TPT
Total:
$0.00
3rd Grade Math Word Problem of the Day | April Math Problem Solving Bundle
3rd Grade Math Word Problem of the Day | April Math Problem Solving Bundle
3rd Grade Math Word Problem of the Day | April Math Problem Solving Bundle
3rd Grade Math Word Problem of the Day | April Math Problem Solving Bundle
3rd Grade Math Word Problem of the Day | April Math Problem Solving Bundle
3rd Grade Math Word Problem of the Day | April Math Problem Solving Bundle
3rd Grade Math Word Problem of the Day | April Math Problem Solving Bundle
3rd Grade Math Word Problem of the Day | April Math Problem Solving Bundle
Share

Description

This April 3rd Grade Math Problem of the Day is great for teaching daily two-step word problem practice and helping build students story problem skills with all operations using fun April themes like Earth Day, Library Week, and more! These challenge word problems are designed to take less than 15 minutes per day

Problems include single-step, multi-step, and extra information. This helps build students' capacity for critical thinking and mathematical problem-solving skills. The problems increase in complexity across the months. This is purposefully done to help prepare students for the types of problems they may see on state tests and in 4th grade.

This April 3rd Grade Daily Problem Solving Resource includes:

  1. Daily Problem Solving Teacher's Guide for Digital & Print
  2. 5 weeks of April-themed word problems - in both Google Slides & Print
  3. Answer keys
  4. Access to step-by-step directions for assigning these in Google Classroom

Word Problem Themes:
Each week includes a fun fact and the word problems are themed to align with monthly holidays, special events, and kid-friendly topics. This month's topics are:

āœ” Week 1: High Fives

āœ” Week 2: Frogs

āœ” Week 3: Library Week

āœ” Week 4: Earth Day

āœ” Week 5: Baseball

*IMPORTANT TEACHER NOTE: These problems were designed to allow students safe opportunities for struggle time. Download the preview and request a sample to see some problems. If you find it too difficult, the grade level below may be more appropriate for your learner


Ways to Use the Problems:
• Digital classrooms or for home learning
• During whole or small-group math instruction
• Projected or on an interactive whiteboard as a daily problem-solving warm-up
• Test prep
• Independent enrichment or challenge problems for early finishers


Benefits of a Problem of the Day format:
ā‘ Daily practice builds routine and structure for practice
ā‘ Less overwhelming to reluctant or struggling learners
ā‘ Helps identify students who may need additional support
ā‘ Encourages discussion about skills & strategies

Terms of Use:
Ā© 2020 Rebecca Davies. All rights reserved by the author. These materials are intended for personal use by a single classroom only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. For use in multiple classrooms, please purchase additional licenses. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. See product file for clip art and font credits.

Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

3rd Grade Math Word Problem of the Day | April Math Problem Solving Bundle

$6.07
$8.50
SAVE
$2.43

Highlights

Digital downloads
Standards icon
Standards
Answer Key
Included
Teaching Duration
1 month

Description

This April 3rd Grade Math Problem of the Day is great for teaching daily two-step word problem practice and helping build students story problem skills with all operations using fun April themes like Earth Day, Library Week, and more! These challenge word problems are designed to take less than 15 minutes per day

Problems include single-step, multi-step, and extra information. This helps build students' capacity for critical thinking and mathematical problem-solving skills. The problems increase in complexity across the months. This is purposefully done to help prepare students for the types of problems they may see on state tests and in 4th grade.

This April 3rd Grade Daily Problem Solving Resource includes:

  1. Daily Problem Solving Teacher's Guide for Digital & Print
  2. 5 weeks of April-themed word problems - in both Google Slides & Print
  3. Answer keys
  4. Access to step-by-step directions for assigning these in Google Classroom

Word Problem Themes:
Each week includes a fun fact and the word problems are themed to align with monthly holidays, special events, and kid-friendly topics. This month's topics are:

āœ” Week 1: High Fives

āœ” Week 2: Frogs

āœ” Week 3: Library Week

āœ” Week 4: Earth Day

āœ” Week 5: Baseball

*IMPORTANT TEACHER NOTE: These problems were designed to allow students safe opportunities for struggle time. Download the preview and request a sample to see some problems. If you find it too difficult, the grade level below may be more appropriate for your learner


Ways to Use the Problems:
• Digital classrooms or for home learning
• During whole or small-group math instruction
• Projected or on an interactive whiteboard as a daily problem-solving warm-up
• Test prep
• Independent enrichment or challenge problems for early finishers


Benefits of a Problem of the Day format:
ā‘ Daily practice builds routine and structure for practice
ā‘ Less overwhelming to reluctant or struggling learners
ā‘ Helps identify students who may need additional support
ā‘ Encourages discussion about skills & strategies

Terms of Use:
Ā© 2020 Rebecca Davies. All rights reserved by the author. These materials are intended for personal use by a single classroom only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. For use in multiple classrooms, please purchase additional licenses. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. See product file for clip art and font credits.

Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

Reviews

4.8
Rated 4.8 out of 5, based on 39 reviews
39
ratings
5
33
4
5
3
1
2
0
1
0
Mostly used with 3rd grade
Reviews
1
9
1
2nd
3rd
4th
All verified TPT purchases
Rated 5 out of 5
November 11, 2024
It takes me so long to think of word problems, so this saved me a bunch of time - THANK YOU
The Kiwi Curriculum
(TPT Seller)
701 reviews
Grades taught: 3rd, 4th
Rated 5 out of 5
May 9, 2024
These were helpful to use each day. Rigorous enough and great practice. Thank you.
Gina M.
462 reviews
Grades taught: 3rd
Rated 5 out of 5
April 17, 2024
I use these word problems every day as a math warm up! They are perfect for critical thinking and apply real world scenarios to math!
Porsche P.
310 reviews
Grades taught: 3rd
Rated 4 out of 5
August 9, 2022
Great resource!
Stephanie Mumford
(TPT Seller)
303 reviews
Grades taught: 3rd
Student populations: Emerging bilinguals
Rated 4 out of 5
July 8, 2022
Excellent resource! Thank you for creating/sharing!
Danielle C.
871 reviews
Grades taught: 3rd
Rated 3 out of 5
April 5, 2022
I love this resource! I am using it along with the cubes strategy to help prep my students for the state testing. I love the "facts of the weeks" to help keep students entertained. The only problem I have is that there are spelling/math errors on the answer key. On Week 4- Monday- it says "how many total frees" and should say trees. On Week 4- Tuesday- the answer is 1,680 not 1,600 gallons. It is a little disappointing to have paid for a purchase and find errors. However, still love this resource and would recommend.
Jaclyn C.
167 reviews
Grades taught: 3rd
Rated 5 out of 5
January 21, 2022
Great way to stretch student's problem solving skills!
Jemma W.
106 reviews
Grades taught: 3rd
Rated 5 out of 5
June 12, 2021
Great for multi step problems. Thanks!
Dana D.
210 reviews
Grades taught: 3rd

Questions & Answers

Loading

Standards

to see state-specific standards (only available in the US).
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.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Loading