Valentines Day Math Bundle of Activities - Task Cards and Solve and Snips

Grade Levels
3rd - 7th
Standards
Resource Type
Formats Included
  • Zip
  • Google Apps™
Pages
5 Activities for the month of February
$9.45
Bundle
List Price:
$13.50
You Save:
$4.05
$9.45
Bundle
List Price:
$13.50
You Save:
$4.05
Share this resource
Includes Google Apps™
This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).

Products in this Bundle (5)

    Description

    THIS IS A BUNDLED PACK OF ALL OF MY FEBRUARY RESOURCES. By buying them together here, you get a discount!

    During any month you can always use some time filling activities that are easy to grab and go. This bundle provides you with interactive activities (interactivities) that you can use immediately in your classroom.

    Valentines Day Math Bundle includes:

    • Notes for the Teacher (How to Set Up, Materials Needed, Photo in Use, etc.)
    • Directions for How to Play
    • FIVE Different Math Activities
    • Answer Keys for All Activities as Needed
    • Recording Sheets

    How Can I Use This?

    Through the use of these activities you can easily set up a station during Math Workshop that fill your week full of different stations covering various concepts which allows you to WORK SMARTER, NOT HARDER!

    Valentines Math Activities Bundle is also great for review, early finisher activities, enrichment, a worksheet alternative, partner activity, and some are easy to use as a take-home activity to encourage families to work together.

    What is This Aligned to?

    All activities are aligned to Common Core (CCSS), Texas Essential Knowledge and Skills (TEKS) and Oklahoma Academic Standards (OAS) and meant to be able to be used in any classroom.

    • CCSS: 3.NF.1, 4.NF.1, 4.NF.4c, 4.OA.2, 4.OA.3, 4.NBT.4, 4.NBT.5, 4.MD.2, 5.NBT.5, 5.NBT.6, 5.NBT.7, 5.NF.7c, 6.NS.2, 6.NS.3, 6.RP.3c and 7.RP.3
    • TEKS: 3.2a, 4.1, 4.1a, 4.1b, 4.2b 4.4a, 4.4d, 4.8c, 5.1, 5.1a, 5.1b, 5.3k, 5.3l, 5.7, 7.1b, 7.3a and 8.3b
    • OAS: 3.N.3.3, 4.N.1.3, 4.N.1.4, 4.N.1.5, 4.N.2.1, 4.GM.2.5, 5.N.1.2, 5.N.1.4, 5.N.3.3, 6.N.1.3, 6.N.3.3, 6.N.4.1, 6.N.4.3, 7.A.2.2 and 7.A.2.3

    *************************

    → Did you know that you can get CREDITS for future purchase by leaving feedback on each of your purchases? Simply navigate to the My Purchases page and next to each download you will be able to leave a star rating and comments about the activities you have purchased. I truly value your feedback and consider each and every word left.

    *************************

    Personal Copyright: The purchase of this product allows you to use these activities in your personal classroom for your students. You may continue to use them each year but you may not share the activities with other teachers unless additional licenses are purchased. The license for this purchase is NON-TRANSFERABLE. Site and District Licenses are also available.

    4mulaFun®, Flippables™ and Solve and Snip™ are trademarks of Smith Curriculum and Consulting (formerly FormulaFun Inc. dba 4mulaFun), and are registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are the property of their respective owners. Copyright © Smith Curriculum and Consulting, Inc. All rights reserved.

    DISCLAIMER: With the purchase of this file you understand that this file is not editable in any way. You will not be able to manipulate the lessons and/or activities inside to change numbers and/or words.

    Total Pages
    5 Activities for the month of February
    Answer Key
    Included
    Teaching Duration
    1 month
    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.

    Standards

    to see state-specific standards (only available in the US).
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
    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.
    Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
    Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

    Reviews

    Questions & Answers

    Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.

    More About Us

    Keep in Touch!

    Sign Up