Easel by TpT
DID YOU KNOW:
Seamlessly assign resources as digital activities

Learn how in 5 minutes with a tutorial resource. Try it Now  

Bundle Yearlong Open-Ended Math Questions (Journals/Do-Nows (First/Second Grade)

Bloomabilities
5.3k Followers
Grade Levels
1st - 2nd, Homeschool
Standards
Resource Type
Formats Included
  • Zip
Pages
450
$30.00
List Price:
$45.00
You Save:
$15.00
$30.00
List Price:
$45.00
You Save:
$15.00
Share this resource
Bloomabilities
5.3k Followers

Also included in

  1. Start the year off right with these back-to-school essentials that every Grade 1-2 teacher needs! With over 2100 pages, this bundle features 20 morning meeting, math, and poetry resources that you can use in your classroom everyday.   This bundle includes:  10 Monthly Morning Meeting PacketsStrength
    $87.00
    $140.00
    Save $53.00

Description

Challenge your students with open-ended math questions for journals and do-nows with this yearlong bundle for first and second grade. The set includes : January, February, March, April, May, June/July/August Combined Packet, September, October, November and December. Save $15 with this bundle which gets you more than 3 free months! (Price will be going up soon.)

This bundle includes the monthly packets and units to make the pages you need easier to find. This bundles focuses on: 

  • First Grade Number Sense
  • Second Grade Number Sense (Advice: Pick from BOTH grade levels to differentiate)
  • Time
  • Money
  • Geometry/Fractions
  • Measurement
  • Multiplication Concepts
  • Place Value
  • Data Analysis

Open-ended journal prompts: why are they important?

Over the last few years, I’ve made the switch to ALL Open-Ended Journal prompts. Why? Because it allows the kids to dig deeper and forces them to convey stronger mathematical reasoning. I see more “behind the scenes” thinking going on which is invaluable to me. With open-ended questions, there are multiple solutions.

Read more about this approach on my blog (and grab some freebies, too!) 

The Value of Open-Ended Math Questions

What’s the difference?

  • Old questions: There are 10 cookies. 7 are chocolate chip. How many are sugar? (There is only ONE answer.)
  • Open-ended way: There are 10 cookies. Some are sugar and some are chocolate chip. How many of each could I have? (There are SEVERAL answers. Kids can make/show MANY combinations.)

How do I use these? 

My original intent was to place these in the back of the kids’ poetry binders. But that still involved passing out papers and binders opening and closing, which can be a lot of work! So, I now run them off and create a little monthly packet. These go home at the end of the month. I only have 15-18 problems in my packets and use the rest for DO-NOWS that go home that day. These can also be used for homework. 

Other notes about this bundle: 

  • Can be folded in half and glued in notebooks if that's what you are currently using.
  • I offer lower/higher numbers for some problems so you can differentiate.
  • All problems have lots of possible answers so I make it clear to kids that I want to see several possible answers. It is expected. Seeing what’s NOT there is just as telling as seeing what is there.
  • Once you switch over to Open-Ended, you'll never want the standard prompts again. I promise! 

Thanks for looking! Individual Months also available below:

September Open-Ended Math Questions

October Open-Ended Math Questions

November Open-Ended Math Questions

December Open-Ended Math Questions

January Open-Ended Math Questions

February Open-Ended Math Questions

March Open-Ended Questions

April Open-Ended Questions

May Open-Ended Questions

June Open-Ended Math Questions

Check out a few of my other first grade math products:

Practice Makes Perfect: Addition & Subtraction Worksheets

Practice Makes Perfect: Names for Numbers

Practice Makes Perfect: Balancing Equations

Let's keep in touch!

☀️Visit my blog at FirstGradeBloomabilities

☀️ Follow me on Pinterest

☀️ Follow me on Instagram

☀️ Subscribe to my newsletter FirstGradeBloomabilitiesand download my FREE 50 Page Bucket Filler Activities now.

Total Pages
450
Answer Key
N/A
Teaching Duration
N/A
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.

Standards

to see state-specific standards (only available in the US).
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.
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.
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.
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.
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.

Reviews

Questions & Answers

Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.

More About Us

Keep in Touch!

Sign Up