Common
rain Teaching
WholeBrainTeaching.com
Third Grade Math Power Pix
Developed by Kate Bowski
Design & idea created by Chris Biffle
For more information, visit
Whole Brain Teaching
Third Grade Math Power Pix
This document highlights 30 topics specific to 3rd grade Math as defined by
the Common Core State Standards. Based on an idea conceived by Chris Biffle,
founder of Whole Brain Teaching, these pictures can be used to actively teach
students the core concepts of a 3rd grade math program. Each Power Pix references
the standards in which the word is addressed: Operations & Algebraic Thinking
(OA), Number & Operations in Base 10 (NBT), Number & Operations – Fractions
(NF), Measurement & Data (MD) and Geometry (G) .
Using Power Pix and Whole Brain Teaching methods, learning becomes multimodal, thereby solidifying the concepts in students’ brains. When used as a
teaching tool, the Power Pix help the teacher with gestures and definitions to
attach to each concept. Whether printed out or projected on a screen, these Power
Pix give the students a visual reference for all major Math concepts. When posted
in the room, the Power Pix become an interactive resource for students to use as a
review tool. Imagine filling every spare moment of classroom time by having
students review with each other content specific topics. Now that’s maximizing
instruction!
The following slide shows how to use each pix.
Common Core Standard
Operations & Algebraic Thinking (OA)
Number & Operations in Base Ten (NBT)
Number & Operations – Fractions (NF)
Measurement & Data (MD)
Geometry (G)
Question and Answer for the topic
Grade Level
Concept Word –
colors represent
syllables to help
students with
pronunciation
Picture(s)
representing the
key word of the
standard
Gesture
The red background on these slides identifies them as part of math concepts.
Language Arts concepts have a blue background.
Sample Power Pix Lesson
Each WBT lesson follows a format.
1. Question – tell students the question and they repeat
2. Answer – give the answer with a gesture.
3. Expand – use examples to scaffold instruction about concept
4. Evaluate – quick assessment to guide instruction
5. Critical Thinking – students begin to internalize the concept
Question: What is multiplication?
Answer: Multiplication is putting together equal groups.
Gesture: Cross arms like an X. (multiplication) Clasp hands together. (putting together) Put
one arm horizontal over the other like an equal sign. (equal groups)
Teaching Suggestions:
Connect repeated addition to the concept of multiplication.
Students write multiplication problems for pictures projected on the board. Begin to
introduce “factor” and “product”. Share problems using Oral Writing.
Students draw a picture of equal groups and then write an equation for it.
Given a multiplication problem, students create a story problem to match.
Students draw arrays for given multiplication problems.
Sample Power Pix Lesson (con’t.)
Q/T: Multiplication is putting together equal groups.
Factors are the answers to multiplication problems.
Products are the answers to multiplication problems.
The times sign means “groups of”.
4 + 6 = 10 is an example of a multiplication problem.
7 x 2 means 7 groups of 2.
Critical Thinking:
Encourage students to speak complete sentences explaining multiplication.
(3 x 5 = 15 because ______.)
Factors are like factories because ________________.
Multiplication is more efficient than addition because ______________.
Multiplication is repeated addition. For example, ____________.
Factors and products are like main ideas and details because _________.
Words Included in Math Power Pix
Addition, array, area, associative
property, attribute, bar graph, compare,
commutative property, data,
denominator, distributive property,
division, equivalent fraction, factor,
fraction, line plot, mass, multiple,
multiplication, numerator, perimeter,
place value, picture graph, product,
property, quadrilateral, quotient,
subtraction, rounding, volume
Question: What is addition?
Answer: Addition is putting together.
NBT.A.2
di
Gesture: Cross arms like a plus sign. (addition) Clasp hands together. (putting together)
Third
Grade
Question: What is an array?
Answer: A square or rectangular pattern made up of rows and columns.
OA.A.3
ray
Third
Grade
Gesture: Draw a rectangle in the air with finger. Move one hand right to left (rows) and then up and down
(columns).
Question: What is area?
Answer: The surface inside a shape.
MD.C.5
e
Gesture: Draw a square in the air then “wipe” the inside of it with the other hand.
Third
Grade
Question: What is the associative property?
Answer: Grouping numbers with parenthesis when adding or multiplying.
OA.B.5
so
tive
per
()
Gesture: Hold up 2 cupped hands like parenthesis.
Third
Grade
Question: What is an attribute?
Answer: A characteristic.
MD.C.5
tri
Gesture: Hold up 2 hands and rub fingers together as if feeling something in each hand. Then flatten
hands out, palms down. (Sign language for “characteristic”.)
Third
Grade
Question: What is a bar graph?
Answer: A graph using bars to show data.
MD.B.3
graph
Gesture: Put right arm straight up, bend the left at the elbow so it is parallel to the right. (bars) Draw
tallies in the air. (data)
Third
Grade
Question: What does it mean to compare in math?
Answer: Compare tells if something is less than, greater than, or equal to..
NF.A.3
pare
Gesture: Clasp hands together. (compare) Put palms facing each other close together (less than), pull
hands farther apart (greater than). Put one arm horizontal over the other. (equal)
Third
Grade
Question: What is the commutative property?
Answer: The “flip flop” property. We can add or multiply numbers in any order.
