Online Learning

Grade 3 Packet Day 57

Boardwork Complete these problems before beginning today’s video lessons.

Grammar
1. Label and diagram the following sentence.
Yikes! The blue and white car needs a wash, for it looks very dirty.

2. Edit the following sentence.

you did know Benjamin franklin could attend not school after the age of 10

Math
1. The pepperoni and pineapple pizza was cut into eight equal slices. After Mike, Patrick, and Nick each
took a slice, what fraction of the pizza was left?
2. Identify the fraction of a dollar for each given value.
a. 7 dimes b. 39 pennies c. 3 quarters d. 5 nickels

Literature
What do Will and Orv give up to make the money they need for their newspaper? Do you think it is
worth it? Explain.

Science
How can the phases of the Moon be compared to a calendar?

1 36-312.03-22
Homework Complete these problems after beginning today’s video lessons.

Grammar: Worksheet 47 and Diagram Ex. A #3 and Ex. B #5

Math: Worksheet 49

Literature: What does Orv mean when he describes himself as “overconfident” for the first race? How
does his attitude change for the second race? What is the new outcome?

Science: No homework

Spelling/Vocabulary: Complete Lesson 11 Exercises C from Vocabulary Book 4

Pick five words with the root “stat.” Then write an original sentence for each word that hints at the
word’s meaning.

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Name Date

Preposition

A preposition is a word that shows a relationship between a noun or pronoun and another word
or word group in a sentence. Prepositions that are made up of more than one word are called
compound propositions.
Examples: Kate ran to the park. (To shows the relationship between ran and park.)
We canceled the game because of the rain. (Because of shows the relationship
between canceled and rain.)

Exercise A: Label each bold word as a preposition (prep) or an adverb (adv).

1. Come inside before it gets too cold.

2. A stack of books collects dust on the shelf.

3. During lunch, we played games outside.

4. That goat is hopping around so awkwardly.

5. Yesterday the wind howled like wolves.

Exercise B: Underline the prepositions in the sentences below.

1. The paper under that one is mine.

2. None of the children except Hank play chess very well.

3. We still played the entire game in spite of the rain.

4. Drive within the lines to avoid a collision.

5. Because of the traffic, we arrived home rather late.

Exercise C: Underline the preposition in each sentence below. Then, rewrite the sentence using a
different preposition.

1. Some girls ran around the field. ______________________________________________________

2. The teacher stood in front of the class. _________________________________________________

3. Ronnie left after the show. ___________________________________________________________

4. A child skipped under the lights. ______________________________________________________

© 2018, Challenger Schools 1 28-223.18-19 G3 WS 47

 Proposal
Experiment, Grades 3–5

Student’s name Date

Experiment Title

Question
What is the effect of _________________________________________________________________________
independent variable

on ______________________________________________________________________________________ ?
dependent variable(s)

Ideas to Research
What are some ideas you will research or have researched in order to better understand the scientific principles
of your experiment, form a hypothesis, plan your materials and methods, and identify applications?

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

List at least three sources you have used for your research.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Hypothesis
If ________________________________________________________________________________________,

then ______________________________________________________________________________________.

Justify the hypothesis using scientific principles and valid reasoning. __________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

© 2016, Challenger Schools 1 09-367.04-17

Potential Real-World Application(s)
How will the information you discover through your experiment be useful to you and others?
Answer in complete sentences.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Materials and Methods

On the lines, write a 4–6 sentence paragraph summarizing your materials and methods. You do not need to list
each step in detail.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

If it would help to clarify your materials and methods, you may draw a picture or diagram in the space below
demonstrating how you will set up and conduct your experiment.

© 2016, Challenger Schools 2 09-367.04-17

Constants
You have already identified your independent and dependent variables. Now, list the constants in your materials
and methods.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Groups and Trials

Identify your control group, the group for which your independent variable is absent or is at its most
normal condition.

_________________________________________________________________________________________

_________________________________________________________________________________________

List your experimental group(s). Clearly identify the specific condition of the independent variable applied to
each group.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

How many samples and/or trials will you conduct for each group? ____________________________________

_________________________________________________________________________________________

Teacher Approval

Project is approved Revise and resubmit

____________________________________________ ________________________________________
Teacher signature (signifies final approval) Parent signature

Teacher comments:_________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

© 2016, Challenger Schools 3 09-367.04-17

 Arrow

This plane is easy to fold and flies straight and smooth. Add a small amount of up
elevator for long level flights.

