Halloween Math Activity: Planning A Party & Problem Solving

6 Ratings

$Halloween Math Activity: Planning A Party & Problem Solving$

Subject

Basic Operations, Word Problems, Halloween

Grade Levels

1^st, 2^nd, 3^rd, 4^th, 5^th

Resource Type

Projects, Math Centers, Cooperative Learning

File Type

PDF

(5 MB|12 pages)

Standards

CCSSMP4

CCSSMP1

CCSS3.OA.D.8

CCSS2.OA.B.2

CCSS2.OA.A.1

Product Description
StandardsNEW

This challenging and fun Halloween problem provides students an opportunity to practice many real-life skills, including addition, subtraction, making financial decisions, and problem solving. This rich task includes three different versions so you may differentiate your instruction.

To set the scene, the students will receive a mysterious letter with a request from some spooky neighbors to help them plan a Halloween party. They will be responsible for making sense of the problem (outlined for them in the letter) and using one of the 3 price lists to follow the criteria in the problem. They must purchase food, beverages, decorations, and other supplies while staying within a certain budget.

Included in this product, you will find:

* A teacher direction page to help you create your lesson plans quickly (with standards addressed included for quick copying and pasting into your personal planning template)

* 1 letter introducing the problem to students

* 3 differentiated price list pages to address different learners or grade levels.

* 2 planning pages for students to use to solve the problem

* 2 pages for students to write their final decisions and keep track of/check calculations

* 1 follow-up letter thanking students for helping to solve the problem

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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.

CCSSMP1

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.

CCSS3.OA.D.8

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

CCSS2.OA.B.2

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

CCSS2.OA.A.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Total Pages

12 pages

Answer Key

N/A

Teaching Duration

4 days

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