Word Problems Bundled Set | Grade 4 Word Problems | Grade 5 Word Problems

Grade Levels
4th - 6th, Homeschool
Standards
Formats Included
  • Zip
Pages
200 pages
$14.95
Bundle
List Price:
$19.80
You Save:
$4.85
$14.95
Bundle
List Price:
$19.80
You Save:
$4.85
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Products in this Bundle (4)

    Description

    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? So if you are looking for quality word problems--read on!

    This BUNDLED set of 80 mixed operation (addition, subtraction, multiplication, and division), multi-step, fraction, and measurement word problems reflects the Common Core and other sets of rigorous math standards for grades 4 and 5. It is bundled for those buyers who wish to purchase all 4 sets of word problems at a greatly reduced price. Please do NOT purchase this set if you have purchased MORE THAN ONE of the 4 items--if you have purchased only one, this will still save you money!

    What is included in each of the 4 sets?

    20 word problems are included in THREE formats for ultimate teacher flexibility:

    *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)

    *and 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!.

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

    Each set of 20 word problems included requires students to use all four operations to solve "real world" word problems. These problems are geared for students in grades 4 and 5 and stress problem solving and higher level thinking!

    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 word 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 word problems…perhaps using a page or two from each as you see fit. You can use this as a part of a unit on problem solving or simply use them throughout the year to improve math thinking!

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    PLEASE NOTE:

    This set of problems is also available in a new format for people who prefer these problems in task cards. If you already own this resource, please know that the problems are the SAME but in a different format! If you prefer having the problems from this bundle in task card format, CLICK HERE to see if that resource better suits your needs!

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    Want to see some other word problem resources? Here is just a sampling of the many resources in my store!

    Multi-Step Word Problems for Grades 3/4

    Word Problem Bundled Set for Grades 4/5

    Word Problem Bundled Set for Grades 3/4

    Back to School Word Problems

    Seasonal Word Problem bundle (individual sets also available)

    "Amazing Facts" Task Card Bundle (individual sets also available)

    CGI Word Problem Bundle (individual sets also available)

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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
    200 pages
    Answer Key
    Included
    Teaching Duration
    N/A
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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.
    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 word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
    Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

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