Third Grade Daily Math Number of the Day BUNDLE

Third Grade Daily Math Number of the Day BUNDLE
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Zip

(13 MB|83 pages)
Standards
2 Products in this Bundle
2 products
  1. These daily math activities will strengthen your students' number sense and math skills that fall under the domain of Number & Operations in Base Ten. This resource is intended for third graders but there is a bit of overlap with second and fourth grade NBT standards.Each day starts with a 3- or
  2. This pack of no-prep Number of the Day activities will strengthen your students' number sense and math skills that fall under the domain of Operations and Algebraic Thinking. This resource is aligned to the third grade math standards dealing with multiplication, division, number patterns, and word p
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  1. This is a GIANT bundle containing a huge selection of resources aligned to 3rd grade standards! There are 100 full-length math and ELA products including centers, games, assessments, worksheets and more.These were all classroom tested with my own third grade students. You will love how much time and
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  2. This GIANT math bundle for 3rd grade includes games, centers, worksheets, assessments, and more for the whole year! Contains 50 individual, full-length resources totaling 1000+ pages!The resources in this bundle cover multiplication, division, fractions, rounding, elapsed time, measurement, addition
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  • Bundle Description
  • Standards

This bundle includes both of my 3rd grade number of the day packs. These are daily math activities that build essential math skills.

Pack 1: Number and Operations in Base Ten

Each day starts with a 3- or 4-digit number. Students will use that number to:

• Use mental math to find 10 more, 10 less, 100 more, and 100 less

• Add with and without regrouping

• Round to the nearest ten and hundred

• Write expanded form

• Determine even or odd

In addition to the above, on Friday students will use the daily numbers from Monday through Thursday to:

• Add

• Subtract

• Order numbers

These activities progress in difficulty as the weeks go by. Week one uses only 3-digit numbers. By week nine, all of the numbers are 4-digits. The addition and subtraction eventually includes regrouping in multiple columns and working with zeroes.

Pack 2: Operations and Algebraic Thinking

Each day, Monday through Thursday, starts with a target number. Students will use that number to:

• Complete the multiplication/division fact family

• Show repeated addition

• Skip count

• Draw an array model

• Solve a word problem

• Determine if the number can be halved

On Friday students will use the daily numbers from Monday through Thursday to:

• Find all of the factors of those numbers on a multiplication chart

• Record all of the multiplication equations that have those numbers as products

Week one starts with single-digit numbers and one-step word problems. By week six, students will be working with products up to 49 and some of the word problems will be multi-step.

Your purchase will include:

• 15 weeks of daily math practice

• Answer keys

• Blank template to use with your own numbers

Log in to see state-specific standards (only available in the US).
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
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.)
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 = ?.
Total Pages
83 pages
Answer Key
Included
Teaching Duration
1 Semester
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