Learn at Home Math Resource Packet 1: Third Grade · Learn at Home Math Resource Packet 1: Third...
Transcript of Learn at Home Math Resource Packet 1: Third Grade · Learn at Home Math Resource Packet 1: Third...
Learn at Home Math Resource Packet 1: Third Grade
This packet of resources is designed for third grade students and their parents/caregivers who wish
to support in-school learning with math activities that can be done at home. This packet includes
five third grade activities that focus on developing multiplication and division fluency within 100
using single-digit factors. The activities in this packet can be completed in any order and repeated
over the course of the week. While some activities can be done independently, others require a
partner. Students should select 1-2 activities per day to work on for a total of 30 – 45 minutes.
Each activity includes:
• materials required for the activity
• instructions for the activity
• possible questions to ask your child as they work on the activity
• suggestions for adjusting or extending the activity
The table on the following page contains the content standard and the standard/s for mathematical
practice that align with each activity.
The activities in this file are adapted from 3rd Grade Math Centers and Gds. 3-5 Math Projects.
For more free 3rd Grade math activities visit the 3rd Grade Number, Geometry, or Measurement
and Data pages on our website: https://www.k-5mathteachingresources.com
©K-5MathTeachingResources.com
Activity Common Core State Standard
1. Multiples of 9 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as
the relationship between multiplication and division (e.g., knowing that
8x5=40, one knows 40÷5=8) or properties of operations. By the end of
Grade 3, know from memory all products of two one-digit numbers.
Standards for Mathematical Practice
MP 2. Reason abstractly and quantitatively.
MP 6. Attend to precision.MP 7. Look for and make use of structure.
2. Multiplication: Four in a
Row
3.OA.C.7 Fluently multiply and divide within 100, using strategies such as
the relationship between multiplication and division (e.g., knowing that
8x5=40, one knows 40÷5=8) or properties of operations. By the end of
Grade 3, know from memory all products of two one-digit numbers.
Standards for Mathematical Practice
MP 1. Make sense of problems and persevere in solving them.
MP 2. Reason abstractly and quantitatively.
MP 6. Attend to precision.
MP 7. Look for and make use of structure.
3. Division Race 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as
the relationship between multiplication and division (e.g., knowing that
8x5=40, one knows 40÷5=8) or properties of operations. By the end of
Grade 3, know from memory all products of two one-digit numbers.
Standards for Mathematical Practice
MP 1. Make sense of problems and persevere in solving them.
MP 2. Reason abstractly and quantitatively.
MP 6. Attend to precision.
MP 7. Look for and make use of structure.
4. Division Word Problems 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.
Standards for Mathematical Practice
MP 1. Make sense of problems and persevere in solving them.
MP 2. Reason abstractly and quantitatively.
MP 6. Attend to precision.
MP 7. Look for and make use of structure.
5. Math Project: Collective
Noun Word Problems
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.
Standards for Mathematical Practice
MP 1. Make sense of problems and persevere in solving them.
MP 2. Reason abstractly and quantitatively.
MP 6. Attend to precision.
©K-5MathTeachingResources.com
Activity 1: Multiples of 9
This game allows for practice multiplying by nine. When faced with a challenging or unknown fact,
students can be encouraged to use facts they already know. For example, the understanding that
nine is one less than ten can be expanded to realize that nine is one less than one group of ten,
two nines are two less than two groups of ten, 3 x 9 is three less than 30, and so on. Your child
might say, “I know that 5 x 9 is 5 less than 5 x 10. 5 x 9 = 45.” A student who understands the
commutative property of multiplication might say, “I know that 9 x 5 = 45 so 5 x 9 = 45.” With
frequent practice and opportunities to explain his/her thinking your child will develop reliable mental
strategies that will lead to the mastery of multiplication facts with understanding.
Materials: Multiples of 9 board, numeral cards 1-10, 5 counters per player (you can use dried
beans, coins, or buttons)
Directions: Have your child read the directions aloud before commencing play. Encourage your
child to verbalize his/her strategy for any facts that s/he has not yet mastered using math
vocabulary (e.g. factor, product). Your child may complete this activity with an older sibling or an
adult.
Possible questions to ask during the activity:
• How did you know that?
• What fact that you already know might help you with this fact?
• What patterns do you notice when you skip count by nine?
Possible modifications/extensions:
• Skip counting is in important precursor to mastery of multiplication facts. Knowing the sequence
9, 18, 27, 36, 45, 54, 63 ….. makes it easier to learn the x9 facts. Ask your child to skip count
aloud at different times throughout the day.
• Have your child make his/her own board for multiplication facts that s/he needs more practice
with (e.g. Multiples of 8).
