Problem Solving 4

Effective Dai eT LV) Provides effective ; daly practice to 180 Days of Practice prepare students for Grades K-6 Colege and Career Grade ISBN aad Readiness. (EE Valo students buld een Sts and cease ther ability to ecoonze ght wos nay + Digital Resources Level K_ 9781425816339 _IFC51633 Level 1 9781425816346 _IFC51634 Level 2 9781425816353 FC51635 180 Days of Language Bull students" grammar sil by packing punctuaton, captalzation, parts of speech, and speling. 208pp. + Digital Resources Level kK 9781425811723 FCST172. Level 1 9781425811662 _IFC51166 Level 2 9781425811679 _FCS1167 Level 3 9781425811686 _FCS1168 Level 4 9781425811693 _FC51169 Level 5 9781425811709_FC51170 Level 6 9781425811716 FC51171 Provide students with 180 daly practice ‘activites to build mathematical fueny. 208pp. + Digital Resources Level K___9781425808037_IFC50803 ‘Level |_ 9781425808044 IFCS0804 Level 2 9781425808051 _IFC50805 Level 3 9781425808068 _IFC50806 Level 4 9781425808075 _FC50807 Level 5 "9781475808082 _IFC50808 Level 6 9781425808020 _IFC50802 Prove tr passages pace eng Comprehension wd sty phonics aa writen rsprse oer 29p Dig Resouces Levelk 9781425800018, FCS02T Level 1978142809225 C5090 Level 9781425805732 C5093 Level 3 9781425809249 IFCS0924—_ Develop enthusiastic and efficent writers through daly practice of the writing proces. 216-224pp. + Digital Resources Aovel k 9781425815233 FCS1523__ Level 1 9781425815240 _IFC51524 nctudesCOIR es FBO wo nate PROBIEMISOINING Piyolstusttl Fourth cu @ Think @ Plan Q solve @ Explain v.2>04 ~ (a, SY Author Chuck Aracich, [Link]. & SHELL EDUCATIONFor information on how this resource meets national and other state standards, ‘ee pages 4-7, You may also review this information by visiting our website at ‘www teachercreatedmaterials com/administrators/cortelations/ and following the on-screen directions. Publishing Credits Corinne Burton, MAEd, Publisher Conn Medina, MAE, Managing Editor rly. Smith, MAE, Series Developer Diana Kenney, MEd, NECT, Content Director, Paula Makrids, MEd, Editor Stacy Monsman, M.A, Editor, Lee Aucoin, Senior Multimedia Designer, Kyleena Harper, Assistant Editor, Kevin Pham, Grophic Designer Image Credits ‘Alimages rom stock an Shutterstock Standards ‘© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. (CCSS) Shell Education ‘division of Teacher Created Materials 5301 Oceanus Drive Huntington Beach, CA 92649-1030 ‘wor [Link]/shell-education ISBN 978-1-4258-16162 .©2017 Shell Education Publishing. Inc ‘The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or schoo! system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded inany form without wetten permission from the publisher. #51616 —180 Days of Problem Solving © Shell EducotionTABLE OF CONTENTS Introduction 3 How to Use this Book......0.....000cee sd Standards Correlations .......06.c000ce0ceeeese]2 Dally Practice Pageeme te tte 1a) Answer Key.......6..-000ee00 ee 193 Practice Page Rubric 213, Practice Page Item Analysis. 214 Student Item Analysis. 2218 Problem-Solving Framework. . = 219 Problem-Solving Strategies = 220 Digital Resources. . 221 INTRODUCTION The Need for Practice To be successful in today’s mathematics classrooms, students must deeply understand both concepts and procedures so that they can discuss and demonstrate their understanding during the problem-solving process. Demonstrating understanding is a process that must be continually practiced for students to be successful. Practice is especially important to help students apply their concrete, conceptual understanding during each step of the problem-solving process. Understanding Assessment In addition to providing opportunities for frequent practice, teachers must be able to assess students’ problem-solving skills. This is important so that teachers can adequately address students’ misconceptions, build on their current understandings, and challenge them appropriately. Assessment is a long-term process that involves careful analysis of student responses from discussions, projects, practice pages, or tests. When analyzing the data, it is important for teachers to reflect on how their teaching practices may have influenced students’ responses and to identify those areas where additional instruction may be required. In short, the data gathered from assessments should be used to inform instruction: slow down, speed up, or reteach. This type of assessment is called formative assessment. © Shell Education ##51616—180 Days of Problem Solving 3HOW TO USE THIS BOOK 180 Days of Problem Solving offers teachers and parents problem-solving activities for each day of the school year. Students will build their problem-solving skills as they develop a deeper understanding of mathematical concepts and apply these concepts to real-life situations. This series will also help students improve their critical-thinking and reasoning skills, use visual models when solving problems, approach problems in multiple ways, and solve multi-step, non-routine word problems. Easy-to-Use and Standards-Based ‘These daily activities reinforce grade-level skills across a variety of mathematical concepts. Each day provides a full practice page, making the activities easy to prepare and implement as part of a classroom