![]() ![]() POWER Problems ™ are meant to show students that there are different ways to answer one question in math. When we rob students of that event, we rob them of their ability to reason, problem solve, and see beyond a standard algorithm. Some textbooks even provide step by step instructions where the textbook is thinking for the students and taking away that “productive struggle” for children. Majority of problems that come from textbooks and workbooks assess procedural understanding of curriculum. POWER Problems ™ are designed to challenge your students with their open ended presentation. Students will need to apply more than just a “formula.” RIGOR – Tasks are specifically designed to challenge students and assess conceptual understanding of curriculum versus procedural understanding. Complexity of problems promotes problem solving skills. POWER Problems ™ can be used to introduce a lesson, spiral review, or as formative assessments.ĮNGAGEMENT – Problems are real world applicable and designed to hook students with interest and presentation. OPPORTUNITIES – These prompts can be used in a variety of ways. PURPOSEFUL – These problems are meant to keep students focused, while strengthening initiative and perseverance. ➥ 1.G.3 – Partition circles and rectangles into equal shares ➥ 1.G.1 – Identifying attributes of shapes ➥ 1.MD.4 – Organize, represent, and interpret data with up to three categories ➥ 1.MD.3 – Tell and write time in hours and half-hours using analog and digital clocks ➥ 1.MD.2 – Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object ➥ 1.NBT.6 – Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 ![]() ➥ 1.NBT.5 – Given a two-digit number, mentally find 10 more or 10 less than the number ➥ 1.NBT.4 – Add within 100, including adding a two-digit number and a one-digit number ➥ 1.NBT.3 – Compare two two-digit numbers ➥ 1.NBT.2 – Understand that the two digits of a two-digit number represent amounts of tens and ones ➥ 1.NBT.1 – Count to 120, starting at any number less than 120 ➥ 1.OA.8 – Determine the unknown whole number in an addition or subtraction equation ![]() ➥ 1.OA.7 – Understand the meaning of the equal sign ➥ 1.OA.6 – Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 ➥ 1.OA.5 – Relate counting to addition and subtraction ➥ 1.OA.4 – Understand subtraction as an unknown-addend problem ➥ 1.OA.3 – Apply properties of operations as strategies to add and subtract ➥ 1.OA.2 – Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 ➥ 1.OA.1 – Use addition and subtraction within 20 to solve word problems
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