3rd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK | MATH HOMEWORK

3rd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK |  MATH HOMEWORK
3rd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK |  MATH HOMEWORK
3rd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK |  MATH HOMEWORK
3rd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK |  MATH HOMEWORK
3rd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK |  MATH HOMEWORK
3rd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK |  MATH HOMEWORK
3rd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK |  MATH HOMEWORK
3rd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK |  MATH HOMEWORK
Grade Levels
Common Core Standards
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2 MB|183 pages
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Product Description
Number of the Day 3rd Grade

Today's Number / Number of the Day 3rd Grade Common Core Daily Math Review

This product contains 183 printable pages to make it easy to review important math skills on a regular basis.

I also have a version available for 2nd and 4th grade if you need to differentiate within your classroom.

I created the Today’s Number series to use in my own classroom as a spiral review for my third graders. I include one page each week as part of my Math Workshop / Guided Math Rotations.

You may also find it useful to use the pages as homework or when you have a sub. I keep one copy on hand as a “go to back up activity” in the event that I am unexpectedly called out of the classroom or if I’ve planned a lesson involving technology only to find that said technology is choosing not to work at that specific moment.


INTRODUCING THE TODAY’S NUMBER ACTIVITY:
I found it best to introduce the page slowly. Instead of just passing them out and having them get started I first modeled how to fill in the boxes (only a few at a time) using my projector over the course of several days.

Next, I walked the students through the form again in small groups.

Finally, I keep a completed model available for them to look at if needed, but they complete the page independently (or sometimes with a partner).


THE BACK OF TODAY’S NUMBER:
Originally I had my early finishers use the number of the day to create equations that equal that number. However, I found that some wrote too large and disorganized. I also noticed that some students were simply writing equations such as, “99+1=100, 98+2=100, 97+3=100, etc” All were accurate, but certainly not stretching their minds.

It was for those reasons that I created a form. It has two columns to help organize their work. Also, it includes a box for “rules.” One rule that is included every. single. day is my “no patterns rule” which prevents them from the list above. Other rules require them to challenge themselves a bit. Some examples include:
Each equation MUST include a + and a -.
Each equation needs to be written using only even numbers.
Each equation must include 4 addends.

Because the activity is open-ended and can literally go on forever, I have them keep their paper in their folder to use when other activities are completed during the week and collect them on Friday.
Total Pages
183 pages
Answer Key
N/A
Teaching Duration
1 Year
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