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# Balancing Equations - Equivalent Number Sentence Challenge Sheets        Subject
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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
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Balancing Equations - Equivalent Number Sentence Challenge Sheets

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.

Students will use their problem-solving skills to answer equations involving addition, subtraction, multiplication, and division. Students are asked to view each number sentence. The goal of the activity will be to write the correct missing number in each box to make both sides of the equation balanced.

This resource is also available in a bundle:

*Updated to Version 2 in June 2020. Now includes new design and 2 additional worksheets & answer keys*

This product includes:

- 8 worksheets

- Resource instructions

Differentiated Learning Activities
Activities become progressively harder as students proceed through each sheet. Advanced students will move through to worksheet 8. Those experiencing difficulties may remain on worksheets 1-3 to practice the basic concepts involved with equivalent number sentences.

Worksheet 1
Worksheet 2
Equivalent number sentences involving addition and subtraction.
Worksheet 3
Equivalent number sentences involving addition, subtraction and multiplication.

Worksheet 4

Worksheet 5

Equivalent number sentences involving addition and subtraction.

Worksheet 6
Equivalent number sentences involving addition, subtraction, multiplication, and division.

Worksheet 7

Equivalent number sentences involving addition, subtraction, multiplication, and division within 300.

Worksheet 8

Equivalent number sentences involving addition, subtraction, multiplication, and division within 400.

Answer keys have been supplied and can be found directly after each worksheet.

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to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
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.
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.
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.
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.
Total Pages
20 pages
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Teaching Duration
2 Weeks
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