# Make Sense of Math

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(based on 2 reviews)

I have taught middle school mathematics for six years. My classroom curriculum is set up so students use higher-order thinking skills on a daily basis. I use very little lecture in my classroom. I want students to discover, connect, and apply. My classroom curriculum is set up so students use higher-order thinking skills on a daily basis. I use very little lecture in my classroom. I want students to discover, connect, and apply

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I have taught middle school mathematics for six years. My classroom curriculum is set up so students use higher-order thinking skills on a daily basis. I use very little lecture in my classroom. I want students to discover, connect, and apply. My classroom curriculum is set up so students use higher-order thinking skills on a daily basis. I use very little lecture in my classroom. I want students to discover, connect, and apply

#### Slope-Intercept Form Graphing Art

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This activity allows students to practice graphing using slope-intercept form. Students are given equations in slope-intercept form and graph the lines with the given end points. In doing so, students create a picture, and will also find the area of their picture and color accordingly. This is a great activity to connect graphing, area, and art. This activity is perfect to reinforce graphing equations. Students are engaged as they create their picture. Graphing Art is perfect for students who finish early or who want an extra challenge. This No Prep product is also a great activity for a substitute. Use this product as homework, in-class activity, or extra credit to review and reinforce graphing with slope-intercept form. Included in this product are the graphing instructions, a blank graph, and the solution.

#### Equations with Variables on Both Sides Task Cards

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These middle school math 8 task cards includes 60 multi-step equations with variables on both sides. (45 equations with exactly one solution, 7 equations with no solution and 8 equations with infinite solutions.) Students will be able to practice solving equations with variables on both sides as well as identifying the number of solutions of equations with variables on both sides. These are specifically aligned with the math 8 common core specifically 8.EE.C.7a and 8.EE.C.7b. Also great in 9 - 12 classrooms as review. Read below for various activities with these task cards in your classroom. An answer key IS included Ideas for using these Task Cards in your Classroom • Solution Slap Divide the students into groups of 3-4 students. Give each group a full deck of cards. Have the students place the deck face down in the middle. Students take turns turning over the top card and placing it face up next to the deck of cards. When students see a solution with infinite or no solutions then they slap the card and say either “infinite solution” or “no solutions”. The other students in the group check the accuracy of their slap. If they are correct they collect all the cards in the face up pile. If they are wrong, they must put back all the cards that they have collected into the draw pile. You can set a time limit for the game, and the student that has collected the most amount of cards wins, or you can play until the draw pile of cards is depleted, and the student that has collected the most cards wins. • Exit Slips Have students draw one card from the deck of cards and have them write the equation and solve before leaving class. • Equation Re-write Hand out one card to each student. Have students write the equation on a piece of paper. Then, instruct the students that they have to change the right side of the equation without changing the left side of the equation two different times (so that they have three different equations). One equation should have an exact solution. One equation should have no solution, and one equation should have infinite solutions. Have the students finish by writing a few sentences of how they know that their equations have the correct amount of solutions. • Equation Race Divide the class into 3 – 4 groups. One student from each class comes to the board and draws a card. The students then race to solve their equation correctly on the board. The student that finishes first receives 3 points, 2nd place receive 2 points, and 3rd place receives 1 point. Continue for a set amount of time or until a teach reaches a set amount of points.

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