Money and Decimals Math Enrichment Activities | Mind Boggling Math Center

Rated 4.92 out of 5, based on 104 reviews
104 Ratings
The Teacher Studio
Grade Levels
3rd - 5th
Formats Included
  • PDF
38 pages
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This resource came to me as I continue to search for ways to

challenge my top math students but also have “accessible”

challenges that address state standards, utilize higher level thinking, 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.

I’ve seen people use similar formats with letters and numbers, but I guarantee you haven’t seen anything like this! In addition to providing a HUGE amount of practice on 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 money. 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 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?

--Letters to spell “Mind Boggling Math” for a bulletin board (optional)

--Full page number grid for non-displayed use

--The numbers ready to cut out and use on a display

--6 quality problem solving activities to challenge your intermediate students

--5 ADDITIONAL “Even More” challenges so you can use this activity over and over again!


Looking for other versions?

Mind Boggling Math Grade 3-5 Version

Mind Boggling Math Grades 2/3 Version


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Total Pages
38 pages
Answer Key
Teaching Duration
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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.
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.
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.


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