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163 MB|90 pages

Product Description

This bundle helps you save money on some of our most popular products! Our RACES allow students to either work alone or in pairs to complete fun activities. The first group to finish wins! They reinforce many 3rd grade Common Core standards (listed below). Purchasing our RACES in this bundle lowers the price from $3.00 each to $2.00 each.

Included RACES:

Area Floor Plan RACE

Perimeter Fences RACE

Graphing "Let's Roll" RACE

Ruler RACE

Properties of Multiplication Grocery RACE

Multiply by Multiples of 10 Shopping RACE

Rounding Road Trip RACE

Fractions Pizza RACE

**********************************************************************

Each RACE includes:

*Directions Sheet

*4-5 Unique Levels

*Recording Sheet

*Answer Sheet

*Many of the RACES have an optional level where students can create their own!

**********************************************************************

If these are the kind of games you like using in your classroom make sure to check out our 3rd Grade Math Centers Mega Bundle for an amazing deal on all your CCSS Math Centers.

**********************************************************************

Common Core Standards Covered or Partially Covered

3.NBT.A.1

Use place value understanding to round whole numbers to the nearest 10 or 100.

3.NBT.A.3

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

3.NF.A.1

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.A.3.B

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

3.NF.A.3.D

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

3.OA.B.5

Apply properties of operations as strategies to multiply and divide.

3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

3.MD.B.4

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

3.MD.C.5

Recognize area as an attribute of plane figures and understand concepts of area measurement.

3.MD.C.5.a

A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.

3.MD.C.5.b

A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

3.MD.C.6

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

3.MD.C.7

Relate area to the operations of multiplication and addition.

3.MD.C.7.a

Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

3.MD.C.7.b

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

3.MD.C.7.c

Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

3.MD.C.7.d

Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

3.MD.D.8

Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

**********************************************************************

Connect with A Double Dose of Dowda (Clint & Alyson)

Follow us to make sure you are notified when our new products are posted (50% off for the first 24 hours) and when we have a sale. Just click on the “Follow Me” next to our logo. We are currently working on many new products including our 3rd Grade Math Centers Mega Bundle which will cover all 3rd Grade Math CCSS when it is completed. You may also follow us on our blog A Double Dose of Dowda Blogspot.

**********************************************************************

You might also like:

3rd Grade Math Centers Mega Bundle

Common Core Test Prep - 3rd Grade Math

Common Core Fraction Assessment - 3rd Grade

3rd Grade Math Products

**********************************************************************

Purchasing this product grants permission for use by one teacher in his or her own classroom. If you intend to share with others, please purchase additional licenses at the discounted rate when you checkout. Thanks so much!

A Double Dose of Dowda

(Clint & Alyson Dowda)

If you are having trouble printing click here.

Included RACES:

Area Floor Plan RACE

Perimeter Fences RACE

Graphing "Let's Roll" RACE

Ruler RACE

Properties of Multiplication Grocery RACE

Multiply by Multiples of 10 Shopping RACE

Rounding Road Trip RACE

Fractions Pizza RACE

**********************************************************************

Each RACE includes:

*Directions Sheet

*4-5 Unique Levels

*Recording Sheet

*Answer Sheet

*Many of the RACES have an optional level where students can create their own!

**********************************************************************

If these are the kind of games you like using in your classroom make sure to check out our 3rd Grade Math Centers Mega Bundle for an amazing deal on all your CCSS Math Centers.

**********************************************************************

Common Core Standards Covered or Partially Covered

3.NBT.A.1

Use place value understanding to round whole numbers to the nearest 10 or 100.

3.NBT.A.3

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

3.NF.A.1

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.A.3.B

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

3.NF.A.3.D

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

3.OA.B.5

Apply properties of operations as strategies to multiply and divide.

3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

3.MD.B.4

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

3.MD.C.5

Recognize area as an attribute of plane figures and understand concepts of area measurement.

3.MD.C.5.a

A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.

3.MD.C.5.b

A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

3.MD.C.6

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

3.MD.C.7

Relate area to the operations of multiplication and addition.

3.MD.C.7.a

Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

3.MD.C.7.b

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

3.MD.C.7.c

Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

3.MD.C.7.d

Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

3.MD.D.8

Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

**********************************************************************

Connect with A Double Dose of Dowda (Clint & Alyson)

Follow us to make sure you are notified when our new products are posted (50% off for the first 24 hours) and when we have a sale. Just click on the “Follow Me” next to our logo. We are currently working on many new products including our 3rd Grade Math Centers Mega Bundle which will cover all 3rd Grade Math CCSS when it is completed. You may also follow us on our blog A Double Dose of Dowda Blogspot.

**********************************************************************

You might also like:

3rd Grade Math Centers Mega Bundle

Common Core Test Prep - 3rd Grade Math

Common Core Fraction Assessment - 3rd Grade

3rd Grade Math Products

**********************************************************************

Purchasing this product grants permission for use by one teacher in his or her own classroom. If you intend to share with others, please purchase additional licenses at the discounted rate when you checkout. Thanks so much!

A Double Dose of Dowda

(Clint & Alyson Dowda)

If you are having trouble printing click here.

Total Pages

90

Answer Key

Included

Teaching Duration

N/A

- Comments & Ratings
- Product Q & A