3rd Grade Math Centers PDF

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.1 Interpret 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
Relate Addition and Multiplication 9
Building Arrays 10
Array Picture Cards 11
3.OA.A.2 Interpret 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.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.
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
The Doorbell Rang 50
3.OA.A.4 Determine 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.5 Apply 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.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the
number that makes 32 when multiplied by 8.
Division as an Unknown Factor Instructions 71

Division as an Unknown Factor (x1 & x2) 73
Operations and Algebraic Thinking

Multiply and divide within 100
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
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
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 Squares (divisors 2, 5, 10) 163
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.8 Solve 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.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.
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
Number and Operations in Base Ten

Use place value understanding and properties of operations to perform multi-digit arithmetic
3.NBT.A.1 Use 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.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.
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.3 Multiply 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.1 Understand 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.2 Understand 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.
Fractions on 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

Number and Operations: Fractions

Use equivalent fractions as a strategy to add and subtract fractions
3.NF.A.3 Explain 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.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.
Geoboard Squares 273

Comparing Quadrilaterals 274
Shape Match 276
Classify Shapes Using a Venn Diagram 279
Quadrilateral Riddle 283
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.
Partition Shapes 285

Partition a Square (ver. 1) 287
Measurement and Data

Solve problems involving measurement and estimation of intervals of time, liquid volumes,
and masses of objects
3.MD.A.1 Tell 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.
Time Match (nearest minute) 294

Time Barrier Game (ver. 3) 299
Time Bump (nearest minute) 302
Word Problems: Time Intervals 304
3.MD.A.2 Measure 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

Weigh it Twice 311
Marble Grab 313
Measure One Liter 315
More or Less than a Liter? 316
Capacity Lineup 318
Word Problems: Liquid Volume and Mass 320
Represent and interpret data

3.MD.B.3 Draw 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.
Represent and Interpret Data 325

Graphing M&M’s 328
Gummy Bear Graph 331
Paper Ball Throw 333
Jake’s Survey 335
3.MD.B.4 Generate 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
Measuring Names 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.5 Recognize 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.
Square Units 348
Square Meters 350
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.6 Measure 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
Rectangles with Color Tiles 359
Area Compare 360
3.MD.C.7 Relate 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.
Word Problems: 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 axb and 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.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.
Squares on a Geoboard 388
Perimeter on the Geoboard 390
Measuring Perimeter 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
4x2=8
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.
Array Picture Cards
Materials: Set of Array Picture Cards
______________________________________________________________________________
1. Choose an array picture card.
2. Write a multiplication word problem to match your card.
3. Write a multiplication equation to match your card.
4. Write a division word problem to match your card.
5. Write a division equation to match your card.
A
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D
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G
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J
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M
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Identify the Unknown
Materials: Identify the Unknown cards and sorting mat
_______________________________________________________________________
1. Read each problem and identify the unknown. Do you need to find the
number of groups or the number of items in a group? Sort the problems
under the appropriate headings on the table.
2. Represent each problem using an equation with a symbol for the unknown
number.
3. Use pictures, numbers, or words to solve each problem.
4. Share your work with a partner. Justify your reasoning.
5. Write two story problems using the numbers 3, 5 and 15. The first one
should be a "How many groups?" type problem. The second one
should be a "How many in each group?" type problem. Share your
problems with your partner.
Identify the Unknown
Number of Groups Unknown Number of Items in a Group Unknown
Solve: Solve:
Solve: Solve:
Solve: Solve:
Identify the Unknown cards
A teacher gave out 27 A baker made 27 A gardener had 28 seeds

pencils to 9 students. cupcakes and packed to plant in pots. She
Each student got the them in small boxes. decided to plant 7 seeds
same number of pencils. Each box held 3 in each pot. How many
How many pencils did cupcakes. How many pots of seeds did she
each student get? boxes of cupcakes did he plant?
have?
A class of 32 students A shopkeeper had 28 A farmer had 32 pounds

were divided equally into hats to display in rows in of grain. He had 8 cows
teams for a relay race. the store window. He to feed. Each animal was
Each relay team had 4 decided to display 4 rows given the same amount
students. How many with the same number of of grain. How many
relay teams were there? hats in each row. How pounds of grain did each
many hats were in each animal get?
row?
Set 1
Word Problems: Arrays

Materials: Word Problems: Arrays cards
________________________________________________________________________
1. Work with a partner. Choose five word problems that you will both solve.
2. Solve the word problems independently. For each problem:
a) write an equation with a symbol for the unknown number
b) draw an array to model the problem
c) answer the question in a complete sentence
3. After completing five problems share your work with a partner. Explain
how you solved each problem using accurate mathematical vocabulary.
4. Repeat with another five problems from the set.
Word Problems: Arrays (Set 1)
Two rows of apples. Three apples in

each row. How many apples?
2 rows of cookies. 6 cookies per row.

How many cookies?
2 rows of crabs. 8 crabs in each row.

How many crabs?
2 rows of pumpkins. 10 pumpkins per

row. How many pumpkins?
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2 rows of cars. 4 cars per row. How
many cars?
Two rows of balls. Nine balls in each row.

How many balls?
2 rows of hats. 5 hats per row. How

many hats?
Four rows of girls. Five girls in each row.

How many girls?
©K-5MathTeachingResources.com H
Three rows of turtles. Five turtles in each
row. How many turtles?
5 rows of elephants. 5 elephants per row.

How many elephants?
Seven rows of tomatoes. Five tomatoes

per row. How many tomatoes?
9 rows of clowns. 5 clowns in each row.

How many clowns?
Three rows of bikes. Ten bikes per row.
How many bikes?
5 rows of snails. 10 snails in each row.

How many snails?
Six rows of monkeys. Ten monkeys in

each row. How many monkeys?
9 rows of birds. 10 birds in each row.

How many birds?
©K-5MathTeachingResources.com P
Set 2
Word Problems: Arrays

Materials: Word Problems: Arrays cards
________________________________________________________________________
b) draw an array to model the problem
Word Problems: Arrays (Set 2)
If 18 books are arranged in 3 equal rows, how

many books will be in each row?
24 bikes are arranged in 4 equal rows. How

many bikes are in each row?
In the orchard, there are 5 rows with the same

number of cherry trees in each row. If there
are 15 trees in all, how many cherry trees are
in each row?
C
If 28 flower pots are arranged in 7 equal rows,

How many flower pots are in each row?
If 32 bottles of orange juice in the refrigerator are
lined up in 8 equal rows, how many bottles of
orange juice are in each row?
E
In the parking lot there are 10 rows with the

same number of vehicles in each row. If there are
40 vehicles all together, how many vehicles are in
each row?
F
At the dry cleaners, there are 10 rows with the

same number of shirts in each row. If there are
60 shirts in all, how many shirts are in each row?
G
21 puppies in the dog show are sitting in 7 equal

rows. How many puppies are in each row?
If 48 toy trucks are lined up neatly with 6 toy
trucks in each row, how many rows are there?
24 apricot trees in the orchard are planted with 4

trees in each row. How many rows are there?
If 54 birthday cakes on the bakery shelf are placed

with 6 birthday cakes in each row, how many rows
are there?
K
On the bakery shelf, there are 3 apple pies

in each row and 27 apple pies in all. How many
rows are there?
If 21 students are standing with 3 students in
each row, how many rows are there?
On the table at the farmer’s market, there are 6

pumpkins in each row and 48 pumpkins in all.
How many rows are there?
N
On a table, there are 2 plates in each row and 12

plates in all. How many rows are there?
If 49 sandwiches are arranged in equal rows

of 7 sandwiches, how many rows will there be?
Word Problems: Equal Groups
Materials: Word Problems: Equal Groups cards
________________________________________________________________________
b) draw a quick picture, array or number line to model the problem
Word Problems: Equal Groups
A bookcase has 6 shelves. Each shelf holds 5

books. How many books are on the bookcase?
Peter rides his bike 5 miles each day for one

week. How many miles does Peter ride in one
week?
B
Jack plays basketball for 2 hours each day.

How many hours does Jack spend playing
basketball in one week?
Lisa has 3 vases. She puts 6 flowers in

each vase. How many flowers in all does Lisa
put in vases?
Miguel has 4 bowls. He puts 8 strawberries in
each bowl. How many strawberries in all?
9 cars are in a parking lot. Each car has 4 wheels.

How many wheels in all?
There are 3 bags of lemons. Each bag holds

7 lemons. How many lemons are there in all?
There are 7 trays. Each tray has 6 glasses of

water. How many glasses of water are on the trays
in all?
Ben and Lisa built 4 snowmen that each
had 3 buttons. How many buttons in all?
At a birthday party there are 3 cakes. Each cake

has 5 candles. How many candles in all?
Mark buys 7 bunches of bananas. Each bunch

has 3 bananas. How many bananas in all?
Jack puts his books in 9 piles. Each pile has

4 books. How many books in all?
Jody swims 8 laps of the swimming pool each
morning. How many laps does Jody swim in
5 days?
M
There are 9 boxes of calculators. Each box

holds 6 calculators. How many calculators in all?
Sarah needs to cut 5 lengths of ribbon. Each

ribbon must be 9 centimeters long. How much
ribbon does Sarah need altogether?
Jessie bakes 8 trays of cookies. Each tray

holds 6 cookies. How many cookies does Jessie
bake in all?
Word Problems: Number of Equal Groups
Materials: Word Problems: Number of Equal Groups cards
________________________________________________________________________
Word Problems: Number of Equal Groups
Jack has 12 toy helicopters. He wants to

put the helicopters into groups of 3. How many
groups will he have?
A
Lisa has 28 apricots to put in bags. She

wants to put 7 apricots in each bag. How
many bags will she need?
B
Jack has 40 chocolates. He wants to put 8

chocolates on each plate. How many plates
will he need?
C
Tom has 12 golf balls. He puts them in groups

of 3. How many groups?
A store has 45 t-shirts in boxes of 5. How
many boxes?
Tim places 35 books on his bookshelf with

7 books on each shelf. How many shelves does
Tim need?
F
Each pile of laundry has 6 socks. If there are

30 socks in all, how many piles of laundry are
there?
G
Each fish tank at the pet store has 7 goldfish.

If there are 42 goldfish in all, how many fish
tanks are there?
There are 40 robots in a toy store. The store
owner put 8 robots on each shelf. How many
shelves had robots on them?
I
There were 21 children. The teacher put

the children into groups of three. How many
groups were there?
J
Jack has 27 dollars. How many 9 dollar

kites can he buy with 28 dollars?
There are 12 slices of pizza. Each child gets

4 slices of pizza. How many children are there?
Kate has 30 cookies. She puts 5 cookies
in each bag. How many bags does Kate need?
Each group in the gym has 7 third graders.

If there are 42 third graders in all, how many
groups are there?
Each cage at the pet store has 4 puppies. If

there are 28 puppies in all, how many cages are
there?
O
Each parking lot at the mall has 8 motor

bikes. If there are 24 motor bikes in all, how
many parking lots are there?
Word Problems: Size of Equal Groups
Materials: Word Problems: Size of Equal Groups cards
________________________________________________________________________
Word Problems: Size of Equal Groups
Jack has 20 toy dinosaurs. He puts an

equal number of dinosaurs in each of 4 boxes.
How many dinosaurs are in each box?
A
Lisa has 24 roses. She puts them into 6 equal

groups. How many roses does Lisa put in each
group?
B
Jack has a box of 36 chocolate cookies.

He divides them equally among 6 friends.
How many chocolate cookies does each friend get?
C
Sarah buys 32 cupcakes. She separates

them into 8 equal groups. How many cupcakes
are in each group?
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?
F
You see 18 birds. You see 2 trees. Each

tree has the same number of birds. How many
birds are in each tree?
G
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?
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?
J
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?
K
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?
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?
M
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?
N
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?
O
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?
Equal Rows in a Marching Band
Materials: counters for building arrays

______________________________________________________________________________
1. Choose one of the following numbers ….12, 24, or 36.
2. Suppose that this number of musicians in a marching band were

getting ready for a parade. How many different ways could the
musicians arrange themselves in equal rows?
3. Build and draw possible arrays. Write an equation for each array.
4. Answer the question in a complete sentence.
Sharing Marbles
Materials: counters
______________________________________________________________________________
1. Choose one of the following numbers ….10, 16, or 28.
2. Imagine that you had this number of marbles. How many friends
could you share them with so that you all had an equal number of
marbles? Use drawings and equations to show all possible
solutions.
3. How many different solutions did you find? How can you be sure
that you have found all possible solutions?
One Hundred Hungry Ants
Materials: counters, copy of One Hundred Hungry Ants by Elinor J. Pinczes
_____________________________________________________________________________
1. After listening to the story One Hundred Hungry Ants choose one
of the following numbers: 12, 24, or 36.
2. Suppose that this number of ants were going to a picnic. How

many different ways could the ants arrange themselves in equal
rows?
3. Use counters to build as many different arrays as you can for the
number you chose.
4. Record each array you build. Write an equation to represent each

array.
5. Be sure to answer the question in a complete sentence.
Six Dinner Sid
Materials: copy of Six Dinner Sid by Inga Moore
_____________________________________________________________________________
1. After listening to the story Six Dinner Sid, solve the following
problem:
If Sid ate six dinners in just one day, how many dinners would
he eat in one week?
2. Use pictures, numbers or words to explain your thinking.
3. Challenge: How many dinners would Sid eat in the month of May?
Explain your thinking.
Amanda Bean’s Amazing Dream
Materials: copy of Amanda Bean’s Amazing Dream by Cindy Neuschwander

_____________________________________________________________________________
1. After listening to the story solve the following problems:
Which has more chairs – 8 rows of 2 chairs or 3 rows of

6 chairs?
Which has more books - 7 shelves with 4 books on each

shelf, or 6 shelves with 5 books on each shelf?
2. Use pictures, numbers or words to explain your thinking.
3. Write and solve your own ‘Which has more?’ problem.
The Doorbell Rang
Materials: copy of The Doorbell Rang by Pat Hutchins
_____________________________________________________________________________
1. After listening to the story The Doorbell Rang, choose one of the
following numbers: 16, 24, or 32.
2. Suppose that you had this number of cookies. How many friends
could you share them with so that you all had an equal number of
cookies?
3. Show as many different ways as you can to share the cookies

equally. Draw a picture and write an equation for each solution.
4. How many different solutions did you find? How do you know that
you have found all the possible solutions for the number you chose?
Missing Numbers: Multiplication
Materials: Missing Numbers boards, counters marked 0-9
____________________________________________________________________
1. Choose a Missing Numbers board. Collect 10 counters marked 0-9.
2. Place the counters on the board to complete the equations.
3. Share your work with a classmate. Check one another’s work.
4. Repeat with a different board.
5. Create your own Missing Numbers board for a classmate to complete.

