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Fifth Grade Daily Math Warm-Ups: YEAR-LONG BUNDLE | Google & Distance Learning

Grade Levels
5th
Standards
Resource Type
Formats Included
  • Zip
  • Google Apps™
  • Compatible with 
    Activities
$15.80
Bundle
List Price:
$28.00
Bundle Price:
$19.75
You Save:
$12.20
$15.80
Bundle
List Price:
$28.00
Bundle Price:
$19.75
You Save:
$12.20
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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 (4)

    Description

    180 days of 5th grade Math Warm-ups! Get your students "activated" and engaged within the first few minutes of math class. This math warm-up resource promotes deep thinking and covers all of the fifth grade math standards.

    Each of the 4 sets in this resource includes

    • 45 thought-provoking problems to get students talking about math
    • Tons of teaching tips and suggestions
    • Full alignment to the Standards for Mathematical Practice AND the 5th grade math content standards
    • Multiple format options including full-page projectable slides to use with the entire class or quarter-page printables if you want students gluing them into notebooks
    • A DIGITAL version, FULLY COMPATIBLE WITH GOOGLE CLASSROOM!
    • Three sets of posters to promote "accountable talk" with suggestions for improving accountable talk in the classroom.
    • A gradual increase in difficulty. As your students develop their skills, the warm ups address more complex topics.
    • No answer key included as the questions typically have multiple solutions. However, teaching tips for the different problem types ARE included to help you guide students through their thinking.

    Have everything you need to get students working and thinking about math at your fingertips. Click any of the 4 sets to see the preview so you know EXACTLY what you get!

    Why these warm-ups work!

    • They are short, engaging, and different from what they see in the rest of math class.
    • This process builds math community and culture and helps create a climate of risk-taking and collaboration.
    • The problems address all fourth grade math concepts in different formats. The math gets more sophisticated as the year progresses.
    • Because they are not tied to any set curriculum sequence, they serve as an informal "spiral review", perfect for addressing skills all year long.
    • Students start math class with real thinking rather than procedures.
    • Transition times are reduced and on-task behavior increases.
    • Students feel good about math and improve their skills!
    • Consistent, daily use helps YOU be more prepared and helps students learn how to tackle a variety of problems.

    Why use a daily math warm up? Research shows that the first ten minutes of your math lesson will set the tone for the rest of the class. Students must be "activated" and engaged so that they are ready to learn. Using high-level math warm-ups at the start of each lesson will accomplish this goal.  

    My Math Warm-Up Routine

    1. I have my problem for the day ready--either ready to project, ready to glue into notebooks, or ready to send via Google Classroom.  I mix these up to keep things interesting.
    2. Students get just a few minutes to work, and it varies by problem.  Some students will finish, while others may not.  I work hard to build the culture so students understand that the solution is secondary to the process.
    3. After we have enough math to talk about, it's math talk time!  Sometimes I have students turn and talk in their desk groups or with a partner, sometimes I have a few students share under the document camera, and sometimes I have whole-class discussions about the problem and solution strategies.
    4. If I feel it's important, I may jump in and do some clarification of misconceptions or do some reteaching.
    5. I summarize key takeaways from the warm-up before we head into our main math work for the day!

    WANT TO TRY A WEEK FOR FREE?

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    NEED THE GRADE 3 WARM UP BUNDLE INSTEAD? HERE YOU GO!

    NEED THE GRADE 4 WARM UP BUNDLE INSTEAD: HERE YOU GO!

    -----------------------------------------------------------------------------------------------------

    Looking for other quality resources to promote deep thinking?

    Try these OPEN ENDED MATH CHALLENGES!

    Or these real world, PROJECT BASED LEARNING TASKS

    Or these 25 MATH CONCEPT SORTS, perfect for getting students talking about math and uncovering misconceptions!

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    All rights reserved by ©The Teacher Studio. Purchase of this resource entitles the purchaser the right to reproduce the pages in limited quantities for single classroom use only. Duplication for an entire school, an entire school system, or commercial purposes is strictly forbidden without written permission from the author at fourthgradestudio@gmail.com. Additional licenses are available at a reduced price.

    Total Pages
    Answer Key
    N/A
    Teaching Duration
    1 Year
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    Standards

    to see state-specific standards (only available in the US).
    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.
    Classify two-dimensional figures in a hierarchy based on properties.
    Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

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