Number of the Day Binder Differentiation BUNDLE - 3rd & 4th Grade Math Skills

Number of the Day Binder Differentiation BUNDLE - 3rd & 4th Grade Math Skills
Number of the Day Binder Differentiation BUNDLE - 3rd & 4th Grade Math Skills
Number of the Day Binder Differentiation BUNDLE - 3rd & 4th Grade Math Skills
Number of the Day Binder Differentiation BUNDLE - 3rd & 4th Grade Math Skills
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Common Core Standards
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52 MB|89 pages
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3 Products in this Bundle
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  1. Looking for the perfect tool to build or review fourth grade math understanding? Discovered your fourth graders aren’t retaining the skills introduced during your math units? Searching for a low-prep, engaging routine that boosts fourth grade math skills? This reusable Number of the Day Binder is a
  2. Looking for the perfect tool to build or review third grade math understanding? Discovered your third graders aren’t retaining the skills introduced during your math units? Searching for a low-prep, engaging routine that boosts third grade math skills? This reusable Number of the Day Binder is a per
  3. Looking for the perfect tool to build or review third grade math understanding? Discovered your third graders aren’t retaining the skills introduced during your math units? Searching for a low-prep, engaging routine that boosts third grade math skills? This reusable Number of the Day Binder is a per
Bundle Description

Looking for the perfect tool to build or review third and fourth grade math understanding? Discovered your students aren’t retaining the skills introduced during your math units? Searching for a low-prep, engaging routine that boosts your students’ math skills? The four sets of reusable Number of the Day Binder pages in this bundle are a perfect way to address your needs.

PEDAGOGY

One of the greatest challenges we face as teachers is finding enough time for all the instruction we need to fit in. Often times, we feel there is a need to hurry on to the next topic once we see students have reached their learning goal. Unfortunately this (seemingly relentless) need to move on robs many learners of their (infinitely more important) need to go back and review concepts. We learn quickly that in order to make room for the spiral review students need, we need to hit the ground running each morning when they arrive in the classroom.

These Number of the Day Binders will help you integrate spiral review on a consistent basis. Using these binder pages will strengthen your students’ math understanding through daily math modeling and reasoning routines. The activities in these second and third grade Number of the Day Binders are designed to use with three and four digit numbers.

These reusable activities are perfect for:

★ Daily bell ringer, bellwork, seat work

★ Daily worm up during math workshop

★ A center during your guided math rotations

★ Routine formative assessment of place value understanding

★ Differentiated place value practice in upper grades

SETTING UP TO SAVE TIME

The pages of these binders are designed to be printed once, inserted into page protectors and stored in ½ binders for daily use throughout the school year. Setting up one binder for each student in this way makes it easy for your students to use white board markers to complete their activities, and erase for a fresh start with a new number the next day.

DAILY ROUTINE

The routine I’ve used with my third graders is as follows. This routine takes about 15 minutes in my classroom, and is completed simultaneously with attendance, homework collection, and any necessary morning check-ins. Please keep in mind, this resource makes it easy for your revise the recommended routine to fit the unique needs of your classroom.

★ Teacher selects a new number between 0-100 each day

★ Students complete multiple pages in their binder (3-4 pages is recommended)

★ After students complete their assigned pages, they tap their head silently to signal they are done

★ Teacher stops by to check binder pages

★ Teacher signals student to tuck their binder away after work has been checked

★ Teacher notes mentally, or in writing which students need follow up instruction related to their place value practice

★ Teacher follows up on misconceptions and mistakes as needed during guided math

BOOSTING RIGOR

When students can count on a consistent format for their spiral review, they can focus more brain power on strengthening their math understanding. The activities in this binder reinforce the variety of math modeling approaches, which transfer to solving more complex math problems in second & third grade, and beyond. The format of each page requires students to manipulate and model today’s number in a variety of ways, further deepening place value understanding.

SCAFFOLDING AND DIFFERENTIATION MADE EASY

Introducing each page through an interactive modeling lesson is recommended. First, have students watch and listen as you work through the page with a sample number. Then, display a new number and work through the page together, with your binder on display, and theirs on their lap or desk. The following day, you can decide if another guided practice session is needed, or if you will walk the room as students work through their page independently. The consistent format of these reusable pages quickly builds students’ confidence with tackling a new number each day.

With several pages to pick from, students who demonstrate mastery of concepts can move on to more advanced/new pages as needed. You can also reduce or increase the number of pages a student completes each day without the need for additional prep work.

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WHAT'S INCLUDED IN THIRD GRADE BINDER 1:

Place Value In Different Forms: On page 1, write the number of the day in a place value chart Record the number in standard form, expanded form and word form. Identify and record the value of the ones, tens, hundred and thousands place. On page 2, the “Writing Numbers In Different Forms” reference page provides information about expanded, standard and word form and includes a word list of number words.

Comparing Numbers: On page 3, rearrange the digits in today’s number to make new numbers with different values. Compare the new numbers to today’s number using standard comparison symbols.

Ordering Numbers: On page 4, use spinners to determine which two and three digit numbers will be added or subtracted to/from today’s number. Order the sums/differences from least to greatest, and from greatest to least.

Rounding To The Nearest 10: On page 5, round today’s number to the nearest 10. Identify other numbers that can and cannot be rounded to the same number. Focus on the tens place when identifying a halfway number.

Rounding To The Nearest 100: On page 6, round today’s number to the nearest 100. Identify other numbers that can and cannot be rounded to the same number. Focus on the hundreds place when identifying a halfway number.

Rounding To The Nearest 1,000: On page 7, round today’s number to the nearest 1,000. Identify other numbers that can and cannot be rounded to the same number. Focus on the thousands place when identifying a halfway number.

Multi-Digit Addition: On page 8, rearrange the digits in today’s number to make the number with greatest possible value. Practice multi-digit addition by adding the new number to today’s number. Practice mental math by adding 10 more, 100 more, and 1,000 more to today’s number.

Multi-Digit Subtraction: On page 9, rearrange the digits in today’s number to make the number with greatest least value. Practice multi-digit subtraction by subtracting the new number from today’s number. Practice mental math by subtracting 10 less, 100 less, and 1,000 less from today’s number.

Modeling Arrays: On page 10, use the digits of today’s number to determine how many rows and columns should be included in two array models. Write the repeated addition sentence, related multiplication sentence, and fact family for each array.

Today’s Time On page 11, record today’s time in analog and digital format. Record the time one hour prior to today’s time and one hour from today’s time. Record an activity that would reasonably be done in the A.M. and P.M. hours at today’s time. Calculate how many minutes will pass from the today’s time until the next full hour. On page 12, the “Reading A Clock” reference page provides information about how to read a clock and record times in digital format.

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WHAT'S INCLUDED IN THIRD GRADE BINDER 2:

Modeling Arrays: On page 1, use the digits of today’s number to determine how many rows and columns should be included in two array models. Write the repeated addition sentence, related multiplication sentence, and fact family for each array.

Multiplication Properties: On pages 2 & 3, use the digits of today’s number to create a model and write a multiplication equation representing each property of multiplication including Associative Property, Distributive Property, Commutative Property, Identity Property, and Zero Property. The “Properties of Multiplication” reference sheet on page 4 provides information about each multiplication property.

Multiplication Fact Fluency On pages 5-8, complete a 12x12 multiplication table that has been divided into quadrants. Have students complete all four quadrants daily, or work on one or two quadrants a day depending on their level of multiplication fact fluency.

Multiplying by Multiples of 10: On page 9, build fluency when multiplying by multiples of 10. Use one digit from today’s number and multiply that digit by all multiples of 10 from 10 to 120.

Factor Tree Challenge: On page 10, create a factor tree using two digits from today’s number. Please note, this page requires more advanced multiplication skills. Therefore, you may opt to reserve it for your advanced learners, or add it later in the year as you see fit.