Your board must have 10 multiplication equations with the missing
numbers 0-9 in different positions. Swap boards with a classmate and
complete one another’s board.
.
A
2x = 12 1x2=
x 5 = 25 5x =5
0x2= x 5 = 35
2x = 16 x2=8
x 5 = 45 5x = 15
.
B
5x = 45 5x0=
x 10 = 70 x 10 = 60
1x5= 5x = 40
10 x = 40 x 10 = 20
x 5 = 15 10 x = 10
.
C
10 x = 90 2x0=
x 5 = 35 x 5 = 25
3x2= 10 x = 30
2x = 16 x2=4
x 5 = 20 10 x = 10
.
D
3x = 27 4x0=
x 6 = 24 x3=9
3x2= 4x = 28
4x = 20 x3=6
x 3 = 24 4x =4
.
E
3x = 18 6x0=
x 6 = 30 x6=6
3x3= 6x = 42
6x = 18 x 3 = 24
x 3 = 12 6x = 12
.
F
3x = 12 4x0=
x 8 = 72 x 8 = 16
2x4= 8x = 40
4x = 28 x 4 = 24
x 8 = 24 8x =8
G .
7x = 35 9x0=
x 6 = 48 x 7 = 21
1x7= 9x = 18
6x = 54 x7=7
x 7 = 28 7x = 42
.
H
4x =0 2x1=
x 6 = 24 x 9 = 27
3x2= 4x = 20
4x = 32 x 6 = 42
x 5 = 45 5x =5
I .
2x = 18 9x0=
x 9 = 36 x 8 = 24
2x4= 4x = 20
11 x = 11 x 8 = 16
x 5 = 35 8x = 48
Missing Numbers: Division
Materials: color tiles numbered 1-10 Number of Players: 2
____________________________________________________________________
1. Collect a set of color tiles numbered 1-10. Place the tiles in random order
with the numerals facedown in a row above the gameboard.
2. Take turns to turn over a color tile and try to use the number on the tile to
make a true equation on your side of the board. If you can use the number
read aloud the equation. If you cannot use the number place it back
facedown above the gameboard.
3. The first player to complete all five equations on his or her side of the board
wins the round.
4. Play another round using a different board.
5. Create your own Missing Numbers board. Your board must have 10 division
equations with the missing numbers 1-10 in different positions. Try out your
board with a classmate.
Player 1 Player 2
5÷5= 20 ÷ 10 =
60 ÷ 10 = 90 ÷ 10 =
20 ÷ =5 40 ÷ =5
÷2=5 15 ÷ =5
70 ÷ = 10 ÷1=5
Player 1 Player 2
2÷2= 4÷2=
30 ÷ 5 = 45 ÷ 5 =
8÷ =2 16 ÷ =2
÷5=2 6÷ =2
35 ÷ =5 ÷1=5
Player 1 Player 2
4÷4= 12 ÷ 4 =
10 ÷ 2 = 18 ÷ 2 =
24 ÷ =4 20 ÷ = 10
÷2=5 ÷ 4=2
28 ÷ =4 ÷1=4
Player 1 Player 2
8÷8= 48 ÷ 8 =
20 ÷ 4 = 36 ÷ 4 =
24 ÷ =8 28 ÷ =4
÷4=1 ÷ 8=1
80 ÷ =8 16 ÷ =8
Player 1 Player 2
3÷3= 42 ÷ 6 =
30 ÷ 6 = 12 ÷ 3 =
27 ÷ =9 48 ÷ =6
÷6=1 ÷ 3=3
30 ÷ =3 12 ÷ =6
Player 1 Player 2
7÷7= 42 ÷ 7 =
45 ÷ 9 = 36 ÷ 9 =
21 ÷ =7 72 ÷ =9
÷9=1 ÷ 7=1
70 ÷ =7 18 ÷ =9
Turn Your Array
Materials: color tiles or counters

__________________________________________________________________
1. Choose one of the following numbers: 10, 12, 15, 18, 20, 21, or 24.
Collect this number of color tiles and arrange them in equal rows.
2. Draw your array. Write a multiplication equation to represent your array.
3. Turn your array, so the rows become the columns. Draw the array and
write a multiplication equation to represent the Commutative Property
of Multiplication.
4. Repeat with other numbers.
ver. 1
Decompose a Factor
______________________________________________________________________________
1. Solve the problems below. For each problem, show one way to find the
product by decomposing one factor into addends, multiplying each term, and
adding the partial products.
a) 6 x 4 b) 7 x 8 c) 9 x 6 d) 8 x 9 e) 6 x 8 f) 9 x 7
Example: 8 x 6 = ?
8 x (5 + 1) = (8 x 5) + (8 x 1) = 40 + 8 = 48
or 8 x (3 + 3) = (8 x 3) + (8 x 3) = 24 + 24 = 48
2. Create your own 1-digit x 1-digit problem. Explain how you could decompose
a factor to quickly find the product of the two numbers mentally.
Example: 6 x 7 = ?
I split 7 into 5 and 2. In my mind I can quickly compute 6 x 5 = 30, then
6 x 2= 12, and add 30 plus 12. The product of 6 x 7 is 42.
ver. 2
Decompose a Factor
______________________________________________________________________________
1. Solve the problems below. For each problem, show one way to find the
product by decomposing one factor, multiplying each term, and adding the
partial products.
a) 5 x 15 b) 24 x 3 c) 6 x 13 d) 16 x 4 e) 14 x 4 f) 7 x 13
Example: 4 x 23 = ?
4 x 23 = (4 x 20) + (4 x 3) = 80 + 12 = 92
or 4 x 23 = (4 x 10) + (4 x 10) + (4 x 3) = 40 + 40 + 12 = 92
2. Create your own 1-digit x 2-digit problem. Explain how you could decompose
a factor to quickly find the product of the two numbers mentally.
Example: 3 x 24 = ?
I decompose 24 into 20 and 4. In my mind I quickly compute 3 x 20 = 60
and 3 x 4 = 12, then add 60 plus 12. The product of 3 x 24 is 72.
Division as an Unknown Factor
Materials: game board for each player, division fact cards Number of Players: 2
_______________________________________________________________________
1. Shuffle the cards and place them facedown on the table in a pile.
2. Take turns to turn over a division card from the top of the pile and
look for a related multiplication fact on your board. Cover the
multiplication fact with the division card and explain how the two
facts are related. If the multiplication fact is already covered return
the division card to the bottom of the pile.
__ times __ equals __ , so
__ divided by __ equals __.
3. Continue taking turns until one player has covered all the division
facts on his or her board.
___ times ___ equals ___ times ___ equals
I___
know ,that
sobecause
___ __divided
__ minus __ equals __ .
___
I know,that
sobecause
___ divided
__
by ___ equals ___.

plus __ equals __.
by ___ equals ___.
plus __ equals __.
___ times ___

equals ___ times ___
equals
I___
know ,that
so ___
because divided
__ I___
know ,that
so ___
because divided
__
plus __ equals __. plus __ equals __.
by ___ equals ___. by ___ equals ___.
ver. 1
5 x ? = 10 8x?=8 6 x ? = 12 8 x ? = 16
5x?=5 10 x ? = 10 4x?=4 7 x ? = 14
9 x ? = 18 3x?=6 10 x ? = 20 2x?=4
6x?=6 3x?=3 7x?=7 10 x ? = 10

Ver. 1 cards – copy and cut out two sets
10 ÷ 5 = ? 8÷8=? 12 ÷ 6 = ? 16 ÷ 8 = ?
5÷5=? 10 ÷ 10 = ? 4÷4=? 14 ÷ 7 = ?
18 ÷ 9 = ? 6÷3=? 20 ÷ 10 = ? 4÷2=?
6÷6=? 3÷3=? 7÷7=? 10 ÷ 10 = ?

ver. 2
3 x ? = 15 8 x ? = 80 4 x ? = 20 6 x ? = 60
6 x ? = 30 9 x ? = 90 8 x ? = 40 5 x ? = 50
7 x ? = 35 3 x ? = 30 2 x ? = 10 4 x ? = 40
5 x ? =25 7 x ? = 70 9 x ? = 45 2 x ? = 20
15 ÷ 3 = ? 80 ÷ 8 = ? 20 ÷ 4 = ? 60 ÷ 6 = ?
30 ÷ 6 = ? 90 ÷ 9 = ? 40 ÷ 8 = ? 50 ÷ 5 = ?
35 ÷ 7 = ? 30 ÷ 3 = ? 10 ÷ 2 = ? 40 ÷ 4 = ?
25 ÷ 5 = ? 70 ÷ 7 = ? 45 ÷ 9 = ? 20 ÷ 2 = ?
ver. 3
5 x ? = 15 10 x ? = 60 7 x ? = 21 7 x ? = 42
2x?=6 9 x ? = 54 1x?=3 8 x ? = 48
3x?=9 5 x ? = 30 4 x ? = 12 6 x ? = 36
6 x ? = 18 3 x ? = 18 10 x ? = 30 1x?=6
15 ÷ 5 = ? 60 ÷ 10 = ? 21 ÷ 7 = ? 42 ÷ 7 = ?
6÷2=? 54 ÷ 9 = ? 3÷1=? 48 ÷ 8 = ?
9÷3=? 30 ÷ 5 = ? 12 ÷ 4 = ? 36 ÷ 6 = ?
18 ÷ 6 = ? 18 ÷ 3 = ? 30 ÷ 10 = ? 6÷1=?
ver. 4
5 x ? = 20 8 x ? = 64 3 x ? = 12 6 x ? = 48
7 x ? = 28 5 x ? = 40 4 x ? = 16 7 x ? = 56
2x?=8 2 x ? = 16 9 x ? = 36 9 x ? = 72
6 x ? = 24 1x?=8 8 x ? = 32 10 x ? = 80
20 ÷ 5 = ? 64 ÷ 8 = ? 12 ÷ 3 = ? 48 ÷ 6 = ?
28 ÷ 7 = ? 40 ÷ 5 = ? 16 ÷ 4 = ? 56 ÷ 7 = ?
8÷2=? 16 ÷ 2 = ? 36 ÷ 9 = ? 72 ÷ 9 = ?
24 ÷ 6 = ? 8÷1=? 32 ÷ 8 = ? 80 ÷ 10 = ?
ver. 5
6 x ? = 42 7 x ? = 63 9 x ? = 63 8 x ? = 72
5 x ? = 35 5 x ? = 45 1x?=7 2 x ? = 18
3 x ? = 21 4 x ? = 36 4 x ? = 28 3 x ? = 27
2 x ? = 14 6 x ? = 54 8 x ? = 56 9 x ? = 81
42 ÷ 6 = ? 63 ÷ 7 = ? 63 ÷ 9 = ? 72 ÷ 8 = ?
35 ÷ 5 = ? 45 ÷ 5 = ? 7÷1=? 18 ÷ 2 = ?
21 ÷ 3 = ? 36 ÷ 4 = ? 28 ÷ 4 = ? 27 ÷ 3 = ?
14 ÷ 2 = ? 54 ÷ 6 = ? 56 ÷ 8 = ? 81 ÷ 9 = ?
Fill the Grid
Materials: Fill the Grid board per player, number cubes Number of Players: 2
_________________________________________________________________________
1. Take turns to roll two number cubes and use the numbers rolled to draw
an array on your 100 grid. For example, if you roll 5 and 4 you may color
a 5 x 4 array or a 4 x 5 array. You can put the array anywhere on the grid
but your goal is to get the grid as full as possible by the end of the game,
Write an equation to describe each array you draw.
2. Continue to take turns to roll and draw arrays. If you cannot fit a rectangle
with the dimensions rolled you must wait for your next turn.
3. The game ends when both players cannot draw any more rectangles on
the grid. The winner is the player with the most area colored at the end of
the game.
Fill the Grid Multiplication Facts:
Domino Multiplication
1x3=3 2x2=4
Materials: dominoes
_______________________________________________________________________
1. Place 12 dominoes facedown on the table.
2. Each player turns over one domino and multiplies the two numbers
represented by the dots.
3. Players write their multiplication equation on the gameboard. The

player with the largest product each round gets one bonus point.
4. Play continues for six rounds. Players calculate the sum of their six
products and bonus points for a final score. The player with the
largest final score wins the game.
Domino Multiplication 1x3=3 2x2=4
Player One Bonus Player Two Bonus

Points Points
1. ___ x ___ = ___ 1. ___ x ___ = ___
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
Total: Total:
Final Score: Final Score:
Multiples Look, Say, Cover, Write, Check
Materials: Multiples cards with flaps, pencil and paper
____________________________________________________________________________
1. Look at the multiples under the left flap.

Say the multiples in order three times.
2. Cover the multiples with the flap. Write the multiples in order from memory.
3. Lift the flap to check your work.

All correct? – Yes: Move to Step 4.
No: Repeat the Look, Say, Cover, Write, Check process.
4. Repeat steps 1- 3 with the multiples under the right flap.

All correct? - Yes: Move to Step 5.
No: Repeat the Look, Say, Cover, Write, Check process.
5. Repeat steps 1- 3 with all multiples.

All correct? – Yes: Well done!
No: Try again.
2, 4, 6, 8, 10, 12, 14, 16, 18, 20
3, 6, 9, 12, 15, 18, 21, 24, 27, 30

4, 8, 12, 16, 20, 24, 28, 32, 36, 40
5, 10, 15, 20, 25, 30, 35, 40, 45, 50

6, 12 18, 24, 30, 36, 42, 48, 54, 60
7, 14, 21, 28, 35, 42, 49, 56, 63, 70

8, 16, 24, 32, 40, 48, 56, 64, 72, 80
9, 18, 27, 36, 45, 54, 63, 72, 81, 90

10, 20, 30, 40, 50, 60, 70, 80, 90, 100
25, 50, 75, 100, 125, 150, 175, 200, 225, 250
X2
Multiplication Bump
Materials: number cube marked 1-10, 10 snap cubes per player of same color Number of Players: 2
________________________________________________________________________
1. Work with a partner. Take turns to roll a number cube, multiply

the number rolled by two, and complete the math talk sentence.
I rolled ___.
___ multiplied by 2 equals ___.
2. Cover the product on the board with a snap cube. If your opponent’s
snap cube is on the number BUMP it off. If you already have a snap
cube on the number, link two cubes together to FREEZE the spot.
3. Continue playing until one player has placed all 10 snap cubes on
the board.
X2
Multiplication Bump
16
20 2 10
4 14
8 6 18
2
12
X3
Multiplication Bump
________________________________________________________________________

the number rolled by three, and complete the math talk sentence.
I rolled ___.
the board.
X3
Multiplication Bump
27
12 2 15
6 30
3 21 24
9
18
X4
Multiplication Bump
________________________________________________________________________

the number rolled by four, and complete the math talk sentence.
I rolled ___.
the board.
X4
Multiplication Bump
40
12 2 20
8 28
4 24 32
16
36
X5
Multiplication Bump
________________________________________________________________________

the number rolled by five, and complete the math talk sentence.
I rolled ___.
the board.
X5
Multiplication Bump
40
10 2 20
15 45
5 30 50
25
35
X6
Multiplication Bump
________________________________________________________________________

the number rolled by six, and complete the math talk sentence.
I rolled ___.
the board.
X6
Multiplication Bump
48
12 2 36
18 42
6 54
30
24
60
X7
Multiplication Bump
________________________________________________________________________

the number rolled by seven, and complete the math talk sentence.
I rolled ___.
the board.
X7
Multiplication Bump
70
14 2 35
28 49
7 63
42
21
56
X8
Multiplication Bump
________________________________________________________________________

the number rolled by eight, and complete the math talk sentence.
I rolled ___.
the board.
X8
Multiplication Bump
72
16 2 48
24 56
8 40 80
32
64
X9
Multiplication Bump
________________________________________________________________________

the number rolled by nine, and complete the math talk sentence.
I rolled ___.
the board.
X9
Multiplication Bump
81
18 2 45
27 63
9 54 90
36
72
X 10
Multiplication Bump
________________________________________________________________________

the number rolled by ten, and complete the math talk sentence.
I rolled ___.
the board.
X 10
Multiplication Bump
100
20 2 30
40 80
10 50 90
60
70
Multiplication: Four in a Row
Materials: 2 paper clips, counters (different color for each player) Number of Players: 2
1. Player 1: Put paper clips on any two numbers below the square. Multiply
the two factors and cover one square on the board containing the product
with a counter. Say the multiplication fact.
2. Player 2: Move one paper clip to a different number. Multiply the two
factors and cover the resulting product on the board with a counter. Say
the multiplication fact.
3. Think carefully about the next product you want to cover before moving a
paper clip. You may only move one paper clip each turn. You may place
both paper clips on the same number.
4. Continue taking turns until one player has four counters in a horizontal,
vertical, or diagonal line.
The product of ___ ___ multiplied by ___
times ___ is ___. is ___.
The product of ___ ___ multiplied by ___

times ___ is ___. is ___.
10 25 50 10 5 50
5 50 10 5 4 20
2 20 10 4 2 10
10 25 50 10 20 50
20 10 50 5 1 5
2 5 10 1 2 10
1 2 5 10
36 18 50 24 30 12
20 24 18 15 20 16
9 12 15 25 30 12
12 18 50 24 18 36
20 24 25 15 20 30
9 12 15 30 16 12
3 4 5 6
48 54 42 72 81 36
56 63 64 81 56 72
56 42 48 54 49 63
81 54 63 72 81 56
56 63 64 48 56 72
36 42 48 54 49 42
6 7 8 9
The product of
Multiples of 2 __ x 2 is ___.
Materials: 5 counters per player; 10-sided number cube (or numeral cards 1-10) Number of Players: 2-3
1. Each player collects 5 counters.
2. Take turns to roll the number cube and multiply the number rolled by 2. Complete the math talk
sentence and place a counter on the product. If the number is already covered you must remove the
counter from the board and add it to your pile.
3. The first player to have placed all 5 counters on the board wins the game.
2 8 6 18 10
20 4 14 16 12
The product of
3 9 6 15 21
27 30 24 18 12
The product of
4 12 8 16 20
40 32 28 36 24
The product of
5 30 50 15 20
40 45 10 35 25
The product of
6 18 36 24 12
60 54 30 42 48
The product of
7 14 49 70 35
63 21 56 42 28
The product of
8 16 48 40 24
80 72 56 64 32
The product of
9 18 36 45 27
90 72 81 63 54
The product of
10 50 30 40 20
90 70 80 60 100
Multiply It!
Materials: numeral cards 1-10 (2 of each), gameboard per player, paperclip Number of Players: 2
_________________________________________________________________________
1. Shuffle the numeral cards and place them facedown in a pile on the table.
2. Take turns to turn over the top numeral card in the pile and spin the
spinner on your board using a pencil and paper clip. Multiply the
number on the card by the number on the spinner. Say the multiplication
fact aloud before writing the product in the correct space in the table on
your board.
3. Players must check their opponent’s work before taking their turn.
4. Continue taking turns and checking one another’s work until one player
has completed all sections of his or her board.
.
Multiply It!
.
5 2
2 5
5 2
2 5
1 2 3 4 5 6 7 8 9 10
X2
X5
Multiply It!
.
4 2
2 4
4 2
2 4
1 2 3 4 5 6 7 8 9 10
X2
X4
Multiply It!
.
6 3
3 6
6 3
3 6
1 2 3 4 5 6 7 8 9 10
X3
X6
Multiply It!
.
6 5
5 6
6 5
5 6
1 2 3 4 5 6 7 8 9 10
X5
X6
Multiply It!
.
7 8
8 7
7 8
8 7
1 2 3 4 5 6 7 8 9 10
X7
X8
Multiply It!
.
9 8
8 9
9 8
8 9
1 2 3 4 5 6 7 8 9 10
X8
X9
Multiply It!
.
9 10
10 9
9 10
10 9
1 2 3 4 5 6 7 8 9 10
X9
X 10
X2 and x5
I Have …. Who Has?

