Have you watched your students simply guess at word problems or consistently revert to the operation they are most comfortable with? I’d venture to guess that most of us have! That’s I love implementing numberless word problems.

In numberless word problems, all numbers are removed temporarily while students process what the situation is and determine what information is needed to solve the problem. Then, numbers are revealed until a solution is reached. These problems allow students to spend time focusing on the context of the problem. Removing the numbers prevents students from trying to solve a problem without fully understanding the problem.

These word problems focus on one type of word problem each week. There are five slides for each of the following types of word problems. If you view the slides in slide show mode, you will be able to reveal one portion of the problem at a time. I have also included a paper version of each of the problems below.

• joining problem-result unknown
• joining problem-change unknown
• joining problem-start unknown
• removing problem-result unknown
• removing problem-change unknown
• removing problem-start unknown
• parts and wholes-whole unknown
• parts and wholes-part unknown
• comparing problem-difference unknown
• comparing problem-smaller unknown
• comparing problem-bigger unknown
• equal groups-product unknown
• equal groups-group size unknown
• equal groups-number of groups unknown
• array-product unknown
• array-group size unknown
• array-number of groups unknown
• comparing problems-product unknown
• comparing problems-group size unknown
• comparing problems-number of groups unknown.

I review through independent practice sheets, which include all new word problems. You may also use the Types of Word Problems Booklets that have students SOLVE and WRITE their own word problems.

When beginning this strategy, one of my greatest concerns was how I would implement this AND number talks. After considerable planning, I decided that I would incorporate these numberless word problems and number talks into one lesson. Hopefully, this planning will save you HOURS of time! If you don’t utilize number talks, don’t worry! You can simply omit that portion of the lesson. Each week students focus on one type of word problem and one number talk strategy. The numbers I have selected for the word problem will lend themselves to a number talk using that particular strategy.

Since this resource is best completed with the teacher, I did not include answer keys.

Total Pages: 301
File Size: 52 MB

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This intervention curriculum was specifically designed for upper elementary students who need additional math instruction in order to be successful in mastering essential math standards. This curriculum was not designed for students who simply need a bit of extra instruction, time, or practice. Instead, this curriculum was designed for upper elementary students who experience difficulty with number sense, generalizing math concepts, have significant gaps in their math understanding, and are having difficulty keeping up with and understanding their current math curriculum. This may be used as a part of your small group math instruction, math interventions, or math RTI.

This is a very flexible and versatile math intervention curriculum and is best used with small group lessons. The lessons are based on approximately 20 minutes of instruction, but more time can certainly be added to that instruction. Each lesson is broken into three components: review, focus lesson, and practice. There is a similar routine for each lesson to allow the lessons to flow quickly and to provide predictability for students. The review and practice are both very short components to the lesson, because the bulk of the lesson is focused on instruction during the focus lesson. This is NOT a series of practice or review worksheets, as the lessons focus on interaction and discussion with a little practice mixed in. You may teach the topics in any order and skip around to reflect your math curriculum. However, it is not necessary for these lessons to match your current math workshop lessons. I find that I often need to address gaps in student understanding before students are able to access their grade level curriculum. These lessons emphasize conceptual understanding and each topic’s lessons build upon the next for increased difficulty.

• Part 1 Place Value-2 weeks of instruction
• Part 2 Addition-3 weeks of instruction
• Part 3 Subtraction-2 weeks of instruction
• Part 4 Addition & Subtraction Word Problems-1 week of instruction
• Part 5 Multiplication-5 weeks of instruction (3rd grade skips 3rd-5th week)
• Part 6 Division-4 weeks of instruction (3rd grade skips 3rd week)
• Part 7 Multiplication & Division Word Problems-1 week of instruction
• Part 8 Fractions-5 weeks of instruction
• Part 9 Decimals-1 week of instruction

Total Pages: 909
File Size: 40 MB

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The post Math Interventions For Upper Elementary | Detailed Lessons | Print & Digital appeared first on Ashleigh's Education Journey.

This is an awesome daily review activity that incorporates many of the 3rd , 4th, and 5th grade math standards! These Fraction of the Day printables can be used as morning work, homework, centers, or as a daily skills practice.

There are THREE different versions in this product for easier differentiation! One example answer key is included for each version.

Check out these other third grade and fourth grade morning work and review ideas!

• 3rd Grade Weekly Word Problems
• 4th Grade Weekly Word Problems
• Third Grade Language Morning Work
• Fourth Grade Language Morning Work

Version 1

Write in word form. Students should write the Fraction of the Day in written form. How many more parts do you need to make a whole? Students should determine how many more parts to their fraction need to be added to the fraction in order to have one whole.

