Math Word Problems Bundle

Grade Levels
1st - 3rd
Standards
Formats Included
  • Zip
  • Activity
Pages
300 +
$32.90
Bundle
List Price:
$47.00
You Save:
$14.10
$32.90
Bundle
List Price:
$47.00
You Save:
$14.10
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Easel Activities Included
Some resources in this bundle include ready-to-use interactive activities that students can complete on any device. Easel by TpT is free to use! Learn more.

Products in this Bundle (20)

    showing 1-5 of 20 products

    Description

    Math problem solving is so essential in today's classroom. Students need these skills in working with word problems. Teach your students to find the problem, work on a strategy and check their answer and they will become far more confident with their math lesson. Start each morning off with one of these activities to get students thinking or model the strategy with these engaging hands-on fun lesson ideas.

    • Part Part Whole
    • Find and make the pattern
    • Draw it out
    • MaD T (Multiplication and Division Triangle)
    • Number Line
    • Make a Table
    • Addition

    Contained in this bundle are:

    SPRING

    AUTUMN/FALL

    WINTER

    MATH ADDITION STORIES

    Maths Problem Solving Stories Addition 10 bright fun slides

    PART PART WHOLE

    Part Part Whole Math Problem Solving Activity Pack 12 Differentiated Sheets

    Math Problem Solving Task Cards Part Part Whole

    MATH PROBLEM-SOLVING

    Math Problem Solving Slides, Sheets & Answers MaD T, Make a table & Draw it out

    SPACE

    Space Maths Problem Solving Find Pattern Make a Table Part Part Whole Worksheets

    HALLOWEEN

    Halloween Maths Problem Solving Part Part Whole Strategy 10 Worksheets

    CHRISTMAS

    Christmas Problem Solving - Part Part Whole Word Problems

    Christmas Pattern Pack Printable Hands-on and Google Slides

    Christmas Roll and Color 20 Math Activities on Addition and Subtraction

    Math Vocabulary Posters

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    ALIGNED TO THE LATEST VERSION OF THE AUSTRALIAN CURRICULUM.

    Foundation Year Maths:

    Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point (ACMNA001)

    Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

    Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

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    Total Pages
    300 +
    Answer Key
    N/A
    Teaching Duration
    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.
    Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
    When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

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