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Are you looking for premium quality math resources that are uniquely aligned to the TEKS Math Standards for 3rd Grade? Perhaps you are hopeful to find the perfect math stations to add to your centers this year? Let NUMBEROCK’s professionally edited task card bundle be your one-stop solution to confidently covering all 40+ math standards this year.
Continue reading more to see why our highly-rated task card sets are becoming a trusted teaching tool that Texas teachers are relying upon in their classrooms, OR take a look at the preview above by clicking on the green “Preview” button directly above this description.
Bundle Discount: 33%
The Differentiation Advantage
This set of task cards has been organized in a way that allows for seamless differentiation. Cards #1-10 are the least difficult in each set and can be given to any students who might be struggling to gain confidence. Cards #11-20 are just slightly more challenging, while the last 10 questions require a bit more critical thinking being primarily long-form word problems.
*Careful attention has been put into each question so they won't be so challenging as to discourage your students, while still being rigorous enough to prepare your students for testing and assessment.
The Engagement Advantage
Most of the illustrations on our task cards come directly from our musical math animations that can be seen on YouTube or, alternatively, completely ad-free on our website, numberock.com.
We highly recommend supplementing these task cards with our math videos. Doing so will provide an unprecedented level of engagement as your students remember the music, which stimulates their memory, and then see the characters they have been watching on their printables and activities.
We’ve also added a smattering of (wholesome) humor into the wording of the questions. All that being said, I’m highly confident that the engagement levels in your classroom are going to surpass even your highest expectations.
The Price Advantage
With other 3rd Grade task card sets and resource bundles of equally considerable depth going for $200-$300.00, we’re excited to help bring the cost of high-quality resources down, and in the process, make them more accessible. In short, our task card bundles are double the quality of what is out there at less than half the price!
Methodology - How We Designed the Problems
Each question is aligned to the Texas Essential Knowledge and Skills (TEKS) state standards, and are specifically designed to meet documented student expectations for that standard. The questions are patterned on previously released State of Texas Assessments of Academic Readiness (STAAR) Math Tests. The questions can be used for guided practice and independent practice.
✔ Complete Set For Each 3rd Grade Standard
✔ Double-Checked Answer Keys
✔ Creatively Designed Recording Sheets
✔ 1200 Full Page Images (JPGs)
✔ Printable Title Pages/Labels
✔ I Can Statements For Every Standard
✔ Stations for Your Math Centers
✔ Differentiation (Questions 1-10, 11-20, and 21-30 in each set are uniquely grouped by difficulty)
✔ Independent practice
✔ Whole Group with Smartboard/Projector Use
✔ Skills Practice
✔ Review / Intervention
✔ SBAC and PARCC Test Prep
✔ Fast Finishers / Enrichment
✔ Scaffolding Students Up To Rest of Class
✔ Scavenger Hunts / Scoot
✔ Adding Select Card Images (JPG Images) to Assign in Google Classroom
✔ Enhancing your Nearpod Lesson
✔ Adding Images to Your Boom Cards Activities and Adding Interactive Features
✔ Flipped Classrooms
Included in this task card bundle are the following TEKS Standards:
Click on any green link to jump to that individual resource's page.
The student is expected to compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate.
I can use my understanding of place value to put together and break apart large numbers using models and base ten blocks.
The student is expected to describe the mathematical relationships found in the base-10 place value system through the hundred thousands place.
I can break down a number like 538, and understand that it means 5 = 500, 3 = 30, and 8 = 8.
The student is expected to represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers.
I can round numbers to the nearest 10th, 100th, 1000th, and 10,000th, and plot the numbers on a number line to show my work.
Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
I can compare and order whole numbers as big as 100,000 using the greater than ‘<’, less than ‘>’, and equal to ‘=’ symbols.
The student is expected to represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines.
I can round numbers to the nearest 10th, 100th, 1000th, and 10,000th, and plot the numbers on a number line to show my work.
The student is expected to determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line.
I can place fractions on a number line by understanding how each segment equals one piece of the whole.
The student is expected to explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number.
I understand that fractions are made up of equal parts that together form a whole. I can represent them in written form and through pictures, too!
The student is expected to compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b.
I can sum up and break apart fractions when 1 is numerator (number in the top position).
The student is expected to solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8.
I can share with my friends using fractions and help them understand by drawing pictures to represent how I divided them.
The student is expected to represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines.
I can understand that certain fractions - like one-half or two-fourths - may look different, but actually have equal values.
The student is expected to explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model.
