Common+Core+-+Math

In the Cards 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of the comparisons. Are you ready to deal out some number-sense fun? First, make a supply of inequality cards. Next, remove the face cards and tens from a deck of cards. Give each student a playing card and a copy of the "Number Sense Fun" activity sheet. Organize students into groups of six to make two three-digit numbers. Deal one inequality card to each group. Instruct students in each group to organize their cards to make a true expression. Then, in turn, invite them to write their numbers and expression on the white board. Confirm that the expression is accurate; then direct each student to copy the numbers and expression onto his paper. After each group has shared, challenge each student to write a second true expression for each set of numbers. =Sammy's Sports Complex =

=3.MD.7a,b =

=Relate area to the operations of multiplication and division. =

Shape up students' skills for finding area! Give each student a copy of the "Sammy's Sports Complex" activity sheet to complete. If desired, have students check their work by applying the formula for area //(length × width)//. = Don’t Forget the Bows! =

= 2.MD.D.10 =

=Draw a picture graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. =

**Materials needed:**• varying numbers of 2"–3" red, green, blue, and yellow bows (fewer than 9 of each color)• a large recycled gift bag• a large paper grid (similar to the grid on “ Don't Forget the Bows! ”)• a class supply of “ Don’t Forget the Bows! ”• crayons =Starting Small =
 * Setting up the center:**1. Store the bows in the gift bag and put it at a center. Place the grid on the floor nearby.2. Display the forms and crayons at the center.
 * Using the center:**1. A student removes the bows from the bag and sorts them by color.2. She places each bow on the large paper grid.3. She records her results on a copy of “Don’t Forget the Bows!” and completes the activity.

=3.NBT.A.1 =

=Use place-value understanding to round whole numbers to the nearest 10 or 100. =

To begin, show students an unopened bag of mini marshmallows and challenge them to guess how many are in the bag. Record their responses on the board; then give each student a sample of marshmallows and a copy of a mug pattern. Instruct each child to cut out the pattern, count her marshmallows, and write the number on the mug as shown. Next, divide students into small groups. Guide each child to round her total to the nearest ten and then write all her group’s rounded numbers on the mug. Direct students to add the rounded numbers to find an estimate for their group. After each group shares its estimate, use the data to calculate a class estimate. Lead students to understand that determining a small estimate can help them find a larger one.

=Pattern Play =

=2.NBT.A.2 =

=<span style="font-family: arial,helvetica,sans-serif; text-align: center;">Count within 1,000; skip-count by 5s, 10s, and 100s. =

<span style="color: #333333; display: block; font-family: arial,helvetica,sans-serif; text-align: left;">This one-on-one activity helps students review skip-counting and number patterns. Cut out a copy of the number cards and place each set in a plastic bag. Have a student arrange the cards from one set in numerical order. Then direct the student to turn away while you remove a few cards from the series. Refocus the child on the cards and have him identify the missing numbers by skip-counting the number sequences. As an alternative, use the review as a partner activity. <span style="color: #00adef; font-family: arial,helvetica,sans-serif;">Rolled Into One <span style="font-family: Arial,Helvetica,sans-serif;">3.OA.B.5 <span style="font-family: Arial,Helvetica,sans-serif;">Apply properties of operations as strategies to multiply and divide. <span style="color: #333333; display: block; font-family: arial,helvetica,sans-serif; text-align: left;">To complete this activity, each group of three needs three dice and a calculator. Direct each student to roll a die; then have the students use the numbers rolled to make and solve as many multiplication sentences as they can. After a few rounds, have groups review their results and identify any patterns that occur. Then lead students to an understanding that the order of the factors doesn’t matter—the same multiples always equal the same product. Hooray for Hand-Me-Downs! Addition to 100, word problems involving money