Fractions, Shapes & Area SCOOT Task Cards 3.G.A2 (Optional 5.NF.B4 Level) Summer

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1. 5.NF.B3 and 5.NF.B4, 5.NF.B6, 5.NF.B7a Excellent enrichment for 4th grade and intervention for 6th grade. To modify, start with less cards to match. There are 26 pairs in each level. Many games can be made out of 52 PAIRS of cards.I love match games because they provide more options for the teacher,
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2. 3rd Grade Centers AND Counting Routines/Daily Fluency Activities for the entire year. This bundle was created by a math coach to build number sense and reasoning skills while developing fluency. There are always two paths to take. Choose the one that builds deeper understanding of the BIG IDEAS in m
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"If the total area is 16 sq. units, what is 1/2 of the area? How about 1/4? Can you use that to find 3/4? While this is essentially multiplying fractions (5.NF.B4) Grade 3 introduces the idea in 3.G.A2. These cards are designed as a FUN CHALLENGE puzzle like activity for third graders... using patterns and reinforcing multiplication and division to figure out PART of an AREA given. (Students do not determine the area of a circle, only a fraction of the number provided.)

I have also created a KAHOOT using images from these card as a fun way to kick off the activity with LITTLE TO NO explanation or instruction. :) That's what good mathematicians do!

(Search Fractional Area Intro Grade 3-5 Beach Ball Fraction Fun on KAHOOT. Actual link provided in product as well.)

INCLUDED in this SUMMER THEMED BEACH BALL FRACTION AREA SET:

2 Sets of 18 Task Cards each

1 set of cards without number values for added flexibility

Support Cards

Assess Cards

2 Recording sheets (3rd grade & 5th grade versions)

Answer Keys

KAHOOT Link to introduce lesson (and assess later too!)

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To emphasize PROBLEM SOLVING with actual thinking: Go Numberless!:

Grade 2 Standards Numberless Word Problems to Sort & Solve

Grade 1/Early 2 Numberless Word Problem Sort & Solve

Grade 3 Numberless Sort & Solve

Number Composition

Shake, Spill & Show: At the Bakery

THE BIG MOVE From Number Composition to Unitizing

Addition and Subtraction Sorts: Composing Numbers 12 Sorting Activities

For Emerging Place Value Understanding:

PLACE VALUE BAKERY Number Sense and Unitizing Packing: Cookies Tens and Ones

Part Whole Model PLACE VALUE BAKERY Task Cards First & Second Grade

Place Value Fun & Depth of Understanding for one of the BIGGEST standards we teach!

MYSTERY NUMBER Place Value Freebie!

MYSTERY NUMBER Scoot Task Cards for Place Value, Reasoning & Vocabulary

For DOUBLES FACT Fluency Assessments, Games, Interventions & Enrichment check out:

DOUBLES FACT PACK

For MATH OLYMPICS check out:

COMPLETE MATH OLYMPICS EVENT PACK: Games, Certificates, Posters & Google Doc

Math Olympics Kindergarten Race to 10 or 20 and Build a Tower

Math Olympics Shake & Spill

Math Olympics Version of Flexible Place Value Task Cards

For THIRD GRADE ROUNDING, check out:

ROUNDING MOUNTAIN Number Line Rounding Spin It, Show It, Round It Game

For THIRD & FOURTH GRADE Problem Solving:

Write Your Own Word Problems!

All rights reserved by The Math VikingΒ© Copyright Information: Purchase of this unit entitles the purchaser the right to reproduce this pack for ONE classroom use only. If you plan on sharing with others, please purchase an additional license. Thank you!!

Adorable Graphics By:

LePetitMarket TheHappyGraphics PrettyGrafik

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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 (π¦ β 2)/(π₯ β 1) = 3. Noticing the regularity in the way terms cancel when expanding (π₯ β 1)(π₯ + 1), (π₯ β 1)(π₯Β² + π₯ + 1), and (π₯ β 1)(π₯Β³ + π₯Β² + π₯ + 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 Γ 8 equals the well remembered 7 Γ 5 + 7 Γ 3, in preparation for learning about the distributive property. In the expression π₯Β² + 9π₯ + 14, older students can see the 14 as 2 Γ 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 β 3(π₯ β π¦)Β² 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 π₯ and π¦.
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.
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
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