DID YOU KNOW:
Seamlessly assign resources as digital activities

Learn how in 5 minutes with a tutorial resource. Try it Now

# 3rd Grade Math Toothy® Task Kits | Math Centers | Math Games |

3rd, Homeschool
Subjects
Standards
Resource Type
Formats Included
• Zip
Pages
400+
\$20.00
List Price:
\$168.00
You Save:
\$148.00
\$20.00
List Price:
\$168.00
You Save:
\$148.00

### Description

Toothy™ Task Kits- an original idea from Angie Olson at ©Lucky Little Learners, LLC.

You can watch a demonstration and explanation of these Toothy Task Kits here:Toothy Facebook Video Tutorial

Toothy Task Kits are a great option for your students as centers, early finishers, or even morning work. The Toothy mats make these activities highly engaging! The answers on the back of the cards allow for these activities to be self-paced and self-correcting.

Toothy Task Kit Organizers can be purchased here.

We also have a Grammar Toothy Bundle! and Phonics Toothy Bundle!

SKILLS INCLUDED:

1. Place Value- value of underlined digit (2-digit, 3-digit, & 4-digit)
2. Comparing Numbers (3-digit & 4-digit)
3. Making Numbers (given 3 digits make greatest & least value)
4. Mastery Number (given ones, tens, & hundreds)
5. Rounding to Nearest 10, 100, and 1,000
6. 2-Digit Subtraction with & without Regrouping (vertical & horizontal)
7. 2-Digit Addition with & without Regrouping (vertical & horizontal)
8. 3-Digit Subtraction with & without Regrouping (vertical & horizontal)
9. 3-Digit Addition with & without Regrouping (vertical & horizontal)
11. Story Problems (subtraction)
12. US Money
14. Australian Money
15. Time (to the nearest 5 min)
16. Time (to the nearest 1 min)
17. Story Problems (time)
18. Elapsed Time
19. Base Ten Blocks (2-digit, 3-digit, & 4-digit)
20. Expanded Form (2-digit, 3-digit, & 4-digit)
21. Determine Unknown Number (multiplication)
22. Determine Unknown Number (division)
23. Multiplication Facts (1-digit & 2-digit)
24. Division Facts
25. Arrays
27. Story Problems (multiplication)
28. Story Problems (division)
29. Patterns on an Addition Table
30. Patterns on a Multiplication Table
31. Fractions of a Shape
32. Fractions on a Number Line
33. Equivalent Fractions
34. Comparing Fractions
35. Measurement of Liquid Volumes (cups, liters, & gallons)
36. Measurement of Masses of Objects (grams & kilograms)
37. Graphing
38. Area
39. Perimeter
40. Story Problems (perimeter & area)
41. Geometry (shapes, categories, & attributes)
42. Partitioning Shapes

EACH MATH KIT INCLUDES:

-12 Toothy mats (boy & girl)

-container labels for each skill set(boy & girl)

-container label for the large container/organizer

-skill helper sheets for each skill set

-optional recording sheet

-directions

-prep suggestions

ALL TOOTHY IMAGES ARE CUSTOM & CREATED SPECIFICALLY FOR THESE TASK KITS ONLY

HOW TO PLAY:

Each partner gets a Toothy mat and dry erase marker. Students will take turns choosing a card. Each student who is playing the game will solve the problem on their Toothy mat or dry erase board. When all who are playing have answered the question, they compare their answers and then turn the card over to check to see if their answer is correct. Those who have a correct answer get to draw a tooth in Toothy’s mouth on their mat. If the student’s answer is incorrect, they do not draw a tooth and those who got the answer correct must explain how they got to the correct answer. Then the next student draws the next card and the process is repeated. The game is over once all 27 cards have been answered. The student with the most teeth in Toothy’s mouth is the winner of the game.

Please download the preview file to take a closer look at what is provided in this resource.

We also have Toothy Bundles for other skills!

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

If you would like to get updates on NEW and CURRENT resources...

▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼▼

Permission to copy for single classroom use only.

Electronic distribution limited to single classroom use only.

Not for public display.

Total Pages
400+
Included
Teaching Duration
N/A
Report this Resource to TpT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpT’s content guidelines.

### Standards

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.