3rd Grade Math Made Fun Curriculum Bundle

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    Bonus
    Pre and Post Assessment
    • Bundle Description
    • Standards

    SAVE BIG WITH THE BUNDLE!

    I am beyond THRILLED to share with you a brand new 3rd Grade Math Made Fun Curriculum, which is designed to make math FUN, hands-on and engaging for 3rd grade students. If you are looking to get away from the boring box curriculum or even just supplement your current math curriculum, then THIS is the program for you!

    A note about Pricing:

    If you choose to purchase each unit from the 3rd Grade Math Made Fun Curriculum, you will spend $15 a unit or $120 total. Grab the bundle and SAVE BIG!

    Also available:

    What is included in each unit?

    • a scope for each unit
    • daily lesson plans that offer differentiation for on-level, below level and above level students
    • pre-assessments for each unit
    • post assessments for each unit
    • assessment trackers to group students into appropriate groups
    • hands-on math centers for each unit
    • NO PREP practice and activity pages for each unit
    • Color and Black and White Centers Included

    How are the Units Structured?

    There are 6 major components to each unit to help make the math units meaningful and engaging for whole group, small group or individual lessons.

    • Component Number 1 Pre-Assessment! This assessment has only 8 questions and is designed to be administered one on one, in a small group, or in a whole group. The unit pre-assessment gives you the opportunity to assess prior knowledge. Use this assessment to guide your teaching throughout the unit. Use the Pre-Assessment Tracker throughout the unit to easily identify small groups and and students who may benefit from scaffolds or extension activities.

    • Component Number 2 Daily Lesson Plans! After administering the informal pre-assessment for each unit, the teacher will group students accordingly with the assessment tracker. Each unit has a scope with the objectives for daily lesson plans. The lesson plans are broken down into 5 easy to follow parts::

    1. Objective- What students should be able to do by the end of the lesson.

    2. Review- A quick warm-up that has students practice previous skills that will be used in the current lesson.

    3. Hook-A fun intro to get students engaged.

    4. Mini Lesson- Teach, model, and discuss the new skill in today's lesson.

    5. Practice- Each practice section lists three types of activies that pair well with the specific lesson.

    Center(s)- New center(s) to be introdues with the lesson.

    Activity Pages- These pages require some basic materials such as scissors, glue or dice.

    Practice Pages- These only require a pencil and crayons! They are great for seatwork, homework or work on the go!

    ✸Differentiation- Each lesson include scaffold and extentsion ides to meet the needs of students at all levels!

    • Component Number 3 Hands-On Math Centers! Each unit will have a variety of math centers/stations to help students practice and apply skills and strategies taught within each math unit. These centers are directly connected to specific grade level standards.

    Math Centers/Stations:

    1. Provide meaningful learning opportunites
    2. Foster independence
    3. Allow for differentiation
    4. Best of all...they make learning FUN!

    • Component Number 4 NO PREP Practice/Activity pages! We all know that students need a LOT of practice to help master newly learned math concepts and make them more concrete. Each 2nd Grade Math unit will have a variety of fun NO PREP practice pages that can be used in centers, as homework, extra practice or in small groups. These pages are directly connected to the skills and standards that students are learing during the lesson and in the math centers/stations.

    • Component Number 5 Post-assessment! The units post-assessment give an opportunity to measure what your students have learned!

    • Component Number 6 Material Wrap Up for each unit! At the end of each unit, I provide you with a list of materials to set aside for intervention and review. The rest of the unit can be packed away for next year.

    ✸Intervention Materials - These materials will support students who score 0-6 on the Unit Post Assessment. They are great for small group, individual practice, and homework.

    ✸Spiral Review Materials- These materials can be used for review throughout the year. Consider using them at the beginning of new units before most units centers have been introduced, after breaks, for end-of-year review, and/or as homework.

    Units Included in the 3rd Grade Math Made Fun Bundle:

    Unit 1: Place Value

    Unit 2: Addition and Subtraction within 1,000

    Unit 3: Multiplication and Division Part 1

    Unit 4: Multiplication and Division Part 2

    Unit 5: Fractions

    Unit 6: Time

    Unit 7: Measurement, Area, and Perimeter

    Unit 8: Data and Graphs

    Let's Take a Closer at the Scope and Objective for each Unit:

    Unit 1: Place Value

    Lesson 1:1 Students will be able to review and practice place value (day 1).

    Lesson 1.2 Students will be able to review and practice place value (day 2).

    Lesson 1.3 Students will be able to review and practice place value (day 3).

    Lesson 1.4 Students will be able to round to the nearest 10 (day 1).

    Lesson 1.5 Students will be able to round to the nearest 10 (day 2).

    Lesson 1.6 Students will be able to round to the nearest 10 (day 3).

    Lesson 1.7 Students will be able to round to the nearest 10 (day 4).

