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Product Number: TB25821

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**Grades 6-8.**

**For your Common Core curriculum.**

Use these uniquely designed cards to reinforce the content from the Common Core State Standards. Students solve the problem on their own card, then students with the same answer form collaborative groups for further problem-solving activities. Cards can also be used individually or in small groups. Includes 120 - 4 in. x 6 in. cards (40 per grade level) and teacher’s guide with complete instructions and suggestions for problem-solving lessons for the collaborative groups.

**CCSS Product Alignment**

**6.EE.1** Write and evaluate numerical expressions involving whole-number exponents.

**6.EE.2a** Write expressions that record operations with numbers and with letters standing for numbers. *For example, express the calculation Subtract y from 5 as 5 - y.*

**6.EE.2c** Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). *For example, use the formulas V = s and A = 6 s to find the volume and surface area of a cube with sides of length s = 1/2.*

**6.EE.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.*

**6.EE.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.*

**6.EE.5** Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

**6.EE.8** Write an inequality of the form *x* > *c* or *x* < *c* to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form *x* > *c* or *x* < *c* have infinitely many solutions, represent solutions of such inequalities on number line diagrams.

**6.EE.9** Use variables to represent two quantities in a real-world problem that change in relationship to one another, write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

**7.EE.1** Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

**7.EE.2** Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. *For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05.*

**7.EE.3** Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form, convert between forms as appropriate, and assess the reasonableness of answers using mental computation and estimation strategies. *For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge, this estimate can be used as a check on the exact computation.*

**7.EE.4a** Solve word problems leading to equations of the form *px* + *q* = *r* and *p* (*x* + *q*) = *r*, where *p, q,* and *r* are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. *For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? *

**7.EE.4b** Solve word problems leading to inequalities of the form *px* + *q* > *r* or *px* + *q* < *r*, where *p, q,* and *r* are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. *For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.*

**8.EE.1** Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^{2} x 3^{-5} = 3^{-3} = 1/3^{3} = 1/27.

**8.EE.2** Use square root and cube root symbols to represent solutions to equations of the form *x*² = *p* and *x*³ = p, where *p,* is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

**8.EE.3** Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. *For example, estimate the population of the United States as 3 times 10 ^{8} and the population of the world as 7 times 10 , and determine that the world population is more than 20 times larger.*

**8.EE.4** Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

**8.EE.5** Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

**8.EE.6** Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane, derive the equation y = mx for a line through the origin and the equation *y* = *mx* + b for a line intercepting the vertical axis at *b*.

**8.EE.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 *x* = *a*, *a* = *a*, or *a* = *b* results (where *a* and *b* are different numbers).

**8.EE.7b** Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

**8.EE.8a** Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

**8.EE.8b** Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. *For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.*

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