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Math: 3rd Grade Warm Up Problems

Grade Levels
3rd
Subjects
Standards
Resource Type
Formats Included
  • PDF
  • EBooks
  • Compatible with 
    Activities
Pages
37 pages
$0.99
$0.99
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Compatible with Easel Activities
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Description

In this eBook Timmy tackles the Common Core math standards of 3rd grade by working his way through 66 engaging problems (2 per standard). These problems can be used as a warm up for students after learning a concept or to prompt a class discussion. Have fun following Timmy as he is up to all new shenanigans visiting Santacon in Denver and visiting Vail, Beaver Creek, Breckenridge, and Killington.
Total Pages
37 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths 𝘢 and 𝘣 + 𝘤 is the sum of 𝘢 × 𝘣 and 𝘢 × 𝘤. Use area models to represent the distributive property in mathematical reasoning.
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.
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

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