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Operations andAlgebraic Thinking

Math Task Cards

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Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

#17 #18

#19 #20

Look at this equation: 10 + x = 35. Which story below would �t with that equation?

a. Mary has 35 bugs. She added 10 bugs.How many bugs does she have?

b. Mary has 10 bugs. She added some bugs to her collection. Now she has 35. How many bugs did Mary add?

c. Mary let 10 bugs in her collection go. Now she has 35 bugs in the collection. How many bugs did she have?

d. If Mary had 35 bugs in her collection and she caught 10 more bugs, how many bugs would she have?

8 + 5 = 8 + 2 + 3 = 10 + ____= 13.

19 - 10 = 19 - 9 - 1 = _____.

20 - 11 = 20 - 10 - ____ = 9.

6 + 9 = 6 + 6 + 3 = _____

7 + 9 = 16, therefore, 16 - 7 = ____

Finish each number sentence:

1.

2.

3.

4.

5.

Is the number of items below and odd or even amount? Is the number of items below and odd or even amount?

• Writes equivalent forms of whole numbers 11 to 20 using addition (e.g., 14 = 7 + 7)• Determines the operation needed from a simple problem• Writes a number sentence for a simple problem solving situation• Interprets a chart or table - calculation required• Distinguishes between odd and even numbers• Uses rounding to estimate answers to real-world problems involving addition of numbers less than 100• Instantly recalls basic addition facts with sums to 18 in a table• Solves real-world whole number addition problems with sums to 20 (result unknown)• Solves real-world whole number addition problems with sums to 100 (result unknown)• Instantly recalls basic subtraction facts with minuend less than 10• Solves real-world whole number problems involving subtraction with numbers under 20• Solves real-world whole number problems involving subtraction with numbers 100 and under• Solves real-world whole number problems involving subtraction with numbers under 1000• Solves problems using the inverse relationship between addition and subtraction• Uses counting by multiples for multiplication• Instantly recalls basic multiplication facts where one factor is 6-12 and the other factor is 0-12• Multiplies basic facts to 10 x 10 vertically• Solves word problems involving basic whole number multiplication facts to 10 x 10• Uses manipulatives to divide a small set of objects into groups of equal size• Uses sharing for division• Models whole number multiplication and division algorithms (e.g., shows multiplication as repeated addition anddivision as repeated subtraction)• Models multiplication and division algorithms using arrays (whole numbers)• Instantly recalls division facts with dividend and divisors less than 10• Solves real-world whole number problems involving addition and subtraction• Recognizes addition and subtraction fact families through 18• Demonstrates an understanding of the zero property of multiplication• Demonstrates an understanding of the inverse relationship between multiplication and division• Solves basic facts addition and subtraction open sentences using diagrams and models (e.g., using balances)• Solves 1-step open sentences with missing addends (numbers 100 and under)

Operations & Algebraic Thinking 181-190

Represent and Solve Problems

Analyze Patterns and Relationships• Extends a growing arithmetic pattern, de�ned by numbers• Analyzes a growing, arithmetic pattern with numbers to determine the rule

New Vocabulary: gave, left, row, uni�x cubes

New Signs and Symbols: ÷ division, long division symbol

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Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

#1 #2

#3 #4

1. 7 + ___ = 9

Solve the following equation by �nding the missing number:

2. 4 + ___ = 10

3. 9 + ___ = 15

4. 14 + ___ = 17

5. 8 + ___ = 10

1. 17 - ___ = 9

2. 19 - ___ = 10

3. 15 - ___ = 5

4. 14 - ___ = 6

5. 12 - ___ = 8

Solve the following equation by �nding the missing number:

Seventeen cars were in a race. Four cars did not �nishthe race. What operation would you use to solve thisequation? Draw a picture and write a number sentence.

