# True False Brew: Balancing Equations Math Center!        Subject
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PDF

(3 MB|18 pages)
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• StandardsNEW

The ability to identify true or false equations is very important in developing math skills. Just like needing to understand how to solve an equation, being able to determine what is wrong with the equation is just as important. Early mathematicians can easily practice this skill with this center activity! It's perfectly themed for the Halloween season!

To prepare centers: Make copies of recording page per student. Laminate cauldron mats and true/false cards and cut apart. Place in folder with recording pages at math centers.

To play: Pull a card. Solve the equations. Decide if the equations are balanced or not. Sort the cards on the True or False Cauldrons. Record on your recording page.

Challenge: After students have sorted True and False, they can fix the false equations to make them true!

*PLEASE NOTE: This center can be found bundled in my Balancing Facts Math Centers! product.

Included:

• True False Brew (T)
• 18 True/False Equation Strips
• Center Game cover page
• Accountability sheet
• One for True False Brew Sorting
• One for fixing False equations

All center materials in black and white, too!

This math center is designed to complement my MATH! Curriculum for first grade. You can find it HERE.

These are my Math Tubs:

M – Model It!

A – Add or Subtract It!

T – Think It!

H – Hone It!

IT – I’m Through!

You can read about how I set up my Math Centers HERE.

Thanks and happy teaching!!

Jessica

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Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Apply properties of operations as strategies to add and subtract. If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Total Pages
18 pages
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Teaching Duration
N/A
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