St. Patrick's Day Algebra Picture Puzzles

Description

Encourage collaboration and algebraic thinking with these seasonal picture puzzles that can be used as morning work, a math warm up activity, or as a math center for students. Students use algebraic thinking and knowledge of basic facts to solve picture puzzles. This simple routine can help students look at numbers and equations creatively, find and use patterns, analyze the reasonableness of their ideas, and help with mental math and overall number sense.

Made with homeschool families in mind, these easy to implement puzzles are easy to implement on the go or in small windows of time!

Includes half-page cards with 20 total puzzles (one set of numbered puzzles and one set of non-numbered puzzles), 2 recording sheet options, and an answer key (as well as answer cards if better suited for your center/setup).

WHAT'S INCLUDED:

20 half-page numbered puzzles
20 half-page puzzle cards (not numbered)
2 recording sheet options
20 half-page puzzle cards with answers
answer key

Other Products from Teaching New Math:

COMPATIBILITY - This product is a zip file of printable PDFs.

PRINTING - print and cut each page in half for half-page cards.

Have questions about this product? Reach out through Instagram @teachingnewmath and let me help!

LET'S CONNECT - Never miss a sale or new product! Follow me on TpT by pressing the star in my store & find me on Instagram @teachingnewmath.

SUPPORT FOR YOU! - Interested in learning more about teaching math for true, conceptual understanding, fostering number sense, problem solving, and reasoning in your classroom, and building your students' (or your own) mathematics confidence? I'm here for you and cheering you on at teachingnewmath!

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PRODUCT KEYWORDS - back to school, math routines, math routine, number routine, number routines, number sense, number sense routine, computation, addition, multiplication, basic facts, fact practice, algebraic thinking, algebra, equality, daily math, math center, math station, math journal, math talk, math discussion, math discourse, entry slip, exit slip, daily warm up, beginning of class, end of class, warm up, warm-up, second grade math, third grade math, fourth grade math, fifth grade math, homeschool, homeschool math, math, mathematics, elementary math, elementary school math, accessible, accessible math, accessible math routine, low floor high ceiling, low floor, high ceiling, Teaching New Math

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St. Patrick's Day Algebra Picture Puzzles

Name: St. Patrick's Day Algebra Picture Puzzles
Brand: Teaching New Math
SKU: 9187926
Price: 3.00 USD
Availability: InStock

Teaching New Math

41 Followers

$3.00

Highlights

Grades

3rd - 7th

Subjects

Math, Numbers

Standards

CCSSMP1

CCSSMP2

CCSSMP3

Description

Made with homeschool families in mind, these easy to implement puzzles are easy to implement on the go or in small windows of time!

WHAT'S INCLUDED:

20 half-page numbered puzzles
20 half-page puzzle cards (not numbered)
2 recording sheet options
20 half-page puzzle cards with answers
answer key

Other Products from Teaching New Math:

COMPATIBILITY - This product is a zip file of printable PDFs.

PRINTING - print and cut each page in half for half-page cards.

Have questions about this product? Reach out through Instagram @teachingnewmath and let me help!

LET'S CONNECT - Never miss a sale or new product! Follow me on TpT by pressing the star in my store & find me on Instagram @teachingnewmath.

Teaching New Math TpT Store

Teaching New Math on Instagram

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

Standards

to see state-specific standards (only available in the US).

CCSSMP1

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.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP3

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.