Number Talks Teaching Resource Pack – Grade 3

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A collection of number talks teaching resources that support meaningful and highly engaging conversations in the mathematics classroom.

Number talks are a daily, math activity that allow students to have meaningful and highly engaging conversations about mathematics. Incorporating these short, ten-minute daily exercises into your classroom routine not only help students develop mental math and flexible thinking about numbers and operations, but also provide opportunities for them to investigate and apply mathematical connections and relationships.

This teaching resource pack supports number talks in the classroom with a range of task cards, a set of hand signal posters, and sentence starters for students to use in their conversations.

This teaching resource pack includes:

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Common Core State Standards alignment

Grade 3 > Standards for Mathematical Practice > Operations & Algebraic Thinking > Represent and solve problems involving multiplication and division > CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 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 × 7.

Grade 3 > Standards for Mathematical Practice > Operations & Algebraic Thinking > Represent and solve problems involving multiplication and division > CCSS.MATH.CONTENT.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 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

Grade 3 > Standards for Mathematical Practice > Operations & Algebraic Thinking > Understand properties of multiplication and the relationship between multiplication and division > CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

Grade 3 > Standards for Mathematical Practice > Operations & Algebraic Thinking > Multiply and divide within 100 > CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Grade 3 > Standards for Mathematical Practice > Operations & Algebraic Thinking > Solve problems involving the four operations, and identify and explain patterns in arithmetic > CCSS.MATH.CONTENT.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.

Grade 3 > Standards for Mathematical Practice > Number & Operations in Base Ten > Use place value understanding and properties of operations to perform multi-digit arithmetic > CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.

Grade 3 > Standards for Mathematical Practice > Number & Operations in Base Ten > Use place value understanding and properties of operations to perform multi-digit arithmetic > CCSS.MATH.CONTENT.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.

Grade 3 > Standards for Mathematical Practice > Number & Operations in Base Ten > Use place value understanding and properties of operations to perform multi-digit arithmetic > CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.2 > CCSS.MATH.CONTENT.3.NF.A.2.A
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.2 > CCSS.MATH.CONTENT.3.NF.A.2.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.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3 > CCSS.MATH.CONTENT.3.NF.A.3.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.


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