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Digital and Print Bundle | Early Finishers Math Challenges | Distance Learning

Leah Popinski
6,309 Followers
Format
Zip (12 MB|77 print pages + a Google Slide Digital Version for each pack!!)
Standards
$16.69
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$20.86
You Save:
$4.17
 Digital Resource for Students
The Teacher-Author has indicated that this resource is made for device-based learning.
$16.69
Bundle
List Price:
$20.86
You Save:
$4.17
 Digital Resource for Students
The Teacher-Author has indicated that this resource is made for device-based learning.
Share this resource
Leah Popinski
6,309 Followers

Products in this Bundle (4)

    Bonus

    FREE Early Finishers and Gifted Challenges

    Description

    This resource is PRINT AND DIGITAL! These challenges are also great for Flipgrid prompts!

    I'm done, now what? Tired of scrambling around looking for something for your fast finishers to do? This early finisher bundle of over 130 challenges is the answer!

    We call this early finisher or fast finisher work. But really these challenges can be used with ALL of your students and is wonderful for distance learning. THIS RESOURCE COMES IN PRINTABLE AND DIGITAL VERSIONS.

    I created completely separate digital resources in color with movable pieces and interactive text boxes to amplify the fun factor. Then, I added a digital version to the print version with no extra cost to you! These challenges are highly engaging and motivating!

    ALL PACKS are now completely digital with interactive parts, not just overlays. Tons of fun for remote learning! You can have ALL of your students working on the same activities even if some are online and some are face to face learners! So very helpful!!

    Over 130 activities perfectly aligned to the Common Core Mathematical Practices and Texas TEKS Process Standards! Each challenge was carefully crafted with problem solving in mind.

    Modalities vary so students stay highly engaged. With this resource, students will have rigorous work to do once they have completed assignments! You can make the print version into a booklet. Give it to your students or add it to your early finishers bin and tell them when they complete their assignment they can work on it. Assign the digital version through Google Classroom. Easy!

    ✹ The term "Smarty Pants" is not used in any student material.

    VARIETY OF USES FOR DIFFERENTIATION

    This pack could be used in a variety of ways - class-wide, individual, homework, assessment, guided math groups, or intervention. You may choose to utilize this resource as a packet or use each page on its own. If you print the resources or assign them through Google Classroom, they will serve as meaningful work for students to complete when they are finished and are waiting for the rest of the class.

    ❤️ Click here to read all about the activities in this bundle and grab a freebie.

    You will no longer spend hours looking for something to keep your early finishers engaged and learning, and you won't hear, "I'm finished, what do I do now?" anymore!

    For a quick video peek inside, click the link below.

    ▶️ Early Finishers Video Description

    Use these tasks for early finishers, gifted students, morning work, math warm-ups, math centers, or collaborative work.

    TARGETED MATHEMATICAL THINKING. NO FLUFF. RIGOROUS AND FUN!

    These math tasks will have your third, fourth, and fifth graders thinking, reasoning, using math vocabulary, order of operations, mental math, and number sense!

    They may also work well for some 6th graders. Please see the preview!

    Prevent off-task behavior by keeping those eager minds engaged, motivated, and challenged with these tasks that promote mathematical thinking and reasoning. Each task is also a springboard for great mathematical classroom conversations!

    Parents love seeing these come home for homework, too!

    VARIETY OF USES FOR INSTRUCTION

    1. Intervention- For students who need that extra boost, this is a great opportunity to teach and practice problem solving and many other math skills. It is a wonderful way to build mathematical confidence in students, too!

    2. Early Finishers – You could use this product as a packet for students to work on independently until everyone is done. Math for Smarty Pants contains meaningful, rigorous, engaging activities that assure students are working on important skills instead of busywork.

    3. Homework or Independent Work During Math Centers – Students should be able to do complete these challenges independently with little or no instruction using problem solving skills and mental math.

    5. Guided Math – Especially if you have limited time, these activities are perfect for guided math groups. You can focus on a problem solving strategy, such as guess and check, use logical reasoning, work backward, and look for patterns.

    ▶️ For more about how we use these early finisher tasks in our classroom, click here.

    ❤️ Why you’ll L-O-V-E this:

    "Awesome for centers and extra time fillers. Really made my higher kiddos think." –Megan

    "I have these in my early finishers bins and they have been a big hit! My kids think they are fun and I love that they challenge them to think outside the box!" –Alexis

    "Great resource for the "What do I do now?" moments. –TpT Buyer

    "A wonderful daily challenge to begin our summer Math session - exactly what I was looking for." –Penny

    "These have been great to have on hand for my early finishers!" –Ramblings from Rachel

    "This has been an awesome supplement for my students! Challenging, yet attainable." -Coal City Intermediate School F.

    ✋ Want to know more about what's included? Click on the links below to view the individual previews for each resource!

    Early Finishers Pack #1 || Distance Learning || Printables & Google Slides: Answer Key Included

    Early Finishers Pack #2 || Distance Learning || Printables & Google Slides: Answer Key Included

    Early Finishers and Gifted: Math Challenges #3:

    Answer Key Included

    Place Value Number Sense Task Cards:

    These Tasks are Open-Ended. An answer key is not provided since there are many possible answers for each challenge.

    ⭐Looking for more fun math activities to keep your students engaged and challenged? Check out these popular resources!

    Related Products

    ◼️ Word Problems Multiple Operations - Bundled!

    ◼️ Equivalent Fractions Task Cards Hands-On Editable

    ◼️ Multi-Step Word Problem Task Cards 4th Grade

    Tips from Sum Math Fun:

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    ❤️ Leave feedback to earn credit points to SAVE $$$ on future products!

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    Thanks for taking your time to peek inside this resource!

    You can find more math resources in my store: Sum Math Fun

    Have fun Mathing!

    -Leah

    Total Pages
    77 print pages + a Google Slide Digital Version for each pack!!
    Answer Key
    Included
    Teaching Duration
    Lifelong tool
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    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.
    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.
    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.

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