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DIGITAL & Paper Word Sort: Translating Applications (Vocab Practice)

Grade Levels
7th - 11th
Standards
Resource Type
Formats Included
  • PDF
  • Internet Activities
  • Google Apps™
Pages
12 pages
$3.00
$3.00
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Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Description

This is a 2-Part Activity designed to help students with tackling vocabulary that is foundational to translating from words to linear equations. I have incorporated key "mathy" words like sum, difference, product, quotient, all-encompassing equality indicators like total and altogether, as well as challenging words like pay, raise, discount, for every (etc.), in order to help students prepare for decoding linear equation word problems.

There are 2 included activities that access the same set of words:

1. Card Sort: Students cut n' paste key vocabulary words under each category (+, -, *, /, n, =)

2. Google Slides: Students make a copy of the Google Slides deck. They then use the "Symbol Bank" at the bottom of each slide to click and drag the symbols (+, -, *, /, n, =) that match each phrase. They should email or upload their finished product to Google Classroom. You may choose to assign each Google slide individually to your classes, or provide the link to the full slide deck as one complete assignment.

I have included:

  • hyperlinks to both individual Google Slides and the full deck
  • hyperlinks to the answer keys
  • printed copies of all decks & keys.

For your information:

  • I have incorporated nouns in my vocabulary lists. Most nouns are all viewed as variables (n) for this exercise.
  • For the purposes of translating linear equations, I teach that per, each, and every represent multiplication – we’re often multiplying a constant by a variable. (Ex: $5 per hour might be represented as 5h)

For additional support with teaching mathematics, visit www.eatpraysolveforx.com.

For a similar activity on Translating Inequalities vocabulary, visit: https://www.teacherspayteachers.com/Product/Digital-Translating-Inequalities-Vocab-Practice-5568607

For a similar activity on Translating Algebraic Operations vocabulary (more basic/traditionally "mathy"), visit:

https://www.teacherspayteachers.com/Product/Digital-Translating-Algebraic-Operations-Vocab-Practice-5568559

Total Pages
12 pages
Answer Key
Included
Teaching Duration
45 minutes
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Standards

to see state-specific standards (only available in the US).
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.

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