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Back to School Math Activities | 2nd 3rd | Back to School Math Worksheets

19 Ratings
I Want to be a Super Teacher
6.3k Followers
Grade Levels
2nd - 3rd, Homeschool
Subjects
Standards
CCSSMP6
CCSSMP4
CCSSMP3
CCSSMP2
CCSSMP1
Formats Included
  • PDF
  • Compatible with 
    Activities
Pages
68 pages
$6.50
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$6.50
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I Want to be a Super Teacher
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Also included in

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DescriptionStandards22Reviews19Q&AI Want to be a Super TeacherMore fromI Want to be a Super Teacher

Description

Use these PRINT & GO back to school math activities to challenge your high flying 2nd and 3rd grade students with advanced math problem solving FUN from the first day of school. These September math challenges & brainteasers have engaging school themes students love, and are a perfect way to extend and enrich your advanced second and third grade mathematicians' learning. Use in-person or put the worksheets in distance learning packets for your high flying students.

Want to save over 25% off the original price? You can purchase this resource as part of the YEAR of Math Challenges BUNDLE!

Includes 26 NO PREP math printables & answer keys you can use for math centers, homework, fast finishers, small groups, number talks, math enrichment contracts, home learning packets, advanced math assessments or whole class problem solving.

Back to School themes include: school supplies, recess, class assignments, lunch, teaching, libraries, specialty classes, and centers

Recommended as a challenge for 2nd and 3rd grade students.

Included in this pack:

13 Math Challenges

  • Center Activities (Adding 1-digit numbers to 30, guess and check)
  • Lunch Number Who am I? (Place value to four-digits, logical thinking, guess and check)
  • Penny Prep (Adding multiple 2-digit numbers or multiplication with 2-digit numbers)
  • Bike, Walk, or Bus (Adding 1 and 2-digit numbers within 30, guess and check)
  • What’s for Lunch? (Finding all possible combinations)
  • Lunch Card Mix Up (Adding multiple 1-digit numbers, logical thinking, guess and check)
  • Pencils & Erasers (Adding coins to $2.25, problem solving)
  • School Supplies (Adding and subtracting coins and bills to $10.00, logical thinking)
  • Library Leftovers (Multiplying and subtracting 1, 2, and 3-digit numbers)
  • Crayon Boxes (Adding or subtracting multiple 2-digit numbers, division with a 3-digit number)
  • Assessment Day (Adding minutes, converting minutes to hours)
  • Obstacle Course (Mixed operations, converting seconds to minutes)
  • Specialty Classes (Elapsed time, logical thinking)

All math challenges come with a lined page for written responses focused on strategies students used to solve the problem

13 Brainteasers

  • Desks in a Row (Logical thinking, guess and check)
  • Class Assignments (Logical thinking, guess and check)
  • Lunch Tables (Logical thinking, guess and check)
  • Recess Activities (Logical thinking, guess and check)
  • Colored Pencil Orders #1 (Place value with ones and tens, easier)
  • Colored Pencil Orders #2 (Place value with ones, tens, and hundreds, more difficult)
  • School Supply Sentences #1 (Addition and subtraction within 20, balancing equations)
  • School Supply Sentences #2 (Addition and subtraction within 100, balancing equations)
  • TEAM Logic Puzzle (Logical thinking, guess and check, easier)
  • WORK Logic Puzzle (Logical thinking, guess and check, easier)
  • TEACH Logic Puzzle (Logical thinking, guess and check, more difficult)
  • LEARN Logic Puzzle (Logical thinking, guess and check, more difficult)
  • DISCOVERY Logic Puzzle (Logical thinking, guess and check, most difficult)

Also includes

  • Student resource page with common conversions and extra info students might need to help solve these problems. Perfect to use for homework or centers!
  • Answer keys for every problem

Check out the preview to see all challenges, brainteasers, and answer keys.

Have a fab day Super Teacher!

Katie

iwanttobeasuperteacher.com

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Total Pages
68 pages
Answer Key
Included
Teaching Duration
N/A
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Standards

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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.
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.
CCSSMP3
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.
CCSSMP2
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.
CCSSMP1
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.

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