy in all?
Show work:
Answer: boxes
5. Quick Check: Does \(5 \times 4\) give the same total as \(4 \times 5\)? Explain why:
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 2 • Operations & Algebraic Thinking
Arrays & Row-Column Models
Name: Date:
Day 2 of 30 • Score: _____ / 5
Skill Spotlight: An array organizes objects in equal rows (horizontal) and columns (vertical). Rows × Columns = Total objects.
1. Analyze the array below and complete the statements:
● ● ● ● ● ●
● ● ● ● ● ●
● ● ● ● ● ●
Rows: _____
Columns: _____
Fact: ___ × ___ = ___
2. Draw an array for \(4 \times 4\):
Total items:
3. Draw an array for \(2 \times 7\):
Total items:
4. Classroom Problem:
Mrs. Patel arranged student desks into 5 rows with 6 desks in each row. How many desks are in the classroom?
Show equation & work:
Answer: desks
5. Commutative Property with Arrays:
A 3 by 8 array has 24 squares. If you rotate it to become an 8 by 3 array, what is the new total? _____ Write the matching multiplication equation:
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 3 • Operations & Algebraic Thinking
Multiplication Fluency: 2s, 5s, and 10s
Name: Date:
Day 3 of 30 • Score: _____ / 12
Skill Spotlight: Multiplying by 2 doubles the number. Multiplying by 5 ends in 0 or 5. Multiplying by 10 shifts digits one place left (ends in 0).
1. Rapid Fact Practice:
\(2 \times 7 = \text{\_\_\_}\)
\(5 \times 6 = \text{\_\_\_}\)
\(10 \times 4 = \text{\_\_\_}\)
\(2 \times 9 = \text{\_\_\_}\)
\(5 \times 8 = \text{\_\_\_}\)
\(10 \times 7 = \text{\_\_\_}\)
\(2 \times 4 = \text{\_\_\_}\)
\(5 \times 9 = \text{\_\_\_}\)
\(10 \times 9 = \text{\_\_\_}\)
2. Skip Counting Patterns:
2s: 2, 4, 6, , 10, , 14
5s: 5, 10, , 20, 25, , 35
10s: 10, 20, 30, , 50,
3. True or False?
Any number times 5 always ends in 5. [ ]
\(2 \times 8\) is the same as \(8 + 8\). [ ]
\(10 \times 3\) is greater than \(5 \times 6\). [ ]
4. Word Problem:
Elena has 7 nickels and 4 dimes in her pocket. How many cents does she have from nickels (5¢ each)? How many cents from dimes (10¢ each)? What is her total?
Show calculations:
Nickels: _____¢
Dimes: _____¢
Total: _____¢
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 4 • Operations & Algebraic Thinking
Multiplication Fluency: 3s, 4s, and 6s
Name: Date:
Day 4 of 30 • Score: _____ / 10
Skill Spotlight: Double-Double strategy for 4s: to find \(4 \times 6\), double 6 to get 12, then double 12 to get 24.
1. Fact Matrix:
\(3 \times 4 = \text{\_\_\_}\)
\(3 \times 7 = \text{\_\_\_}\)
\(3 \times 9 = \text{\_\_\_}\)
\(4 \times 3 = \text{\_\_\_}\)
\(4 \times 6 = \text{\_\_\_}\)
\(4 \times 8 = \text{\_\_\_}\)
\(6 \times 3 = \text{\_\_\_}\)
\(6 \times 6 = \text{\_\_\_}\)
2. Double-Double Practice:
To find \(4 \times 7\):
Step 1: Double 7 =
Step 2: Double that result =
So, \(4 \times 7\) =
3. Connection between 3s and 6s:
\(3 \times 8 = 24\)
Since 6 is double 3, \(6 \times 8\) is double 24.
\(6 \times 8\) =
4. Story Problem:
A baker puts 6 blueberry muffins in each gift box. Today she packed 8 gift boxes. How many muffins did she pack in all?
