The TEKS aligned, multi-step word problems digital task cards are a great resource for third grade students to practice and review math concepts. This resource comes in two formats, Google Slides and Google Forms, making it easy for teachers to assign as a review, practice, math station activity, quiz, assessment, or test-prep! One of the best features of this resource is that it is paperless and self-grading, saving teachers time and energy. The engaging word problems are written specifically for third grade with fun clip-art and are aligned with the TEKS and STAAR, making them an excellent tool for test preparation.

What's included in this download?

• 12 sets of digital task cards
• 242 digital task cards
• Two formats included
• Google Slides
• Google Forms
• Self grading
• Optional recording sheet
• Teacher guide
• Answer keys

Task card sets included in this Bundle

1. Set 1: Place Value
2. Set 2: Compare & Order
3. Set 3: Fractions
4. Set 4: Addition & Subtraction
5. Set 5: Multiplication & Division
6. Set 6: Geometry
7. Set 7: Area
8. Set 8: Perimeter
9. Set 9: Time
10. Set 10: Volume & Capacity
11. Set 11: Data Analysis
12. Set 12: Financial Literacy

Why teachers love?

• No prep
• No paper
• Self grading
• Easy to use
• Multi-step word problems
• Use all year
• Review & practice
• Math stations
• Test-prep

⭐️⭐️⭐️⭐️⭐️ "This is a resource that I will use and revisit all year long! It has so many different math skills and challenging cards that will certainly help students practice in person or online. I've already used some of the cards and will use more once those topics have been taught. Thank you!" - Melissa M.

⭐️⭐️⭐️⭐️⭐️ "I love the fact that there are two different types of these so I can assign them in Forms to hold my students accountable and also track their progress. These are going to go with my STAAR review for students. They will earn a prize for all the reviews they complete! Can't wait to integrate this into what I was already planning. I am also using some other things designed by Catherine Solanik. I love the things she has created to support Texas teachers!" - Michelle T.

⭐️⭐️⭐️⭐️⭐️ "Gotta love a ton of TEKS aligned task cards that are both in google forms and as a a google slides. Honestly, these are perfect. I use them for small group or for extra practice during stations." - Yazia S.

⭐️⭐️⭐️⭐️⭐️ "These are so great! I love that they are in Google Forms or Google Slides so they can be so versatile. These task cards are great for a review of a concept and/or test prep. - Brandi C.

Important Notes

• This is a Non-Editable Google Resource. Students can type their answers into Google Slides and Google Forms but the questions themselves are Non-Editable.

• Make sure you have a Google account before purchasing. This resource will be automatically uploaded into your Google Drive.

• Google Classroom is not required to use and share this resource but is recommended for ease of use.

• The Google Slides version allows students to type their answers into the included text box fields. For students to use this feature they will need their own Google account. To use this feature on iPads a free Google Slides app is required.

• Not looking for a Google resource? This resource is also available in a PowerPoint & Printable Task Card Bundle.

Not just for Texas teachers!

Did you know the TEKS standards align very closely with the Common Core Standards? In order to create their own standards states had to prove their standards met or exceeded the Common Core Standards. All TEKS standards align closely with CCSS standards with the exception of an additional strand of standards called the Personal Financial Literacy Standards. There are only 4-6 Financial Literacy standards at each grade level that teachers outside of Texas can exclude.

Standards Addressed

• 3.2(A) Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate. 
• 3.2(B) Describe the mathematical relationships found in the base-10 place value system through the hundred thousands place. 
• 3.2(C) Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers. 
• 3.2(D) Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =. 
• 3.3(A) Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines. 
• 3.3(B) Determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line. 
• 3.3(C) Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number. 
• 3.3(D) Compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b. 
• 3.3(E) Solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8. 
• 3.3(F) Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines. 3.3(G) Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model. 
• 3.3(H) Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. 
• 3.6(E) Decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.
• 3.7(A) Represent fractions of halves, fourths, and eighths as distances from zero on a number line. 
• 3.4(A) Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction.
• 3.4(B) Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems.
• 3.4(C) Determine the value of a collection of coins and bills. 
• 3.5(A) Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations.
• 3.5(E) Represent real-world relationships using number pairs in a table and verbal descriptions.
• 3.4(D) Determine the total number of objects when equally sized groups of objects are combined or arranged in arrays up to 10 by 10.
• 3.4(E) Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting.
• 3.4(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts.
• 3.4(G) Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.
• 3.4(H) Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally.
• 3.4(I) Determine if a number is even or odd using divisibility rules.
• 3.4(J) Determine a quotient using the relationship between multiplication and division.
• 3.4(K) Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
• 3.5(B) Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations.
• 3.5(C) Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24.
• 3.5(D) Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product.
• 3.5(E) Represent real-world relationships using number pairs in a table and verbal descriptions.
• 3.6(A) Classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language.
• 3.6(B) Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories.
• 3.6(C) Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row.
• 3.6(D) Decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area.
• 3.7(B) Determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems.
• 3.7(C) Determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes.
• 3.7(D) Determine when it is appropriate to use measurements of liquid volume (capacity) or weight.
• 3.7(E) Determine liquid volume (capacity) or weight using appropriate units and tools.
• 3.8(A) Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
• 3.8(B) Solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
• 3.9 (A) Explain the connection between human capital/labor and income.
• 3.9 (B) Describe the relationship between the availability or scarcity of resources and how that impacts cost.
• 3.9 (D) Explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower’s responsibility to pay it back to the lender, usually with interest.
• 3.9 (E) List reasons to save and explain the benefit of a savings plan, including for college.

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Terms of Use

Copyright ©Catherine Solanik. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use only.