**Parents-
Please scroll down to see what we will be learning this year!
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We all know the story of the 3 little pigs. Can you answer the questions about
them?
Name: _____________________
Date_____________
Show your work.
1)
Once upon a time, there were three little pigs - ages 2, 4, and 6. Are their
ages even or odd?
2)
Each little pig wanted to build a house. Pig #1 wanted to build a house of
straw. Straw costs $4 a bundle. He needs 9 bundles. How much will he spend?
3)
The 2nd little pig wanted to build a house of sticks. Each bundle of sticks
weighs 5 pounds. Pig#2 needs 10 bundles. How much will they weigh?
4)
Pig #3 wanted to build a house of bricks. Each side of his 4-sided house needs
100 bricks. How many bricks will he need?
5)
How many different ways could the pigs arrange their houses?
6)
Pig #1 worked on his house 3 hours a day for 2 days. How long did he work?
7)
Pig #2 built his house in 8 hours. He worked for 4 days. How many hours did he
work each day?
8)
Pig #3 worked for 16 hours. How much longer did he work than Pig # 2?
9)
Pig #1 wanted to put in windows. He wanted to put 3 windows on each side of 2
sides of his house. How many windows will he put in?
10)
Pig 2 wanted wall to wall carpeting. He needs 20 sq. feet. The carpet was $4 a
square foot, but such a deal. He got it for half price! What did it cost him
for his carpeting?
11)
Pig 3 wanted an extension phone. He needs 1 yard of phone wire. How many feet
is this?
12)
Pig 3 also got a good deal on his on his phone bill. It cost him $2 the first
month, $4 the second month, and $6 the third month. At this rate, what will
his bill be in the 5th month?
13)
When all the work was done they decided to play. They played leap hog. Pig 1
jumped 5 feet, pig 2 jumped 8 feet, and pig 3 jumped 7 feet. How far did they
jump together?
14)
After an exciting game of leap hog, Pig 3 had an idea. To help pay for their
homes, they could open a lemonade stand. They could sell lemonade for 10 cents
a glass. If they sold 10 glasses, how much would they make?
15)
If they made $4.10 and spent $1.50 on lemonade, how much would they have left?
16)
After making all that money, they were tired. Pig #1 went to bed at 9:00 p.m.
The other 2 went to bed at 11:00 p.m. How much later did Pig 2 and 3 go to bed?
17)
They all woke up 10 hours later. What time did Pig 1 get up?
18)
For breakfast they each had 5 eggs - no bacon, of course. How many eggs did
they have?
19)
To work off their enormous breakfast, they walked for hours. Pig 1 walked 3
miles, Pig 2 walked 4 miles, and Pig 3 walked 5 miles. About how many miles
did the three pigs walk altogether?
20)
While they were walking, a very large wolf saw them. He was starving. "What a
swell meal they'd make," he thought. If he could get 5 pork chops from each
one, how many pork chops could he make?
21)
The pigs were tired and wanted to go home. Even their little piggies (feet)
hurt. As a matter of fact, they wore out their little pig shoes. How many
shoes did they wear out?
22)
Pig # 1 was getting crabby. He felt something was wrong. "We're being
followed!" he screamed. "Let's run for home!" The pigs ran and ran. They ran 4
miles in 2 minutes. How many miles did they run each minute?
23)
When they got home, Pig #1 heard a knock at his door. "Little Pig, Little Pig
let me in!" (Everyone) "Not by the hair of my chinny chin chin!" Now the wolf
was angry. He huffed and puffed and blew the house down! Little Pig No. 1
screamed and ran back to No. 2's house, which was 125 ft. away. About how far
was that?
24)
Wolf was really angry now - and hungry too! At the stick house he cried,
"Little Pig, Little Pig, let me in." (Everyone) "Not by the hair of my chinny
chin chin!" "Oh yeah?" said the wolf. "I'll show you!" And he brought out his
high powered fan he got on sale at Osco for $9.98. About how much was the fan?
