Students will use the digits 0-9 and place them in the boxes. When they get to the last problem they must figure out where the two numbers belong. They can check their answers with the qr code. It is a combination of skills practice and logical thinking. My students enjoy them. The reason I make them in pairs is because I want all students to finish at least one but there are those that finish early so all they have to do is turn it over and try another one. I generally don’t get any complaint when I say “Wonderful, try the one on the back.”
No number tiles? No worries. I have put them in sheet protectors and used dry erase markers. I am thinking about laminating mine to use with dry erase markers or vis a vis markers. I have made number tiles from colored square tiles or use two color counters. I have also been known to use small post its in a pinch. Post its work well because they can lift it up to show someone without all the tiles falling off.
I hope your students enjoy them as much as mine do.
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Percent of a number
Percent increase, percent decrease
Tabular, graphical and verbal representations
TEKS 7.4d) I will solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems