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# Number of the Day for 3rd, 4th, & 5th Grades | Print and Digital

Ashleigh
52.7k Followers
3rd - 5th, Homeschool
Subjects
Standards
Resource Type
Formats Included
• Zip
Pages
105 pages
Ashleigh
52.7k Followers
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

### Description

GREAT Spiral Review for 3rd, 4th, and 5th Grade Math! Includes print AND digital versions.

This is an awesome daily review activity that incorporates many of the 3rd and 4th grade Common Core Standards, as well as many other state standards! These Number of the Day printables can be used as morning work, homework, centers, or as a daily skills practice.

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There are SIX different versions in this product for easier differentiation! Students work with a 3-digit numbers, 4-digit numbers, and 6-digit numbers to practice a variety of skills:

Check out these other third grade and fourth grade morning work ideas!

Version 1

• Written form-students should write the number of the day in written form.

• Expanded form-students should write the number of the day in expanded form.

• Rounding to the nearest 10-have students use the number of the day to round to

the nearest 10.

• Rounding to the nearest 100-have students use the number of the day to round to the nearest 100.

• Place Value Table-students can complete the place value table.

• Addition & Subtraction Unknown Numbers-Students should write an addition and a subtraction number sentence that equals the number of the day.

• 10 More/Less-encourage students to use mental math to find 10 more and 10 less

than the number of the day.

• 100 More/Less-encourage students to use mental math to find 100 more and 100

less than the number of the day.

• Comparing 2-digit Numbers-have students compare the first 2-digits of the

number of the day with the last 2-digits of the number of the day with symbols.

• Addition & Subtraction Fact Families-add the last 2-digits of the number of the day to create addition/subtraction fact families.

• Modeling Fractions-students should write and model a fraction using the first two digits of the number of the day.

• Time-students should draw the hands of the clock.

• Commutative Property-write two number sentences to show the commutative property of addition using the last 2-digits of the number of the day.

• Associative Property-write two number sentences to show the associative property of addition using the last 3-digits of the number of the day.

Version 2

-Written form-students should write the number of the day in written form.

• Expanded form-students should write the number of the day in expanded form.

• Rounding to the nearest 10-have students use the number of the day to round to the

nearest 10.

• Rounding to the nearest 100-have students use the number of the day to round to the

nearest 100.

• Place Value Table-students can complete the place value table.

• Addition & Subtraction Unknown Numbers-Students should write an addition and a

subtraction number sentence that equals the number of the day.

• 10 More/Less-encourage students to use mental math to find 10 more and 10 less than the Number of the Day.

• 100 More/Less-encourage students to use mental math to find 100 more and 100 less than the Number of the Day.

• Build an Array-draw an array that shows the multiplication of the last 2-digits of the

Number of the Day.

• Repeated Addition-show a repeated addition number sentence to model the multiplication of the last 2-digits of the Number of the Day.

• Addition & Subtraction Fact Families-add the last 2-digits of the Number of the Day to

show an addition and subtraction fact family.

• Multiplication & Division Fact Families-multiply the last 2-digits of the Number of the Day to show a multiplication and division fact family.

• Modeling Fractions-write and model a fraction using the first 2-digits of the number of

the day.

• Telling time-show what time it is using the first 3-digits of the number of the day.

• Elapsed time-tell what time it will be in 15 minutes by using the clock.

• Commutative Property-write a number sentence to show the commutative property by

multiplying the last 2-digits in the number of the day.

• Associative Property-write a number sentence to show the associative property by

multiplying the last 3-digits in the number of the day.

• Distributive Property-write a number sentence to show the distributive property by

multiplying the first 3-digits by the last digit of the number of the day.

Version 3

-Large print with extra white space version on Version 1 and Version 2.

Version 4

-Three digit option of Version 1

Version 5

-Written form-students should write the number of the day in written form.

• Expanded form-students should write the number of the day in expanded form.

• Expanded notation-students should write the number of the day in expanded notation.

• Rounding to the nearest 10-have students use the number of the day to round to the

nearest 10.

• Rounding to the nearest 100-have students use the number of the day to round to the

nearest 100.

• Multiples through 100-Students use the last digit in the number of the day to find all of

the multiples of that number to 100.

• Factors-students use the last two digits in the number of the day to find all of the factors of that number. They circle the prime numbers and highlight the composite numbers.

• Place Value Table-students can complete the place value table.

• Multiples of Ten-students will multiply the last three digits of the number of the day by

10, 100, and 1,000.

• Addition & Subtraction-students add the last three digits and the first three digits

together. Then, they subtract the last three digits and first three digits.

• Multiplication-Students will multiply the last four digits by the first digit in the number of

the day.

Version 6

-Written form-students should write the number of the day in written form.

• Expanded form-students should write the number of the day in expanded form.

• Expanded notation-students should write the number of the day in expanded notation.

• Rounding to the nearest 10-have students use the number of the day to round to the

nearest 10.

• Rounding to the nearest 100-have students use the number of the day to round to the

nearest 100.

• Multiples through 100-Students use the last digit in the number of the day to find all of

the multiples of that number to 100.

• Factors-students use the last two digits in the number of the day to find all of the factors of that number. They circle the prime numbers and highlight the composite numbers.

• Divisibility Table-Students circle all the numbers that the Number of the Day is divisible by.

• Multiples of Ten-students will multiply the last three digits of the number of the day by

10, 100, and 1,000.

• Addition & Subtraction-students add the last three digits and the first three digits

together. Then, they subtract the last three digits and first three digits. Students should

know to subtract the smaller number from the larger number.

• Multiplication-Students will multiply the last four digits by the first digit in the number of

the day. Students should represent their multiplication with an area model and partial

product. Students will then multiply the first two digits by the last two digits of the Number of the Day.

Standards Reviewed

3.OA.1

3.OA.2

3.OA.4

3.OA.5

3.OA.6

3.NBT.1

3.NBT.2

3.NF.1

3.MD.1

4.OA.1

4.OA.4

4.NBT.1

4.NBT.2

4.NBT.3

4.NBT.4

4.NBT.5

Total Pages
105 pages
Not Included
Teaching Duration
1 Year
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### Standards

to see state-specific standards (only available in the US).
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
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.
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?.
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.