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Early Finishers Pack #2 || Distance Learning || Printables & Google Slides

Leah Popinski
6,372 Followers
Format
Zip (3 MB|27 print challenges + 27 digital challenges (42 total slides with detailed instructions))
Standards
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 Digital Resource for Students
The Teacher-Author has indicated that this resource is made for device-based learning.
$5.50
Digital Download
 Digital Resource for Students
The Teacher-Author has indicated that this resource is made for device-based learning.
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Leah Popinski
6,372 Followers

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  1. 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
    $16.69
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Description

Math for Smarty Pants #2 - Digital and Print Math Challenges for Early Finishers, Gifted, Homework, & Extensions

Keeping your early finishers challenged and working doesn't have to take extra time and effort on your part! This early finisher and gifted packet is no-prep with 27 ready-to- go math challenges that are perfect for extensions, centers, individual and collaborative work, or math warm-ups. The just print or digital format makes them also perfect for distance learning.

Detailed instructions with examples so that your students can work independently.

The challenges are focused on place value and mathematical reasoning!

Great problem solving tasks that are aligned with Common Core Mathematical Practices and Texas TEKS Mathematical Process Standards.

Your students will be thinking, reasoning, and using number sense while being engaged and challenged!

Great to have at your fingertips when you hear that first..."I'm DONE!"

❤️ What other educators are saying:

  • "WoW! These are tough!!! Perfect for my students who need a real challenge in math. I love the variety of the activities." -Lina

  • "Great for my high math group. The worksheets are challenging--just what they need! -Alaina"

  • "Challenging and thought provoking, while still being fun and engaging for students!" –Megan

  • "I had a really keen group of math students this year and needed something to keep them challenged! This was perfect!" -Stacey

⭐SAVE $$$!! Click here to see the BUNDLE that includes over 130 challenges!

You'll love having the digital and print versions together. Your in-person students and your students who are learning remotely can be doing the same challenges!

✋ Looking for more fun activities for reviewing math skills? Check out these popular resources:

Early Finishers: Activities for Gifted, Homework, & Extensions - BUNDLED!

Equivalent Fractions Task Cards Hands On

Multi-Step Word Problem Task Cards 4th Grade

Measurement Activities I Have Who Has Game - Conversions

Tips from Sum Math Fun:

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

Have fun Mathing!

-Leah

Total Pages
27 print challenges + 27 digital challenges (42 total slides with detailed instructions)
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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