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Distance Learning | Brain Teasers Bundle: 90 Logic Puzzles, Riddles, & More!

Mister Harms
1.9k Followers
Grade Levels
Not Grade Specific
Standards
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Formats Included
  • Zip
  • Google Apps™
  • Compatible with 
    Activities
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$12.00
Bundle
List Price:
$15.00
You Save:
$3.00
$12.00
Bundle
List Price:
$15.00
You Save:
$3.00
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Mister Harms
1.9k Followers
Includes Google Apps™
This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).
Compatible with Easel Activities
Some resources in this bundle can be made into interactive versions that students can complete on any device. Easel is free to use! Learn more.

Products in this Bundle (3)

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    1. What's In This Bundle?This bundle contains access to EVERY single paid resource in the Mister Harms store! Save big and go for it! It's EVERYTHING! It's the whole kit and caboodle, the whole enchilada, the whole ball of wax, the whole shebang! Whatever you want to call it, you're going to get it al
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    Description

    Everyone loves logic puzzles, riddles, and critical thinking. As featured in the TpT newsletter, expand your students' brain power with this set of Brain Teasers to use as brain breaks or bellringers for your classroom! These are perfect for distance learning too!

    ⭐️This product is also included in my Emergency Activities Bundle. Save 30% on this product and others by getting the bundle!⭐️

    Overview:

    With all 3 volumes included in this bundle, at 90 questions total, you'll have more than a semester's worth of daily bell-ringers! Everyone loves logic puzzles, riddles, and critical thinking. Expand your students' brain power with this fun set of Brain Teasers to use as brain breaks for your classroom!

    What's Included:

    • Now in Google Drive format!
    • 90 different Brain Teasers in 2 great formats - (Worksheet handouts or Google Slideshow visuals)
    • 9 worksheets of 10 Brain Teasers each - (to use as printed handouts or assign in Google Classroom)
    • 3 stunning slideshows of 30 Brain Teasers each - (to use as whole group through Google Slides)
    • Answers to all 90 Brain Teasers are included
    • There are 60 medium difficulty teasers and 30 even more difficult teasers.
    • These are perfect for upper elementary through adults!
    • All Brain Teasers are in printable pdf format as well as Google Drive format to assign through Google Classroom
    • Volumes 1, 2, and 3 are included in this bundle saving you money! Volume 1 | Volume 2 | Volume 3.

    These Brain Teasers are also great to use as class fillers in that final 5 minutes, use them as a center activity, or maybe as a fun day. You may even want to include one Brain Teaser at the end of each chapter test as an extra credit bonus question (my students love this). Make it an ongoing competition by projecting the PowerPoint and having groups race to complete a few Brain Teasers every Friday. Whatever the format, you and your students will love these Brain Teasers!

    Thank You!

    Thanks so much for stopping by! It's great to meet you! I hope this resource adds value to your classroom. If you have time, I'd love for you to leave a rating on this product with your awesome feedback, and make sure to follow Mister Harms for important updates and savings. I would also love to see how you've incorporated this product into your classroom. Feel free to post a photo of this resource in action and tag @misterharms so I can meet you! I hope you have a wonderful day!

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    Standards

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