Grade 3 Math Interactive Test Prep – DIVIDING OBJECTS AND SHARES 3.OA.2

Grade 3 Math Interactive Test Prep – DIVIDING OBJECTS AND SHARES  3.OA.2
Grade 3 Math Interactive Test Prep – DIVIDING OBJECTS AND SHARES  3.OA.2
Grade 3 Math Interactive Test Prep – DIVIDING OBJECTS AND SHARES  3.OA.2
Grade 3 Math Interactive Test Prep – DIVIDING OBJECTS AND SHARES  3.OA.2
Grade 3 Math Interactive Test Prep – DIVIDING OBJECTS AND SHARES  3.OA.2
Grade 3 Math Interactive Test Prep – DIVIDING OBJECTS AND SHARES  3.OA.2
Grade 3 Math Interactive Test Prep – DIVIDING OBJECTS AND SHARES  3.OA.2
Grade 3 Math Interactive Test Prep – DIVIDING OBJECTS AND SHARES  3.OA.2
File Type

Presentation (Powerpoint) File

(17 MB|89 pages)
Product Rating
4.0
(2 Ratings)
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Grade 3 Math Interactive Test Prep – DIVIDING OBJECTS AND SHARES 3.OA.2

Included are: Interactive Math PowerPoint Task Cards and Test Prep—to reinforce students’ practice and mastery of 3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

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Click here for a short video: Your students will love this math mastery resource.

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~~~TRY BEFORE YOU BUY! DOWNLOAD AND OPEN THE PREVIEW IN THE PRESENTER MODE. ~~~

This will ENGAGE your students!

The feedback from TpT teachers and my fellow teachers at school, who use these grade-level interactive sets of task cards, state that kids are engaged and enthused; that the students are focused on the screen, calculating the problems, helping one another with the answers, laughing at the images and animations, and most of all – TALKING OUT LOUD ABOUT MATH.

We call it the “WOW” factor!

• Interactive PowerPoint designed for computer/doc camera and Smart Boards.
• No Prep format: Plug in computer and go.
• 40 Word Problems in two sets of 20 each to promote fluency, collaboration and accountable talk.
• Adherence to state and district standards.

NOTE: This PowerPoint Tasks Cards resource is designed to be used in the Slide Show View. Please follow the instructions on slide 3.

Open the preview and try out the engaging problem-solving tasks with eye-catching visuals.

These classroom-tested products have generated excellent feedback. A quote: “I couldn’t believe how engaged the kids were in talking about math.” They support research and best practices.

You will see your students become participants as they problem-solve and receive instant reinforcement on correct thinking about math.

The 40 word problems progressively develop dividing objects and shares, interpreting quotients, and clarifying the entire 3.OA.2

3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

Terms
Copyright © Classaroundthecorner.com. All rights reserved by author. This product is to be used by the original purchaser only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use ONLY. See product file for clip art and font credits.

Personal Note
We want you to be satisfied with our products and we make sure we do everything in our power to provide you with quality resources. Any issues, suggestions, questions please email: Classaroundthecorner@gmail.com. Thank you so much for shopping with us. Have fun leading your class with “Interactive Test Prep Math!”

Click here to review our 3rd grade interactive math resources.

Log in to see state-specific standards (only available in the US).
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
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.
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.
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
Total Pages
89 pages
Answer Key
Included
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