Guided Math Grade 3 Ontario Number Sense

Guided Math
Guided Math
Number Sense and
Numeration
Grade 3 Ontario Standards
By Tina’s Teaching Treasures
Intro & Tips
Read my “getting started with guided math”
manual for additional tips and photos!
Find it on my TPT shop as the “Preview” for this

file, or hop on over to my blog
www.tinasteachingtreaures.com to see it and
even more details and other teaching tips!
If you have already read it or just want to dive

right in, go ahead and read on!
Please contact me at
tinasteachingtreasures@gmail.com
if you have any concerns,
questions or problems to I can
help you right away! J
Happy Math-ing!

Product Overview: Teacher
3OA and 3NBT
This product includes my favourite math activities for Notes
teaching guided math in third grade!
Assessment sheets and planning sheets.

These allow you to track your student’s progress in a structured and
easy to use way and to plan your guided sessions quickly and easily using
the three part design.
Problem Solving Model:

During guided math I try to apply the skills we have been using in class to
problems. This allows students to have support during one of the more
challenging elements of math (word problems) as well as communicate
their thoughts and processing orally. This problem solving model is ideal for
primary learners as the structure helps them think through the problem
and avoid getting ‘stuck’ on a step. This is provided in several formats
for use within your classroom.
Lesson Trios:
The title page for each unit provides an overview of the topic, suggested
breakdown of before, during and after, as well as the curriculum topics
focussed on in the activities.
These activities include a before, during and after activity as well as
home connection activities. Each Topic has at least one “Before” or
“Activate” activity to review what students already know or introduce the
topic, 2 activities for during (one to model, one to provide active guided
practice) 2 to 3 journal prompts for ‘after’ (applying knowledge,
communication, and representing numbers focuses) and 1 home connection
activity (with an overview of the topic, a hands on activity or game to try
at home and a written response question)
Also included: Extension question to challenge GATE students or early
finishers!
Copyright 2013 www.tinasteachingtreasures.com

Guided Math
Topic: _________________ Strand: _________________
Date: _________________ Follow up with:_________________
Guided Math Notes for:
Knowledge & Understanding of content Processing Skills
-facts, terms, procedures, tools. -collecting data, questioning, evaluating conclusions
Critical & Creative Thinking Communication

-understands problem, planning skills -clarity, words/pics/tools, justify answers
Application of Skills
Making Connections
-Application of knowledge and skills, transfers
-within and between contexts & world
skills
! Problem solving
! Representing
! Reasoning
! Communication
! Reflecting
! Selecting Tools & Computational strategies
! Connecting

Guided Math
Repeated Addition
Example!
Topic: _________________ Strand: _________________
Number Sense & Numeration
Sarah, Leanna
Date: _________________
Jan 19
Follow up with:_________________
Guided Math Notes for: Blue Group
Knowledge & Understanding of content Processing Skills
-facts, terms, procedures, tools. -collecting data, questioning, evaluating conclusions
Sarah Leanna Mikey Phil Sarah Leanna Mikey Phil

3 3+ 4- 3+ 2+ 3- 4 3+
Critical & Creative Thinking Communication

-understands problem, planning skills -clarity, words/pics/tools, justify answers
Sarah Leanna Mikey Phil Sarah Leanna Mikey Phil
2- 2+ 3 3+ 1 2+ 4 3+
Application of Skills
Making Connections
-Application of knowledge and skills, transfers
-within and between contexts & world
skills
Sarah Leanna Mikey Phil
Sarah Leanna Mikey Phil
3 3+ 4- 3+
3- 3 3 4
!
✔ Problem solving
!
✔ Representing
!
✔ Reasoning
!
✔ Communication -Review with Sarah
! Reflecting
! Selecting Tools & Computational strategies
! Connecting

Observations
Strand:________________ Topic: ________________
Date: ________________ Details: ________________

Session Overview: _______________________
Students:
Strand:________________
Topic: ________________
Date: ________________
Three-Part Plan:
Before /Activate:
During/Acquire:
After /Consolidation:

