Math Enrichment Activities: Addition With Regrouping w/ distance learning option

Grade Levels
3rd - 5th
Standards
Resource Type
Formats Included
  • PDF
  • Google Apps™
Pages
38 pages
$5.25
$5.25
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Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Description

This addition with regrouping math resource came to me as I continue to search for low prep, ready-to-print ways to challenge my math students and provide enrichment while still addressing all rigorous state standards. Now it even includes a digital component for optimum flexibility.

These 10 tasks incorporate higher-level thinking, estimation strategies, and have multiple solutions! I want students to be able to work independently or with peers so directions need to be simple and easy to follow.

In addition to providing a HUGE amount of practice with addition with regrouping and problem solving, this resource is designed to really help students develop their understanding of place value and number sense—critical foundations for more advanced math concepts.

Students are asked to do a number of different activities requiring estimating and addition with regrouping. There is a TON of flexibility with this resource, and I hope you can find a great way to make it work for you and your students! I designed it to be very low ink as well.

So—what are your options? For me, I love having the Mind Boggling Math displayed in my room so students can access it any time. If you don’t have the wall space or want to use it with only one child, don’t worry! I have included a single page version of the board and really everything you need is included on the student sheets! It can be a stand alone resource! So what do you get?

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  • Letters to spell “Mind Boggling Math” for a bulletin board (optional)
  • Full page number grid to use if you want students to have their own copy
  • Five, two-part math challenges
  • Digital access to these 10 main challenges
  • The number tiles ready to cut out and use on a display
  • 5 ADDITIONAL “Even More” challenges so you can use this activity over and over again!

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***What are teachers saying about this resource?***

"I am so excited to use this resource in my classroom! I really think it will challenge my students. Thank you!"

"These rocked my students' world! I loved the challenge in them!"

"Used this as an early finisher station. A lot of choices for students and easy to prep. It made a nice looking bulletin board, too!"

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Looking for other versions?

Mind Boggling Math Grade 2/3 Version

Mind Boggling Math Grade Money/Decimals Version

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All rights reserved by ©The Teacher Studio. Purchase of this resource entitles the purchaser the right to reproduce the pages in limited quantities for single classroom use only. Duplication for an entire school, an entire school system, or commercial purposes is strictly forbidden without written permission from the author at fourthgradestudio@gmail.com. Additional licenses are available at a reduced price.

Total Pages
38 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
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.
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.
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.
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.
Fluently add and subtract multi-digit whole numbers using the standard algorithm.

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