Mexican Food - Cinco De Mayo Distributive Property Color By Number Worksheet

Mexican Food - Cinco De Mayo Distributive Property Color By Number Worksheet
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Mexican Food - Cinco De Mayo Distributive Property Color By Number Worksheet
Mexican Food - Cinco De Mayo Distributive Property Color By Number Worksheetplay
Mexican Food - Cinco De Mayo Distributive Property Color By Number Worksheet
Mexican Food - Cinco De Mayo Distributive Property Color By Number Worksheet
Mexican Food - Cinco De Mayo Distributive Property Color By Number Worksheet
Mexican Food - Cinco De Mayo Distributive Property Color By Number Worksheet
Mexican Food - Cinco De Mayo Distributive Property Color By Number Worksheet
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  1. GREAT ACTIVITY FOR ALGEBRA!!!Looking to add a little spice to your math curriculum? Then grab these adorable Mexican Food themed Color by Number Worksheets for your Algebra students! These worksheets will help students practice their basic algebra skills like order of operations, distributive proper
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GREAT ACTIVITY FOR ALGEBRA!!!

Looking to add a little spice to your math curriculum? Then grab this adorable Mexican Food themed Color by Number Worksheet for your Algebra students!

This worksheet will help students practice their basic algebra skills by using the distributive property to simplify expressions.

Great for middle school math: grade 6, grade 7, grade 8 & even for 9th grade high school algebra students!

What better way to practice math concepts then with coloring? You may be surprised, but even the big kids love to color!

Included with this product:

β€’ Distributive Property Color-by-Number Worksheet

β€’ Colored Answer Key

Check out all my math color sheets HERE!

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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 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 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(π‘₯ – 𝑦)Β² 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 π‘₯ and 𝑦.
Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + 𝘹) to produce the equivalent expression 6 + 3𝘹; apply the distributive property to the expression 24𝘹 + 18𝘺 to produce the equivalent expression 6 (4𝘹 + 3𝘺); apply properties of operations to 𝘺 + 𝘺 + 𝘺 to produce the equivalent expression 3𝘺.
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