Step by Step
Problem Solving Posters Teacher
Notes
These steps help students break down the
process of problem solving step by step.
Students are encouraged to think before writing and
prompts are provided.
During guided sessions it is perfect to talk these steps out
then complete the “write” as a shared or guided process.
Four variations are provided. The full page ones are great
for a bulletin board, the One page version is perfect for
projecting onto a smartboard or for individual student use
and the bookmark version is perfect to keep in desks,
paste into ‘mini-offices’ or send home with homework!
The last two provide writing space. This is perfect for
reluctant writers or struggling students as it is very
structured and has a ‘fill in the blanks’ style writing
space.
The “write’ prompts encourage students to show their

thinking without asking for tons and tons of printing.
Students are reminded to plan and revise their work
which is always a struggle with young learners.
I recommended modelling and practicing these skills with

the whole class before asking the students to use them
on their own.
Step 1:
Do I understand the
Problem?
THINK: Can I read all the
words? What information
am I given? What do I
need to find out? Can I
restate the problem in my
own words?
! WRITE: This problem is

asking me to…..

Step 2:
Make a Plan!
THINK: Have I solved a problem
like this before? Are there any
tools that might help me? What
strategies or operations will I
use? Can I estimate an answer
before I begin?
!
WRITE: The strategy I want to
try is ______. I chose this
strategy because ______. The
tools I think could help me
include _____.. I estimated the
answer would be _________.
Step 3:
Try the Plan!
THINK: How will I show my work
in a neat and organized way?
How can I write my answer as
a full sentence explaining my
solution?
!
WRITE: All of your work in a
neat way. This includes any
calculations you did including
diagrams, tallies, and even what
you type into a calculator!
Add a sentence at the end
explaining your solution and
stating your answer.
Step 4:
Check it out!
THINK: Does my answer
make sense? How can I
check? Is it close to my
estimate? Can I check it
by solving another way?
! WRITE:
I know my
answer is right
because….
Problem Solving
Step-by-Step
Step 1: Do I understand the Problem?
THINK: Can I read all the words? What information am I
given? What do I need to find out? Can I restate the
problem in my own words?
! WRITE: This problem is asking me to…..

Step 2:Make a Plan!
THINK: Have I solved a problem like this before? Are there
any tools that might help me? What strategies or
operations will I use? Can I estimate an answer before I
begin?
WRITE: The strategy I want to try is ______. I chose this
! strategy because ______. The tools I think could help me
include _____.. I estimated the answer would be _________.
Step 3: Try the Plan!

THINK: How will I show my work in a neat and organized
way? How can I write my answer as a full sentence
explaining my solution?
! WRITE: all of your work in a neat way. This includes any

calculations you did including diagrams, tallies, and even
what you type into a calculator!
Add a sentence at the end explaining your solution and
stating your answer.
Step 4: Check it out!
THINK: Does my answer make sense? How can I check? Is
it close to my estimate? Can I check it by solving another
way?
! WRITE: I know my answer is right because….
Question: Name:
1. Do I understand the problem?

THINK:!
 Can I read all the words?

 What information am I given?
 What do I need to find out?
 Can I restate the problem in my own words?
 WRITE: This problem is asking me to _____________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
2. Make a plan!
THINK:
 Have I solved a problem like this before?

 Are there any tools that might help me?
 What strategies or operations will I use?
 Can I estimate an answer before I begin?
 WRITE: The strategy I want to try is ____________
I chose this strategy because ______________________
________________________________________________
The tools I think could help me include _______________
I estimated the answer would be ___________________

3. Try the plan!
THINK:
 How will I show my work in a neat and organized way?

 How can I write my answer as a full sentence explaining my
solution?
 WRITE: all of your work in a neat way. This includes any calculations
you did including diagrams, tallies, and even what you type into a calculator!
Do your work here:
Add a sentence at the end explaining your solution and stating

your answer.
___________________________________________________________
___________________________________________________________
4. Check it out!
THINK:
 Does my answer make sense?

