Math Logic Puzzles - Number Talk Task Cards - Math Enrichment - 1st & 2nd Grade

Rated 4.86 out of 5, based on 797 reviews

4.9 (797 ratings)

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Lyndsey Kuster

57.7k Followers

Grade Levels

1st - 2nd

Subjects

Math, Numbers

Resource Type

Activities

Standards

CCSSMP1

CCSSMP2

CCSSMP3

CCSSMP4

CCSSMP5

Formats Included

Pages

225+ number talks

$12.00

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$35.00

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$23.00

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Lyndsey Kuster

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What educators are saying

My students love doing number talks and as a teacher I love having them on hand and ready to go everyday before math starts.

— Sarah P.

Rated 5 out of 5

I love to use these as my daily math warm-up! My class loves these and it is a highlight of our math block!

— Summer I.

Rated 5 out of 5

Description

Standards

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Reviews

⁷⁹⁷

Q&A

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More fromLyndsey Kuster

Description

These math logic puzzles/number talks are the perfect way to get your first and second grade enrichment students’ math minds moving from the concrete to the abstract. I like to think about number talks as the bridge between the two points. Even giving students just 10 minutes each day to talk about math with their peers can help build number sense.

Included in the bundle:

225+ number talk cards – vary in level of difficultly; some are more difficult to solve than others
Math Mind Mat -This can be used as a work space for students to show their thinking. Students can write down the strategies they used to solve the problem.
Labels for organizational purposes

Why Use Number Talks?

The real truth is: students who lack a strong number sense have trouble developing the foundation needed for even simple math. Number sense develops through the exploration of numbers, visualizing numbers, and relating to numbers in different ways.

Number talks encourage students to think critically and persevere in problem solving. Each task asks students to explain to themselves the meaning of a problem and to look for entry points to its solution. The ultimate goal is to encourage students to build their own toolkit for solving problems, and these number talks do just that!

Number talks can be used in the following ways:

whole group instruction
number talks/morning meeting/calendar time
small group instruction
early finisher activity
center/station math activity
extension activity
enrichment activity

Be sure you give students ample opportunities to tackle these problems without explicitly teaching them how to solve them. In other words, if you choose to work through these during whole group instruction or small group instruction time, leave plenty of time for thinking, exploration, discussion, and reflection. The key is to provide a lot of prompting and support without explicitly teaching them how to solve the problems.

Organizational Tips:

To store the materials, I purchased IRIS Greeting Card and Craft Keeper bins. I purchased them from Michael’s. You can also find them at Joann’s, Amazon, and many other stores online and in-store. If you buy them in person, be sure to bring a coupon to get an extra discount on your purchase!

All labels to organize the number talk cards are included in this bundle.

When printing the number talks, my tip is to print them on colored cardstock to match the divider labels. This is a hassle-free way to keep the materials organized!

The divider labels have the title of each activity on them, along with the standard/skill (in the bottom right corner).

*If you choose to use different storage bins than the ones I've suggested, I've included additional labels in this bundle for you!*

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You may also like…

→ 1st Grade Math Centers Bundle (Flip Books)

→ Math Centers for the 1st Graders Bundle

→ Write and Wipe - The Math Bundle

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Total Pages

225+ number talks

Answer Key

N/A

Teaching Duration

N/A

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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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Lyndsey Kuster

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57.7k Followers