Number patterns 3rd grade: Identifying number patterns, numbers up to 100 #1 | 3rd grade, 4th grade Math Worksheet

Опубликовано: August 31, 2023 в 9:24 am

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Категории: Miscellaneous

Identifying Number Patterns – 3rd Grade Math – 3.OA.D.9

Identifying Number Patterns – 3rd Grade Math – 3.OA.D.9 | MagiCore

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Categories: 3rd Grade, Math, Shop by Grade, Shop by Product Line, Shop by Subject, Shop Digital for Google, Subject 1

Tags: 3rd, Distance Learning, Google Apps, Math, Mental Math, Rounding, Whole Numbers

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Description

⭐ These printable & digital Google Slides 3rd grade math unit focuses on teaching students how to identify patterns in sets of numbers. This unit includes anchor charts, practice, pages, games, and an assessment to learn and practice finding addition, subtraction, multiplication, and division patterns in number sets. Students will practice this skill with a variety of strategies including visuals, arrays, manipulatives, games, and more.

 

Key Features:

✏️Classroom & Distance Learning Formats – Printable PDFs and Google Slide formats included!

 

✏️Scaffolded – Worksheets are developed to build on skills with visuals.

 

✏️Interactive – Cut and paste activities and digital movable pieces.

 

What’s Included:

  1. Multiplication Pattern Detective
  2. Input/Output Tables
  3. Patterns
  4. Story Problems
  5. Review Games and Activities
  6. Test Review
  7. Test

 

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For copyright information and a summary of how this resource can and cannot be used, please review the Terms of Use Page.

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Related Products:

3rd Grade Math Exit Tickets

Multiplication and Division Word Problems

Multiplication and Division Fact Families

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3rd Grade Number Patterns Math Task Cards | Number Patterns Math Center

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Your students will get lots of number pattern practice in several formats using this set of 32 task cards!

3rd Grade Number Patterns Math Task Cards | Number Patterns Math Center quantity

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Description

Total Pages: 11

File Size: 863 KB

 

This set of 32 Number Patterns task cards will help your 3rd grade students practice finding and completing a variety of number patterns, which is an important math skill. This resource makes an instant math center and is Common Core aligned but will work well in any classroom (the cards have no CCSS notation).

Here’s what it includes:
32 Task Cards
A Recording Sheet
An Answer Key
A Self-Checking Answer Sheet
Teacher Notes

 

SAVE MORE and GET MORE with the ENTIRE YEAR 3rd Grade Math Task Cards Mega Bundle!!! (Click Here)

 

This task card set is also included in the Operations and Algebraic Thinking Bundle which has a total of 11 task card sets!

 

Why you’ll love this resource:

  • This task card set is aligned to the Number Pattern math standard to give your students effective, focused math practice.
  • Number patterns are displayed in a variety of ways for different types of patterning exposure.
  • The task cards are easy to prep and to organize!
  • Students love the math task card format which seems less overwhelming than a worksheet but provides repeated reinforcement.
  • The task cards allow you to easily spiral math concepts throughout the year.
  • Add a board game (Sorry, Chutes and Ladders, Checkers, Jenga…) or a whiteboard for tic-tac-toe and the task cards become an instant game!
  • The cards can be used in so many ways, from math centers, to whole class game times, one on one remediation, SCOOT games and scavenger hunts, exit slips, transition times, test prep, and more!!!

 

Here are all of the sets included in the 3rd Grade Math Task Cards Mega Bundle!!!
Interpret Products of Whole Numbers
Interpret Quotients
Multiplication Problem Solving
Division Problem Solving
Multiplication Facts and Equations
Division Facts and Equations
Properties of Multiplication
Multiply and Divide Fluently
Two Step Word Problems with Addition and Subtraction
Two Step Word Problems with Multiplication and Division
Number Patterns
Rounding Whole Numbers
Addition and Subtraction to 1,000
Multiply by Multiples of 10
Fractions
Fractions and Number Lines
Recognize Equivalent Fractions
Create Equivalent Fractions
Comparing Fractions
Telling Time to the Minute
Elapsed Time
Measurement of Liquid Volume
Measurement of Mass
Graphing
Measuring and Line Plots
Area Using Unit Squares
Finding Area
Perimeter Problem Solving
Geometric Shapes
Fractions and Geometric Shapes

 

Want to try a free set? Click here to get the FREE Rounding Whole Numbers Math Task Cards!!!