Modeling Fractions: On pages 11 & 12, create two fractions using the digits of today’s number. Model each fraction using pie fraction frames. Represent each fraction on a number line by dividing a blank number line into equal parts based on the denominator of each fraction, then locating each fraction on the number line created.

Comparing Fractions: On page 13, compare the fractions created on pages 11 & 12 using a fraction strip model. Use the fraction strip model to write a comparison number sentence.

Modeling Area & Perimeter: On page 14, use the digits of today’s number to create two rectangle models. Find the area and perimeter of each rectangle.

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WHAT'S INCLUDED IN FOURTH GRADE BINDER:

Place Value Forms: on page 1 students record today’s number (a random seven-digit number created daily by the teacher) in the place value chart, and place commas in accurate positions. Students then record today’s number in different place value formats including standard form, expanded form, and word form. Finally, students represent a three digit number in three additional variations of expanded form.

Comparing Numbers to the Millions: on page 2 students compare today’s number to a new number created by rearranging the digits, then circle the digit that helped them determine which number is greater. Students round today’s number three different ways, and create number line models to justify their rounding reasoning.

Multi-Digit Addition with Regrouping: on page 3 students rearrange the digits of today’s number to make a new number with the greatest possible value. Students then solve a multi-digit addition with regrouping equation to find the sum of the two numbers. Finally, students use the inverse operation (subtraction) to check the accuracy of their multi-digit addition equation.

Multi-Digit Subtraction with Regrouping: On page 4 students rearrange the digits of today’s number to make a new number with the least possible value. Students then solve a multi-digit subtraction with regrouping equation to find the difference of the two numbers. Finally, students use the inverse operation (addition) to check the accuracy of their multi-digit subtraction equation.

Multiplication Comparison Statements: On page 5 students use digits from today’s number along with the Commutative Property of Multiplication to create a simple multiplication equation. Students write the multiplication sentence as a comparison statement, then write the fact family and create an array model for the simple multiplication sentence.

Prime Numbers, Composite Numbers & Factor Pairs: On page 6 students use provided guidelines to create a variety of prime and composite numbers using the digits of today’s number, then list the factor pairs for each number created.

Prime Numbers, Composite Numbers & Multiples: On pages 7 & 8 students select one of the two-digit composite numbers created on page 6, and list the factors for that number in order from least to greatest in the factor chart. Students complete the factor chart by listing the multiples for each factor leading up to the selected two-digit number. Finally, students identify prime and composite numbers within the factor chart. Two factor chart pages are provided for numbers with more than 6 factors.

Single-Digit by Multi-Digit Multiplication Using Standard Algorithm: On page 9 students use digits from today’s number to create a four-digit by one-digit multiplication equation, and solve the equation using standard algorithm. Students identify the factors and product for the multiplication equation, and represent the product in two ways using expanded form.

Multiplication Using Rectangular Area Models and the Distributive Property: On page 10 students use a rectangular area model to check the accuracy of their solution from page 9. Then, students use digits from today’s number to create a three-digit by one-digit multiplication equation, and solve the equation using the Distributive Property of Multiplication.

Multiplication Using Standard Algorithm and Rectangular Area Models: On page 11 students use digits from today’s number to create a two-digit by two-digit multiplication equation, and solve the equation using standard algorithm. Then, students use a rectangular area model to check the accuracy of their solution.

Multiplication Using the Distributive Property and Rectangular Area Models: On page 12 students use digits from today’s number to create a two-digit by two-digit multiplication equation, and solve the equation using the Distributive Property of Multiplication. Then students use a rectangular area model to check the accuracy of their solution.

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DIFFERENTIATION OPTIONS:

Number of the Day Binder 2nd and 3rd Grade Differentiation BUNDLE

Second Grade Number of the Day Binder 1

Second Grade Number of the Day Binder 2

Second Grade Number of the Day Binder BUNDLE

Third Grade Number of the Day Binder 1

Third Grade Number of the Day Binder 2

Third Grade Number of the Day Binder BUNDLE

Fourth Grade Number of the Day Binder

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Total Pages
89 pages
Answer Key
Included
Teaching Duration
1 Year
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