routine, at the beginning of each mathematics lesson as a warm-up or Problem of the Day, or as homework. Students can work on the practice pages independently or in cooperative groups. The practice pages can also be utilized as diagnostic tools, formative assessments, or summative assessments, which can direct differentiated small-group instruction during Mathematics Workshop. Domains and Practice Standards The chart below indicates the mathematics domains addressed and practice standards applied throughout this book. The subsequent chart shows the breakdown of which mathematics standard is covered in each week. Note: Students may not have deep understanding of some topics in this book. Remember to assess students based on their problem-solving skills and not exclusively on their content knowledge. Grade-Level Domains | Practice Standards 1. Operations and Algebraic Thinking 1, Make sense of problems and persevere in solving them. 2. Number and Operations in Base Ten. a 2, Reason abstractly and quantitatively. 3. Number and Operations—Fractions 3. Construct viable arguments and critique the reasoning of others. 4, Measurement and Data 4, Model with mathematics. 5. Geometry 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8, Look for and express regularity in repeated reasoning. ##51616—180 Doys of Problem Solving © Shell EducationHOW TO USE THIS BOOK «...., College-and-Career Readiness Standards Below is a list of mathematical standards that are addressed throughout this book. Each week students solve problems related to the same mathematical topic. Week Standard 1 ” [Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Use place value understanding to round multi-digit whole numbers to any place. Fluently add multi-digit whole numbers us ing the standard algorithm, alala] w [Fluently subtract multi-digit whole numbers using the standard algorithm, Solve multistep word problems posed with whole numbers and having whole- number answers using addition and subtraction, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Find all factor pairs for a whole number in the range 1-100. Determine whether a _| given whole number in the range 1-100 is prime or composite. 9 Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. 10 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5x 7 asa statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Multiply or divide to solve word problems involving multiplicative comparison, eg,, by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. u Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations, Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. 12 Multiply a whole number of up to four digits by a one-digit whole number, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 13 Multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. © Shell Education #51616—180 Doys of Problem Solving14 Find whole-number quotients and remainders with up to two-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 15 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 16 ‘Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 7 Explain why a fraction # is equivalent to a fraction (71x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions, 18 ‘Compare two fractions with different numerators and different denominators, ¢., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 4. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, oF <, and justify the conclusions, e.g., by using a visual fraction model. 19 Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. 20 Decompose a fraction into a sum of fractions with the same denominator in mote than one way, recording each decomposition by an equation. Justify decompositions, e.g. by using a visual fraction model 21 ‘Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. 22 Understand a fraction £as a multiple of $. Understand a multiple of £s a multiple of $ , and use this understanding to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. 23 Make a line plot to display a data set of measurements in fractions of a unit (, + 4). Solve problems involving addition and subtraction of fractions by using information presented in line plots. 24 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. ‘Use decimal notation for fractions with denominators 10 or 100. 26 ‘Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, eg. by using a visual model +##51616—180 Days of Problem Solving © Shell Education27 Know relative sizes of measurement units within one system of units including km, m, and cm. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. Use the four operations to solve word problems involving distances, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale, 28 Know relative sizes of measurement units within one system of units including he, min., and sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. Use the four operations to solve word problems involving intervals of time, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 29 Know relative sizes of measurement units within one system of units including kg, g:Ib., 02.51, ml. Within a single system of measurement, express measurements ina larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. Use the four operations to solve word problems involving liquid volumes and masses of objects, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of asmaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 30, Apply the perimeter formula for rectangles in real world and mathematical problems. 