3rd Grade Math Centers Includes over 150 Number, Geometry, Measurement and Data Centers aligned with the Common Core State Standards. www.k-5mathteachingresources.com * Use the Bookmarks pane to navigate to the required CCSS. Operations and Algebraic Thinking Represent and solve problems involving multiplication and division 3.OA.A.1Interpret products of whole numbers, e.g. interpret 5 x 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 x 7. Equal Groups 8 RelateAddition and Multiplication 9 BuildingArrays 10 ArrayPicture Cards 11 3.OA.A.2Interpret 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. Identify the Unknown 17 3.OA.A.3Use 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. Word Problems: Arrays (Set 1) 20 Word Problems: Arrays (Set 2) 25 Word Problems: Equal Groups 30 Word Problems: Number of Equal Groups 35 Word Problems: Size of Equal Groups 40 Equal Rows in a Marching Band 45 Sharing Marbles 46 Math Read Aloud Task Cards: One Hundred Hungry Ants 47 Six Dinner Sid 48 Amanda Bean’s Amazing Dream 49 TheDoorbell Rang 50 3.OA.A.4Determine 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 x?=48, 5 = ?÷3, 6x6 =? Missing Numbers: Multiplication 51 Missing Numbers:Division 61 Understand properties of multiplication and the relationship between multiplication and division 3.OA.B.5Apply properties of operations as strategies to multiply and divide. Examples: If 6x4=24 is known then 4x6=24 is also known (Commutative property of multiplication.) 3x5x2 can be found by 3x5=15, then 15x2=30, or by 5x2=10, then 3x10=30 (Associative property of multiplication). Knowing that 8x5=40 and 8x2=16, one can find 8x7 as 8 x (5+2) = (8x5) + (8x2) = 40 +16 =56 (Distributive property). Turn Your Array 68 Decompose a Factor (ver. 1) 69 Decompose a Factor (ver. 2) 70 3.OA.B.6Understand division as an unknown-factor problem. For example, find 32 ÷8 by finding the number that makes 32 whenmultiplied by 8. Division as an Unknown Factor Instructions 71 Division as an Unknown Factor (x1 & x2) 73 Division as an Unknown Factor (x5 & x10) 75 Division as an Unknown Factor(x3 & x6) 77 Division as an Unknown Factor(x4 & x8) 79 Division as an Unknown Factor(x7 & x9) 81 * Use the Bookmarks pane to navigate to the required CCSS. Operations and Algebraic Thinking Multiply and dividewithin 100 3.OA.C.7Fluently 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 Fill the Grid 83 Domino Multiplication 85 Multiples Look, Say, Cover, Write, Check 87 Multiplication Bump (x2 -x10) 93 Multiplication Four in a Row Instructions 111 Multiplication Four in a Row (x1, 2, 5, 10) 113 Multiplication Four in a Row (x3, 4, 5, 6) 114 Multiplication Four in a Row (x6, 7, 8, 9) 115 Multiples Game (x2 -x10) 116 Multiply It! 125 I Have ... Who Has? (x2 & x5) 133 I Have ... Who Has? (x2 & x10) 136 I Have ... Who Has? (x3 & x5) 139 I Have ... Who Has? (x3 & x7) 142 I Have ... Who Has? (x4 & x6) 145 I Have ... Who Has? (x4 & x10) 148 I Have ... Who Has? (x6 & x8) 151 I Have ... Who Has? (x7 & x9) 154 Six Sticks 157 Division Race Instructions 159 Division Race 1(divisors 2, 5, 10) 160 Division Race 2(divisors 3, 4, 6) 161 Division Race 3(divisors 7,8, 9) 162 Division Squares (divisors 2, 5, 10) 163 Division Squares (divisors 3, 6, 9) 167 Division Squares(divisors 4, 7, 8) 169 Division Spin (divisors 2-10) 171 Division Bump (divisors 2-10) 180 Solve problems involving the four operations, and identify and explain patterns in arithmetic 3.OA.D.8Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Word Problems: Two-Step (Set 1) 189 Word Problems: Two-Step (Set 2) 194 3.OA.D.9Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Roll a Rule (ver. 1) 199 Roll a Rule (ver. 2) 200 Create a Number Pattern (ver. 1) 201 Create a Number Pattern (ver. 2) 202 Odd and Even Sums 203 Odd and Even Products 204 Patterns in the Addition Table 205 Patterns in the Multiplication Table 207 Drawing Multiplication Patterns 209 * Use the Bookmarks pane to navigate to the required CCSS. Number and Operations in Base Ten Use place value understanding and properties of operations to perform multi-digit arithmetic 3.NBT.A.1Use place value understanding to round whole numbers to the nearest 10 or 100. What's the Nearest Ten? 212 What's the Nearest Hundred? 214 Round to the Nearest Ten 216 Round to the Nearest Hundred 217 Estimating Sums (ver. 1) 219 Estimating Sums (ver. 2) 220 Estimating Differences (ver. 1) 221 Estimating Differences (ver. 2) 222 3.NBT.A.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Close to Zero (3-digit) 223 Add the Difference 225 3 Digit Addition Split 226 3 Digit Subtraction Split 230 Doubling to 1000 234 3.NBT.A.3Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9x80, 5x60) using strategies based on place value and properties of operations. Multiples of Ten Multiply 235 Word Problems: Multiply by Multiples of Ten 238 Number and Operations: Fractions Develop understanding of fractions as numbers 3.NF.A.1Understand a fraction 1/b as a quantity formed by 1 part when a whole is portioned into b equal parts: understand a fraction a/b as the quantity formed by a parts of size 1/b. Making Fraction Strips (ver. 1) 240 Making Fraction Strips (ver. 2) 242 Cuisenaire Fractions 243 My Fraction Bar Riddle 244 Fraction Posters 246 Name the Fraction 247 Math Read Aloud Task Card: Picture Pie 251 3.NF.A.2Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and portioning 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. Fractionson a Number Line 253 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 its endpoint locates the number a/b on the number line. Sample Activities: Roll a Fraction 254 * Use the Bookmarks pane to navigate to the required CCSS. Number