Gr ade 3 Mathemat ics
Blackline Masters
BLM 3.N.1.1
Number Cards 100 to 1000
100
103
106
109
112
115
118
101
104
107
110
113
116
119
102
105
108
111
114
117
120
BLM 3.N.1.1
Number Cards 100 to 1000
121
124
127
130
133
136
139
122
125
128
131
134
137
140
123
126
129
132
135
138
141
BLM 3.N.1.1
Number Cards 100 to 1000
142
145
148
151
154
157
160
143
146
149
152
155
158
161
144
147
150
153
156
159
162
BLM 3.N.1.1
Number Cards 100 to 1000
163
166
169
172
175
178
181
164
167
170
173
176
179
182
165
168
171
174
177
180
183
BLM 3.N.1.1
Number Cards 100 to 1000
184
187
190
193
196
199
202
185
188
191
194
197
200
203
186
189
192
195
198
201
204
BLM 3.N.1.1
Number Cards 100 to 1000
205
208
211
214
217
220
223
206
209
212
215
218
221
224
207
210
213
216
219
222
225
BLM 3.N.1.1
Number Cards 100 to 1000
226
229
232
235
238
241
244
227
230
233
236
239
242
245
228
231
234
237
240
243
246
BLM 3.N.1.1
Number Cards 100 to 1000
247
250
253
256
259
262
265
248
251
254
257
260
263
266
249
252
255
258
261
264
267
BLM 3.N.1.1
Number Cards 100 to 1000
268
271
274
277
280
283
286
269
272
275
278
281
284
287
270
273
276
279
282
285
288
BLM 3.N.1.1
Number Cards 100 to 1000
289
292
295
298
301
304
307
290
293
296
299
302
305
308
291
294
297
300
303
306
309
BLM 3.N.1.1
Number Cards 100 to 1000
310
313
316
319
322
325
328
311
314
317
320
323
326
329
312
315
318
321
324
327
330
BLM 3.N.1.1
Number Cards 100 to 1000
331
334
337
340
343
346
349
332
335
338
341
344
347
350
333
336
339
342
345
348
351
BLM 3.N.1.1
Number Cards 100 to 1000
352
355
358
361
364
367
370
353
356
359
362
365
368
371
354
357
360
363
366
369
372
BLM 3.N.1.1
Number Cards 100 to 1000
373
376
379
382
385
388
391
374
377
380
383
386
389
392
375
378
381
384
387
390
393
BLM 3.N.1.1
Number Cards 100 to 1000
394
397
400
403
406
409
412
395
398
401
404
407
410
413
396
399
402
405
408
411
414
BLM 3.N.1.1
Number Cards 100 to 1000
415
418
421
424
427
430
433
416
419
422
425
428
431
434
417
420
423
426
429
432
435
BLM 3.N.1.1
Number Cards 100 to 1000
436
439
442
445
448
451
454
437
440
443
446
449
452
455
438
441
444
447
450
453
456
BLM 3.N.1.1
Number Cards 100 to 1000
457
460
463
466
469
472
475
458
461
464
467
470
473
476
459
462
465
468
471
474
477
BLM 3.N.1.1
Number Cards 100 to 1000
478
481
484
487
490
493
496
479
482
485
488
491
494
497
480
483
486
489
492
495
498
BLM 3.N.1.1
Number Cards 100 to 1000
499
502
505
508
511
514
517
500
503
506
509
512
515
518
501
504
507
510
513
516
519
BLM 3.N.1.1
Number Cards 100 to 1000
520
523
526
529
532
535
538
521
524
527
530
533
536
539
522
525
528
531
534
537
540
BLM 3.N.1.1
Number Cards 100 to 1000
541
544
547
550
553
556
559
542
545
548
551
554
557
560
543
546
549
552
555
558
561
BLM 3.N.1.1
