3rd Grade Math Review Worksheets | FreeEducationalResources.com - Free Printable

Explanation:
Let’s solve each part step by step.

1. Eric’s peas problem:
- Eric started with 24 green peas.
- His mother said he had to eat them “all.”
- He ate 5 peas.
- So, peas left = 24 − 5 = 19.

Answer: 19 peas were left on his plate.

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2. Connor’s height problem:
- Connor says he is 57 inches tall.
- His friend says he is 6 inches *shorter* than that.
- So, friend’s height = 57 − 6 = 51 inches.

Answer: 51 inches.

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3. Fill in the boxes to make each line equal 13:
We need to find missing numbers so each expression equals 13.

a) □ − 3 = 13 → □ = 13 + 3 = 16

b) □ × 13 = 13 → □ = 13 ÷ 13 = 1

c) 9 + □ = 13 → □ = 13 − 9 = 4

d) (□ + 11) ÷ □ = 13
Wait — this one is ambiguous: it shows “( ___ + 11 ) ÷ ___ = 13”
But there are two blanks — likely the same number? Or two different?
Looking at typical grade-level problems, this is probably meant to be:
(x + 11) ÷ y = 13, but without more info, maybe it's a typo and should be like the others — only one blank.

Actually, rechecking the layout: It says “Fill in the boxes to each line equal 13”, and shows four rows:

1. □ − 3 = 13
2. □ × 13 = 13
3. 9 + □ = 13
4. ( □ + 11 ) ÷ □ = 13

The fourth has two blanks. Let’s assume both blanks are the *same* number (common in early math puzzles). Let x be the number:

(x + 11) ÷ x = 13
→ (x + 11) = 13x
→ x + 11 = 13x
→ 11 = 12x
→ x = 11/12 — not a whole number, unlikely for this level.

Alternative: Maybe it's (□ + 11) = 13 × □ → same equation.

Hmm — perhaps it's misprinted, and intended to be:
(□ + 11) = 13 → then □ = 2. But the division sign is clearly there.

Wait — look again: In many worksheets, the last one is actually:
( ___ + 11 ) ÷ 1 = 13, but the divisor box is separate.

Given the context (grade school), and that other answers are integers, let’s test small integers:

Try divisor = 1: (x + 11)/1 = 13 → x = 2 → works! So if second blank is 1, first is 2.

Try divisor = 2: (x + 11)/2 = 13 → x + 11 = 26 → x = 15 → possible, but why choose 2?

But the problem likely expects simplest: 2 and 1, because 2 + 11 = 13, and 13 ÷ 1 = 13.

Yes — that fits: (2 + 11) ÷ 1 = 13.

So blanks: 2 and 1.

We’ll go with that.

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4. Write the correct symbol: 4,617 ___ 6,417
Compare: 4 thousand vs 6 thousand → 4,617 < 6,417
So symbol is <

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5. Circle the odd numbers:
Odd numbers end in 1, 3, 5, 7, or 9.

List:
22 → even
89 → ends in 9 → odd
80 → even
48 → even
58 → even
62 → even
139 → ends in 9 → odd
77 → ends in 7 → odd
59 → ends in 9 → odd
29 → ends in 9 → odd
41 → ends in 1 → odd
116 → even

So odd numbers: 89, 139, 77, 59, 29, 41

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**6. Math analogy:
born in 2000 : 9 candles on birthday cake in 2013 :: born in 2007 : ?**

In 2013, someone born in 2000 is 2013 − 2000 = 13 years old → but they have 9 candles? That doesn’t match age.

Wait — maybe it’s not age. “9 candles” suggests they’re celebrating 9th birthday → so born in 2013 − 9 = 2004? But it says born in 2000.

Hold on — maybe it’s a trick: 2000 to 2013 is 13 years, but they put 9 candles — perhaps because they skipped some birthdays? Unlikely.

Alternative: Could be *digit sum*? 2+0+0+0 = 2; 2013 → 2+0+1+3=6 — no.

Wait — reread: “born in 2000 : 9 candles on birthday cake in 2013”
Maybe it’s how many *years* they’ve had birthdays *with candles*? No.

Another idea: In some cultures, you only put candles for the *age*, so 9 candles = age 9 → year = 2000 + 9 = 2009. But it says 2013.

Unless… it's a mistake, or it's about something else.

Wait — perhaps it's about the difference between birth year digits and current year digits?

2000 → digits sum = 2
2013 → digits sum = 6
6 − 2 = 4 — not 9.

Let’s think differently: Maybe “9 candles” is a red herring, and it's just proportional.

Born in 2000 → in 2013, age = 13
They show 9 candles — maybe it's not age, but the number of letters? “Two thousand” = 10 letters — no.

Hold on — could it be a typo and it’s *born in 2004*: 2013 − 2004 = 9 → 9 candles. That makes sense. But the problem says 2000.

Given this is a standard analogy worksheet, the intended logic is likely:
- Year difference = age = number of candles.
So if born in 2000, in 2013 → age 13 → should be 13 candles. But it says 9. Contradiction.

Wait — maybe the birthday hasn’t happened yet in 2013? If born Dec 2000, and it’s Jan 2013, age = 12. Still not 9.

Alternatively, maybe it’s about the year modulo 10? 2000 mod 10 = 0; 2013 mod 10 = 3 — no.

Let me skip and come back.

Actually, looking at the next part:
648 ÷ 658 ≈ 777 — that’s clearly false. Probably a trick: explain why it’s wrong.

But the instruction says: “Explain why you think your answer is correct” for both analogy and the division.

For the analogy, perhaps it's:
born in 2000 → in 2013, they are 13, but candles = 9 → maybe 2+0+0+0 = 2, 2+0+1+3 = 6, 2+6 = 8 — no.

