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Valentine's Day Word Problems: Problem Solving | Distance Learning

29 Ratings
The Teacher Studio
16k Followers
Grade Levels
3rd - 5th
Subjects
Standards
CCSSMP5
CCSSMP4
CCSSMP3
CCSSMP1
CCSS4.OA.A.3
Resource Type
Formats Included
  • PDF
  • Google Apps™
Pages
38 pages
$3.95
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The Teacher Studio
16k Followers
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Also included in

  1. Yearly Math Word Problems Bundle for Grades 3-5 | Distance Learning
    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
    8
    Products
    $21.50
    $31.20
    Save $9.70
    View Bundle
  2. Valentine's Day Activities Bundle: Valentine's Math Activities and More!
    This set of three of my Valentine's Day resources allows you to grab everything you need for February fun at a greatly reduced price!Please check to make sure that you have not previously purchased any of the three resources!The preview document includes all the previews from the three products, and
    3
    Products
    $8.00
    $11.75
    Save $3.75
    View Bundle
DescriptionStandards10Reviews29Q&A1The Teacher StudioMore fromThe Teacher Studio

Description

This set of 12 mixed operations (includes all 4 operations as well as money and other CCSS related topics) word problems reflects the Common Core State Standards for grades 3, 4, and 5 and all have a Valentine's theme--from candy hearts to making valentines to buying chocolate! 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 work space 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 for easy Google access!

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--making 24 quality 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 three 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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NOTE: This resource is also part of a bundled set of THREE Valentine's Day resources available at a reduced price.

CLICK HERE TO CHECK IT OUT!

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

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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
Answer Key
Included
Teaching Duration
N/A
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Standards

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CCSSMP5
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.
CCSSMP4
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.
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.
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.
CCSS4.OA.A.3
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.

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