All Things STEM

Virtual math unit aligned to the following standards: 3.2A - compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate; Note: Modules 1 & 2 explore relationships between place values. Module 3 provides students with opportunities to compose and decompose numbers up to the hundred thousands place. Students record number

Virtual math unit aligned to the following standards: 3.4A - solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; 3.5A - represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations; This module is just the first part of a 6 part series that cove

Engaging, hands-on math unit aligned to the following standard: 3.OA.A.4 - 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 = ? -----and----- 3.OA.B.6 - Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Includes:Full lesson plan with

Virtual math unit aligned to the following standards: 3.2A - compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate; Note: Modules 1 & 2 explore relationships between place values. Module 3 provides students with opportunities to compose and decompose numbers up to the hundred thousands place using standard and expa

Virtual math unit aligned to the following standards: 3.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. Includes a how-to video for students. Students can manipulate the digital components and type in responses directly into the slides and submit through Google Classroom.

Virtual math unit aligned to the following standards: 3.NF.A.2.A Represent a fraction 1/ b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/ b and that the endpoint of the part based at 0 locates the number 1/ b on the number line. 3.NF.A.2.B Represent a fraction a/ b on a number line diagram by marking off a lengths 1/ b from 0. Recognize that the resulting interval has size a/b and that it

Engaging, hands-on math unit aligned to the following standard: 3.OA.A.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Includes:Full lesson plan with facilitation instructionsHands-on Tasks with Recording SheetPractice & Problem-SolvingGameVocabulary CardsAssessmentAnswer Keys

Virtual math unit aligned to the following standards: 3.4A - solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; 3.5A - represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations; This module is the second part of a 6 part series that covers a

Engaging, hands-on math unit aligned to the following standards: 3.NF.A.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the sha

Virtual math unit aligned to the following standards: 3.2B - describe the mathematical relationships found in the base-10 place value system through the hundred thousands place; Note: Module 2 extends place value understanding to the hundred thousands place. Module 1 should be completed first in order to build a solid conceptual foundation within the ones period. Module 1 can be found here. Includes a how-to video for students. Students can manipulate the digital components and type in response

Virtual math unit aligned to the following standards: 3.4A - solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; 3.5A - represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations; This module is the third part of a 6 part series that covers al

Virtual math unit aligned to the following standard: 3.2D: compare and order whole numbers up to 100,000 and represent comparisons using the symbols > , < , or =. Note: This is the final module of the 6-part place value series. The first five modules focus on other place value topics such as relationships between place values, expanded form and notation, and rounding. This module focuses on comparing and ordering numbers up to the ten-thousands place. Students place the numbers in a plac

Virtual math unit aligned to the following standards: 3.2B - describe the mathematical relationships found in the base-10 place value system through the hundred thousands place; Note: Module 1 just explores the relationships through the hundreds place to build a conceptual foundation. Module 2 extends this understanding to the hundred thousands place. Module 2 can be found here. Includes a how-to video for students. Students can manipulate the digital components and type in responses directly in

Engaging, hands-on math unit aligned to the following standard: 3.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. Includes:Full lesson plan with facilitation instructi

Engaging, hands-on math unit aligned to the following standard: 3.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. Includes:Full lesson plan with facilitation instructionsHands-on Tasks with Recording SheetPractice & Problem-SolvingSpinner GameVocabulary CardsAssessmentAnswer Keys

Virtual math unit aligned to the following standard: 3.2C - represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers Note: Modules 1-4 focus on other third grade place value topics including place value relationships, expanded form, and expanded notation. This module focuses on placing numbers on a number line and using the number line as a tool to round numbers.

Engaging, hands-on math unit aligned to the following standards: 3.NF.A.2.A Represent a fraction 1/ b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/ b and that the endpoint of the part based at 0 locates the number 1/ b on the number line. 3.NF.A.2.B Represent a fraction a/ b on a number line diagram by marking off a lengths 1/ b from 0. Recognize that the resulting interval has size a/b