Christmas Critical Thinking Bundle | Logic | Sequencing | Math Puzzles

Rated 4.94 out of 5, based on 69 reviews

4.9 (69 ratings)

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Keep 'em Thinking with Susan Morrow

10.5k Followers

Grade Levels

K - 2nd, Homeschool

Subjects

Gifted and Talented, Critical Thinking, Christmas/ Chanukah/ Kwanzaa

Resource Type

Activities, GATE, Task Cards

Standards

CCSS1.OA.A.1

CCSS1.OA.D.8

CCSSMP1

CCSSMP2

CCSSMP3

Formats Included

Pages

300 pages

$13.60

List Price:

$17.00

You Save:

$3.40

Bundle

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$13.60

List Price:

$17.00

You Save:

$3.40

Bundle

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Keep 'em Thinking with Susan Morrow

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Includes Google Apps™

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

What educators are saying

So many options! My students greatly enjoyed this as independent work or whole class brain breaks during December.

— Karen J.

Rated 5 out of 5

Loved this resource!!! Used the different levels with different grades. They really enjoyed it and I loved the critical thinking it promoted.

— Rayetta S.

Rated 5 out of 5

Products in this Bundle (5)

Description

Standards

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Reviews

⁶⁹

Q&A

Description

This is a bundle of my five CHRISTMAS CRITICAL THINKING PRODUCTS for grades 1-3. This bundle teaches logic and deductive reasoning, analogies and classifying, and attribute listing to get your kiddos thinking at those higher levels. This bundle is completely updated with new clip art and fonts and now includes a digital version of each product from use in Google Slides™.

Purchase this bundle and save 20% off the price if purchased separately!

HOW CAN I USE THIS PRODUCT?

In a Center: Print out the puzzle cards on card stock and laminate or put them in a dry erase pocket.

As a Morning Warm-up Activity: Project the puzzles on a SmartBoard, use an LCD projector, or use an ELMO. Print out the puzzles on paper and use it as a worksheet. Have students work individually or in pairs.

Think, Pair, Share: Print out the puzzle cards on plain paper or card stock. Give each group of students a puzzle to solve.

For Early Finishers: Have a folder of the puzzles in an early finisher center.

PLEASE NOTE: The digital versions of the files are store on Google™ Drive and formatted as Google™ Slides. You will need a Google™ Classroom or Google™ Drive account to access these files. There is a PDF file included in the download with links to the three files. You will click on each link. A page will appear that allows you to make a copy of the file to your Google™ account.

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BELOW ARE LINKS TO MY OTHER PRODUCTS YOU MIGHT BE INTERESTED IN:

Math Logic Task Cards – Addition and Subtraction

Spring Matrix Logic Puzzles for Grades 1-3

St. Patrick’s Day Beginning Logic Puzzles for Grades 1-3

Beginning Logic Puzzles for Back to School and Fall Gr. 1-3

Beginning Logic Puzzles for Winter Grades 1-3

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TERMS:

Copyright © Keep ‘em Thinking!, Susan Morrow. This product is for classroom and personal use ONLY. It may be used only by the original downloader Copying for more than one teacher, classroom, department, school, or school system is prohibited. You may not distribute or display this product digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA).

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Remember to always … Keep 'em Thinking!

Susan Morrow

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Total Pages

300 pages

Answer Key

Included

Teaching Duration

N/A

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Standards

to see state-specific standards (only available in the US).

CCSS1.OA.A.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

CCSS1.OA.D.8

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ▯ - 3, 6 + 6 = ▯.

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.

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Keep 'em Thinking with Susan Morrow

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