3rd Grade Math Word Problems | Test Prep YEARLONG BUNDLE | HOMEWORK Digital

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Tanya Yero Teaching
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3rd
Standards
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55 pages
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Tanya Yero Teaching
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Products in this Bundle (5)

    Also included in
    1. The POWER Math Ultimate Bundle is everything you need for a successful year of math instruction! The resources found in this bundle were designed with the philosophy in mind that math should be POWERful. POWER stands for purposeful opportunities with engagement and rigor. You and your students deser
      Price $75.00Original Price $105.43Save $30.43

    Description

    100 CONCEPTUAL BASED QUESTIONS TO TRANSFORM YOUR HOMEWORK ASSIGNMENTS. EACH SHEET HAS FOUR QUESTIONS THAT ARE MEANINGFUL AND RIGOROUS. NO MORE HAVING YOUR STUDENTS COMPLETE REPETITIVE PROCEDURAL QUESTIONS THAT ONLY SKIM THE SURFACE OF THINKING!

    What's included in this product?

    • 100 conceptual based math questions
    • Quality prompts and word problems that promote rigorous thinking
    • 4 questions per standard
    • Each standard is formatted to one page
    • Easy prep
    • Answer keys

    ***CHECK OUT OUR BEST SELLING SET OF POWER PROBLEMS.*** CLICK HERE!

    Perfect for your math lessons and in class practice.

    WHAT ARE P.O.W.E.R PROBLEMS?

    PURPOSEFUL - These problems are meant to keep students focused, while strengthening initiative and perseverance.

    OPPORTUNITIES - These prompts can be used in a variety of ways. P.O.W.E.R problems can be used to introduce a lesson, spiral review, or as formative assessments.

    WITH

    ENGAGEMENT - Problems are real world applicable and designed to hook students with interest and presentation. Complexity of problems promotes problem solving skills.

    RIGOR - Tasks are specifically designed to challenge students and assess conceptual understanding of curriculum versus procedural understanding. Students will need to apply more than just a “formula.”

    WHY USE P.O.W.E.R PROBLEMS?

    BUILD STAMINA WITHIN YOUR STUDENTS!

    P.O.W.E.R problems are designed to challenge your students with their open ended presentation. Majority of problems that come from textbooks and workbooks assess procedural understanding of curriculum. Some textbooks even provide step by step instructions where the textbook is thinking for the students and taking away that “productive struggle” for children. When we rob students of that event, we rob them of their ability to reason, problem solve, and see beyond a standard algorithm. P.O.W.E.R problems are meant to show students that there are different ways to answer one question in math. With these tasks students take ownership and are part of the problem solving process versus filling in blanks in a textbook.

    HOW TO USE POWER PROBLEMS:

    YOUR KIDS. YOUR CHOICE. FLEXIBILITY.

    TO INTRODUCE A LESSON - P.O.W.E.R problems can be used to introduce a new skill. In this case your students will experience a “productive struggle.” Their problem solving skills and prior knowledge will kick in. Often times most of my students will have the incorrect answer or no answer at all. I then have someone explain their method/reasoning and allow my students to critique their peer’s answer. This makes for great accountable talk discussions. If I see that most students do not have an answer I will assist the class in getting to a specific point and then allow them to finish independently.

    SPIRAL REVIEW - Avoid your students forgetting standards, by using P.O.W.E.R problems to spiral review previously taught lessons.

    FORMATIVE ASSESSMENTS - You can use these problems to assess mastery and levels of understanding.

    4 questions per standard/topic!

    Standards & Topics Covered:

    Number and Operation in Base Ten

    ➥ 3.NB.1 - Place value concepts

    ➥ 3.NBT.2 - Adding & subtracting whole numbers

    ➥ 3.NBT.3 – Multiplying numbers

    Operations & Algebraic Thinking

    ➥ 3.OA.1 - Interpreting products of whole numbers

    ➥ 3.OA.2 – Interpreting quotients of whole numbers

    ➥ 3.OA.3 – Use multiplication and division to solve word problems

    ➥ 3.OA.4 – Determining unknown numbers in a multiplication or division equation

    ➥ 3.OA.5 – Apply properties of operations to multiply and divide

    ➥ 3.OA.6 – Understand division as an unknown-factor problem.

    ➥ 3.OA.7 – Fluently multiply and divide within 100

    ➥ 3.OA.8 – Solve two-step word problems using the four operations.

    ➥ 3.OA.9 – Understanding patterns on a multiplication chart

    Number and Operation - Fractions

    ➥ 3.NF.1 – Understanding fractions

    ➥ 3.NF.2 – Understanding fractions on number lines

    ➥ 3.NF.3 – Equivalent fractions and comparting fractions

    Measurement and Data

    ➥ 3.MD.1 – Understanding time

    ➥ 3.MD.2 – measuring and understanding liquid volume and mass

    ➥ 3.MD.3 – Picture graphs

    ➥ 3.MD.4 – Measuring length and using line plots

    ➥ 3.MD.5 – Understanding area

    ➥ 3.MD.6 - Measuring area

    ➥ 3.MD.7 - Relate area to the operations of multiplication and addition.

    ➥ 3.MD.8 – Word problems with area and perimeter

    Geometry

    ➥ 3.G.1 – Understanding and examining shapes

    ➥ 3.G.2 - Partition shapes into parts with equal areas.

    Total Pages
    55 pages
    Answer Key
    N/A
    Teaching Duration
    1 Year
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    Standards

    to see state-specific standards (only available in the US).
    Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
    Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
    Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
    Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?.
    Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

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