## What teachers are saying about Mountain Math and Mountain Language:

"I do like the online version, but my principal and I have decided on the center version."-Cheryl Barber

WHAT YOU GET:

• 32 WEEKS OF DAILY REVIEW

• INSTRUCTIONS

• ONE MASTER STUDENT RESPONSE SHEET

• ANSWER KEY

• HEAVY DUTY STAND

• KNOWLEDGEABLE STAFF FOR ANY ASSISTANCE

This 3rd GRADE COMMON CORE DAILY REVIEW MATH CENTER EDITION is the DAILY REVIEW your students need to MASTER the concepts you have taught.

Research has proven that LONG-TERM MASTERY comes from SPIRAL REVIEW, also called DISTRIBUTED PRACTICE AND SPACED REPETITION.

The CENTER EDITION is designed for small group review, such as rotations, scoots, centers, or math-around-the-room. It is a smaller version (13"x19") of our Bulletin Board Kit. It can easily be set up and taken down as needed.

• 32 WEEKS OF DAILY REVIEW

• INSTRUCTIONS

• ONE MASTER STUDENT RESPONSE SHEET

• ANSWER KEY

• HEAVY DUTY STAND

• KNOWLEDGEABLE STAFF FOR ANY ASSISTANCE

This 3rd GRADE COMMON CORE DAILY REVIEW MATH CENTER EDITION is the DAILY REVIEW your students need to MASTER the concepts you have taught.

Research has proven that LONG-TERM MASTERY comes from SPIRAL REVIEW, also called DISTRIBUTED PRACTICE AND SPACED REPETITION.

The CENTER EDITION is designed for small group review, such as rotations, scoots, centers, or math-around-the-room. It is a smaller version (13"x19") of our Bulletin Board Kit. It can easily be set up and taken down as needed.

- 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

3.OA.D.9 Identify arithmetic patterns. - 3.NBT.A.2 Fluently add and subtract within 1000.
- 3.OA.A.1 Interpret products of whole numbers.
- 3.OA.A.2 Interpret whole-number quotients of whole numbers.
- 3.OA.B.6 Understand division as an unknown-factor problem.

3.OA.C.7 Fluently multiply and divide within 100. - 3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

3.OA.C.7 Fluently multiply and divide within 100. - 3.OA.B.5 Apply properties of operations as strategies to multiply and divide.

3.OA.D.9 Identify arithmetic patterns.

3.OA.C.7 Fluently multiply and divide within 100. - 3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90.

3.OA.C.7 Fluently multiply and divide within 100. - 3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

3.OA.D.8 Solve two-step word problems using the four operations.

3.NF.A.1 Develop understanding of fractions as numbers.

3.MD.A.2 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes. - 3.NF.A.1 Develop understanding of fractions as numbers.

3.NF.A.2 Understand a fraction as a number on the number line.

3.NF.A.2.A Represent a fraction on a number line diagram.

3.NF.A.2.B Represent a fraction on a number line diagram by marking off a lengths.

3.G.A.2 Partition shapes into parts with equal areas. - 3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.A.3.A Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.A.3.B Recognize and generate simple equivalent fractions.

3.NF.A.3.C Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

3.NF.A.3.D Compare two fractions with the same numerator or the same denominator by reasoning about their size. - 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.
- 3.MD.B.3 Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.

3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. - 3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.

3.MD.C.5.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.

3.MD.C.5.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.

3.MD.C.6 Measure areas by counting unit squares.

3.MD.C.7 Relate area to the operations of multiplication and addition.

3.MD.C.7.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.

3.MD.C.7.B Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems.

3.MD.C.7.C Use area models to represent the distributive property in mathematical reasoning.

3.MD.C.7.D Recognize area as additive. - 3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons.
- 3.G.A.1 Understand that shapes in different categories, may share attributes, and that the shared attributes can define a larger category.

ONLINE REVIEW VS.

CENTER EDITION VS.

BULLETIN BOARD KIT

ONLINE REVIEWCENTER EDITION VS.

BULLETIN BOARD KIT

Is projected onto an interactive white board, creating a virtual board. It can be viewed by the entire classroom. Answers can be displayed onto the board at the click of a button. Up to seven questions can be isolated and magnified.

CENTER EDITION

Is organized on a 13"x19" flip chart. It can be viewed by 5-6 students at a time. It was designed for small group review, such as rotations, scoots, centers, or math-around-the-classroom. It has an answer key, heavy-duty stand, and high-gauged coil.

BULLETIN BOARD KIT

It is designed for total classroom view. It hangs on bulletin boards, walls, white boards, pocket charts, and science display boards. Once hung, it can remain displayed for the entire year. The cards can be interchanged, creating flexible and adjustable DAILY REVIEW.

Centers | 3rd Grade Common Core Math

-Cheryl Barber