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# Algebraic Thinking: Balancing Equation Task Card FREEBIE

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The Teacher Studio
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Grade Levels
3rd - 5th
Subjects
Resource Type
Standards
Formats Included
• PDF
Pages
3 pages
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### Description

Understanding the concept of “equal” is a critical part of developing number sense and algebraic thinking. This fun and free resource helps students get more flexible “playing” with numbers as they try to use algebra thinking to “balance” the gems on the two sides of the balance.

This freebie gives a sample problem that is similar to THIS SET of 30 cards. This can be a fun and meaningful way to get students thinking--and a great way to try it for free!

In the full resource, the first group of cards works to build understanding—and then they get increasingly more open ended for students to “build” their own problems and show their understanding. Using algebraic thinking, logic, and number sense helps students begin to see how algebra concepts can make sense--even for elementary students!

Use as a math station…as a class review…with an intervention group—or throw individual cards under a document camera for a class warm up! I have included the cards in color and gray tones for complete flexibility. Recording sheets and answer key are included as well! See the next page for “rules” that can be shared with the class and/or printed to include with the cards.

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Looking for more algebra thinking resources?

Here's the full resource with 30 task cards! Balancing Equation Task Cards

Algebra Thinking Concept Sorts

Concept of Equals Task Cards

Teaching Tandem of BOTH resources

Algebra Thinking Word Problems

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All rights reserved by ©The Teacher Studio. Purchase of this resource entitles the purchaser the right to reproduce the pages in limited quantities for single classroom use only. Duplication for an entire school, an entire school system, or commercial purposes is strictly forbidden without written permission from the author at fourthgradestudio@gmail.com. Additional licenses are available at a reduced price.

Total Pages
3 pages
Answer Key
Included
Teaching Duration
N/A
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### Standards

to see state-specific standards (only available in the US).
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
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.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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