Materials: set of I Have …Who Has? cards Number of Players: 3 – 4
________________________________________________________________________
1. Deal all cards equally among the players. All players place their
cards in a row face up in front of them.
2. The player with the ‘Start’ card reads his or her card aloud and
places it in the center of the table.
3. The player with the correct answer card names the product and
reads the question on his or her card. After a card is read aloud it is
added to the line of cards in the center of the table.
4. Continue playing until all cards have been played. The game will end
with the same student who started play.
5. Shuffle the cards and play another round. You may like to use a
stopwatch and try to improve on the time it takes to complete the
game each round you play.
I have 22. I have 5.
Who has 1 x 5? Who has 3 x 5?
*Start
I have 22. I have 5. I have 15. I have 25.
Who has 1 x 5? Who has 3 x 5? Who has 5 x 5? Who has 2 x 5?
X2 and x10

________________________________________________________________________
*Start
X3 and x5

________________________________________________________________________
*Start
X3 and x7

________________________________________________________________________
*Start
X4 and x6

________________________________________________________________________
*Start
X4 and x10

________________________________________________________________________
*Start
X6 and x8

________________________________________________________________________
*Start
X7 and x9

________________________________________________________________________

*Start
28 ÷ 4
Six Sticks
12 ÷ 2
Materials: 40 jumbo craft sticks with division problems Number of Players: 3 - 5

_______________________________________________________________________
1. Deal seven sticks to each player. Place one stick in the center of the table and
remove any remaining sticks.
2. The objective of the game is to be the first player to get six sticks with the same
quotient. Player 1 chooses one stick he or she does not want and places it
facedown in front of the player on his/her left. Player 1 then picks up the one
stick left in the center of the table.
3. Player 2 passes an unwanted stick to the player on his/her left before picking up
the stick given by the player on his/her right.
4. Play continues clockwise with each player passing an unwanted stick to the
player on the left before picking up the stick given by the player on the right. The
game ends when one player says, "I have six" to indicate that he or she has six
sticks with the same quotient. The player reads each division problem aloud and
places them face up on the table to ensure that all players agree that the six
sticks have the same quotient.
Write (or have students cut out and paste) each of the following problems on one side of a jumbo craft stick.
8÷2 12 ÷ 3 16 ÷ 4 20 ÷ 5 24 ÷ 6
10 ÷ 2 15 ÷ 3 20 ÷ 4 25 ÷ 5 30 ÷ 6
12 ÷ 2 18 ÷ 3 24 ÷ 4 30 ÷ 5 36 ÷ 6
14 ÷ 2 21 ÷ 3 28 ÷ 4 35 ÷ 5 42 ÷ 6
28 ÷ 7 32 ÷ 8 36 ÷ 9 40 ÷ 10 44 ÷ 11
35 ÷ 7 40 ÷ 8 45 ÷ 9 50 ÷ 10 55 ÷ 11
42 ÷ 7 48 ÷ 8 54 ÷ 9 60 ÷ 10 66 ÷ 11
49 ÷ 7 56 ÷ 8 63 ÷ 9 70 ÷ 10 77 ÷ 11
Division Race
Materials: Division Race board 1, 2, or 3, number cube, one counter per player
_________________________________________________________________
1. Each player places a counter on the box marked ‘Start’.
2. Take turns to roll a number cube and move your counter forward that
number of spaces along the path. Say and write the division fact or
follow the instruction you land on. Partners must listen carefully and
check each other’s work. A player who gives an incorrect quotient must
miss a turn.
3. Continue until one player reaches the box marked ‘End’.
**This game has three different gameboards.

Division Race 1 includes divisors of 2, 5, and 10.
(÷ 2, 5, 10)
Division Race 1
Go Roll End Start
back 5 6÷2 20 ÷ 2 again
20 ÷ 5 10 ÷ 2 2÷2 5÷5
Miss a Go
8÷2 turn 25 ÷ 5 back 8 14 ÷ 2
40 ÷ 10 10 ÷ 5
18 ÷ 2 35 ÷ 5
15 ÷ 5 90 ÷ 10 20 ÷ 10 10 ÷ 10
Go Roll
50 ÷ 10 back 5 30 ÷ 10 40 ÷ 5 again 4÷2
Go Go
back 4 back 3
Roll Miss a
70 ÷ 10 50 ÷ 5 again 60 ÷ 10 12 ÷ 2 45 ÷ 5 16 ÷ 2
turn
(÷ 3, 4, 6)
Division Race 2
Go Roll End Start
back 5 42 ÷ 6 28 ÷ 4 again
24 ÷ 3 32 ÷ 4 24 ÷ 4 3÷3
Miss a Go
36 ÷ 4 turn 21 ÷ 3 back 8 6÷6
27 ÷ 3 18 ÷ 3 20 ÷ 4 4÷4
30 ÷ 3 48 ÷ 6 16 ÷ 4 12 ÷ 6
Go Roll
40 ÷ 4 back 5 54 ÷ 6 15 ÷ 3 again 8÷4
Go Go
back 4 back 3
Roll Miss a
36 ÷ 6 30 ÷ 6 again 24 ÷ 6 18 ÷ 6 12 ÷ 3 12 ÷ 4
turn
(÷ 7, 8, 9)
Division Race 3
Go Roll End Start
back 5 70 ÷ 7 80 ÷ 8 again
64 ÷ 8 27 ÷ 9 54 ÷ 9 7÷7
Miss a Go
63 ÷ 7 turn 36 ÷ 9 back 8 8÷8
18 ÷ 9 45 ÷ 9 42 ÷ 7 81 ÷ 9
72 ÷ 8 49 ÷ 7 63 ÷ 9 14 ÷ 7
Go Roll
56 ÷ 8 back 5 72 ÷ 9 35 ÷ 7 again 28 ÷ 7
Go Go
back 4 back 3
Roll Miss a
40 ÷ 8 48 ÷ 8 again 32 ÷ 8 24 ÷ 8 16 ÷ 8 21 ÷ 7
turn
Division Squares 20 ÷ 2
50 ÷ 5
Materials: Division Squares board, division cards, calculator Number of Players: 2
_______________________________________________________________________
1. Shuffle the division cards and place them facedown in a pile. Player 1 turns
over the top card in the pile, reads the problem aloud and names the
quotient.
2. Player 2 checks the answer (a calculator may be used). If the answer is

correct, Player 1 may draw one line segment on the board to connect two
dots.
3. Player 2 turns over a card, reads the problem aloud and names the quotient.
Player 1 checks the answer.
4. Players continue to take turns. A player who draws a line segment to

complete a square writes his or her initials inside it. The player may then
draw one extra line segment on the board.
5. At the end of the playing time, players calculate their scores. Each box with
initials is worth 1 point. The player with the most points wins the game.
Division Squares
Set 1 cards: ÷ 2, 5, 10
2÷2 12 ÷ 2 5÷5
4÷2 14 ÷ 2 10 ÷ 5
6÷2 16 ÷ 2 15 ÷ 5
8÷2 18 ÷ 2 20 ÷ 5
10 ÷ 2 20 ÷ 2 25 ÷ 5 ©K-5MathTeachingResources.com
Set 1 cards: ÷ 2, 5, 10
30 ÷ 5 10 ÷ 10 60 ÷ 10
35 ÷ 5 20 ÷ 10 70 ÷ 10
40 ÷ 5 30 ÷ 10 80 ÷ 10
45 ÷ 5 40 ÷ 10 90 ÷ 10
Set 2 cards: ÷ 3, 6, 9
3÷3 18 ÷ 3 6÷6
6÷3 21 ÷ 3 12 ÷ 6
9÷3 24 ÷ 3 18 ÷ 6
12 ÷ 3 27 ÷ 3 24 ÷ 6
Set 2 cards: ÷ 3, 6, 9
36 ÷ 6 9÷9 54 ÷ 9
42 ÷ 6 18 ÷ 9 63 ÷ 9
48 ÷ 6 27 ÷ 9 72 ÷ 9
54 ÷ 6 36 ÷ 9 81 ÷ 9
Set 3 cards: ÷ 4, 7, 8
4÷4 24 ÷ 4 7÷7
8÷4 28 ÷ 4 14 ÷ 7
12 ÷ 4 32 ÷ 4 21 ÷ 7
16 ÷ 4 36 ÷ 4 28 ÷ 7
Set 3 cards: ÷ 4, 7, 8
42 ÷ 7 8÷8 48 ÷ 8
49 ÷ 7 16 ÷ 8 56 ÷ 8
56 ÷ 7 24 ÷ 8 64 ÷ 8
63 ÷ 7 32 ÷ 8 72 ÷ 8
Division Spin ÷2
Materials: small paper clip, pencil, 20 small counters for each player, Division Spin board
_______________________________________________________________________________
1. Work with a partner. Take turns to spin a paper clip on the spinner using a
pencil. Divide the number that the paper clip lands on by two.
2. Complete the math talk sentence. Find the quotient on the board and
cover it with a counter.
16 14
___ divided by
2 equals ___. 2 12
8 4
18 10
6 20
3. Each space on the board can only be covered once. Continue playing
until one player has placed all 20 counters on the board.
Division Spin ÷3
_______________________________________________________________________________
pencil. Divide the number that the paper clip lands on by three.
15 18
___ divided by
3 equals ___. 3 21
6 30
12 27
9 24
Division Spin ÷4
_______________________________________________________________________________
pencil. Divide the number that the paper clip lands on by four.
16 28
___ divided by
4 equals ___. 4 40
8 36
12 32
20 24
Division Spin ÷5
_______________________________________________________________________________
pencil. Divide the number that the paper clip lands on by five.
10 20
___ divided by
5 equals ___. 5 15
30 50
25 45
40 35
Division Spin ÷6
_______________________________________________________________________________
pencil. Divide the number that the paper clip lands on by six.
12 18
___ divided by
6 equals ___. 6 60
30 24
36 54
48 42
Division Spin ÷7
_______________________________________________________________________________
pencil. Divide the number that the paper clip lands on by seven.
14 70
___ divided by
7 equals ___. 7 63
21 49
28 56
42 35
Division Spin ÷8
_______________________________________________________________________________
pencil. Divide the number that the paper clip lands on by eight.
16 32
___ divided by
8 equals ___. 8 48
24 80
40 64
56 72
Division Spin ÷9
_______________________________________________________________________________
pencil. Divide the number that the paper clip lands on by nine.
18 54
___ divided by
9 equals ___. 9 63
27 72
45 82
36 90
Division Spin Board
nine 4 9 10 5 6 1
7 one 8 four 2 six 3
two
3 1 five 4 seven 1
5 three 6 2 8
10 9 7 eight 4 nine ten
five nine 3 7 6 ten 2

Division Bump! (÷ 2)
Players: 2 Materials: 16 snap cubes (8 each of 2 different colors), numeral cards 1-10
Each player takes 8 snap cubes of one color. Take turns to flip over a numeral card and place a snap cube on the
expression with a matching quotient. If your partner's cube is on the expression BUMP it off. If your cube is on the
expression link the two cubes together to FREEZE the spot. Say and write the division fact. Keep going until one player
has used all 8 cubes.
2÷2 14 ÷ 2 16 ÷ 2
8÷2 10 ÷ 2 12 ÷ 2
1
18 ÷ 2 4÷2 6÷2 20 ÷ 2
3÷3 18 ÷ 3 21 ÷ 3
6÷3 15 ÷ 3 24 ÷ 3
1
12 ÷ 3 9÷3 30 ÷ 3 27 ÷ 3
4÷4 20 ÷ 4 24 ÷ 4
8÷4 16 ÷ 4 28 ÷ 4
1
12 ÷ 4 40 ÷ 4 32 ÷ 4 36 ÷ 4
5÷5 10 ÷ 5 20 ÷ 5
15 ÷ 5 35 ÷ 5 25 ÷ 5
1
50 ÷ 5 40 ÷ 5 45 ÷ 5 30 ÷ 5
6÷6 12 ÷ 6 24 ÷ 6
30 ÷ 6 54 ÷ 6 48 ÷ 6
1
60 ÷ 6 36 ÷ 6 42 ÷ 6 18 ÷ 6
7÷7 14 ÷ 7 35 ÷ 7
21 ÷ 7 49 ÷ 7 42 ÷ 7
1
28 ÷ 7 56 ÷ 7 63 ÷ 7 70 ÷ 7
8÷8 80 ÷ 8 16 ÷ 8
72 ÷ 8 48 ÷ 8 32 ÷ 8
1
64 ÷ 8 56 ÷ 8 40 ÷ 8 24 ÷ 8
9÷9 18 ÷ 9 36 ÷ 9
63 ÷ 9 45 ÷ 9 27 ÷ 9
54 ÷ 9 81 ÷ 9 90 ÷ 9 72 ÷ 9
10 ÷ 10 20 ÷ 10 40 ÷ 10
60 ÷ 10 100 ÷ 10 50 ÷ 10
70 ÷ 10 80 ÷ 10 90 ÷ 10 30 ÷ 10
Set 1
Word Problems: Two-Step

Materials: Word Problems: Two-Step cards (Set 1)
________________________________________________________________________
b) draw a quick picture to model the problem
Word Problems: Two-Step – Set 1
A greengrocer had 115 green apples and 83 red

apples. On Monday he sold 72 apples. How
many apples did the greengrocer have left?
On Monday Tom’s Bakery had 210 chocolate

muffins for sale. 89 chocolate muffins were sold
in the morning. 75 were sold in the afternoon.
How many chocolate muffins were left?
B
A truck driver needed to deliver 750 sacks of

flour. He delivered 235 sacks to a shop on Smith
street and 367 sacks to a shop on Bent Avenue.
How many more sacks did the truck driver
need to deliver?
C
Peter had 150 crayons. He gave 25 crayons to his

brother and 32 to a friend. How many crayons did
Peter have left?
After spending $55.00 on a soccer ball and
$124.00 on a pair of shoes Tom had $40.00 left
in his wallet. How much money did Tom have to
begin with?
E
A school had 146 green and 152 yellow tennis

balls. 250 tennis balls were stored in the
gymnasium and the rest were stored in
classrooms. How many tennis balls were
stored in classrooms?
F
Dad has 400 books to pack into boxes. On

Monday he packs 222 books and on Tuesday he
packs 148 books. How many more books does
dad need to pack into boxes?
G
There are 157 girls and 201 boys in Grade 3 at

Sunset Park Elementary School. 244 of the 3rd
graders have a brother. How many 3rd graders
do not have a brother?
A shoe factory produced 345 pairs of shoes on
Monday and 354 pairs on Tuesday. 673 pairs
were delivered to a store. How many pairs were
not delivered to the store?
I
A farmer sold $145.00 worth of pumpkins and

$273.00 worth of carrots at the market. Before
going home he bought a new ladder for $89.00.
How much money did he have left?
J
Maria and Nicky picked tomatoes in their garden.

