CenterSOLUTIONS® for the Common Core Thinking Mats - Grade 3
Product Number: TB25989
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This item has been discontinued
Sorry, this product is no longer available. For your Common Core curriculum.
Build critical-thinking skills and reinforce essential math skills. Color-coded cards and mats are easy to organize. Use the mats individually or with partners again and again. Activities can easily be customized to specific learning needs. Perfect for centers and learning stations. Includes 15 write-on/wipe-off mats with 15 sets of 24 coordinating game cards and a 16-page resource guide with recording sheets to allow students to explain their work in the context of the Common Core State Standards for Mathematical Practice.
CCSS Product Alignment
Math Grade 3
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 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.
3.OA.9 Identify 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.
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.
3.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.
3.NF.2a 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.2b 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.
3.NF.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
3.NF.3b Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
3.NF.3c 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.
3.NF.3d 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.
3.MD.5a 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.
3.MD.5b 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.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7a 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.
3.MD.7b 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.
3.MD.7d 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.
3.MD.8 Solve 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.
3.G.1 Understand 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.
3.G.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 shape.
Math Standards for Mathematical Practice
MP4 Model with mathematics.
MP5 Use appropriate tools strategically.
MP6 Attend to precision.
MP7 Look for and make use of structure.
MP8 Look for and express regularity in repeated reasoning.