25)
It took only 1 minute to blow down the stick house. How many seconds is that?
26)
Yes, the stick house blew down too. Both pigs went squealing down the road to
their brother, who like all big brothers said, "I told you so!" And they sat
down to watch TV. Their favorite show, Pigmalion, comes on at 8:00 p.m. It was
7:30 p.m. How long did they have to wait for their program?
27)
Anyway, this wolf wasn't stupid. He knew he couldn't blow down the brick house
without popping a lung so he thought...."I'll just get in my 1963 Volkswagen
and run this house down!" If it's 1999, how old was the car?
28)
Well, Mr. Wolf hadn't taken very good care of his old car, and Pig #3 did a
pretty good job with those bricks, In a contest between bricks and a
Volkswagen Beetle, the house won. The pigs were able to make 3 lovely furs for
winter, and quit their jobs to sell scrap metal. If the car weighed 1 ton, how
many pounds is that?
29)
How much money would they make selling scrap metal at $1.72 a pound? Round the
selling price of scrap metal to the nearest dollar.
30)
And so they lived happily ever after now with their successful pig-iron
business. If each pig earns $100 a week, how much will they earn altogether
for their week's work?
____________________________________________________________________________________________
New
York State Expectations of a child at the end of Grade 2 :
(What
they should already know)
-
Skip count to 100 by 2,’s, 5's, 10's
-
Count back from 1000 by 1's, 5's, 10's using a number chart
-
Skip count by 3's to 36 for multiplication readiness, skip count by 4's to 48
for multiplication readiness
-
Compare and order numbers to 100
-
Develop an understanding of the base ten system: 10 ones=1 ten 10 tens=1
hundred 10 hundreds= 1 thousand
-
Use a variety of strategies to compose and decompose two-digit numbers
-
Understand and use the commutative property of addition
-
Name the number before and the number after a given number, and name the
number(s) between two given numbers up to 100 (with and without the use of a
number line or hundreds chart)
-
Use and understand verbal ordinal terms, read written ordinal terms (first
through ninth) and use them to represent ordinal relations
-
Use zero as the identity element for addition
-
Recognize the meaning of zero in the place value system(0-100)
-
Use concrete materials tp justify a number as odd or even
-
Determine sums and differences of number sentences by various means (i.e.
families, related facts, inverse operations, addition doubles, and doubles
plus one)
-
Use a variety of strategies to solve addition and subtraction problems using
one- and two-digit numbers with and without regrouping
-
Demonstrate fluency and apply addition and subtraction facts up to and
including 18
-
Use doubling to add 2-digit numbers
-
Use compensation to add 2-digit numbers
-
Develop readiness for multiplication by using repeated addition
-
Develop readiness for division by using repeated subtraction, dividing objects
into groups (fair share)
-
Estimate the number in a collection to 100 and then compare by counting the
actual items in the collection
-
Use <,>,= (with and without the use of a number line) to compare whole numbers
up to 100
-
Describe and extend increasing or decreasing (+,-) sequences and patterns
(numbers or objects up to 100)
-
Experiment with slides, flips, and turns to compare two dimensional-shapes
-
Identify and appropriately name two-dimensional shapes: circle, square,
rectangle, and triangle (both regular and irregular)
-
Compose (put together) and decompose (break apart) two-dimensional shapes
-
Group objects by like properties
-
Explore and predict the outcome of slides, flips, and turns of two dimensional
shapes
-
Explore lines of symmetry
-
Use non-standard and standard units to measure both vertical and horizontal
lengths
-
Use a ruler to measure standard units (including whole inches and whole feet)
-
Compare and order objects according to the attribute of length
-
Recognize mass as a qualitative measure (i.e. Which is heavier? Which is
lighter?)
-
Compare and order objects, using lighter than and heavier than
-
Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5,
$10, and $20)
-
Recognize whole dollar as $1, etc.
