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Quiz Quiz Trade Cards for MathGrade 6Purpose: To give students an opportunity to review material, teach and explain ideas, use critical vocabulary, and move about the classroom working on social skills.Prepare: Use index cards or the top half of a full sheet of paper to create one question for each student in your class. The answer should be on the back of the card or on the bottom half of the sheet. Answers should be clear, accurate, and student friendly (showing all steps, answer in correct form…).The questions should:Emphasize process over computation (How would you find…? Estimate the answer… Explain error)Include academic verbs: explain, show, identify, indicate, (shade, select, click, drag) express, solve, compute, calculate, evaluate, estimate, approximate, claim, reason, prove, interpret, evidence, critique, reasoning, justify…Include math related vocabulary: coefficient, intercept, function, coordinates, independent…Ask students generally about the graphic: key information given, questions likely asked, related vocabulary…Ask students to imagine or identify a common error or analyze a given type of errorInclude multiple parts (often an easier part then a more difficult part)Make students: generalize (What does area mean?); work backwards (Given the area, what is length?); use variables (find perimeter of regular pentagon with side 2n + 3 inches long); ask “What if?” (what if it was hexagon); explain a pattern; explain why; explain more than one way to solve…If the question uses an already formed test question from a state test, then pose a different question that goes beyond the given question (Why is answer choice C definitely wrong? What choices can you easily eliminate? Why is D tempting? Why is this problem tricky? What else could they have asked? Explain how you know you are correct…)Make questions easy to read, not too long, not too open-ended (it’s hard to list all the possible solutions)Include answer in a form that matches your expectations (formula is presented empty then filled in…)Include an answer that might show two ways to solve the problem (one visual, one with a graph etc.)Remember, students are walking around and thinking on their feet. They won’t be able to do complex calculations. Ask for estimations, approximations, how would you, why, etc. (Why is 3 ÷ ? = 12?; Can you estimate the volume, for a prism explain why the formula: area of base times height is the same as (l)(w)(h)? What is the difference in these word problems and how are the number sentences different? (i.e. one asks missing total and one asks for missing factor…)Explain to Students:“Today we are going to use Quiz Quiz Trade Cards. These will help you to: explain your ideas better, review key material, practice going from strand to strand, get to know your classmates, learn how to study, get exercise, and do mental math, and teach others. Quiz Quiz Trade Cards are like advanced flash cards. There is a question on the front and the answer is on the back. Often the front has a two-part question or a question that needs an explanation. Quiz Quiz Trade Cards work like this: (model this part with a student)When you get your card review both sides. On my signal, stand up and find someone who is looking for a partner. BE NICE! Find a partner, stand shoulder to shoulder. Ask your question. If your partner doesn’t know the answer give a hint, another hint, then tell them. HINT, HINT, TELL. (If your partner is really struggling you can skip the second part of questions.) Then have the other person ask you his or her question. When you are finished, trade cards. Then head out and look for another person. You can raise your hand up to show you are available, so others can see you. If you get the same question twice, just be an expert and answer it better. Three rules: Spread out; keep your voices down; and be nice. (You will have to sit down if you do not play well with others).Pass out the cards. After a minute, allow the students to move about for 8-10 minutes mingling with others. Encourage them to get to as many different questions/people as they can. Tell students that it’s fine if they encounter the same question twice. When seeing a card for the second time they should be an expert on that question.After the time