Subject

Grade Levels

Resource Type

File Type

Zip

Standards

CCSSMP8

CCSSMP7

CCSSMP6

CCSSMP5

CCSSMP4

11 Products in this Bundle

- Bundle Description
- Standards

Check out this bundle of amazing Math project-based learning (PBL) activities and interactive notebook lessons for 3rd grade math! It's 40% off! Teach the standards using these detailed interactive notebook lessons and then spiral them using the project-based learning activities!

**Project-based Learning:**

Great for Geometry! These projects will help your students practice area, graphing, multiplication, and more. Each project will get them out of their seats, happily practicing Math in a real-life situation! Students will put their Math skills to work completing each project!

**All of my project-based learning activities come with free e-mail support! Read my feedback below to see what it's all about!**

**Projects Included**

-measurement (in feet)

-addition

-subtraction

-division

-multiplication

-area

-perimeter

-time intervals

-fractions

-graphs

-multiplication

-addition

-multiplication

-division

-patterns,

-2-step problems

-addition

-subtraction

-measurement

-area

-bar graphs

-multiplication

-critical thinking skills

-addition

-subtraction

-multiplication

-division

-time

-measurement

-addition

-subtraction

-multiplication

-division

-time

-measurement

Common Core Alignment included in each activity.

**Interactive Notebooks:**

This is the only common core aligned interactive math resource that not only helps your students understand the standards through models and other visuals, but helps you as the teacher understand how to teach each standard through detailed teacher directions. It also includes free e-mail support. E-mail me at any time with questions or for ideas teaching these standards.

This set also includes a note booking rubric and instructions for using Interactive Math Notebooks in your classroom.

What's Included:

Grading Rubric

Teaching guide for each standard

Answers/Examples for every lesson

Common Core Aligned Student Pages (see below)

**Note-taking for all standards is included. Problems and examples are included on these notes. 1-4 pages need to be printed for each standard, so it's much more paper-friendly than other INBs!

This is a bundle of the following resources:

Operations and Algebraic Thinking

3.OA.A.1 Multiplication Basics

3.OA.A.2 Division Basics

3.OA.A.3 Multiplication & Division Word Problem Strategies

3.OA.A.4 Finding Unknown Numbers in Equations

3.OA.B.5 Properties of Multiplication

3.OA.B.6 Multiplication & Division Relationships, Fact Families

3.OA.D.8 Two-Step Word Problems

3.OA.D.9 Arithmetic Patterns

Number and Operations in Base Ten

3.NBT.A.1 Rounding Numbers

3.NBT.A.2 Addition and Subtraction

3.NBT.A.3 Multiplying by Multiples of 10

Number and Operations: Fractions

3.NF.A.1 All About Fractions

3.NF.A.2 Fraction Number Lines

3.NF.A.3 Equivalent Fractions, Whole Fractions, Comparing Fractions

3.G.A.1 Properties of Shapes

3.G.A.2 Unit Fractions (Equal Area)

3.MD.A.1 Telling Time

3.MD.A.2 Measuring Liquid Volume & Measuring Object Mass

3.MD.B.3 Picture & Bar Graphs

3.MD.B.4 Measuring with Inches (quarters, halves, and wholes)

3.MD.C.5-7 Area Measurement

3.MD.D.8 Perimeter Measurement

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**Need help implementing PBL or just want to join other PBL-lovers? Take the complete online course and learn how to set your students up for success during project based learning! This is a great companion to this bundle!**

→ → → **Take the Implement Project Based Learning from Start to Finish Course!**

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Log in to see state-specific standards (only available in the US).

CCSSMP8

Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP4

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.

Total Pages

430+

Answer Key

N/A

Teaching Duration

N/A

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