• Students who demonstrate fluency with all basic multiplication facts (0 x 0 – 9 x 9) can create
their own game board that involves multiplying by a 2-digit number (e.g. Multiples of 30 or
Multiples of 50)
©K-5MathTeachingResources.com
Mu
ltip
les
of
9
Ma
teri
als
: 5
co
un
ters
pe
r p
laye
r; n
um
era
l ca
rds 1
-10
Nu
mb
er
of
Pla
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2-3
1.
Each p
layer
colle
cts
5 c
ounte
rs.
2. Take t
urn
s t
o t
urn
over
a n
um
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and m
ultip
ly t
he n
um
ber
show
nby 9
. C
om
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ma
th
talk
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nce
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lace
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ter
on
th
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the n
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dy c
ove
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re
mo
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th
e
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r fr
om
the b
oard
and a
dd it
to y
our
pile
. R
eco
rd t
he e
qu
ation
.
3. T
he f
irst
pla
yer
to h
ave p
laced a
ll 5 c
ounte
rs o
n t
he b
oard
win
s t
he g
am
e.
The p
roduct
of
__ x
9 is _
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91
83
64
52
7
54
63
90
81
72
©K
-5M
ath
Te
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esourc
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Activity 2: Multiplication: Four in a Row
This game allows for practice multiplying by three, four, five and six. Games can provide both fact
practice and opportunities for children to explain and justify their thinking. With regular experiences
fact fluency will develop in a way that is more effective than solely drilling multiplication facts with
flashcards or timed drills.
Materials: Four in a Row board, 2 paper clips, counters (or dried bean, coins or buttons of two
colors)
Directions: Have your child read the directions aloud before commencing play. Your child may
complete this activity with a sibling or an adult.
Possible questions to ask during the activity:
• How did you know that?
• What fact that you already know might help you with this fact?
• How can you be sure that your answer is correct?
Possible modifications/extensions:
• Skip counting is in important precursor to mastery of multiplication facts. Knowing the sequence
6, 12, 18, 24, 30, 36, 42 ….. makes it easier to learn the x6 facts. Ask your child to skip count
aloud at different times throughout the day.
• Encourage your child to verbalize his/her strategy for any facts that s/he has not yet mastered
using accurate math vocabulary (e.g. factor, product).
• Have your child make his/her own board to focus on multiplication facts that s/he needs more
practice with. Talk about which factors s/he will write below the board and inside the grid.
• Students who demonstrate fluency when multiplying by 3, 4, 5 and 6 can create their own board
focusing on factors that they feel they need more practice with.
©K-5MathTeachingResources.com
Mu
ltip
lic
ati
on
: F
ou
r in
a R
ow
Ma
teri
als
: 2
pa
pe
r clip
s, co
un
ters
(d
iffe
ren
t co
lor
for
ea
ch
pla
ye
r)
Nu
mb
er
of
Pla
ye
rs:
2
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
1.
Pla
ye
r 1
: P
ut
pa
pe
r clip
s o
n a
ny t
wo
nu
mb
ers
be
low
th
e s
qu
are
. M
ultip
ly
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acto
rs a
nd c
over
one s
quare
on t
he b
oard
conta
inin
g t
he p
roduct
with a
cou
nte
r.
Say a
nd w
rite
the m
ultip
lication f
act.
2. P
layer
2: M
ove o
ne p
ape
r clip
to a
diffe
rent
num
ber.
M
ultip
ly t
he t
wo
facto
rs a
nd
co
ve
r th
e r
esu
ltin
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rod
uct
on
th
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ith
a c
ou
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nd w
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the m
ultip
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act. Y
ou m
ay o
nly
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ve o
ne p
ap
er
clip
each t
urn
. B
oth
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s m
ay b
e o
n t
he s
am
e n
um
ber.
3.
Co
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ue
to
ta
ke
tu
rns t
o m
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on
e p
ap
er
clip
an
d m
ultip
ly t
he
fa
cto
rs.
Th
ink c
are
fully
abou
t th
e n
ext
pro
duct
you w
ant
to c
ove
r. Y
our
goal is
to b
e t
he f
irst p
layer
to h
ave f
our
counte
rs in a
hori
zonta
l, v
ert
ical or
dia
go
nal lin
e.
©K
-5M
ath
Te
achin
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esourc
es.c
om
36 18 20 24 30 12
20 24 18 15 20 16
9 12 15 25 30 12
12 18 30 24 18 36
20 24 25 15 20 30
9 12 15 30 16 12
3 4 5 6
Activity 3: Division Race
Division is the inverse of multiplication. In third grade students use known multiplication facts to
develop fluency with division facts. For example, when solving to determine the quotient of 30 ÷ 6
students think, “What number times 6 equals 30?”