Number Cards 100 to 1000
562
565
568
571
574
577
580
563
566
569
572
575
578
581
564
567
570
573
576
579
582
BLM 3.N.1.1
Number Cards 100 to 1000
583
586
589
592
595
598
601
584
587
590
593
596
599
602
585
588
591
594
597
600
603
BLM 3.N.1.1
Number Cards 100 to 1000
604
607
610
613
616
619
622
605
608
611
614
617
620
623
606
609
612
615
618
621
624
BLM 3.N.1.1
Number Cards 100 to 1000
625
628
631
634
637
640
643
626
629
632
635
638
641
644
627
630
633
636
639
642
645
BLM 3.N.1.1
Number Cards 100 to 1000
646
649
652
655
658
661
664
647
650
653
656
659
662
665
648
651
654
657
660
663
666
BLM 3.N.1.1
Number Cards 100 to 1000
667
670
673
676
679
682
685
668
671
674
677
680
683
686
669
672
675
678
681
684
687
BLM 3.N.1.1
Number Cards 100 to 1000
688
691
694
697
700
703
706
689
692
695
698
701
704
707
690
693
696
699
702
705
708
BLM 3.N.1.1
Number Cards 100 to 1000
709
712
715
718
721
724
727
710
713
716
719
722
725
728
711
714
717
720
723
726
729
BLM 3.N.1.1
Number Cards 100 to 1000
730
733
736
739
742
745
748
731
734
737
740
743
746
749
732
735
738
741
744
747
750
BLM 3.N.1.1
Number Cards 100 to 1000
751
754
757
760
763
766
769
752
755
758
761
764
767
770
753
756
759
762
765
768
771
BLM 3.N.1.1
Number Cards 100 to 1000
772
775
778
781
784
787
790
773
776
779
782
785
788
791
774
777
780
783
786
789
792
BLM 3.N.1.1
Number Cards 100 to 1000
793
796
799
802
805
808
811
794
797
800
803
806
809
812
795
798
801
804
807
810
813
BLM 3.N.1.1
Number Cards 100 to 1000
814
817
820
823
826
829
832
815
818
821
824
827
830
833
816
819
822
825
828
831
834
BLM 3.N.1.1
Number Cards 100 to 1000
835
838
841
844
847
850
853
836
839
842
845
848
851
854
837
840
843
846
849
852
855
BLM 3.N.1.1
Number Cards 100 to 1000
856
859
862
865
868
871
874
857
860
863
866
869
872
875
858
861
864
867
870
873
876
BLM 3.N.1.1
Number Cards 100 to 1000
877
880
883
886
889
892
895
878
881
884
887
890
893
896
879
882
885
888
891
894
897
BLM 3.N.1.1
Number Cards 100 to 1000
898
901
904
907
910
913
916
899
902
905
908
911
914
917
900
903
906
909
912
915
918
BLM 3.N.1.1
Number Cards 100 to 1000
919
922
925
928
931
934
937
920
923
926
929
932
935
938
921
924
927
930
933
936
939
BLM 3.N.1.1
Number Cards 100 to 1000
940
943
946
949
952
955
958
941
944
947
950
953
956
959
942
945
948
951
954
957
960
BLM 3.N.1.1
Number Cards 100 to 1000
961
964
967
970
973
976
979
962
965
968
971
974
977
980
963
966
969
972
975
978
981
BLM 3.N.1.1
Number Cards 100 to 1000
982
985
989
992
995
998
983
986
990
993
996
999
984
987
991
994
997
1000
BLM 3.N.1.2
Hundred Chart
1
2
3
4
5
6
7
8
9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
BLM 3.N.1.3
Correct or Incorrect Patterns
Correct or Incorrect? For each box, fix the number sequences that are incorrect.
