Subject

Resource Type

File Type

Product Rating

Standards

CCSSMP6

CCSSMP1

CCSS4.OA.A.3

CCSS4.NBT.B.5

CCSS4.NBT.B.4

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- Do you recognize the importance of problem solving and realize that you need to infuse more challenging, high interest word problems into your teaching, math workshop, or guided math groups? You may also know that the problems that come with many math series do NOT engage our students--especially t$15.80$11.75Save $4.05

- Product Description
- StandardsNEW

This set of 20 animal word problem task cards supports many features of the Common Core State Standards. Pages can be printed, cut into quadrants, and laminated to use as task cards (color version) or can be copied and cut apart to use in math journals. Pages are included in color AND with white background for easy copying. There is also a blank “work sheet” where students can show their work if you use these as task cards.

Problems are all based on high interest, "amazing" animal facts. Note that students are encouraged to write coordinating “number sentences” to demonstrate complete understanding of the operations used. It is recommended that you teach multiple ways to show a variable…an empty box, a question mark, and letters as typically seen in algebra. They can do it!

The Common Core clearly states that students should be able to solve a variety of real-world math problems where the “variable” moves to different locations in the number sentence. Refer to pages 88 and 89 (Tables 1 and 2) for further clarification. All four operations are used with numbers of varying sizes and even different units of measure.

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**Looking for more AMAZING word problem resources?**

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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.

Log in to see state-specific standards (only available in the US).

CCSSMP6

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.

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.

CCSS4.NBT.B.5

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.

CCSS4.NBT.B.4

Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Total Pages

16 pages

Answer Key

Included

Teaching Duration

N/A

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