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Problem solving sticker activity
Problem solving sticker activity
Problem solving sticker activity
Problem solving sticker activity
Problem solving sticker activity
Problem solving sticker activity
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Description

Mathematical problems and questions that relate to the use of stickers. This collection is based on sticker usage and covers fraction, multiplication and division curriculum content. Students are encouraged to show their thinking and demonstrate/prove the answers given.

3 Pages include:

• Fractions including equivalent fractions and finding part of a collection

• Number including multi stepped problems to solve and creating own problem for a friend to answer

• Multiplicative thinking including both multiplication and division problems, and creating array

** LEARNING INTENTIONS INCLUDED ON EACH PAGE**

Who can use this resource:

This resource has been designed to use with students in Year 3 and Year 4 and is ideal in a multi-age classroom. Concepts and ideas for questions are pulled from ACARA from these year levels. Other levels of learning may use for extension or revision. It is recommended to enlarge each page to allow room for problem solving.

Where can this resource be used:

• Whole group learning

• Small group learning with a teacher aide/SSO

• Maths centres/rotations

• Homework activity

For other great resources check out:

Multiplication maze for times tables and problem solving

Reading comprehension passages and questions

Angles art activity

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.

Problem solving sticker activity

$3.00

Highlights

Digital downloads
Grades icon
Grades
2nd - 4th
Standards icon
Standards
Pages
3
Answer Key
Not Included
Teaching Duration
2 hours

Description

Mathematical problems and questions that relate to the use of stickers. This collection is based on sticker usage and covers fraction, multiplication and division curriculum content. Students are encouraged to show their thinking and demonstrate/prove the answers given.

3 Pages include:

• Fractions including equivalent fractions and finding part of a collection

• Number including multi stepped problems to solve and creating own problem for a friend to answer

• Multiplicative thinking including both multiplication and division problems, and creating array

** LEARNING INTENTIONS INCLUDED ON EACH PAGE**

Who can use this resource:

This resource has been designed to use with students in Year 3 and Year 4 and is ideal in a multi-age classroom. Concepts and ideas for questions are pulled from ACARA from these year levels. Other levels of learning may use for extension or revision. It is recommended to enlarge each page to allow room for problem solving.

Where can this resource be used:

• Whole group learning

• Small group learning with a teacher aide/SSO

• Maths centres/rotations

• Homework activity

For other great resources check out:

Multiplication maze for times tables and problem solving

Reading comprehension passages and questions

Angles art activity

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.

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Questions & Answers

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Standards

to see state-specific standards (only available in the US).
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
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.
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
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