Description
Use a very simple context to help students develop the eight Standards for Mathematical Practice.
This activity is the second of a series of problems that are being developed to help students think and work like mathematicians as defined by the new Common Core State Standards.
This activity is the second of a series of problems that are being developed to help students think and work like mathematicians as defined by the new Common Core State Standards.
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Highlights
Digital downloads
Grades
1st - 12th, Adult Education
Subjects
Standards
CCSS1.OA.A.1
CCSS2.OA.A.1
CCSS3.OA.C.7
Tags
Pages
6
Teaching Duration
2 days
Description
Use a very simple context to help students develop the eight Standards for Mathematical Practice.
This activity is the second of a series of problems that are being developed to help students think and work like mathematicians as defined by the new Common Core State Standards.
This activity is the second of a series of problems that are being developed to help students think and work like mathematicians as defined by the new Common Core State Standards.
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
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Fabulous math problem
Love this math problem! Thank you!
Thanks!
not used yet but curious to see if my students use productive struggle
This is a great culminating activity for Math Practices. Thanks!
Thank you. I hope you have fun!
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
CCSS2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
CCSS3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
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