OA.B.5
mu tive
property
Gesture: Hold out 2 hands, palms up. Then flip so palms are down, then back up again.
Third
Grade
Question: What is data?
Answer: Information we collect.
MD.B.3
Gesture: Draw tallies in the air.
Third
Grade
NF.A.1
Question: What is a denominator?
Answer: The bottom number in a fraction that represents the
total.
nominato
r
Gesture: Put one fist over the other. (represents numerator and denominator) Wiggle the bottom fist.
Third
Grade
Question: What is the distributive property?
Answer: Multiplying across a group of added numbers individually.
OA.B.5
trib tive
per
Gesture: Cross arms like an X. (multiplying) Cross arms like a plus. (added numbers). Move finger in a
tapping motion across front of body. (individually)
Third
Grade
Question: What is division?
Answer: Division is breaking a set into equal groups.
OA.A.3
vi
Third
Grade
Gesture: With palms together, “slice” hands downward. (division) Make a breaking motion as if breaking a
twig. (breaking a set) Put one arm horizontal over the other like an equal sign. (equal groups)
Question: What is an equivalent fraction?
Answer: Equivalent fractions have the same value but look different.
NF.A.3
Third
Grade
quiv lent
tion
Gesture: Put one arm horizontal over the other. (equal) Put one fist over the other. (fraction) Point index
fingers to ceiling and move back and forth in opposite directions. (same) Put hands up to eyes like
binoculars.
Question: What is a factor?
Answer: The numbers multiplied together to get a product.
OA.A.1
tor
3 x 5 15
factors
Gesture: “Flash” 5 fingers on one hand then the other. (numbers) Cross arms like an X. (multiplied)
Third
Grade
Question: What is a fraction?
Answer: A fraction represents a part of a whole.
NF.A.1
tion
Gesture: Put one fist over the other. (represents numerator and denominator)
Third
Grade
Question: What is a line plot?
Answer: A number line showing data.
MD.B.3
plot
Gesture: Draw a line in the air. (number line) Draw tallie marks in the air. (data)
Third
Grade
Question: What is mass?
Answer: The amount of matter in an object.
MD.A.2
Gesture: Hold 2 hands out, palms facing up. Move them up and down in opposite directions.
Third
Grade
Question: What is a multiple?
Answer: The numbers we say when we skip count.
OA.A.3
ti
Gesture: Make a “hopping” motion with your index finger moving from right to left.
Third
Grade
Question: What is multiplication?
Answer: Multiplication is putting together equal groups.
OA.A.3
i
ca
Gesture: Cross arms like an X. (multiplication) Clasp hands together. (putting together) Put one arm
horizontal over the other like an equal sign. (equal groups)
Third
Grade
Question: What is a numerator?
Answer: The top number in a fraction that represents the part.
NF.A.1
merator
Gesture: Put one fist over the other. (represents numerator and denominator) Wiggle the top fist.
Third
Grade
Question: What is perimeter?
Answer: The distance around an object.
MD.D.8
3.G.A.1
rim ter
Gesture: Draw a triangle in the air.
Third
Grade
Question: What is place value?
Answer: The value of a digit based on its position in a number.
NBT.A.1
val
Gesture: Hold up fingers 1, 2, 3. (value of a digit) Move hand across front of body as if drawing 3 small
lines to show ones, tens, hundreds. (position in a number)
Third
Grade
Question: What is a picture graph?
Answer: A graph using pictures to show data.
MD.B.3
ture graph
Gesture: Pretend to take a picture. Draw tallies in the air. (data)
Third
Grade
Question: What is a product?
Answer: The answer to a multiplication problem.
OA.A.1
duct
Third
Grade
3 x 5 15
product
Gesture: Point index fingers, one on chin, the other a little lower. Then point them in a forward direction
away from chin. (Sign language for “answer”.) Then cross arms like an X. (multiplication)
Question: What is a property?
Answer: A special characteristic.
OA.B.5
per
Gesture: Hold up 2 hands and rub fingers together as if feeling something in each hand. Then flatten
hands out, palms down. (Sign language for “characteristic”.)
Third
Grade
Question: What is a quadrilateral?
Answer: A 4 sided shape.
Third
Grade
3.G.A.1
ri
4
Gesture: Hold up 4 fingers then draw a rectangle in the air.
er
Question: What is a quotient?
Answer: The answer to a division problem.
OA.2
tien
Third
Grade
t
21 ÷ 3 7
quotient
Gesture: Point index fingers, one on chin, the other a little lower. Then point them in a forward direction
away from chin. (Sign language for “answer”.) With palms together, “slice” hands downward. (division)
Question: What is rounding?
Answer: To give the closest value of a number using multiples of 10.
NBT.A.1
ding
Third
Grade
Gesture: Hold up thumb and index finger as if showing something small. (closest value) Move finger across
front of body as if it was hopping. (multiples) Hold up 10 fingers.
Question: What is subtraction?
Answer: Subtraction is taking away.
NBT.A.2
trac
5–2=3
Gesture: Hold up arm so it is horizontal. (subtraction) Hold up 2 fingers on one hand and 3 on the other.
Move one hand backward to show taking away.
Third
Grade
Question: What is volume?
Answer: A measure for liquids.
MD.A.2
ume
Gesture: Make a looping motion with one hand (like an wave of water).
Third
Grade