Math Logic Puzzles: 2nd grade Enrichment - [Digital & Printable PDF]

Christy Howe
2.3k Followers
Grade Levels
2nd - 3rd, Homeschool
Standards
Resource Type
Formats Included
  • Zip
  • Google Apps™
Pages
28 pages
$6.50
$6.50
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Christy Howe
2.3k Followers
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Description

Math Logic Puzzles for 2nd grade includes 16 higher-order thinking puzzles designed to challenge and engage your high flyers and fast finishers. Your students will utilize critical thinking and problem-solving skills while building a solid understanding of essential math concepts and skills.

These puzzles are available as a printable PDF and a paperless version made with Google Slides™ for virtual learning.

Every activity is directly aligned with the Common Core State Standards for Math.

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MATH CONCEPTS & SKILLS ADDRESSED:

• Multi-digit addition and subtraction with and without regrouping

• Place Value (read, write, and compare numbers to the hundreds place)

• Properties of addition (commutative, associative, identity)

• Skip Counting within 1,000 (2s, 5s, 10s, 100s)

• Rectangular Arrays

• Time to the nearest 5 minutes

• Money (including dollar bills, quarters, dimes, nickels, & pennies)

• Picture Graphs

• Fractions as area models (1/4, 1/3, ½, 2/3, ¾)

• Geometry (Identifying two-dimensional shapes)

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THIS RESOURCE INCLUDES:

• 16 No-Prep Printable Math Logic Puzzles

• Detailed Answer Key

• Teacher Tips for Implementation

• Activity Alignment to the CCSS

• Cover Sheet for Student Packet

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MATH LOGIC PUZZLES ARE GREAT FOR:

• Math Centers and Stations

• Anchor Activities

• Choice Boards

• Cooperative Learning

• Independent Enrichment or Extension

• Learning Contracts

• BUILD Stations

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This resource is designed for high ability 2nd-grade students. You can find logic puzzles for grades 1, 3, 4, and 5 below:

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If you and your students enjoy these activities, you may also like the following differentiated enrichment activities:

Place Value Number Puzzles (2nd-3rd)

Hundred Board Number Puzzles – 2nd grade

Hundred Board Number Puzzles – 3rd grade

Brain Food! Printable Activities for Creative Thinking

Squiggle Stories: Creative Writing Prompts for K-3

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Please contact me if you have questions or feedback; I’d love to hear from you!

Christy

© Christy Howe. Materials are intended for personal use in one classroom only. For use in multiple classrooms, please purchase additional licenses.

Total Pages
28 pages
Answer Key
Included
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.
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.
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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