• How many parts of the whole are counted? Students identify the numerator of the fraction.
• How many parts are there in a whole? Students identify the denominator of the fraction.
• Represent with an area model. Students may draw any shape and partition and shade in the correct number of pieces.
• Represent the fraction on a number line. Students should correctly label the number line and identify the Fraction of the Day on the number line.
• Write two fractions with similar numerators that are greater than the Fraction of the Day. Students may write any two fractions that are greater, answers will vary.
• Write two fractions with similar denominators that are greater than the Fraction of the Day. Students may write any two fractions that are greater, answers will vary.
• Write two fractions with similar numerators that are less than the Fraction of the Day. Students may write any two fractions that are less than the Fraction of the Day, answers will vary.
• Write two fractions with similar denominators that are less than the Fraction of the Day. Students may write any two fractions that are less. In some noted situations, there will only be one possible answer.
• Decompose the fraction into unit fractions. Students will add 1/a until they reach the sum of the Fraction of the Day.
• Write two equivalent fractions. Students may use any strategy to generate two equivalent fractions to the Fraction of the Day.
• Partition two different shapes into the correct number of pieces to represent the number of parts of the Fraction of the Day. Students should try to draw a variety of shapes and partition them into equal parts.

Version 2

Use repeated addition to show how to multiply the Fraction of the Day by a given whole number.

• What are the next three multiples of the Fraction of the Day? Students should list three multiples.
• Subtract the Fraction of the Day from a given fraction. It is up you whether or not you have students reduce the fractions.
• Add the Fraction of the Day to a given fraction.
• Students identify the missing number in a multiplication equation where a whole number, multiplied by the missing fraction, equals a given fraction.
• Write one fraction with a different numerator that is greater than the Fraction of the Day.
• Write one fraction with a different denominator that is greater than the Fraction of the Day.
• Write one fraction with a different numerator that is less than the Fraction of the Day.
• Write one fraction with a different denominator that is less than the Fraction of the Day
• Decompose the fraction into unit fractions.-Students will add 1/a until they reach the sum of the Fraction of the Day.
• Decompose the fraction two different ways.-Students should use a variety of addition number sentences to decompose the fraction. In cases where the only way to decompose the fraction is by unit fraction, the question is changed to represent the fraction on a number line.
• Write two equivalent fractions.-Students may use any strategy to generate two equivalent fractions to the Fraction of the Day.

Version 3

Convert the Fraction of the Day to a mixed number.

• Model the Fraction of the Day. Students’ models should correctly reflect the mixed number.
• Subtract the Fraction of the Day from a given fraction with an unlike denominator. If is up to you rather or not you have students reduce the answer to simplest form.
• Add the Fraction of the Day to a given fraction with an unlike denominator.
• Solve a fraction multiplied by a fraction problem.
• Write one fraction with a different numerator that is greater than the Fraction of the Day.
• Write one fraction with a different denominator that is greater than the Fraction of the Day.
• Write one fraction with a different numerator that is less than the Fraction of the Day.
• Write one fraction with a different denominator that is less than the Fraction of the Day
• Show the Fraction of the Day on a number line. Whole numbers should be marked.
• Divide the unit fraction of the Fraction of the Day by a given whole number.
• Divide a given whole number by the unit fraction of the Fraction of the Day.
• Write two equivalent fractions.-Students may use any strategy to generate two equivalent fractions to the Fraction of the Day.

Standards Reviewed

• 3.NF.1
• 3.NF.2a
• 3.NF.2b
• 3.NF.3a
• 3.NF.3b
• 3.NF.3d
• 4.NF.1
• 4.NF.2
• 4.NF.3a
• 4.NF.3b
• 4.NF.3c
• 4.NF.4a
• 4.NF.4b
• 4.NF.5
• 5.NF.1
• 5.NF.3
• 5.NF.4a
• 5.NF.5b
• 5.NF.6
• 5.NF.7a
• 5.NF.7b

Total Pages: 86
File Size: 56 MB

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This is an awesome daily review activity that incorporates many of the 3rd and 4th grade Common Core Standards, as well as many other state standards! These Number of the Day printables can be used as morning work, homework, centers, or as a daily skills practice.

There are SIX different versions in this product for easier differentiation! Students work with a 3-digit numbers, 4-digit numbers, and 6-digit numbers to practice a variety of skills:

Check out these other third grade and fourth grade morning work ideas!

