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Grade 3 Math STAR TEACHER BUNDLE (Communication, Review, Tracking)

4 Ratings
K8MathSense
2,913 Followers
Subjects
Grade Levels
Formats Included
Zip (12 MB|260 pages)
TpT Digital Activity
Google Apps™
Standards
CCSSMP8
CCSSMP7
CCSSMP6
CCSSMP5
CCSSMP4
$27.99
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$27.99
Bundle
List Price:
$41.35
Bundle Price:
$34.99
You Save:
$13.36
Add to Wish List
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K8MathSense
2,913 Followers
Includes Google Apps™
This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).
TpT Digital Activity Included
This bundle contains one or more resources that include an interactive version that students can complete from any device on TpT’s new tool. Learn more.

Products in this Bundle (9)

    showing 1-5 of 9 products

    DescriptionStandards45Reviews4Q&AK8MathSenseMore fromK8MathSense

    Description

    EASILY REVIEW & TRACK PROGRESS ON 48 GRADE 3 MATH CURRICULUM GOALS ALL YEAR. Communicate the goals with posters and signs, assign self-assessment & review packets four times per year, and track progress in a spreadsheet. These self-assessment PDFs have been prepped as TpT Digital Activitis and already include answer boxes. Assign them directly to students via TpT and Google Classroom. The PREVIEW shows how the other resources in this bundle are coordinated! See titles, descriptions, and reviews of the resources below. Similar bundles are available for Grade 4, Grade 5, Grade 6, Grade 7, and Grade 8.

    ALSO SEE GRADE 3 CARD SETS (Great for math stations or small groups!)

    The codes for each card set represent the grade, domain, cluster, and goal number in the free checklist. HINT: Jot down these codes to use later as search terms.

    GRADE 3 CARD SETS

    • 3A23: Fact Families for Square Numbers

    • 3B12: Adding 3-Digit Numbers

    • 3B15: Multiplying Tens by Ones

    • 3F13: Fractions on the Number Line (The Top Seller!)

    • 3F16: Unit Fractions and Fractions Equal to Wholes

    • 3F16: Eighths as Fourths, Halves, and Wholes

    • 3M32: Counting Squares to Find Area

    • 3M33: Understanding Area of a Rectangle

    • 3M41: Understanding Perimeter of a Rectangle

    • 3M41: Perimeter of Polygons

    • 3M43: Same Area, Different Perimeter (FREE)

    • 3M44: Same Perimeter, Different Area

    • 3G12: Unit Fractions of Shapes

    OTHER POPULAR RESOURCES FOR GRADES K-8

    • COMMON CORE MATH STANDARDS POSTER SETS: Grades K-8, Grades K-5, or Grades 4-8. Get one poster per grade level showing all goals organized by cluster.

    • MATH CARD GAME BUNDLES: Kindergarten, Grade 1, Grade 2, Grade 3, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, and Grade 8.

    • BASIC FACTS CARD GAME BUNDLES:Addition Facts Bundle (9 sets),Subtraction Facts Bundle (9 sets), Addition and Subtraction Fact Families Bundle (9 sets), Multiplication Facts (9 Sets), Multiplication and Division Fact Families (9 Sets), Division Facts (9 Sets).

    • MATH SELF-ASSESSMENT & REVIEW BUNDLES: Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, and Grade 8. For each grade level there are 4 parallel review packets that can be used to check progress. Questions are correlated to the student-friendly math goals.

    Please FOLLOW this store to be notified of future products.

    Total Pages
    260 pages
    Answer Key
    Included
    Teaching Duration
    1 Year
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    Standards

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    CCSSMP8
    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 (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 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.
    CCSSMP7
    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 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 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 – 3(𝑥 – 𝑦)² 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 𝑥 and 𝑦.
    CCSSMP6
    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.
    CCSSMP5
    Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
    CCSSMP4
    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.

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