Add 3-digit Numbers with Partial Sums Boom Cards 3.NBT.A.2 3.OA.D.8

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Grade Levels

2nd - 4th

Subjects

Math, Basic Operations, Order of Operations

Resource Type

Flash Cards, Games

Standards

CCSS3.NBT.A.2

CCSS3.OA.D.8

CCSSMP3

CCSSMP4

CCSSMP7

Formats Included

PDF
Internet Activities

Pages

32 pages

$3.00

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Description

Provide practice in Adding 3-digit numbers with partial sums to your Grade 3 math students with these Boom Cards. The addition is made is easy by color-coding numbers by place value. Check out these no-prep, self-checking, interactive, cute, and simple digital boom cards. A huge time-saver for the teachers. Awesome math resource for Grades 2, 3, and 4.

Add 3-digit numbers with partial sums.

This resource can be used for:

Practice for struggling students
A fun activity for early finishers
Online lessons, distance learning, eLearning
At-home practice, homework
Math centers, Math station

Boom Cards are:

Self-correcting (students will know automatically if their answer is correct or wrong).
Paperless (no need for paper)
Digital (they can be played on mobile, tablets, and laptops)
Easy to use.

To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for modern Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with "Fast Pins," (a form of play that gives instant feedback to students for self-grading Boom Cards). For assignment options that report student progress back to you, you will need to purchase a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Read here for details: http://bit.ly/BoomTrial

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Need more Boom Cards for your 3rd Grade Math Center?

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Add Up to Four 2 and 3-digit Numbers Boom Cards 3.NBT.A.2, 3.OA.C.7, 3.OA.D.8

Add 3 Digit Numbers with Regrouping 3.NBT.A.2 3.OA.D.8

Missing Factors and Products in Multiplication Table for Fact Fluency
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Total Pages

32 pages

Answer Key

N/A

Teaching Duration

N/A

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Standards

to see state-specific standards (only available in the US).

CCSS3.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.

CCSS3.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.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

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