Third Grade Digital Math Task Cards, Centers, Assessments | Distance Learning

Grade Levels
3rd
Standards
Resource Type
Formats Included
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  • Google Apps™
Pages
700+
$101.20
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List Price:
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$101.20
Bundle
List Price:
$126.50
You Save:
$25.30
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Includes Google Apps™
This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).

Products in this Bundle (38)

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    Description

    These third grade math task cards and math centers and math assessments are perfect for the digital teacher!

    Eliminate the printing, cutting, laminating, and storing of your math resources by going digital. They are perfect to use with whole group, small groups, independent math centers, morning work, assessments, and even homework!

    TASK CARDS

    How these are different than traditional task cards

    Printable task cards are typically provided in a format that is paper saving friendly. There are 4 or more task cards per page, which limits the number of pages that need printed. This is good, but digital task cards are better! Digital task cards are different in the fact that there is only one task card per page. By having only one task card per page, students are able to swipe or scroll through one card at a time. What does this mean to you? You save money! No more needing to print on cardstock and in color . Also, you save time! No more cutting, laminating, and cutting again!

    Please note: Even if you are 1:1 in the classroom, you CAN still make these work!!!! A blog post will be coming soon on just this!

    How they Work

    If you use Google classroom, you can assign and make a copy for each student to complete. If you don’t use Google Classroom and/or students don’t have their own Google account, no problem! The PDF version is perfect!

    A PowerPoint version is also included for those days when you may be completely offline. We've got you covered!

    You can provide all task cards to students to complete in the order of their choice, or you can even create your own order. How? Here are some options:

    ►The slides are movable. You can order them in the order that you want students to complete them.

    ►Make multiple copies of the file, delete all the slides but the task cards that you want them to complete, and save it as a name of your choice. That way, students are only provided with the task cards that they must complete.

    Digital Recording Sheet

    If you want to go 100% paperless, there is a digital version of the recording sheet.

    Google Forms

    A Google Form is provided for students to record their answer on as well. No more grading!

    *Please note, there may be some instances where a Google Form was not an option for all the task cards due to the answer that students were to provide.

    Printable Recording Sheet

    Students record their responses on the recording sheet.

    What's Included:

    24 task card

    Google Form recording sheet

    Digital recording sheet

    Printable recording sheet

    Answer key

    Assessments

    What's Included

    Each pre and post-assessment contains 10 multiple choice questions and most questions are written in a word problem format.

    Getting to know Google Forms

    Google Forms are 100% editable! You can omit, change, or add questions, and you can change point values for each question to meet your individual needs.

    After students have completed the assessment and clicked submit, you will have instant access to their individual results. Students can also view their own score.

    Task card topics included:

    Third Grade Math Task Cards ~ Addition and Multiplication Patterns

    Third Grade Math Task Cards ~ Area

    Third Grade Math Task Cards ~ Comparing Fractions

    Third Grade Math Task Cards ~ Digital Addition

    Third Grade Math Task Cards ~ Digital Classifying Geometric Figures

    Third Grade Math Task Cards ~ Digital Decomposing and Composing Figures

    Third Grade Math Task Cards ~ Digital Division and Unknown Factors

    Third Grade Math Task Cards ~ Digital Finding Unknown Factors

    Third Grade Math Task Cards ~ Digital Multiplication & Division Word Problems

    Third Grade Math Task Cards ~ Digital Multiplication as Equal Groups

    Third Grade Math Task Cards ~ Digital Multiplying by Multiples of 10

    Third Grade Math Task Cards ~ Digital Properties of Multiplication

    Third Grade Math Task Cards ~ Digital Rounding

    Third Grade Math Task Cards ~ Digital Subtraction

    Third Grade Math Task Cards ~ Digital Two Step Word Problems

    Third Grade Math Task Cards ~ Digital Understanding Division

    Third Grade Math Task Cards ~ Fractions and Number Lines

    Third Grade Math Task Cards ~ Graphs

    Third Grade Math Task Cards ~ Identifying Fractions

    Third Grade Math Task Cards ~ Measurement and Line Plots

    Third Grade Math Task Cards ~ Perimeter

    Third Grade Math Task Cards ~ Telling Time & Elapsed Time

    Third Grade Math Task Cards ~ Weight and Volume

    Math Centers

    How they Work

    Just like the task cards you technically don't need Google Classroom to access these math centers. You simply need a Google account so that you can access the slides within Google Slides. We are a Google school, so it’s extremely easy to share the files with students within Google Classroom.

    A PowerPoint version is also included for those days when you may be completely offline. We've got you covered!

    The centers are ordered in the order that they would typically be taught. They do not need to be played in the order that they are provided, it’s more of a guide.

    You can provide all centers to students to complete in the order of their choice, or you can even create your own order. Differentiation is at your finger tips! How? Here are some options:

    ►The slides are movable. You can order them in the order that you want students to complete them.

    ►Make multiple copies of the file, delete all the slides but the center that you want them to complete, and save it as the center name. That way, students are only provided with the center that they must complete.

    Digital Recording Math Booklet

    If you want to go 100% paperless, there is a digital version of the recording booklet.

    Google Form

    A Google Form is provided for students to record their answer on as well. Each center has it’s own form.

    *Please note, there are some instances where a Google Form was not an option due to the answer that students were to provide.

    Printable Recording Math Booklet

    Students record their responses in the math booklet. I have created the booklet so that they can be copied front and back, minimizing the amount of paper used!

    Math center topics include:

    Third Grade Math Centers Addition and Subtraction ~ Digital for Google Classroom

    Third Grade Math Centers Area and Perimeter ~ Digital for Google Classroom

    Third Grade Math Centers Division ~ Digital for Google Classroom

    Third Grade Math Centers Fractions ~ Digital for Google Classroom

    Third Grade Math Centers Geometry ~ Digital for Google Classroom

    Third Grade Math Centers Measurement and Time ~ Digital for Google Classroom

    Third Grade Math Centers Multiplication ~ Digital for Google Classroom

    Third Grade Math Centers Place Value ~ Digital for Google Classroom

    Third Grade Math Centers Represent & Interpret Data ~Digital for Google Classroo

    Still have questions? Email me at mandy@teachingwithsimplicity.com, and I would love to help you out!

    Total Pages
    700+
    Answer Key
    Included
    Teaching Duration
    N/A
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    Standards

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

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