Thanksgiving Word Problems: Problem Solving Grades 3-5 | Distance Learning

3rd - 5th
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
38 pages
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Also included in

1. Do you recognize the importance of problem solving and realize that you need to infuse more challenging word problems into your teaching, math workshop, or guided math groups?All EIGHT sets of Seasonal Word Problems are included in this money-saving bundle! The great bundled price is nearly half of
\$21.50
\$31.20
Save \$9.70

Description

This set of 12 mixed operations (includes all 4 operations as well as money and other CCSS related topics) Thanksgiving word problems reflects the Common Core State Standards for grades 3, 4, and 5 and all have a Thanksgiving theme--from football to pumpkin pie to turkeys--and NOW WITH FULL DIGITAL ACCESS!

NOTE: This is one of 8 sets included in my seasonal word problem bundle!

Problems begin at an end of year third grade level and move through 4th and 5th grade level expectations. Problems are included in FOUR formats:

• with multiple copies on a page to be cut out and glued into a math journal

• on reproducible pages to use as practice sheets (4 problems per page)

• on full sheet pages that give workspace for one problem, a place for students to write matching equations, and a lined area for students to explain their work—an important part of the CCSS!

• AND NOW WITH DIGITAL SLIDES!

Answers are included as is are three rubrics to use to help in scoring the Standards for Mathematical Practice!

All of these problems have "EXTRA" parts to make differentiation easy--so it's really 24 problems in all!

Why did I write these?

Over the years I have noticed that students tend to look for routine in math class. If it’s a division unit, they will divide any two numbers they find! If it’s a subtraction unit, they try to regroup everything!

For that reason, I try hard to sprinkle in a variety of problems all year that require students to think and apply what they have learned—perhaps draw a picture or make a table to help . . . but, most importantly, to THINK about math. I hope you find these useful!

I hope you find uses for all four versions of the problems…perhaps using a page or two from each as you see fit. You can use this to teach a mini unit on multi-step problems or simply use them throughout the year to improve problem solving!

These would be a great way to get students into problem solving and the Standards for Mathematical Practice

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Want to see ALL the seasonal sets in my store--plus the deeply discounted bundle? Each one is listed below!

THE DISCOUNTED BUNDLE OF ALL 8!

Fall Word Problem Resource

Thanksgiving Word Problem Resource

Christmas Word Problem Resource

Winter Word Problem Resource

Valentine’s Day Word Problem Resource

Spring Word Problem Resource

Earth Day Word Problem Resource

Summer Word Problem Resource

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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
38 pages
Included
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Standards

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.
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.
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.