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Free Early Finishers and Gifted Primary || Distance Learning

27 Ratings
Sum Math Fun
6,432 Followers
Subject
Grade Levels
Formats
PDF (2 MB|10 pages)
TpT Digital Activity
Standards
CCSSMP8
CCSSMP7
CCSSMP6
CCSSMP5
CCSSMP4
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Sum Math Fun
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DescriptionStandards7Reviews27Q&ASum Math FunMore fromSum Math Fun

Description

Perfect for early finishers, morning work, math centers, collaborative work, and tasks for gifted learners.

Each activity included in this free download uses Common Core Mathematical Practices and the Texas TEKS Process Standards.

The challenges are rigorous but lots of fun, too. They are also leveled for easy differentiation.

There is a beginning story that introduces Jute the Giraffe and Thomas the Turtle. These two characters have very different problem solving approaches. They appear on the challenge pages to add humor and give support to students who may tend to give up and not persevere.

⭐ If you need something at your fingertips to keep your fast finishers engaged, thinking, reasoning, and using number sense...this is it! :)

❤️ Why You’ll L-O-V-E it:

• “Love this for my gifted students! What a great way for them to THINK about the math they're doing!” -Joey

• “Great way to help young learners begin to reason.” -Debbie

• “Thank you so much for this download! I am a substitute teacher and sometimes I need a backup plan! I appreciate having this handy in my bag!” -Buyer

Just print, laminate or use sheet protectors, and use year after year!

✅Check out Early Finishers and Gifted: Math Challenges for 14 more pages for your early finishers!

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✋ Looking for more fun math resources? Check out these popular resources!

✅ Addition and Subtraction Word Problems for November - Spin-A-Word-Problem

✅ Early Finishers & Gifted - Addition & Subtraction Balancing Equations Within 10

✅ Graphing at the Zoo Tally Marks Picture Graphs Bar Graphs No Prep

✅ March Math Activities, Math Centers, Printables - No Prep

✅ Measurement Activities for First Grade - Nonstandard

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Thank you for downloading, browsing, following and inspiring! I hope this resource brings a bit of inspiration your way! If you find anything in this packet that needs to be reworked or might work better for your students, please let me know and I will be happy to rework any activity/packet that you have purchased to fit your needs.

Let’s connect!

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Thanks for taking your time to peek inside this resource!

Have fun Mathing!

-Leah

©Leah Popinski

This product is intended for personal use in one classroom only. For use in multiple classrooms, please purchase additional licenses.

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Total Pages
10 pages
Answer Key
Included
Teaching Duration
N/A
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Standards

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CCSSMP8
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.
CCSSMP7
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.
CCSSMP6
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.
CCSSMP5
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.
CCSSMP4
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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