6th Grade Math Word Problem of the Day | Full Year of Daily Math Problem Solving

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Differentiated Teaching with Rebecca Davies

17.1k Followers

Grade Levels

6th, Homeschool

Subjects

Math Test Prep, Critical Thinking, Word Problems

Resource Type

Workbooks, Printables

Standards

CCSSMP1

CCSSMP2

CCSSMP3

CCSSMP4

CCSSMP5

Formats Included

Pages

268 pages

$25.00

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$46.75

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Differentiated Teaching with Rebecca Davies

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What educators are saying

Some of these require my students to think hard about their problem-solving! I love these problems.

— Summer D.

Rated 5 out of 5

Products in this Bundle (11)

showing 1-5 of 11 products

Bonus

July Problem Solving

Description

Standards

⁸

Reviews

Q&A

Description

Problem solving is one of the most challenging skills we teach in math. Research shows the best way to build these skills is through short, purposeful daily practice with both single- and multi-step word problems. These themed math story problems are provided in a paper-saving print format.

Designed to take less than 15 minutes per day - including giving students time to solve, discuss, and review - each month's problems include single-step, multi-step, and word problems with extra information. This helps build students' capacity for critical thinking and mathematical problem-solving skills.

The problems increase in complexity across the months. This is purposefully done to help prepare your sixth-grade students for the types of problems they may see on state tests and as they progress through middle & high school math classes.

You'll receive:
• Daily Problem Solving Teacher's Guide
• 59 total weeks of themed word problems (nearly 300 word problems!)
• Answer keys

Word Problem Themes:
Each week includes a fun fact and the word problems are themed to align with monthly holidays, special events, and student-friendly topics. Here are the monthly themes:

✔January: Resolutions, Health & Body, MLK, Soup, and Winter Sports

✔ February: Groundhogs, Valentines, Breakfast, and February Fun

✔ March: Reading, Pi Day, St. Patrick's Day, Spring, and Space

✔ April: Friendship, Frogs, Library Week, Earth Day, and Baseball

✔ May: Video Games, Mother's Day, Bicycles, Summer Safety, and Barbecue

✔ June: Vacation, Flags, Father's Day, Water Sports, and Beaches

✔ July: Fireworks, Ice Cream, Amusement Parks, and Fish

✔ August: Picnics, Eggs, Lemonade, Peaches, and Technology

✔ September: Labor Day, Grandparents, Potatoes, Pirates, and Apples

✔ October: Pizza, Autumn, Pumpkins, Cookies, and Halloween

✔ November: Board Grames, Veterans, Turkeys, Thanksgiving, Football

✔ December: Animals, Sickness, Winter, Holidays, & Snow and Ice

Ways to Use the Problems:
• Daily warm-ups or math center

• Whole or small group math instruction

• Independent enrichment or challenge problems for early finishers

• Test prep

• Homework

Benefits of a Problem of the Day format:
❑ 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

Need the digital version?

Get it here: 6th Grade Daily Problem Solving Print + Digital Bundle

This product is also available for other grade levels:

2nd grade 3rd Grade 4th grade 5th grade

Terms of Use:
© 2016 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 and used outside of this file without permission or license. See product file for clip art and font credits.

Questions?
Click here to contact me directly via email.

Total Pages

268 pages

Answer Key

Included

Teaching Duration

1 Year

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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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