• 3rd Grade Weekly Word Problems
• 4th Grade Weekly Word Problems
• Third Grade Language Morning Work
• Fourth Grade Language Morning Work

Version 1
• Written form-students should write the number of the day in written form.
• Expanded form-students should write the number of the day in expanded form.
• Rounding to the nearest 10-have students use the number of the day to round to the nearest 10.
• Rounding to the nearest 100-have students use the number of the day to round to the nearest 100.
• Place Value Table-students can complete the place value table.
• Addition & Subtraction Unknown Numbers-Students should write an addition and a subtraction number sentence that equals the number of the day.
• 10 More/Less-encourage students to use mental math to find 10 more and 10 less than the number of the day.
• 100 More/Less-encourage students to use mental math to find 100 more and 100 less than the number of the day.
• Comparing 2-digit Numbers-have students compare the first 2-digits of the number of the day with the last 2-digits of the number of the day with symbols.
• Addition & Subtraction Fact Families-add the last 2-digits of the number of the day to create addition/subtraction fact families.
• Modeling Fractions-students should write and model a fraction using the first two digits of the number of the day.
• Time-students should draw the hands of the clock.
• Commutative Property-write two number sentences to show the commutative property of addition using the last 2-digits of the number of the day.
• Associative Property-write two number sentences to show the associative property of addition using the last 3-digits of the number of the day.

Version 2
-Written form-students should write the number of the day in written form.
• Expanded form-students should write the number of the day in expanded form.
• Rounding to the nearest 10-have students use the number of the day to round to the nearest 10.
• Rounding to the nearest 100-have students use the number of the day to round to the nearest 100.
• Place Value Table-students can complete the place value table.
• Addition & Subtraction Unknown Numbers-Students should write an addition and a subtraction number sentence that equals the number of the day.
• 10 More/Less-encourage students to use mental math to find 10 more and 10 less than the Number of the Day.
• 100 More/Less-encourage students to use mental math to find 100 more and 100 less than the Number of the Day.
• Build an Array-draw an array that shows the multiplication of the last 2-digits of the  Number of the Day.
• Repeated Addition-show a repeated addition number sentence to model the multiplication of the last 2-digits of the Number of the Day.
• Addition & Subtraction Fact Families-add the last 2-digits of the Number of the Day to show an addition and subtraction fact family.
• Multiplication & Division Fact Families-multiply the last 2-digits of the Number of the Day to show a multiplication and division fact family.
• Modeling Fractions-write and model a fraction using the first 2-digits of the number of the day.
• Telling time-show what time it is using the first 3-digits of the number of the day.
• Elapsed time-tell what time it will be in 15 minutes by using the clock.
• Commutative Property-write a number sentence to show the commutative property by multiplying the last 2-digits in the number of the day.
• Associative Property-write a number sentence to show the associative property by multiplying the last 3-digits in the number of the day.
• Distributive Property-write a number sentence to show the distributive property by multiplying the first 3-digits by the last digit of the number of the day.

Version 3
-Large print with extra white space version on Version 1 and Version 2.

Version 4
-Three digit option of Version 1

Version 5
-Written form-students should write the number of the day in written form.
• Expanded form-students should write the number of the day in expanded form.
• Expanded notation-students should write the number of the day in expanded notation.
• Rounding to the nearest 10-have students use the number of the day to round to the nearest 10.
• Rounding to the nearest 100-have students use the number of the day to round to the nearest 100.
• Multiples through 100-Students use the last digit in the number of the day to find all of the multiples of that number to 100.
• Factors-students use the last two digits in the number of the day to find all of the factors of that number. They circle the prime numbers and highlight the composite numbers.
• Place Value Table-students can complete the place value table.
• Multiples of Ten-students will multiply the last three digits of the number of the day by 10, 100, and 1,000.
• Addition & Subtraction-students add the last three digits and the first three digits together. Then, they subtract the last three digits and first three digits.
• Multiplication-Students will multiply the last four digits by the first digit in the number of the day.

Version 6
-Written form-students should write the number of the day in written form.
• Expanded form-students should write the number of the day in expanded form.
• Expanded notation-students should write the number of the day in expanded notation.
• Rounding to the nearest 10-have students use the number of the day to round to the nearest 10.
• Rounding to the nearest 100-have students use the number of the day to round to the nearest 100.
• Multiples through 100-Students use the last digit in the number of the day to find all of the multiples of that number to 100.
• Factors-students use the last two digits in the number of the day to find all of the factors of that number. They circle the prime numbers and highlight the composite numbers.
• Divisibility Table-Students circle all the numbers that the Number of the Day is divisible by.
• Multiples of Ten-students will multiply the last three digits of the number of the day by 10, 100, and 1,000.
• Addition & Subtraction-students add the last three digits and the first three digits together. Then, they subtract the last three digits and first three digits. Students should know to subtract the smaller number from the larger number.
• Multiplication-Students will multiply the last four digits by the first digit in the number of the day. Students should represent their multiplication with an area model and partial product. Students will then multiply the first two digits by the last two digits of the Number of the Day.