expires, collect the cards and have students return to seats. Ask one of the following questions for a quick write: (don’t forget: quota plus time limit… 2 minutes)What was good about this activity? (Suggestions to make it better? Especially for 1st time) (write 4 lines or more.)Draw and write about (list) as many cards as you can remember seeing. (Get at least 3)List as many math words that you encountered. (List at least 5)Describe one thing or more that you learned or reviewed. (write 3+ lines)Describe one easy question and one harder question. (What was the hardest question you got?) (3 lines or more)How good a teacher were you? (on a scale of 1-10) Explain your score. How could you be better?After: Students will not have seen all the cards but you can put up some of the cards with the document camera and solve them together or have students solve them or discuss/review them. Tell students, “We will use Quiz Quiz Trade cards frequently this year. I will be adding and retiring cards as we become more skillful. In the future you will have opportunities to make cards for new Quiz Quiz Trade sessions.” Tell them they may see a Quiz Quiz Trade card as a short quiz in the days ahead.Differentiated Strategies:1. Show the cards to the students who might struggle beforehand. Let them practice the answers so they feel more confident.2. Use with a fewer number of cards by using duplicate cards. When students see a card they have already seen, they feel more confident. There can be bonus questions to keep it challenging.3. Consider playing with two different sets of cards that are color-coded by difficulty (i.e. green easier, blue harder). Tell students to decide which level of challenge they are up for. They can move up or down based on how confident they are feeling.4. Each card could have a bonus question on bottom for students who want more of a challenge.5. If class management is a problem consider putting students into two lines, each person facing a partner about 1 meter apart. Make the questions shorter with simpler answers. Then, have students Quiz, Quiz, Trade. After 1 minute, ring a bell. “Finished or not, trade cards” (or keep the same card). One line of students moves down one person, so everyone faces a new partner. Repeat. This method eliminates wandering students and down time. However, it’s important to try and make the cards have a simple part and then a bonus part. Maybe both students can get to the simple part, if there is time, go on to bonus part.6. Students can make a Quiz Quiz Trade Card.Focus Areas:Include 1-2 clear, solvable, easy to read question(s)b. Include 1 question that:1. Asks why or explain2. Asks “What if” questions…3. Attacks common mistakes4. Uses a variable or pattern5. Makes one work backwards6. Uses math and/or academic vocabulary (list should be provided)7. Generalizes the problem by asking about what might be asked, what vocabulary is related, what mistakes should be avoided8. Emphasizes process over answers: how would you find, estimate and explain… c. Answers are clear, accurate, and easy to read727977565550-43= -113 so it is the largest negative number.-45 is the second largest negative number. It's almost equal to-1.-23 is also negative but not as far from zero as -45. 78 is the largest positive number.0-43= -113 so it is the largest negative number.-45 is the second largest negative number. It's almost equal to-1.-23 is also negative but not as far from zero as -45. 78 is the largest positive number.28155906787515-230-2346113706781800780078418901267684657100071023583906766670-4500-4519231116766560-4300-43-123825-203200QA00QA4171953111500Explain how you know you are correct.00Explain how you know you are correct.-1538190Q A00Q A142987158242200018362715821680001101725505460000-1543056042660Notice that the y coordinates are the same. That means you only need to find the distance between the x coordinates.Notice that the library is at -4 so to travel to the school (at 5, -6) you must travel across to zero first. That distance is 4 units to the right.Then you must go an additional 5 units to the right to get to the school. The total distance is 4 + 5 = 9To do this problem mathematically find the difference: 5 – (-4) = 900Notice that the y coordinates are the same. That means you only need to find the distance between the x coordinates.Notice that the library is at -4 so to travel to the school (at 5, -6) you must travel across to zero first. That distance is 4 units to the right.Then you must go an additional 5 units to the right to get to the school. The total distance is 4 + 5 = 9To do this problem mathematically find the difference: 5 – (-4) = 9742952768600What do you notice about the coordinates?How could you solve if you didn’t have a grid to look at?00What do you notice about the coordinates?How could you solve if you didn’t have a grid to look at?