 

Need other grades?
4th Grade Math Task Cards Mega Bundle – Math Centers
5th Grade Math Task Cards Mega Bundle – Math Centers

 

Looking for other ENTIRE YEAR resources for 3rd grade?
20 Fiction and Nonfiction Reading Games Bundle
30 Grammar Games Bundle
Character Education Kit
Comprehensive Morning Work 3rd Grade

 

Thanks so much,
Jenn

©The Teacher Next Door™
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Number puzzles. Solving and compiling puzzles containing numbers. Entertaining mathematics, grade 3

Topic: Numerical puzzles. Solving and
compiling puzzles containing numbers.
Completing a number crossword (sudoku).
Prepared by:
Kharkhordina A. A.,
primary school teacher,
Gorlovka Municipal Educational Institution “School No. 42”
Tasks
lessons:
educational: learn how to solve
mathematical rebuses, puzzles,
numerical crosswords (sudoku ).
developing: to develop the intellectual abilities of students
, oral speech,
logical thinking.
educational: cultivate a respectful
attitude towards your classmates.
Guys,
today we will have
an exciting journey into the realm of
Mathematics.
We need to complete many interesting and
difficult tasks, so we must
be attentive, not be distracted, and work
diligently. And let’s start with “brain gymnastics
”.
Let’s start with a head shake that stimulates
thought processes
:
breathe deeply,
relax your shoulders and drop your head forward.
Allow the head to slowly rock from side to side
while the breath releases
the tension.
And now, to improve attention, let’s perform
the “Thinking Hat” exercise:
gently wrap your ears from the top point to the lobe 3 times.
For the prevention of visual impairment – exercise
“Peeping eyes”: with your eyes draw 6 circles
clockwise and 6 circles counterclockwise
arrows.
And
is now a little preparation for active work
– a warm-up. You must
give the correct answers to the questions as quickly as possible.
Good luck!
The smallest
single digit number.
Check:
5 + 3 – 4 + 0 – 1 = ..?
0
How many vowels are there in Russian
3
?
10
What about consonants?
21
Chickens in the yard. All chickens have 10 legs.
5
How many chickens are there in the yard?
5
There are 7 bulbs in the chandelier, 5 of them
burned out. How many bulbs do you need
3
replace?
Components
Misha has 3 pairs of mittens. How many
d
mittens for the left hand?
s
What are numbers called when added?
20 km
What is the fifth letter from the beginning of the alphabet?
And the fifth from the end?
A pair of horses ran 20 km. What
distance did each horse run?
Today
the butterfly will be our helper.
She has prepared
interesting tasks for you.
Game “Attention”: within 5 seconds slide
will change. During this time you must
memorize and draw what
saw. Take a piece of paper and a pencil.
Look
at the butterflies again, check
if you drew everything correctly. If all
of your drawings are correct, draw another butterfly next to
.
Now count the butterflies
: clasp your hands
behind your back in a “lock”. Without moving your hand along
lines, but only moving your eyes, count
butterflies and say the answer.
Check:
10
Let’s have some rest before the new tasks.
In the morning the butterfly woke up, (we rub our eyes)
Stretched, smiled. (From the stop position
, crouching, we gradually straighten the body, arms
forward, up)
Once – she washed herself with dew, (we wash ourselves)
Two – gracefully circled, (circling in place)
Three – bent down and sat down,
Four – flew. (We wave our arms like
wings)
Stopped at the flower, (sat down)
Swirled above the flower.
Flowers, over which we were now circling,
like butterflies, not simple, but with numerical
puzzles. Attention!
What digits do the numbers consist of: 36, 48, 15?
How are the numbers similar: 8 and 81, 66 and 16, 21 and 28?
What is the difference between numbers: 4 and 40, 17 and 71?
Given a series of numbers. How are they similar and how are they different?
15, 25, 35, 45, 65.
Divide the numbers into groups: 4, 15, 49, 50, 7, 20, 3,
36.
What is the odd number? Why?
2 15 5 6
Make up your own series of numbers, obeying
some regularity.
Divide the numbers into two groups:
8, 5, 20, 13, 95, 6, 17, 1
Make up your task for the classification of
numbers.
What is the extra number:
6, 12, 14, 15, 18
Make up your own task to eliminate the extra number
.
Decipher
words:
Actress
Throne
Patriot
Family
Capital
Magpie
We continue
work:
Showcase
Parking lot
Eight
Table
East
History
Bridge
Arrange the numbers 6, 5, 4, 3, 2, 1 in the circles so that the sum of the numbers
along each line is 12. And so that you do well on
, the butterfly wishes you success!
6
Check:
1
5
2
3
4
Write the number 100 using action signs:
Five units;
Five fives.
Check:
1) 111-11=100
2) (5+5+5+5)x5=100
Square
is divided into 9 cells in three of them
put the numbers 1, 2, 3. Arrange the numbers 4, 5, 6, 7, 8, 9 in
free cells so that in each column and each row of
the sum is 15.
1
3
2
Check:
6
1
8
7
5
3
2
9
4
You have been working hard, deciding, and your eyes are tired. Therefore,
we will now do gymnastics for them. You must, without turning your head
, complete tasks.
We went for a walk. (We walk in place).
Mushrooms – berries search
How beautiful this forest is.
It is full of various miracles.
The sun is shining above, (look up)
Here is a fungus growing on a stump, (look down)
A thrush sits on a tree, (look up)
A hedgehog rustles under a bush. (Looking down)
On the left, a spruce grows – an old woman, (look to the right)
On the right, pines – girlfriends. (We look to the left)
Where are you, berries, ay! (Repeat eye movements)
I’ll find you anyway! (Left – right, up – down).
Sudoku
(sudoku) – the most popular puzzle
21st century.
The playing field consists of a square,
4×4 in size. This square is divided into smaller
squares with a side of 2 cells.
Rules: on the playing field of 16 cells
, place the numbers from 1 to 4 so that in
each column, row and block 2 by 2
each number occurs only once.
Solve
Sudoku! Remember that the butterfly is with
you. She is not afraid of any difficulties!
Check:
Continue:
Check:
Liked
you work with numeric
puzzles, puzzles, sudoku? Why?
Have there been any changes in you? Why
do we need to develop logical thinking?
Draw
your butterfly in the color
that suits your mood after
.
Thank you
for the lesson!

