Center

Before playing, students remove the cards that show 10 and set them aside.

Each student picks 5 cards and chooses 3 of them to write an addition expression with 3 addends. The student whose sum is closest to 20 wins a point for the round. Students pick new cards so that they have 5 cards in their hand and then start the next round. 

Before playing, students remove the cards that show the number 10 and set them aside.

Each student picks 4 cards and chooses 2 or 3 to subtract from 20 to get close to 0. The student whose difference is closest to 0 wins a point for the round. Students pick new cards so that they have 4 cards in their hand and then start the next round.

Before playing, students remove the cards that show the number 10 and set them aside.

Each student picks 7 cards and chooses 4 of them to create 2 two-digit numbers. Each student adds the numbers and the student whose sum is closest to 100 wins a point for the round. Students pick new cards so that they have 7 cards in their hand and then start the next round.

Before playing, students remove the cards that show 10 and set them aside.

Each student picks 8 cards and chooses 6 of them to create 2 three-digit numbers. Each student adds the numbers. The score for the round is the difference between each student’s sum and 1,000. Students pick new cards so that they have 8 cards in their hand and then start the next round. The player with the lowest score wins.

This center stage is the first time Number Cards 0–10 are used in Grade 3, so they are provided as a blackline master. Students will continue to use these throughout the year. Consider copying them on cardstock or laminating them and keeping them organized to be used repeatedly.

Before playing, students remove the cards that show 10 and set them aside.

Each student picks 4 cards and chooses 2–3 of them to use to create a multiplication expression. Each student multiplies the numbers. The score for the round is the difference between each student’s product and 100. Students pick new cards so that they have 4 cards in their hand and then start the next round. The player with the lowest score wins.

Variation:

Students can write the related division equation for each multiplication equation they record.

Before playing, students remove the cards that show 10 and set them aside.

Each student picks 6 cards and chooses 4 of them to create a multiplication expression. Each student multiplies the numbers and the student whose product is closest to 3,000 wins a point for the round. Students pick new cards so that they have 6 cards in their hand and then start the next round. 

 

Variation:

Students can choose a different number as the goal.

Before playing, students remove the cards that show 10 and set them aside.

Each student picks 6 cards and chooses 3 of them to create a multiplication expression with a fraction and a whole number. Each student multiplies their numbers and the student whose product is closest to 5 wins a point for the round. Students pick new cards so that they have 6 cards in their hand and then start the next round. 

Variation:

Students can choose a different number as the goal. 

Before playing, students remove the cards that show 10 and set them aside.

Each student picks 6 cards and chooses 3–4 of them to create an addition expression. Each student adds the numbers and the student whose sum is closest to 1 wins a point for the round. Students pick new cards so that they have 6 cards in their hand and then start the next round.

Variation:

Students can choose a different number as the goal and decide on a different place for the decimal point.

Before playing, students remove the cards that show 10 and set them aside.

Each student picks 6 cards and chooses 4 of them to create an addition expression with fractions. Each student adds their numbers and the student whose sum is closest to 5 wins a point for the round. Students pick new cards so that they have 6 cards in their hand and then start the next round.

Variation:

Students can choose a different number as the goal.