3rd Grade Math Review Bundle | Third Grade Math Yearlong Review

Grade Levels
3rd, Homeschool
Formats Included
  • Zip
128 pages
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Products in this Bundle (5)


    12 Weeks of 3rd Grade Math Review!! Aligned to the 3rd grade standards, covers all math standards for third grade. Each question aligned to standards! Math review, and math test prep! Practice test included!

    SAVE $4.50 by buying these products in a bundle and set yourself up for success for the year! No questions are repeated and all questions are unique! A mix of multiple choice, multiple select, free response, one and two step story problems and more included!

    This bundle includes 12 weeks of math review for third grade students aligned to the standards! It includes 3 products in one to help your third grade students review and grow in their math understanding throughout the year! Perfect morning work, math centers or beginning of the math block activities!

    • 3rd Grade Back to School Math Review This resource includes: 8 pages of rigorous academic content aligned to the second and third grade math standards (2 pages per week for the first four weeks of school). An answer key for each page BONUS: 3 pages including a Math Mindset Survey and Back to School Math All About Me worksheet! This product specifically focuses on computation and problem solving review in the OA, NBT domains with some standards in the MD and G domains. It covers primarily second grade standards to review the previous year's content but also covers some third grade content. Standards covered include: 2.OA.A.1, 2.OA.B.2, 2.OA.C.3, 2.OA.C.4, 2.NBT.A.1, 2.NBT.A.2, 2.NBT.A.3, 2.NBT.A.4, 2.NBT.B.5, 2.NBT.B.6, 2.NBT.B.7, 2.NBT.B.8, 2.NBT.B.9, 2.MD.B.5, 2.ND.B.6, 2.MD.C.7, 2.MD.C.8, 2.G.A.1, 2.G.A.3, 3.OA.A.1, 3.NBT.A.2, 3.OA.B.5, 3.NBT.A.1 and 3.MD.A.1, It also covers Mathematical Practice Standards 1, 6 and 7.
    • 3rd Grade Math Test Prep: 4 weeks of content, and each week has 5 days of review! Each day is labelled as “Day 1” or “Day 2,” rather than Monday-Friday because I know that especially as you get close to testing, there are interruptions to daily schedules/routines so you may not have a full Monday through Friday week. This gives you the flexibility to use this review on any 4 weeks that best meets your students’ and classroom schedule’s needs! The fifth day of every week includes three rigorous multi-step story problems to support students in their independent problem-solving skills which will be crucial for success on state testing. This product covers all third grade math standards in every domain (Operations & Algebraic Thinking, Numbers & Operations in Base Ten, Numbers & Operations--Fractions, Measurement & Data, and Geometry as well as some of the Standards for Mathematical Practice)!
      • The first four days of each week include 5 questions (including multiple choice, multiple select and free response questions), and each question is aligned to a standard or standards in one of the 5 domains for third grade. The standard name is listed, as well as the domain, so you can look for patterns across the class or areas of reteach.

    • 3rd Grade End of the Year Math Review: This product includes: 8 pages of academic content aligned to the third and fourth grade math standards (2 pages per week for the last four weeks of school or four weeks during the summer). An answer key for each page. BONUS: 2 pages including an end of the year math survey and a letter to next year's class! This product specifically focuses on computation and problem solving review in the OA, NBT and NF domains. It covers all 3rd grade standards in the OA, NBT and NF domains (see standards listed in post), as well as 3.MD.A.1, 4.OA.A.1, 4.OA.A.2, 4.OA.A.3, 4.NBT.A.3 and 4.NBT.B.5. It also covers Mathematical Practice Standards 1, 6 and 7.

    **BONUS: I also included both Multiplication Scoot (I Have Who Has) games for multiplication--up to 10 x 10 and 12 x 12!!

    I hope you enjoy this rigorous and engaging math review BUNDLE!


    Check out these similar products for third grade!

    Third Grade Math Mysteries Bundle

    Third Grade Career Math Project Fractions

    Third Grade Cumulative Assessment

    Multiplication Project BUNDLE (Plan a Party)

    I Have Who Has Multiplication Game (10 x 10)

    Missing Factor & Division Dash

    Multiplication Scoot (12 x 12)

    3rd Grade Back to School Math Practice

    3rd Grade End of the Year Review

    Fall Math Story Problems | 3rd Grade

    Winter Story Problems | 3rd Grade


    About the Author

    Melanie Doppler--Math Coach Connection taught in a 3rd and 4th grade multi-age classroom in a Title 1 public school in Wisconsin for 3 years, 5th grade math and science for 2 years in a public school in Tennessee, and spent 1 1/2 years as a math coach. She has her BS in Elementary Education from the University of Wisconsin-Madison. She is committed to creating fun and creative products that are differentiated and aligned to the math content standards!


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    TERMS OF USE - © Melanie Doppler-Math Coach Connection

    Purchase of this digital download is for use in one classroom only. This item is also bound by copyright laws. Redistributing, editing, selling, or posting this item (or any part) on the internet are all strictly prohibited without first gaining permission from the author. Violations are subject to the penalties of the Digital Millennium Copyright Act. Please email me with any questions: mathcoachconnection@gmail.com


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


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