Standards Reviewed
3.OA.
3.OA.2
3.OA.4
3.OA.5
3.OA.6
3.NBT.1
3.NBT.2
3.NF.1
3.MD.1
4.OA.1
4.OA.4
4.NBT.1
4.NBT.2
4.NBT.3
4.NBT.4
4.NBT.5

Total Pages: 277
File Size: 23 MB

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Use in many different ways!

This activity is perfect for literacy stations or reading centers. The passages are great for allowing students to practice supporting their thoughts and conclusions with text evidence. The cards would also make a fun morning work activity or even early finisher challenge! If you prefer to not use the passages in the task card format, you can print the page and not cut the cards out.

What’s Included

• 10 passages (each passage is broken into four different parts)
• Cover page for each passage
• Cover page for envelopes
• Recording sheets
• Answer keys

Check out these additional reading products!

• Integrated Fluency Passages
• Daily Reading Passages

Total Pages: 48
File Size: 42 MB

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Get a FREE sample lesson in the preview!

As my curriculum and instructional challenges increase, I am constantly seeking ways to integrate my curriculum and standards. This product was created to make the integration of social studies, science, and even a little research a bit easier for teachers. These STEM or STEAM activities are centered around major events in United States history. Hopefully, these lessons will not only engage students and encourage critical thinking, but will also allow students to  understand and appreciate these historical events on a deeper level.

What’s Included
Each activity comes with detailed teacher notes, an explanation of how the activity relates to the historical event, a suggested materials list, a suggested list of websites for further exploration, and example photos. There is also a two page printable for students. I have used the same format for each of the printables, so that students will quickly become adjusted to your expectations and procedures. The printable will take students through the complete design process. The first page of the printable is used to get students started with the activity. It explains the directions and gives students the parameters in which they will be working, as well as guide students through research questions. You may use the second page of the activity if you plan to have students test and revise their design, which is part of the STEM/STEAM process.

European Explorers Create a Navigational Tool
Pgs. 9-12 Native Americans Create a Native American Home
Pgs. 13-20 Jamestown Purify Water
Pgs. 21-24 Plymouth Build a Ship
Pgs. 25-28 New England Colonies Create a Waterwheel
Pgs. 29-32 Middles Colonies Harness Wind Power
Pgs. 33-36 Southern Colonies Build a Bridge
Pgs. 37-40 French & Indian War Create Powder Horn
Pgs. 41-44 Boston Tea Party Build a Tea Container
Pgs. 45-48 American Revolution Build a Cannon
Pgs. 49-52 Lewis & Clark Design an Insulated Blanket
Pgs. 53-56 Westward Expansion Create a Covered Wagon
Pgs. 57-60 Cotton Gin Create a Working Cotton Gin
Pgs. 61-64 Gold Rush Panning for Gold Challenge
Pgs. 65-68 Underground Railroad Create a Map
Pgs. 69-72 Civil War Build a Cannon Ball Launcher
Pgs. 73-76 Transcontinental Railroad Create a Marble Run
Pgs. 77-80 Chicago Fire Design Water Pipelines
Pgs. 81-84 Telephone Design a Telephone
Pgs. 85-88 Immigration Build the Statue of Liberty
Pgs. 89-92 Wright Brothers Design a Plane
Pgs. 93-96 Industrial Revolution Assembly Line
Pgs. 97-100 San Francisco Earthquake Design an Earthquake Proof Structure
Pgs. 101-104 Automobile Build a Balloon Car
Pgs. 105-108 World War I Design a Periscope
Pgs. 109-112 Great Depression Build a Dam
Pgs. 113-116 World War II Black Outs
Pgs. 117-120 Vietnam Build a Helicopter
Pgs. 121-124 Civil Rights Build a Monument
Pgs. 125-128 Space Exploration Design a Bottle Rocket
Pg. 129 Rubric

Total Pages: 131
File Size: 114 MB

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I’ve organized this set of practice questions by skill, and each week focuses on a different skill or strategy. The skills follow the same layout and pacing as my 3rd-5th grade reading units. Regardless of which curriculum you teach, you can still use these review questions. In each assessment, at least two of the reading comprehension questions focus on the featured skill of the week.