    Lesson 1.8 Students will be able to round to the nearest 10 (day 5).

    Lesson 1.9 Students will be able to round to the nearest 100 (day 1).

    Lesson 1.10 Students will be able to round to the nearest 100 (day 2).

    Lesson 1.11 Students will be able to round to the nearest 100 (day 3).

    Lesson 1.12 Students will be able to round to the nearest 100 (day 4).

    Lesson 1.13 Students will be able to round to the nearest 10 and 100.

    Lesson 1.14 Students will be able to review place value and rounding.

    Unit 2: Addition and Subtraction within 1,000

    Lesson 2:1 Students will be able to review addition within 1,000 without regrouping.

    Lesson 2.2 Students will be able to review subtraction within 1,000 without regrouping.

    Lesson 2.3 Students will be able to use various strategies to add within 1,000 (day 1).

    Lesson 2.4 Students will be able to use various strategies to add within 1,000 (day 2).

    Lesson 2.5 Students will be able to use various strategies to add within 1,000 (day 3).

    Lesson 2.6 Students will be able to use various strategies to add within 1,000 (day 4).

    Lesson 2.7 Students will be able to use various strategies to subtract within 1,000 (day 1).

    Lesson 2.8 Students will be able to use various strategies to subtract within 1,000 (day 2).

    Lesson 2.9 Students will be able to use various strategies to subtract within 1,000 (day 3).

    Lesson 2.10 Students will be able to use various strategies to subtract within 1,000 (day 4).

    Lesson 2.11 Students will be able to compare and solve addition and subtraction equations within 1,000 (day 1).

    Lesson 2.12 Students will be able to compare and solve addition and subtraction equations within 1,000 (day 2).

    Lesson 2.13 Students will be able to estimate to solve addition and subtraction problems within 1,000.

    Lesson 2.14 Students will be able to apply knowledge of addition and subtraction within 1,000.

    Lesson 2.15 Students will be able to review and build fluency for addition and subtraction within 1,000.

    Unit 3: Multiplication and Division Part 1

    Lesson 3:1 Students will be able to use repeated addition and equal groups to solve multiplication problems (day 1).

    Lesson 3.2 Students will be able to use repeated addition and equal groups to solve multiplication problems (day 2).

    Lesson 3.3 Students will be able to use equal groups to solve division problems (day 1).

    Lesson 3.4 Students will be able to use equal groups to solve division problems (day 2).

    Lesson 3.5 Students will be able to use arrays to solve multiplication problems (day 1).

    Lesson 3.6 Students will be able to use arrays to solve multiplication problems (day 2).

    Lesson 3.7 Students will be able to use arrays to solve multiplication problems (day 3).

    Lesson 3.8 Students will be able to use arrays to relate multiplication to division.

    Lesson 3.9 Students will be able to use arrays to solve division problems (day 1).

    Lesson 3.10 Students will be able to use arrays to solve division problems (day 2).

    Lesson 3.11 Students will be able to use number lines and number strips to solve multiplication problems.

    Lesson 3.12 Students will be able to use number lines and number strips to solve division problems.

    Lesson 3.13 Students will be able to use multiple strategies to solve multiplication and division problems (day 1).

    Lesson 3.14 Students will be able to use multiple strategies to solve multiplication and division problems (day 2).

    Lesson 3.15 Students will be able to review multiplication and division.

    Unit 4: Multiplication and Division Part 2

    Lesson 4:1 Students will be able to use strategies and properties of multiplication and division (day 1).

    Lesson 4.2 Students will be able to use strategies and properties of multiplication and division (day 2).

    Lesson 4.3 Students will be able to use strategies and properties of multiplication and division (day 3).

    Lesson 4.4 Students will be able to fluently multiply and divide by 1.

    Lesson 4.5 Students will be able to fluently multiply and divide by 2.

    Lesson 4.6 Students will be able to fluently multiply and divide by 3.

    Lesson 4.7 Students will be able to fluently multiply and divide by 4.

    Lesson 4.8 Students will be able to fluently multiply and divide by 5.

    Lesson 4.9 Students will be able to fluently multiply and divide by 10.

    Lesson 4.10 Students will be able to review and build fluency for multiplying and dividing by 1, 2, 3, 4, 5, & 10 (day 1).

    Lesson 4.11 Students will be able to review and build fluency for multiplying and dividing by 1, 2, 3, 4, 5, & 10 (day 2).

    Lesson 4.12 Students will be able to fluently multiply and divide by 6.

    Lesson 4.13 Students will be able to fluently multiply and divide by 7.

    Lesson 4.14 Students will be able to fluently multiply and divide by 8.

    Lesson 4.15 Students will be able to fluently multiply and divide by 9.

