Description
This is a great way to get your grade 1 students to discover and discuss patterns. The problem takes 45 minutes and is intended to engage the full spectrum of student ability - from those struggling with patterns, to those top quality problem solvers. I have not yet raised the $1,000,000 to support the prize money, but MathPickle will offer a $100 prize on the first March 14th in which I have at least 10 submissions from different schools. Submissions should be stories or photographs showing this gem of a problem being used in the classroom.
Email submissions to gord@mathpickle.com with the subject matter "No-Three-In-A-Line $100 challenge."
All entries may be used in an updated version of this pdf file and to spread knowledge of this awesome problem. Please do not submit a photograph of students who do not have parental consent to have their image used in this way.
Email submissions to gord@mathpickle.com with the subject matter "No-Three-In-A-Line $100 challenge."
All entries may be used in an updated version of this pdf file and to spread knowledge of this awesome problem. Please do not submit a photograph of students who do not have parental consent to have their image used in this way.
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Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
FREE
Highlights
Digital downloads
Grades
K - 2nd
Subjects
Standards
CCSSK.CC.B.4b
CCSSK.CC.B.5
CCSS1.G.A.1
Pages
N/A
Answer Key
Included
Teaching Duration
45 minutes
Description
This is a great way to get your grade 1 students to discover and discuss patterns. The problem takes 45 minutes and is intended to engage the full spectrum of student ability - from those struggling with patterns, to those top quality problem solvers. I have not yet raised the $1,000,000 to support the prize money, but MathPickle will offer a $100 prize on the first March 14th in which I have at least 10 submissions from different schools. Submissions should be stories or photographs showing this gem of a problem being used in the classroom.
Email submissions to gord@mathpickle.com with the subject matter "No-Three-In-A-Line $100 challenge."
All entries may be used in an updated version of this pdf file and to spread knowledge of this awesome problem. Please do not submit a photograph of students who do not have parental consent to have their image used in this way.
Email submissions to gord@mathpickle.com with the subject matter "No-Three-In-A-Line $100 challenge."
All entries may be used in an updated version of this pdf file and to spread knowledge of this awesome problem. Please do not submit a photograph of students who do not have parental consent to have their image used in this way.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
All verified TPT purchases
Thank you, very interesting, engaging and couldn't be better explained, love it!!!
Thank you for sharing your work! I'm your most recent follower :)
Hi Jen - if you've got any clues on selling I'd appreciate it ;-)
gord@mathpickle.com
Pure genius! I don't know what I would do with out MathPickle puzzles. It truly amazes me what these puzzles can do for engagement across all skill levels. Fully supports Common Core State Standards in mathematics.
Common Core mathematics (US) demands students who can problem solve. These puzzles masterfully create engaging, challenging, and fun problem solving opportunities that they will crave!
A MUST try!
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSSK.CC.B.4b
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.
CCSSK.CC.B.5
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
CCSS1.G.A.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
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