Confidently prepare your students for Math TEKS 3.4A-3.4K (Unit 3.4 - Operations)
with 330 task cards contained within 11 illustrated task card sets that are fun, standard-focused, and thoughtfully differentiated. These task card sets will lighten the atmosphere in your classroom while never straying from the standard expectations and your students learning goals.
Included in this package are a total of 330 task illustrated task cards which are contained within 11 sets (1 for each standard). The differentiated questions start off covering the basics and gradually move towards critical thinking word problems near the end of each set. Assign only sections of each set or assign whole sets depending on what your students’ needs are.
Make sure to check out the product preview above for a close-up view of the task cards.
✔ 330 uniquely illustrated task cards
, with additional sets that have colorful border options.
✔ 330 full page images
that can be printed out, used in whole-group instruction over a smartboard, or uploaded to google drive where you can share them digitally with your students.
✔ 11 Printable title pages
with "I Can Statements".
✔ 22 printable labels
with "I Can Statements".
✔ Creatively designed answer keys
which match similarly designed recording sheets for easy grading.
✔ Multiple versions of recording sheets
. One version saves paper while the other version allows more room for showing work.
✔ A click and learn FAQ
document which provides helpful answers to questions like, "What are the best ways to use my task cards." The document provides additional information about the best way to store, protect, and create a task card set you can be proud to show off in your room, while staying light on the budget.
Differentiation - The Power of Task Cards
The first 10 questions will introduce the concept that will build your students confidence, while the 2nd and 3rd group of ten questions will gradually increase the challenge* for your students. You can decide which students receive which questions based on their level of readiness, or simply assign them all to each student.
Methodology - How We Designed the Problems
Each question is aligned to the Texas Essential Knowledge and Skills (TEKS) state standards, and are specifically designed to meet documented student expectations for that standard. The questions are patterned on previously released State of Texas Assessments of Academic Readiness (STAAR) Math Tests. The questions can be used for guided practice and independent practice.
Although that all sounds like boring academic-speak, these task cards are anything but boring! Unique, high-quality illustrations have been added for a little something extra in each question and word problem. Many are directly related to the word problem, while others are there to lighten up the atmosphere.
*Careful attention has been put into each question so they won't be so challenging as to discourage your students, while still being rigorous enough to prepare your students for testing and assessment.
Just because our price is low doesn't mean our product isn't of the highest quality! We wanted to price these sets affordably, making sure to keep your budget in mind. I'm highly confident that once you try a NUMBEROCK task card set, we'll see you again!
For more 3rd Grade sets which may be relevant to you, please check out the links below:
Click Here To Save 35% On This Set By Buying the Full Bundle of All 40 Sets
Or check out individual task card sets below:
TEK 3.4A Task Cards (Illustrated)
TEK 3.4B Task Cards (Illustrated)
TEK 3.4C Task Cards (Illustrated)
TEK 3.4D Task Cards (Illustrated)
TEK 3.4E Task Cards (Illustrated)
TEK 3.4F Task Cards (Illustrated)
TEK 3.4G Task Cards (Illustrated)
TEK 3.4H Task Cards (Illustrated)
TEK 3.4I Task Cards (Illustrated)
TEK 3.4J Task Cards (Illustrated)
TEK 3.4K Task Cards (Illustrated)
Included in this task card set are the following TEKS Standards:
TEKS Standard 3.4A: The student is expected to solve with fluency one‐step and two‐step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction.
I can add and subtract any number or group of whole numbers up to 1000. I also understand that addition and subtraction are closely related opposites.
TEKS Standard 3.4B: The student is expected to round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems.
I can round numbers to quickly estimate the sums and differences of big numbers.
TEKS Standard 3.4C: The student is expected to determine the value of a collection of coins and bills.
I can add up coins and bills and make change... and if you give me some coins and bills, I can also spend them. :P
TEKS Standard 3.4D: The student is expected to determine the total number of objects when equally sized groups of objects are combined or arranged in arrays up to 10 by 10.
I can use arrays to help myself and others understand how to multiply two numbers between 1 and 10 in a very clear way.
TEKS Standard 3.4E: The student is expected to represent multiplication facts by using a variety of approaches such as repeated addition, equal‐sized groups, arrays, area models, equal jumps on a number line, and skip counting.
I can represent what is happening when I multiply two numbers together by using different models and methods.
TEKS Standard 3.4F: The student is expected to recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts.
I can become a better multiplier and divider by understanding the relationship of opposities between division and multiplication.
TEKS Standard 3.4G: The student is expected to use strategies and algorithms, including the standard algorithm, to multiply a two‐digit number by a one‐ digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.
I can multiply with numbers from 1 to 99.
TEKS Standard 3.4H: The student is expected to determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally.
I can divide things into smaller groups so that everybody gets the same amount.
TEKS Standard 3.4I: The student is expected to determine if a number is even or odd using divisibility rules.
I can see unique patterns when I divide by even numbers rather than odd numbers and vice versa..
TEKS Standard 3.4J: The student is expected to determine a quotient using the relationship between multiplication and division.
I can see unique relationships between multiplication and division which helps me check my answers when doing either operation.
TEKS Standard 3.4K: The student is expected to solve one‐step and two‐step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
I can use pictures and models to illustrate what is happening in a multiplication or division problem.
Most of the images included in these task cards are NUMBEROCK original images from our math music videos. Other images are created by the always super-cute clipart folks at MyClipartStore.