-1574805413881A. How many ? inch cubes will fit in the right rectangular prism.B. It’s tricky because the dimensions have fractions!C. First, find out how many ? inches are in each of the dimensions. (for example: 4 ? inches = 4 12 ÷ 14=18 quarter inches) Then multiply (area of base) x height.00A. How many ? inch cubes will fit in the right rectangular prism.B. It’s tricky because the dimensions have fractions!C. First, find out how many ? inches are in each of the dimensions. (for example: 4 ? inches = 4 12 ÷ 14=18 quarter inches) Then multiply (area of base) x height.4646295825500What is likely to be asked in this situation?What is going to be tricky about this problem?What would be one logical first step?00What is likely to be asked in this situation?What is going to be tricky about this problem?What would be one logical first step?-154305-232410Q A00Q A-400055168900Joe is wrong because he is not looking carefully about the problem. Use a bar model to show what you know:00Joe is wrong because he is not looking carefully about the problem. Use a bar model to show what you know:577851511300Joe tried to solve with this equation: 913 ? 23 = nExplain why he is wrong.00Joe tried to solve with this equation: 913 ? 23 = nExplain why he is wrong.-154305-317500Q A00Q A21316957340600913 ÷ 23 = n00913 ÷ 23 = n144526059690009 1/3 cups of snack mix 009 1/3 cups of snack mix 1885955969000001962156917690001885957454900Snack bags00Snack bags103822564262002/3 cup002/3 cup80962564262002/3 cup002/3 cup14458956426200How many 2/3 cups are in 9 1/3 cups? 00How many 2/3 cups are in 9 1/3 cups? 58801064262002/3 cup002/3 cup35941064262002/3 cup002/3 cup10731564262002/3 cup002/3 cup1331595642620000110299564262000087439564262000064579564262000041719564262000018859564262000022235495940950Did not distribute the 3. This means 3 (n+6)’s (n + 6) + (n + 6) + (n+6) = 3n + 1800Did not distribute the 3. This means 3 (n+6)’s (n + 6) + (n + 6) + (n+6) = 3n + 1826154546686799Correct00Correct27717757411168Did not distribute correctly. (see above)00Did not distribute correctly. (see above)27908257911161CorrectThis shows 3 (n +6) as 4(n+6) – 1(n+6)Imagine nine fives = (10 fives) – (1 five)00CorrectThis shows 3 (n +6) as 4(n+6) – 1(n+6)Imagine nine fives = (10 fives) – (1 five)132080819404000137795676498600-154305-317500Q A00Q A38461951397000Explain your thinking for each.00Explain your thinking for each.3997848722929What are 4 ratio questions likely to be asked in this situation with model boats and model planes?0What are 4 ratio questions likely to be asked in this situation with model boats and model planes?1371603539266What is important to remember when writing ratios like the ratio of boats to planes?0What is important to remember when writing ratios like the ratio of boats to planes?2945088025344When writing ratios, make sure you have the order correct. Boat to planes 4:3 or 4 boats3 planes0When writing ratios, make sure you have the order correct. Boat to planes 4:3 or 4 boats3 planes41539894914010Write ratio of planes to boats.Write ratio of boats to planes.Write ratio of boats to total.Write ratio of planes to total.0Write ratio of planes to boats.Write ratio of boats to planes.Write ratio of boats to total.Write ratio of planes to total.579516510401561514228263300-13970-203200QA00QA1019810611252200-426136901173B. 34 is opposite of – 34 (and – 24 is opposite 24… ) C. 14 > – 34 because ? is to the right of zero indicating a greater value. It’s above zero!00B. 34 is opposite of – 34 (and – 24 is opposite 24… ) C. 14 > – 34 because ? is to the right of zero indicating a greater value. It’s above zero!17887956256655-1/4 00-1/4 8743956256655-3/4 00-3/4 13315956256655-2/4 00-2/4 327469562649102/4 002/4 270319562566551/4 001/4 373189562572783/4 003/4 1110615581256800-400052425700A. Name all the points on this number line.B. Which point is opposite – 34 ?C. Compare – 34 and 14 (use < > =) Use number line to explain.00A. Name all the points on this number line.B. Which point is opposite – 34 ?C. Compare – 34 and 14 (use < > =) Use number line to explain.