I can explain why certain fractions are equal to each other by representing them on things like number lines and fractions pies.
The student is expected to compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
I can compare the sizes of fractions when they have the same top number or bottom number (numerator and denominator).
The student is expected to solve with fluency one‐step and two‐step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction.
I can add and subtract any number or group of whole numbers up to 1000. I also understand that addition and subtraction are closely related opposites.
The student is expected to round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems.
I can round numbers to quickly estimate the sums and differences of big numbers.
The student is expected to determine the value of a collection of coins and bills.
I can add up coins and bills and make change... and if you give me some coins and bills, I can also spend them. :P
The student is expected to determine the total number of objects when equally sized groups of objects are combined or arranged in arrays up to 10 by 10.
I can use arrays to help myself and others understand how to multiply two numbers between 1 and 10 in a very clear way.
The student is expected to represent multiplication facts by using a variety of approaches such as repeated addition, equal‐sized groups, arrays, area models, equal jumps on a number line, and skip counting.
I can represent what is happening when I multiply two numbers together by using different models and methods.
The student is expected to recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts.
I can become a better multiplier and divider by understanding the relationship of opposities between division and multiplication.
The student is expected to use strategies and algorithms, including the standard algorithm, to multiply a two‐digit number by a one‐ digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.
I can multiply with numbers from 1 to 99.
The student is expected to determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally.
I can divide things into smaller groups so that everybody gets the same amount.
The student is expected to determine if a number is even or odd using divisibility rules.
I can see unique patterns when I divide by even numbers rather than odd numbers and vice versa..
The student is expected to determine a quotient using the relationship between multiplication and division.
I can see unique relationships between multiplication and division which helps me check my answers when doing either operation.
The student is expected to solve one‐step and two‐step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
I can use pictures and models to illustrate what is happening in a multiplication or division problem.
The student is expected to represent one‐and two‐step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations.
I can do one and two-step addition and subtraction problems of whole numbers up to 1,000.
The student is expected to represent and solve one and two step multiplication and division problems within 100 using arrays, strip diagrams, and equations.
I can solve one and two-step multiplication and division problems more easily by using models like arrays and diagrams.
The student is expected to describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24.
I can understand multiplication expressions in both written and numerical form.
The student is expected to determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product.
I can solve a multiplication or division equation where there is a missing factor or product. By doing this, I can show I've moved beyond simple memorization of my multiplication and division facts.
The student is expected to represent real‐world relationships using number pairs in a table and verbal descriptions.
I can look at a table that shows any something and how much of that something there is, but I can also understand and interpret the data I'm looking at.
The student is expected to classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language.
I can classify all kinds of 2-dimensional and 3-dimensional shapes by their unique properties and call them by their proper names.
The student is expected to use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories.
I can recognize different types of quadrilaterals like; rhombuses, parallelograms, trapezoids, rectangles, and squares. I can also tell when a shape is a quadrilateral, but doesn't have properties of any of the above.
The student is expected to determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row.
I can find out the amount of square units that are inside a rectangle (the area) by counting how many square units long it is and how many square units wide it is, and finally multiplying the units together to get the area.
The student is expected to decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area.
I can find the area of a rectangle by multiplying its length times its width, and if I put two rectangles together side by side I can use that same principle to find the area of the more complex polygon that is formed.
The student is expected to decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.
I can break down congruent figures into smaller parts that are all an equal share of the larger whole in more than one way.
The student is expected to represent fractions of halves, fourths, and eighths as distances from zero on a number line.
I can map fractions like one-half and one-quarter on a number line, which gives me a great way to see what a fraction really is - a part of a whole."
The student is expected to determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems.
I can measure a polygon's perimeter by adding up the lengths of that shape's sides.
The student is expected to determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15‐minute event plus a 30‐minute event equals 45 minutes.
I can combine my understanding of telling time with addition and subtraction to help plan out my day and understand how others manage their time.
The student is expected to determine when it is appropriate to use measurements of liquid volume (capacity) or weight.
I can understand when I need to measure something in units of liquid volume vs. measuring something in units of weight.
The student is expected to determine liquid volume (capacity) or weight using appropriate units and tools.
I can measure the amount of liquid in a cup or container using the appropriate units and tools necessary according to the situation.
The student is expected to summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
I can represent data in all sorts of neat, clearn and easy to understand graphs and tables.
The student is expected to solve one-and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals
I can organize and summarize data in graphs and tables, then use the organized data to create equations which help me to understand the data and make use of it in real world situations.