Show equation & work:
Answer: muffins
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 5 • Operations & Algebraic Thinking
Multiplication Fluency: 7s, 8s, and 9s
Name: Date:
Day 5 of 30 • Score: _____ / 10
Skill Spotlight: 9s Trick: The digits in products of 9 always add to 9 (\(9 \times 3 = 27 \rightarrow 2 + 7 = 9\)). Also, \(9 \times n = (10 \times n) - n\).
1. Tough Facts Challenge:
\(7 \times 6 = \text{\_\_\_}\)
\(7 \times 7 = \text{\_\_\_}\)
\(7 \times 8 = \text{\_\_\_}\)
\(8 \times 6 = \text{\_\_\_}\)
\(8 \times 8 = \text{\_\_\_}\)
\(9 \times 4 = \text{\_\_\_}\)
\(9 \times 7 = \text{\_\_\_}\)
\(9 \times 8 = \text{\_\_\_}\)
2. Break Apart Strategy (Distributive):
Break \(7 \times 8\) into \((5 \times 8) + (2 \times 8)\):
\(5 \times 8 = \)
\(2 \times 8 = \)
Sum: _____ + _____ =
3. Solve Using the 9s Rule:
\(9 \times 5 = (10 \times 5) - 5 = 50 - 5 =\) _____
\(9 \times 6 = (10 \times 6) - 6 = 60 - 6 =\) _____
\(9 \times 9 = (10 \times 9) - 9 = 90 - 9 =\) _____
4. Garden Word Problem:
A community garden has 8 planting beds. Each bed has 9 carrot plants. A rabbit eats 7 of the carrots. How many carrots are left?
Step 1: Total carrots planted. Step 2: Subtract eaten carrots.
Answer: carrots
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 6 • Operations & Algebraic Thinking
Division as Equal Sharing
Name: Date:
Day 6 of 30 • Score: _____ / 5
Skill Spotlight: Division means separating a total into equal groups. \(15 \div 3 = 5\) means 15 items shared equally among 3 groups gives 5 items in each group.
1. Share 18 counters equally among 3 plates. How many counters on each plate?
Plate 1
Plate 2
Plate 3
Division equation: 18 ÷ 3 =
2. Equal Sharing Facts:
\(20 \div 4 = \text{\_\_\_}\)
\(24 \div 6 = \text{\_\_\_}\)
\(35 \div 5 = \text{\_\_\_}\)
\(16 \div 2 = \text{\_\_\_}\)
3. Equal Groups Problem:
There are 32 tennis balls. Each can holds 4 balls. How many cans can be filled?
Answer: _____ cans
4. Art Class Problem:
Mr. Kim has 42 colored markers. He shares them equally among 7 art tables. How many markers does each table receive?
Write division equation:
Answer: markers
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 7 • Operations & Algebraic Thinking
Division with Arrays & Grouping
Name: Date:
Day 7 of 30 • Score: _____ / 5
Skill Spotlight: You can use arrays to divide! Total dots ÷ rows = columns, or Total dots ÷ columns = rows.
1. Use the array to answer the division questions:
■ ■ ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■ ■
Total squares: _____
Rows: _____ | Columns: _____
Write two division sentences: and
2. Divide using bar models:
28 split into 4 equal parts:
?
?
?
?
Each part = _____ (Equation: \(28 \div 4 =\) _____)
3. Quick Division Drills:
\(45 \div 9 = \text{\_\_\_}\)
\(36 \div 4 = \text{\_\_\_}\)
\(40 \div 8 = \text{\_\_\_}\)
\(27 \div 3 = \text{\_\_\_}\)
4. Field Trip Problem:
54 students are traveling by van to the science museum. If each van safely seats 6 students, how many vans are needed?
Show equation & division work:
Answer: vans
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 8 • Operations & Algebraic Thinking
Multiplication & Division Fact Families
Name: Date:
Day 8 of 30 • Score: _____ / 8
Skill Spotlight: Multiplication and division are inverse operations. A fact family triangle links 3 numbers using 2 multiplication facts and 2 division facts.