and Operations: Fractions Use equivalent fractions as a strategy to add and subtract fractions 3.NF.A.3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Pizza for Dinner 257 b. Recognize and generate simple equivalent fractions e.g.., ½ = 2/4, 4/6=2/3) Explain why the fractions are equivalent, by using a visual model. Equivalent Fractions Exploration (ver. 1) 258 Equivalent Fractions Exploration (ver. 2) 259 Build Eight Hexagons 260 c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3=3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram Make One Whole (ver. 1) 262 Make One Whole (ver. 2) 263 d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or < and justify the conclusions, e.g., by using a visual fraction model. Compare Fractions of a Whole (ver. 1) 264 Compare Fractions of a Whole (ver. 2) 268 Who Ate More? 272 Geometry Reason with shapes and their attributes 3.G.1Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g. quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Geoboard Squares 273 Comparing Quadrilaterals 274 ShapeMatch 276 Classify Shapes Using a Venn Diagram 279 Quadrilateral Riddle 283 3.G.2Partition 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 shape. Partition Shapes 285 Partitiona Square (ver. 1) 287 Partitiona Square (ver. 2) 289 Partitiona Square (ver. 3) 291 * Use the Bookmarks pane to navigate to the required CCSS. Measurement and Data Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects 3.MD.A.1Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. TimeMatch (nearest minute) 294 Time Barrier Game (ver. 3) 299 Time Bump (nearest minute) 302 Word Problems: Time Intervals 304 3.MD.A.2Measure 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. Estimating Weight 309 Weighit Twice 311 Marble Grab 313 Measure One Liter 315 More or Less than a Liter? 316 Capacity Lineup 318 Word Problems: LiquidVolume and Mass 320 Representand interpret data 3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a date set with several categories. Solve one-and two step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Representand Interpret Data 325 Graphing M&M’s 328 Gummy Bear Graph 331 Paper Ball Throw 333 Jake’s Survey 335 3.MD.B.4Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters. Measure to the Nearest Half-Inch 336 Measure to the Nearest Quarter Inch 338 Squid Eyes! 340 Measuring Strips Line Plot 342 MeasuringNames Line Plot (ver. 1) 346 Measuring Names Line Plot (ver. 2) 347 Geometric measurement:understand concepts of area and relate area to multiplication and to addition. 3.MD.C.5Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called a “unit square”, is said to have “one square unit” of area, and can be used to measure area. SquareUnits 348 Square Meters 350 * Use the Bookmarks pane to navigate to the required CCSS. Measurement and Data 3MD.C5.b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. Find the Area 352 Area on the Geoboard 355 3.MD.C.6Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). Cover Your Notebook 356 Measuring Objects in Square Centimeters 358 Rectangleswith Color Tiles 359 Area Compare 360 3.MD.C.7Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. Find the Area of a Rectangle 363 Complete the Rectangle (ver. 2) 364 b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. WordProblems: Area 367 c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of axband axc. Use area models to represent the distributive property in mathematical reasoning. Build Rectangles of Two Colors 372 Jack’s Rectangles 373 d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non- overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. Three Rectangles 376 Find Areas of Rectilinear Figures (ver. 1) 379 Find Areas of Rectilinear Figures (ver. 2) 383 Design a Flower Bed 387 Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures 3.MD.D.8Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Squares on a Geoboard 388 Perimeter on the Geoboard 390 MeasuringPerimeter 392 Perimeter with Color Tiles 396 The Perimeter Stays the Same 397 The Area Stays the Same 398 Rectangular Robot 399 Design a Rabbit Enclosure 400 Word Problems: Perimeter 401 Equal Groups 4, 8, 12 3 groups of 4 Materials: counters, number cubes 12 in all __________________________________________________________________ 1. Roll two number cubes. The first number rolled gives the number of equal groups. The second number rolled tells how many in each group. 2. Model the equal groups using counters. 3. Skip count to find how many counters in all. 4. Record and repeat. ©K-5MathTeachingResources.com Relate Addition and Multiplication Materials: numeral cards 1-10 __________________________________________________________________ 1. Turn over the top card in the stack. Draw this number of circles. 2. Turn over another card. Draw this many triangles in each circle. 3. Write related addition and multiplication equations for your model. 4. Repeat with other cards. 2 + 2 + 2 + 2 = 8 4 groups of 2 = 8 4 x 2 = 8 ©K-5MathTeachingResources.com Building Arrays Materials: number cubes, counters ______________________________________________________________________________ 1. Roll a number cube twice. The first number you roll tells how many rows to make in your array. The second number you roll tells how many counters to put in each row of your array. 2. Draw the array and write an equation to express the total number of counters as a sum of equal addends. 3. Write a multiplication equation to represent your array. Example: Lisa rolls a 2 first and then a 5. She makes an array with 2 rows of 5. 2 rows of 5 5 + 5 = 10 2 x 5 = 10 4. Build and record ten different arrays. ©K-5MathTeachingResources.com