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Math Challenges | Math Enrichment | Math Worksheets | Math Brain Teasers 2

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TpT Digital Activity

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TpT Digital Activity
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$10.00
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TpT Digital Activity
Add notes & annotations through an interactive layer and assign to students via Google Classroom.
Learn more
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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
    $89.00
    $119.50
    Save $30.50

Description

Did you like the original? There's more! 40 more PRINT & GO math problems to engage and challenge your advanced 2nd and 3rd grade students. These math challenge and brainteaser activities can be used as math centers, fast finishers, homework worksheets, number talks, math contracts, problem of the day/week, small group work, or whole class problem solving. Fun for kids and NO PREP for you!

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

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

Included in this pack:

20 Math Challenges

  • Amusement Park (Adding one and two-digit numbers, multiplying two digit by one digit numbers)
  • Field Trip (Multiplying two digit by one digit numbers, adding three-digit numbers)
  • 25 Block Staircase (Adding one and two-digit numbers, looking for patterns, organizing addition)
  • Sum of 250 (Guess & check, addition, consecutive numbers)
  • Owl Creek Elementary (Defining more/less, adding and subtracting two and three-digit numbers)
  • Pizza Shares (Fractions, dividing a whole into equal parts, mixed numbers, halves, thirds, fourths)
  • Birthday Cookies (Fractions, finding a whole when given a fractional part, mixed number addition)
  • Mileage (Repeated addition/multiplication, addition with decimals)
  • Birthday Cupcakes (Fractions, mixed numbers, dividing a whole into equal parts)
  • Hopping Bunnies (Multiplication one and two-digit, 2 step problem)
  • The Louvre (Multiplication with large numbers, time in days/hours/minutes/seconds)
  • Do You Want to Build a Snowman? (Organizing data, finding all possibilities, combinations)
  • Roll the Dice (Organizing data, finding all possibilities, combinations, writing a ratio/fraction)
  • Sack Lunch (Organizing data, finding all possibilities, combinations)
  • Crayon Combinations (Organizing data, finding all possibilities, combinations)
  • Hexominoes (Logical thinking, guess and check, finding all possibilities, congruence)
  • Perimeter of 24 (Logical thinking, addition, perimeter, guess and check)
  • Equal Art #1 (Logical thinking, eliminating possibilities, addition)
  • Equal Art #2 (Logical thinking, eliminating possibilities, addition)
  • Seating Chart (Division, equal parts of a whole)

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

20 Brainteasers

  • Wonka Treats #1 (Logical thinking, guess and check, easier)
  • Wonka Treats #2 (Logical thinking, guess and check, more difficult)
  • Animal Farm #1 (Logical thinking, guess and check, easier)
  • Animal Farm #2 (Logical thinking, guess and check, more difficult)
  • Parking Lot #1 (Logical thinking, guess and check, easier)
  • Parking Lot #2 (Logical thinking, guess and check, more difficult)
  • Alphabet Soup #1 (Logical thinking, guess and check, medium)
  • Alphabet Soup #2 (Logical thinking, guess and check, more difficult)
  • Alphabet Soup #3 (Logical thinking, guess and check, very difficult)
  • Target Number 10 (Logical thinking, guess and check)
  • Target Number 11 (Logical thinking, guess and check)
  • Target Number 12 (Logical thinking, guess and check)
  • Target Number 13 (Logical thinking, guess and check)
  • The Legs in the Barn (Guess and check, addition, finding all possibilities)
  • NBA Math #1 (Addition, multiplication, missing addends, easier)
  • NBA Math #2 (Addition, multiplication, missing addends, more advanced)
  • Haunted Lane (Logical thinking, eliminating possibilities)
  • First Day of School (Logical thinking, eliminating possibilities)
  • Library Line (Logical thinking, eliminating possibilities, subtracting money, making change)
  • Chickadees (Logical thinking, eliminating possibilities)

Answer keys for every problem are included

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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A YEAR of Math Challenges and Brainteasers SUPER Bundle

Monthly Math Challenges and Brainteasers BUNDLE

Math Challenges and Brainteasers 1

September Math Challenges and Brainteasers

October Math Challenges and Brainteasers

November Math Challenges and Brainteasers

December Math Challenges and Brainteasers

January Math Challenges and Brainteasers

February Math Challenges and Brainteasers

March Math Challenges and Brainteasers

April Math Challenges and Brainteasers

May Math Challenges and Brainteasers

Summer Math Challenges and Brainteasers

Election Math Challenges and Brainteasers

Wonka Math Challenges and Brainteasers

Travel Math Challenges and Brainteasers

Animal Math Challenges and Brainteasers

Camping Math Challenges and Brainteasers

Here are a few ideas for how you might use these challenges and brainteasers in your own classroom:

*Use these as extension activities for math contracts. Make a pack of challenge problems for advanced students to use as a fast finisher or during certain in-class math lessons when they’ve already mastered the material. You can read more about this strategy and receive a free editable math contract at my blog HERE.

*Use a challenge or brainteaser as a homework option for students who need a challenge, or let them replace a simple homework assignment with the challenge to show parents how well you’re differentiating.

*Use a math challenge or brainteaser as a “number talk” problem to start out your daily math class. Work through it as a class or let students work in partners or small groups to talk through it and solve it together.

*Give a challenge or brainteaser to a small group of students as one of their independent math workshop rotations or use them with your advanced small math group rotation.

*Use the problems as an independent practice activity during a unit on problem solving strategies (guess and check, work backwards, etc.) or attacking a multi-step problem.

*Keep a stack of challenge problems in your classroom fast finisher area for any student who wants a challenge.

*Choose one or two challenge problems for the month and reward any student who can solve both. You can put these on a bulletin board or have them available as additional incentives.

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Total Pages
112 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.
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.
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.

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