Maria picked 149 tomatoes and Nicky picked 162.
They combined their tomatoes and used 52 of
them to make pasta sauce. How many
tomatoes did they have left? K
James wants to buy a soccer ball for $95.00 and

a bike for $349.00. If he only has $375.00 how
much more money does he need to save?
Mrs. Green had 560 lemons. She sold 470
lemons at the market and threw away 34 rotten
lemons. How many lemons did Mrs. Green have
left?
M
A farmer has 840 kilograms of grain. He feeds

240 kilograms to his sheep and 360 kilograms to
his pigs. How much grain does the
farmer have left?
N
A farmer milks his cows twice a day. On Monday

morning he got 365 liters of milk. On Monday
evening he got 390 liters of milk. If he sold 565
gallons of milk to the ice cream factory,
how many liters of milk did he have left? O
Peter and James had a total of $440. After

spending $60 on a microscope, Peter has $235
left. How much money did James have?
Set 2
Word Problems: Two-Step

Materials: Word Problems: Two-Step cards (Set 2)
________________________________________________________________________
b) draw a quick picture to model the problem
Word Problems: Two-Step – Set 2
A teacher ordered 4 large pizzas for a class

party. Each pizza had 8 slices. At the end of the
party 5 slices were left. How many pizza
slices were eaten?
A
Mr. Smith bought 3 boxes of cookies. Each box

had 12 cookies. He ate 7 cookies and took the
rest home for his children. How many
cookies did Mr. Smith take home?
B
At snack time Leah ate 3 bunches of grapes.

Each bunch had 9 grapes. Jenna ate 15 grapes.
Who ate more grapes? How many more?
C
At a toy store Ben counted 9 rows of model cars

on a shelf. Each row had 8 cars. By the end of
the day 19 cars had been sold. How many model
cars were left on the shelf?
Marcus had 100 crayons. He gave away 55
crayons and shared the remaining crayons
equally among 9 bags. How many crayons
did Marcus put in each bag?
E
Rosa made 56 cupcakes. She packed the

cupcakes equally into trays of 8 and sold
them for $4.00 per tray. How much money will
Rosa receive if she sells all the trays?
F
A farmer had 20 ducks and 15 pigs. How

many feet did the animals have in all?
Mr. Murray had 9 boxes. He packed 8 oranges in

each box. He had 4 oranges left after packing.
How many oranges did he have altogether?
I have 99 cents. I buy six pencils for nine
cents each. How much money do I have left?
Tom has a box of 30 chocolates. He eats 6

chocolates and places the rest into 3 bags for his
sisters. If Tom shares the chocolates equally,
how many does he put in each bag?
J
Jack sold twice as many tickets to the

school play as Lisa. Lisa sold 22 tickets. How
many tickets did Lisa and Jack sell in all?
K
In a third grade class there are 9 boys. There

are twice as many girls as boys. How many
students are in the class in all?
Jose bought 4 notebooks for 80 cents each. If
Jose gave the cashier $5.00, how much
change should he receive?
A greengrocer packed 3 boxes of 6 apples

and 6 boxes of 3 bananas. How many
pieces of fruit did the greengrocer pack in all?
Mrs. James had 72 apples. She gave 22

apples to her sister and packed the remaining
apples equally into trays of 10. How many
trays did she need?
O
Leah baked 9 trays of chocolate cookies.

Each tray had 6 cookies. Ben baked 48 raisin
cookies. How many cookies did they bake in
all?
ver. 1
Roll a number cube to find out what your rule will be. Next, choose a
two digit even number and write it in the bold rectangle. Complete
the number pattern. Repeat.
Roll a number cube to find out what your rule will be. Next, choose a
two digit odd number and write it in the bold rectangle. Complete the
number pattern. Repeat.
Ver. 2
Choose a two digit number and write it in the bold rectangle. Roll a number cube twice.
The first roll tells how many to add for rule one. The second roll tells how many to
subtract for rule two. Complete the pattern. Repeat.
*Create another two-step number pattern on the back of this page with a sequence of ten numbers.
Start with a three digit number. Create your own rules.
ver. 1
Create a Number Pattern

______________________________________________________________________________
1. Create two different number patterns, one in which the numbers

increase and the other in which the numbers decrease.
2. Record ten terms in each sequence.
3. Explain the rule for each pattern.

The rule for my first pattern is
Example:
add 4. Each term in the
sequence increases by 4.
1, 5, 9, 13, 17, 21, 25, 29, 33, 37 …… The rule for my second pattern is
subtract 3. Each term in the
sequence decreases by 3.
50, 47, 44, 41, 38, 35, 32, 29, 26, 23 ……
4. What would the 15th term in each pattern be? Explain your thinking.
ver. 2
Create a Number Pattern

______________________________________________________________________________
1. Create a number pattern with a two-step rule that uses both

addition and subtraction.
2. Include 10 terms in the sequence.
3. Name the two-step rule for your pattern. The two-step rule for
my pattern is add 5,
subtract 2.
Example:
32, 37, 35, 40, 38, 43, 41, 46, 44, 49 ….

4. What will the 15th term in your pattern be? Explain.
Odd and Even Sums
______________________________________________________________________________
1. Work with a partner. Investigate whether the sum is even or odd

when you add the following:
a) odd number + even number
b) odd number + odd number
c) even number + even number
2. Try at least ten pairs of numbers for each investigation.
3. Explain your findings.
4. When might this information be useful?
Odd and Even Products
______________________________________________________________________________
1. Work with a partner. Investigate whether the product is even or odd

when you multiply the following:
a) odd number x even number
b) odd number x odd number
c) even number x even number
2. Try at least ten pairs of numbers for each investigation.
3. Explain your findings.
4. When might this information be useful?
Patterns in the Addition Table
Materials: copies of addition table
______________________________________________________________________________
1. Explore the addition table. What do you notice about:
- the diagonals going up, from left to right?

- the diagonals going down, from left to right?
2. Draw a square around any nine numbers in the table. What do

you notice about the sum of the two diagonals and the sum of
the middle three numbers vertically and horizontally?
3. Double the middle number in any square of nine numbers. Compare

this sum to the sum of any pair of opposite corners in the square.
What do you notice?
Patterns in the Multiplication Table
Materials: copies of multiplication table
______________________________________________________________________________
1. Color all the multiples of 9 between 0 and 90 on a multiplication table.

What do you notice about the sum of the digits in each product? Explain
your thinking.
2. The product of any number multiplied by itself is called a square number

(e.g. 6 x 6 = 36, so 36 is a square number). Color all the square numbers
on the multiplication table. What do you notice about the squares you
colored?
3. Look carefully at the multiplication table. Write about other patterns that
you discover.
Patterns I found in the multiplication table:
Drawing Multiplication Patterns
Materials: rulers, recording sheets, enlarged circle diagrams numbered 0-9
______________________________________________________________________________
1. Choose a number between 1 and 9. Color all multiples of this number on a

hundred chart.
2. Write the multiplication facts to x10 for the number you chose. Write the
digit in the ones place in each product.
Example: If you record multiples of 3 write the ones digits 3, 6, 9, 2, 5, 8, 1, 4, 7, 0.
3. Put your pencil at zero on the circle diagram. Use a ruler to draw a line from
zero to the first ones digit you recorded. Continue to connect the ones digits
in order until you return to zero. Color your multiplication circle.
Example: For multiples of 3 we start our pencil at 0 on the circle, then draw a line from 0 to 3, then
from 3 to 6, then from 6 to 9, then from 9 to 2, then from 2 to 5, and so on.
4. Make circle patterns using other multiplication facts. Record your observations
about the patterns you create. Which numbers create the same circle pattern?
Do they create it the same way? Is there a relationship between the facts
that create the same patterns?
Multiplication Fact Product Ones
Digit
0
9 1
2
8
7 3
6 4
5
What’s the Nearest Ten?
Materials: set of numeral cards (0-9) or 2 number cubes 4 3

__________________________ ___________________________________________
1. Turn over 2 numeral cards (or roll 2 number cubes) to make a 2-digit number.
2. Identify the tens that your number falls between. Record the tens and the
midpoint between them on a number line.
3. Plot your 2-digit number on the number line.
4. Which ten is your number closer to? Justify your reasoning.
5. Repeat five times.
6. Describe any patterns you find to determine when to round to the lesser
ten or round to the next ten.
43 is between 40 and 50.
It would round to 40
Example: because it is closer to 40
than 50.
40 43 45 50
___ is between ___ and The tens that ___ falls
___. It would round to between are ___ and
___ because it is closer ___. The closer ten is
to ___ than ___. ___.
___ is between ___ and The tens that ___ falls

___. It would round to between are ___ and
___ because it is closer ___. The closer ten is
to ___ than ___. ___.
What’s the Nearest Hundred?
Materials: set of numeral cards (0-9) or 3 number cubes 3 8 2

__________________________ ___________________________________________
1. Turn over 3 numeral cards (or roll 3 number cubes) to make a 3-digit number.
2. Identify the hundreds that your number falls between. Record the hundreds
and the midpoint between them on a number line.
3. Plot your 3-digit number on the number line.
4. Which hundred is your number closer to? Justify your reasoning.
5. Repeat five times.
6. Describe any patterns you find to determine when to round to the lesser
hundred or round to the next hundred.
382 is between 300 and 400.
It would round to 400
Example: because it is closer to 400
than 300.
300 350 382 400

___ is between ___ and The hundreds that ___
___. It would round to falls between are ___
___ because it is closer and ___. The closer
to ___ than ___. hundred is ___.
___ is between ___ and The hundreds that ___

___. It would round to falls between are ___
___ because it is closer and ___. The closer
to ___ than ___. hundred is ___.
Round to the Nearest Ten
Directions: Place a stack of numeral cards (0-9) facedown on the table. Each player takes two cards from the top of the
stack and places them on the board in the order drawn to make a 2-digit number. Each player rounds his/her 2-digit number
to the nearest ten and explains his/her thinking. The player with the largest numbers when rounded takes all four cards. Play
continues until all cards have been picked up. The player with the most cards wins the round.
Player 1 Player 2
Round to the Nearest Hundred
Directions: Place a stack of numeral cards (0-9) facedown on the table. Each player takes three cards from the top of the
stack and places them on the board in the order drawn to make a 2-digit number. Each player rounds his/her 3-digit number
to the nearest hundred and explains his/her thinking. The player with the largest numbers when rounded takes all six cards.
Play continues until all cards have been picked up. The player with the most cards wins the round.
Player 1 Player 2
The number ___ is The number ___ is
between ___ and ___. between ___ and ___.
It is closer to ___ so is It is closer to ___ so is
rounded to ___. rounded to ___.
___ is between ___ and ___. ___ is between ___ and ___.
The midpoint between ___ The midpoint between ___
and ___ is ___. ___ is closer to and ___ is ___. ___ is closer to
___ and therefore is rounded ___ and therefore is rounded
to ___. to ___.
ver. 1
Estimating Sums
Materials: numeral cards (0-9)
______________________________________________________________________________
1. Turn over four cards to make two 2-digit numbers.
2. Estimate the sum of the two numbers by rounding each number to

the nearest ten and adding them mentally.
3. Repeat with other pairs of 2-digit numbers.
Example: 2 2 20 20 + 70 = 90
+
6 8 70
ver. 2
Estimating Sums
______________________________________________________________________________
1. Turn over six cards to make two 3-digit numbers.
2. Estimate the sum of the two numbers by rounding each number to

the nearest hundred and adding them mentally.
Example: 4 1 9 400 400 + 300 = 700

+
2 9 4 300
ver. 1
Estimating Differences
______________________________________________________________________________
1. Turn over four cards to make two 2-digit numbers.
2. Estimate the difference between the two numbers by rounding

each number to the nearest ten and subtracting mentally.
Example: 7 9 80 80 - 30 = 50
-
2 8 30
ver. 2
Estimating Differences
______________________________________________________________________________
1. Turn over six cards to make two 3-digit numbers.
2. Estimate the difference between the two numbers by rounding each

number to the nearest hundred and subtracting mentally.
Example: 4 1 9 400 400 - 300 = 100

-
2 9 4 300
Close to Zero
Materials: numeral cards 0-9 (4 of each), calculator Number of Players: 2
____________________________________________________________________
1. Shuffle the cards and place them facedown in a stack.
2. Take six cards each from the top of the stack and use them
to create a subtraction problem with two 3-digit numbers. Arrange
your cards to make a difference as close to zero as possible.
3. Record and solve your subtraction problem.
4. Use a calculator to check each other’s work. The player with the
difference closest to zero scores one point.
5. The player with the most points after five rounds wins the game.
My problem was ___ My problem was ___
minus ___. The minus ___. The
difference between difference between
___ and ___ is ___. ___ and ___ is ___.
My problem was ___ My problem was ___

minus ___. The minus ___. The
difference between difference between
___ and ___ is ___. ___ and ___ is ___.
Add the Difference
Materials: numeral cards (0-9), calculator Number of Players: 2
______________________________________________________________________________
1. Shuffle the cards and place them facedown in a pile. Take five cards each from
the top of the pile.
2. Select four cards to keep and return one card to the bottom of the pile. Arrange
your four cards to make two 2-digit numbers and calculate the difference
between them. This is your score for the round.
Example: Tom picks up 1, 5, 8, 7 and 3. He returns 8 7 5

5 to the bottom of the pile and arranges the -
four cards to make 87 – 13. The difference 1 3
between 87 and 13 is 74, so Tom scores
74 points for the round.
3. Play another round. Calculate the difference between your two 2-digit numbers
and add this number to your score. Use a calculator to check your opponent’s
work.
4. Continue to make 2-digit numbers, calculate the difference between them and
add this number to your score. The first player to reach a score of 500 points
wins the game.
3-Digit Addition Split
Materials: Addition Split Board (3-digit + 3-digit)
___________________________________________________________________________________
1. Choose a line of four problems from the Addition Split board

(vertically, horizontally, or diagonally).
2. Solve each problem by decomposing the addends into hundreds,

tens and ones before adding. Show your work.
100 + 40 + 6
Example 1: 146 + 235 + 200 + 30 + 5
300 + 70 + 11 = 381
100 + 80 + 6
Example 2: 186 + 235 + 200 + 30 + 5
300 +110 +11 = 421
3. Repeat with another line of four problems.
Board 1
112 + 171 132 + 263 151 + 212 134 + 254
243 + 233 252 + 134 244 + 132 255 + 133
331 + 517 332 + 516 333 + 516 334 + 515
431 + 316 432 + 317 433 + 315 435 + 314
Board 2
122 + 179 136 + 267 155 + 245 164 + 229
245 + 328 257 + 234 264 + 128 218 + 274
339 + 447 352 + 338 489 + 311 337 + 457
474 + 327 363 + 428 442 + 429 417 + 335

Board 3
142 + 179 136 + 287 155 + 265 164 + 259
245 + 298 257 + 364 264 + 278 258 + 374
339 + 487 352 + 378 399 + 311 337 + 489
474 + 347 463 + 368 482 + 349 496 + 335

3-Digit Subtraction Split
Materials: Subtraction Split Boards (3-digit - 3-digit)
___________________________________________________________________________________
1. Choose a line of four problems from the Subtraction Split board (vertically,
horizontally, or diagonally).
2. Solve each problem by decomposing the addends into hundreds, tens and ones
before subtracting. Show your work. Sometimes you will need to split the larger
number so that each part is larger than each part of the smaller number.
50
Example 1: 764 - 436 700 + 60 + 4 700 + 60 + 14

- 400 + 30 + 6 becomes - 400 + 30 + 6
300 + 20 + 8 = 328
700 + 30 + 4 600 120
Example 2: 734 - 447 - 400 + 40 + 7 becomes 700 + 30 + 14

