Early Finishers Monthly Logic Puzzles - First Grade Mega Bundle | Fast Finisher

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Leah Popinski - Sum Math Fun

7.9k Followers

Grade Levels

1st, Homeschool

Subjects

Gifted and Talented, Problem Solving, Holidays/Seasonal

Resource Type

Activities, Task Cards, Centers

Standards

CCSS1.OA.B.3

CCSS1.OA.C.6

CCSS1.OA.D.8

CCSSMP1

CCSSMP2

Formats Included

Pages

Currently - 792 pages plus 168 Google Slides and Growing

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Leah Popinski - Sum Math Fun

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What educators are saying

I have these up for my students to complete as they finish their assigned activities and they love them!

— Torey M.

Rated 5 out of 5

Products in this Bundle (12)

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More fromLeah Popinski - Sum Math Fun

Description

Grab this mega monthly bundle! ⭐A Value of $54 NOW ONLY $27.00!⭐

Do you need early finisher math enrichment for your first grade students? How about for those who already know their facts? Would you love to have a resource that deepened understanding of arithmetical strategies and mental math skills?

Try this mega bundle of 144 logic puzzles for early finishers! They are tons of fun and will keep your students learning and applying what they know.

Often when I buy resources labeled 1st-2nd grades, I find that many of the pages are too difficult for my first graders, especially in the beginning. And, there is not enough focus on the building of first grade skills before hopping into 2nd grade skills for my early finishers.

Because of the way in which math builds incrementally, math pages that work for 2nd grade don't work for 1st grade, and vice-versa. So, for these early finisher logic puzzles, I created separate resources for each grade level. You should be able to use every single page!

Each monthly set targets first grade computation skills that are specific to the time of year. The computation is kept simple so that early finishers can focus on problem solving and thinking. The beginning months target adding and subtracting within 10 to 18. See below. The targeted strategies are adding and subtracting using 0 as well as using doubles to find the picture number values.

Once you do a quick guided practice, your early finishers will be able to complete the puzzles independently in centers, as homework, or as an independent assignment. These fun puzzles are perfect for differentiated practice to extend students’ thinking.

▶️What’s Included in these Early Finisher Activities - 12 printable full-page logic puzzles in color, 12 full pages in black and white, 12 printable half-page logic puzzles in color, 12 half-pages in black & white, Google Slides of each logic puzzle for interactive computer centers, recording sheets, and answer keys!

Sets Currently Included:

I think you'll really LOVE these early finisher activities!

✋ Looking for more engaging activities? Check out these popular resources!

✅ Early Finishers and Gifted: Math Challenges: Teacher Life-Saver!

✅ Measurement Activities for First Grade - Nonstandard

✅ Addition Facts and Subtraction Facts Math Centers and Games Super Hero Theme

✅ Addition and Subtraction Worksheets - Color by Number Year Long Bundle

Have fun Mathing!

-Leah

Total Pages

Currently - 792 pages plus 168 Google Slides and Growing

Answer Key

Included

Teaching Duration

N/A

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Standards

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

CCSS1.OA.B.3

Apply properties of operations as strategies to add and subtract. If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

CCSS1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

CCSS1.OA.D.8

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ▯ - 3, 6 + 6 = ▯.

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.

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Leah Popinski - Sum Math Fun

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