FREE Early Finishers and Gifted Math Challenges-Printables

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Leah Popinski - Sum Math Fun

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Grade Levels

3rd - 5th, Homeschool

Subjects

Math, Gifted and Talented, Problem Solving

Resource Type

Worksheets, Task Cards, Centers

Standards

CCSSMP1

CCSSMP2

CCSSMP3

CCSSMP4

CCSSMP5

Formats Included

Pages

9 pages

FREE

FREE

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Leah Popinski - Sum Math Fun

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140 Early Finishers Math Brain Teasers | Fast Finishers Gifted Activities Bundle
Solve all of your fast-finisher problems with these activities! This bundle of 140 enrichment activities is the answer to I'm done! Now what?! We call these early finishers or fast finishers activities. But really, these math brain teasers can be used with ALL of your students. They are ideal for m
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Description

Early finishers, fast finishers, gifted...whichever you have, these NO Prep free activities will be challenging and keep your students engaged and learning.

▶️ Need a digital, paperless version? You can check out the print version and the Google Slides™ version HERE.

▶️ Find the FREE Google Slides version HERE.

Completing these early finishers and gifted tasks requires many skills including reasoning, math vocabulary, all four operations, even or odd numbers, and all areas of problem solving. Directions are included to enable students to complete the tasks independently or collaboratively with little instruction from you.

You may choose to have students justify their answers, or as I tell mine, “Convince Me!”. When working collaboratively, I give each group a large sheet of butcher paper. Each group is required to use equations, words, and visual representations to “Convince Me!” that their answer is correct. When time allows, groups present their solutions to the class. When working independently, students repeat this process in their journals.

Looking for more tasks to keep your early finishers and gifted students engaged and learning? Click the link below to see a video of our bundle with over 130 challenges!

▶️ Early Finishers Bundle

❤️ Just print, laminate or use sheet protectors, and use year after year!

✋ Need more to keep those eager minds challenged? Check out these popular resources.

✅ Math Challenges for Smarty Pants #1 || Google Slides || Distance Learning

✅ Early Finishers: Activities for Gifted, Homework, & Extensions - BUNDLED!

✅ Bingo Division With Remainders Distance Learning Zoom Meetings

✅ Multi-Step Word Problem Task Cards 4th Grade

✅ Equivalent Fractions Task Cards Hands On

❤️Become a follower and take advantage of my Early Bird Specials! All new resources are 50% off for the first 48 hours! It pays to follow! :)

Thanks for taking your time to preview my product!

Have fun Mathing!

-Leah

Total Pages

9 pages

Answer Key

Included

Teaching Duration

Lifelong tool

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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.

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.

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.

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Leah Popinski - Sum Math Fun

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