Subject

Resource Type

File Type

Zip

Product Rating

Standards

CCSSMP7

CCSSMP1

CCSS3.OA.D.9

CCSS3.NBT.A.2

CCSS3.NBT.A.1

Also included in:

- Math Mysteries COMPLETE 3rd Grade Collection! This complete Math Mystery bundle contains all of my math mysteries for Grade 3 up to date! Make math fun and exciting with these engaging activities that will motivate even some of your most reluctant learners.Bonus: Mystery Detective Badges & Fun A$177.50$133.12Save $44.38
- This Complete Math Mystery Tri-Grade Bundle contains all of my math mysteries currently in the range available for Grades 1, 2, and 3! Make math fun and exciting by adding a mystery twist to your worksheets. Your students will gain lots of math practice, while also developing their critical thinkin$435.50$348.40Save $87.10
- This Complete Math Mystery Tri-Grade Bundle contains all of my math mysteries currently in the range available for Grades 3, 4, and 5!Make math fun and exciting by adding a mystery twist to your worksheets. Your students will gain lots of math practice, while also developing their critical thinking$484.00$387.20Save $96.80
- This Complete Math Mystery Tri-Grade Bundle contains all of my math mysteries currently in the range available for Grades 2, 3, and 4!Make math fun and exciting by adding a mystery twist to your worksheets. Your students will gain lots of math practice, while also developing their critical thinking$480.00$384.00Save $96.00

- Product Description
- StandardsNEW

100th Day of School Math Mystery Activity - **3rd Grade** Math Worksheets Edition

**The Case of the 100 Missing Treats**

**EASY PREP worksheets, print and solve!** Useful for a fun way to practice and review math skills during the 100th Day of School.

Students must use their math skills to unlock clues. Then, use their powers of deduction to narrow down the suspects to find who stole 100 treats from the school party hall!

**Suggestion:** Pace the clues one by one to keep the class at the same point. If using the clues in a different order, keep the suspect list away from students until all five clues are completed and discovered.

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**Optional VIDEO HOOK **available to use to introduce students to this math mystery activity. Check out the preview section to preview the video. There is a written story article that can be used instead of the video if required.

**>>NEW<< - Optional ENDING Video Clip: **There is a short video that you can use at the end of the mystery to wrap up the activity.

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**Preparation**

- Print the student pages, staple or place in a folder, and your students are set to go.

- Have the video hook ready for viewing at the start of the lesson on an IWB, iPad or computer monitor screen.

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**Math Skills Required to Unlock Clues**

There are five clues to crack to solve the mystery:

Clue 1: Make 100 (Missing Addend Equations)

Clue 2: Make 100 (Missing Subtrahend Equations)

Clue 3: Rounding to the nearest 10 or 100

Clue 4: Multiplication Facts Mix (Facts range from 2-12)

Clue 5: Number Patterns (Missing Number in a sequence, no rule given. Adding and subtracting, increasing or decreasing type of patterns.)

Students must use **critical thinking skills** to figure out what the clue is telling them to eliminate from the list of possibilities. Ensure students read and comprehend clues carefully!

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**Multiple Uses**

- Suitable for independent, pairs, or group work.

- Use as part of your math centers, add to your sub tubs, make it part of your early finisher tasks, give for homework, or make it part of your classroom practice/review sessions.

I recommend pacing this activity by giving students one clue at a time. Once the whole class has completed a clue, then move on to the next clue either within the same lesson or the next math session. New math content presented? Make a lesson out of it by modeling the math before diving into the clue. I like to say, "we must learn something new before attempting the next clue."

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**How long will this activity take?**

Time to complete will vary anywhere between 30mins - 2 hours or more! It mainly depends on how familiar your students are with the math mystery format, as well as how difficult they find math skills covered in the particular mystery. Please check the math skills outlined in the clues above to help determine suitability for your class.

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**MORE versions of this math mystery title are in the making and will be available soon. Currently available:**

**2nd Grade 100th Day of School Math Mystery**

**__________________________________________________________________**

Add extra motivation with this Detective Rank Chart Download the Mystery Record & Rank Chart FREEBIE HERE

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You may also be interested in these other **Resources:**

**The Case of the Kidnapped Groundhog Math Mystery (3rd Grade)****The Case of the Heartbroken Heroes Math Mystery (3rdGrade)**

**_________________________________________________________________**

**Bundle and Save!**

**COMPLETE Math Mystery Bundle for GRADE 3**

**HOLIDAY Math Mysteries Bundle Pack GRADE 3**

**SKILLS Math Mystery Bundle (3rd Grade)**

**SEASONS Math Mystery Bundle Pack (GRADE 3)**

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Not sure what a math mystery is? CLICK HERE to watch a video about Math Mysteries

TRY A FULL FREE MATH MYSTERY HERE (GRADES 1 - 6 DIFFERENTIATED BUNDLE)

**>>Download the FREE 3rd Grade Checklist here:<<**

**>> CLICK HERE to follow my store <<**

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**For more ideas, activities, and resources, follow my store (by clicking the little green star) to stay updated on new releases. We can also stay connected via:**

**Instragram @mrsjsresourcecreations**

___________________________________________________________________

Thank you!

Mrs. J.

© 2020

Log in to see state-specific standards (only available in the US).

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSS3.OA.D.9

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

CCSS3.NBT.A.2

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

CCSS3.NBT.A.1

Use place value understanding to round whole numbers to the nearest 10 or 100.

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