-40005-203200Q A00Q A-431806655749A. Case contains 36 bottles Case costs $4.69 Sells each bottle for $0.75B. How much profit if he sells all bottles?C. Find the amount made from sales! (36 times 0.75) Next, subtract the cost of the case ($4.69). Profit = total sales – total cost00A. Case contains 36 bottles Case costs $4.69 Sells each bottle for $0.75B. How much profit if he sells all bottles?C. Find the amount made from sales! (36 times 0.75) Next, subtract the cost of the case ($4.69). Profit = total sales – total cost110299560020080026473036423025003302060172600012636558813580049891955562600002703195556322300742952311400A. What are the key facts you know from this problem?B. What is the question asking?C. What would be a reasonable first step?00A. What are the key facts you know from this problem?B. What is the question asking?C. What would be a reasonable first step?-40005-203200Q A00Q A20804465662631Single answer no variability00Single answer no variability28671006094207Single answer no variability00Single answer no variability45910506927738Single answer no variability00Single answer no variability905526624517-37397129QA00QA-400055394171990607568257Statistical questions are answered by collecting data with variability. These are questions in which you would not expect a single answer. In this case, the heights of the oak trees would vary from tree to tree. So there would be variability.00Statistical questions are answered by collecting data with variability. These are questions in which you would not expect a single answer. In this case, the heights of the oak trees would vary from tree to tree. So there would be variability.718457109460 Find the cost of some amount of cheese. (cost for 2 lbs, 3 lbs…) Find the weight of some cost of cheese. (weight of $2, $3, $4…) Find the unit rate: cost for 1 lb of cheese. Give an expression for the cost of n pounds of cheese What is the dependent or independent variable? Make a table with this data.00 Find the cost of some amount of cheese. (cost for 2 lbs, 3 lbs…) Find the weight of some cost of cheese. (weight of $2, $3, $4…) Find the unit rate: cost for 1 lb of cheese. Give an expression for the cost of n pounds of cheese What is the dependent or independent variable? Make a table with this data.1100455494220500718451737360What are 3+ likely questions?0What are 3+ likely questions?-1282700Q A00Q A47898425018441B is correct because summer had most students: 180 out of the total. Fall and winter were equal amounts and spring was least.00B is correct because summer had most students: 180 out of the total. Fall and winter were equal amounts and spring was least.217081066834330044888850208870051515161339537Explain your thinkingExplain your thinking38951174577000Q A00Q A1520047716586Find the area of the 3 rectangles (12?5)+(12?5)+(8?12)Find the area of the 2 triangles 12 (8)?(3) + 12 (8)?(3)Add all the areas together.00Find the area of the 3 rectangles (12?5)+(12?5)+(8?12)Find the area of the 2 triangles 12 (8)?(3) + 12 (8)?(3)Add all the areas together.9476524961511003895113500846Describe how you would find the surface area of this triangular prism. Explain your thinking. Describe how you would find the surface area of this triangular prism. Explain your thinking. 12202642112410000Q A00Q A166016969684410026458226279672The equation is asking what number divided by 4 = 9.36 is the only possible answer!You could solve by doing the inverse operation and multiplying both sides by 4.0The equation is asking what number divided by 4 = 9.36 is the only possible answer!You could solve by doing the inverse operation and multiplying both sides by 4.7576455175266008051473714602Explain your thinkingExplain your thinking5201396151420190Q A00Q A1102666390042I know there are 24 students.I know there are 18 who study Spanish. To find the ratio of French Students to Spanish Students I need to find how many study French.That means there are 18 + N = 24 6 students study French.The ratio is 6 French18 Spanish = 1 French3 Spanish (simplified by dividing by 6)The ratio is 