 How can I check? Is it close to my estimate?
 Can I check it by solving another way?
 WRITE: I know my answer is right because____________
_____________________________________________________
_____________________________________________________

Lesson Trios
3 types of
Coordinated
activities for use
in your 3 part
lesson

Repeated
Addition
Before: Addition Cube Discussion starter
During: Model: Zebra Cut and paste Question
Active Practice: Kangaroo Question (Question card
and student printable sheet)
After: Journal Responses (3 choices)
Extension: Challenging prompt for your early
finishers or gifted /talented students
Home Connections: Activities to send home
Curriculum
Connections
Number Sense: Operational Sense:
-Relate multiplication of one digit
numbers and division of one digit
divisors to real life situations using
a variety of tools and strategies
(e.g., place objects in equal groups,
use arrays, repeated addition and
subtraction)

Repeated Addition: Activate-Discussion Cube
What is the
sum of
3+3+3+3?
How many
There are 3 How many
are in 4 chairs in the room, are in 3
groups of 2? each chair has 4
groups of 3?
legs.
How many legs
are there total?
What is the
sum of
5+5+5?
How did you
solve that?
There are 10
cookies in a pack.
If you buy 6
packs, how many
cookies do you
have?

Zany Zebras Name: _______________
There are 6 Zebras in the zoo. Each

Zebra needs his hooves cleaned.
How many Hooves will be cleaned
total?
______________ hooves need to be cleaned.

Krazy Kangaroo Name: _______________
A kangaroo jumps a distance 25 cm

on every hop. If the Kangaroo jumps
7 times, how far will she travel total?
Show your work.
The kangaroo travelled ______________ cm.

Krazy Kangaroo
A kangaroo jumps a distance 25 cm
on every hop. If the Kangaroo jumps
7 times, how far will she travel total?
Show your work.
Extension
Write a number that
would be the same when
you round it to the
nearest ten or the
nearest hundred. Explain
your work.
Copyright 2013
www.tinasteachingtreasures.com
Repeated addition: Math Journal- “Show What You Know”-
Apply Knowledge (6 per page)
Jamal wants to give out stickers for valentines day.
There are 20 other students in his class and he would
like to give each student 5 stickers. How many stickers
does he need?
does he need?
does he need?
does he need?
does he need?
does he need?

Repeated addition: Math Journal- Representation of number
sentences (6 per page)
How else can you represent the math sentence
3+3+3+3+3+3 ?
Show it as many ways as you can. Explain why it is
equal to the original number sentence.
3+3+3+3+3+3 ?
3+3+3+3+3+3 ?
3+3+3+3+3+3 ?
3+3+3+3+3+3 ?
3+3+3+3+3+3 ?

Repeated addition: Math Journal- Using math language to
explain thinking (8 per page)
How can repeated addition help you solve Math
Problems? What kind of problems is it a good strategy
for?
for?
for?
for?
for?
for?
for?
for?

Home Connection
Repeated Addition
We have practiced using repeated addition as a strategy to solve
problems during our math activities. Repeated addition is useful to
enforce the idea of multiple ways to solve a problem. When using
repeated addition, students should draw on their knowledge of
arrays, skip-counting and multiplication as a strategy to estimate
and check their work.
Try this activity:

Use any small house hold items (Cheerios or other small
foods would be fun!) and create questions for each other
to show using the items. For example, I have 5 people
over, each person needs 7 cheerios. How many cheerios
are there all together? Then make 7 groups of 5 cheerios
and add 7+7+7+7+7 or 5+5+5+5+5+5+5. Try both and
explain how you get the same answer with either sentence.
Take turns making questions and answering. (parents, don’t
forget to make a few mistakes to keep your child on their
toes!)
Written Question:
Rory has 8 birds. Each bird eats 3 pellets. How
many pellets does Rory need to feed all 8 birds?