Orient the template with the “UP” arrow at the top of the page.
Then, flip the paper over onto its backside, so that you cannot
see any of the fold lines.

Lines 1: Pull the top right corner down toward you until fold
line 1 is visible and crease along the dotted line. Repeat with the
top left corner.
 Lines 2: Fold the right side over again and crease along
fold line 2. Repeat with the left side.

Line 3: Fold the tip down toward you and crease along fold line
3. We advise skipping this step. During trials, folding the tip
downward made the arrow front-heavy, which caused it to dive
straight to the ground. We suggest leaving the tip pointed.

Lines 4: Now, flip the paper over. Then, fold the left side over
onto the right side and crease along fold line 4 so that the
outside edges of the wings line up.

Elevator

Lines 5: Fold the wings down along fold lines 5. Partially

open the folds you just created so that the wings stick out
straight. Cut two slits, one inch apart, along the back edge
of each wing for elevator adjustments. Add wing dihedral
by tilting the wings up slightly away from the fuselage. The
wings will have a slight “V” shape when viewed from the
front. Read the Introduction for more information about
dihedral. Now you are ready to fly!
 UP

1 1

3
/
X

2 2

5 5
 Condor

This plane produces tremendous lift at low speed, giving it a very low glide slope.
It is an excellent indoor flier and will coast across the room on slow, smooth glides.

Orient the template so that the “UP” arrow is at the top

of the page. Then flip the paper over so that none of the
fold lines are showing.

Line 1: Fold the top left corner down toward you until
fold line 1 becomes visible. Crease along the dotted line
and repeat with the top right corner.

Line 2: Fold the nose down until fold line 2 becomes

visible and crease along the dotted line.
Lines 3: Fold the outside wing edges in and crease
along fold lines 3.

Line 4: Fold the right half of the plane over the left
half and crease along fold line 4 so that the outside
edges of the wings line up.

Lines 5 & 6: Fold the wings down along fold

lines 5 and the winglets up along fold lines 6.
Add wing dihedral by tilting the wings up slightly
away from the fuselage. The wings will have a
slight “V” shape when viewed from the front.
Add elevator slits along the back edge of the
wings to adjust the flight if necessary. You are
ready to fly!
 1

1
4
3 3

5 5

6 6
 Dragonfly

This unusual plane gets its name from its two sets of nearly symmetrical wings
that resemble a dragonfly when viewed from the top. This plane is very aerobatic, and
will tend to loop if thrown hard outdoors.

Line 1: Begin by folding toward you along the first

fold line. Continue folding this strip over itself until
you reach the stop line. Make firm creases with each
fold. Note: Stop folding before the roll passes the
dotted line. Folding it past the dotted line will make
the plane front-heavy, which will cause it to dive into
the ground more quickly.

Line 2: After you reach the stop line, flip your

paper over and fold it in half fold line 2, so that
the two flat sides of the paper are touching.

Line 3: Cut along cut line 3 while keeping the

paper folded tightly together to ensure that both
wings match perfectly.
 Lines 4: Fold the wings down along fold lines 4.

Lines 5 & 6: Fold the front winglets up along fold

lines 5 and the back winglets down along fold lines
6. Add wing dihedral by tilting the wings up slightly
away from the fuselage. The wings will have a slight
“V” shape when viewed from the front. You are
ready to fly!
 MAKE FIRST FOLD ON THIS LINE 1

STOP FOLDING WHEN YOU REACH THIS LINE

5 5

4 4

2
3 3

6 6
Name Time

Number Chart: Multiples

Directions: Circle the multiples of 11.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

101 102 103 104 105 106 107 108 109 110

111 112 113 114 115 116 117 118 119 120

121 122 123 124 125 126 127 128 129 130

© 2018, Challenger Schools 1 28-263.03-19_G3_WS57

Name Date

Fractions of a Dollar

© 2019, Challenger Schools 1 28-263.37-20_G3_WS49

© 2019, Challenger Schools 2 28-263.37-20_G3_WS49