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Halloween Math Worksheets | October Math Challenges | Halloween Activities

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  1. Use this YEAR LONG BUNDLE of PRINT & GO math enrichment activities to challenge your high flying 2nd and 3rd grade students with advanced math problem solving fun ALL YEAR LONG. A Year of Math Challenges & Brain Teasers includes every math challenge and brain teaser pack in the store and is
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  2. Use these PRINT & GO math problems to challenge your high flying 2nd and 3rd grade students with engaging holiday themed math problem solving! The Monthly Math Challenge & Brain Teaser Bundle includes a set of math challenges & brain teasers for every month of the school year. With this
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Description

Use these PRINT & GO Halloween math challenges and brainteaser worksheets to challenge high flying 2nd and 3rd grade students with advanced math problem solving FUN this October. These Halloween math activities have engaging spooky themes students love, and are a perfect way to extend and enrich your advanced second and third grade mathematicians' learning!

Want to save over 25% off the original price? You can purchase this resource as part of the YEAR of Math Challenges BUNDLE!

The Halloween Math Challenge and Brainteaser Pack includes 26 NO PREP math printables with answer keys you can use for second and third grade math centers, homework, fast finishers, number talks, Halloween centers, math enrichment contracts, small groups, or whole class problem solving.

Halloween themes include: pumpkins, candy, trick or treating, costumes, cats, bats, zombies, vampires, apples, owls, skeletons, monsters, witches, and ghosts.

Recommended as a challenge for 2nd and 3rd grade students.

Included in this pack:

13 Math Challenges

  • Candy Count (Adding two-digit numbers within 100, logical thinking)
  • Hotel Haunting (Place value, adding multiple 1-digit numbers, logical thinking)
  • Bats in the Belfry (Repeated addition or multiplication with 2-digit numbers)
  • Dem Bones (Repeated addition or multiplication with 2 and 3-digit numbers)
  • Clue Combinations (Finding all possible combinations)
  • Seed Scooping (Capacity conversions with cups, pints, and quarts)
  • Haunted House (Repeated addition/multiplication, converting minutes to hours and minutes)
  • Candy Cost (Adding and subtracting money within $10.00, logical thinking)
  • Vant to Bob for Apples (Adding 1 and 2-digit numbers within 30, guess and check)
  • Caramel Apples (Fractional parts of a whole, logical thinking)
  • Monster Mash (Elapsed time, logical thinking)
  • Halloween Parade (Mixed operations, converting seconds to minutes)
  • The Leaves They are a-Changin’ (Determining total from fractional parts of a group)

All math challenges come with a lined page for written responses focused on strategies students used to solve the problem

13 Brainteasers

  • Which Witch is Which? (Logical thinking, guess and check)
  • Candy Bowls (Logical thinking, guess and check)
  • Ghosts in the Graveyard (Logical thinking, guess and check)
  • Costume Kids (Logical thinking, guess and check)
  • Hooo am I? #1 (Place value, logical thinking, adding multiple 2-digit numbers, easier)
  • Hooo am I? #2 (Place value, logical thinking, adding multiple 3-digit numbers, more difficult)
  • Spooky Sentences #1 (Addition and subtraction within 20, balancing equations)
  • Spooky Sentences #2 (Addition and subtraction within 100, balancing equations)
  • CATS Logic Puzzle (Logical thinking, guess and check, easier)
  • BATS Logic Puzzle (Logical thinking, guess and check, easier)
  • ZOMBIE Logic Puzzle (Logical thinking, guess and check, more difficult)
  • GHOULS Logic Puzzle (Logical thinking, guess and check, more difficult)
  • CARVE IT UP Logic Puzzle (Logical thinking, guess and check, most difficult)

Also includes

  • Student resource page with common conversions and extra info students might need to help solve these problems. Perfect to use for homework or centers!
  • Answer keys for every problem

Check out the preview to see all challenges, brainteasers, and answer keys.

Have a fab day Super Teacher!

Katie

iwanttobeasuperteacher.com

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68 pages
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Standards

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

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