Subtraction with Regrouping Mystery Picture

Subtraction with Regrouping Mystery Picture
Subtraction with Regrouping Mystery Picture
Subtraction with Regrouping Mystery Picture
Subtraction with Regrouping Mystery Picture
Subtraction with Regrouping Mystery Picture
Subtraction with Regrouping Mystery Picture
Subtraction with Regrouping Mystery Picture
Subtraction with Regrouping Mystery Picture
Grade Levels
File Type

Zip

(9 MB)
Standards
  • Product Description
  • StandardsNEW

This subtraction with regrouping mystery picture resource includes 5 different pages with 9 problems on each page. The students do the problems and then find the corresponding puzzle piece with the same answer as the problem they are working on. They then glue that puzzle piece onto either the work paper or a separate grid paper (provided) to solve the mystery picture. Included is a black and white version that students can color when the puzzle is completed OR you may choose to give your students the color version.

Hint for use:

I have my students do the problems page first. Once they complete the problems they show them to me, at that time I then provide them the separate grid paper and the puzzle pieces sheet for them to work on. Work first, then the fun!!

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Log in to see state-specific standards (only available in the US).
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.
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.
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.
Explain why addition and subtraction strategies work, using place value and the properties of operations.
Add up to four two-digit numbers using strategies based on place value and properties of operations.
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Answer Key
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