Description
This activity consists of 20 multi-step equation task cards. These cards range in difficulty and would be best used at the beginning of a unit after a few days of introduction for practice. They can be used as a pass the problem activity with groups or hung up around the room for a get out of your seat activity. If students are struggling I like to project the cards to the class and work on them as a whole group. ENJOY!
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Highlights
Digital downloads
Grades
6th - 9th
Subjects
Standards
CCSS8.EE.C.7a
Tags
Pages
10
Teaching Duration
45 minutes
Description
This activity consists of 20 multi-step equation task cards. These cards range in difficulty and would be best used at the beginning of a unit after a few days of introduction for practice. They can be used as a pass the problem activity with groups or hung up around the room for a get out of your seat activity. If students are struggling I like to project the cards to the class and work on them as a whole group. ENJOY!
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 was great extra practice for my kids! Thank you!!
Loved it, great way to practice.
Great Practice
Thanks for the good-looking task cards! I'm excited to use them with my 9th graders tomorrow.
This is a .pub file, my computer couldn't read originally. I had to convert it to .pdf form online, which is easy to do.
I would appreciate more distributive property problems for this lesson. There were only a couple in this set of task cards, and that's really what my students need to work on.
Thanks again for putting in this work!
I will look into making sure the file type is appropriate in the future. I am new to this so thank you for the feedback. I will create some distributive property cards!
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS8.EE.C.7a
Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form πΉ = π’, π’ = π’, or π’ = π£ results (where π’ and π£ are different numbers).
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