Football Frenzy Task Cards | TEKS 4.5B, 4.8B, 4.8C, and 5.7A

Football Frenzy Task Cards | TEKS 4.5B, 4.8B, 4.8C, and 5.7A
Football Frenzy Task Cards | TEKS 4.5B, 4.8B, 4.8C, and 5.7A
Football Frenzy Task Cards | TEKS 4.5B, 4.8B, 4.8C, and 5.7A
Football Frenzy Task Cards | TEKS 4.5B, 4.8B, 4.8C, and 5.7A
Football Frenzy Task Cards | TEKS 4.5B, 4.8B, 4.8C, and 5.7A
Football Frenzy Task Cards | TEKS 4.5B, 4.8B, 4.8C, and 5.7A
Football Frenzy Task Cards | TEKS 4.5B, 4.8B, 4.8C, and 5.7A
Football Frenzy Task Cards | TEKS 4.5B, 4.8B, 4.8C, and 5.7A
File Type

PDF

(8 MB|8 pages- 20 task cards (color & b/w), Recording Sheet and Answer Key)
Product Rating
4.0
(4 Ratings)
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  • Product Description
  • StandardsNEW

With the Football Frenzy Task Cards it doesn't have to be difficult for students to identify number patterns using input-output tables, converting measurements within the customary and metric system as well as solving problems using measurement using all four operations. Students are posed with problems with football themed questions that them up to solve problems based on real-life situations to help them understand converting measurements as well as input/output tables and number rules further.

Included in the Football Frenzy Task Cards are:

✪ Task Card Box Label

✪ Student Directions for Task Card Box

✪ Student Objective Card for Task Card Box

✪ Mini Answer Key for Task Card Box

✪ 20 Football Frenzy Task Cards in Color

✪ 20 Football Frenzy Task Cards in Black and White for Easy Printing

✪ Football Frenzy Task Cards Recording Sheet

✪ Football Frenzy Task Cards Answer Key

How Can I Use This?

Through the use of using task cards you can easily set up a station during Math Workshop that swaps out the concept each week and not have to reteach the directions throughout the year allowing you to WORK SMARTER, NOT HARDER!

Football Frenzy Task Cards are great for problem of the day as well as review, early finisher activities, enrichment, a worksheet alternative, partner activity, or as a take-home activity to encourage families to work together.

What is This Aligned to?

All activities are aligned to Common Core (CCSS), Texas Essential Knowledge and Skills (TEKS) and Oklahoma Academic Standards (OAS) and meant to be able to be used in any classroom.

  • CCSS: 5.OA.3, and 5.MD.1
  • TEKS: 4.5b, 4.8a, 4.8b, 4.8c, 5.7a
  • OAS: 4.A.1.1, 4.A.1.2, and 6.GM.3.2

Looking for Other Measurement Resources?

This set of task cards has been included in my Fourth Grade Task Card Bundle, Fifth Grade Task Card Bundle and my Upper Elementary Task Card Bundle.

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Personal Copyright: The purchase of this product allows you to use these activities in your personal classroom for your students. You may continue to use them each year but you may not share the activities with other teachers unless additional licenses are purchased. Site and District Licenses are also available.

Flippables® and Interactivities® are trademarks of FormulaFun, Inc., and are registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are the property of their respective owners. Copyright © Smith Curriculum and Consulting, Inc. All rights reserved.

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DISCLAIMER: With the purchase of this file you understand that this file is not editable in any way. You will not be able to manipulate the lessons and/or activities inside to change numbers and/or words.

Log in to see state-specific standards (only available in the US).
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.
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.
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Total Pages
8 pages- 20 task cards (color & b/w), Recording Sheet and Answer Key
Answer Key
Included
Teaching Duration
1 hour
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