• Week 1: fairy tales-compare & contrast
• Week 2: fables-central message
• Week 3: myths-cause & effect
• Week 4: nonfiction text features
• Week 5: text structure (compare & contrast and cause & effect)
• Week 6: point of view

Total Pages: 66
File Size: 7 MB

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The post Daily Reading Comprehension Practice | Set 3 | Print & Digital appeared first on Ashleigh's Education Journey.

The practice questions are organized by reading skill, and each week focuses on a different skill. The skills follow the same layout and pacing as my 3rd-5th grade reading units. However, regardless of which curriculum you teach, students will benefit from these reading review questions. In each assessment, at least two of the comprehension questions focus on the featured skill of the week.

• Week 1: characterization
• Week 2: setting
• Week 3: plot
• Week 4: nonfiction text features
• Week 5: nonfiction text structure (cause & effect and compare & contrast)
• Week 6: nonfiction text structure (sequential order and problem & solution)

Total Pages: 66
File Size: 9 MB

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The post Daily Reading Comprehension Practice | Set 2 | Print & Digital appeared first on Ashleigh's Education Journey.

I’ve organized this set of practice questions by skill, and each week focuses on a different school. The skills follow the same layout and pacing as my 3rd-5th grade reading units. However, regardless of which curriculum you teach, you can still use these review questions. I like to use these as a formative assessment to guide my reading instruction. In each assessment, at least two of the comprehension questions focus on the featured skill of the week.

• Week 1: basic comprehension
• Week 2: visualizing
• Week 3: connections
• Week 4: explicit questions
• Week 5: implicit questions
• Week 6: summarizing

Total Pages: 66
File Size: 7 MB

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The post Daily Reading Comprehension Practice | Set 1 | Print & Digital appeared first on Ashleigh's Education Journey.

In this first unit there are six weeks worth of reading practice, which includes a brief reading passage and comprehension questions for each day of the week. This can be used for morning work, homework, exit tickets, reading centers, and more! Each day students will read a brief passage answer two multiple choice questions and two short answer questions.

I’ve organized this set of practice questions by skill, and each week focuses on a different school. The skills follow the same layout and pacing as my 3rd-5th grade reading units. However, regardless of which curriculum you teach, you can still use these review questions. I like to use these as a formative assessment to guide my reading instruction. In each assessment, at least two of the comprehension questions focus on the featured skill of the week.

• Week 1: basic comprehension
• Week 2: visualizing
• Week 3: connections
• Week 4: explicit questions
• Week 5: implicit questions
• Week 6: summarizing

Unit 2

In this second unit there are six weeks worth of reading practice, which includes a brief reading passage and comprehension questions for each day of the week. This can be used for morning work, homework, exit tickets, reading centers, and more! Each day students will read a brief passage answer two multiple choice questions and two short answer questions.

I’ve organized this set of practice questions by skill, and each week focuses on a different skill. The skills follow the same layout and pacing as my 3rd-5th grade reading units. However, regardless of which curriculum you teach, you can still use these review questions. I like to use these as a formative assessment to guide my reading instruction. In each assessment, at least two of the comprehension questions focus on the featured skill of the week.

• Week 1: characterization
• Week 2: setting
• Week 3: plot
• Week 4: nonfiction text features
• Week 5: nonfiction text structure (cause & effect and compare & contrast)
• Week 6: nonfiction text structure (sequential order and problem & solution)

Unit 3

In this third unit there are six weeks worth of reading practice, which includes a brief reading passage and comprehension questions for each day of the week. This can be used for morning work, homework, exit tickets, reading centers, and more! Each day students will read a brief passage answer two multiple choice questions and two short answer questions.

I’ve organized this set of practice questions by skill, and each week focuses on a different skill or strategy. The skills follow the same layout and pacing as my 3rd-5th grade reading units. However, regardless of which curriculum you teach, you can still use these review questions. I like to use these as a formative assessment to guide my reading instruction. In each assessment, at least two of the comprehension questions focus on the featured skill of the week.

• Week 1: fairy tales-compare & contrast
• Week 2: fables-central message
• Week 3: myths-cause & effect
• Week 4: nonfiction text features
• Week 5: text structure (compare & contrast and cause & effect)
• Week 6: point of view

Total Pages: 198
File Size: 14.4 MB

SET 1 PREVIEW
SET 2 PREVIEW
SET 3 PREVIEW

The post Daily Reading Comprehension Practice Bundle | Print & Digital appeared first on Ashleigh's Education Journey.