# Third Grade Guided Math Bundle

Created ByReagan Tunstall
Subject
Resource Type
File Type
Zip (181 MB|900+)
Standards
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Bundle
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\$100.00
Bundle
List Price:
\$148.50
Bundle Price:
\$125.00
You Save:
\$48.50
Products in this Bundle (11)

showing 1-5 of 11 products

Bonus
All Assessments and Answer Keys Plus Beginning and Ending Cumulative
Also included in:
1. This is a bundle of Guided Math Bundles. Each grade level bundle contains 180 standards-aligned math mini-lessons and small group lessons with all accompanying materials. This bundle contains the Guided Math bundles for K-5. Previews and Further description can be found below with each of these l
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2. This comprehensive STACK bundle equips teacher with all of the resources to run the guided math block!This resource is the ALL-IN-ONE Mega Bundle to run the Guided Math STACK structure in your classroom. It has all of the different bundles for the entire year for all of the components. You can also
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• Bundle Description
• Standards

Guided Math Lessons for Third Grade. Standards based daily lesson plans, unit pre- and post assessments, problem of the day, Weekly quizzes and daily activities, and answer sheets are all included in the guided math series! You'll also receive a lesson by lesson standards alignment document and spine labels for binders.

Complete Year of Standards-Based Guided Math

Unit 1 Place Value to 999,999.

Unit 2 Addition and Subtraction modeling, representing, and solving

Unit 3 Multiplication and Division Concepts and Models

Unit 4 Multiplication and Division Problem Solving

Unit 5 Fractions- Identifying, comparing, and exploring (includes equivalent fractions)

Unit 6 Measurement, Elapsed Time, Area, and Perimeter

Unit 7 Geometry: Exploring 2D and 3D shapes and figures

Unit 8 Graphs, Data, and Personal Finance

Unit 9 Spiraled Skills: Test Preparation

Lesson Focus

What's included in each unit?

Problem of the Day (Math Warm-up)

Unit Pre-Assessment

Daily Lesson Plans (19 Days or 4 weeks)

Teacher Keys

Math Note-booking

Daily Student Practice

Quizzes

Unit Post Assessment (day 20)

The final lesson in this unit (lesson 20) is a unit assessment. Every unit will contain a unit assessment as well as several quizzes.

These units cover the CC standards and the Texas TEKS.

The preview file is a closer look at all of the components of the addition and subtraction unit.

More units in this series:

Guided Math Third Place Value

Guided Math Third Addition and Subtraction

Guided Math Third Multiplication and Divsion Concepts and Models

Guided Math Third Multiplication and Divsion Problem Solving

Guided Math Third Grade Measurement, Perimeter, Area, and Elapsed Time

Guided Math Third Grade Graphs and Finance

Guided Math Third Grade Spiral Review Test Prep

Each volume of math journals spiral reviews key concepts but has an over-arching focus listed below.

Place Value Journal volume 1

Addition and Subtraction Journal volume 2

Ordering and mix of Addition and Subtraction volume 3

Multiplication Journal volume 4

Division Journal volume 5

Fractions Journal volume 6

Elapsed Time, Area, Perimeter, and Measurement Journal volume 7

Geometry Journal volume 8

Data, Graphing, and Personal Finance Math Journal volume 9

The materials are included are black and white format for ease of prep.

Thank You,

Reagan Tunstall

Tunstall's Teaching Tidbits

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.
Total Pages
900+