Math Problem Solving Task: Valentine's Day Celebration PBL | Distance Learning

Grade Levels
3rd - 5th, Homeschool
Standards
Resource Type
Formats Included
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  • Google Apps™
Pages
29 pages
$4.95
$4.95
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  1. Are you looking for higher-level math problem based learning/problem solving activities to use with your students? Do you want low prep, low ink AND flexibility—a math problem solving resource that can be used with small enrichment groups or can be tiered so you can use it with your entire class…but
    $27.50
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Description

Are you looking for higher level math problem based learning/problem solving activities to use with your students? Do you want flexibility—a math resource that can be used with small enrichment groups or can be tiered so you can use it with your entire class…but at different levels?

Do you want your students' problem solving, thinking creatively, writing and talking about math, and working collaboratively? Do you want them working on math in “real world” contexts? Would you like it even more if there were digital options included?

This may be just what you are looking for!

For years, I have wished and hoped for a resource that would provide my students with high quality, open ended tasks to allow them to apply what they learn to real world situations. Guess what? They are hard to find! So I thought and I thought…and finally the idea for a flexible, high level series of problems came to me. They can be used whole class…with enrichment groups…for fast finishers…or even in different ways with different students.

This version is PERFECT for any time of year and with any group of students because it is all about planning a Valentine's Day celebration complete with treats and more! There are lots of factors to consider--this is not a fill-in-the-blank resource...but a true open-ended math project.

Each "Thinker Task" resource is based on a different real world theme--like planning the timing of a holiday feast, spending a day at an amusement park, or planning a party--and students need to use the "Math by the Numbers" posters (available in full color to laminate for centers and in black and white for easy copying) to work on a multiple step, open ended project. The activity is tiered so that the same activity is available at different levels. Not only that, but you get additional math practice sheets (also tiered), suggestions for math discussions, extension activities, and more!

Want to save 25% on the bundled set of these? Just CLICK HERE!

This version focuses on addition and subtraction of money, basic multiplication, and multi-step problem solving. It is ideal for grades 3 - 5 and could be used in other grade levels at your discretion. I hope you enjoy it--and the flexibility it offers you.

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Looking for more Thinker Task resources? Here is the complete list!

The Amusement Park Problem

Back to School Shopping Problem

Holiday Feast Problem

A Sleepover Problem

A Valentine Celebration Problem

A Holiday Cookie Problem

A Fundraising Problem

A Bundle of All 7 Tasks!

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Looking for more Valentine resources?

Here is a bundle of Valentine activities and word problems!

How about a Valentine book review and bulletin board project?

Here are some larger number multiplication task cards for Valentine's Day!

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
29 pages
Answer Key
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N/A
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Standards

to see state-specific standards (only available in the US).
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.
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.
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

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