Subject

Resource Type

File Type

Standards

CCSSMP7

CCSSMP2

CCSSMP1

CCSS4.OA.A.1

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- This bundle includes all of the math escape rooms listed below. Important: All these products sell for $170; as a bundle they are 50% off, for $85! Each escape room has the following contents: ♦ Teacher Instructions and FAQ ♦ 3 Levels to decode: Maze Decoder, Tarsia Puzzle$170.00$85.00Save $85.00

- Product Description
- StandardsNEW

This breakout escape room is a fun way for students to test their skills with balancing equations through the use of addition, subtraction and multiplication.

**Contents:**

** ♦ Teacher Instructions and FAQ**

** ♦ 4 Levels to decode: Multiple Choice, Message Decoder, Tarsia Puzzle, Maze**

** ♦ Student Recording Sheet and Teacher Answer Key**

** ♦ Link to an optional, but recommended, digital breakout room**

Check out the preview for more details!

**Important:** If you enjoyed this product, check out my other Math Escape Rooms:

**Note:** Each topic utilizes the same types of puzzles

**Algebra:** Get all 56 (50% OFF) in the **Bundle!**

♦ **Arithmetic and Geometric Sequences**

♦ **Combinations and Permutations**

♦ **Exponential Growth and Decay**

♦ **Exponents - Multiplying and Dividing**

♦ **Greatest Common Factor of Monomials**

♦ **Greatest Common Factor of Polynomials**

♦ **Monomials: Multiplying & Dividing**

♦ **One and Two Step Inequalities**

♦ **Parallel and Perpendicular Lines**

♦ **Polynomials - Adding and Subtracting**

♦ **Polynomials - Multiplying and Dividing**

♦ **Polynomials - Operations with**

♦ **Radical Expressions: Simplifying**

♦ **Radical Expressions: Simplifying with Variables**

♦ **Radicals: Adding and Subtracting**

♦ **Radicals: Adding and Subtracting with Variables **

♦ **Radicals: Multiplying and Dividing**

♦ **Radicals: Multiplying with Variables**

♦ **Radicals: Multiplying without Variables**

♦ **Rational Expressions: Adding and Subtracting**

♦ **Rational Expressions: Multiplying and Dividing**

♦ **Rational Expressions: Multiplying**

♦ **Rational Expressions: Operations with**

♦ **Rational Expressions: Simplifying**

♦ **Scientific Notation: Adding and Subtracting**

♦ **Scientific Notation: Multiplying and Dividing**

♦ **Scientific Notation: Operations with**

♦ **Simple and Compound Interest**

♦ **Slope**

♦ **Systems of Equations by Elimination**

♦ **Systems of Equations by Substitution**

♦ **Writing Equations from Word Problems**

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♦ **Angles/ Slopes of Parallel and Perpendicular Lines**

♦ **Area and Circumference of a Circle**

♦ **Area and Perimeter (2D Shapes)**

♦ **Midpoint and Distance Formula**

♦ **Segment Addition and Angle Addition Postulates**

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♦ **Fractions: Adding and Subtracting**

♦ **Integers: Adding and Subtracting**

♦ **Integers: Multiplying and Dividing**

♦ **Mixed Numbers and Improper Fractions**

♦ **Mixed Numbers: Multiplying and Dividing**

♦ **Percent Change Word Problems**

♦ **Rational Numbers: Adding and Subtracting**

♦ **Rational Numbers: Multiplying and Dividing**

♦ **Ratios**

♦ **Repeating Decimals to Fractions**

♦ **Percents, Decimals, Fractions**

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♦ **Capacity**

♦ **Decimals: Adding and Subtracting**

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♦ **Fractions: Multiplying and Dividing**

♦ **Fractions: Multiplying by Whole Numbers**

♦ **Mixed Numbers: Adding and Subtracting**

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♦ **Multiplication Word Problems**

♦ **Word Problems: Addition and Subtraction With Regrouping **

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CCSSMP7

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.

CCSSMP2

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.

CCSSMP1

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.

CCSS4.OA.A.1

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

Total Pages

15 pages

Answer Key

Included

Teaching Duration

N/A

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