Description
-This a selection of third grade math word problems that are aligned to the common core standards.
-Each problem is designed to challenge the student to use and develop their critical thinking skills.
-The packet includes 10 real-world problems with extensive solutions, math vocabulary, and a rubric.
-The skills that are included are equivalent fractions, understanding of fractions as parts of a whole, fractions of a number, liquid metric volume, and operations including division and multiplication,
-These math tasks are great for bulletin boards as they showcase each child's individual approach to solving the problem. In addition, each child's work can be graded with the rubric provided, attached to the child's work, and posted on the bulletin board as well.
-Each math problem allows the child to solve the problem using multiple modalities including numerically and with representations such as drawings, etc.
-I have provided extensive solutions to demonstrate more than one approach as well as reasoning and proof the student can explain to show their mathematical thinking.
-Included in each solution are samples of extended thinking that can be drawn from the task as well as math vocabulary that students can be expected to peruse in their explanations.
-Tasks can be used to further develop a student's skills or to challenge students to think more critically and mathematically.
-Before students begin they are expected to describe what they need to solve and which strategies they will use to answer the question.
-These problems allow for differentiation because children are given the opportunity to demonstrate all their mathematical thinking, therefore a child might show they are approaching the standard by using a correct strategy, but achieving an incorrect answer. Additionally, a child can demonstrate advanced thinking skills by using an approach that is above grade level, expeditious, or otherwise high-level.
-Explain to students in advance that they are expected to show all their mathematical thinking, including a numerical solution, a representation, reasoning and proof, mathematical communication/vocabulary, extended thinking, and an answer box.
-Each task is expected to take a minimum of 45 minutes of time or longer.
-Each problem is designed to challenge the student to use and develop their critical thinking skills.
-The packet includes 10 real-world problems with extensive solutions, math vocabulary, and a rubric.
-The skills that are included are equivalent fractions, understanding of fractions as parts of a whole, fractions of a number, liquid metric volume, and operations including division and multiplication,
-These math tasks are great for bulletin boards as they showcase each child's individual approach to solving the problem. In addition, each child's work can be graded with the rubric provided, attached to the child's work, and posted on the bulletin board as well.
-Each math problem allows the child to solve the problem using multiple modalities including numerically and with representations such as drawings, etc.
-I have provided extensive solutions to demonstrate more than one approach as well as reasoning and proof the student can explain to show their mathematical thinking.
-Included in each solution are samples of extended thinking that can be drawn from the task as well as math vocabulary that students can be expected to peruse in their explanations.
-Tasks can be used to further develop a student's skills or to challenge students to think more critically and mathematically.
-Before students begin they are expected to describe what they need to solve and which strategies they will use to answer the question.
-These problems allow for differentiation because children are given the opportunity to demonstrate all their mathematical thinking, therefore a child might show they are approaching the standard by using a correct strategy, but achieving an incorrect answer. Additionally, a child can demonstrate advanced thinking skills by using an approach that is above grade level, expeditious, or otherwise high-level.
-Explain to students in advance that they are expected to show all their mathematical thinking, including a numerical solution, a representation, reasoning and proof, mathematical communication/vocabulary, extended thinking, and an answer box.
-Each task is expected to take a minimum of 45 minutes of time or longer.
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Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
$5.00
Highlights
Digital downloads
Grades
3rd
Subjects
Standards
CCSS3.MD.A.2
CCSS3.OA.A.1
CCSS3.OA.A.2
Pages
21
Answer Key
Included with rubric
Teaching Duration
2 Weeks
Description
-This a selection of third grade math word problems that are aligned to the common core standards.
-Each problem is designed to challenge the student to use and develop their critical thinking skills.
-The packet includes 10 real-world problems with extensive solutions, math vocabulary, and a rubric.
-The skills that are included are equivalent fractions, understanding of fractions as parts of a whole, fractions of a number, liquid metric volume, and operations including division and multiplication,
-These math tasks are great for bulletin boards as they showcase each child's individual approach to solving the problem. In addition, each child's work can be graded with the rubric provided, attached to the child's work, and posted on the bulletin board as well.
-Each math problem allows the child to solve the problem using multiple modalities including numerically and with representations such as drawings, etc.
-I have provided extensive solutions to demonstrate more than one approach as well as reasoning and proof the student can explain to show their mathematical thinking.
-Included in each solution are samples of extended thinking that can be drawn from the task as well as math vocabulary that students can be expected to peruse in their explanations.
-Tasks can be used to further develop a student's skills or to challenge students to think more critically and mathematically.
-Before students begin they are expected to describe what they need to solve and which strategies they will use to answer the question.
-These problems allow for differentiation because children are given the opportunity to demonstrate all their mathematical thinking, therefore a child might show they are approaching the standard by using a correct strategy, but achieving an incorrect answer. Additionally, a child can demonstrate advanced thinking skills by using an approach that is above grade level, expeditious, or otherwise high-level.
-Explain to students in advance that they are expected to show all their mathematical thinking, including a numerical solution, a representation, reasoning and proof, mathematical communication/vocabulary, extended thinking, and an answer box.
-Each task is expected to take a minimum of 45 minutes of time or longer.
-Each problem is designed to challenge the student to use and develop their critical thinking skills.
-The packet includes 10 real-world problems with extensive solutions, math vocabulary, and a rubric.
-The skills that are included are equivalent fractions, understanding of fractions as parts of a whole, fractions of a number, liquid metric volume, and operations including division and multiplication,
-These math tasks are great for bulletin boards as they showcase each child's individual approach to solving the problem. In addition, each child's work can be graded with the rubric provided, attached to the child's work, and posted on the bulletin board as well.
-Each math problem allows the child to solve the problem using multiple modalities including numerically and with representations such as drawings, etc.
-I have provided extensive solutions to demonstrate more than one approach as well as reasoning and proof the student can explain to show their mathematical thinking.
-Included in each solution are samples of extended thinking that can be drawn from the task as well as math vocabulary that students can be expected to peruse in their explanations.
-Tasks can be used to further develop a student's skills or to challenge students to think more critically and mathematically.
-Before students begin they are expected to describe what they need to solve and which strategies they will use to answer the question.
-These problems allow for differentiation because children are given the opportunity to demonstrate all their mathematical thinking, therefore a child might show they are approaching the standard by using a correct strategy, but achieving an incorrect answer. Additionally, a child can demonstrate advanced thinking skills by using an approach that is above grade level, expeditious, or otherwise high-level.
-Explain to students in advance that they are expected to show all their mathematical thinking, including a numerical solution, a representation, reasoning and proof, mathematical communication/vocabulary, extended thinking, and an answer box.
-Each task is expected to take a minimum of 45 minutes of time or longer.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS3.MD.A.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
CCSS3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
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