1. Complete the full fact family for the numbers {7, 8, 56}:
Multiplication: × =
Multiplication: × =
Division: ÷ =
Division: ÷ =
2. Fact Family for {6, 9, 54}:
\(6 \times 9 = \)
\(9 \times 6 = \)
\(54 \div 6 = \)
\(54 \div 9 = \)
3. Special Case (Squares):
For {6, 6, 36}, why are there only 2 unique equations in the family?
Write both equations: ___________ and ___________
4. Use Multiplication to Divide:
Think: "What number times 8 equals 48?"
Equation: \(\_\_\_ \times 8 = 48\)
So: \(48 \div 8 = \text{\_\_\_}\)
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 9 • Operations & Algebraic Thinking
Finding the Unknown in Equations
Name: Date:
Day 9 of 30 • Score: _____ / 10
Skill Spotlight: A letter or symbol represents an unknown number. Find the value that makes the equation true.
1. Find the value of \(n\) in each equation:
\(n \times 5 = 45\)
\(n = \) _____
\(7 \times n = 49\)
\(n = \) _____
\(n \times 8 = 64\)
\(n = \) _____
\(24 \div n = 4\)
\(n = \) _____
\(n \div 6 = 7\)
\(n = \) _____
\(36 \div n = 9\)
\(n = \) _____
2. Match equations with identical unknowns:
A. \(3 \times ? = 18\) → ? = _____
B. \(42 \div ? = 7\) → ? = _____
C. \(? \times 8 = 48\) → ? = _____
What is the common value? _____
3. Balance the Equation:
\(4 \times 6 = 3 \times \text{\_\_\_}\)
\(2 \times 10 = \text{\_\_\_} \times 4\)
\(36 \div 4 = \text{\_\_\_} \times 3\)
4. Puzzle Problem:
Sam has some stickers. He gives 5 stickers to each of his 7 friends and has 3 stickers left over. How many stickers did Sam start with?
Write an equation and solve:
Answer: stickers
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 10 • Operations & Algebraic Thinking
Two-Step Word Problems
Name: Date:
Day 10 of 30 • Score: _____ / 4
Skill Spotlight: Read carefully to identify both steps! Write an equation with a letter for the unknown quantity, then check if your answer is reasonable.
1. School Store:
Maya bought 3 packs of glitter pens. Each pack has 4 pens. Her teacher also gave her 5 extra pens. How many pens does Maya have now?
Step 1: Multiplication for packs
Step 2: Add extra pens
Total pens:
2. Cupcake Sale:
The PTA baked 60 vanilla cupcakes. They sold 24 at lunchtime. The remaining cupcakes were packed evenly into 4 boxes for the after-school club. How many cupcakes are in each box?
Step 1: Subtract sold cupcakes
Step 2: Divide into 4 boxes
Cupcakes per box:
3. Book Challenge:
Jamal read 8 pages each night for 5 nights. On Saturday he read 15 pages. How many total pages did Jamal read this week?
Show equation with letter \(p\):
Answer: pages
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 11 • Number & Operations in Base Ten
Place Value & Value of Digits
Name: Date:
Day 11 of 30 • Score: _____ / 8
Skill Spotlight: The position of a digit determines its value. In 3,842, the 3 is in the thousands place (worth 3,000), 8 is in hundreds (800), 4 is in tens (40), and 2 is in ones (2).
1. Identify the place and value of the underlined digit:
4,729
Place: Value:
6,105
Place: Value:
8,391
Place: Value:
5,428
Place: Value:
2. Expanded Form to Standard Form:
\(4,000 + 300 + 20 + 7 =\)
\(7,000 + 80 + 4 =\)
\(9,000 + 600 + 5 =\)
3. Write in Expanded Form:
3,582 = _________________________________
6,094 = _________________________________
4. Mystery Number Riddle:
I am a 4-digit number. My thousands digit is 5. My hundreds digit is double my thousands digit minus 2. My tens digit is 0. My ones digit is 3. What number am I?