-
Identify equivalent combinations to make one dollar
-
Tell time to the half hour and five minutes using both digital and analog
clocks
-
Select and use standard (customary) and non-standard units to estimate
measurements
-
Formulate questions about themselves and their surroundings
-
Collect and record data (using tallies) related to the questions
-
Display data in pictographs and bar graphs using concrete objects or a
representation of the object
-
Compare and interpret data in terms of describing quantity (similarity or
differences)
-
Discuss conclusions and make predictions from graph
New
York State Expectations of a child at the end of Grade 3:
(What
we will learn this year)
-
Skip count by 25's, 50's, 100's, 1000's
-
Compare and order numbers to 1000
-
Read and write whole numbers to 1000
-
Understand the place value structure of the base ten number system: 10 ones=1
ten 10 tens=1 hundred 10 hundreds= 1 thousand
-
Use a variety of strategies to compose and decompose three-digit numbers
-
Use and explain the commutative property of addition and multiplication,
Understand and use the associative property of addition
-
Use 1 as the identity element for multiplication, use the zero property of
multiplication
-
Develop an understanding of fractions as part of a whole unit and as parts of
a collection
-
Use manipulatives, visual models, and illustrations to name and represent unit
fractions (½, 1/3, 1/4, 1/5, 1/6, 1/10) as part of a whole or a set of objects
-
Understand and recognize the meaning of numerator and denominator in the
symbolic form of a fraction
-
Recognize fractional numbers as equal parts of a whole
-
Explore equivalent fractions (½, 1/3, 1/4)
-
Compare and order fractions (½, 1/3,1/4) and find their approximate locations
on a number line
-
Identify odd and even numbers
-
Develop an understanding of the properties of odd/even numbers as result of
addition and subtraction
-
Use a variety of strategies to add and subtract 3-digit numbers (with and
without regrouping)
-
Develop fluency with single-digit multiplication facts, Use a variety of
strategies to solve multiplication problems with factors up to 12x12
-
Use area model, tables, patterns, arrays, and doubling to provide meaning for
multiplication
-
Use tables, patterns, halves, and manipulatives to provide meaning for
division, Demonstrate fluency and apply single digit division facts
-
Develop strategies for selecting the appropriate computational and operational
method in problem solving situations
-
Estimate numbers up to 500
-
Recognize real world situations in which estimation (Rounding) is more
appropriate
-
Check reasonableness of an answer by using estimation
-
Use the symbols ,>,= (with and without the use of a number line) to compare
whole numbers and unit fractions (½, 1/3, 1/4, 1/5, 1/6, 1/10)
-
Describe and extend numeric (+,-) and geometric patterns
-
Define and use correct terminology when referring to shapes (circle, triangle,
square, rectangle, rhombus, trapezoid, and hexagon)
-
Identify congruent and similar figures
-
Name, describe, compare, and sort three-dimensional shape as two-dimensional
shapes
-
Identify the faces on a 3-D shape as 2-D shapes
-
Identify and construct lines of symmetry
-
Select tools and units (customary) appropriate for the length measured
-
Use a ruler/yardstick to measure to the nearest standard unit (whole and ½
inches, whole feet, and whole yards)
-
Measure objects, using ounces and pounds
-
Recognize capacity as an attribute that can be measured
-
Measure capacity , using cups, pints, quarts, and gallons
-
Count and represent combined coins and dollars, using currency symbols ($0.00)
-
Tell time to the minute, using digital and analog clocks
-
Relate unit fractions to the face of the clock: Whole=60 minutes ½=30 minutes
1/4=15 minutes
-
Select and use standard (customary) and non-standard units to estimate
measurements
-
Formulate questions about themselves and their surroundings
-
Collect data using observation and surveys, and record appropriately
-
Construct a frequency table to represent a collection of data, Identify the
parts of pictographs and bar graphs, Display data in pictographs and bar
graphs, State relationships between pictographs and bar graphs
-
Read and interpret data in bar graphs and pictographs
-
Formulate conclusions and make predictions from graphs