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Football Fun Facts (6th-7th) Solve and Snip® Interactive Word Problems

17 Ratings

Subject

Math, Basic Operations, Word Problems

Grade Levels

6^th, 7^th, Homeschool

Resource Type

Activities, Homework, Math Centers

File Type

PDF

(1 MB|8 pages)

Standards

CCSSMP8

CCSSMP6

CCSSMP5

CCSSMP4

CCSSMP1

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Product Description
Standards

In the Football Fun Facts Solve and Snip® students will read a word problem involving various standards, and then solve the problem by showing work in the show work area. Then once they have solved their problem, they will find the correct answer in the solutions bank and glue it in the answer column for the correct problem.

Included in the Football Fun Facts Solve and Snip® are:

➨ 2 Pages of Football Fun Facts Solve and Snip® practice problems (set of 10)

➨ 1 page of Solutions (4 per page)

➨ Answer Key

**These activities can also be found in the Solve and Snip Bundle and Sixth Grade Solve and Snip Bundle or Seventh Grade Solve and Snip Bundle**

All activities are aligned to 6th and 7th Grade Common Core (CCSS), Texas Essential Knowledge and Skills (TEKS) and Oklahoma Academic Standards (OAS) and meant to be able to be used in any 6th or 7th grade classroom.

CCSS: MP1, MP4, MP5, MP6, and MP8

TEKS: 6.1a, 6.1b, 6.1f, 6.1g, 7.1a, 7.1b, 7.1f, and 7.1g

OAS: OAS does not have problem solving standards

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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. Please contact me via email for additional licenses. Site and District Licenses are also available.

4mulaFun™, Flippables®, Solve and Snip®, and Interactivities® are trademarks of Smith Curriculum and Consulting (formerly FormulaFun Inc. dba 4mulaFun™), 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 All rights reserved.

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.

CCSSMP8

Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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.

Total Pages

8 pages

Answer Key

Included

Teaching Duration

45 minutes

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