Valentine's Day Problem Solving, Critical Thinking, Open Response

Valentine's Day Problem Solving, Critical Thinking, Open Response
Valentine's Day Problem Solving, Critical Thinking, Open Response
Valentine's Day Problem Solving, Critical Thinking, Open Response
Valentine's Day Problem Solving, Critical Thinking, Open Response
Created ByMelissa Egan
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PDF (358 KB|4 pages)
Standards
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Description

In this multi-step, Valentine's Day themed problem, students will use two- and one-digit addition, subtraction, multiplication, and division as well as problem solving and critical thinking skills. Whole numbers only. Answer key included. Works great as an extension activity for above-level third or on-level fourth graders. I gave the problem to students to work on in groups, which encouraged math discourse.

Total Pages
4 pages
Answer Key
Included
Teaching Duration
40 minutes
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Standards

to see state-specific standards (only available in the US).
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.
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Fluently add and subtract multi-digit whole numbers using the standard algorithm.

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