Didactic games in mathematics lessons

Didactic games in mathematics lessons not only captivates, makes you think, but also develops independence, initiative and will of the child, teaches to reckon with the interests of comrades. I want to talk about some didactic math games that I use in my lessons.

MBOU “Tonkinskaya secondary school”, elementary teacher
classes Toropova Galina Nikolaevna

“A child is not a vessel to be filled,
but a torch to be lit.” (François Rabelais)

Mathematics becomes the most difficult and, for some children, the least favorite subject in the first years of schooling. This is due to the fact that some children have not yet developed such functions of mental activity as analysis, synthesis, generalization, the ability to compare, classify, and differentiate. For the successful education of children, it is necessary at the very first stages to arouse their interest in educational activities, to captivate, to intensify their activities. One of the most effective means of awakening a keen interest in a subject is a didactic game.

The implementation of game techniques and situations in the lesson takes place in the following main areas: the didactic goal is set for students in the form of a game task; educational activity is subject to the rules of the game; educational material is used as its means, an element of competition is introduced into educational activity, which translates the didactic task into a game one; successful completion of the didactic task is associated with the gaming result.

Didactic game in mathematics lessons not only captivates, makes you think, but also develops independence, initiative and will of the child, teaches to reckon with the interests of comrades. Enthusiastic children learn the program material more easily, acquire certain knowledge, skills and abilities. Therefore, the inclusion of games and game exercises in the lesson of mathematics makes the learning process interesting, creates a cheerful mood among the children, helps to overcome difficulties in mastering the material, relieves fatigue and maintains attention.

