2nd Grade Problem of the Day: Daily Math Word Problem Practice for MARCH

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Differentiated Teaching with Rebecca Davies

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Grade Levels

2nd - 3rd, Homeschool

Subjects

Word Problems, St. Patrick's Day, Spring

Resource Type

Workbooks, Printables

Standards

CCSSMP1

CCSSMP2

CCSSMP3

CCSSMP4

CCSSMP5

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Includes Google Apps™

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

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Description

Engage and challenge your second grade students with this hybrid 2nd Grade Problem of the Day: Spring & St.Patrick's Day Math Word Problem resource for March. Packed with engaging and relevant math story problems, this resource is perfect for daily problem solving practice. Each problem of the day is specifically designed for second graders, addressing essential math skills while integrating the excitement of March holidays and events.

Your students will become skilled mathematicians as they analyze and solve these stimulating story problems, promoting critical thinking and mathematical fluency. With a month's worth of intriguing and diverse word problems, you can give your students ample opportunities to strengthen their math proficiency.

This print & digital resource is invaluable for any 2nd grade teacher looking to inspire a love for math and build strong problem-solving abilities in their students.

This 2nd Grade Word Problem of the Day Pack includes:

✔ Daily Problem Solving Teacher's Guide

✔ 5 weeks of March word problems

25 problems on Google Slides
5 themed weekly paper-saving printables with daily word problems

✔ 2 versions of paper-based student response sheets & workspace

✔ Answer keys

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

Word Problem Themes:

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

Week 1: Reading
Week 2: Pi Day
Week 3: St. Patrick's Day
Week 4: Spring
Week 5: Space

Get the 12-month bundle here:

2nd Grade Daily Problem Solving (Print + Digital Bundle)

Please note: These are challenging 2nd grade word problems. You'll likely want to complete these problems as part of guided practice activity. Initially, you may see students relying on drawing pictures or using inefficient problem-solving strategies. Encourage them to break down complex problems and explore multiple solution methods. These challenging problems foster a growth mindset and the skills needed for future academic success.

If you view the preview and feel this may be discouraging for your learners, feel free to check out the first grade version here: 1st Grade Daily Problem Solving
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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 during summer school

• Whole or small group math instruction

• Test prep

• Independent enrichment or early finisher challenge

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

♥ 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:

© 2020 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.

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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