234, 244, 254, 264, 274, 284
775, 750, 725, 700, 650, 625
465, 470, 475, 480, 485, 490
998, 898, 798, 698, 598, 498
949, 959, 969, 979, 989, 999,
187, 287, 387, 478, 587, 687
125, 150, 175, 200, 225, 250
321, 331, 341, 351, 361, 371
509, 529, 539, 549, 559, 569
685, 680, 675, 670, 660, 655
425, 450, 475, 500, 525, 550
235, 240, 250, 260, 270, 280
13, 113, 213, 313, 413, 513, 613
873, 863, 853, 843, 833, 823
1000, 995, 990, 985, 980, 975
485, 490, 495, 505, 510, 515
BLM 3.N.2.1
Number of the Day
Write the number in words:
Show the number using:
Pictures/Models
Base-10 Materials
Expanded Form
Comparisons (more than/less than, etc.)
Money (in two different ways)
Number Sentences/Expressions
BLM 3.N.2.2
I Can—Number of the Day
Name: ________________________________________________________________________
Represent and describe numbers to 1000, concretely, pictorially, and symbolically.
September
I can
I can
I can
My
goal(s)
for next
term
is/are
November
March
June
BLM 3.N.2.3
Small Ten Frames
BLM 3.N.2.3
Small Ten Frames
BLM 3.N.2.3
Small Ten Frames
BLM 3.N.3.1
Number Cards 100 to 1000
100
103
106
109
112
115
118
101
104
107
110
113
116
119
102
105
108
111
114
117
120
BLM 3.N.3.1
Number Cards 100 to 1000
121
124
127
130
133
136
139
122
125
128
131
134
137
140
123
126
129
132
135
138
141
BLM 3.N.3.1
Number Cards 100 to 1000
142
145
148
151
154
157
160
143
146
149
152
155
158
161
144
147
150
153
156
159
162
BLM 3.N.3.1
Number Cards 100 to 1000
163
166
169
172
175
178
181
164
167
170
173
176
179
182
165
168
171
174
177
180
183
BLM 3.N.3.1
Number Cards 100 to 1000
184
187
190
193
196
199
202
185
188
191
194
197
200
203
186
189
192
195
198
201
204
BLM 3.N.3.1
Number Cards 100 to 1000
205
208
211
214
217
220
223
206
209
212
215
218
221
224
207
210
213
216
219
222
225
BLM 3.N.3.1
Number Cards 100 to 1000
226
229
232
235
238
241
244
227
230
233
236
239
242
245
228
231
234
237
240
243
246
BLM 3.N.3.1
Number Cards 100 to 1000
247
250
253
256
259
262
265
248
251
254
257
260
263
266
249
252
255
258
261
264
267
BLM 3.N.3.1
Number Cards 100 to 1000
268
271
274
277
280
283
286
269
272
275
278
281
284
287
270
273
276
279
282
285
288
BLM 3.N.3.1
Number Cards 100 to 1000
289
292
295
298
301
304
307
290
293
296
299
302
305
308
291
294
297
300
303
306
309
BLM 3.N.3.1
Number Cards 100 to 1000
310
313
316
319
322
325
328
311
314
317
320
323
326
329
312
315
318
321
324
327
330
BLM 3.N.3.1
Number Cards 100 to 1000
331
334
337
340
343
346
349
332
335
338
341
344
347
350
333
336
339
342
345
348
351
BLM 3.N.3.1
Number Cards 100 to 1000
352
355
358
361
364
367
370
353
356
359
362
365
368
371
354
357
360
363
366
369
372
BLM 3.N.3.1
Number Cards 100 to 1000
373
376
379
382
385
388
391
374
377
380
383
386
389
392
375
378
381
384
387
390
393
BLM 3.N.3.1
Number Cards 100 to 1000
394
397
400
403
406
409
412
395
398
401
404
407
410
413
396
399
402
405
408
411
414
BLM 3.N.3.1
Number Cards 100 to 1000
415
418
421
424
427
430
433
416
419
422
425
428
431
434
417
420
423
426
429
432
435
BLM 3.N.3.1
Number Cards 100 to 1000
436
439
442
445
448
451
454
437
440
443
446
449
452
455
438
441
444
447
450
453
456
BLM 3.N.3.1
Number Cards 100 to 1000
457
460
463
466
469
472
475
458
461
464
467
470
473
476
459
462
465
468
471
474
477
BLM 3.N.3.1
Number Cards 100 to 1000
478
481
