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Balance the Equation - Equivalent Number Sentence Task Cards

Balance the Equation - Equivalent Number Sentence Task Cards
Balance the Equation - Equivalent Number Sentence Task Cards
Balance the Equation - Equivalent Number Sentence Task Cards
Balance the Equation - Equivalent Number Sentence Task Cards
Balance the Equation - Equivalent Number Sentence Task Cards
Balance the Equation - Equivalent Number Sentence Task Cards
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  1. Balance the Equation - Equivalent Number Sentence BundleFor students to effectively progress from arithmetic to algebraic thinking, they must understand equivalence. Unfortunately, there are many students who do not understand the meaning of the equal sign and thereby experience problems inter
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  2. Balancing Equations Digital and Print BundleFor students to effectively progress from arithmetic to algebraic thinking, they must understand equivalence. Unfortunately, there are many students who do not understand the meaning of the equal sign and thereby experience problems interpreting, mod
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  • Product Description
  • Standards

Balance the Equation - Equivalent Number Sentence Task Cards

For students to effectively progress from arithmetic to algebraic thinking, they must understand equivalence. Unfortunately, there are many students who do not understand the meaning of the equal sign and thereby experience problems interpreting, modifying, and answering equations, specifically those that incorporate multiple numerical terms.

Equivalence activities can also be used to develop student's relational thinking.

This resource is also available in a bundle:

Balance the Equation - Equivalent Number Sentence Bundle


This product includes:
- 81 task cards
- Resource instructions

- Student instruction and answer cards

Students will use their problem-solving skills to investigate equations involving addition, subtraction, and multiplication.

When students receive a set, they will move through each card, and work out the missing number. After this, students will use this information to write the entire equation out as an equivalent number sentence.


Differentiated Learning Activities
Activities become progressively harder as students proceed through each level. Advanced students will move through to the level 3 task cards. Those experiencing difficulties may remain on the level 1 task cards to practice the basic concepts involved with equivalent number sentences.

Level 1

Equivalent number sentences involving addition and subtraction.

Level 2

Equivalent number sentences involving addition and subtraction.

Level 3

Equivalent number sentences involving addition, subtraction and multiplication.

Looking for more resources involving balancing equations? You may also be interested in:

Balancing Equations - Equivalent Number Sentence Activities

Balance the Equations - True or False Equivalence Challenge Cards

Balancing Equations - Equivalent Number Sentence Challenge Sheets

Balance the Equation - Equivalent Number Sentence Jigsaw Activity

Balancing the Equation - Equivalent Number Sentence Match

Balancing Equations True or False Equivalence Investigation Sheets

If you like this product, you may also be interested in these resources:

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Addition & Subtraction with Regrouping Activities - Back to School Edition

Comparing Numbers Worksheets

True or False Comparing Numbers Challenge Cards

Number & Operations - Fractions

Comparing Fractions, Decimals & Percents - Comparison Cards & Worksheets

Fraction and Decimal Games - Memory Cards

Measurement & Data

Metric Measurement Conversions - True or False Challenge Cards

to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
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.
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.
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
Total Pages
27 pages
Answer Key
Included
Teaching Duration
Lifelong tool
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