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

Ashleigh
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Grade Levels
3rd - 5th, Homeschool
Standards
Resource Type
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105 pages
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Ashleigh
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Includes Google Apps™
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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!

3rd Grade Weekly Word Problems

4th Grade Weekly Word Problems

Third Grade Language Morning Work

Fourth Grade Language Morning Work

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
Answer Key
Not Included
Teaching Duration
1 Year
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Standards

to see state-specific standards (only available in the US).
Understand a fraction 1/𝘣 as the quantity formed by 1 part when a whole is partitioned into 𝘣 equal parts; understand a fraction 𝘢/𝑏 as the quantity formed by 𝘢 parts of size 1/𝘣.
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
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.)

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