Find Someone Who: Mixed Review FREEBIE

Grade Levels
6th - 9th
Formats Included
  • PDF
4 pages


Thank you for your interest in this “Find Someone Who Can” Activity! Instead of money, I accept ratings and comments as "payment" for this free activity.

Concepts: Probability, Percent of a number, and Integers

I use this activity as a review at the end of a unit or before a transition in a unit. I give student a couple of minutes before they get up and move to get answers from their peers to mark the questions that they know for sure that they can solve. I give about 30-40 minutes for them to get answers from their peers. At the end of the allotted time students are required to solve any additional problems on their own. I also allow students to put questions on a parking lot for us to review as a class if they are still uncertain about if they are correct or if they do not know how to solve it. Students like this activity because it gets them up and moving. I like this because it gets them talking about math and reviewing previously learned concepts. I think this activity can also serve as a preview activity at the beginning of a unit.

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Total Pages
4 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Understand subtraction of rational numbers as adding the additive inverse, 𝘱 – 𝘲 = 𝘱 + (–𝘲). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.


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