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100th Day of School Math Mystery Activity - 3rd Grade Math Worksheets

Rated 4.88 out of 5, based on 286 reviews
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Mrs J's Resource Creations
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2nd - 4th, Homeschool
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Mrs J's Resource Creations
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What educators are saying

I love these activities! They are low prep and are a great review of skills we have learned throughout the year. The kids also enjoy working on these mysteries as well. Thank you for creating another great product!
Perfect fun math activity for the 100th day of school. Students are still using math strategies but having fun and using teamwork.
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Description

100th Day of School Math Mystery Activity - 3rd Grade Math Worksheets Edition

The Case of the 100 Missing Treats. A fun way to practice and review math skills during the 100th Day of School. Easy prep! Just Print & Solve! Or go paperless with the new Google Slides option provided within your download.

A video hook is provided to set the stage to engage! Check out the video hook in the preview section.

A bonus ENDING VIDEO clip is included to celebrate finishing the mystery.

(Please note: The videos now come with voiceovers to read the story).

Students must use their math skills to unlock clues. Then, use their powers of deduction to narrow down the suspects to find who stole 100 treats from the school party hall!

Implementation Suggestion: Pace the clues one by one to keep the class at the same point. If using the clues in a different order, keep the suspect list away from students until all five clues are completed and discovered.

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Math Skills Required to Unlock Clues

There are five clues to crack to solve the mystery:

  • Clue 1: Make 100 (Missing Addend Equations)
  • Clue 2: Make 100 (Missing Subtrahend Equations)
  • Clue 3: Rounding to the nearest 10 or 100
  • Clue 4: Multiplication Facts Mix (Facts range from 2-12)
  • Clue 5: Number Patterns (Missing Number in a sequence, no rule given. Adding and subtracting, increasing or decreasing type of patterns.)

Students must use critical thinking skills to figure out what the clue is telling them to eliminate from the list of possibilities. Ensure students read and comprehend clues carefully!

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Multiple Uses

- Suitable for independent, pairs, or group work.

- Use as part of your math centers, add to your sub tubs, make it part of your early finisher tasks, give for homework, or make it part of your classroom practice/review sessions.

I recommend pacing this activity by giving students one clue at a time. Once the whole class has completed a clue, then move on to the next clue, either within the same lesson or the next math session. New math content presented? Make a lesson out of it by modeling the math before diving into the clue. I like to say, "We must learn something new before attempting the next clue."

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How long will this activity take?

Time to complete will vary anywhere between 30mins - 2 hours or more! It mainly depends on how familiar your students are with the math mystery format, as well as how difficult they find math skills covered in the particular mystery. Please check the math skills outlined in the clues above to help determine suitability for your class.

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This math mystery title is available in the different grade editions below. The story is the same, but the math involved to solve the case is different.

Currently available:

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Add extra motivation with this Detective Rank Chart Download the Mystery Record & Rank Chart FREEBIE HERE

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You may also be interested in these other Resources:

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Bundle and Save!

COMPLETE Math Mystery Bundle for GRADE 3

HOLIDAY Math Mysteries Bundle Pack GRADE 3

SKILLS Math Mystery Bundle (3rd Grade)

SEASONS Math Mystery Bundle Pack (GRADE 3)

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Not sure what a math mystery is? CLICK HERE to watch a video about Math Mysteries

TRY A FULL FREE MATH MYSTERY HERE (GRADES 1 - 6 DIFFERENTIATED BUNDLE)


Browse the 3rd Grade Range:

>>Download the FREE 3rd Grade Checklist here:<<

>> CLICK HERE to follow my store <<

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Thank you!

Mrs. J.

© 2020

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Standards

to see state-specific standards (only available in the US).
Use place value understanding to round whole numbers to the nearest 10 or 100.
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.
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 decomposed into two equal addends.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
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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