3rd Grade Math Test Prep Review/Digital Math Centers /Forms/Distance Learning

3rd Grade Math Test Prep Review/Digital Math Centers /Forms/Distance Learning
3rd Grade Math Test Prep Review/Digital Math Centers /Forms/Distance Learning
3rd Grade Math Test Prep Review/Digital Math Centers /Forms/Distance Learning
3rd Grade Math Test Prep Review/Digital Math Centers /Forms/Distance Learning
3rd Grade Math Test Prep Review/Digital Math Centers /Forms/Distance Learning
3rd Grade Math Test Prep Review/Digital Math Centers /Forms/Distance Learning
3rd Grade Math Test Prep Review/Digital Math Centers /Forms/Distance Learning
3rd Grade Math Test Prep Review/Digital Math Centers /Forms/Distance Learning
Created ByMandy Neal
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  • Product Description
  • Standards

hird grade math review, diagnostic, activities, games, and tests for test prep!

ALL components are provided in a printable version and a self-grading Google Forms that are perfect for Google Classroom or similar platforms!

Test time is upon us, and if you are like me you are scurrying around to gather materials. Of course, I have the textbook and worksheets that we have already done. I can find released items for my students to practice, but I don’t want to bore them. I know those things bore me! This is where the Amazing Race Test Prep Edition idea came in. It took some time to compile, but everything that you need is here and ready to print and go!

For an in-depth look check out this blog post!

The Amazing Race Test Prep Edition can be used in many ways. Within the resource, I provide a step-by-step approach that I follow, but you may find a way that suits you better!

Every 3rd grade Common Core Mathematics standard is addressed within the Amazing Race Test Prep Edition. Students will travel through a specific route. They will meet with the teacher, practice with a game, and also printable practice. They will be required to complete a performance task and test out with a multiple-choice test. All of these components are provided for EACH standard!

Here is a break down of what you will find:

  • A seven-page diagnostic to help determine exactly where your students need additional practice. Each problem lists the standard being addressed. A student tracking sheet is also provided to easily track what students know and do not know.
  • 33 one-page printable practice. One for each standard.
  • 33 one-page multiple choice practice. One for each standard.
  • 24 Performance Task. One for each standard.
  • 33 Spin Answer game boards. One for each standard
  • 4 Think-Tac-Toe choice boards. One for each domain. Great for early finishers or those looking for something to do.

** Answer Keys are included for EVERYTHING**

-Everything you need to put the Amazing Race Test Prep Edition into place!

-Also…a step-by-step guide on how I implement the Amazing Race in the classroom!

Log in 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)/(π‘₯ – 1) = 3. Noticing the regularity in the way terms cancel when expanding (π‘₯ – 1)(π‘₯ + 1), (π‘₯ – 1)(π‘₯Β² + π‘₯ + 1), and (π‘₯ – 1)(π‘₯Β³ + π‘₯Β² + π‘₯ + 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 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 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(π‘₯ – 𝑦)Β² 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 π‘₯ 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
300+
Answer Key
Included
Teaching Duration
Lifelong tool
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