    Lesson 4.16 Students will be able to review and build fluency for multiplying and dividing by 6, 7, 8, & 9.

    Lesson 4.17 Students will be able to fluently multiply and divide by 11.

    Lesson 4.18 Students will be able to fluently multiply and divide by 12.

    Lesson 4.19 Students will be able to build fluency for multiplying and dividing within 100 (day 1).

    Lesson 4.20 SStudents will be able to build fluency for multiplying and dividing within 100 (day 2).

    Lesson 4.21 Students will be able to build fluency for multiplying and dividing within 100 (day 3).

    Lesson 4.22 Students will be able to build fluency for multiplying and dividing within 100 (day 4).

    Lesson 4.23 Students will be able to multiply one digit numbers by multiples of 10.

    Lesson 4.24 SStudents will be able to solve two-step problems.

    Lesson 4.25 Students will be able to review multiplication and division topics covered this unit.

    Unit 5: Fractions

    Lesson 5:1 Students will be able to create and record fractions (day 1).

    Lesson 5.2 Students will be able to create and record fractions (day 2).

    Lesson 5.3 Students will be able to create and record fractions (day 3).

    Lesson 5.4 Students will be able to create and record fractions (day 4).

    Lesson 5.5 Students will be able to represent fractions on a number line (day 1).

    Lesson 5.6 Students will be able to represent fractions on a number line (day 2).

    Lesson 5.7 Students will be able to represent fractions on a number line (day 3).

    Lesson 5.8 Students will be able to represent fractions on a number line (day 4).

    Lesson 5.9 Students will be able to create equivalent fractions.

    Lesson 5.10 Students will be able to compare fractions (day 1).

    Lesson 5.11 Students will be able to compare fractions (day 2).

    Lesson 5.12 Students will be able to review fractions.

    Unit 6: Time

    6.1 Students will be able to tell time to the minute (day 1).

    6.2 Students will be able to tell time to the minute (day 2).

    6.3 Students will be able to tell time to the minute using time words.

    6.4 Students will be able to show time to the minute (day 1).

    6.5 Students will be able to show time to the minute (day 2).

    6.6 Students will be able to determine and show elapsed time (day 1).

    6.7 Students will be able to determine and show elapsed time (day 2).

    6.8 Students will be able to determine and show elapsed time (day 3).

    6.9 Students will be able to create and solve elapsed time word problems (day 1).

    6.10 Students will be able to create and solve elapsed time word problems (day 2).

    6.11 Students will be able to create and solve elapsed time word problems (day 3).

    6.12 Students will be able to review everything they have learned about time.

    Unit 7: Measurement, Area, and Perimeter

    7.1 Students will be able to use grids to determine perimeter.

    7.2 Students will be able to solve perimeter problems (day 1).

    7.3 Students will be able to solve perimeter problems (day 2).

    7.4 Students will be able to use grids to determine area (day 1).

    7.5 Students will be able to use grids to determine area (day 2).

    7.6 Students will be able to solve area problems (day 1).

    7.7 Students will be able to solve area problems (day 2).

    7.8 Students will be able to use the distributive property to solve area problems.

    7.9 Students will be able to determine the area of L-shapes.

    7.10 Students will be able to solve area and perimeter problems.

    7.11 Students will be able to estimate, measure, and compare mass (day 1).

    7.12 Students will be able to estimate, measure, and compare mass (day 2).

    7.13 Students will be able to estimate, measure, and compare volume (day 1).

    7.14 Students will be able to estimate, measure, and compare volume (day 2).

    7.15 Students will be able to review perimeter, area, mass, and volume.

    Unit 8: Data and Graphs

    8.1 Students will be able to create and analyze frequency tables.

    8.2 Students will be able to create and analyze pictographs (day 1).

    8.3 Students will be able to create and analyze pictographs (day 2).

    8.4 Students will be able to create and analyze pictographs (day 3).

    8.5 Students will be able to create and analyze bar graphs (day 1).

    8.6 Students will be able to create and analyze bar graphs (day 2).

    8.7 Students will be able to create and analyze bar graphs (day 3).

    8.8 Students will be able to create and analyze line plots (day 1).

    8.9 Students will be able to create and analyze line plots (day 2).

    8.10 Students will be able to measure to the nearest 1/4 inch.

    8.11 Students will be able to use line plots to record and analyze measurement data (day 1).

    8.12 Students will be able to use line plots to record and analyze measurement data (day 2).

    8.13 Students will be able to review graphing and data.

    ***Check out the PREVIEW to see the unit in detail and click on the links above to see each unit in action on the blog.

    More Questions?

    Feel free to email me at themoffattgirls@gmail.com

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    to see state-specific standards (only available in the US).
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    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.
    Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
    Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
    Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
    Total Pages
    2000+ pages
    Answer Key
    N/A
    Teaching Duration
    1 Year
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