1: 300I know there are 24 students.I know there are 18 who study Spanish. To find the ratio of French Students to Spanish Students I need to find how many study French.That means there are 18 + N = 24 6 students study French.The ratio is 6 French18 Spanish = 1 French3 Spanish (simplified by dividing by 6)The ratio is 1: 34867842611419How would you find the ratio? Explain your thinking.00How would you find the ratio? Explain your thinking.508264487838300520139472638000Q A00Q A5809137923007If you forget, put the cursor over them. The name will appear.00If you forget, put the cursor over them. The name will appear.29514806764020Exponents/powers, square root, cube root, PI0Exponents/powers, square root, cube root, PI28824555815965Pos/neg sign, negative sign, times dot, division slash00Pos/neg sign, negative sign, times dot, division slash29181135305515Add, subtract, multiply, divide00Add, subtract, multiply, divide3702726365759Name or describe each key on this calculator.If you forget what can you do? 0Name or describe each key on this calculator.If you forget what can you do? 29993857167559Parenthesis, degrees, absolute value0Parenthesis, degrees, absolute value29305256278146Equal, not equal, fractions, mixed numbers0Equal, not equal, fractions, mixed numbers0190Q A00Q A53201550208876863943182590041535351369546A. What does this table show?B. What is the question asking?C. How would you find the solution?0A. What does this table show?B. What is the question asking?C. How would you find the solution?459888715384001035057228840A. Table shows relationship between pies sold and profit made.B. How much profit from each (one) pie.C. If it’s $8 for 2 pies, find the unit rate. $82 pies= $?1 pie00A. Table shows relationship between pies sold and profit made.B. How much profit from each (one) pie.C. If it’s $8 for 2 pies, find the unit rate. $82 pies= $?1 pie6626435246518000Q A00Q A3301347645334The interquartile range is the difference/distance between the 1st Quartile and the 3rd quartile. 13 – 8 = 5The interquartile range is the difference/distance between the 1st Quartile and the 3rd quartile. 13 – 8 = 544826149490255676412717074Explain your thinkingExplain your thinking532015365760035626124Q A00Q A49258855329646 526.8-318.05Remember, you must subtract hundredths from hundredths! Write .8 as .80Because they are equal 526.80- 318.050 526.8-318.05Remember, you must subtract hundredths from hundredths! Write .8 as .80Because they are equal 526.80- 318.054013878013469526.80-318.05=n0526.80-318.05=n-361950Q A00Q A401386518714204949635805147A. What equation matches this question?B. When you add or subtract decimals what should you remember?A. What equation matches this question?B. When you add or subtract decimals what should you remember?14012961514203987734484513If Bob chose A, what mistake is he making?What is the correct answer?0If Bob chose A, what mistake is he making?What is the correct answer?-120650Q A00Q A38571055175266Bob is only looking at the first row!1 + 3 = 4You must look at all the rows! The equation must be true for all values!The answer is C.Bob is only looking at the first row!1 + 3 = 4You must look at all the rows! The equation must be true for all values!The answer is C.46076350208870627017318259015200460896651. Simplify expression 2n + 3n = 5n Then substitute 6 into the new expression 5(n) 5(6) = 302. Substitute 5 in for n each time it appears.2(n) + 3(n)2(6) + 3(6)12 + 18 = 3001. Simplify expression 2n + 3n = 5n Then substitute 6 into the new expression 5(n) 5(6) = 302. Substitute 5 in for n each time it appears.2(n) + 3(n)2(6) + 3(6)12 + 18 = 3011257814902134004370122123308What are 2 ways to find the value of this expression?What are 2 ways to find the value of this expression?591391330134000Q A00Q A48665085092139C has the greatest valueA. 8 + 8 = 16B. 8 + 7 = 15C. 9 + 9 = 18D. 9 + 7 = 1600C has the greatest valueA. 