484
487
490
493
496
479
482
485
488
491
494
497
480
483
486
489
492
495
498
BLM 3.N.3.1
Number Cards 100 to 1000
499
502
505
508
511
514
517
500
503
506
509
512
515
518
501
504
507
510
513
516
519
BLM 3.N.3.1
Number Cards 100 to 1000
520
523
526
529
532
535
538
521
524
527
530
533
536
539
522
525
528
531
534
537
540
BLM 3.N.3.1
Number Cards 100 to 1000
541
544
547
550
553
556
559
542
545
548
551
554
557
560
543
546
549
552
555
558
561
BLM 3.N.3.1
Number Cards 100 to 1000
562
565
568
571
574
577
580
563
566
569
572
575
578
581
564
567
570
573
576
579
582
BLM 3.N.3.1
Number Cards 100 to 1000
583
586
589
592
595
598
601
584
587
590
593
596
599
602
585
588
591
594
597
600
603
BLM 3.N.3.1
Number Cards 100 to 1000
604
607
610
613
616
619
622
605
608
611
614
617
620
623
606
609
612
615
618
621
624
BLM 3.N.3.1
Number Cards 100 to 1000
625
628
631
634
637
640
643
626
629
632
635
638
641
644
627
630
633
636
639
642
645
BLM 3.N.3.1
Number Cards 100 to 1000
646
649
652
655
658
661
664
647
650
653
656
659
662
665
648
651
654
657
660
663
666
BLM 3.N.3.1
Number Cards 100 to 1000
667
670
673
676
679
682
685
668
671
674
677
680
683
686
669
672
675
678
681
684
687
BLM 3.N.3.1
Number Cards 100 to 1000
688
691
694
697
700
703
706
689
692
695
698
701
704
707
690
693
696
699
702
705
708
BLM 3.N.3.1
Number Cards 100 to 1000
709
712
715
718
721
724
727
710
713
716
719
722
725
728
711
714
717
720
723
726
729
BLM 3.N.3.1
Number Cards 100 to 1000
730
733
736
739
742
745
748
731
734
737
740
743
746
749
732
735
738
741
744
747
750
BLM 3.N.3.1
Number Cards 100 to 1000
751
754
757
760
763
766
769
752
755
758
761
764
767
770
753
756
759
762
765
768
771
BLM 3.N.3.1
Number Cards 100 to 1000
772
775
778
781
784
787
790
773
776
779
782
785
788
791
774
777
780
783
786
789
792
BLM 3.N.3.1
Number Cards 100 to 1000
793
796
799
802
805
808
811
794
797
800
803
806
809
812
795
798
801
804
807
810
813
BLM 3.N.3.1
Number Cards 100 to 1000
814
817
820
823
826
829
832
815
818
821
824
827
830
833
816
819
822
825
828
831
834
BLM 3.N.3.1
Number Cards 100 to 1000
835
838
841
844
847
850
853
836
839
842
845
848
851
854
837
840
843
846
849
852
855
BLM 3.N.3.1
Number Cards 100 to 1000
856
859
862
865
868
871
874
857
860
863
866
869
872
875
858
861
864
867
870
873
876
BLM 3.N.3.1
Number Cards 100 to 1000
877
880
883
886
889
892
895
878
881
884
887
890
893
896
879
882
885
888
891
894
897
BLM 3.N.3.1
Number Cards 100 to 1000
898
901
904
907
910
913
916
899
902
905
908
911
914
917
900
903
906
909
912
915
918
BLM 3.N.3.1
Number Cards 100 to 1000
919
922
925
928
931
934
937
920
923
926
929
932
935
938
921
924
927
930
933
936
939
BLM 3.N.3.1
Number Cards 100 to 1000
940
943
946
949
952
955
958
941
944
947
950
953
956
959
942
945
948
951
954
957
960
BLM 3.N.3.1
Number Cards 100 to 1000
961
964
967
970
973
976
979
962
965
968
971
974
977
980
963
966
969
972
975
978
981
BLM 3.N.3.1
Number Cards 100 to 1000
982
985
989
992
995
998
983
986
990
993
996
999
984
987
991
994
997
1000
BLM 3.N.3.2
Empty Hundred Chart
BLM 3.N.3.3
Roll and Order
Skill/Concept
Ordering numbers (SLO 3.N.3)
Materials:
Game board for two players or two teams
3 (0 to 9) dice
Directions:
The goal of the game is to use number sense to fill in the
chart first by ordering three-digit numbers that are
created by rolling dice.
