Subject

Resource Type

File Type

Product Rating

Standards

CCSSMP4

CCSSMP1

CCSS3.OA.D.8

CCSS3.OA.C.7

CCSS3.OA.A.3

Also included in:

- This BUNDLE includes 3 different multiplication story problem projects, differentiated to meet the needs of math students at various levels in second grade math, third grade math and fourth grade math! It includes the following projects:Plan an Ice Cream Party, Addition, Subtraction and Multiplicati$15.00$13.50Save $1.50

- Product Description
- StandardsNEW

**Differentiated multiplication project! Scaffolds learning the problem-solving process! Multiplication and Division Fluency! Use for Math Centers, Early Finishers, Small Group Instruction or Purposeful Practice! Plan an Ice Cream Party is perfect for on grade-level second grade to advanced second grade math and below grade-level third grade students who need more fluency and story problem application practice! Realistic application problems in a fun and engaging project-based learning activity!**

Using the Project Based Learning approach, this project reinforces* addition, subtraction and multiplication fluency!* **Students** **choose the number of guests to invite to the party so they can do** **the** **same** **project** **again** **and** **again** **and** **the** **answers** **will** **be different depending on the number of guests they invite!**

It is aligned to standards **2.OA.A.1, 2.OA.C.4, 2.NBT.B.5, 2.NBT.B.6, 2.NBT.B.7, 2.NBT.B.8, 3.OA.A.1 3.OA.A.2, 3.OA.A.3, 3.OA.D.8 and 3.NBT.A.2**

Skills include:

- Adding and subtracting within 100
- Using repeated addition as a base for multiplication
- Skip count by 100s
- Add up to four two-digit numbers
- Mentally add and subtract 10 or 100 to a given number
- Multiplication fact fluency
- Single step story problems
- Multi-step contextual problems including addition, subtraction and multiplication
- Interpreting factors and products
- Solving contextual multiplication problems within 100
- Fluently adding and subtracting within 1,000

There are 2 versions of the project, designed to be differentiated for your class and to help scaffold students towards independent problem solving. Each version is 29 pages long and includes 5 different parts of planning the party (each part includes 8-11 questions on over 4 pages for each part)!

**Problem Solving Support:**The first version (pages 6-35), includes story problem solving graphic organizers for each problem to help scaffold your students towards solving the single and multi-step story problems. This version is great for your students that need to practice fluency and need support making story problems more accessible.**Independent Problem Solving:**The second version (pages 36-65), does not include the graphic organizers so students need to interpret the problems themselves. This provides a more challenging opportunity for students to determine the steps to solve each problem. This is great for your students who are fluent in their facts but need to work on interpreting story problems independently.

**Make sure to open in a PDF viewer or Adobe for correct print margins.**

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**Check out these similar products for second and third grade grade!**

**Multiplication Project | Plan a Pirate Party**

**Multiplication Project | Plan a Circus Party**

Multiplication Scoot (12 x 12)

Missing Factor & Division Dash

Third Grade Fall Story Problems

3rd Grade Back to School Math Practice

3rd Grade End of the Year Review

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CCSSMP4

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.

CCSSMP1

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.

CCSS3.OA.D.8

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.

CCSS3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

CCSS3.OA.A.3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Total Pages

65 pages

Answer Key

N/A

Teaching Duration

N/A

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