Nello Thomas

Which One Is Negative?Part A — Single Negative Challenge (16 Problems): You will be given three positive integers and a target sum. Your task: Decide which one of the three integers must be negative for the equation to equal the given sum. Part B — Double Negative Challenge (3 Problems): You will be given four positive integers and a target sum. Your task: Identify which TWO numbers must be negative to make the equation equal the given sum. Teacher Notes: 1.Students can work individually, in pai

Students will accurately apply integer operations (addition, subtraction, multiplication, and division) to solve problems, check for reasoning consistency, and follow mathematical clues to complete a matching activity Teacher Notes: 1.Students can work individually, in pairs, or in small groups. 2.Not all of the “answer cards” are used. Competition Option? 1.Place integer operations on one table and the solutions on another. 2.Students my pickup and integer operation and try to match it with a

Students will accurately apply integer operations (addition, subtraction, multiplication, and division) to solve problems, check for reasoning consistency, and follow mathematical clues to complete a full loop of problems — beginning and ending at the same point without repetition. Student sheet provided for recording answers and an answer key is provided. Teacher Notes: 1. Students can work individually, in pairs, or in small groups. 2. Students may start at different problems (but watch for “

Students will accurately apply integer operations (addition, subtraction, multiplication, and division) to solve problems, check for reasoning consistency, and follow mathematical clues

The scavenger hunt has twelve stations. Each station has a large number at the top representing the solutions to the twelve equations at the bottom. Teachers must cut along the dotted lines prior to the activity. Students have a worksheet to record the equations and work solutions. Directions to students: There are 12 stations around the room. At the bottom of each station are equations and the large numbers around the room at the top of each station are solutions to equations. You may begin at

Each student receives an equation card and a number card (not the solution to their equation). Students will solve their equation (showing all work) and search for the person who has their solution (the number card). Once matched, students will evaluate their equation on the solution card. Staple the solution card to the equation card (place their name on it) and turn in for credit.

Students are provided 15 multi-step equation cards with 15 solution cards. Space is provided on the solution cards for the students to check their solutions. Solution columns match the equation rows (answer key). The directions are as follows: DIRECTIONS: Cut out the following equations and solve them on a separate sheet of paper. Match your found solution with a solution card and check the solution on the solution card (showing all work). Paste matches onto construction paper. Turn-in.

Provide the students the handouts and have them solve the 8 equations. Around the room or as a scavenger hunt, place the 8 QR codes on the wall. Students will write down the letter that corresponds with the answer they found for the equation. Gets the students out of their desks for a fun and exciting activity. Have the students use their own tech device with a QR Code Reader loaded or provide the students iPads or other devices with a QR Code Reader to use.

Students will match quadratic expressions with factor form (two versions). Coefficients are equal to and greater than one. Some expressions require the students to identify a greatest common factor first.

This is a template that may be used for HS Subjects

Simple gradebook for use in excel