Identifying Natural Numbers Maze Activity

Identifying Natural Numbers Maze Activity
Identifying Natural Numbers Maze Activity
Identifying Natural Numbers Maze Activity
Identifying Natural Numbers Maze Activity
Identifying Natural Numbers Maze Activity
Identifying Natural Numbers Maze Activity
Grade Levels
File Type

PDF

(1 MB|2 pages)
Product Rating
Standards
Also included in:
  1. Looking for practice to help your students determine what numbers arena each real number system category and which are not? These mazes provides fun practice with identifying irrational numbers, rational numbers, integers, whole numbers, and natural numbers in the real number system. This activity p
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  • Product Description
  • StandardsNEW

Looking for practice to help your students determine what numbers are natural numbers and which are not? This maze provides fun practice with identifying natural numbers in the real number system. This activity provides a different type of practice with the opportunity to color or use bingo dabbers.

Included:

  • 1 Maze
  • Answer Key

Use as:

  • a whole class activity
  • an early finisher activity
  • a choice board activity
  • a homework activity
  • a center activity
  • a formative assessment

Related Products:

Integer Task Card Bundle

Adding and Subtracting Integer Word Problem Task Cards

Integer Word Problem Sort by Operation

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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.
Total Pages
2 pages
Answer Key
Included
Teaching Duration
30 minutes
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