31 Apply the area formula for rectangles in real world and mathematical problems. 32 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. 33 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. Measure angles in whole-number degrees using a protractor: Sketch angles of specified measure. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, eg,, by using an equation with a symbol for the unknown angle measure. 34 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. 35 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. 36 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. © Shell Education #51616—180 Doys of Problem SolvingHOW TO USE THIS BOOK «..., Using the Practice Pages ‘The activity pages provide practice and assessment opportunities for each day of the school year. Students focus on one grade-level skill each week. The five-day plan requires students to think about the problem-solving process, use visual models, choose multiple strategies, and solve multi-step, non-routine word problems. For this grade level, students may complete the pages independently or in cooperative groups. Teachers may prepare packets of weekly practice pages for the classroom or for homework. Day 1-Think About It! For the first day of each week, the focus —— &: is on thinking about the problem-solving process. Students might draw pictures or answer questions about a problem. ‘The goal is to understand the process of solving a problem more so than finding the solution. © Day 2-Solve It On the second day of each week, students —_ solve one to two routine problems based on the thinking process from Day 1. Students think about the information given in the problem, decide on a plan, solve the problem, and look back and explain their work. e Day 3-Visualize It! On day three, a visual representation —————p>~ (eg, number line, table, diagram, fraction model) is shown as a strategy for solving a problem. Students use this visual model to solve a similar problem. © 221+ seine t90 Woy ‘On the fourth day, students solve the = same problem two ways by applying the strategies they have learned. Students may - also be asked to analyze how others solved a problem and explain which way is correct or state the error or misconception. +#51616—180 Days of Problem Solving © Shell EducationDay 5~Challenge Yourself! On day five, students are presented with a multi-step, non-routine problem. Students analyze a problem, think about different strategies, develop a plan, and explain how they solved the problem. Using the Resources The following resources will be helpful to students as they complete the activity pages. Print copies of these resources and provide them to students to keep at their desks. These resources are available as Adobe” PDFs online. A complete list of the available documents is provided on page 221. To access the digital resources, go to this website: [Link] Enter this code: 20635845, Follow the on-screen directions. Practice Page Rubric can be found on page 213 and in the Digital Resources ([Link]). The rubric can be used to assess students’ mathematical understanding of the weekly concept and steps in the problem-solving process. The rubric should be shared with students so they know what is expected of them. Problem-Solving Framework can be found on page 219 and in the Digital Resources ([Link]). Students can reference each step of the problem-solving process as they complete the practice pages during the week. Problem-Solving Strategies can be found on page 220 and in the Digital Resources ([Link]). Students may want to reference this page when choosing strategies as they solve problems throughout the week. © Shell Education #51616—180 Days of Problem SolvingHOW TO USE THIS BOOK «..., Diagnostic Assessment Teachers can use the practice pages as diagnostic assessments. The data analysis tools included with the book enable teachers or parents to quickly score students’ work and monitor their progress. Teachers and parents can quickly see which steps in the problem-solving process students need to target further to develop proficiency. After students complete a week of practice pages, ‘each page can be graded using the answer key (pages 193-212). Then, the Practice Page Rubric (page 213; [Link]) can be used to score each practice page. The Practice Page Item Analysis (pages 214-217; [Link]) can be completed. The Practice Page Item Analysis can be used to record students’ Day 5 practice page score, while the Student Item Analysis (page 218; [Link]) can be used to record a student's daily practice page score. These charts are also provided in the Digital Resources as PDFs, Microsoft Word? files ([Link]; [Link]), and Microsoft Excel® files ([Link]; [Link]). Teachers can input data into the electronic files directly on the computer, or they can print the pages and analyze students’ work using paper and pencil. To Complete the Practice Page Item Analysis + Write or type students’ names in the far-left column. Depending