Number Talks Teaching Resource Pack - Grade 3

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.

Curriculum

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.
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 = ?
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 × ...
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 pr...
CCSS.MATH.CONTENT.3.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 roundi...
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 decom...
CCSS.MATH.CONTENT.3.NBT.A.1

Use place value understanding to round whole numbers to the nearest 10 or 100.
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.
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.
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.
CCSS.MATH.CONTENT.3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.
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 t...
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.
CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
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...

Math 3.3(B)

Determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;
Math 3.3(C)

Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;
Math 3.3(H)

Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
Math 3.4(A)

Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;
Math 3.4(B)

Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;
Math 3.4(E)

Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
Math 3.4(F)

Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;
Math 3.4(G)

Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
Math 3.5(C)

Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24;
Math 3.5(D)

Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and
Math 3.7(A)

Represent fractions of halves, fourths, and eighths as distances from zero on a number line;