Mystery Number:
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 12 • Number & Operations in Base Ten
Rounding to the Nearest 10 and 100
Name: Date:
Day 12 of 30 • Score: _____ / 10
Skill Spotlight: Look at the digit to the right. 5 or higher? Round up! 4 or lower? Round down (keep the rounding digit the same).
1. Round to the nearest 10 using number lines:
47 → _____
83 → _____
65 → _____
142 → _____
378 → _____
595 → _____
2. Round to the nearest 100:
328 → _____
674 → _____
450 → _____
819 → _____
1,265 → _____
2,749 → _____
3. Estimation in Action:
Estimate the sum of \(384 + 219\) by rounding each number to the nearest 100 first:
384 rounds to: _____
219 rounds to: _____
Estimated Sum: _____ + _____ = _____
4. True or False?
Both 248 and 252 round to 250 when rounded to the nearest 10. [ ]
The number 450 rounds to 400 when rounded to the nearest 100. [ ]
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 13 • Number & Operations in Base Ten
3-Digit Addition with Regrouping
Name: Date:
Day 13 of 30 • Score: _____ / 6
Skill Spotlight: Always add from right to left (ones, then tens, then hundreds). When a column reaches 10 or more, regroup to the next place value!
1. Compute the sums carefully (show your regrouping numbers):
3 4 8
+ 2 7 5
──────
5 6 9
+ 1 8 4
──────
4 2 7
+ 3 9 8
──────
6 8 3
+ 2 4 9
──────
2. Three-Addend Addition:
1 4 5
2 3 8
+ 3 2 6
──────
Sum =
3. Error Analysis:
Liam calculated \(276 + 148 = 414\). What mistake did Liam make? Find the correct answer.
Correct Sum: _____
4. Library Word Problem:
The school library checked out 384 fiction books and 268 non-fiction books during reading month. How many total books were checked out?
Show addition workspace:
Answer: books
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 14 • Number & Operations in Base Ten
3-Digit Subtraction Across Zeros
Name: Date:
Day 14 of 30 • Score: _____ / 6
Skill Spotlight: Subtracting across zero: Regroup from the hundreds to make 10 tens, then regroup from the tens to make 10 ones. Check your work using addition!
1. Solve each subtraction problem:
5 0 0
- 2 6 4
──────
7 0 4
- 3 5 8
──────
6 0 0
- 1 8 7
──────
8 0 2
- 4 6 9
──────
2. Check with Addition:
Solve \(400 - 173 = \)
Difference + 173 = ?
_____ + 173 = 400
3. Mental Math Shortcut:
Subtract 1 from both numbers to avoid regrouping:
\(500 - 247 \rightarrow 499 - 246\)
\(499 - 246 = \)
4. Theater Attendance:
The school auditorium has 500 seats. For the grade 3 musical, 342 tickets were sold. How many empty seats were left in the auditorium?
Show subtraction workspace:
Answer: seats
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 15 • Number & Operations in Base Ten
Multiplying by Multiples of 10
Name: Date:
Day 15 of 30 • Score: _____ / 10
Skill Spotlight: Use base facts to multiply by multiples of 10! Since \(3 \times 4 = 12\), then \(3 \times 40 = 12 \text{ tens} = 120\).
1. Base Fact Connections:
\(4 \times 2 = 8\)
\(4 \times 20 = \text{\_\_\_}\)
\(5 \times 6 = 30\)
\(5 \times 60 = \text{\_\_\_}\)
\(7 \times 3 = 21\)
\(7 \times 30 = \text{\_\_\_}\)
\(8 \times 4 = 32\)
\(8 \times 40 = \text{\_\_\_}\)
\(9 \times 5 = 45\)
\(9 \times 50 = \text{\_\_\_}\)
\(6 \times 8 = 48\)
\(6 \times 80 = \text{\_\_\_}\)
2. Fill in the Missing Multiplier:
\(6 \times \text{\_\_\_} = 180\)
\(\text{\_\_\_} \times 70 = 490\)
\(4 \times \text{\_\_\_} = 360\)
\(\text{\_\_\_} \times 90 = 270\)
3. Compare using >, <, or = :
\(3 \times 80\) [ ] \(4 \times 60\)
\(5 \times 50\) [ ] \(6 \times 40\)
\(8 \times 30\) [ ] \(9 \times 20\)
4. Field Day Word Problem:
There are 6 teams competing in the relay race. Each team runs 50 meters. How many total meters did all 6 teams run combined?