2-Step word
problems (+/-)
Before: Math Maze
During: Model: Fantastic Friendship Bracelets
Question (with cut and paste option)
Active Practice: Super Sea Shells Question
Curriculum
Connections
– solve problems involving the addition
and subtraction of two-digit numbers,
using a variety of mental strategies
– add and subtract three-digit numbers,
using concrete materials, student
generated algorithms, and standard
Algorithms;
– use estimation when solving problems
involving addition and subtraction, to
help judge the reasonableness of a
solution

Multi-Step Problems: Activate-Math Maze
Math Maze
4 7 5 1 6 8 End
4 8 2 0 3 8 4
0 1 4 7 1 7 3
2 3 8 3 2 9 6
6 4 6 4 7 2 1
5 2 3 5 5 7 3
Start 7 3 5 7 3 5
Go through the maze, adding the numbers

in each square that you land on.
BONUS: Can you find a path that equals
exactly 68?

Fantastic Friendship
Name: _______________
Bracelets
Lilly had 103 friendship bracelets. She gave 38 of
them to her friends, and already sold 27 of them
to her neighbours. If she charges 2 dollars per
bracelet, how much money will she make from
selling the remaining bracelets?
Show your work.
Lily made _______ from selling the remaining bracelets.

103 38 27 ___ $ Money
To start Given to Sold Left to sell
with friends already for 2$ to earn $
each
103 38 27 ___ $ Money

each
103 38 27 ___ $ Money

each
Multi-Step Problems- Friendship Bracelets
103 38 27 ___ $ Money

each

Super Sea Shells Name: _______________
Bentley collected sea shells. The chart shows
the number he collected in 3 days.
Day Number of Shells
Collected
Tuesday 254
Wednesday 148
Thursday
Bentley collected a total of 635 shells..

How many did he collect on Thursday?
Show your work.
Bentley collected ______________ shells on Thursday

Super Sea Shells
Bentley collected sea shells. The chart shows the number
he collected in 3 days.
Day Number of Shells Collected
Tuesday 254
Wednesday 148
Thursday
Bentley collected a total of 635 shells..
How many did he collect on Thursday?
Show your work.
Extension
Write a word problem
that involves addition,
subtraction and
multiplication.
Then, solve your problem
fully.
Copyright 2013
Multi-Step word problems: Math Journal- “Show What You
Know”- Apply Knowledge (7 per page)
Farrah is selling girl guide cookies. She has sold 3 boxes of
chocolate, 4 boxes of peppermint, and 12 boxes of vanilla. She
needs to sell 27 to earn her badge. How many more boxes of
cookies does she need to sell to get her bade?

Multi-Step Problems: Math Journal- Representation of
number sentences (6 per page)
Create a word-problem that matches both of the
following number sentences.
5+12=17
17x2=34
5+12=17
17x2=34
5+12=17
17x2=34
5+12=17
17x2=34
5+12=17
17x2=34
5+12=17
17x2=34

Repeated addition: Math Journal- Using math language to
When will you use multi-step problems in your ‘real life’.
Explain at least 3 situations in which you need to know
how to solve multi-step math problems.

Home Connection
Multi-Step Word Problems
We have practiced solving multi-step word problems. These are
math problems in which students need to use the information
provided to determine one solution, then use that solution in another
mathematical operation to determine the final solution.
Try this activity:

Play store with your child! Have your child create a small
“shop” with their toys and price objects using whole
numbers between 1$ and 100$. Purchase 2 or more objects
at a time, then ‘pay’ with a large bill and have your child
determine your ‘change’. Reverse roles and have your
child determine if the change you provide them with as
store owner is correct. (Don’t forget to make a few
mistakes to help your child practice estimating the
reasonableness of the solution!)
Written Question:
Ricardo wants to buy a cookie, pizza and pop. The
cookie costs 1 dollar, the pizza costs 5 dollars and
the pop costs 2 dollars. Ricardo only has 3 dollars.
How much more money does Ricardo need?

