These Daily Application Problem Worksheets make it a snap to teach the application (word problem) portion of the Engage New York aka Eureka Math lesson each day.
The pages and included cover can be copied and stapled to create student math journals, or used as individual daily worksheets. Either way, your daily story problem is organized and ready to go in a student, parent, and teacher-friendly format and you won't have to sort through pages and pages of lesson plans to find it!
Each page has the Engage New York Application word problem for the day, along with two differentiated problems (one just below baseline and one just above) so your students can work at their just-right pace.
Pages also include generous space to show work and a space for students and teachers to record grades. In my classrom, we create a math journal rubric together that students then refer to to grade their daily application (word problem) page. Then, I use the same rubric to grade and record their actual score. I have found this method causes the quality of work to increase dramatically and promotes student ownership.
These are great for whole class instruction, groups, or homework.
Total Pages Answer Key Teaching Duration 30 minutes Worksheets Report this resource to TPTReported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT’s content guidelines.
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.
CCSS 1.OA.A.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
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.
