Money & Elapsed Time Word Problems for Math Problem Solving Journals

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Differentiated Teaching with Rebecca Davies

17.1k Followers

Grade Levels

3rd - 4th, Homeschool

Subjects

Math, Math Test Prep, Word Problems

Resource Type

Printables, Lesson, Centers

Standards

CCSS3.MD.A.1

CCSS4.MD.A.2

CCSSMP1

CCSSMP2

CCSSMP3

Formats Included

Pages

68 pages

$3.50

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3rd & 4th Grade Math Journal Activities: Skill-Based Math Problem of the Day
Enhance your students' math problem-solving skills with our comprehensive Math Word Problem Solving Bundle, perfect for math journals! Designed specifically for 3rd and 4th-grade classrooms, this exciting digital resource is here to revolutionize how your students approach story problems. Say goodby
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Description

Standards

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Reviews

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Q&A

Description

Understanding elapsed time and calculating with money can be challenging for students. Your students need opportunities to practice to deeply understand money and time concepts. While time and money worksheets can be a great place to start the practice, this Problem of the Day problem solving journal is designed to promote critical thinking and multi-step problem solving around the essential time and money standards.

There are 7 money word problems and 5 time word problems in this pack. These problems include concepts like:

Making change
Computing total cost
Money patterns with savings & earnings across time
Elapsed time
Time patterns

Each problem is provided in three formats to allow for personalized implementation. A full-page prompt is provided for display and discussion. This version includes a photograph to engage learners. This is available as a display in a slideshow as well.

A small and large version of each prompt are included. These are designed to be glued into interactive math notebooks.

There are also templates provided to help students break down problems using 4-step problem solving strategy designed to help students attack word problems more effectively.

Product Contents:

•12 time and money word problems in 3 sizes.

•3 problem solving templates - with 2 formats for each prompt

•Slideshow version of all prompts for digital display

•Teacher Guide for suggested use & lesson structure

•Answer keys

Get these time and money problem solving prompts for only $3 when you purchase them as part of the Math Problem Solving Journal Prompt BUNDLE

Check out these other math products available:

Multiplication Problem Solving Journal Prompts

Addition and Subtraction Problem Solving Journal Prompts

Fractions Problem Solving Journal Prompts

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Product download information:

This product download is a digital file that will extract a folder that contains the purchased file(s). If you need help opening or printing a file, please refer to tech help within TpT by clicking here OR by clicking here for corrected printing

Terms of Use:

© Rebecca Davies. All rights reserved by 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 and used outside of this file without permission or license. See product file for clip art and font credits.

Total Pages

68 pages

Answer Key

Included

Teaching Duration

3 Weeks

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Standards

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

CCSS3.MD.A.1

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

CCSS4.MD.A.2

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

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.

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.

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Differentiated Teaching with Rebecca Davies

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