Math Logic Puzzles for 3rd grade Enrichment and Early Finishers -Math Games

Rated 5 out of 5, based on 60 reviews
60 Ratings
Oink4PIGTALES
3.7k Followers
Grade Levels
2nd - 4th, Homeschool
Standards
Formats Included
  • PDF
Pages
36 pages
$5.00
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  1. Are you looking for enrichment math activities that will challenge your 2nd, 3rd, and 4th grade students and help them work on problem solving skills? These math logic puzzle task cards help students develop higher-level problem-solving skills, practice algebraic reasoning, and critical thinking ski
    Price $45.00Original Price $67.00Save $22.00

Description

Make teaching critical thinking and problem-solving fun with these engaging, hands-on, DIGITAL, and PRINTABLE math logic puzzle activities! This set includes 12 math brain teasers center activities perfect for problem solving and critical thinking. Quick and easy setup plus clear student directions make these activities perfect for centers or substitute days, too!

Give your students fun activities to discover how to problem solve by exploring it on their own using these pig theme math brain teaser tasks. Students will love problem solving as they use critical thinking skills to work through these fun activities and won't even realize how much they're learning!

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This Math Brain Teaser and Logic Puzzles Set Includes:

  • 12 DIGITAL Pig Theme Logic Puzzle Tasks
  • 12 PRINTABLE Pig Theme Logic Puzzle Tasks
  • Colored Pig Answer Keys
  • Black and White Color Word Answer Keys
  • Task Center Title Page Cover
  • Student Instruction Sheet
  • Student Graphs Can/Have/Are Sheet
  • Teacher CAN/HAVE/ARE Instruction Sheet
  • Tally Results Worksheet
  • Vertical Graphing Worksheet
  • Student Answer Recording Sheets
  • Color and Black and White 8.5 x 11 teacher size pigs
  • Create your own Logic Puzzle Pages for writing new logic puzzles and integrating ELA into your lesson

Your students will love practicing critical thinking skills using these digital and printable manipulatives that are included. They'll be able to problem solve on their own, work with others, and be engaged in mathematical discussions!

Objective: Students will learn through trial and error with these 12 hands on logic puzzles/brain teasers that can take 15 minutes each to solve. This set is challenging, but makes a hard skill, this fun having students color and physically move pigs as they race to find which pig wins each of the races.


HINT: Keep your student's task they've created and use them year after year.

The good and bad. This allows students:

  • to find and fix grammar errors
  • insert key details other student left out
  • rewrite the task adding to your set

Other resources you may find helpful can be found by clicking on the links below.

60 EDITABLE END OF YEAR CERTIFICATE TEMPLATES

96 TELLING TIME TASK CARDS

3rd & 4th GRADE THANKSGIVING SPELLING ACTIVITIES

EDITABLE BUILD A SCHOOL 2D & 3D WRITING & CRAFTIVITY

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Copyright ©Oink4PIGTALES

Permission to copy for single classroom use only.

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Total Pages
36 pages
Answer Key
Included
Teaching Duration
N/A
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Standards

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

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