Adding Like Terms Group Activity - Logic Puzzle | Good for Distance Learning
Standards
CCSS6.EE.A.3
CCSS7.EE.A.1
CCSSMP3
CCSSMP6
CCSS8.EE.C.7
Resource Type
Formats Included
- Zip
Pages
9 pages
Also included in
- This curriculum also includes activities! Check out the bundled resources section to see all the activities that are included. Since this is a growing bundle more are always being added! That makes this bundle price the lowest you'll ever see on TPT! If you do not want or need activities, consider o$257.00$397.00Save $140.00
- These group activities could be done in the physical classroom or in breakout sessions on Zoom or Google classroom. Each student will be responsible for a set of 6 problems applying the concepts you have taught in class. Together, the group will solve the logic puzzle based on clues that result from$39.00$60.00Save $21.00
Description
This group activities could be done in the physical classroom or in breakout sessions on Zoom or Google classroom.
Each student will be responsible for a set of 6 problems applying the concepts you have taught in class. Together, the group will solve the logic puzzle based on clues that result from their individual solutions.
Highlighted Formulas/Skill:
- Combine like terms utilizing:
- Addition and subtraction
- Use of exponents to differentiate some unlike terms
With this activity, your students will...
- Build their skills as they practice adding and subtracting like terms.
- Deepen their understanding as they build their critical thinking and logic skills.
- All be involved. Since each student has his/her own paper they are responsible for, it keeps any one member from just sitting back and letting the rest of the group take over.
- Learn how to think critically. Logic puzzles build critical thinking and problem-solving skills (the same skills you need to excel at math!)
- Learn to solve complex problems by simply doing the one step you know, then the next step, then the next, until you arrive at the answer.
Perfect for centers or cooperative learning activities.
Want to see an example? Hit download on the preview page to try our Free Logic Puzzle "Order of Operations Logic Puzzle" sample with your class.
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The MathLight curriculum make math easier for both students and teachers, and contains video lessons for each topic. Visit www.mymathlight.com for more info. Any questions? Please don't hesitate to ask.
Total Pages
9 pages
Answer Key
Included
Teaching Duration
30 minutes
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Standards
to see state-specific standards (only available in the US).
CCSS6.EE.A.3
Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + ð¹) to produce the equivalent expression 6 + 3ð¹; apply the distributive property to the expression 24ð¹ + 18ðº to produce the equivalent expression 6 (4ð¹ + 3ðº); apply properties of operations to ðº + ðº + ðº to produce the equivalent expression 3ðº.
CCSS7.EE.A.1
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
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.
CCSSMP6
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
CCSS8.EE.C.7
Solve linear equations in one variable.
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