3rd Grade Math morning work and Math Review plus Task Cards

Dragons Den
3.3k Followers
Grade Levels
3rd, Homeschool
Standards
Resource Type
Formats Included
  • PDF
  • Internet Activities
  • Activity
Pages
38 pages
$5.50
$5.50
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Dragons Den
3.3k Followers
Easel Activity Included
This resource includes a ready-to-use interactive activity students can complete on any device. Easel by TpT is free to use! Learn more.
Compatible with Digital Devices
The Teacher-Author has indicated that this resource can be used for device-based learning.

Description

Review of math skills is vital, but OH MY it does take time! Cut the time needed for math review down to size with this Pdf and Digital resource made for quick math review. Only four problems on each page help students keep from being overwhelmed. Perfect for morning work, or a quick quiz. Answers are given in numerous ways, including multiple-choice and drawing. ALL 3rd grade math Common Core standards are addressed in the quick-math sheets. This resource is perfect for general review, preparation for year-end test prep, and homework. This resource also includes task cards, a center poster and student answer sheets.

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All buyers have access to the TPT digital overlay of this resource, which has been annotated for you. It's ready to go! Click on the "Use as a Buyer" red box to access this digital version. Teachers will also be able to edit the directions to customize the resource if needed.

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All standards are listed by page, to make it easier to add into your lesson plans if needed.

More practice? You got it! A center activity of 30 math review task cards with answer sheet and grading key are also part of this resource.

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This packet includes:

  • Teacher Notes
  • 18 Quick Math sheets
  • Common Core correlation by page
  • Answer key
  • 30 center task cards based on the common core curriculum with two "teacher choice" cards, center poster and student answer sheet
  • Answer sheet
  • Grading key

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Comments about this resource include:

Excellent and thorough! Great for my year end review

Thanks for creating this. It is great to use to help review skills taught!

LOVE THIS! Using it now as a CCSS review!

Love it! Great for my students who can only do a few problems at once. thanks

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Are you interested in other third grade math resources? See:

Bird Brained Multiplication: A Multiplication Teaching Unit

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About this Teacher Author

Jan Bernard

National Board Certified Teacher (2001-2011), Masters in Curriculum, Gifted Certified, Cobb County Elementary Teacher of the Year, Addison Elementary Teacher of the Year, Bullard Elementary Teacher of the Year, Atlanta Journal and Constitution Honor Teacher finalist ($5000 award), District 3 Georgia Science Teacher of the Year, Author of seven books published by The Child's World Press, Wrote online k-12 social studies and language arts curriculum for Coca Cola, curriculum writer for CNN, curriculum writer for American Legacy Publishers 2009-2014, 25 years teaching experience in grades 1st-4th.

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Jan Bernard is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

Total Pages
38 pages
Answer Key
Included
Teaching Duration
N/A
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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.

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