This is a set of two decks of task cards (32 each, total of 64 cards) designed to support CC5.OA.1 and 2.
These decks of task cards follow another bundle I have posted. The first set of cards gives students practice in evaluating expressions that use parentheses, brackets, and braces. The expressions were written using coefficients, which may exceed how some states have interpreted these standards. The file now includes a complete set of both cards with no coefficients.
Many of the cards require finding a value to evaluate, and a few cards can compared with reasoning, leading into 5.OA.2. The second set of cards focuses on 5.OA.2, which involves writing expressions from words in number form, and on judging relative value of expressions without actually calculating values. Expressions are presented with parentheses and brackets.
This file has been revised to meet the EOY standards released by PARCC for Common Core, which includes the use of brackets in grade 5, but not coefficients. This file is basically now a DOUBLE set of all task cards-- one with, and one without coefficients. Some states appear to be using coefficients, and others are not. There are some problems that exceed double-nested brackets, braces, and parentheses, but the majority are either single or double-nested.
This set is designed to follow the introductory levels of task cards I made to support 5.OA.1 (a separate, but similar, listing). The question format on these cards is varied and incorporates use of inequalities in many of the comparisons.
This is NOW a 24-page PDF file (8 pages of task cards in each format, 5 pages of recording sheet), doubled-- the first 12 pages incorporate coefficients, the second 12 pages do not. This set includes an answer key and student recording sheet for each set of cards. The cards are made 8 to a page, so each set of cards is 4 pages long. The answer keys and recording sheets are each full sheet.
I have used task cards with my students often, and I like to pair the kids up and give each few pairs a deck of cards. They work in partners while I circulate and talk to them about their thinking. I feel that it gives them more of an opportunity to speak about math and use mathematical vocabulary as they work. These cards could also be printed for use in a math center.