Significance of didactic games:

  • significantly increases the cognitive interest of younger students;
  • the lesson becomes brighter, more emotionally saturated;
  • positive motivation for learning is formed;
  • Arbitrary attention develops, working capacity increases;
  • the ability to work in a team is formed

The place and role of gaming technology in the educational process, the combination of game and learning elements largely depend on the teacher’s understanding of the functions and classification of pedagogical games.

According to the nature of cognitive activity, didactic games can be classified into the following groups:

  1. games that require executive activity from children. With the help of these games, children perform actions according to the model (come up with numerical expressions, lay out a pattern, draw a figure similar to this one)
  2. games that require action replay. They are aimed at the formation of computational skills (“Mathematical fishing”, “Labyrinth”, “How to get to the top”, “Fill in the window”, “Determine the course of the ship”)
  3. Games that include exploration and creativity (Collect Circle Examples, Math Caterpillar)

According to the nature of the material used, didactic games are conditionally divided into games with objects, board games and word games.

According to the functions didactic games are divided into:

  1. educational;
  2. controlling;
  3. generalizing.

Educational will be a game if the students who participate in it acquire new knowledge, skills and abilities or are forced to acquire them in the process of preparing for the game. Moreover, the result of mastering knowledge will be the better, the more clearly the motive of cognitive activity is expressed not only in the game, but also in the very content of the mathematical material.

Controlling will be a game, the didactic purpose of which is to repeat, consolidate, test previously acquired knowledge. To participate in it, each student needs a certain mathematical background.

Generalizing games require the integration of knowledge. They contribute to the establishment of interdisciplinary connections, are aimed at acquiring the skills to act in various educational situations.

According to the number of participants didactic games can be: collective, group and individual.

Didactic games can be used at separate stages of the lesson, acting as game moments.

I would like to tell you about some didactic math games that I use in my lessons. I am currently working with 3rd grade students. The central theme of the mathematics course in grade 3 is the study of tabular multiplication and division. The technique requires that children not only know the table, but also understand the principles of its compilation, which make it possible to find any work. Computing skills, as you know, are acquired as a result of repeated repetitions of the same operations. To avoid monotony in working out tabular cases of multiplication and division, I conduct exercises in a playful, entertaining way.

I define the value of a didactic game not by what kind of reaction it evokes from children, but by how effectively it helps to solve a learning problem in relation to each student.

Choosing some didactic game for the lesson, I think over the following questions :

  1. Purpose of the game. What skills and abilities will be formed in the process of its implementation? What educational goals are pursued during the game?
  2. Is it feasible for students in my class?
  3. Will all children participate equally in the game?
  4. Summing up the game.

To conduct a didactic game in the lesson, if necessary, I make groups in advance so that each group includes students with both strong and weak learning abilities. In each group, I appoint a responsible person. As a rule, this is a student with good learning opportunities or the most organized one who can organize the work of the group.

I give oral exercises an important role in my lessons. In order to involve all students in this, I use signal cards. They help to discipline students and at the same time receive information about the assimilation of the material. With their help, you can do a lot of oral exercises in the form of a game.

In my lessons I use the following games.

Game “Yes. No.”

Examples are given on the board: 4×6, 8×3, 4×5, 7×3, 9×4, 5×6. I show cards with numbers. If the number is the answer, the students say “Yes” in chorus, then say the example 4×6=24. if the number is not the answer, say “No”.

“Live Math”

All students have a card with numbers from 0 to 9. I read an example (3 × 2). The student who has a card with the number 6 stands up or raises his hand. It is best to give examples for division, since single-digit numbers are obtained in the answers.

The game requires physical activity, so it can be done instead of a physical minute in the middle of the lesson.

“I won’t tell”

The game is structured like this: children count, for example, from 20 to 50 one by one. Instead of numbers that are divisible by, for example, 6, they say: “I won’t tell!” !«. I write these numbers on the board. A record appears: 24, 30, 36, 42, 48. Then, with each of the numbers written down, students name examples: 24:6=4, 30:6=5, etc.

This game contributes to the purposeful formation of attention switching mechanisms.

“Check Yourself”

I prepare cards on which the results of multiplication of any numbers, for example 18, are recorded. I show the card, and the students write down an example for multiplication with such an answer.

