# Open Ended Real World Math Task Problem Solving Challenges 5 | Distance Learning

3rd - 5th
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
15 pages
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

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1. Are you looking for challenging math problems that keep your students engaged, apply the math you have taught, and meet the standards of the Common Core or other rigorous math standards? Looking for a short, ready-to-print problem solving "project" that can make for a meaningful math lesson? Want t
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2. Are you looking for challenging math problems that keep your students engaged, apply the math you have taught, and meet the standards of the Common Core or other rigorous math standards? Looking for a short, ready to print problem solving "project" that can make for a meaningful math lesson? Want t
\$10.80
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### Description

Are you looking for challenging real-world, open-ended math problems that keep your students engaged, apply the math you have taught, and meet the standards of the Common Core or other rigorous math standards?

This resource is for you!

This set of 3 challenges can be used in a number of ways…as whole class explorations, as small group challenges, or as independent work for those students needing something more. And now--full digital access as well!

The problem solving and math applications are high-level and meaningful. See what you think! Three separate challenges are included, each taking several class periods. Metric option pages are included as well for those teachers teaching outside the U.S.!

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This resource is also available in several different bundles as listed below.

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Appropriate for grades 3-5—depending on skill level and level of support offered. Download the preview to see exactly what you get--I don't think you will be disappointed.

This set includes the following challenges:

The Lemonade Problem: This problem asks students to help a brother and sister solve a dispute about how to run their lemonade stand. This task asks students to read both points of view, experiment with the math, and then make their recommendation about which child's plan will make them the most money! (Includes customary AND metric units)

The Field Trip Problem: The fourth grade is ready to go on a field trip--but there are some decisions to be made! Different field trip options have different fees, there are different sizes of buses, and students have to take all of this into account when they make the decision about where the classes should go on their trip!

The Airport Problem:: This challenge requires students to interpret a table of data about different flight options. In addition to having to deal with elapsed time concepts and layovers, students will need to consider price, baggage costs, and more!

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All My Open-Ended Challenges!

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Set 1 can be found by clicking Here!

Set 2 can be found by clicking Here!

Set 3 can be found by clicking Here!

Set 4 can be found by clicking Here!

Set 5 can be found by clicking Here!

Set 6 can be found by clicking Here!

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The entire bundle of sets 1-3 can be found by clicking Here!

The entire bundle of sets 4-6 can be found by clicking Here!

Want ALL SIX? The "MEGABUNDLE" is now available by clicking Here!

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All rights reserved by ©The Teacher Studio. Purchase of this problem set entitles the purchaser the right to reproduce the pages in limited quantities for single classroom use only. Duplication for an entire school, an entire school system, or commercial purposes is strictly forbidden without written permission from the author at fourthgradestudio@gmail.com. Additional licenses are available at a reduced price.

Total Pages
15 pages
Does not apply
Teaching Duration
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### Standards

to see state-specific standards (only available in the US).
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.
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.
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.
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. 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.
Fluently add and subtract multi-digit whole numbers using the standard algorithm.