5th Grade Math Word Problem of the Day | February Math Problem Solving Bundle

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Differentiated Teaching with Rebecca Davies

17.1k Followers

Grade Levels

5th, Homeschool

Subjects

Math Test Prep, Word Problems

Resource Type

Printables

Standards

CCSSMP1

CCSSMP2

CCSSMP4

CCSSMP5

CCSSMP6

Formats Included

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Google Apps™

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$8.50

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Includes Google Apps™

This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).

Products in this Bundle (2)

Description

Standards

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Description

This February 5th Grade Math Word Problem of the Day is a great way to practice fifth grade story problems through short daily practice. Designed to take less than 15 minutes a day, engaging story problem practice gives students opportunities to practice and apply their word problem strategies without the overwhelm from typical worksheets and math problem solving activities.

These printables and digital slides with fifth grade math word problems are purposefully themed around February fun facts and are designed to be engaging, yet challenging, to help foster critical thinking and mathematical reasoning in your 5th grade learners. There are many ways to find solutions, which gives students a chance to test different math problem solving strategies to find what is best for them.

The problems increase in complexity across the months. This is purposefully done to help prepare your 5th grade students for the problems they may see on state tests and as they progress to 6th grade and middle school math.

This 5th Grade Word Problem of the Day Pack includes:

✔ February Daily Problem Solving Teacher's Guide

✔ 5 weeks of February word problems

Weekly paper-saving printable
Daily Google Slides

✔ Answer keys

✔ Access to step-by-step directions for assigning these in Google Classroom

Word Problem Themes:
Each week includes a fun fact and the word problems are themed to align with monthly holidays, special events, and kid-friendly topics. This month's topics are:

✔ Week 1: Groundhogs

✔ Week 2: Valentines

✔ Week 3: Hot Breakfast

✔ Week 4: February Fun

*Digital Access Note: This resource includes digital access via GOOGLE SLIDES. You will need Internet access and a free Google account OR Google Classroom for the digital versions. Learners will work on computers or iPads. Upon purchasing, you will download documents containing links to digital files and easy-to-follow instructions that will get you started in minutes! These are easily shared digitally between you and your students.

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The Benefits of Using a Math Word Problem of the Day

❑ Daily practice builds routine and structure for practice

❑ Less overwhelming to reluctant or struggling learners

❑ Helps identify students who may need additional support

❑ Encourages discussion about skills & strategies

Ways to incorporate these story problems into your math routine:

• Daily warm-ups or math center

• Whole or small group math instruction

• Independent enrichment or challenge problems for early finishers

• Test prep

• Homework

Here's what others have to say about Daily Problem Solving...

♥ My students benefited tremendously when I began using these! Their confidence lacked when it came to word problems, but having one every day became routine and their confidence grew. The reflection at the end of the week told me a lot about how students were feeling, too. I also love how they aligned with holidays and true information… - Jennifer H

♥ I am obsessed with this set! My students love it, I love it, and after walking through my room when I was doing this whole group my Principal now loves it! Fantastically rigorous problems! Thank you! Thank you! Thank you! - T.L.

♥ AMAZING RESOURCE! I have my kiddos do daily math each week but wanted to incorporate more word problems. I staple this each week to their original daily math page. The problems are diverse and challenging. I love how many skills are covered and how they are multi-step. Perfect!! - Samantha M.

♥ I absolutely LOVE this product! I cannot say enough good things about it. It is rigorous and covers so many of our critical standards. I start each math lesson with this as a warm-up. As the students come in for math they get started on it and then we go over it together. I like that it has a reflection at the end so my kids think about what skills they have mastered and which ones they still need to work on. I like the monthly theme with the little fact. So fun! -Rebecca R.

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More Math Word Problem Resources in the Daily Problem Solving Line…

Terms of Use:
© 2016 Rebecca Davies. All rights reserved by the author. These materials are intended for personal use by a single classroom only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. For use in multiple classrooms, please purchase additional licenses. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted or used outside this file without permission or license. See product file for clip art and font credits.

Total Pages

Answer Key

Included

Teaching Duration

1 month

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Standards

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

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.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

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.

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.

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.

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