Subject

Grade Levels

Resource Type

File Type

Zip

Standards

CCSSMP8

CCSSMP7

CCSSMP6

CCSSMP5

CCSSMP4

- Product Description
- StandardsNEW

This bundle includes all of my Kindergarten Problem-Solving Prompts for the entire year! That’s 180 engaging, rigorous and student-centered prompts that help students learn essential math skills, think critically, and communicate mathematical ideas in a meaningful way.

Here’s a preview of what you’ll get:

First 9 Weeks: Introduction to problem solving, how to record in math notebooks, how to share mathematical thinking, basic counting skills, comparing numbers, composing/decomposing numbers, introduction to addition/subtraction, 2-D shapes, position words.

Second Nine Weeks: Classifying and counting, a deeper exploration of addition/subtraction, counting to 20, comparing numbers, measurement (length, weight).

Third Nine Weeks: Addition/subtraction (learning how to write equations), 2-D and 3-D shapes.

Fourth Nine Weeks: Addition/subtraction, composing/decomposing numbers, making 10, teen numbers as “10 and some more”.

Each week includes teaching tips and notes for the teacher as well as questioning prompts to deepen students' mathematical understandings during share time.

Each problem has a cut and paste prompt. I have also included separate Microsoft Word files with editable 1 x 2.63” labels.

Included in this bundle:

Kindergarten Problem Solving Prompts FIRST Nine Weeks: CCSS Version

Kindergarten Problem Solving Prompts SECOND Nine Weeks: CCSS Version

Kindergarten Problem Solving Prompts THIRD Nine Weeks: CCSS Version

Kindergarten Problem Solving Prompts FOURTH Nine Weeks: CCSS Version

If you like these prompts, please don't forget to leave feedback!

Here’s a preview of what you’ll get:

First 9 Weeks: Introduction to problem solving, how to record in math notebooks, how to share mathematical thinking, basic counting skills, comparing numbers, composing/decomposing numbers, introduction to addition/subtraction, 2-D shapes, position words.

Second Nine Weeks: Classifying and counting, a deeper exploration of addition/subtraction, counting to 20, comparing numbers, measurement (length, weight).

Third Nine Weeks: Addition/subtraction (learning how to write equations), 2-D and 3-D shapes.

Fourth Nine Weeks: Addition/subtraction, composing/decomposing numbers, making 10, teen numbers as “10 and some more”.

Each week includes teaching tips and notes for the teacher as well as questioning prompts to deepen students' mathematical understandings during share time.

Each problem has a cut and paste prompt. I have also included separate Microsoft Word files with editable 1 x 2.63” labels.

Included in this bundle:

Kindergarten Problem Solving Prompts FIRST Nine Weeks: CCSS Version

Kindergarten Problem Solving Prompts SECOND Nine Weeks: CCSS Version

Kindergarten Problem Solving Prompts THIRD Nine Weeks: CCSS Version

Kindergarten Problem Solving Prompts FOURTH Nine Weeks: CCSS Version

If you like these prompts, please don't forget to leave feedback!

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

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.

Total Pages

281 pages

Answer Key

N/A

Teaching Duration

N/A

Report this Resource to TpT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpT’s content guidelines.