Multiplication
Before: Cootie Catcher
During: Model: Marvellous Multiplication
Active Practice: Crazy for Cookies
Curriculum
Connections
-relate multiplication of one-digit
numbers and division by one-digit
divisors to real life situations, using a
variety of tools and strategies
-multiply to 7 x 7 and divide to 49 ÷
7, using a variety of mental
strategies

Multiplication
Cootie Catcher!
35
Marvellous Multiplication Name: _______________
Write the multiplication sentence that will
match the arrays shown below, then
write the total number of objects.
KKKKK JJ
AAAA KKKKK JJ
AAAA KKKKK JJ
AAAA KKKKK JJ
_____ x_____ = _____ x_____ = _____ x_____ =
Draw an array for the following situations:

3 groups of 2 groups of 4 groups of
5 smiley 9 triangles 4 circles
faces
___ x___ = ___ x___ = ___ x___ =

Crazy for Cookies Name: _______________
Charly bought 7 packs of cookies. Each pack
has 5 cookies. How many cookies did she have
total?
Show your work with numbers
and pictures.
Charly bought ______________ cookies.

Crazy for Cookies
Charly bought 7 packs of cookies. Each
pack has 5 cookies. How many cookies did
she have total?
and pictures.
Extension
Matthew has 4 baseball
hats. Each hat has 2
stripes, each stripe has 6
spots.
How many spots are
there total?
Show your work
Copyright 2013
Multiplication: Math Journal- “Show What You Know”-
Kyle buys 7 packs of football cards. Each pack has 5 cards in
it. How many cards does Kyle have total?
Show your work including a complete number sentence.

Multiplication: Math Journal- Representation of number
Create a multiplication sentence for each of the
following addition sentences.
7+7+7+7+7+7=42
5+5+5+5=20
7+7+7+7+7+7=42
5+5+5+5=20
7+7+7+7+7+7=42
5+5+5+5=20
7+7+7+7+7+7=42
5+5+5+5=20
7+7+7+7+7+7=42
5+5+5+5=20
7+7+7+7+7+7=42
5+5+5+5=20

Multiplication: Math Journal- Using math language to explain
thinking (8 per page)
What strategies do you use to multiply by 2 and by 5?
Explain your strategies using numbers, pictures or words
to explain.
to explain.
to explain.
to explain.
to explain.
to explain.
to explain.
to explain.

Home Connection
Multiplication
We have practiced multiplication facts in class. We have used
arrays and calculations to determine the answer to many
multiplication questions.
Try this activity:

Mutiplication war: Use a deck of cards and deal them
evenly between two people. Each person flips the top
card of his/her deck onto the table at the same time.
Each player attempts to multiply the numbers quickly in
their head. The first person to call out the product of the
two numbers on the cards gets to keep the cards.
Written Question:
Tickets to a theme park cost 7 dollars for adults, and 4
dollars for children. How much would it cost for your
family to go to the theme park?

Rounding
Numbers
Before: Stupendous Spinner1 (use paper clip and
pencil to make spinner. You will need 3 number
cubes)
During: Model: Bus stops activity
Active Practice: Super Snow Cones (Question card and
student printable sheet)
Curriculum
Connections
Number Sense: Quantity
Relationships:
round two-digit numbers to
the nearest ten, in problems
arising from real-life
situations.

Rounding Numbers
Stupendous Spinner!
Roll three number cubes (dice)
Place them below to make a 3 digit number.
Then, Spin the spinner!
Round to
the nearest
10
Round to Round to
the nearest the nearest
100 100
Round to
the nearest
10

Bus Stops Name: _______________
You have to catch a bus. The bus stops

at 20, 30 and 40 main st. You live at 37
main st. Which stop should you walk to
in order to walk the least distance from
your home?
Your friend Benjamin is also taking the bus.

His apartment building is at 23 main st.
Which stop should he choose in order to
walk the least distance from his home?

