The Math Choice Board {Third Grade}

Shelley Gray
20.5k Followers
Grade Levels
3rd, Homeschool
Standards
Resource Type
Formats Included
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Pages
400+
$22.50
$22.50
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Shelley Gray
20.5k Followers

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Description

Are you looking for a student-managed way to spiral your math curriculum and ensure that review happens all year long?

Would you like to implement an engaging, curriculum-related choice board as a math station in your classroom?

Do you need a way to motivate your students when they first arrive in the classroom, at the beginning of class, or when they finish their work early?

I am so excited to introduce you to the Math Choice Board!

Several years ago, I created The Early Finisher Board – a solution for the fast finishers in your classroom. Over the years, thousands of people have successfully used that resource to motivate and engage their students. However, I have literally received hundreds of requests for something similar that focuses on Math only.

This is where The Math Choice Board comes in!

The Math Choice Board is similar to The Early Finisher Board in that it allows students to choose which activities they do, and when they do them. This board consists of seven sections: Facts, Numbers, Dice & Cards, Patterns & Data, Measurement & Geometry, and two Bonus Tasks.

Each section contains an engaging, curriculum-related activity to engage your students. The tasks are switched out regularly so that your students always have new tasks to choose from!

The Math Choice Board is designed to promote:

- a method of spiraling the curriculum so that students receive continuous review of previously learned skills

- organization and independence

- freedom to choose based on personal preferences

- differentiation based on interests

- success for a wide variety of ability levels within your diverse classroom

- student engagement

- pride and excitement

Ways to Use Your Math Choice Board

There are many ways to use the Math Choice Board within your classroom. You might choose to use it as:

- a Math Station or center. When students are at the Choice Board center, allow them to pick whichever activities they want from the board. This will create a sense of power and control for your students.

- a Math Warm-Up before math class begins

- a way of engaging your early finishers. Have your students choose tasks from the Math Choice Board when they finish their work, rather than simply reading or working on homework

- morning work upon arriving at school. When your students arrive in the classroom in the morning, have them work on the Math Choice Board. This will enhance predictability, routine, and organization first thing in the morning.

Total Pages
400+
Answer Key
N/A
Teaching Duration
1 Year
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Standards

to see state-specific standards (only available in the US).
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
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.

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