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2nd Grade Math Word Problem Task Cards | Year Long BUNDLE

118 Ratings
Core Inspiration by Laura Santos
15,517 Followers
Subject
Grade Levels
Format
Zip (520 MB|300 pages)
TpT Digital Activity
Standards
CCSSMP8
CCSSMP7
CCSSMP6
CCSSMP5
CCSSMP4
$43.20
Bundle
List Price:
$54.00
You Save:
$10.80
Add to Wish List
$43.20
Bundle
List Price:
$54.00
You Save:
$10.80
Add to Wish List
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Core Inspiration by Laura Santos
15,517 Followers
Compatible with TpT Digital Activities
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    Bonus

    Task Card Board/Station Signs

    Also included in

    1. Second Grade Math Enrichment Year Long Bundle | Math Workshop & Guided Math
      These 2nd grade math extension and enrichment activities aren’t busy work. They help your students develop a deeper understanding of second grade math concepts through:★ Hands-on games that foster conversations about math. ★ Carefully-crafted word problems that require modeling and explaining math r
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    DescriptionStandards36Reviews118Q&A9Core Inspiration by Laura SantosMore fromCore Inspiration by Laura Santos

    Description

    The 440 math problem solving task cards included in this bundle are designed to help second grade students exercise multi-step math problem solving, reasoning, critical thinking, and precise math modeling skills for the following math topics:

    • Place value word problems
    • Addition & subtraction word problems
    • Arrays & multiplication word problems
    • Single-digit addition word problems
    • Single-digit subtraction word problems
    • Measuring customary & metric length word problems
    • Counting money word problems
    • Telling time word problems
    • Plane and solid figures geometry word problems
    • Data & graphing word problems

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    WHAT’S INCLUDED:

    ★ 320 Making Meaning Task Cards: These tasks require students to apply 2nd grade math skills to solve complex word problems using precise math models.

    ★ 120 Challenge Task Cards: These tasks are designed to provide enrichment opportunities to students who have mastered the math concepts you’ve introduced during each unit. Each task requires critical thinking and the ability to apply 2nd grade math skills to solve more advanced and complex problems.

    ★ Printable Recording Sheets: The three recording sheet formats included help you scaffold and differentiate the problem solving process for the learners in your classroom. Each recording sheet format includes space for students to:

    • Record and analyze the math word problem.
    • Create labeled math models showing how to solve the problem.
    • Record their solution in a complete sentence.

    ★ Scholarly Speak Reference Sheets: one sheet of math academic vocabulary words that provide scaffolding as students label their math models and explain their reasoning.

    ★ BUNDLE BONUS Task Card Board/Station Signs: ready-to-print signs that make organizing your task card station a breeze.

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    PEDAGOGY:

    Multi-step word problems are one of the greatest challenges for many students. We should be providing students with daily opportunities to tackle complex word problems in the classroom so they can truly master this challenging skill.

    These math problem solving tasks are carefully crafted so students routinely practice their ability to:

    ★ Carefully analyze what math skills are required to find a solution.

    ★ Create detailed math models that show their math reasoning.

    ★ Record their solution in a complete sentence.

    Now you can easily give your students more practice solving complex word problems without having to prep your own for each unit. Here are a few ways you can use these task cards as an instructional tool in your classroom:

    ★ Guided practice during small group work

    ★ Step-by-step modeling during mini lessons

    ★ Guided math conversations with parent volunteers, teacher’s aides, or teacher

    ★ Independent practice during math workshop, guided math, math centers, or Daily 3

    ★ Word problem solving station during math centers

    ★ Formative assessment tool throughout math units

    ★ Summative assessment tool at the end of math units (Transfer Tasks are designed specifically for this purpose)

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    DIFFERENTIATION & RIGOR MADE EASY:

    This collection of task cards includes two features that make it easy for you to differentiate problem solving your students.

    ★ Two Task Card Types: With two types of task cards to choose from, your students will participate in rigorous problem solving opportunities that meet them at their current level of understanding.

    • Making Meaning Tasks are designed for students who are working to apply and master second grade math concepts.
    • Challenge Tasks are designed for students who are ready to take their learning to the next level and tackle more advanced, complex word problems.

    ★ Three Recording Sheet Formats: No matter what type of task card your students are solving, they can use the unique problem solving recording sheets included in this resource. The three formats include:

    • A sheet with a beginner problem solving process checklist.
    • A sheet with an advanced problem solving process checklist.
    • A sheet without a problem solving checklist for students who need less scaffolding.

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    BUILDING STUDENT INDEPENDENCE:

    These task cards are a perfect independent practice tool for math workshop, guided math, math centers, or Daily 3. Included in this bundle are labels that help you create a task card board or station where students can independently select the tasks that interest them most each day. This makes incorporating student choice into your daily math practice seamless.

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    SAVING TIME:

    You will have no shortage of quality word problems this school year. Rather than crafting your own word problems, or piecing together the most rigorous problems from your math files, you can simply print, cut, and laminate these task cards and rest easy knowing you have a collection of standards-aligned problem solving tasks that were crafted with rigor and creativity in mind.

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    WHAT TEACHERS THINK OF THIS BUNDLE:

    ♥ “I really like the thoroughness of each unit. They include some very thought provoking challenges for the students which is what I was looking for.” - Lauren B.

    ♥ “These are going right up in my math center! I love that the questions require students to extend and explain their thinking, as opposed to the traditional questions that they can just finish in seconds. Thank you!” - Aimee U.

    ♥ “I am so happy I purchased the task cards. My students are improving their math writing because of these. They are able to show their thinking with pictures, equations, and words. Thank you for an amazing product!” - Reading Waves

    ♥ “This is a great way to challenge students to think about their reasoning when it comes to math. The cards are perfect and will be a great asset to my math centers!” - Katie H.

    ♥ “These cards are fantastic! I purchased them along with the Write to Explain How To Guide. This is going to be so helpful when teaching the students how to write a constructed response and what they will be required to do on state assessments. Thanks!” - Lynn M.

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    Total Pages
    300 pages
    Answer Key
    N/A
    Teaching Duration
    1 Year
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    Standards

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    CCSSMP8
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    CCSSMP7
    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.
    CCSSMP6
    Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
    CCSSMP5
    Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
    CCSSMP4
    Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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