“Who is faster, who is more correct?!”

I distribute one set of numbers from 0 to 9 for each row of desks, so that one student in the row gets the number 0, the other 1, etc. I read examples (4×4; 9× 2 or 40: 4, etc.), and the children must quickly figure out how much it will turn out, and those who have the numbers 1 and 6 go to the board and make the number 16. For each example, a point is scored for the row in which the faster and answered correctly. The row with the most points wins.

The game not only helps to consolidate a certain computing skill, in particular tabular multiplication and division, but in the course of it the understanding of the local meaning of numbers is clarified – students need to stand up so that one number stands for units, the other for tens. Mixing places is seen as a loss.

Don’t let your friend down!

Two (four) students go to the blackboard at the same time. I read an example, for example: 6 × 7. I propose to make four examples of multiplication and division with the same numbers. The first student writes examples for multiplication, and the other – for division. If the examples are compiled and solved correctly, I applaud the guys for their coherence in their work. The entry on the board looks like this:

6×7=42 7×6=42

42:7=6 42:6=7

Example 7×6 =42 implies 42:7=6, 42:6=7.

“Divisible – not divisible”

I say different numbers, and the students clap their hands if the number is divisible, for example, by (4, 5) without a remainder.

“Collect the word”

The same number of examples are written on the board on the right and on the left. Two teams come to the board. On a signal, each of those called solves one of the examples and chooses among the prepared cards a card with a number corresponding to the answer of the example (a letter is written on the back of the card). The first team to make up the words wins.

In this game, interdisciplinary communication is also carried out, since dictionary words or words for any rule can be composed.

Silent

Examples for multiplication and division are written on the board. I show an example, the children on the cards are the answers. (Each student has a number set.)

“The best counter”

A circle with numbers is attached to the board. I give the task: to increase (or decrease) these numbers several times. Children write down answers in notebooks. This is followed by a check (the student who completed the task first reads the answers and everyone checks their notes.).

“In order”

Examples given:

8×3
3×2
3×6
7×3
5×3
3×9

Name the values ​​of expressions in ascending (or descending) order.

“Circular examples”

I prepare cards with examples in advance, selecting them so that the answer of the previous example is the beginning of the next one. Each student in the same row receives such a card. It is very important not to make a mistake here! In the next lesson, these circular examples are given to the children of another row.

“Which row is better?”

Students in the first row ask questions to the students in the second row on the multiplication table (including cases of division). Then the students of the second row prepare examples for the children of the third row. On the board, I count the number of correct answers in each row.

“Which row will fly to the moon faster?”

I have 3 rockets cut from heavy paper folded in half. Each rocket has windows for the number of students in a row. In the middle of the rocket, I insert a sheet cut out along the contour of the rocket, and in the windows I write examples for multiplication and division. Students in each row quickly solve one example by passing the rocket to each other. We check the examples collectively. The rocket, in which all the tasks are completed correctly, “flies into space” first! I throw away the used sheets with examples and insert new ones. Tomorrow the rocket is ready to fly again!

Similarly, the games “Who will be on the mysterious island faster?”

“Chain”

Write on a board or poster.

I give the task:

  • find the last number if the first number is 18, 24;
  • find the first number if the last is 16, 72.

“Mathematical Dominoes”

Each student receives a card. It is divided into 2 parts: in the first part, an example for multiplication or division is written, in the second part, the answer to another task. The first student reads his example. The one who has a card with the answer to the sounded task calls this answer and says a new example. The next student answers and names his task, etc.

Math Lotto

All students take one card. I have 24 of them. The results of the multiplication table are written on them (4 answers each). I show the class a card with an expression, for example 5×3, and the guys on their cards cover the answers with circles. The winner is the one who closes all the numbers on his card first. Students make chips at a labor training lesson.

“Find a Pair”

3 students from each row come to the board in turn. Task: write the numbers in the boxes to get the correct equalities.

9×4 = ? +?

42 : 6 = ? —?

76 – 44 = ? X ?

27 + 27 = ? X ?

These are just some of the types of work in mathematics lessons that activate students’ activity.