Place Value to 10,000

Grade 3 · Number sense · Page 1 of 2

Name Date
DIRECTIONS: Write the number the blocks show, then write each one in expanded form.
A flat = 100 · a rod = 10 · a small cube = 1.   Expanded form: 4,216 = 4,000 + 200 + 10 + 6
Part A — What number do the blocks show?
1.
2.
3.
4.
Part B — Write each number in expanded form.
5.
4,426 =
6.
7,094 =
7.
3,040 =
8.
7,021 =
9.
3,134 =
10.
4,210 =

Place Value — continued

Grade 3 · Number sense · Page 2 of 2

Part C — Write each number in words.
11.
1,357
12.
5,667
13.
2,293
14.
9,007
Part D — What is the value of the underlined digit?
Careful: in 4,271 the digit is 2, but its value is 200 — it sits in the hundreds place.
15.
1,527  
16.
9,776  
17.
7,429  
18.
5,822  
19.
4,192  
20.
1,853  

The Coat

Nobody Does Anything For No Reason · 3-4 · Page 1 of 2

Name Date
DIRECTIONS: The second time, watch how it got to the end.
1Read the story twice
→
2Turn over: 6 questions about it

Tomas had his coat on again.

It was the third week of term and the radiators in Room 6 were the clanking kind. Mrs Ade had asked him twice, kindly both times, and both times he had said he was cold. Nobody believed him. You could see the back of his neck going pink.

At break, Freddie said Tomas was weird about his coat. Priya said he might be ill. Somebody else said his mom probably made him wear it, which did not explain why he kept it on at lunch, or in PE, or in the corridor by the kitchens where it was so warm the windows steamed.

On Thursday the zip broke.

It broke while he was hanging his bag up, and it broke in a way that could not be hidden. The two halves came apart from the bottom and the coat swung open like a curtain. Underneath was a sweater the color of wet sand. It was much too big. The sleeves came down over his hands, and there was a hole at the elbow with his shirt showing through it.

Tomas held the coat shut with his fist for the rest of the day.

The sweater belonged to his brother, who was fifteen and had left it behind. It was the only sweater in the house that was not in the wash, and it had been the only one for eleven days. On the first morning Tomas had worked out that a coat over the top was easier than an explanation. He was not cold. He had never once been cold. He had simply decided, before he got to the gate, that nobody was going to ask.

The Coat — What You Made of It

Nobody Does Anything For No Reason · 3-4 · Page 2 of 2

DIRECTIONS: Look back at the story as much as you like. 5 and 6 have no one right answer.
  1. How long had Tomas been wearing the same sweater?
  2. The passage says the corridor was so warm that the windows steamed. What does steamed mean here — and which words in the same sentence told you?
  3. Tomas told Mrs Ade he was cold. Was he? How do you know — which sentence made you sure?
  4. Tomas kept his coat on for eleven days, in a hot room, in front of everybody. What did he believe was true that made that the sensible thing to do?
  5. Freddie decided that Tomas was “weird about his coat”. What would have to happen for Freddie to change his mind? Be specific — what would he have to see or hear?
  6. Most people finish this and decide the family has no money. Does the passage say that? Write down what it actually tells you about the sweater, and then what you added yourself.

Nothing Is Colored

Nothing Is Colored

Name Date
DIRECTIONS: A red apple is not red. Read why, then test it with a colored light.
1Read about color
→
2Page 2: try a red torch
→
3Page 2: fill in the grid
white lightarrivingredorangeyellowgreenbluevioletkepta RED applered — and only redthis is all that reaches youits color is the list of what it would not keep

White light is every color at once. The apple keeps the orange, yellow, green and blue, and sends back only red. Red is all that reaches your eye.

So the color is not in the apple.

It is in the light leaving the apple. A thing's color is the one it refuses to keep.

The two ends of it

White

Sends nearly all of it back.

Black

Keeps nearly all of it. No light comes off it to see.

Check it: kept light becomes warmth. Leave a black and a white thing in the sun for half an hour, then touch each. Which is hotter, and why?

The Torch That Proves It

Nothing Is Colored

DIRECTIONS: Change the light, and the color changes. In a dark room, shine a colored light on things.