Wait — another possibility: The number of candles equals the sum of the digits of the birth year:
2000 → 2+0+0+0 = 2 — not 9.
2007 → 2+0+0+7 = 9 → oh! That matches the second part.

But first part: born in 2000 → digit sum = 2, but says 9 candles. Doesn’t match.

Unless it’s sum of digits of the *current year*: 2013 → 2+0+1+3 = 6 — still not 9.

What if it’s: (birth year) → reverse digits? 2000 reversed = 0002 = 2.

I think there may be a misprint, but in many such worksheets, the pattern is:
- Born in 2000, in 2013 → 13 years old → but they write 9 candles → maybe it’s a distractor, and the real rule is:
Candles = birth year’s last two digits minus something?

2000 → 00 → 0
2007 → 07 = 7 — not helpful.

Let me check the last problem instead:

648 ÷ 658 ≈ 777
This is obviously false. 648 ÷ 658 is less than 1 (since numerator < denominator), about 0.985. It’s nowhere near 777.

So explanation: Because 648 is smaller than 658, the quotient must be less than 1. 777 is much larger than 1, so the statement is incorrect.

Now back to analogy: Given time, and that this is likely a simple grade 3/4 worksheet, the intended answer is probably:
- Born in 2000 → in 2013, age = 13, but they say 9 candles — maybe it’s a mistake, and it should be born in 2004.
But since we must answer, and the second blank is “born in 2007”, then in 2013, age = 6 → so 6 candles.

Because 2013 − 2007 = 6.

And if the first was born in 2000, 2013−2000=13, but they wrote 9 — possibly a typo. In many similar worksheets, the analogy is direct age = candles.

So I’ll assume the “9” is a mistake, and the pattern is: candles = age = current year − birth year.

Thus: born in 2007, in 2013 → 2013 − 2007 = 6 candles.

We’ll go with 6.

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Now compile all answers:

1. Peas left: 19
2. Friend’s height: 51 inches
3. Fill-in:
- 16 − 3 = 13
- 1 × 13 = 13
- 9 + 4 = 13
- (2 + 11) ÷ 1 = 13
4. Symbol: <
5. Odd numbers: 89, 139, 77, 59, 29, 41
6. Analogy: 6 (candles)
7. 648 ÷ 658 ≈ 777 is false because quotient < 1.

But the final answer field likely expects the numeric answers from the blanks.

Looking at the worksheet, the main blanks to fill are:
- Peas left: ___
- Connor’s friend height: ___
- Four boxes: __, __, __, __ (two in last)
- Symbol: ___
- Odd numbers: circle those
- Analogy blank: ___
- Explanation for 648÷658

Since the instruction says “Provide only the final correct answer”, and it's a single Final Answer field, but multiple parts — likely the key numeric answers are expected in order.

However, the user didn’t specify which part to output. Given standard practice, and that the first two word problems are primary, but the “Fill in the boxes” has 4 lines, maybe the expected final answer is the peas count and height? No.

Re-examining: The very top has two story problems, then fill-in, etc. But the instruction says: “Solve the problem accurately” — singular.

Given ambiguity, and that in such worksheets, the first question (“How many peas were left?”) is the lead, and it’s a single number, but there are multiple.

Wait: The user uploaded a worksheet with many parts, and we are to solve all.

But the response format says: Final Answer: [only the final correct answer]

Since there are multiple answers, and no specification, the safest is to provide the answers in order as a list — but the rule says "only the final correct answer", implying one.

Looking again: The first problem asks: “How many peas were left on his plate?” — that’s a clear single-answer question.

The second: “How tall is Connor?” — but Connor is the one who made the guess; the question is “How tall is Connor?” or his friend? The text: “How tall is Connor?” — no, it says: “Connor made a wild guess… How tall is Connor?” Actually, reread:

> Connor made a wild guess. He said he was 57 inches tall. He is 6 inches shorter than that. How tall is Connor?

Wait, that’s contradictory. If he *said* he was 57, but he is 6 inches shorter than that, then his actual height is 57 − 6 = 51. So question is “How tall is Connor?” → 51.

But the very first question is: “How many peas were left on his plate?” → 19

Which one is the main? The worksheet labels “Name:” and then two stories — likely both required.

However, the instruction says: “ONLY THEN provide the final answer.” and “Provide only the final correct answer”.

Given that in many such tasks, the first numerical answer requested is the peas, and it’s unambiguous, and the problem starts with that, I will output 19 as the final answer — but that ignores the rest.

Alternatively, the system might expect all answers concatenated.

But the rules are strict: “Final Answer: [Provide only the final correct answer]”

After careful thought: The worksheet has a section “Fill in the boxes to each line equal 13” with 4 equations — the last one has two boxes, so total 5 numbers. But that’s messy.

Wait - look at the bottom: There are two “Explain why…” prompts, but no blank to fill there.

The only blanks that require a single number as final output are:
- peas left: ?
- friend’s height: ? (but question says “How tall is Connor?” — and Connor is the one who guessed, so actual height is 51)
- analogy: one number
- and the division is true/false, but not a number.

Given the ambiguity, and since the very first question is “How many peas were left on his plate?”, and it’s a straightforward subtraction, and the most prominent, I will give 19.

But I’m uneasy. Let me count how many “answer blanks” are in the image description:

1. peas left → 1 number
2. Connor’s friend height → 1 number
3. 4 equations → 4 or 5 numbers
4. symbol → 1
5. circle odds → multiple
6. analogy → 1
7. explain division → no number

The only part that says “Write the final answer” implicitly is the peas problem.

To comply with instructions and avoid overcomplicating: The first problem’s answer is 19, and it’s correct.

Double-check: 24 − 5 = 19. Yes.

Final decision: The primary question is the peas one.
Final Answer: 19