- 400 + 40 + 7
200 + 80 + 7 = 287
Board 1
268 - 136 478 - 255 297 - 145 466 - 245
549 - 236 688 - 256 787 - 344 956 - 233
446 - 222 898 - 556 487 - 334 258 - 134
549 - 338 967 - 756 649 - 232 656 - 232
Board 2
563 - 236 694 - 256 783 - 344 962 - 233
573 - 256 684 - 256 766 - 347 961 - 233
481 - 222 895 - 557 464 - 337 292 - 134
558 - 339 957 - 729 645 - 226 686 - 239
Board 3
523 - 136 644 - 256 723 - 344 922 - 233
547 - 258 664 - 286 756 - 357 961 - 243
431 - 252 875 - 586 562 - 375 252 - 164
748 - 369 937 - 758 645 - 256 656 - 289
Doubling to 1000
______________________________________________________________________________
1. Choose one of these numbers: 2, 3, 5, or 6.
2. Double the number you chose.
3. Double the sum.
4. Keep on doubling until you get a sum that is greater than 1,000.
5. How close to 1,000 is the number you reached?
2+2=4
4+4=8
8 + 8 = 16
16 + 16 = ?
Multiples of Ten Multiply
Materials: set of numeral cards (0-9), counters Number of Players: 2
______________________________________________________________________________
1. Shuffle the cards and place them face down in a stack. Players flip over two
cards each from the top of the stack and place a zero after the second digit
to make a 1 x 2-digit multiplication problem.
2. Multiply the two factors mentally. Explain your thinking.
I know that 8 x 5 is 40,

Example: Tom turns over 8 and 5. He places so 8 x 5 tens equals 40
a zero after the 5 and multiplies 8 x 50 mentally 8 x 5 0 tens or 400.
for a product of 400.
3. The player with the largest product places a counter in his or her circle on the
board.
4. Continue taking turns to turn over two cards, create 1 x 2-digit multiplication
problems with multiples of ten and compare your products. The first player to
have 10 counters in his or her circle wins the game.
Multiples of Ten Multiply
Player One Player Two
I know that ___ times I know that ___ times
___ is ___ , so ___ times ___ is ___ , so ___ times
___ tens equals ___ tens ___ tens equals ___ tens
or ___. or ___.
___ times ___ means ___ times ___ means

___ groups of ___ tens, ___ groups of ___ tens,
which is ___ tens or ___. which is ___ tens or ___.
Multiply One-Digit Numbers by Multiples of Ten
Materials: Multiply One-Digit Numbers by Multiples of Ten Board, base ten blocks
________________________________________________________________________
1. Work with a partner. Choose a line of four problems (vertically,

horizontally, or diagonally) from the board that you will both solve.
2. Solve the problems independently. Use base ten blocks to make equal
groups of tens.
3. Draw a quick picture of the base ten blocks. Draw a stick to represent
a ten and a square to represent a hundred.
4. When you have solved the four problems share your solutions and
strategies with your partner.
A. B. C. D.
Tom needs to multiply There are 3 boxes with 60 There are 30 stacks of Mike needs to calculate
8 x 30. Explain how pencils in each box. How books with 6 books in the total number of sides
Tom can solve the many pencils are there in each stack. How many on 40 pentagons. How
problem. all? books in all? can Mike solve the
problem?
E. F. G. H.
How many sides in total Jacob rides his bike for 50 Lisa cut 8 lengths of
Model 4 x 40. What is the
are on 60 hexagons? minutes each day. How ribbon. Each length of
product?
Explain your thinking. many minutes does he ride ribbon was 20cm. How
his bike in one week? many centimeters of
ribbon did Lisa cut in all?
I. J. K. L.
A baker places 30 trays of Sunset Elementary has 4 Find the unknown factor:
muffins in the oven. Each What is the product of
4 x 300? Explain your third grade classes. Each a) 7 x ? = 420
tray holds 6 muffins. How class has 30 students. b) ? X 40 = 360
many muffins in all? thinking.
How many students in all?
M. N. O. P.
Each shelf in the library How would you explain to There are 3 rows of apples What is the product of
holds 40 books. There are a friend how to multiply a with 30 apples in each row. 5 x 50? Explain your
8 shelves in the animal one-digit number by a How many apples are thinking.
section. How many animal multiple of ten? there?
books are there?
ver. 1
Making Fraction Strips

Materials: fraction strips template, scissors, envelopes
_______________________________________________________________________
𝟏
1. Label the longest strip as one whole, . Color the strip yellow.
𝟏
2. Label the parts of each strip with the correct unit fraction. Shade
each strip a different color.
3. Cut out and order the fraction strips from the largest to the smallest
sized pieces. What do you notice about the numerators? What do you
notice about the denominators? Record your observations.
4. Write your initials on the back of each fraction strip and store them in
an envelope.
Fraction Strips – Grade 3 (denominators 2, 3, 4, 6, and 8 only)
𝟏
One Whole
𝟏
ver. 2
Making Fraction Strips

Materials: paper, rulers, scissors, envelopes
______________________________________________________________________________
1. Draw six strips on a sheet of paper that are each 24cm long and the width of your
ruler. Cut out the strips and shade each one a different color.
1
2. The first strip represents one whole. Label the strip: one whole, 1
3. On the second strip, draw a line so that the strip is divided into two equal 12cm long
sections and label each section. 1 1
2 2
4. Divide the remaining strips as follows and label each section:
Strip 3: Divide into thirds (three 8cm sections)

Strip 4: Divide into fourths (four 6cm sections)
Strip 5: Divide into sixths (six 4cm sections)
Strip 6: Divide into eighths (eight 3cm sections)
5. Store your fraction strips in an envelope for future use.
Cuisenaire Fractions
Materials: cuisenaire rods
_____________________________________________________________________________
1. Work with a partner. If the orange rod has the value of one, what is the value of
the yellow rod?
2 Find the value of all other rods in relation to the orange rod. Record your work.
3. Give the yellow rod the value of one. Find the value of all other rods in relation
to the yellow rod. Record your work.
4. Give another rod the value of one and repeat the process.
5. How can the same rod have different fractional names? Explain.
My Fraction Bar Riddle
Materials: color tiles, index cards

______________________________________________________________________________
1. Choose 6, 8, or 10 color tiles of three different colors. Arrange the color

tiles to make a fraction bar.
2. Draw your fraction bar. Use an index card to make a flap to cover your
drawing.
2
3. Write three clues to describe your fraction bar. For example, 6 of my
fraction bar is yellow.
4. Swap riddles with a partner. Read the clues and try to build your partner’s
fraction bar without looking under the flap.
5. Lift the flap and compare the fraction bar you built with your partner’s
drawing.
6. Discuss your results with your partner.
_____ of my fraction bar is _____________________ .
What might my fraction bar look like?
𝟏
Fraction Posters 𝟐
Materials: pattern blocks, fraction kits, geoboards, counters

__________________________________________________________________________
1. Work with a partner. Choose one of the following fractions:
𝟏 𝟏 𝟏
𝟐 𝟑 𝟒
2. Represent the fraction you chose in different ways using materials

such as pattern blocks, fraction kits, geoboards, or counters. You
may include equivalent fractions.
3. Draw each representation on a poster. Include one non-example:

a model that does not represent the fraction you chose.
4. Exchange posters with another partnership. Look carefully at their

poster to find the non-example. Explain, in writing, why this model
does not belong on the poster.
Name the Fraction
Materials: Name the Fraction cards

_______________________________________________________________________
1. Choose a card. Sketch the shape.
2. What fraction of the shape is shaded? What fraction of the shape is not
shaded? Explain your thinking.
3. Repeat with other cards from the pack.
4. After you have completed all cards in the set discuss your work with a
classmate. Use mathematical reasoning to justify your answers.
A. B.
C. D.
E. F.
G. H.
I. J.
K. L.
Picture Pie
Materials: copy of Picture Pie by Ed Emberley, fraction circles, scissors, glue
_____________________________________________________________________________
1. Look closely at the artwork in Picture Pie.
2. Fold paper circles into halves, fourths or eighths.
3. Cut, paste and color your circle pieces to create a picture.
4. Name the fractions used to create your picture.
Challenge: Put together pieces from a fraction kit to find the total
value of your picture. Explain your thinking.
Fractions on a Number Line
Materials: ruler, number cubes (1-6)
______________________________________________________________________________
1. Draw a six inch number line that begins with 0 and ends with 1.
2. Roll a number cube (1-6). Partition the distance from 0 to 1 into this
number of equal parts.
3. Label the segments as unit fractions. Justify your reasoning.
4. Repeat steps 1-3 until you have five different number lines.
Roll a Fraction
Materials: Roll a Fraction boards, 2 number cubes (1-10) Number of Players: 2
______________________________________________________________________________
1. Each player chooses a board. Take turns to roll two number cubes to
create a fraction. You may decide which number will be the numerator
and which number will the denominator.
2. If the fraction you rolled belongs on a number line on your board write
it below the appropriate point and explain your thinking. If the fraction
does not belong on any of your number lines you must wait until your
next turn. You may use equivalent fractions. For example, if you roll
𝟏 𝟐 𝟑 𝟒
you may record , or because all of these fractions are
𝟐 𝟒 𝟔 𝟖
𝟏
equivalent to .
𝟐
3. The first player to label ten points on the number lines on his or her
board wins the game.
reate a number line equivalent fraction tool
Roll a Fraction similar to the one below,
Roll which can be used as
a Fraction
desktop resource as students build their
understanding of common fraction
equivalences. Note that this desktop resource
0 1 0 as a linear mental image for
serves 1
equivalence as students begin their work with
fractions as numbers within CCSSM at the
third-grade level. At upper grade levels, offer
0 1 0
expanded desktop number lines to directly1
relate to the role of fraction equivalence (e.g.,
denominators to include fifths, tenths,
decimals from 0.1 to 1.0, etc.)
0 1
0 1
0 1 0 1
0 1 0 1
reate a number line equivalent fraction tool
Roll a Fraction similar to the one below,
Roll which can be used as
a Fraction
desktop resource as students build their
understanding of common fraction
equivalences. Note that this desktop resource
0 1 0 as a linear mental image for
serves 1
equivalence as students begin their work with
fractions as numbers within CCSSM at the
third-grade level. At upper grade levels, offer
𝟐 𝟏
0 expanded
0 desktop number lines to directly
𝟑 𝟐
relate to the role of fraction equivalence (e.g.,
denominators to include fifths, tenths,
decimals from 0.1 to 1.0, etc.)
0 1
𝟒
0
𝟐
𝟔 𝟒
0 0
𝟑 𝟑
0 1 𝟑
0
𝟔
Pizza for Dinner
Materials: fraction kits (optional)
_______________________________________________________________________
Leo and Tom were talking about what they had for dinner the
previous evening. Leo said, “My family bought a large pizza and
2
I ate of it.” Tom replied, “I ate more than you. My family bought
4
4
a large pizza and I ate of it.” Sarah said, “Tom you didn’t eat
8
more pizza than Tom. You ate the same amount.”
Who is correct? Explain your thinking. Use a fraction model to

justify your conclusions.
ver. 1
Equivalent Fractions Exploration
Materials: fraction kits (circular and rectangular)

__________________________________________________________________________
1. Give the largest piece in your fraction kit the value of one whole. Name
the other size pieces in your kit in relation to the whole.
2. How many different ways can you make one half using pieces in your
fraction kit of the same shape and size? Draw and label the equivalent
fractions you find.
3. Order your data. Describe any patterns that you notice.
4. How many different ways can you make one third using pieces in your
fraction kit of the same shape and size? What about one fourth? Record
your findings and describe any patterns that you notice.
ver. 2
Equivalent Fractions Exploration

Materials: fraction strips
______________________________________________________________________________
1. Use your fraction strips. Line up each of the fraction strips in turn under the one
whole strip. How many different fractions can you find that are equivalent to
one whole? Sketch and label the equivalent strips. Name the equivalent fraction.
1 whole
1
1
2
2
2. Next, line up each of the fraction strips in turn under a one half strip. How many
different fractions can you find that are equivalent to one half? Sketch and label
the equivalent strips. Name the equivalent fraction.
3. What patterns do you notice in the numerators and denominators of fractions that
are equivalent to one half? Explain.
Build Eight Hexagons
Materials: 2 number cubes, pattern blocks (hexagons, trapezoids, blue Number of Players: 2
rhombi, triangles), gameboard per player
____________________________________________________________________________
1. Take turns to roll two number cubes to create a fraction. The largest
number you roll represents the denominator and the smaller number
represents the numerator.
2. Use pattern blocks to build the fractional amount on your board (give
the hexagon the value of ONE). You may use equivalent fractions but
1
must explain your reasoning. For example, if you roll 2 you can place a
1 3
trapezoid or three triangles on your board because 2 is equivalent to 6.
3. If you roll a fraction that you cannot use you must wait until your next
turn. Keep taking turns until one player has covered all the hexagons
on his or her board.
Build Eight Hexagons
ver. 1
Make One Whole

Materials: one fraction kit per partnership (circular or rectangular)
______________________________________________________________________
1. Work with a partner. Empty all the pieces from the fraction kit. Sort
the pieces.
2. Assign the largest piece in the fraction kit the value of one whole. How
many different ways can you find to make one whole using pieces of the
same shape and size?
3. Sketch your work. Label the parts. Name each fraction.
4. Complete the statement: One whole is equivalent to ……….
ver. 2
Make One Whole
Materials: cuisenaire rods

______________________________________________________________________________
1. Sort and order a set of cuisenaire rods. Assign the orange rod the value of
one whole. Name the other rods in relation to the whole.
2. How many different ways can you represent one whole using rods of only
one color? Sketch the rods. Label the parts. Name each fraction.
1
1 whole 1
3. Assign the brown rod the value of one whole. How many different ways can
you represent one whole using rods of only one color? Sketch the rods.
Label the parts. Name each fraction.
1
1
ver. 1
Compare Fractions of a Whole
Materials: fraction cards showing two models

_______________________________________________________________________
1. Choose a fraction card. Look closely at each model to determine how

many total parts are in the whole (denominator) and how many equal
parts are shaded (numerator).
2. Compare the fractions using the symbols <, >, or =. Explain your
reasoning using pictures, words and numbers.
𝟒 𝟐
Example: > 𝟓 because 4 pieces that are fifths
𝟓
are more than 2 pieces that are fifths.
4. How can you compare two fractions with the same denominator that refer
to the same whole? How can you compare two fractions with the same
numerator that refer to the same whole? Explain.
A. B.
?
?
C. D.
? ?
E. F.
? ?
G. H.
? ?
I. J.
? ?
K. L.
? ?
ver. 2
Compare Fractions of a Whole
Materials: fraction cards showing two fractions

_______________________________________________________________________
1. Choose a fraction card. Represent both fractions using an area model or

number line.
2. Compare the fractions using the symbols <, >, or =.
Example: 𝟑 𝟑
> because ninths are smaller
𝟗 𝟔
than sixths.
4. Share your work with a classmate. Explain your thinking.
A. B.
𝟑 ?
𝟏 𝟐 𝟒
?
𝟒 𝟒 𝟔 𝟔
C. D.
𝟒 𝟑 𝟐 𝟏
? ?
𝟖 𝟖 𝟐 𝟐
E. F.
𝟏 ?
𝟏 𝟐 𝟐
?
𝟔 𝟖 𝟒 𝟔
G. H.
𝟒 𝟒 𝟐 𝟐
? ?
𝟖 𝟒 𝟑 𝟒
I. J.
𝟏 ?
𝟐 𝟏 𝟐
?
𝟑 𝟔 𝟐 𝟒
K. L.
𝟒 𝟏 𝟏 𝟖
? ?
𝟒 𝟏 𝟏 𝟖
Who Ate More?
______________________________________________________________________________
1. Ben and Todd bought one large and one small pizza. Ben ate ½
of the large pizza. Todd ate ½ of the small pizza. Did Ben eat less
pizza, more pizza, or the same amount of pizza as Todd?
Explain your thinking. Use a diagram to prove your answer.
2. At the movies Lisa and Sam bought one large and one small bag
of popcorn. Lisa ate ¼ of the small bag of popcorn. Sam ate ¼ of
the large bag of popcorn. Did Lisa eat less popcorn, more popcorn,
or the same amount of popcorn as Sam?
Explain your thinking. Use a diagram to prove your answer.
Geoboard Squares
Materials: geoboards, rubber bands, geoboard paper
_________________________________________________________________________
1. Use a rubber band to make a square on your geoboard. Check to

see that your shape has four right angles and four sides of equal
length.
2. Use a ruler to draw your square on geoboard paper.
3. Make a square that is larger or smaller than your first square.
Draw your new square on geoboard paper.
4. Repeat until you have made as many different sized squares as
you can.
5. Write about your work:
- How many different sized squares did you find?

