Multi-Step Word Problems {March}

Grade Levels
4th - 5th, Homeschool
Standards
Formats Included
  • Zip (41 Product Pages)
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  1. This 4th grade problem solving resource is a great way to support your students’ understanding and application of mathematical practices and problem solving skills. This word problem BUNDLE gives your student real-world, multi-step word problems for an entire school year!Not only will you be provid
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Description

This 4th grade problem solving resource is a great way to support your students’ understanding and application of mathematical practices and problem solving skills while opening up valuable mathematical discourse in your classroom. Word Problem of the week provides your students with real-world, multi-step word problems in a quick and engaging format!

This product includes 5 different main word problem slides. Each slide contain multi-step word problems all connecting to a special day or event during the month of May! Each word problem is broken down into parts so that students can work on the problem in just 5-10 minutes a day throughout the week. Also included for each main slide is a "Critiquing the Reasonableness" slide which gives students practice critiquing, searching for errors, and proving answers.

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Included in this resource:
• Product Overview
• Suggestions for Use
• Word Problem CCSS Overview
• The Eight Mathematical Practices information sheet
• Word Problem of the Week Student “Box” Work Sheet (2 versions)
• Word Problem of the Week Student Work Flip Book
• Word Problem of the Week Mathematical Practices by the Day
• Student Directions by the Day
• Word Problem of the Week printable versions for interactive notebooks (5 pages)
• Answer Key for all parts of each word problem
• Scoring Rubric for Mathematical Practices (2 pages)
→ Word Problem of the Week PowerPoint Show (5 problems/11 slides)
>Walk to Work - Walk to Work Day
>Chip, Chip, Hooray! - National Potato Chip Day
>St. Patrick's Parade - St. Patrick's Day
>Litter Getters - Earth Day
>Waffle Wake-up - International Waffle Day
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This 41 page product contains everything you need to help you help you students become more comfortable and successful at solving word problems and the 8 Mathematical Practices.
Main Resource file - 18 product pages
PowerPoint Show - 11 pages
PDF of Problems - 11 pages
Interactive Notebook Foldable book - 1 page
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★This resource is now available at a significant savings as part of a YEAR LONG BUNDLE
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This product was created to use with 4th graders and supports 4th grade CCSS. However, it would also help support older students.

---------------[ HOW IT WORKS]---------------
→ Monday – Make sense of the problem
→ Tuesday – Do the math and model with mathematics
→ Wednesday – check for reasonableness and construct a viable argument.
→ Thursday – Extend your thinking with an extension/challenge problem that builds from the previous problem or asks students to user higher level mathematical skills.
→ Friday – Critique the Reasoning of Others – Students look at example student work and judge reasonableness, discuss errors, prove or disprove solutions, etc.

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★ → For a video overview of the Word Problem of the Week resources click HERE
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---------------[LOTS OF OPTIONS]---------------
Word problems come in three variations:
1. PowerPoint presentation that helps you show just the information you want your students to see each day.
2. PDF – For full color printing or in case you do not have PowerPoint.
3. ½ sheet printable version easy to use for math journals or interactive notebooks. (To save color ink, print in B&W)

Student answer sheets also come in two versions:
1. Full page “Box” answer sheet with boxes for each day of the week.
2. Flip book for interactive notebooks.


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Also Available:
September
October
November
December
Word Problem of the Week {January}
February
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Thank you for considering this product! Please take a moment to check out the preview of this product in order to get a better understanding of the content and quality before purchasing. It contains many sample pages, a product overview, suggestions for use, and a look at the 5 word problems included in the product.
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Other math related products by Literacy Loves Company:
Measurement Math Center BUNDLE
Interactive Symmetry Poster Set
Place Value Task Cards and Scoot
Naming Fractions Scoot
Graphing and Analyzing Data Poster Set
Force, Motion, and Design S.T.E.M. Unit
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**This product is the work of T.Danley of Literacy Loves Company. It is intended to support the implementation of the CCSS. No approval by, nor association with, the creators of the CCSS is intended or implied.

"The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Officers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved."
Total Pages
41 Product Pages
Answer Key
Included with rubric
Teaching Duration
1 month
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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.
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.
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.

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