Open Ended Real World Math Task Problem Solving Challenges 6 | Distance Learning

Grade Levels
3rd - 5th
Standards
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Pages
15 pages
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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
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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?

(And now you can have it in both PRINT and DIGITAL versions!)

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.

In my classroom, these are whole-class explorations where students work in teams, share ideas, guess and check their ideas—and then present their solutions. 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. Teaching outside the U.S.? The one challenge with measurement also includes a more generic "unit" version instead of "feet"! Because there are many solutions, no answers are able to be included--although when needed, teaching tips are added. Problem solving is really about the PROCESS!

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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:

Backyard Beginnings: This problem asks students to help a plan a backyard. They start with a rectangular yard area and then need to place a fenced area, a garden, and a shed and use area and perimeter concepts along the way. Bonus questions included as well.

Rachel's Rugs: A store owner has a great rug design--but a customer wants it customized! Students need to determine what fraction of the sample rug is each color--and then redesign the rug to give a new design while keeping the fractional areas the same. Making the rug symmetrical is a bonus! Bonus questions included.

Cassie's Cupcakes:: This challenge requires students to take a set of information about cupcake cost, price per batch, and more to help Cassie decide what to sell in her shop. Problem solving and addition of money are key in this challenge!

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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!

What about open-ended challenges for grades 2-3? Click 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
Answer Key
Does not apply
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
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.
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
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.
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.

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