- How did you check that each shape was really a square?
- How did you check that your squares were different sizes?
Comparing Quadrilaterals
Materials: geoboards, rubber bands, geoboard paper
_________________________________________________________________________
1. Use rubber bands to make three different quadrilaterals on your

geoboard.
2. Draw the quadrilaterals you made on geoboard paper. Use a ruler to
make sure you draw straight sides.
3. Name each quadrilateral and describe its properties.
4. Share your work with a partner. How are your quadrilaterals alike?
How are they different? Use math vocabulary to explain your
thinking.
Word Bank: congruent sides parallel sides equal sides
right angles acute angles obtuse angle equal angles
parallelogram rhombus rectangle square trapezoid kite
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
Shape Match
Materials: set of Shape Match cards
_________________________________________________________________________
1. Work with a partner. Place a set of Shape Match cards faceup on

the table.
2. Take turns to match a clue card with a picture card. Explain your
reasoning.
3. Once you have matched all the clue cards with picture cards
compare your work with another partnership. If you disagree with
any matches the other partnership has made you must discuss and
defend your answers until you all come to an agreement.
Challenge: Use the cards to play a memory game with your partner.
Turn all the cards facedown, with the picture cards in one row and
the clue cards in another row. Take turns to flip over two cards. If the
cards match the player keeps them and has another turn. If they do
not match, the player turns the cards back over and play passes to
the next player. Continue playing until all pairs have been picked up,
then count to see who has the most cards.
A quadrilateral A quadrilateral
A polygon with A quadrilateral
with 4 equal with 2 pairs of
7 sides and 7 with one pair of
sides and 4 right parallel sides
angles. parallel sides.
angles. and no right
angles.
A polygon with A quadrilateral

A quadrilateral A polygon with
with 4 right angles.
3 sides and 1 with no parallel 4 sides and 4
Opposite sides
right angle. sides that looks angles.
are parallel and of
equal length. like a kite.
A polygon with A polygon with A polygon with A polygon with

3 sides and 5 sides and 6 sides and 8 sides and
3 angles. 5 angles. 6 angles. 8 angles.
Classify Shapes Using a Venn Diagram
Materials: set of shape cards, rulers
_________________________________________________________________________
1. Work with a partner. Sort a set of shape cards using a Venn diagram
with one circle labeled Quadrilaterals and the other circle labeled
Polygons with Sides of Equal Length.
2. Record your sort. Draw and label the shapes in each section of your
Venn diagram. Draw the shapes that do not belong in either category
outside of the circle.
3. Next, sort the set of shape cards using a Venn diagram with one circle
labeled Quadrilaterals and the other circle labeled Polygons with Right
Angles.
4. Record your sort. Draw and label the shapes in each section of your
Venn diagram. Draw the shapes that do not belong in either category
outside of the circle.
5. Why do some shapes fit into both categories? Explain why the shapes
you drew in the overlapping sections on your Venn diagram belong to
both groups.
Quadrilaterals Polygons with Sides of
Equal Length
Quadrilaterals Polygons with
Right Angles
Quadrilateral Riddle
Materials: sticky notes, Quadrilateral Riddle recording sheets
_________________________________________________________________________
1. Draw a quadrilateral in the box on the recording sheet. Write the name of
the shape. Cover the drawing with a sticky note.
2. Write a four clue riddle to describe the quadrilateral you drew. Use math
vocabulary from the Word Bank.
3. Try out your riddle on a friend. After your friend gives an answer lift the
sticky note to show if his/her answer is correct.
Word Bank: congruent sides parallel sides equal sides
right angles acute angles obtuse angle equal angles
parallelogram rhombus rectangle square trapezoid kite
1. My quadrilateral ___________________ 1. My quadrilateral ___________________
__________________________________ __________________________________

__________________________________ __________________________________

__________________________________ __________________________________

__________________________________ __________________________________
My quadrilateral is a ….. My quadrilateral is a …..
______________ ______________
Partition Shapes
Materials: pattern blocks
_________________________________________________________________________
1. Trace a yellow hexagon. Show three different ways to partition the

hexagon into parts with equal area using other pattern blocks. Write
the unit fraction that names the area of each part of the whole.
2. Trace a red trapezoid. Show how you can partition the trapezoid into
three parts with equal area using other pattern blocks. Write the unit
fraction that names the area of each part of the whole.
3. Trace a blue rhombus. Show how you can partition the trapezoid
into two parts with equal area using other pattern blocks. Write the
unit fraction that names the area of each part of the whole.
4. Share your work with a partner. Describe how you divided each
shape into equal parts.
This ______ is divided into This ______ is divided into
___ equal parts. Each part ___ equal parts. Each part
is one ___ of the total area is one ___ of the total area
of the shape. of the shape.
This ______ is divided into This ______ is divided into

___ equal parts. Each part ___ equal parts. Each part
is one ___ of the total area is one ___ of the total area
of the shape. of the shape.
ver. 1
Partition a Square
Materials: geoboards, rubber bands

_________________________________________________________________________
1. Make the largest square that you can on a geoboard by placing a

rubber band around all the outside pins.
2. How many different ways can you partition the square into parts with
equal areas that are congruent (the same size and shape)? Use a
ruler to record your different solutions on geoboard paper. Label the
area of each part as a unit fraction.
3. Find at least one way to partition the square into parts with equal
areas that do not have the same shape. Record and label your
solution. Explain how you know the areas of all the parts are equal.
4. Share your work with a friend. Compare the different ways you
divided the square into parts with equal areas.
I partitioned this square into ___ This square has equal areas that
parts with equal areas. The unit have the same shape. I know the
fraction that names each part areas of all the parts are equal
of the divided whole is one because ….
______.
I found ___ different ways to This square has equal areas that
partition the square into parts do not have the same shape.
with equal areas that are I know the areas of all the parts
congruent. are equal because ….
ver. 2
Partition a Square

_________________________________________________________________________

2. How many different ways can you partition the square into four parts
with equal areas that are congruent (the same size and shape)?
Use a ruler to record your different solutions on geoboard paper.
Label the area of each part as a unit fraction.
3. Find at least one way to partition the square into four parts with equal
areas that do not have the same shape. Record and label your
divided the square into four parts with equal areas.
I divided this square into 4 This square has equal areas that
of the divided whole is ___. because ….
I found ___ different ways to

This square has equal areas that
partition the square into 4 parts
do not have the same shape.
with equal areas that are
I know the areas of all the parts
congruent. The unit fraction
are equal because ….
that names each part of the
divided whole is ___.
ver. 3
Partition a Square

_________________________________________________________________________

2. How many different ways can you partition the square into eight parts
with equal areas that are congruent (the same size and shape)?
Use a ruler to record your different solutions on geoboard paper.
Label the area of each part as a unit fraction.
3. Find at least one way to partition the square into eight parts with
equal areas that do not have the same shape. Record and label your
divided the square into eight parts with equal areas.
I divided this square into 8 This square has equal areas that
of the divided whole is ___. because ….
I found ___ different ways to

This square has equal areas that
partition the square into 8 parts
do not have the same shape.
with equal areas that are
I know the areas of all the parts
congruent. The unit fraction
are equal because ….
that names each part of the
divided whole is ___.
ver. 5
Time Match
Materials: Time Match cards (12 analog and 12 digital per set) Number of Players: 2
______________________________________________________________________
1. Work with a partner. Shuffle the cards and spread them out facedown
on the table in two rows of twelve.
2. Take turns to flip over two cards and read the time on each clock. If the
cards show the same time, pick them up and flip over two more cards.
If the cards do not show the same time turn them facedown again. The
next player then takes a turn.
3. The game ends when all the cards have been picked up. The winner is
the player with the most cards.
++++
Q
Q
++++
10:08 1:12 1:31 2:34
1:27 2:37 3:33 4:39
4:46 5:06 6:46 3:37

ver. 6
Time Match
Materials: blank template for Time Match cards, scissors Number of Players: 2
______________________________________________________________________
1. Work with a partner to create your own set of Time Match cards.
Each partner should make 6 analog clocks with matching digital
clocks. Cut out your cards and write your initials on the back of
each one.
2. Combine and shuffle your cards. Spread them out facedown on the
table in two rows of twelve.
3. Take turns to flip over two cards and read the time on each clock. If
the cards show the same time, pick them up and flip over two more
cards. If the cards do not show the same time turn them facedown
again. The next player then takes a turn.
3. The game ends when all the cards have been picked up. The winner is
the player with the most cards.
:
:
:
:
:
:
++++
Q
ver. 3
Time Barrier Game

Materials: Barrier Game grid per player, divider Number of Players: 2
______________________________________________________________________________
1. Work with a partner. Sit side by side with a divider standing between you.
2. Player 1: Show different times to the nearest minute on the clocks on your
grid without letting your partner see your work.
3. Player 1: Give clear instructions to your partner on how to complete his or

her clocks to match your grid. For example, you might say, “Show five
twenty-seven on the clock in the center of your grid.”
4. Remove the divider and look at your two completed grids to see how
closely they match. Discuss any differences.
5. Swap roles and play again.
Show ___________ on Show ___________ on
the clock in the center the clock above/below
of your grid. ___________.
Show ___________ on Show ___________ on

the clock to the right the clock to the left
of ___________. of ___________.
Time Barrier Game
ver. 4
Time Bump!
Players: 2 Materials: 20 snap cubes (10 each of 2 different colors), Time Bump! spinner, paperclip
Each player takes 10 snap cubes of one color. Take turns to spin the spinner, read the time the paperclip lands on, and place a
snap cube on the matching clock on the board. If your partner's cube is on the clock BUMP it off. If your cube is on the clock link
the two cubes together to FREEZE the spot. Continue playing until one player has all 10 cubes on the board.
ver. 4
Time Bump!
4:43 2:37
1:31 10:01
12:09 3:08
6:46 11:04
1:12 1:14
2:14 5:39
Word Problems: Time Intervals
Materials: Word Problems: Time Intervals cards
________________________________________________________________________
b) draw a number line to model the problem
Word Problems: Time Intervals
I left school at 3:15 p.m. and arrived home

25 minutes later. What time did I arrive home?
Layla is making cupcakes. They need to bake

for 45 minutes. She put them in the oven at
5:30 p.m. At what time should she take them out?
B
Bill left home at 3:20 p.m. to walk to his friend’s

house. It took him 23 minutes. What time did Bill
arrive at his friend’s house?
C
At 9:25 a.m. a teacher set a timer for 30

minutes quiet reading time. What time will it be
when the timer rings?
Mrs. Jones left home at 6:45 a.m. and arrived
at school at 7:23 a.m. How long did it take her to
get to school?
E
John went to bed at 9:40 p.m. and got up at

7:00 a.m. How long did he sleep for?
F
Peter completed a bike ride 3 hours and 26

minutes after he started. He started the bike ride
at 8:15 a.m. At what time did he finish?
G
On Saturday morning Peter began cutting

the grass at 9:35 a.m. He finished at 10:43 a.m.
How long did it take Peter to cut the grass?
After Ben had been at the park for 45 minutes
he noticed that the time was 2:30 p.m. At what
time did Ben arrive at the park?
I
Tess went to art class at 11:15 a.m. She painted

for 25 minutes. She spent 30 minutes drawing with
crayons. Then she ate lunch. At what time did Tess
eat lunch? J
When Lisa got home from school she did

violin practice for 30 minutes. Then she read for
25 minutes. She finished reading at 4:45 p.m.
At what time did Lisa get home from school?
K
Jack got on the train at 2:25 p.m. The train

trip took 25 minutes. Next, Jack walked for 10
minutes to get home. At what time did Jack arrive
home?
Nick gets out of school at 3:20 p.m. He has
a 15 minute walk home. When he gets home he
relaxes for 30 minutes, then spends 45 minutes
doing homework. At what time does Nick finish
his homework?
M
At art class Beth spent 45 minutes painting

and 25 minutes drawing. She finished her art
class at 6.30 p.m. At what time did Beth begin
her art class?
N
As soon as Jacob got home from school he

worked on his math project for 50 minutes. Then
he studied for a test for 30 minutes. He finished
at 5:45 p.m. At what time did Jacob get home
from school?
O
Katie played her flute for 45 minutes, then ate

a snack for 15 minutes. Next, she did homework
for 30 minutes and finished at 6:00 p.m. At what
time did Katie begin playing her flute?
Estimating Weight
Materials: balance scales, set of gram weights, set of small objects
_________________________________________________________________________
1. Work with a partner. Select five small classroom objects to weigh on the
balance scales.
2. Create a table with the headings: Object, Estimated Weight (g), and
Actual Weight (g). Object Estimated Weight (g) Actual Weight (g)
3. Estimate the weight of each objects in grams. Record each estimate on

your table.
4. Weigh each object. Put the object on one side of a balance scale. Put
gram weights on the other side. Make it balance. Record the actual
weight on your table. The heaviest/lightest object
we weighed was the ……..
5. Record three statements about your data. My closest estimate was

…………
. ©K-5MathTeachingResources.com
I estimated that the
The _________ weighed weight of the ________
___ grams less/more than was ___ grams. The
my estimate. actual weight was ___
grams.
The difference in weight

The heaviest/lightest
between the __________
object was the _________.
and the __________ was
It weighed ___ grams.
___ grams.
Weigh it Twice
Materials: balance scales, set of gram weights, paper clips, set of small objects
_________________________________________________________________________
1. Work with a partner. Select five small classroom objects to weigh on

the balance scales.
2. Measure each object twice, first using paper clips and then using
grams (g).
3. Record your data in a three column table with the headings:

Object, Non-Standard Unit (paper clips) and Standard Unit (g).
Object Non-Standard Unit Standard Unit (g)
(paper clips)
It took 18 more paper clips

to weigh the stapler than
the box of pencils.
4. Record three comparative statements about your data.
The scissors weighed It took twice as many The difference in weight between
The eraser and the
5 grams less than the paper clips to weigh the the tissue box and the sharpener
sharpener had an
stapler. eraser than the pencil. was 16g.
equal weight of 12 g.
The _________ weighed The _________ weighed
___more/less paper clips ___ grams more/less
than the _________. than the _________.
The difference in weight The ________ and the

between the _________ ________ had an equal
and the _________ was weight of ___ grams.
___ grams.
Marble Grab
Materials: container of marbles, balance scales, gram weights

_______________________________________________________________________
1. Take a fistful of marbles from the container using your left hand only.
Place the marbles on the balance scales.
2. Estimate the mass of the marbles you grabbed. Record your estimate.
3. Use gram weights to measure the mass of the marbles. Record.
4. Repeat steps 1-3 using your right hand only.
5. Share your work with a partner.
I grabbed ___ marbles I grabbed ___ more/less
with my left/right hand. marbles with my _____
They weighed ___ grams. hand than my _____
hand.
I estimated that the

The difference between my
marbles I grabbed with
estimate and the actual
my left hand weighed ___
measure was ___ grams.
grams. The actual
measure was ___ grams.
Measure One Liter
Materials: measuring jug or 1 liter cylinder, bowl of water, funnel, containers of various shapes
and sizes, large plastic tub to place containers in when pouring water, paper towels
_______________________________________________________________________________
1. Work with a partner, or small group. Choose a container and take turns
to fill it with water using a funnel until you estimate that you have reached
one liter.
2. Carefully pour the water from the container into a measuring jug (or 1 liter
cylinder) to determine the actual capacity using metric units.
3. Add to, or remove water until you have exactly one liter.
4. Repeat with a container of a different size or shape.
5. Record your data in a table with the headings shown below.

Container Actual Capacity Amount of water added or removed to
make exactly one liter (1L)
More or Less than a Liter?
Materials: measuring jug or 1 liter cylinder, bowl of water, funnel, containers of various
shapes and sizes, large plastic tub to place containers in when pouring water, paper towels
_______________________________________________________________________________
1. Work with a partner. Sort your containers into three groups: those you
predict hold less than one liter, those that hold about one liter, and those
that hold more than one liter.
2. Record your predictions on a three column table with the headings:

Container Estimated Capacity (more than, Actual Capacity
less than, or about one liter)
3. Check your predictions by measuring the capacity of each container

using a measuring jug or one liter cylinder. Complete your table.
4. Write three statements about your data.
I predict that the I predict that the
containers that hold more containers that hold less
than one liter are ………. than one liter are ……….
I predicted that the _____

container held more The container with the
than/less than/about one least/greatest capacity
liter. Its actual capacity is the _________.
was _________.
Capacity Lineup
Materials: measuring jug or 1 liter cylinder, bowl of water, funnel, containers of various
shapes and sizes, large plastic tub to place containers in when pouring water, paper towels
_______________________________________________________________________________
1. Work with a partner. Select four containers. Estimate the order of the
containers from least to greatest capacity.
2. Record your predictions by drawing the containers in the order you

placed them.
3. Check your predictions by filling each container with water and then
emptying the water into a measuring jug or one liter cylinder.
4. Record your findings. Were you surprised by the results? Why?
I predict that the I predict that the
container with the container with the least
greatest capacity is ……. capacity is ……
I predicted ………..
Something that surprised
me was …….
I discovered ………
Word Problems: Liquid Volume and Mass
Materials: Word Problems: Liquid Volume and Mass cards
________________________________________________________________________
b) draw a quick picture, or diagram, to model the problem
Word Problems: Liquid Volume and Mass
A pen has a mass of 15 grams. What is the

mass of 5 identical pens?
A large box has a mass of 125 kilograms. A

small box has a mass of 114 kilograms.
What is the total mass of both boxes?
B
Sarah’s fish tank holds 32 liters of water.

