Resource Types

File Type

PDF (Acrobat) Document File

Be sure that you have an application to open this file type before downloading and/or purchasing.

0.51 MB | 8 pages

Be sure that you have an application to open this file type before downloading and/or purchasing.

0.51 MB | 8 pages

Assess your math students’ proficiency in simplifying algebraic expressions, evaluating expressions, and combining like terms. There are 16 cards in total. The answers are included.

Suggested use of task cards: Print one set of task cards. Pair students together and set up a rotation so that each pair knows who they will hand off their task card to. Give each pair a task card and each student should have his/her own recording sheet to show work and record their answers. Time the students (two to three minutes) and then have them switch the card by passing it to another pair of students in the rotation. With 16 task cards (unless you have a class of 32 or more), you’ll have task cards left over. I usually give the first group a task card from my pile of left-overs and then collect the last task card from the last group in the rotation so that the students don’t have to constantly get up from their seats. This will vary depending on your class size, seating arrangements, class configuration, etc.

You can also print a set per small group (of 3 or 4 students) and have them go through the task cards together. It’s completely up to you.

Common Core Standards:

Apply and extend previous understandings of arithmetic to algebraic expressions.

CCSS.Math.Content.6.EE.A.1Write and evaluate numerical expressions involving whole-number exponents.

CCSS.Math.Content.6.EE.A.2Write, read, and evaluate expressions in which letters stand for numbers.

CCSS.Math.Content.6.EE.A.2.aWrite expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5 - y.

CCSS.Math.Content.6.EE.A.2.bIdentify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

CCSS.Math.Content.6.EE.A.2.cEvaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

CCSS.Math.Content.6.EE.A.3Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

CCSS.Math.Content.6.EE.A.4Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

Suggested use of task cards: Print one set of task cards. Pair students together and set up a rotation so that each pair knows who they will hand off their task card to. Give each pair a task card and each student should have his/her own recording sheet to show work and record their answers. Time the students (two to three minutes) and then have them switch the card by passing it to another pair of students in the rotation. With 16 task cards (unless you have a class of 32 or more), you’ll have task cards left over. I usually give the first group a task card from my pile of left-overs and then collect the last task card from the last group in the rotation so that the students don’t have to constantly get up from their seats. This will vary depending on your class size, seating arrangements, class configuration, etc.

You can also print a set per small group (of 3 or 4 students) and have them go through the task cards together. It’s completely up to you.

Common Core Standards:

Apply and extend previous understandings of arithmetic to algebraic expressions.

CCSS.Math.Content.6.EE.A.1Write and evaluate numerical expressions involving whole-number exponents.

CCSS.Math.Content.6.EE.A.2Write, read, and evaluate expressions in which letters stand for numbers.

CCSS.Math.Content.6.EE.A.2.aWrite expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5 - y.

CCSS.Math.Content.6.EE.A.2.bIdentify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

CCSS.Math.Content.6.EE.A.2.cEvaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

CCSS.Math.Content.6.EE.A.3Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

CCSS.Math.Content.6.EE.A.4Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

Total Pages

8

Answer Key

Included

Teaching Duration

1 hour

$3.00

Digital Download

Follow Me (317 Followers)

Advertisement:

Advertisement:

$3.00

Digital Download