Write multiplication equation:
Answer: meters
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 16 • Number & Operations - Fractions
Unit Fractions & Equal Parts
Name: Date:
Day 16 of 30 • Score: _____ / 5
Skill Spotlight: A fraction represents part of a whole divided into EQUAL parts. A unit fraction has a numerator of 1 (\(\frac{1}{2}, \frac{1}{3}, \frac{1}{4}, \frac{1}{6}, \frac{1}{8}\)).
1. Identify the unit fraction represented by one shaded part:
Fraction: _____
Fraction: _____
Fraction: _____
Fraction: _____
2. Equal or Unequal Parts?
Can a shape divided into 4 unequal pieces represent fourths? Why or why not?
3. Vocabulary Match:
Numerator:
Denominator:
(Choices: Total equal parts / Shaded parts counted)
4. Waffle Problem:
Dad cut a square waffle into 4 equal sections. Sarah ate 1 section. What fraction of the waffle did Sarah eat? What fraction is left?
Sarah ate:
Fraction left:
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 17 • Number & Operations - Fractions
Building Fractions from Unit Fractions
Name: Date:
Day 17 of 30 • Score: _____ / 5
Skill Spotlight: Any fraction \(\frac{a}{b}\) is formed by combining \(a\) unit fractions of size \(\frac{1}{b}\). For example, \(\frac{3}{4} = \frac{1}{4} + \frac{1}{4} + \frac{1}{4}\).
1. Write the fraction for the shaded and unshaded portions:
Shaded: /
Shaded: /
Shaded: /
2. Decompose into Unit Fractions:
\(\frac{4}{6} = \frac{1}{6} + \text{\_\_\_} + \text{\_\_\_} + \text{\_\_\_}\)
\(\frac{5}{8} = \text{\_\_\_} + \text{\_\_\_} + \text{\_\_\_} + \text{\_\_\_} + \text{\_\_\_}\)
\(\frac{2}{3} = \frac{1}{3} + \text{\_\_\_}\)
3. Shade the Fraction:
Shade \(\frac{5}{6}\) of the strip below:
Unshaded part =
4. Pizza Party Problem:
A large pizza was cut into 8 equal slices. Brandon ate 2 slices, and Chloe ate 3 slices. What fraction of the pizza was eaten in total? What fraction remains?
Fraction eaten:
Fraction remaining:
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 18 • Number & Operations - Fractions
Fractions on a Number Line
Name: Date:
Day 18 of 30 • Score: _____ / 5
Skill Spotlight: Count the equal intervals between 0 and 1 to find the denominator. Count tick marks from 0 to locate the numerator!
1. Identify the fraction at Point A on each number line:
0 Point A 1
Point A =
0 Point B 1
Point B =
2. Partition and Plot:
Partition the number line into 8 equal parts and plot a point at \(\frac{5}{8}\):
0 1
3. Fraction Beyond 1:
Where would \(\frac{4}{3}\) be located on a number line? Explain why it is greater than 1:
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 19 • Number & Operations - Fractions
Equivalent Fractions Visuals
Name: Date:
Day 19 of 30 • Score: _____ / 6
Skill Spotlight: Equivalent fractions name the same amount or cover the same distance on a number line (\(\frac{1}{2} = \frac{2}{4} = \frac{4}{8}\)).
