Order of Operations Error Analysis Task Cards Print and Digital Activity
Teaching to the 4th Degree
548 Followers
Grade Levels
5th - 7th
Subjects
Resource Type
Standards
CCSS6.EE.A.1
CCSS6.EE.A.3
CCSS6.EE.A.4
CCSSMP1
CCSSMP3
Formats Included
- PDF
- Google Apps™
Pages
55 pages
Teaching to the 4th Degree
548 Followers
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).
What educators are saying
Engaging exercises make learning math fun and accessible. I've seen significant improvements in their understanding and confidence. Highly recommend it for any classroom!
My students loved using this resource. I was able to challenge my high-level students because they had to find the error. Wonderful resource for students to work on while I pulled a group of students to work with me.
Also included in
Help build your students' critical thinking skills with these task cards! This is a bundle of my error analysis task cards. Each set is designed to help students identify common mistakes. This helps them analyze their own work more effectively and improves critical thinking skills.What's IncludedOrdPrice $15.25Original Price $19.70Save $4.45
Description
Want to increase students’ ability to analyze work and identify mistakes? This set of easy to use print or digital task cards will get your students engaged in this process! Students will practice evaluating expressions using the order of operations.
Error analysis activities are a great way for your students to develop critical thinking skills and give them tools to better analyze their own work.
*******CLICK HERE TO SAVE 20% ON THIS PRODUCT BY PURCHASING THE ERROR ANALYSIS BUNDLE!*******
What’s Included
- Set of teacher instructions
- Two sets of 32 task cards (one in color & one in B/W)
- A link to make a copy of this resource to your Google Drive account
- Two types of student response sheets (see note below)
- Answer Key
- Credits/Terms of Use/About the Author
The Task Cards
- Each task card has three equations on it:
- The original equation is at the top
- The equation in the middle is where the student's work is and where the mistake will be shown
- The equation at the bottom is what the student believes the answer is, although it is incorrect.
Student Response Pages
- There are two options for student response sheets:
- Option one includes space specifically for the students to write down what the mistake was, and then another space for them to correct it. I like to use this with my students because it allows them to focus on a few problems and explaining the correct way to solve them.
- Option two is a more traditional answer sheet with numbered boxes for each task card. This works well when you want your students to work on several task cards at once.
The Answer Key
- The correct answer is on the top along with an explanation as to how the incorrect answer was calculated.
Printing
- These task cards come in both color and black & white for your printing convenience.
These task cards are sure to build critical thinking skills with your students and help them realize how easy it is to make a simple mistake (as well as the value of checking their work).
More Error Analysis Practice
Great for individual practice, use in a center, or whole-class review! Let me know how you use them in your classroom.
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Happy Teaching!
Total Pages
55 pages
Answer Key
Included
Teaching Duration
40 minutes
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Standards
to see state-specific standards (only available in the US).
CCSS6.EE.A.1
Write and evaluate numerical expressions involving whole-number exponents.
CCSS6.EE.A.3
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.
CCSS6.EE.A.4
Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions 𝘺 + 𝘺 + 𝘺 and 3𝘺 are equivalent because they name the same number regardless of which number 𝘺 stands for.
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP3
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
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