January Brain Teasers & Challenge Puzzles | Boom Cards | Digital &Print

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Math is FUNdamental

1.8k Followers

Grade Levels

3rd - 8th

Subjects

Math, The New Year, Martin Luther King Day

Resource Type

GATE, Centers

Standards

CCSSMP1

CCSSMP2

CCSSMP4

CCSSMP6

CCSSMP7

Formats Included

PDF
Internet Activities

Pages

20 Boom card puzzles

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Math is FUNdamental

1.8k Followers

Compatible with Digital Devices

The Teacher-Author has indicated that this resource can be used for device-based learning.

What educators are saying

This was a fun winter resource to help my students review skills. I have it for them to work on when they finish other assignments.

— Stephanie J.

Rated 5 out of 5

I love using Boom cards, and this was a really creative use of Boom cards in the classroom. I love the "out of the box" thinking they need to solve these problems. The overview slide was very helpful as well! Thank you!

— Ashley P.

Rated 5 out of 5

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Brainteasers & Challenge Puzzles YEARLONG BUNDLE | Boom Cards | Early Finishers
Do you struggle to engage and differentiate for your:early finishers?gifted and talented students?clever students who just love a challenge?Then this product is perfect for you! It includes over 240 fun and challenging brain teaser puzzles of all types. My students have LOVED solving these puzzles a
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More fromMath is FUNdamental

Description

Are you looking to engage and differentiate for your:

early finishers?
gifted and talented students?
students who just love a challenge?

Then this product is perfect for you! It includes 20 fun and challenging brain teaser puzzles of all types. My students have LOVED solving these puzzles as a reward for completing their other work. I LOVE that they are self-checking which frees me up to help the students who need it.

★★★★ Preview this deck in action here ★★★★

It includes 20 varied January-themed Boom card puzzles involving:

math / numbers / patterns
words
logic
pictures
and more!

As a bonus, it includes a printable version of each puzzle that can displayed in your classroom. The printable version also includes an answer key with a brief explanation of the solution (where needed).

January Themes included in this deck: Martin Luther King Jr., New Year's, winter, football, winter animals, National Popcorn Day, and National Hugging Day

★★★Yearlong Brain Teasers and Challenge Puzzles GROWING BUNDLE ★★★

Includes:

COMING SOON:

July Brain Teaser Challenge Puzzles | Boom Cards | Digital & Print

This activity uses the website BoomLearning.com. If you are not familiar with Boom, please read below for more information.

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New to Boom Cards?

Those who have used Boom cards™ will tell you that they take traditional task card practice to the next level. These are digital and interactive puzzle cards adaptable for use in so many ways - as independent practice, a math center, as homework, with a tutor, as an assessment, and much more. Students love the interactivity, instant feedback, and ease of use. Teachers love that they are self-grading and simple to assign in management systems like Google Classroom™. Since they are completely digital, they are also perfect for distance learning.

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Thank you for viewing!

~Shane

MATH IS FUNdamental

Total Pages

20 Boom card puzzles

Answer Key

Included

Teaching Duration

1 hour

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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.

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.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

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Math is FUNdamental

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