1. Visual Fraction Bars:
1/2
1/4
1/4
Complete the equivalence: \(\frac{1}{2} = \frac{\text{\_\_\_}}{4} = \frac{\text{\_\_\_}}{8}\)
2. Fill in the missing numerator:
\(\frac{1}{3} = \frac{\text{\_\_\_}}{6}\)
\(\frac{2}{3} = \frac{\text{\_\_\_}}{6}\)
\(\frac{3}{4} = \frac{\text{\_\_\_}}{8}\)
3. Whole Numbers as Fractions:
\(1 = \frac{4}{\text{\_\_\_}} = \frac{\text{\_\_\_}}{6}\)
\(2 = \frac{\text{\_\_\_}}{1} = \frac{\text{\_\_\_}}{4}\)
\(3 = \frac{\text{\_\_\_}}{1} = \frac{\text{\_\_\_}}{2}\)
4. Cookie Comparison:
Liam ate \(\frac{2}{4}\) of his giant cookie. Zoe ate \(\frac{4}{8}\) of her giant cookie (both cookies were the exact same size). Who ate more cookie? Explain:
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 20 • Number & Operations - Fractions
Comparing Fractions
Name: Date:
Day 20 of 30 • Score: _____ / 8
Skill Spotlight: Same Denominators: More pieces = larger fraction (\(\frac{3}{6} > \frac{2}{6}\)). Same Numerators: Smaller denominator = bigger pieces (\(\frac{1}{3} > \frac{1}{6}\))!
1. Same Denominators (compare using >, <, or =):
\(\frac{3}{4}\) [ ] \(\frac{1}{4}\)
\(\frac{2}{6}\) [ ] \(\frac{5}{6}\)
\(\frac{4}{8}\) [ ] \(\frac{7}{8}\)
2. Same Numerators (compare using >, <, or =):
\(\frac{1}{2}\) [ ] \(\frac{1}{4}\)
\(\frac{3}{8}\) [ ] \(\frac{3}{4}\)
\(\frac{2}{3}\) [ ] \(\frac{2}{6}\)
3. Order from Least to Greatest:
\(\frac{5}{8}, \frac{1}{8}, \frac{7}{8}, \frac{3}{8}\)
Order:
4. True or False?
\(\frac{1}{8}\) is greater than \(\frac{1}{4}\) because 8 is bigger than 4.
[ True / False ] - Explain why:
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 21 • Measurement & Data
Telling Time to the Nearest Minute
Name: Date:
Day 21 of 30 • Score: _____ / 6
Skill Spotlight: Short hand = Hour hand. Long hand = Minute hand. Count by 5s around the clock face, then add individual minute ticks.
1. Read the analog clocks and write the digital time:
12 3 6 9
Time: _____ : _____
12 3 6 9
Time: _____ : _____
12 3 6 9
Time: _____ : _____
2. Match the words with digital time:
Quarter past 4 =
Half past 7 =
Quarter to 10 =
3. A.M. or P.M.?
Eating breakfast: [ ]
Looking at stars at night: [ ]
Afternoon recess at 2:15: [ ]
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 22 • Measurement & Data
Elapsed Time Intervals
Name: Date:
Day 22 of 30 • Score: _____ / 5
Skill Spotlight: Use a jump number line to find elapsed time! Jump by hours first, then jumps of 10 or 5 minutes, then remaining minutes.
1. Practice Jump Number Line:
Movie starts at 2:15 PM and ends at 3:45 PM. How long was the movie?
2:15 PM +1 hour (3:15) +30 mins 3:45 PM
Elapsed Time = _____ hours and _____ minutes
2. Find the End Time:
Start: 4:20 PM
Elapsed: 35 minutes
End Time:
3. Find the Start Time:
End: 6:00 PM
Elapsed: 45 minutes
Start Time:
4. Soccer Practice Problem:
Soccer practice began at 3:30 PM. The coach spent 15 minutes on warmups, 25 minutes on scrimmage, and 10 minutes on cool down drills. At what time did practice end?
Show time calculation:
End Time:
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 23 • Measurement & Data
Liquid Volume & Mass (Liters & Grams)
Name: Date:
Day 23 of 30 • Score: _____ / 6
Skill Spotlight: 1 liter (L) is about a large water bottle. 1 gram (g) is about the mass of a paperclip. 1 kilogram (kg) is 1,000 grams (about a textbook).