Determine the Start and End numbers (e.g., start on 1
and end on 1000).
Player/Team 1 rolls the three dice and arranges them
into a three-digit number. They write the number where
they feel it belongs on their game board.
Player/Team 2 takes a turn and does the same thing on
their game board.
Play continues until one player has filled their board
(numbers are in sequence).
Variations:
Changing the Start and End numbers (e.g., narrow the
range [200 to 300])
Reducing or increasing the numbers and the number of
dice
Increasing or decreasing the number of spaces on the
game board
BLM 3.N.3.3
Player/Team 1
Start number
End number
Player/Team 2
Start number
End number
BLM 3.N.3.4
Largest or Smallest? Game Board
Player 1
Hundreds
Tens
Ones
Hundreds
Tens
Ones
Player 2
B
BLM 3.N.3.5
Assessment of Ordering Numbers
Students
Order numbers
from 1 to 200
Order numbers
from 300 to 500
Order numbers
from 600 to 1000
BLM 3.N.4.1
Estimation Station Recording Sheet
Objects
Estimate
Actual
too low
My estimate is
just right
too high
BLM 3.N.4.2
Estimation Assessment
BLM 3.N.4.2
BLM 3.N.4.2
BLM 3.N.5.1
Place Value Cards—Hundreds
100 100
200 200
300 300
BLM 3.N.5.1
Place Value Cards—Hundreds
400 400
500 500
600 600
BLM 3.N.5.1
Place Value Cards—Hundreds
700 700
800 800
900 900
BLM 3.N.5.1
Place Value Cards—Units and Tens
1 23 1 23
456456
789789
BLM 3.N.5.1
Place Value Cards—Units and Tens
10 10 20
20 30 30
40 40 50
BLM 3.N.5.1
Place Value Cards—Units and Tens
50 60 60
70 70 80
80 90 90
BLM 3.N.6.1
Race to 100
Skill/Concept
Applying mental math strategies (SLO 3.N.6)
Materials:
2 (1 to 6) dice
recording sheet and pencil
Directions:
Before playing the game, students need to decide if the
winner is the first person to go over 100 or if it is the person
closest to 100 without going over.
Each player, in turn, rolls the two dice, makes a two-digit
number and records it on their recording sheet.
On the second roll the new two-digit number is added to the
first and the total is recorded. The player explains the
strategy used.
Play continues in this manner until one player gets to 100.
Variations:
Change the number to race to.
BLM 3.N.6.1
Race to 100
Roll
Total
BL
BLM 3.N.6.2
Mental Math Strategies—Two-Digit Addition
Show/explain how you would use the mental math strategy to solve the problem.
Using doubles
25 + 28
Using friendly numbers
49 + 27
I can use these strategies to add two-digit numbers.
