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Grade Level- 3rd Grade

Mathematical Strand-Number Concept

CCS-MCC.3.NBT.2 Fluently add and subtract within 1000 using strategies and

algorithms based on place value, properties of operations, and/or the relationship

between addition and subtraction.

Materials Giant Cards made from numbers 1-12

Giant Dice

First student rolls the dice --- rolls a 4 and a 2

That student can turn over any combination of cards that equals 6 (5 and

1, 3 and 2 and 1, 2 and 4, ...)

The first student plays until they turn over all the large cards. The turn

ends if they cannot turn over cards to equal the rolled amount.

The next student takes their turn.

The winner is the student who can turn over all the cards during their

turn.

http://www.mathcats.com/grownupcats/ideabankaddition.html

Multiplication Bingo

Grade Level- 3rd Grade

Mathematical Strand-Basic Fact/Computation

CCS- MCC.3.OA.5. Apply properties of operations as strategies to multiply and

divide.

Materials- 2 pieces of construction paper per student

pencil or marker

scissors

1. Each child needs two pieces of construction paper.

2. Instruct the students to take one piece of paper and do

the following:

a. Fold in half from top to bottom.

b. Fold again from top to bottom.

c. Fold in half from side to side.

d. Fold again from side to side.

3. When the students open the paper, there should be 16

squares.

4. As you call out the products of sixteen multiplication

facts, the students write those products in a

different square. Keep a list for yourself of the

facts that you are using that day.

5. Students should fold the second piece of paper exactly

as they did the other. Using scissors, cut out the

squares so that there are sixteen pieces of paper to

use on their gameboard.

Playing the game:

1. Decide which kind of bingo you want to play. Some of

the games we play are: (a) horizontal, (b) vertical,

(c) diagonal, (d) postage stamp (four in the top right

the bottom), (f) bulls eye (four in the center) (g)

picture frame (all but the four in the center), (h) "X"

(two diagonals). Your students will come up with other

ideas.

2. Using the list of sixteen multiplication facts, call

out the factors only. For example, you say "2 x 5".

The students must know the product, find it on their

gameboard, and cover it with a piece of paper.

Students are not allowed to tell other students what

the product is.

3. Continue calling out facts until someone gets a bingo.

Be sure to mark on your master copy the facts you

called, so you can check your winner to see if he/she

covered the correct products.

4. Keep a record of who wins the most games. That student

could be the first in line for the day, have extra free

time, be excused from the day's homework, etc.

Reference- 3rd grade math games. (2013, December 8). Retrieved from

http://www.theteachersguide.com/mathlessonplans.htm

Grade Level- 3rd Grade

Mathematical Strand-Number sense

CCS- MCC.3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms

based on place value, properties of operations, and/or the relationship between addition and

subtraction.

Materials- 1 Dice

&

Chart

Procedure:

Use 1 dice. Two Players. Take turns to roll dice. Record on the chart.

See who can make the largest number.

Player 1

---------

____

___

Player 2

-------

___ ___

Reference: Laycock, M., &McLean, P. (1993). Weaving your Way from Arithmetic to

Mathematics with manipulatives. Hayward, CA: Activity Resources Co. Inc.

Mathematical Strand-Fractional Understanding

CCS- MCC3.NF.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.

Materials-A pair of dice (one red, one green)

Paper & pencil

Procedures:

1. The player who has been chosen leader rolls the dice. The red dice names a

numerator while the green dice names a denominator.

2. The first player names the fraction indicated by the dice. Then he names another

fraction that can be added to it to give the sum of 1. If he is correct, he scores one

point.

3. Play continues with each player taking turns in order.

4. The winner is the player who has the most points after a given number of rounds

have been played or a given period of time has passed.

Reference: Kennedy, L., & Michon, R. (1973). Games for individualizing mathematics learning.

Columbus, Ohio: Charles E. Merrill Publishing Company.

Multiplication Hopscotch

Grade Level- 3rd Grade

Mathematical Strand-Basic Fact/Computation

CCS- MCC.3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total

number of objects in 5 groups of 7 objects each.

Materials-Hopscotch board with numerals 0 through 9

Two sets of numeral cards marked 0 through 9

A stone or small piece of chain to throw

Procedures:

1. One player shuffles each set of numeral cards and puts one set face down near

HOME and the other at the opposite end.

2. The rule for hopscotch is used.

3. Before each player can begin his hops, he takes the top numeral card. He multiplies

the number in each square as he hops across the playing space by the number on his

card. As long as he names the right products, he can continue hopping. If he makes

a mistake or cannot name a product, it is a miss, and he must go back to home and

await his next turn.

4. Play continues with players taking their turns in order.

5. The winner is the first person to complete the game.

Reference: Kennedy, L., & Michon, R. (1973). Games for individualizing mathematics learning.

Columbus, Ohio: Charles E. Merrill Publishing Company.

Hopscotch

8

3

4

9

5

6

7

0

HOME

Multiplication 4 in a row

Grade Level- 3rd Grade

Mathematical Strand: Basic Fact/Computation

CCS- CCS- MCC.3.OA.5. Apply properties of operations as strategies to multiply and divide.

Materials-1 copy of the game board

2 paperclips

2 different kind of place markers (beans, color rocks, small game pieces)

This game is for two players. It is great for practicing those facts!

Procedure:

The first player takes the two paper clips and places each of them on a number (29) at the bottom of the board. That player than says the multiplication sentence (ex.

4 X 7=28) and places one of their markers on the product.

The second player then gets to move only one of the paperclips to make a new

multiplication sentence. That player calls out the multiplication sentence and put

on of their markers on the product.

Play continues as players move one of the paperclips making new multiplication

sentences, calling out the fact, and marking the product. The first player with 4 of

their markers in a row (up, down, or diagonal) wins.