8 + 8 = 16B. 8 + 7 = 15C. 9 + 9 = 18D. 9 + 7 = 161282542515194What does 23 mean? What is a common mistake?What does 32 mean? What is a common mistake?Bonus: Which is greatest?00What does 23 mean? What is a common mistake?What does 32 mean? What is a common mistake?Bonus: Which is greatest?80752736032623 means 2?2 ?2=8 not 2?3 23≠632 means 3?3 =9 not 3?2 32≠623 means 2?2 ?2=8 not 2?3 23≠632 means 3?3 =9 not 3?2 32≠65794414937175005438911638800000Q A00Q A35110275058410 INCLUDEPICTURE "" \* MERGEFORMATINET 0 INCLUDEPICTURE "" \* MERGEFORMATINET 35123726322807Think of it as an array or area!30 x ? = 7500Think of it as an array or area!30 x ? = 7504588136392653How can you help Bob understand how to solve this problem?Explain what you know and need to find.00How can you help Bob understand how to solve this problem?Explain what you know and need to find.926287312825You know there are 750 seats and they are in 30 rows.Every row has the same seats. So if 1 row has 10 seats then 30 rows x 10 seats = 300 seatsSo think…30 x ? = 75000You know there are 750 seats and they are in 30 rows.Every row has the same seats. So if 1 row has 10 seats then 30 rows x 10 seats = 300 seatsSo think…30 x ? = 75057951649733860072202028263300Q A00Q A3926542866913What are 3 questions likely to be asked here?0What are 3 questions likely to be asked here?29852574927011. Find the area of the pond.2. Find the area of the park.3. Find the area of the grassy part.1. Find the area of the pond.2. Find the area of the park.3. Find the area of the grassy part.554019508567855576540138600Q A00Q A954747303770C is correct because the unit rate is 50h. She gives away $50 each hour. If you subtract that from the $1000 you started with that’s how much is left!00C is correct because the unit rate is 50h. She gives away $50 each hour. If you subtract that from the $1000 you started with that’s how much is left!5540194991549005002313364454Explain why C is correctExplain why C is correct7019374061010000Q A00Q A2447357546489Kids pick it because 17 comes first in the sentence! Instead think of a real life situation. Bob took $10 from $100.$100 – $10 =?00Kids pick it because 17 comes first in the sentence! Instead think of a real life situation. Bob took $10 from $100.$100 – $10 =?36737365099125A is wrong because this expression represents:“subtract x from 17.” 17 is being taken from x! So it must be x -17.00A is wrong because this expression represents:“subtract x from 17.” 17 is being taken from x! So it must be x -17.5809135139466004329953176195Why is A wrong? Why do kids pick it?0Why is A wrong? Why do kids pick it?4329953254200000Q A00Q A32972194937760A. This is a histogram.B. It shows the minutes spent studying by students. It shows the distributions of the data in groups. C. How many students studied:1. 21-25 minutes2. more than 20 minutes3. between 0 and 15 minutes0A. This is a histogram.B. It shows the minutes spent studying by students. It shows the distributions of the data in groups. C. How many students studied:1. 21-25 minutes2. more than 20 minutes3. between 0 and 15 minutes486784511257204251960513678A. What is this called?B. What does it show?C. What is likely to be asked?A. What is this called?B. What does it show?C. What is likely to be asked?675042406101000Q A00Q A2174693687109What are the 3 key facts that you know in this problem.0What are the 3 key facts that you know in this problem.11026677750891. He surveyed 48 students.2. 25% chose soccer.3. Baseball and Football are equal numbers.01. He surveyed 48 students.2. 25% chose soccer.3. Baseball and Football are equal numbers.47333650453363926543388660000Q A00Q A45746895139466B shows a constant rate of changes because line goes up the same amount each time. It’s linear (line). The change in y coordinates (how much it goes up) is the same for each change in x coordinates. In B, y goes up 2 for every time x goes over 3.00B shows a constant rate of changes because line goes up the same amount each time. It’s linear (line). The change in y coordinates (how much it goes up) is the same for each change in x coordinates. In B, y goes up 2 for every time x goes over 3.56746650722312178423767866Which shows a constant rate of change? Explain.Which shows a constant rate of change? Explain.6863933301340000Q A00Q A39964665031889D shows x > 4 because it shades all the numbers to the right, bigger than 4.B is Correct. This shows that x is all the numbers less than 4. For example: 3?, 3,2 ? …. And so on!D shows x > 4 because it shades all the numbers to the right, bigger than 4.B is Correct. This shows that x is all the numbers less than 4. For example: 3?, 3,2 ? …. And so on!62125450318893929231244736Why is D wrong?Why is D wrong?728831325419000Q A00Q A2581836766560A. A = -7 B = -6 C = -4 D = -3B. If