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MATH CHALLENGE BULLETIN BOARD March Computation Critical Thinking Math Center

4 Ratings
Barbara Evans
3.1k Followers
Grade Levels
Not Grade Specific
Subjects
Standards
CCSS5.OA.A.2
CCSS5.OA.A.1
CCSS3.OA.C.7
CCSS3.OA.B.6
CCSS3.OA.B.5
Formats Included
  • PDF
Pages
25 pages
$4.19
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Barbara Evans
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DescriptionStandards22Reviews4Q&ABarbara Evans More fromBarbara Evans

Description

How Many Ways? – March Edition is an open-ended, math bulletin board that is perfect computation practice for any elementary classroom. Challenge your students' critical thinking and fluency to determine how many ways they can reach the target number. The task is similar to Boogle(TM) for numbers. Post the operation symbols and the target number you choose to easily differentiate the task. [kindergarten, 1st grade, 2nd grade, 3rd grade, 4th grade, 5th grade, enrichment, computation]

CONTENTS

  • 2 printable questions
    • How many ways can you count to ---?
    • How many ways can you get to ---?
  • 5 printable math symbols
  • 30 target numbers
  • 18 color icons
    • 9 with numerals 1 – 9
    • 9 with numerals 1 – 0 and counting dots
  • 18 black line icons
    • 9 with numerals 1 – 9
    • 9 with numerals 1 – 0 and counting dots

HOW TO USE THIS PRODUCT

  • Use this task for a bell ringer activity.
  • Employ this activity as a math center.
  • Challenge your fast finishers to engage in this activity.
  • When you have a few minutes to fill, use this activity with your entire class. It is a great sponge activity.

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Enjoy!

Barb Evans

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Total Pages
25 pages
Answer Key
N/A
Teaching Duration
1 month
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Standards

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to see state-specific standards (only available in the US).
CCSS5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
CCSS5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
CCSS3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
CCSS3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
CCSS3.OA.B.5
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

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