If someones marker is already on the product, you must come up with a new

multiplication sentence.

Paperclips can be stacked on top of each other for number sentences such as 8X8.

If all products are covered moving only one paperclip, both may be picked up and

placed on new numbers.

Reference: Games for 3rd graders. (2013, December 8). Retrieved from

http://www.proteacher.org/c/684_Math_Games.html

Grade Level- 3rd Grade

Mathematical Strand: Number Concept

CCS- MCC.3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based

on place value, properties of operations, and/or the relationship between addition and subtraction.

Materials- Deck of cards

Paper and pencil for keeping score

Procedure:

1. Begin the game by shuffling the deck and dealing 20 cards to each player in the following

manner:

o Deal 4 cards face-down to each player. Position the cards straight across in a row.

o Deal 4 rows of 4 cards face-up to each player. Line them up under the previous

rows as you would in solitaire.

o After dealing, there should be 12 cards left in the deck. Divide them evenly and

give each player a face-down deck of 6 cards.

2. Player 1 begins with his first column (moving left to right) and mentally adds all of the faceup cards in the column. The goal is for your total to be as close to 20 as possible. Face cards

(Ace, King, Queen, Jack) count as 10.

3. Once the cards in the first column are added, Player 1 must choose to turn over the remaining

card in the column or the first card in his deck of 6. Once he turns over the card, he must choose

whether to add or subtract the card in order to have the column total be as close to 20 as possible.

For example, if Player 1s face-up cards total 14 and he chooses from his deck and turns over a

10, the column total is 24.

4. Player 2 follows the same process with her first column. Once Player 2 gets a column total, the

players compare answers. The player with the total closest to 20 wins the column. In the event

of a tie, mark it as a tie. Play continues moving left to right across the columns until one player

wins 3 out of 4 columns to win the game!

In the event of a tie for the grand total of columns (i.e. both players win 2 columns), players add

their remaining face down cards (cards in their decks and those at the top of the columns). The

highest total wins!

Reference: 3rd grade math games. (2013, December 14). Retrieved from

http://www.education.com/activity/third-grade/math/

Grade Level- 3rd Grade

Mathematical Strand: Basic Fact/Computation

CCS- CCS- CCS- MCC.3.OA.5. Apply properties of operations as strategies to multiply and

divide.

Materials- Paper

Marker

Box of crayons

Friend

Procedure:

1. Using the marker, help your child write the numbers one through 30 on the

paper, in six rows of five numbers.

2. Playing the game is simple. Have your child pick a crayon color and color

around a random number, say 12.

3. Next, have the other child take the crayon and color in all the factors of the

number the first child picked. So, for our example of 12, the child would

want to color the following numbers: 6, 4, 3, 2 and 1.

4. Then, have the kids switch roles.

5. If a number is already colored in, it doesnt need to be colored in a second

time.

6. The game is over when there are no more numbers with uncolored factors.

http://www.education.com/activity/third-grade/math/

Grade Level- 3rd Grade

Mathematical Strand: Number Concept

CCS- MCC.3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based

on place value, properties of operations, and/or the relationship between addition and subtraction.

Materials: 4 cards each of numbers 0-10 and 1 card each of numbers 11-20

Procedure: 3 or 4 players

A player shuffles the deck and places five cards face-up on the playing surface. This player

leaves the rest of the deck facedown and then turns over and lays down the top card from the

deck. The number on this card is the number to be named.

In turn, players try to (re)name the number on the set-apart top card by adding or subtracting the

numbers on two of the five face-up cards.

A successful player takes both the two face-up cards and the number-named top card. A

successful player also replaces those three cards by drawing from the top of the facedown deck.

Unsuccessful players lose their turns. But they turn over and lay down the top card from the

facedown deck, and the number on this card becomes the new number to be named.

Play continues until all facedown cards have been turned over. The player who has taken the

most cards at the end wins.

Example:

Mae's turn:

Mae selects 4+2. She takes the 4, 2, and 6 cards. She replaces the 4 and 2 cards with the top two

cards from the facedown deck and then turns over and lays down the next card to replace the 6.

Mike's Turn:

The new number to be named is 16. Mike can't find two cards with which to name 16, so he

loses his turn. He also turns over the next card from the facedown deck and places it on top of

16, and the number on this card becomes the new number to be named.

Play continues as before.

Game Variations: If children are finding the game difficult, increase the number of face-up

cards.

Use any combinations of two or more numbers and all operations. For example, Mike could have

named 16 as follows:

10+7-1

10+12-7+1

8+12-10+7-1

Children can experiment by using different numbers of face-up cards.

http://www.education.com/activity/third-grade/math/

Grade Level- 3rd Grade

Mathematical Strand-Number Concept

CCS- MCC.3.NBT.1 Use place value understanding to round whole numbers to

the nearest 10 or 100.

Materials- Number cubes

Rounding worksheet

Procedures:

Game Instructions and Recording Sheet

1. Player 1 will toss all three number cubes and make the GREATEST possible 3digit number with those digits.

2. Player 1 will write his or her number on his or her recording sheet.

3. The player with the GREATEST number in that round will round his or her

number to the nearest hundred and record the rounded number in the total column

on their recording sheet.

4. All other players will not record a number in the total column for this round.

5. Play will continue for ten rounds.

6. The winner is the player with the greatest total.

7. At the end of the game, students should share their efficient rounding strategies

with one another.

Reference: Georgia common core standards (2013, December 8). Retrieved from

https://www.georgiastandards.org/Common-Core

ROUND

Example

round

432

Rounded Number

400

1.

4.

5.

6.

7.

8.

9..

10.

TOTAL

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