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
File Type

PDF

(2 MB|183 pages)
Standards
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  1. This bundle includes a collection of math materials to use with your 3rd grade students. Inside you'll find an entire year of spiral review homework/morning work, 3 assessements for every standard, vocabulary cards and so much more!Please take a look at the previews for each of the resources in this
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  • Product Description
  • StandardsNEW
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.
Log in to see state-specific standards (only available in the US).
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?.
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Total Pages
183 pages
Answer Key
N/A
Teaching Duration
1 Year
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