Adding from left to right
74 + 23
BLM 3.N.7.1
Race to Zero
Skill/Concept
Applying mental math strategies for subtracting two-digit
numerals (SLO 3.N.7)
Materials:
Recording sheet for two players or two teams
2 dice (1 to 6)
Pencil
Directions:
Each player, in turn, rolls the two dice and makes a two-digit
number and records it on their recording sheet. This number
is subtracted from 100.
On the second roll a new two-digit number is subtracted
from the difference and is recorded. Each time the player
should explain the strategy used.
Play continues in this manner for four rolls. The player with
a difference closest to 0 is the winner.
BLM 3.N.7.1
Player/Team 1
Player/Team 2
Race to Zero
Race to Zero
Roll
Start 100
Difference
Roll
Start 100
Difference
BL
BLM 3.N.7.2
Mental Math Strategies—Two-Digit Subtraction
Show/explain how you would use the mental math strategy to solve the problem.
Using doubles
50 – 25
Using friendly numbers
74 – 27
I can use these strategies to subtract two-digit numbers.
Thinking addition
62 – 35
Student
Other
Known Fact
Adding and
Subtracting 0
Addition for
Subtraction
Commutative
Property
Make 10
Doubles ± 2
Doubles ± 1
Doubles
BLM 3.N.10.1
Assessing Understanding of
Mental Math Strategies
BLM 3.N.10.2
Doubles
Doubles
12
20
18
16
14
18
12
10
10
20
16
14
Doubles
12
20
18
16
14
18
12
10
10
20
16
14
BLM 3.N.10.3
Let’s Make 5
Skill/Concept
Applying complementary (compatible) numbers to 5
Materials:
Game board for each player
A spinner labelled 0 to 5 or a die labelled 0 to 5
Counters
Directions:
The teacher spins the spinner or rolls the die and calls out the
number shown.
Students cover the compatible number to make 5.
The first player to fill in a row, column, or diagonal is the
winner.
BLM 3.N.10.3
Let’s Make 5
4
2
0
1
5
3
1
5
2
4
0
3
4
1
2
5
4
2
3
1
1
5
3
4
0
BLM 3.N.10.4
Let’s Make 10
Skill/Concept
Applying complementary (compatible) numbers to 10
Materials:
Game board for each player
A spinner labelled 0 to 10 or a 10-sided die
Counters
Directions:
The teacher spins the spinner or rolls the die and calls out the
number shown.
Students cover the compatible number to make 10.
The first player to fill in a row, column, or diagonal is the
winner.
BLM 3.N.10.4
Let’s Make 10
10
5
7
2
9
4
1
8
3
0
6
5
4
3
6
10
0
7
9
2
1
8
5
3
7
0
5
6
1
9
3
8
2
4
10
6
BLM 3.N.11.1
BLM 3.N.12.1
Multiplication and Division Templates
BLM 3.N.11.1
BLM 3.N.12.1
BLM 3.N.11.1
BLM 3.N.12.1
BLM 3.N.11.1
BLM 3.N.12.1
BLM 3.N.11.2
Multiplication Performance Task
Multiplication Performance Task
Use the number sentence 4 x 3 =
Show different ways to find the answer (product).
Picture
Repeated addition
Number line
Skip counting
Story problem
BLM 3.N.11.3
Multiplication Sentence and
Draw Array Assessment
Solve the following problems.
Write a multiplication number sentence and draw an array for each problem.
1. Margo planted 3 rows of flower seeds.
She put 5 seeds in each row.
How many seeds did Margo plant
altogether?
Array
Number sentence:
2. There are 4 bags of apples
There are 4 apples in each bag.
How many apples are there altogether?
Array
Number sentence:
3. Juan invited 7 friends for ice cream
cones.
Juan and his friends each had 2 scoops of
ice cream.
How many scoops of ice cream did they
have altogether?
Array
Number sentence:
4. Pencils come in packages of 6.
Mrs. Fast buys 3 packages for her class.
How many pencils did Mrs. Fast get?
Array
Number sentence:
5. Hans buys a sheet of stickers.
On the sheet there are 4 rows with 3
stickers in each row.