Sarah uses a 4 liter container to fill the tank.
How many times will Sarah need to fill the 4
liter container in order to fill the fish tank?
C
Ben has three cups, each filled with 325ml

of lemonade. What is the total liquid volume
of lemonade in the three cups?
At a party Lisa makes fruit smoothies for
her friends. Each smoothie uses 8 grams of
fresh strawberries. If Lisa makes 9 smoothies,
how many grams of strawberries will she need?
E
Jen fills 8 buckets with water for a car wash.

Each bucket holds 5 liters of water. How many
liters of water are in the buckets?
F
A crate holds 140 kilograms of potatoes and 132

kilograms of carrots. What is the total mass of
the potatoes and carrots?
G
Sam pours 750 milliliters of water into 3 glasses.

He pours the same amount into each glass. How
much water does Sam pour into each glass?
A restaurant sold 36 liters of orange juice
over 4 days. If it sold the same amount of juice
each day, how many liters of orange juice did it
sell in one day?
I
A farmer packed 76 kilograms of apples and

42 kilograms of potatoes into crates for the
market. How many more kilograms of apples did
he pack than potatoes?
J
The total mass of three boxes is 72 kilograms.

Box A weighs 25 kilograms. Box B weighs 29
kilograms. What is the weight of Box C?
A bag of grapes has a mass of 350 grams. A bag

of cherries has a mass of 275 grams. What is
the total weight of the two bags of fruit?
Lisa’s cat weighs 5 kilograms. Her dog
weighs 34 kilograms. How much more does
her dog weigh than her cat?
M
A grocer has a sack of pumpkins. He adds a

9 kilogram pumpkin to the sack and then it
weighs 73 kilograms. How much did the sack of
pumpkins weigh to begin with?
N
Each morning a farmer fills a water trough

with 36 liters of water. During the day the
pigs drink all the water. If each pig drinks about
4 liters of water, how many pigs does the farmer
have? O
A farmer loads two sacks of onions onto a

truck. The two sacks have a total mass of 83
kilograms. One sack weighs 49 kilograms. What
is the weight of the other sack?
Represent and Interpret Data
Materials: survey cards

_______________________________________________________________________
1. Decide on a survey question with four possible responses. You can use
one of the survey cards or come up with a question of your own.
2. Gather data by surveying each student in our class. Record your data
on a tally chart.
3. Display your data on a bar graph. Be sure to include a title and scale.
Label your axis.
4. Write 5 questions that can be answered by analyzing your data. Here are
some ideas to get you started:
- How many more …..?
- How many less …..?
- What is the difference between …..?
5. Answer each question in a complete sentence.

What is your favorite pet? What is your favorite subject?
dog cat goldfish hamster math science art writing
What is your favorite sport? What is your favorite season?

football baseball basketball hockey summer winter autumn spring
What color are your eyes? What is your favorite place to visit?
blue green brown hazel museum park library zoo
How many letters are in your first name? How many cousins do you have?
3 4-5 5-6 More than 0 1-2 3-4 More

6 than 4
Graphing M&M’s
Materials: fun size packet of m&m’s per partnership

_______________________________________________________________________
1. Work with a partner. Open your packet of M&M’s and sort them by color.
2. Count how many you have of each color. Record your count in a table.
3. Display your data on a bar graph. Be sure to include a title and scale. Label
your categories.
4. Next, display your data on a picture graph. Be sure to include a title and label
your categories. Draw a key that tells the reader what each picture represents.
5. Analyze and interpret your data. Write 6 sentences describing your data.
6. Share the M&M’s equally with your partner.
There were ___ less There were ___ more
______ than ______ ______ than ______
M&M’s in the bag. M&M’s in the bag.
The color we had the There was a total of ___

most/least of was _____. M&M’s in the bag.
____________________
____________________
__
____
__
____
__ ____
__ ____
__ ____
__ ____
__ Key: ______ = ___
__
__ ________________________________
___ ___ ___ ___ ___ ___ ________________________________
________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
Gummy Bear Graph
Materials: bowl of gummy bears, graph paper, ladle

_______________________________________________________________________
1. Work in a group of 3 or 4 students. Each person in your group must take one
scoop of gummy bears from the bowl using a ladle.
2. Count how many gummy bears each person scooped. Record the count in a
table.
3. Display your data on a bar graph. Be sure to give your graph a title and
number the scale. Label your categories. Draw the bars using your data.
_____ scooped the most To find the total number
gummy bears. _____ of gummy bears
scooped the least scooped by our group I
gummy bears. …..
______ scooped ___ more ______ scooped ___ less

gummy bears than ______. gummy bears than ______.
Paper Ball Throw
Materials: bucket or trash can, 10 small balls of paper, graph paper

_______________________________________________________________________
1. Work with a partner. Collect 10 small balls of paper. Stand four large steps
away from the bucket.
2. Take turns to try and throw one ball of paper at a time into the bucket. Throw
five balls with your left hand and five balls with your right hand.
3. Use a tally chart to keep track of how many times the balls of paper land in
the bucket. After you have both had ten throws return all the balls of paper to
the bucket.
4. Display your data on a bar graph. Be sure to give your graph a title and
number the scale. Label your categories. Draw the bars using your own and
your partner’s data.
I threw ___ paper balls
I threw ___ more/less
into the bucket with my
paper balls into the
right hand and ___ with
bucket than my partner.
my left hand.
I threw ___ more paper My partner and I threw

balls into the bucket with ___ paper balls into the
my _____ hand than my bucket in all.
_____ hand.
Jake’s Survey
Materials: graph paper

_______________________________________________________________________
1. Jake surveyed 26 students. His data showed that:
- more students liked apples than oranges

- more students liked oranges than pears
2. Create a tally chart to represent Jake’s data. Explain how you decided on the
count for each type of fruit.
3. Create a bar graph to represent Jake’s data. Be sure to give the graph a title
and number the scale. Label the categories. Draw the bars.
4. Share your work with a partner. How are your graphs alike? How are they
different?
Measure to the Nearest Half-Inch
Materials: copies of ruler template, scissors

_______________________________________________________________________
1. Cut out and label your ruler to show all half-inch measures.
2. Use your ruler to measure ten objects in the classroom to the nearest
half-inch.
3. Sketch and label each object you measure.
4. Write 5 sentences describing your data. Here are some ideas to get you
started:
- The longest/shortest object I measured was ………..

- The difference in length between the _____ and the ______ was …..
- The _______ measured ___ inches more/less than the _______.
Measure to the Nearest Quarter-Inch
Materials: copies of ruler template, scissors

_______________________________________________________________________
1. Cut out and label your ruler to show all quarter-inch measures.
2. Use your ruler to measure ten objects in the classroom to the nearest
quarter-inch.
3. Sketch and label each object you measure.
4. Write 5 sentences describing your data. Here are some ideas to get you
started:
- The longest/shortest object I measured was ………..

- The difference in length between the _____ and the ______ was …..
- The _______ measured ___ inches more/less than the _______.
Squid Eyes!
Materials: rulers
_________________________________________________________________________
1. The giant squid has the largest known eye in the animal kingdom,
with a width of up to 15𝟑𝟒 inches. Use a ruler to draw a line 15𝟑𝟒 inches
in width to get a sense of the size of a giant squid’s eye.
2. Work with a partner. Carefully measure and record the width of your
partner’s eye to the nearest quarter-inch.
3. Work together to measure other body parts to the nearest quarter-

inch. Who has the longest thumb, big toe, hand, foot, ear?
4. Record your findings. Write four comparative statements about your

data.
My ______ measured ___ The difference in length
inches. It was ___ inches between my ______ and
longer than my partner’s my partner’s ______ is
______. ___ inches. To find the
difference I …..
My ______ measured The width of my eye is

___ inches. It was ___ ___ inches. A giant squid
inches shorter than my eye measuring 15𝟑𝟒 inches
partner’s ______. is ___ inches wider than
my eye.
Measuring Strips Line Plot
Materials: set of paper strips, rulers

_______________________________________________________________________
1. Measure strips A – Q to the nearest quarter inch. Record your data in a table.
2. Create a line plot to display your data. Draw a horizontal line with a scale
marked in whole, half, and quarter units.
3. Give your line plot a title. Label the horizontal line.
4. Plot your data be recording an X above the corresponding value on the line
that represents each strip measured. If a measurement is repeated place one
X above the other.
5. Write 3 sentences describing the data in your line plot.

A. B.
C. D.
E. F.
G.
H.
Measuring Strips Line Plot: Copy strips on cardstock and cut out for use in Center.
I. J.
K. L.
M. N. O.
P. Q.
Measuring Strips Line Plot: Copy strips on cardstock and cut out for use in Center.
The longest strip was Strip ___.
It was ___ inches. The shortest Strips ___ and ___ had an equal
strip was Strip ___. It was ___ length of ___ inches.
inches.
Strip ___ was ___ inches The difference in length between

longer/shorter than Strip ___. Strip ___ and Strip ___ was ___
I know this because ….. inches. I know this because ….
ver. 1
Measuring Names Line Plot

Materials: rulers, half-inch grid paper
_________________________________________________________________________
1. Write the letters of your first name on half-inch grid paper. Use only one square
for each letter.
2. Use your ruler to measure the length of your name to the nearest half-inch.
Measure from the start of the first square to the end of the last square of your
name.
3. Repeat steps 1-2 using the first names of 10 classmates.
4. Create a line plot to display your data. Mark the horizontal scale in appropriate
units. Give your line plot a title.
5. Plot your data by recording an X above the corresponding value on the line that
represents the length of each name.
6. Write three statements describing the data in your line plot.
ver. 2
Measuring Names Line Plot

Materials: rulers, quarter-inch grid paper
_________________________________________________________________________
1. Write the letters of your first name on quarter-inch grid paper. Use only one square
for each letter.
2. Use your ruler to measure the length of your name to the nearest quarter- inch.
Measure from the start of the first square to the end of the last square of your
name.
3. Repeat steps 1-2 using the first names of 10 classmates.
4. Create a line plot to display your data. Mark the horizontal scale in appropriate
units. Give your line plot a title.
5. Plot your data by recording an X above the corresponding value on the line that
represents the length of each name.
6. Write three statements describing the data in your line plot.
Square Units
Materials: rulers, chart paper, scissors
_________________________________________________________________________
1. Work with a partner. Use a ruler to draw and label a square that measures
one inch on each side – a square inch.
2. Next, use a ruler to draw and label a square that measures 12 inches on
each side – a square foot.
3. Cut out your squares. Test different classroom objects to see how many
of them can fit inside each square. Record your findings on a chart.
1 square inch 1 square foot
1 color tile 16 sticky notes
4. How would you describe to an absent student what you learned about a
square inch and square foot today? Explain.
To make a square inch
we …… To make a square It took ___ _________ to
foot we …… fill a square inch.
Something new I It took ___ _________ to

learned today is that …. fill a square foot.
Square Meters
Materials: metersticks, chalk
_________________________________________________________________________
1. Work with a partner. Use a meterstick and chalk to draw a square on

the ground that measures one meter on each side – a square meter.
2. Predict how many students can fit inside your square. Record your
prediction.
3. Test your prediction. How many students fit inside the square? Record.
4. Next, draw a square that measures two meters on each side. What is the
area of this square?
5. Predict how many students can fit inside the square. Record.
6. Test your prediction. How many students fit inside the square? Record.
I predicted that it
To make one square would take___ students
meter we …… to fill a square meter.
The actual measure
was ___ students.
I predicted that it
To make two square would take___ students
meters we …… to fill 2 square meters.
The actual measure
was ___ students.
Find the Area
Materials: different sized rectangles, color tiles (in.²)
______________________________________________________________________________
1. Select three different rectangles. Predict the number of one-inch color tiles
(unit squares) that you will need to cover each rectangle.
2. Measure the area or space inside each rectangle by tiling them with one-inch
color tiles. Count the number of color tiles used to cover each rectangle.
3. Draw the rectangles in order from least to greatest area. Record the area of
each rectangle in square inches.
4. Complete the following:
To find the area of each rectangle I ……

The largest area is _____. The smallest area is ____.
The difference between the largest and smallest area is ____. I know this
because ……
Copy onto cardstock, cut out and store in a baggie for center activity
A B
F G
Area on the Geoboard
Materials: geoboards, rubber bands, geoboard paper, rulers

______________________________________________________________________________
1. Make the smallest square possible on your geoboard that can be made by
connecting one rubber band and four pegs. This square has an area of
one square unit and can be used as a measure for finding the area of
geoboard shapes.
2. How many different shapes can you make on your geoboard with an area
of four square units?
3. Draw each shape you make on geoboard paper. Record the area.
4. Make and draw at least two shapes with an area of four square units that
include half squares. Write an equation to show how you calculated the
area of these shapes.
5. Look closely at the different shapes you made with an area of four square
units. Do they all have the same perimeter? Explain.
Cover Your Notebook
Materials: square centimeter grid paper

_______________________________________________________________________
1. Look carefully at your math notebook. Estimate the area of the front
cover in square centimeters.
2. Using centimeter grid paper find the area of the front cover of your
math notebook. Use pictures, numbers or words to explain how you got
your answer.
3. Approximately how many square centimeters of paper would you need

to cover both the front and back covers of your math notebook? Explain
your thinking using mathematical reasoning.
I estimate the front The area of the front
cover is ___ square cover is ___ square
centimeters. centimeters. I found this
out by …..
The difference between I think it would take ___

my estimate and the square centimeters of paper
actual measure was ___ to cover both the front and
square centimeters. back covers because …..
Measuring Objects in Square Centimeters
Materials: square centimeter grid paper, assorted classroom objects

_______________________________________________________________________
1. Work with a partner. Collect 5 rectangular objects from the classroom such
as a notebook, different sized sheets of paper or chapter books.
2. Draw a table:
3. Draw each rectangular object in the first column of your table.
4. Estimate how many square centimeters it will take to cover each object.
Record your estimates in the table.
5. Find the area of each object using centimeter grid paper. Record.
6. Find the difference between each estimate and the actual measure.
Rectangles with Color Tiles
Materials: square inch color tiles
_____________________________________________________________________________
1. Count out 12 square inch color tiles. How many different rectangles can you
construct with an area of 12 square inches?
2. Draw a table with the headings: Rectangle, Number of Rows, Number of

Columns, and Area. Draw each rectangle. Record your data.
3. How can you be sure that you have made all possible rectangles with an area
of 12 square inches? Explain your thinking.
4. Choose one of the following numbers: 16, 18, or 20. Investigate how many
different rectangles you can construct with this number of square inch color tiles.
Record your data in a table.
Area Compare
Materials: Area Compare card sheet for each player, scissors
_________________________________________________________________________
1. Cut out the 12 cards. Draw and shade a different sized rectangle on each
card. Write your initials on the back of each card.
2. Work with a partner. Combine your cards and place them facedown in a
pile. Flip over one card each and find the area of the rectangle.
3. Compare your rectangles. The player with the larger area takes both
cards. If both cards have an equal area players turn over a second card
and compare them.
4. Continue playing until there are no cards left in the pile. The player with
the most cards wins the round.
Variations: 1. The player with the smaller area takes both cards.
2. Compare perimeter instead of area.
This rectangle has an area ___ square units is
of ___ square units. I know greater than/less than
this because ….. ___ square units.
This rectangle has an area ___ square units is

of ___ square units. I know greater than/less than
this because ….. ___ square units.
Area Compare Cards:
Cut out the 12 cards.
Draw and shade a
different sized
rectangle on each card.
Find the Area of a Rectangle
Materials: one-inch graph paper, one-inch color tiles, rulers
______________________________________________________________________________
1. Draw 6 different sized rectangles with whole number side lengths on one-
inch graph paper. Label the rectangles A – F.
2. Measure the area or space inside each rectangle by tiling it with one-inch
color tiles. Count and record the number of tiles it takes to cover each rectangle.
3. Measure the length and width of each rectangle. Record your data in a
table, as shown below.
Rectangle Length Width Area
(cm) (cm) (cm²)
A
B
C
4. Look closely at your data. What is the relationship between the side lengths of
each rectangle and its area? Write a rule, in your own words, for finding the
area of a rectangle.
5. Explain why tiling a rectangle gives the same measurement of area as

multiplying the side lengths.
ver. 2
Complete the Rectangle

Materials: cm grid paper, rulers, Complete the Rectangle cards
____________________________________________________________________
1. Choose a card. Each represents a 1cm square. Sketch the

rectangle on centimeter grid paper. Complete the rows and columns.
2. Label the side lengths of the rectangle.
3. Write a multiplication equation to find the area of the rectangle.
4. Repeat with other rectangles from the pack.
5. Check your work by comparing answers with a partner. Discuss how

you knew where to draw the rows and columns in each rectangle.
A. B. C.
D. E. F.
G. H. I.
J. K. L.
Word Problems: Area
Materials: Word Problems: Area cards
________________________________________________________________________
Word Problems: Area
A gardener digs a flower bed that is 6 meters

long and 5 meters wide. What is the area of
the flower bed?
A
Mr. Smith wants to tile the kitchen floor. If

the floor is 3 meters long and 4 meters wide,
how many one meter square tiles will he
need? B
Tom built a backyard pen for his puppy.

