Learn at Home Math Resource Packet 1: Third Grade · Learn at Home Math Resource Packet 1: Third Grade This packet of resources is designed for third grade students and their parents/caregivers

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

https://www.k-5mathteachingresources.com/3rd-grade-math-centers.html

https://www.k-5mathteachingresources.com/math-projects.html

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





MP 1. Make sense of problems and persevere in solving them.


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









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.






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.






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)


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Numeral Cards: Cut out

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.



• What fact that you already know might help you with this fact?

• How can you be sure that your answer is correct?


• 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.


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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.



• What multiplication fact might help you with this division fact?


• 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.


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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?


• 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.


A

B

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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?

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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?

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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?

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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?


• 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.


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

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Documents

Learn at Home Math Resource Packet 1: Third Grade · Learn at Home Math Resource Packet 1: Third Grade This packet of resources is designed for third grade students and their parents/caregivers