3rd Grade Multiplication Math Project | Plan a Pirate Party | Third Grade Math

Grade Levels
2nd - 4th, Homeschool
Formats Included
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53 pages
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Differentiated multiplication project! Scaffolds learning the problem-solving process! Multiplication and Division Fluency! Use for Math Centers, Early Finishers, Small Group Instruction or Purposeful Practice!

Plan a Pirate Party is perfect for advanced second grade math, on-grade level third grade math or fourth grade math students who need more fluency practice! Realistic application problems in a fun and engaging project-based learning activity! DIGITAL VERSION included & compatible with Google Slides & Google Classroom!

Using the Project Based Learning approach, this project reinforces multiplication and division fluency as well as single and multi-step story problem solving strategies! Students choose the number of guests to invite to the party so they can do the same project again and again and the answers will be different depending on the number of guests they invite!

It is perfect for advanced 2nd grade students, on grade-level third grade students or below grade level 4th grade students. It is aligned to standards 3.OA.A.1, 3.OA.A.2, 3.OA.A.3, 3.OA.A.4, 3.OA.B.5, 3.OA.B.6, 3.OA.C.7, 3.OA.D.8, 3.NBT.A.2 and 3.NBT.A.3. Skills include:

  • Multiplication and division fact fluency
  • Single step story problems
  • Multi-step contextual problems including addition, subtraction, multiplication and division
  • Interpreting factors, products, dividends, divisors and quotients
  • Solving contextual problems within 100
  • Fluently adding and subtracting within 1,000
  • Multiplying one-digit whole numbers by multiples of 10

There are 2 versions of the project, designed to be differentiated for your class and to help scaffold students towards independent problem solving. Each version is 23 pages and includes 5 different parts of planning the party (each part includes 8-11 questions)!

  • Problem Solving Support: The first version includes story problem solving graphic organizers for each problem to help scaffold your students towards solving the single and multi-step story problems. This version is great for your students that need to practice fluency and need support making story problems more accessible.
  • Independent Problem Solving: The second version does not include the graphic organizers so students need to interpret the problems themselves. This provides a more challenging opportunity for students to determine the steps to solve each problem. This is great for your students who are fluent in their facts but need to work on interpreting story problems independently.

Make sure to open in a PDF viewer or Adobe for correct print margins.

*This project includes a ZIP file with a PDF version of the project, and Power Point versions of each version of the project which can be uploaded to Google Slides with easy-to-use boxes for students to type their answers!


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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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53 pages
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to see state-specific standards (only available in the US).
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.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
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.
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.


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