Description
This resource is designed to give students an opportunity to use traditional math vocabulary to describe everyday objects. It allows the extra practice many students need when generating and verbalizing math language.
Concepts targeted in this resource
- Fractions
- Percent
- Estimation
- Comparative Language
Ideas for using these cards
- Independent math stations
- Class discussion/ group warm-up
- Partner practice as part of a lesson
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Highlights
Digital downloads
Grades
Not Specific
Subjects
Standards
CCSSCCRA.L.1
CCSSCCRA.L.3
CCSSMP2
Tags
Pages
14
Description
This resource is designed to give students an opportunity to use traditional math vocabulary to describe everyday objects. It allows the extra practice many students need when generating and verbalizing math language.
Concepts targeted in this resource
- Fractions
- Percent
- Estimation
- Comparative Language
Ideas for using these cards
- Independent math stations
- Class discussion/ group warm-up
- Partner practice as part of a lesson
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
All verified TPT purchases
This is a genius way to have students think about real-life things and lead into math terms. I am working on a lesson that helps students learn to estimate, and this was a perfect way to begin! Thank you!
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSSCCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSSCCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
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