Materials: Division Race board, counter for each player, number cube (if you do not have a number
cube use the template provided to make one from paper)
Directions: Ask your child to read the instructions aloud. Your child may complete this activity with
an older sibling or an adult. Encourage your child to share his/her strategies and make sense of
the problems they are solving.
Possible questions to ask during the activity:
• How did you know that?
• What multiplication fact might help you with this division fact?
Possible modifications/extensions:
• If your child is not yet demonstrating fluency with x3, x4 and x6 multiplication facts you may
choose to create a board to practice dividing by easier facts (e.g. divide by 2 and 10 or 2, 5
and 10).
• Encourage your child to use math vocabulary when explaining how s/he solved a division
problem (e.g. __ times __ equals __ , so the quotient of __ divided by ___ is ___.)
• Students who demonstrate fluency when dividing by 3, 4, and 6 can create their own game
board focused on other divisors that they feel they need more practice with. Thinking through
which expressions to write on the board is a good exercise.
©K-5MathTeachingResources.com
Div
isio
n R
ace
Ma
teri
als
: D
ivis
ion
Race
bo
ard
, n
um
be
r cu
be
, o
ne
co
un
ter
pe
r p
laye
r
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
1. E
ach p
layer
pla
ces a
counte
r on t
he b
ox m
ark
ed
‘Sta
rt’.
2. T
ake t
urn
s t
o r
oll
a n
um
ber
cube a
nd m
ove y
our
counte
r fo
rward
that
nu
mb
er
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sp
ace
s a
lon
g t
he
pa
th.
Sa
y a
nd
write
th
e d
ivis
ion
fa
ct
or
follo
w t
he instr
uction y
ou land o
n. P
art
ners
mu
st lis
ten c
are
fully
and
check e
ach o
the
r’s w
ork
. A
pla
yer
who g
ives a
n incorr
ect
quotient
mu
st
mis
s a
turn
.
3. C
on
tinue u
ntil one p
layer
reaches t
he b
ox m
ark
ed ‘E
nd’.
©K
-5M
ath
Teachin
gR
esourc
es.c
om
©K
-5M
ath
Teachin
gR
esourc
es.c
om
The
quo
tien
t of
___
and
___
is
___
.__
_ di
vide
d by
___
equ
als
___
.
The
quo
tien
t of
___
and
___
is
___
.__
_ di
vide
d by
___
equ
als
___
.
Star
t
32
÷4
28
÷4
42
÷6
24
÷4
8 ÷
4
36
÷4
18
÷6
6 ÷
6
12
÷4
18
÷3
3 ÷
3
20
÷4
24
÷3
30
÷3
21
÷3
Go
b
ack
5
4 ÷
4
15
÷3
12
÷3
30
÷6
12
÷6
16
÷4
54
÷6
27
÷3
40
÷4
24
÷6
36
÷6
Go
b
ack
3
Go
b
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5
Mis
s a
turn
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Ro
ll ag
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Ro
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Go
b
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4
Ro
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÷6
Go
b
ack
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End
©K
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ath
Teachin
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es.c
om
(÷3
, 4
, 6)
Div
isio
n R
ac
e
Activity 4: Division Word Problems
Third grade students apply their multiplication and division skills to solve word problems. Division
problems may focus on the question, “How many in each group?” or the question, “How many
groups can be made?” When solving problems it is important that students have many
opportunities to use concrete materials to model the situations before moving to drawing pictures
and writing equations.
Materials: set of word problems, counters (if needed)
Directions: Your child may work on this activity independently. Ask your child to select 5-7
problems to solve. For each problem, your child should:
a) write an equation with a symbol for the unknown number.
b) draw a quick picture, array, or number line to model the problem.
c) answer the question in a complete sentence.
Possible questions to ask:
• How would you restate the problem in your own words?
• What do the numbers in the problem represent?
• What equation shows this situation?
• What strategy did you use to solve the problem?
• Why did you use that operation?
• How do you know your answer makes sense?
Possible modifications/extensions:
• Provide concrete materials for your child to model problems if needed (e.g. dried beans or small
toys). Encourage your child to explain how they solved the problem and/or why their answer
makes sense using accurate mathematical vocabulary.
• This activity can be extended by asking your child to write and solve their own division word
problems. They may like to write and illustrate a book of division word problems.
©K-5MathTeachingResources.com
A
B
C
D©K-5MathTeachingResources.com
Jack has 20 toy dinosaurs. He puts an
equal number of dinosaurs in each of 4 boxes.
How many dinosaurs are in each box?
Lisa has 24 roses. She puts them into 6 equal
groups. How many roses does Lisa put in each
group?