How many stickers did Hans buy?
Number sentence:
Array
BLM 3.N.12.2
Sharing Cookies—The Doorbell Rang
Use paper cookies and paper plates to show the sharing of the cookies in story The Doorbell
Rang. Each time the cookies are shared, show it on the paper plates with the cookies then record
the sharing below.
Number of
cookies
12
12
12
12
Number of
children
Sharing (picture)
Number of
cookies per child
BLM 3.N.12.3
Division Story Problems
10 ÷ 5 = 2
7÷1=7
6÷2=3
20 ÷ 4 = 5
15 ÷ 3 = 5
12 ÷ 4 = 3
10 ÷ 2 = 5
16 ÷ 4 = 4
8÷4=2
9÷3=3
BLM 3.N.12.3
12 ÷ 6 = 2
20 ÷ 5 = 4
8÷2=4
12 ÷ 3 = 4
14 ÷ 7 = 2
5÷5=1
15 ÷ 5 = 3
6÷3=2
4÷2=2
14 ÷ 2 = 7
BLM 3.N.12.4
Array Cards
BLM 3.N.12.4
BLM 3.N.12.4
BLM 3.N.13.1
Sorting Shapes
Cut out the shapes. Sort them. Explain your sorting rule.
BLM 3.PR.1.1 &
3.PR.2.1
Hundred Chart
1
2
3
4
5
6
7
8
9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
BLM 3.SS.1.1
Months and Days Cards
January
February
March
April
May
June
July
August
September
October
November
December
BLM 3.SS.1.1
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
BLM 3.SS.1.2
Duration Cards—Longer or Shorter
Longer or Shorter?
Longer or Shorter?
counting backwards from 20 to 1
singing Row, Row, Row Your Boat
or
or
counting to 100 by 10s
counting by 5s to 50
Longer or Shorter?
Longer or Shorter?
counting to 20
walking to the classroom door
or
or
clapping your hands 10 times
stamping your foot 10 times
Longer or Shorter?
Longer or Shorter?
printing your first and last name
jumping 20 times
or
or
saying the alphabet
standing up and sitting down 10 times
Longer or Shorter?
Longer or Shorter?
bouncing a ball 10 times
saying your telephone number
or
or
touching your toes 8 times
tying your shoelace
BLM 3.SS.1.3
Calendar Template
BLM 3.SS.3.1
Wriggler Derby Recording Sheet
Wriggler Derby
Wriggler
Estimate
Measurement
Reasonableness
BLM 3.SS.4.1
Mystery Egg/Container Recording Sheet
Egg/Container
Estimate
Actual
Difference
BLM 3.SS.5.1
Find the Perimeter Recording Sheet
Object
Unit Used for
Measuring
Estimate
Actual
BLM 3.SS.5.2
Measuring Cylinders Recording Sheet
Cylinder
Circumference is
less than, equal to,
or greater than the
height.
Circumference
(Perimeter)
Height
Correct?
BLM 3.SS.5.3
Perimeter
1. Mrs. Smith wants to make a rectangular garden with a perimeter of 24 metres.
What might her garden look like? Give 3 possibilities. Record your shapes on
centimetre-grid paper.
2. Find the perimeter of the following shapes:
2m
3 cm
4m
3m
2m
_________________________
3. Measure to find the perimeter.
__________________________
__________________________
BLM 3.SS.6.1
3-D Objects
Name of
Object
Number of
Flat Faces
Number
of Curved
Surfaces
Number of
Edges
Number of
Vertices
Shape of
the Base
BLM 3.SS.6.2
Shapes
Shape
Number of Sides
Number of Vertices
BLM 3.SP.2.1
Data about Me
Data
about
Me
BLM 3.SP.2.1
Data about Me
Number of People in
My Family
Type of Pets
Hair Colour
Data
about
Me
Birthday Month
Favourite Day of the Week
Favourite Season