A set of 5 work mats for students to use when working on specific math concepts.
Use these work mats in your math class when working on the concepts of:
Each work mat has the students complete a series of tasks associated with that concept. These work mats are great to use with your guided math groups and when put in a math center. Simply slip a copy in a dry erase sleeve so that your students can use a dry erase marker and then wipe clean.
Alternatively, project a copy on your dry erase board to use as a whole class math warm-up.
Use the drop-down menu to choose between the color or black and white versions as well as the PDF or editable Word versions.
Download this resource as part of a larger resource pack or Unit Plan.
Common Core Curriculum alignment
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship b...
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - ...
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Add up to four two-digit numbers using strategies based on place value and properties of operations.
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
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.
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.
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
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 o...
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 × ...
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
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 pr...
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangul...
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to ...
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/...
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
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We have fixed a spelling error on the Decimals Work Mat. We have also added in editable Word versions of each mat so that you can alter the text if you would like.
Addition by Natalie Oct 28th, 2020
We have revised these work mats to include tasks that are more closely aligned with both the CCSS and TEKS curriculum. We have also split the fraction, decimal, and percentage mat into a fraction math and a separate decimal mat.
Change by Natalie Jun 9th, 2020
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