1. Choose the most reasonable unit of measurement (L, mL, g, or kg):
Water in a bathtub: [ ]
Mass of an apple: [ ]
Mass of a third grader: [ ]
Juice in a juice box: [ ]
2. Reading a Beaker:
A beaker has marks at every 100 mL. If water is filled to the 600 mL line and 250 mL is poured out, how much is left?
Remaining: _____ mL
3. Balance Scale Problem:
A watermelon balances with 4 bags of flour. Each bag has a mass of 2 kg. What is the mass of the watermelon?
Mass = _____ kg
4. Lemonade Stand Word Problem:
Noah made 18 liters of lemonade for a school picnic. He poured it equally into 3 large drink dispensers. How many liters went into each dispenser?
Write division equation:
Answer: L
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 24 • Measurement & Data
Pictographs & Scaled Bar Graphs
Name: Date:
Day 24 of 30 • Score: _____ / 5
Skill Spotlight: Always check the KEY in a pictograph and the SCALE on a bar graph. One symbol or interval may represent 2, 5, or 10 items!
Favorite School Lunches Pictograph (Key: 🍕 = 4 votes):
Pizza: 🍕 🍕 🍕 🍕
Tacos: 🍕 🍕 🍕
Burgers: 🍕 🍕
Pasta: 🍕
How many students voted for Pizza? _____
How many students voted for Tacos? _____
How many more voted for Pizza than Burgers? _____
Total students surveyed: _____
Bar Graph Interpretation (Scale of 5):
Books read in October: Class A = 35 books, Class B = 50 books, Class C = 25 books.
How many books did Class B read? _____
Difference between Class B and Class C: _____
Question Creation:
Write your own math question based on the pizza lunch pictograph above, then solve it:
Answer to your question: _____
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 25 • Measurement & Data
Measurement Data & Line Plots
Name: Date:
Day 25 of 30 • Score: _____ / 5
Skill Spotlight: Measure to the nearest \(\frac{1}{2}\) and \(\frac{1}{4}\) inch. A line plot shows the frequency of each measurement using Xs above a number line.
Ruler Measurement Practice:
Measure the crayon length to the nearest quarter inch:
Length = _____ inches (Choices: \(2\frac{1}{4}, 2\frac{1}{2}, 2\frac{3}{4}\))
Pencil Lengths Line Plot (in inches):
X
X X X
X X X X
4 in 4 1/4 in 4 1/2 in 4 3/4 in 5 in
How many pencils were measured in total? _____
What was the most common pencil length? _____
How many pencils measured \(4\frac{1}{4}\) inches? _____
How many pencils were longer than \(4\frac{1}{2}\) inches? _____
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 26 • Measurement & Data - Area
Understanding Area with Unit Squares
Name: Date:
Day 26 of 30 • Score: _____ / 5
Skill Spotlight: Area is the amount of 2D space inside a flat figure, measured in square units without gaps or overlaps.
1. Find the area of each shape by counting unit squares:
Area = _____ sq units
Area = _____ sq units
Area = _____ sq units
2. Draw a rectangle with an area of 12 square units:
3. Different Shapes, Same Area:
Can two rectangles have different lengths and widths but the same area? Give an example:
4. Rug Problem:
A bedroom floor is tiled with square tiles. The rug covers 6 rows of 4 tiles each. What is the area covered by the rug?
Area = _____ square tiles
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 27 • Measurement & Data - Area
Area Formula: Length × Width
Name: Date:
Day 27 of 30 • Score: _____ / 5
Skill Spotlight: For rectangles, Area = Length × Width (\(A = l \times w\)). Remember to write your answer in square units (\(\text{sq ft}, \text{sq cm}, \text{sq m}\)).
1. Calculate the area of each rectangle:
7 ft × 4 ft
Area = _____ sq ft
9 m × 5 m
Area = _____ sq m
8 cm × 8 cm
Area = _____ sq cm
2. Decomposing Composite Shapes:
Break the L-shaped figure into two smaller rectangles to find the total area:
Rectangle A: \(4 \times 3 = \) _____ sq cm
Rectangle B: \(6 \times 2 = \) _____ sq cm
Total Area: _____ + _____ = _____ sq cm
Composite Shape
3. Garden Design Problem:
Farmer Brown wants to build a rectangular vegetable garden that is 9 feet long and 6 feet wide. What is the total area of the garden?