Your
house Benjamin’s
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Your
house Benjamin’s
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Your
house Benjamin’s
Rounding Numbers- Street and Bus Stops

20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Your
house Benjamin’s
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Rounding is “hill”-aroius!
5
4 6
3 7
8
2
9
1
0 10
Look at the number in the column you are rounding to.
Then look at the number behind it.
If the number before is 5 or more,
you round up!
If the number before is 4 or less,
you leave the number the same.

Super Snow Cones Name: _______________
There are 479 children going to the

fair. Snow Cones are sold in packs of
one hundred. Determine how many
packs of Snow Cones they will need
to make sure each student has one.
Show your work using rounding!
They will need ____________ packs of snow cones

Super Snow Cones
There are 479 children going to the
fair. Snow Cones are sold in packs of
one hundred. Determine how many
packs of Snow Cones they will need
to make sure each student has one.
Show your work using rounding!
Extension
Freddy Frog jumped a total
distance of 42 inches. He can
hop 7 inches in each hop.
How many times did he hop to
reach 42 inches?
Show your answer using
repeated addition.
Copyright 2013
Rounding Numbers: Math Journal- “Show What You Know”-
Round the following numbers as described:
654- The nearest ten 432- The nearest hundred

Rounding numbers: Math Journal-Applying knowledge –
(11 per page)
Suppose you are rounding to the nearest ten.

Write 5 numbers that would round to 60.

Rounding Numbers: Math Journal- Using math language to
Choose a three digit number. Use words, pictures and
numbers to explain how to round that number to the
nearest 10 and the nearest 100.

Home Connection
Rounding
We have been practicing rounding numbers to tens and hundreds.
Here is a little rhyme to help you practice:
Find your place
Look next door
Five or greater,
add 1 more
All digits in front stay the same,
All digits behind, zero's your name!
Try this activity:
Go for a walk and look at address numbers. Imagine
there are ‘bus stops’ at each of the ‘tens’ and determine
which bus stop each household would use. (Like we did in
the practice activity).
Written Question:
Adam wants to bring cookies in for his whole school. There are
732 students in his school. The cookies come in boxes of ten, how
boxes of ten does he need? How does rounding help you with a
questions like this?

Division
Before: Cootie Catcher
During: Model: Dinner Divide
Active Practice: Bubba’s Bubble Gum
Curriculum
Connections
-relate multiplication of one-digit
numbers and division by one-digit
divisors to real life situations, using a
variety of tools and strategies
-multiply to 7 x 7 and divide to 49 ÷
7, using a variety of mental
strategies

Multiplication and
Division Match up!
Cut out the multiplication and division equations, and
match them to their related fact. Then fill in the
missing number!
3x __ =12 42÷7=___
5x __= 25 18÷6=___
7x __= 42 25÷5=___
6x __= 18 12÷3=___
__x 4= 28 28÷4=___
6x 5= ___ __÷5= 6
__ x7= 28 28÷7=
Division Diner!! Name: _______________
Place the items into the appropriate groups, then write the division
equation:
1. There are four tables. The chef has made 24 cupcakes.
How many cupcakes does each table get?
Division equation: _______ ÷ _______ = _______
2. There are three tables. The chef has made 15

donuts. How many donuts does each table get?

3.. The chef has made 5 sundaes for each table. There are
20 sundaes total. How many tables are there? Draw your
thoughts.

Cut and Glue into the right tables
24 Cupcakes 15 Donuts
Z Z Z Z Z Z Z Z Z Z Z Z W w w w w W w w
Z Z Z Z Z Z Z Z Z Z Z Z W w w w w w w




Bubba’s Bubble-Gum Name: _______________
Bubba bought a bunch of bubble gum.
He had 56 pieces in 7 packages. How many
pieces of gum are in each package?
and pictures.
There are _________ pieces of gum in each package.