you start at zero and count to the left: -1, -2, -3… you will see that C is -4 and B is -6C. -6.5 (It’s right between -5 and -6)00A. A = -7 B = -6 C = -4 D = -3B. If you start at zero and count to the left: -1, -2, -3… you will see that C is -4 and B is -6C. -6.5 (It’s right between -5 and -6)5943615004995002042462624642A. Identify the locations of each point on the number line.B. Why is B not -4?C. What point is between A and B?0A. Identify the locations of each point on the number line.B. Why is B not -4?C. What point is between A and B?6032663301350000Q A00Q A2850787129631The unit rate is the rate or ratio for 1 thing! In this case it’s the cost for 1 carton of orange juice.To find it: set up equal ratios: $4812 cartons= ?1 cartonThe unit rate is the rate or ratio for 1 thing! In this case it’s the cost for 1 carton of orange juice.To find it: set up equal ratios: $4812 cartons= ?1 carton661595492431303254193082066A. What is a unit rate?B. How do you find it?A. What is a unit rate?B. How do you find it?57951644888700Q A00Q A34315037236721Combine like terms!dogs + dogs = more dogscats + cats = more catsCombine like terms!dogs + dogs = more dogscats + cats = more cats2175447277212g + g + g + 3f + f 3g + 4f00g + g + g + 3f + f 3g + 4f19094854084071640547826190000Q A00Q A4830882330134Describe what you could draw to think about this problem.What answer is correct? Explain.0Describe what you could draw to think about this problem.What answer is correct? Explain.-239400Q A00Q A40132056970305234115569658522539367669085The answer must be B. -1500The answer must be B. -1502470087514705037378986564375Ethan 00Ethan 53652725769033These number must be between0 and -200These number must be between0 and -2006743705875704Ethan is WITHIN 200 feet of sea level! Ethan is WITHIN 200 feet of sea level! 31208355590903Sea level= 00Sea level= 05246518570965630495826837812303770856977813301355400898006863942945080000Q A00Q A7556525042Make a Quiz Quiz Trade CardFocus Areas:Include 1-2 clear, solvable, easy to read question(s)b. Include 1 question that:1. Generalizes the problem by asking:a. What is known?b. What might be asked?c. What vocabulary is related?d.. What mistakes should be avoided?2. Emphasizes process over answers:a. How would you find?b. What are the first steps?c. Explain how you know. Give your reasoning.d. Estimate and explain.e. Asks why?3. Asks “What if” questions…4. Attacks common mistakes5. Uses a variable or pattern6. Makes one work backwards7. Uses math and/or academic vocabulary (see list at front)c. Answers are clear, accurate, and easy to read0Make a Quiz Quiz Trade CardFocus Areas:Include 1-2 clear, solvable, easy to read question(s)b. Include 1 question that:1. Generalizes the problem by asking:a. What is known?b. What might be asked?c. What vocabulary is related?d.. What mistakes should be avoided?2. Emphasizes process over answers:a. How would you find?b. What are the first steps?c. Explain how you know. Give your reasoning.d. Estimate and explain.e. Asks why?3. Asks “What if” questions…4. Attacks common mistakes5. Uses a variable or pattern6. Makes one work backwards7. Uses math and/or academic vocabulary (see list at front)c. Answers are clear, accurate, and easy to read00Q A00Q A78232049637957019363926540000Q A00Q A79606651663600058091333886600Q A00Q A822960244736863301517980700Q A00Q A34313165435077004303154487480051367840610103969572446442000Q A00Q A4730753921680634701512601900Q A00Q A-128270-203200Q A00Q A-149860-203200Q A00Q A2799080446405A total of 300 trees will be planted in the park. There will be 2 pine trees planted for every 3 maple trees planted.On the coordinate grid, select the point that represents the number of pine trees planted and the number of maple trees planted.00A total of 300 trees will be planted in the park. There will be 2 pine trees planted for every 3 maple trees planted.On the coordinate grid, select the point that represents the number of pine trees planted and the number of maple trees planted.-154305-203200QA00QA-40005-203200Q A00Q A-40005-317500Q A00Q A-40005-88900Q A00Q A35231327163100-154305-203200Q A00Q A5314951249045Numberof dolls00Numberof dolls74295825500-154305-203200Q A00Q A-40005-203200Q A00Q A-154305-203200Q A00Q A-40005-203200Q A00Q A ................
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