Football Fun Task Cards | TEKS 6.4H, 6.8C, 6.8D, 7.4E

Grade Levels
6th - 7th, Homeschool
Formats Included
  • PDF
8 pages- 20 task cards (color & b/w), Recording Sheet and Answer Key
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  2. Everything you need for 6th Grade Math Interactive Learning all in one HUGE BUNDLE just for you as well as any additional resources that are created in the FUTURE and aligned to 6th Grade Math Standards.***Please do not purchase the individual items separately if you purchase this bundle.***✭ ✭ ✭ ✭
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  3. Everything you need for Middle School Math Interactive Learning all in one MEGA HUGE BUNDLE just for you!This bundle includes numerous resources already created, and in my store, as well as any additional resources that are created in the FUTURE and aligned to Middle School Math Standards.***Please
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With the Football Fun Task Cards it doesn't have to be difficult for students to converting measurements within the customary and metric system using units and rates, write equations to represent problems and determine solutions to problems with two-dimensional shapes involving area. 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 solving equations and finding area of trapezoids and more!

Included in the Football Fun 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 Fun Task Cards in Color

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

✪ Football Fun Task Cards Recording Sheet

✪ Football Fun 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 Fun 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: 6.RP.3d, 6.EE.5, 6.G.1
  • TEKS: 6.4H, 6.8C, 6.8D, and 7.4E
  • OAS: 6.GM.3.2, 6.A.1.3, 6.GM.1.1

Looking for Other Measurement Resources?

This set of task cards has been included in my Sixth Grade Task Card Bundle, Seventh Grade Task Card Bundle and Middle School 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.

Total Pages
8 pages- 20 task cards (color & b/w), Recording Sheet and Answer Key
Answer Key
Teaching Duration
1 hour
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to see state-specific standards (only available in the US).
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
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.
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.
Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.


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