Show multiplication formula:
Answer: sq ft
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 28 • Geometric Measurement
Perimeter of Polygons
Name: Date:
Day 28 of 30 • Score: _____ / 5
Skill Spotlight: Perimeter is the distance AROUND the outside of a shape. Add all side lengths together: \(P = \text{side} + \text{side} + \dots\)
1. Find the perimeter of each polygon:
Triangle
Sides: 5 cm, 7 cm, 9 cm
P = _____ cm
Square
Side length: 6 inches
P = _____ in
Rectangle
Length: 8 m, Width: 3 m
P = _____ m
2. Find the Missing Side:
A rectangle has a perimeter of 24 cm.
The length is 7 cm.
What is the width? cm
3. Area vs. Perimeter Comparison:
For a 4 by 5 rectangle:
Perimeter = _____ units
Area = _____ square units
4. Dog Fence Problem:
Maya is putting a wire fence around her square dog pen. One side of the pen measures 9 meters. How many meters of fencing does Maya need in total?
Show perimeter calculation:
Answer: meters
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 29 • Geometry
Classifying Quadrilaterals
Name: Date:
Day 29 of 30 • Score: _____ / 5
Skill Spotlight: A quadrilateral is any 4-sided polygon. Subgroups include: Parallelograms (2 pairs of parallel sides), Rectangles (4 right angles), Rhombuses (4 equal sides), and Squares (both!).
1. Name the specific quadrilateral based on its properties:
4 equal sides and 4 right angles:
Shape:
4 sides, opposite sides parallel, 4 right angles:
Shape:
4 equal sides, opposite sides parallel (not right angles):
Shape:
A 4-sided polygon with exactly 1 pair of parallel sides:
Shape:
2. Always, Sometimes, or Never?
A square is ________ a rectangle.
A rectangle is ________ a square.
A rhombus is ________ a quadrilateral.
A triangle is ________ a quadrilateral.
3. Partitioning Shapes into Equal Areas:
Divide a rectangle into 4 equal areas. What fraction of the total area is each part?
Fraction: _____
Grade 3 Math Skills Review Packet Daily Independent Practice
Day 30 • Cumulative Milestone
Grand Finale 3rd Grade Math Challenge
Name: Date:
Day 30 of 30 • Final Master Challenge!
🎉 Congratulations! You reached Day 30! Complete this comprehensive spiral challenge to demonstrate your third-grade math mastery.
1. Multiplication & Division Check:
\(7 \times 8 = \) _____ | \(63 \div 9 = \) _____
\(9 \times 6 = \) _____ | \(48 \div 6 = \) _____
\(4 \times 70 = \) _____ | \(56 \div 8 = \) _____
2. Fractions Mastery:
Which is greater: \(\frac{3}{4}\) or \(\frac{3}{8}\)? Answer: _____
Write an equivalent fraction for \(\frac{1}{2}\): _____
Plot point: \(\frac{2}{4}\) is located at the halfway mark [T / F]
3. Base Ten & Measurement:
Round 568 to nearest 10: _____ & 100: _____
\(500 - 286 = \)
Movie from 1:15 to 2:45 is _____ mins
4. Geometry & Area:
Rectangle: 8 cm by 5 cm
Area = _____ sq cm
Perimeter = _____ cm
5. Multi-Step Grand Challenge:
Sofia is planting a square garden with side length 6 feet. She buys 4 packs of seeds with 8 seeds in each pack. She plants 28 seeds. How many seeds are left over? What is the area of her garden?
Seeds workspace:
Garden area workspace:
Seeds left over: _____ seeds Garden Area: _____ sq ft
Grade 3 Math Skills Mastery Completed! ★ 30-Day Math Champion ★
