End of Year Activities | Brain Teasers and Logic Puzzles

Oink4PIGTALES
3.4k Followers
Grade Levels
2nd - 3rd, Homeschool
Standards
Formats Included
  • PDF
  • Activity
Pages
26 pages
$4.00
$4.00
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Oink4PIGTALES
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Easel Activity Included
This resource includes a ready-to-use interactive activity students can complete on any device. Easel by TpT is free to use! Learn more.

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  1. Make teaching problem-solving skills fun with these engaging, hands-on brain teasers and logic puzzles! This bundle includes 218 DIGITAL and PRINTABLE math centers/stations perfect for students to develop higher-level problem-solving and critical thinking skills. Quick and easy setup plus clear stud
    $45.00
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Description

DIGITAL and PRINTABLE Brain Teasers and Logic Puzzles provide students with challenging, engaging, and higher-level problem solving activities that have them begging for more! These Racing Theme task card activities are hands-on word problems using ALL 8 MATH PRACTICES to problem solve. Students will be engaged using these sport theme racing brain teasers and logic puzzles!

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Students will have fun, be challenged, but not frustrated with these logic puzzles.

This Math Logic Tasks and Brain Teasers Set Includes:

  • 10 DIGITAL and PRINTABLE Tasks
  • PRINTABLE Student Color Race Car Manipulatives
  • Illustrated Answer Keys
  • Teacher Extension Instructions
  • Student Blank Race Car Manipulatives
  • Color Center Cover
  • Black and White Center Cover
  • Student Answer Recording Sheets (2 per page)
  • Student Page to Create Logic Puzzles Tasks

TEACHERS LIKE YOU SAID ABOUT MY BRAIN TEASERS and LOGIC PUZZLES SETS…

⭐️⭐️⭐️⭐️⭐️ "OMG!!! My class loves logic puzzles and these are great! I really appreciate that you included the manipulatives in both color and black & white. I'm going to have my kids color them to save my ink!"

⭐️⭐️⭐️⭐️⭐️"My students love these! Thanks so much for this challenging and fun set! It is great for early finishers and to keep on hand in math center.

⭐️⭐️⭐️⭐️⭐️"Fun way to challenge students! Great for early finishers and love the choice of colored and black and white manipulative."

⭐️⭐️⭐️⭐️⭐️"I enjoyed as much as my kiddos!"

Other useful resources can be found by clicking on the links below.

PIG THEME MATH BRAIN TEASERS and LOGIC PUZZLES

GREAT ANIMAL RACE LOGIC PUZZLES

BRAIN TEASER and LOGIC PUZZLES DIFFERENTIATED MATH CALCULATOR TASKS

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Copyright ©Oink4PIGTALES

Permission to copy for single classroom use only.

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Total Pages
26 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

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

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