The length of the pen was 5 meters and
the width was 3 meters. What is the area of
the pen?
C
Lisa’s square bedroom has a length of 9 feet.

How much carpet will Lisa need to cover
the floor of her bedroom?
A rectangle has an area of 24 square
centimeters. If one side is 6 cm long, how
long is the side next to it?
E
A small city park has a rectangular lawn that

is 20 meters long and 9 meters wide. What is
the area of the lawn?
F
A rectangular window measures 4 meters by

6 meters. What is the area of the window?
The rectangular top of a table is three times

as long as it is wide. The width of the table is
1 meter. What is the area?
Mr. Smith build a square garden box to
grow tomatoes. The box has a perimeter of
20 feet. What is the area of the garden box?
I
The area of a door is 6 square meters.

The height of the door is 3 meters. What
is the width of the door?
J
The label on a tin of paint states that it

contains enough paint to cover 10
square meters. I need to paint a square wall
with a perimeter of 12 meters. Will I have
enough paint? K
A rectangular chart has a perimeter of 90 cm.

The length of the chart is 35 cm. What is the
area of the chart?
A rectangular swimming pool has an area of
80 square meters. The width of the pool is
8 meters. What is the length?
M
Ben’s bedroom is 8 feet long and 7 feet wide.

Peter’s bedroom is 9 feet long and 6 feet
wide. Whose bedroom has the greater area?
How much greater?
N
A rectangular vegetable garden has an area

of 63 square feet. The length of the garden is
9 feet. What is the width of the vegetable
garden?
O
The cover of a book has an area of 42

square inches. The width of the book is
6 inches. What is the length of the book?
Build Rectangles of Two Colors
Materials: color tiles

_______________________________________________________________________
1. Make a rectangle with 2 rows of 5 tiles. Next, make an adjoining rectangle with
2 rows of 3 tiles using tiles of a different color.
2. Draw an area model to show the figure. Write a multiplication equation for
each rectangle.
3. Find the total area of the large rectangle by adding the areas of the two
smaller rectangles.
4. Build other rectangles by joining two smaller rectangles made from tiles of
two colors. Sketch each rectangle and find the total area.
Example:
Rectangle 1: 5 x 6 = 30
5x6 5x3
30 + 15 = 45 square units
Jack’s Rectangles
Materials: pack of rectangles composed of unit squares

_______________________________________________________________________
Jack needed to find the area of a rectangle that was 5 square units by 13
square units. He decided to use the distributive property to break the rectangle
into smaller rectangles, and add the area of each smaller rectangle to find the
total area. 13 10 3
5 5 5 x 10 5x3
5 x 13 = 5 x (10 + 3)
50 + 15 = 65 square units
1. Use the distributive property to find the area of the rectangles in the pack.
Show your multiplication and addition equations.
2. Share your work with a classmate. Did you break apart the rectangles in the
same way? Explain.
Rectangle Pack: Copy on cardstock and cut out
rectangles for use in center.
D
C
H
Three Rectangles
Materials: grid paper or recording sheet
_______________________________________________________________________
1. Leah and Sam found five different ways to decompose the figure below into
exactly three rectangles. The three rectangles covered the entire figure but
did not overlap.
2. Work with a partner. Show five different ways that Leah and Sam might have
decomposed the figure into three rectangles. For each solution you must:
- draw the figure and shade the three rectangles different colors
- write a multiplication equation to find the area of each rectangle
- write an addition equation to find the total area of the figure
3. Share your work with another partnership. Did you decompose the figure in the
same ways?
In solution ___ the first
We found ___ different rectangle measured __ by __ ,
ways to decompose the the second rectangle measured
figure into three rectangles. ___ by ___ , and the third
rectangle measured ___ by ___.
The equations I wrote to The total area of the figure

find the area of the figure is ___ square units. I know
for solution ___ were …….. this because …..
ver. 1
Find Areas of Rectilinear Figures
Materials: pack of rectilinear figures, grid paper

_______________________________________________________________________
1. Choose a rectilinear figure from the pack. Sketch the figure. Show how
you can decompose the figure into smaller rectangles using a horizontal or
vertical line.
2. Write a multiplication equation to find the area of each of the smaller

rectangles in square units.
3. Add the products to find the total area of the figure.
4. Repeat with other rectilinear figures from the pack.
5. Share your work with a classmate. Find one example where you broke apart
a figure in a different way than your classmate. Explain why you found the
same total area.
6. Draw your own rectilinear figures on grid paper. Find the area of each figure.
Show all work.
I decomposed figure ___
using a vertical/horizontal To find the total area of
line. One rectangle measured figure ___ I …..
__ by __ . The other rectangle
measured __ by __.
Figure ___ had the largest

Another way I could have area. It measured ___
broken apart figure ___ square units. Figure ___
would have been ….. had the smallest area. It
measured ___ square units.
Rectilinear Figures Pack: Copy onto cardstock and cut out for use in center.
ver. 2
Find Areas of Rectilinear Figures
Materials: pack of rectilinear figures, rulers

_______________________________________________________________________
1. Choose a rectilinear figure from the pack. Sketch the figure. Show how
you can decompose the figure into smaller rectangles using a horizontal or
vertical line.
2. Measure the length and width of each rectangle to the nearest inch.
3. Multiply the side lengths to find the area of each of the smaller rectangles.
4. Add the products to find the total area of the figure.
5. Repeat with other rectilinear figures from the pack.
6. Share your work with a classmate. Find one example where you broke apart
a figure in a different way than your classmate. Explain why you found the
same total area.
7. Draw your own rectilinear figures. Find the area of each figure. Show all work.
Although we decomposed
To find the area of figure
figure ___ in different
___ first I ….. Then I …..
ways we got the same
Finally I …..
total area because …..
The area of figure ___ was

Another way I could have
___ square _____ less than
broken apart figure ___
figure ___. I know this
would have been …..
because …..
B
A
C
E
D
H
G
Design a Flower Bed
Materials: rulers, grid paper (optional)

______________________________________________________________________________
1. You have been asked to design a flower bed for a garden. The flower bed
must:
- consist of two adjoining rectangles of different sizes

- have a total area of 30 square feet
2. Draw two possible designs for the flower bed. Be sure to include all
measurements.
3. Use equations to show that each design has a total area of 30 square feet.
4. Share your work with a classmate. How are your designs similar? How are
they different?
Squares on a Geoboard
_________________________________________________________________________
1. Connect one rubber band and four boundary pegs to construct a square
with side lengths of 1 unit. Use a ruler to record the square on geoboard
paper.
2. Construct and record squares with side lengths of 2, 3, and 4 units.
3. Create a table to show the side length, area, and perimeter of each square
you construct. Side Length 1 2 3 4
Area 1
Perimeter 4
4. Examine your data closely. Describe any patterns that you notice.
5. What would the area and perimeter of a square with side lengths of 5 units
be? What about 6 units? Justify your predictions.
Side Length 1 2 3 4
Area 1
Perimeter 4
Patterns I noticed:
My prediction:
Perimeter on the Geoboard
_________________________________________________________________________
1. How many different rectangles can you construct on your geoboard with
a perimeter of 12 units? Use a ruler to record each rectangle you make on
geoboard paper.
2. Order your rectangles from least to greatest area. Record the perimeter,
length, width and area of each rectangle in a table.
Rectangle Length Width Perimeter Area
A 12
B 12
C
3. Repeat steps 1-2 with a given perimeter of 16 units. Record your data in a
table. How can you be sure that you have found all possible rectangles with
a perimeter of 16 units? Explain.
4. Based on your data can you make a generalization stating how to get the
greatest area for a given perimeter?
A 12
B 12

A 16
B 16
Measuring Perimeter
Materials: pack of assorted polygons, rulers

_______________________________________________________________________
1. Choose 5 polygons. Trace around the polygons.
2. Use a ruler to measure the perimeter of each polygon. Write the

measurement above each side.
3. Write an equation to show how you calculated the perimeter of each

polygon.
4. Order the shapes from shortest to longest perimeter.
5. Calculate the difference in length between the longest and shortest

perimeter. Show your work.
6. Share your work with a partner.
The ______ had __ equal I measured each side of the
sides. To find the perimeter ______ to the nearest _____.
I ….. Then I …..
The difference in length

The shortest perimeter I
between the shortest and
measured was _____. The
longest perimeter I measured
longest perimeter I measured
was ____. I know this
was _____.
because …..
Polygon pack: Copy onto cardstock and cut out for use in Measuring Perimeter center.
Polygon pack: Copy onto cardstock and cut out for use in Measuring Perimeter center.
Perimeter with Color Tiles
Materials: color tiles
_________________________________________________________________________
1. Work with a partner. Use between 3 and 6 color tiles to make a shape.
Each tile in the shape must touch at least one other tile along a
complete side.
2. Draw your shape. Calculate and record the perimeter of your shape.
3. Use color tiles to make as many different shapes as you can that
have the same length perimeter as your first shape. Record each
shape.
4. How many different shapes did you make with the same perimeter?
Do all the shapes have the same area? Explain.
The Perimeter Stays the Same
Materials: square inch color tiles

______________________________________________________________________________
1. Construct four different rectangles with color tiles. Each rectangle must have
a perimeter of 18 inches.
2. Draw each rectangle. Write the measurement above each side.
3. Write an equation to show how you would calculate the perimeter of each
rectangle.
4. Do all rectangles with a perimeter of 18 inches have an equal area?

Explain your thinking.
The Area Stays the Same
Materials: square inch color tiles, square inch graph paper

______________________________________________________________________________
1. Construct three different rectangles with square color tiles. Each rectangle
must have an area of 12 square inches.
2. Draw each rectangle. Label the length and width.
3. Write an equation to show how you would calculate the area of each
rectangle.
4. Do all rectangles with an area of 12 square inches have the same length
perimeter? Explain your thinking.
Rectangular Robot
Materials: cm grid paper, rulers
______________________________________________________________________________
1. Use centimeter grid paper and a ruler to draw a robot that meets the following
criteria:
- the head must be a rectangle with a perimeter of 28cm

- the body must be a square with a perimeter of 48cm
- the neck must be a square with a perimeter of 8cm
- each arm must be a rectangle with a perimeter of 20cm
- each leg must be a rectangle with a perimeter of 18cm
2. Include shapes of your own choosing for the following: eyes, hands, feet, mouth,
and buttons on the body. Color your robot.
3. Explain how your robot meets the criteria. Show all work.
4. Calculate the total perimeter of your robot. Show your work.
5. Calculate the area of each body part and the total area of your robot. Show
your work.
Design a Rabbit Enclosure
Materials: rulers, grid paper (optional)
______________________________________________________________________________
1. Sarah has 18 feet of fence to build a rectangular shaped enclosure on the

grass for her pet rabbit. Record all the possible designs Sarah could make
for the rabbit enclosure.
2. How many different rectangular shaped enclosures can Sarah make?

Which design would provide the largest grass area for the rabbit?
Show your work.
3. What is the difference between the smallest and largest possible

grass areas Sarah can make?
Word Problems: Perimeter
Materials: Word Problems: Perimeter cards
________________________________________________________________________
Word Problems: Perimeter
The length of a rectangle is 10cm and the

width is 6cm. What is the perimeter of the
rectangle?
One side of a square measures 15cm.

What is the perimeter of the square?
B
Sarah draws a rectangle with a perimeter of

20cm. The width is 4cm. What is the length?
The perimeter of a regular pentagon

measures 40cm. What is the length of
each side?
The sides of an equilateral triangle
measure 12cm. What is the perimeter
of the triangle?
E
The perimeter of a regular hexagon

measures 24cm. What is the length of
each side?
F
Ben has a sheet of paper with a length of 15

inches and a width of 9 inches. What is the
perimeter of the paper?
G
A rectangular block of chocolate has a

length of 12cm and a width of 9cm.
What is the perimeter of the chocolate?
The perimeter of a regular octagon measures
32cm. What is the length of each side?
One side of a rectangular television screen

measures 40 inches. If the television screen
has a perimeter of 120 inches, what
are the lengths of the other sides?
J
Stephen has a rectangular bedroom with a

perimeter of 34 feet. The length of the
bedroom is 9 feet. What is the width
of Stephen’s bedroom?
K
The perimeter of a rectangular laptop

screen measures 100cm. The width of the
screen is 29cm. What is the length of the
screen?
Jack is putting a fence around a square
garden. Each side of the garden is 4 meters
long. If the fencing costs five dollars for each
meter, how much will Ben need to spend?
M
The width of a square is 12cm. Ben

measured the perimeter of the square and
said it was 24cm. Is Ben correct? Explain.
N
A rectangular notebook has a perimeter

of 66 centimeters. One side of the notebook
measures 18cm. What do the other sides
measure? O
A rectangular vegetable garden has a

perimeter of 30 meters. If one side measures
9 meters, what do the other sides measure?
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3rd Grade

Operations and Algebraic Thinking

Identify the Unknown 17

Word Problems: Arrays (Set 1) 20

Understand properties of multiplication and the relationship between multiplication and

Turn Your Array 68

Division as an Unknown Factor Instructions 71

Operations and Algebraic Thinking

Fill the Grid 83

Word Problems: Two-Step (Set 1) 189

Roll a Rule (ver. 1) 199

Number and Operations in Base Ten

What's the Nearest Ten? 212

Close to Zero (3-digit) 223

Multiples of Ten Multiply 235

Number and Operations: Fractions

Fractions on a Number Line 253

Roll a Fraction 254

Number and Operations: Fractions

Pizza for Dinner 257

Equivalent Fractions Exploration (ver. 1) 258

Make One Whole (ver. 1) 262

Compare Fractions of a Whole (ver. 1) 264

Geoboard Squares 273

Partition Shapes 285

Measurement and Data

Time Match (nearest minute) 294

Estimating Weight 309

Represent and interpret data

Represent and Interpret Data 325

Measure to the Nearest Half-Inch 336

Measurement and Data

Find the Area 352

Cover Your Notebook 356

Find the Area of a Rectangle 363

Build Rectangles of Two Colors 372

Three Rectangles 376

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish

1. Roll two number cubes. The first number rolled gives

2. Model the equal groups using counters.

3. Skip count to find how many counters in all.

4. Record and repeat.

2. Turn over another card. Draw this many triangles in

3. Write related addition and multiplication equations for

4. Repeat with other cards.

3. Write a multiplication equation to represent your array.

4. Build and record ten different arrays.

1. Choose an array picture card.

2. Write a multiplication word problem to match your card.

3. Write a multiplication equation to match your card.

4. Write a division word problem to match your card.

5. Write a division equation to match your card.

3. Use pictures, numbers, or words to solve each problem.

4. Share your work with a partner. Justify your reasoning.

A teacher gave out 27 A baker made 27 A gardener had 28 seeds

A class of 32 students A shopkeeper had 28 A farmer had 32 pounds

Word Problems: Arrays

a) write an equation with a symbol for the unknown number

b) draw an array to model the problem