Project Based Learning Math Problem Solving: Amusement Park |Distance Learning

Project Based Learning Math Problem Solving: Amusement Park |Distance Learning
Project Based Learning Math Problem Solving: Amusement Park |Distance Learning
Project Based Learning Math Problem Solving: Amusement Park |Distance Learning
Project Based Learning Math Problem Solving: Amusement Park |Distance Learning
Project Based Learning Math Problem Solving: Amusement Park |Distance Learning
Project Based Learning Math Problem Solving: Amusement Park |Distance Learning
Project Based Learning Math Problem Solving: Amusement Park |Distance Learning
Project Based Learning Math Problem Solving: Amusement Park |Distance Learning
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  1. Are you looking for higher-level math problem based learning/problem solving activities to use with your students? Do you want low prep, low ink AND flexibility—a math problem solving resource that can be used with small enrichment groups or can be tiered so you can use it with your entire class…but
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Are you looking for higher level math problem based learning/problem solving activities to use with your students? Do you want low prep, low ink AND flexibility—a math resource that can be used with small enrichment groups or can be tiered so you can use it with your entire class…but at different levels?

Do you want your students problem solving, thinking creatively, writing and talking about math, and working collaboratively? Do you want them working on math in “real world” contexts? Now with digital options for ultimate flexibility!

This may be just what you are looking for!

Want to save 25% on the bundled set of these? Just CLICK HERE!

For years, I have wished and hoped for a resource that would provide my students with high quality, open ended tasks to allow them to apply what they learn to real world situations. Guess what? They are hard to find! So I thought and I thought…and finally the idea for a flexible, high level series of problems came to me. They can be used whole class…with enrichment groups…for fast finishers…or even in different ways with different students.

Each resource is based on a different real world theme--like this one with a trip to an amusement park, and students need to use the "Math by the Numbers" posters (available in full color to laminate for centers and in black and white for easy copying) to work on a multiple step, open ended project. The activity is differentiated so that the same activity is available at different levels. Not only that, but you get additional math practice sheets (also tiered), suggestions for math discussions, extension activities, and more!

This version focuses on addition and subtraction with regrouping, multi-step problem solving, and money concepts. It is appropriate for enrichment in second and is ideal for grades 3 and 4. Students love planning a little vacation--and it's great to see students learn that some problems have MANY solutions! I hope you enjoy it--and the flexibility it offers you.

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***What are teachers saying about this resource?***

"Loved this product. It was a great challenge for my high flyer math students. It really made them think out of the box and problem solve!"

"Great resource. I was looking for ways to challenge some students while incorporating real-world math. This is perfect!"

"My students loved this activity. It was engaging and helped them apply the skills they learned."

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Looking for more Thinker Task resources? Here is the complete list!

The Amusement Park Problem

Back to School Shopping Problem

Holiday Feast Problem

A Sleepover Problem

A Valentine Celebration Problem

A Holiday Cookie Problem

A Fundraising Problem

A Bundle of All 7 Tasks!

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All rights reserved by ©The Teacher Studio. Purchase of this resource 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.

Log in 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 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.
Total Pages
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