A colored light: a red bike lamp, a phone screen of one color, or a flashlight under candy wrapper.

white lightredgreenbluea GREEN applegreengreen comes back — it looks green
a red torchreda GREEN applenothingcomes backnothing comes back — it looks BLACK

Not dark red. Black. The apple only gives back green, and there is no green light to give.

Fill it in first, then go and look

Fill in the grid, then check with your light. You see only what the lamp gives and the thing sends back.

white lighta red torcha green torch
1. a red applered
2. a green applegreen
3. a white platewhite
4. a black shoeblack
5. a yellow lemonyellow
A lemon was never yellow.

It sends back red and green, and yellow is what those two look like together.

Predict: so red paint plus green paint makes yellow? Try it.

Map Skills

Grade 3 · Social studies · Page 1 of 3

Name Date
DIRECTIONS: Use the map and key. Grid references are letter then number, like C4.
North is at the top. Never Eat Soggy Waffles, clockwise.
A1B2C3D4E5F6Main St▲✚⌂★⛭♣⚑⌂◆N ↑
Key
▲  Hill
✚  Hospital
⌂  Houses
★  School
⛭  Factory
♣  Park
⚑  Library
◆  Shops
  1. What is at E1? What is at A5?
  2. Give the grid reference for the school and for the factory.

Map Skills — Directions and Scale

Grade 3 · Social studies · Page 2 of 3

  1. Is the park north or south of the hospital?
  2. You are at the library. In which direction do you travel to reach the park?
  3. Why do map makers use a key instead of writing the name of every building on the map?
  4. A scale tells you what a distance on the map means in real life. On this map, 1 grid square = 100 meters. Count the grid squares between the school (F3) and the shops (F6). How far apart are they in real life?
  5. Why can a map not be drawn at the same size as the real place?

Map Skills — Draw Your Own

Grade 3 · Social studies · Page 3 of 3

Draw a map of your bedroom, or of the route from home to school.
It must have: a title, a key with at least four symbols, and a north arrow.
My key

Reading It Again

How learning works · Page 1 of 3

Name Date
DIRECTIONS: Read it once, then guess in the first box. Read it again, guess in the second. Then turn this page face down.

The Bird That Takes You to the Bees

In parts of Africa there is a small brown bird called a honeyguide. It eats beeswax, which almost nothing else does. The trouble is that the wax is inside a bees' nest, and a bird that size cannot break one open.

So it fetches a person. The honeyguide flies to somebody, chatters at them until they look up, and then flies a little way and waits. If the person follows, it goes further and waits again. In this way it can lead somebody a long distance to a nest high in a tree.

The person makes smoke to quiet the bees, opens the nest and takes the honey. What is left is the wax — and that is the bird's share. Neither of them could have had anything without the other.

The strangest part is that it works both ways. In some places people have a special call they use when they want a honeyguide, and the birds have learned what it means. Nobody taught them. It is not a trick anyone trained: it is two wild animals, one of them us, who have worked out how to ask each other for help.

After reading it once, how many of the 8 will you get right?
Now read it again. After reading it twice, how many will you get right?

IN PEN. NO CHANGING IT LATER. NOW TURN OVER.

Reading It Again — The Eight Questions

How learning works · Page 2 of 3

DIRECTIONS: Page 1 stays face down. Not sure? Write your best guess.
  1. What does a honeyguide eat that almost nothing else eats?
  2. Why can the bird not simply help itself?
  3. What does the bird do to get a person to notice it?
  4. After it has your attention, what does it do next?
  5. What does the person do to the bees before opening the nest?
  6. Which part does the person take, and which part does the bird get?
  7. What do people in some places do when they want a honeyguide?
  8. Who taught the birds what that call means?

Reading It Again — What Just Happened

How learning works · Page 3 of 3

DIRECTIONS: Mark it with the key, then fill in your three numbers.
What you guessed after one reading
What you guessed after two readings
What you actually got
Two things nearly always happen, and they happen to grown-ups too.

1. The second guess is higher than the first. The second reading felt easier, so it felt like it was working.

2. Both guesses are higher than the real score. Reading something again makes it feel familiar. Familiar feels like known, and it is not the same thing at all.
Have a thinkWrite what you reckon
Did the second reading feel like it helped? Did it?
You have read something twice and it feels easy. How could you find out whether you actually know it?