on the number of students, more than one copy of the form may be needed, or you may need to add rows. + The specific week is indicated across the top of each chart. + Record rubric scores for the Day 5 practice page in the appropriate column. «+ Add the scores for each student. Place that sum in the far-right column. Use these scores as benchmarks to determine how each student is performing after a nine-week period. This allows for four benchmarks during the year that can be used to gather formative diagnostic data. +#51616—180 Days of Problem Solving © Shell EducationHOW TO USE THIS BOOK .... To Complete the Student Item Analysis + Write or type the student’s name in the top row. This form tracks the ongoing process of each student, so one copy per student is necessary. + The specific day is indicated across the top of each chart. + Record the student's rubric score for each practice page in the appropriate column. + Add the scores for the student. Place that sum in the far-right column. Use these scores as benchmarks to determine how the student is performing each week. These benchmarks can be used to gather formative diagnostic data. Using the Results to Differentiate Instruction Once results are gathered and analyzed, teachers can use the results to inform the way they differentiate instruction. The data can help determine which mathematical concepts and steps in the problem-solving process are the most difficult for students and which students need additional instructional support and continued practice. Whole-Class Support The results of the diagnostic analysis may show that the entire class is struggling with a particular mathematical concept or problem-solving step. If these concepts or problem-solving steps have been taught in the past, this indicates that further instruction or reteaching is necessary. If these concepts or steps have not been taught in the past, this data may indicate that students do not have a working knowledge of the concepts or steps. Thus, careful planning for the length of the unit(s) or lesson(s) must be considered, and additional front-loading may be required. Small-Group or Individual Support The results of the diagnostic analysis may show that an individual student or small group of students is struggling with a particular mathematical concept or problem-solving step. If these concepts or steps have been taught in the past, this indicates that further instruction or reteaching is necessary. These students can be pulled to a small group for further instruction on the concept(s) or step(s), while other students work independently. Students may also benefit from extra practice using games or computer-based resources. Teachers can also use the results to help identify individual students or groups of proficient students who are ready for enrichment or above-grade-level instruction. These groups may benefit from independent learning contracts or more challenging activities. Digital Resources The Digital Resources contain digital copies of activity pages, diagnostic pages, and additional resources, such as the Problem-Solving Framework and Problem-Solving Strategies pages, for students. The list of resources in the Digital Resources can be found on page 221. © Shell Education 1#51616—180 Days of Problem Solving W12 STANDARDS CORRELATIONS Shell Education is committed to producing educational materials that are research- and standards-based. In this effort, we have correlated all of our products to the academic standards of all 50 states, the District of Columbia, the Department of Defense Dependents Schools, and all Canadian provinces. How to Find Standards Correlations To print a customized correlation report of this product for your state, visit our website at [Link] If you require assistance in printing correlation reports, please contact our Customer Service Department at 1-877-777-3450. Purpose and Intent of Standards “The Every Student Succeeds Act (ESSA) mandates that all states adopt challenging academic standards that help students meet the goal of college and career readiness. While many states already adopted academic standards prior to ESSA, the act continues to hold states accountable for detailed and comprehensive standards. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards. State standards are used in the development of all of our products, so educators can be assured they meet the academic requirements of each state. ‘The activities in this book are aligned to today’s national and state-specific college-and-career readiness standards. The chart on page 4 lists the domains and practice standards addressed throughout this book. A more detailed chart on pages 5~7 correlates the specific mathematics content standards to each week. +##51616—180 Days of Problem Sohing © Shell EducationNAMI DATE: ¥ Gu» Think about the problem. Answer the questions. A chocolate factory starts with 3,000 pieces of chocolate. They place the chocolate into packages “of 10. How many packages can What information is given in the problem? How can your understanding of place value help you solve the problem? .. Can the answer be 30 packages of 10 chocolates? Explain how you know. © Shell Education 4#51616—180 Days of Problem Sobing 4 2 S' x > > 3 <