Jack has a box of 36 chocolate cookies.
He divides them equally among 6 friends.
How many chocolate cookies does each friend get?
Sarah buys 32 cupcakes. She separates
them into 8 equal groups. How many cupcakes
are in each group?
E
F
G
H©K-5MathTeachingResources.com
Lizette picks 25 flowers from the garden.
She gives an equal number of flowers to 5
people. How many flowers does each person get?
You have 32 crayons. You have 4 boxes.
Each box has the same number of crayons.
How many crayons are in each box?
You see 18 birds. You see 2 trees. Each
tree has the same number of birds. How many
birds are in each tree?
You have 25 candy canes. You have 5 plates.
Each plate has the same number of candy
canes. How many candy canes are on each
plate?
I
J
K
L©K-5MathTeachingResources.com
Jack puts 15 basketballs into 3 equal groups.
How many basketballs are in each group?
Mr. Humby had 28 pencils, which he shared
equally between 7 students. How many pencils
did each student receive?
Megan has 20 notebooks. She puts the
notebooks into 4 piles, with the same number
in each pile. How many notebooks are in each
pile?
Karen had 16 ladybugs. She put the
ladybugs into 4 jars, with the same number in
each jar. How many ladybugs did Karen put in
each jar?
M
N
O
P©K-5MathTeachingResources.com
Sue put 48 tennis balls in containers. She
had 6 containers and placed the same number of
tennis balls in each container. How many tennis
balls did Sue place in each container?
Max put 42 chocolates in boxes. He had
7 boxes and put the same number of chocolates
in each box. How many chocolates did Max put
in each box?
Meg has 28 eggs. She wants to put the same
amount of eggs in each carton. If she has 4
cartons, how many eggs will she put in each one?
Scott bought 7 ice cream cones that each
cost the same amount. He spent a total of $21.
How much did each ice cream cone cost?
Activity 5: Math Project: Collective Noun Word Problems
This math project integrates both literacy and math skills. Students will research collective nouns
and use what they learn to write and illustrate multiplication and division word problems.
Materials: magazines, scissors, glue, (or collective noun pictures found on the internet)
Directions: Have your child read the requirements for the project and the rubric before
commencing work. Provide time to answer any questions they may have.
Possible questions to ask:
• What collective noun pictures have you gathered so far?
• How do you plan to present your work?
• What multiplication/division problem could you write about this picture? What equation could
you write for that problem?
Possible modifications/extensions:
• Some students may need support to get started on this project. Work with your child to
brainstorm a list of collective nouns and have him/her practice orally creating word problems to
match pictures before writing them.
• Have your child use the rubric to self assess throughout the project and at the completion of the
project.
• Set a time for your child to present the completed project to other family members.
©K-5MathTeachingResources.com
Requirements:
Research collective nouns. Make a list of 10-15 collective nouns.
Use magazines or the internet to find five collective noun images (e.g. pictures of a colony of ants, a herd of antelope, a crowd of people, a swarm of bees, a flock of birds, etc.).
Write a multiplication and a division word problem using each image. You must:Use a collective noun instead of the word ‘groups’ in each word problem
Write an equation with a symbol for the unknown number to represent each problem
Include the collective noun image
Show an equation and one other representation of each problem (e.g. an array, jumps on a number line, or equal groups diagram)
Example:
Think of a creative way to present your word problems. You can make a poster, a book, use technology, or come up with your own ideas!
Collective Noun Word Problems
In this project you will write and illustrate multiplication and division word problems using
collective nouns. A collective noun refers to a group of people, animals or objects
as a group. For example, in the phrase "a pride of lions", the word “pride” is a collective noun.
© K-5 Math Teaching Resourceswww.k-5mathteachingresources.com
Three colonies of bats were flying in a cave. Each colony had the same number of bats. If there were 24 bats in the cave, how many bats were in each colony?
Array:Equation: 3 x a = 24 xxxxxxxx 8Solution: 3 x 8 = 24 xxxxxxxx 16 8 bats were in each colony. xxxxxxxx 24
Be ready to share your project on:
Dat
e:N
ame:
PRO
JEC
T RU
BRIC
: Co
llect
ive
No
un W
ord
Pro
ble
ms
Requ
irem
ents
43
21
Co
llect
ive
No
uns
List
List
co
nta
ins
mo
re t
han
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colle
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co
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co
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no
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colle
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s.
Wo
rd P
rob
lem
s In
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e:
• co
llect
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no
uns
pic
ture
• co
llect
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no
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ste
ad
of
the
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t a
ll re
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ble
ms
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d.
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ude
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ting
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ritin
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rs t
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ility.
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rd p
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ea
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ting
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Num
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Pro
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an
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