Bubba’s Bubble-Gum
Bubba bought a bunch of bubble gum.
He had 56 pieces in 7 packages. How
many pieces of gum are in each
package?
and pictures.
Extension
How does knowing 5x2
help you know the
answer to the question
10÷2?
Explain your thoughts and
provide another example
of related facts
Copyright 2013
Division: Math Journal- “Show What You Know”- Apply
Knowledge (9 per page)
Evan has 45 stickers on 5 sheets. How many stickers are on
each sheet?
each sheet?
each sheet?
each sheet?
each sheet?
each sheet?
each sheet?
each sheet?
each sheet?

Multiplication: Math Journal- Representation of number
Create a division sentence for each of the following
1.
diagrams. 2. ddd ddd ddd
sss sss ddd ddd ddd
sss sss ddd ddd ddd


1.
sss sss ddd ddd ddd
sss sss ddd ddd ddd


1.
sss sss ddd ddd ddd
sss sss ddd ddd ddd


1.
sss sss ddd ddd ddd
sss sss ddd ddd ddd


1.
sss sss ddd ddd ddd
sss sss ddd ddd ddd


1.
sss sss ddd ddd ddd
sss sss ddd ddd ddd


Division: Math Journal- Using math language to explain
thinking (6 per page)
How does multiplication help you divide? Use the question
8x4=32 to explain how knowing multiplication facts could
help you with the related division fact of 32÷8= 4.
Explain your answer using pictures, numbers and words.

Home Connection
Division
We have been practicing division! We think about division
as sharing items into equal groups, drawing arrays and
relating it to multiplication.
Try this activity:

Division Story: Kids can create a storybook that shows
how much they know about division! Make each page a
‘word problem’ then illustrate and solve it! For example:
“Benny the Bear had 15 pancakes. Benny, his wife Bertha
and Baby Bear each want an equal share. How many
pancakes do they each get?”. Then draw a picture to show
the answer!
Written Question:
There are 24 students in Mrs. M’s class. She wants to
make equal groups of students. Give at least 2 possible
ways she can set up her class.

Thank you!
If you have any questions, concerns or requests please
don’t hesitate to send me an e-mail at
tinasteachingtreasures@gmail.com
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Guided Math Grade 3 Ontario Number Sense

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Guided Math Grade 3 Ontario Number Sense

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Guided Math

Find it on my TPT shop as the “Preview” for this

If you have already read it or just want to dive

Assessment sheets and planning sheets.

Problem Solving Model:

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Critical & Creative Thinking Communication

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Sarah Leanna Mikey Phil Sarah Leanna Mikey Phil

Critical & Creative Thinking Communication

Sarah Leanna Mikey Phil Sarah Leanna Mikey Phil

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Date: ________________ Details: ________________

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The “write’ prompts encourage students to show their

I recommended modelling and practicing these skills with

! WRITE: This problem is

Step 3: Try the Plan!

! WRITE: all of your work in a neat way. This includes any

1. Do I understand the problem?

 Can I read all the words?

 WRITE: This problem is asking me to _____________

 Have I solved a problem like this before?

 WRITE: The strategy I want to try is ____________

I chose this strategy because ______________________

I estimated the answer would be ___________________

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 How will I show my work in a neat and organized way?

Add a sentence at the end explaining your solution and stating

 Does my answer make sense?

 WRITE: I know my answer is right because____________

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There are 6 Zebras in the zoo. Each

______________ hooves need to be cleaned.

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A kangaroo jumps a distance 25 cm

Show your work.

The kangaroo travelled ______________ cm.

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Show your work.

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Try this activity:

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Go through the maze, adding the numbers

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Lily made _______ from selling the remaining bracelets.

103 38 27 ___ $ Money

103 38 27 ___ $ Money

103 38 27 ___ $ Money

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Bentley collected a total of 635 shells..

Bentley collected ______________ shells on Thursday

Date: Details:

_ x_ = _ x_ = _ x_ =

Division equation: ___ ÷ _ = _____

Division equation: ___ ÷ _ = _____

Division equation: ___ ÷ _ = _____