Subject

Grade Levels

Resource Type

File Type

Product Rating

Standards

CCSSMP2

CCSSMP1

CCSS4.NF.B.3

CCSS4.NF.A.2

CCSS4.NF.A.1

Also included in:

- Build problems solving skills with short, purposeful practice of the 3rd grade math standards with these multi-step word problems. Students need continued and rigorous practice with the math standards in real world scenarios to build mastery.This Multi-Step Word Problems of the Day bundle includes$28.00$22.00Save $6.00

- Product Description
- StandardsNEW

These Problem of the Day word problems contain real-world applications of the third grade math standards. These rigorous guided and independent practice pages give students practice and exposure with varying levels of difficulty. Some pages can be completed by students independently while others are intended for students to experience a productive struggle as they work to apply what they know. The purpose of varying the difficulty of the skills is to build confidence in students’ problem solving strategies, while also pushing them to try new strategies independently. Some problems include many steps to reach the solution while others require students to explain their work.

**Skills included:**

**•**perimeter

**•**area

**•**multiplication

**•**division

**•**money

**•**fractions

**•**elapsed time

**•**patterns

**•**addition

**•**subtraction

30 pages are provided so that a page can be completed each day in the classroom with additional pages going home for independent practice. These can be easily printed and stapled for daily use, or these are also perfect for inclusion in interactive notebooks.**This unit is part of the Problem of the Day BUNDLE****The other 3rd Grade Word Problems of the Day:**

Sept | Oct | Nov | Dec | Jan | Feb | April | May

**Or, try out the Back to School Freebie.****Other 3rd Grade Math Products**

• 3rd Grade Math Spiral Review | 3rd Grade Math Warm Up | 3rd Morning Work- Bundle

• 3rd Grade Story Problems Task Cards Bundle

**CLICK HERE** **to follow me and be notified of future products as soon as they are posted.**

_______________________________________________________________

Copyright © Tessa Maguire.

Purchase is for single classroom use only. Please purchase additional licenses if you intend to share this product with colleagues.**You may not redistribute, edit, sell, or otherwise post this product** **on the internet**. **You** **may,** **however,** **post** **a** **link** **for others** **topurchase themselves.**

Log in to see state-specific standards (only available in the US).

CCSSMP2

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.

CCSSMP1

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.

CCSS4.NF.B.3

Understand a fraction 𝘢/𝘣 with 𝘢 > 1 as a sum of fractions 1/𝘣.

CCSS4.NF.A.2

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

CCSS4.NF.A.1

Explain why a fraction 𝘢/𝘣 is equivalent to a fraction (𝘯 × 𝘢)/(𝘯 × 𝘣) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Total Pages

30 pages

Answer Key

Not Included

Teaching Duration

N/A

Report this Resource to TpT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpT’s content guidelines.