Subject

Resource Type

File Type

Zip

Standards

CCSSMP8

CCSSMP7

CCSSMP6

CCSSMP5

CCSSMP4

10 Products in this Bundle

Bonus

Math Center Teacher Tips and Tricks

- Bundle Description
- StandardsNEW

This 3rd grade bundle is honestly a lifesaver. It has everything you need to cover all of the math skills your students need to practice for an entire year. Your students will have so many opportunities to practice their math skills!

Maybe you want to prep an entire year’s worth of Math Centers before the first day of school. Or maybe you’re running out of steam mid-year and need some fresh ideas. The 90 centers in this bundle can help you with both!

Implementing these centers is easy, because I’ve designed them to all follow the same format. That means you’ll only have to teach the expectations and procedures one time. After that, your students will be able to complete centers for the rest of the year without many new directions. You’ll save so much class time!

The 90 centers are organized into 9 sets by topic. Each set includes sorts, task cards, math writing, matching, and a recording book that students use for all 10 centers in each set. Yes, they’re that complete!

**How It Works**

You can use the centers in the way that suits your classroom best. But to guide you, I’ve included a 40-page handbook that tells you the four center rotations I’ve used.

**What’s Inside**

★ All 90 of the Not So Wimpy 3rd Grade Math Centers valued separately at $50 total—meaning you get two center sets FREE!

★ The 40-page “Math Center Teacher Tips and Tricks” document with math center tips, schedules, and labels!

★ A FREE mini-set of 3 Geometry Centers!

**Centers Included**

- Math Journaling
- Addition & Subtraction Word Problem Task Cards
- Adding Doubles
- Clocks
- Coins
- Fact Families
- Hundreds Chart Patterns
- Missing Addends
- Number Patterns
- Write Your Own Word Problem

- Math Journaling
- Addition & Subtraction Word Problem Task Cards
- Regrouping
- Vocabulary
- Roll a Problem (3 digit adding and subtracting)
- Spin a Problem (2 and 3 digit adding and subtracting)
- Estimation: Rounding to Add
- Missing Numbers in Math Facts
- Addition or Subtraction?
- Write Your Own Word Problem

- Math Journaling
- Mystery Number Task Cards
- Rounding to the Nearest 10 Sort
- Rounding to the Nearest 100 Sort
- Rounding Patterns on a 100s Chart
- Mentally Adding and Subtracting 10 and 100.
- Expanded Form Task Cards
- Value of a Digit
- Making the Least and Greatest Number with Specified Digits
- Write Your Own Word Problem

- Math Journaling
- Multiplication Word Problem Task Cards
- Commutative Property
- Meaning of Multiplication Using Words
- Arrays
- Skip Counting
- Multiplication Patterns
- Missing Factors
- Multiplying Multiples of 10
- Write Your Own Word Problem

- Math Journaling
- Elapsed Time Word Problem Task Cards
- Drawing Clocks
- Telling Time to the Minute
- Elapsed Time Between 2 Clocks
- Vocabulary
- Measuring a Minute (will need a timer)
- Writing Times that Activities Take Place (analog and digital)
- Adding or Subtracting Minutes from a Time
- Write Your Own Word Problem

- Math Journaling
- Word problem Task Cards
- Arrays
- Fact Families
- Related Multiplication Facts
- Division Facts
- Missing Numbers in Division Equations
- Repeated Subtraction
- Division Strategies
- Write Your Own Word Problem

- Math Journaling
- Word problem Task Cards
- Fraction of a Shape
- Fractions Number Lines
- Comparing Fractions
- Equivalent Fractions
- Fraction Vocabulary
- Roll and Draw Fractions
- Fraction Picture
- Write Your Own Word Problem

- Math Journaling
- Word problem Task Cards
- Which Unit? (What unit is used to measure the capacity and weight of a given object?)
- Measure a Shape (area and perimeter)
- Draw a Shape (with a given area)
- Measure a Line (to the nearest 1/4 inch)
- Line Plot
- Read a Graph
- Making a Bar Graph
- Write Your Own Word Problem

- Math Journaling (Multiplication and Division Relationship)
- 2-Step Word Problem Task Cards
- Addition & Subtraction
- Rounding to the Nearest 10 and 100
- Measuring Area and Perimeter of Regular and Irregular Shapes
- Reading Bar Graphs and Pictographs
- Naming Quadrilaterals
- Missing Factors (Multiplication and Division Facts)
- Reading Clocks and Elapsed Time
- Comparing Fractions and Equivalent Fractions

**Geometry**

- Quadrilaterals
- Vocabulary
- Mystery Shapes

You might also like:

Huge Math Interactive Notebook Bundle

**I also have centers for other grade levels!**

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

400 pages

Answer Key

Included

Teaching Duration

1 Year

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