Fill in the missing number for each fact family:

1. 3 x 7 = 7 x ___

2. 9 x 4 = 4 x ___

3. 5 x 8 = 8 x ___

4. 6 x ___ = 2 x 6

5. 1 x ___ = 10 x 1

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Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

#5 #6

#7 #8

Find the missing factor:

1. 3 x ___ = 21

2. 9 x ___ = 36

3. 5 x ___ = 40

4. 6 x ___ = 42

5. 10 x ___ = 60

Solve the following number sentence using multipleoperations:

1. 6 + 3 - 4 = ___

2. 9 - 4 + 5 = ___

3. 5 + 5 + 2 = ___

4. 6 - 4 + 8 = ___

5. 10 - 3 - 6 = ___

1 2 3 4 5 60

1

2

3

4

5

6

A

B

C

D

E

Which letter is at point (3, 2)?

1 2 3 4 5 60

1

2

3

4

5

6

A

B

C

D

E

List the coordinates for each letter (x,y):

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Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

#12

#9 #10

#11

What are the next few numbers in the followingpatterns:

1. 1, 4, 7, 10, ___, ___

2. 3, 7, 11, 15, ___, ___

3. 30, 25, 20, 15, ___, ___

4. 40, 60, 80, 100, ___, ___

5. 6, 12, 18, 24, ___, ___

Annie is selling bags of popcorn at the pool. Use thetable to �gure out how many bags of popcorn shewill sell on Friday.

Day Bags

MondayTuesdayWednesdayThursdayFriday

12151821 ?

1. 3 x b = 33 then b =___

2. 9 x b = 18 then b =___

3. 5 x b = 45 then b =___

4. 6 x b = 48 then b =___

5. 10 x b = 90 then b =___

Find the missing variables: Write a number that makes each statement true:

1. 2,476 > ___

2. 832 = ___

3. 457 < ___

4. 699 < ___

5. 1,017 >___

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Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

#13 #14

#15 #16

Julie collects 9 butterflies. 4 butterflies fly away. How many are left? Which operation will you use?

Nick had a box of candy with 12 pieces in it. He ate three pieces after dinner. How many does he have left?

Bill found 16 pennies. His mom gave him 9 more. How many pennies does he have now?

Chris made 65¢ cleaning his room. When he put it in his piggy bank, the money in his bank now equaled 90¢. How much money did he have in his bank to start?

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Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

Operations & Algebraic Thinking 181-190

#17 #18

#19 #20

Look at this equation: 10 + x = 35. Which story below would �t with that equation?

a. Mary has 35 bugs. She added 10 bugs.How many bugs does she have?

b. Mary has 10 bugs. She added some bugs to hercollection. Now she has 35. How many bugs did Mary add?

c. Mary let 10 bugs in her collection go. Now she has 35bugs in the collection. How many bugs did she have?

d. If Mary had 35 bugs in her collection and she caught10 more bugs, how many bugs would she have?

8 + 5 = 8 + 2 + 3 = 10 + ____= 13.

19 - 10 = 19 - 9 - 1 = _____.

20 - 11 = 20 - 10 - ____ = 9.

6 + 9 = 6 + 6 + 3 = _____

7 + 9 = 16, therefore, 16 - 7 = ____

Finish each number sentence:

1.

2.

3.

4.

5.

Operations & Algebraic Thinking 181-190

Is the number of items below an odd or even amount? Is the number of items below an odd or even amount?

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Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

#21 #22

#23 #24

Is the number of items below an odd or even amount? Is the number of items below an odd or even amount?

Determine if the sum of the following number pairs are odd or even?

7 + 6 ?

9 + 9 ?

6 + 6 ?

3 + 8 ?1.

2.

3.

4.

Which of the following statements is most true? Write outexamples of each to �gure out the answer.

a) The sum of two addends (numbers) is always even.

b) The sum of two addends that are equal is always even.

c) The sum of two addends that are not equal is always odd.

d) An even number added to an uneven number is always even.

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Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

#25 #26

#27 #28

Write a number sentence that describes the colored portion of the array?

Write a number sentence that describes the colored portion of the array?

Write a number sentence that describes the colored portion of the array?

Draw an array that describes this equation:

3 + 3 + 3

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Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

Operations & Algebraic Thinking 181-190 Operations & Algebraic Thinking 181-190

Draw an array that describes this equation:

2 + 2 + 2 + 2 + 2Draw an array that describes this equation:

5 + 5 + 5 + 5

Which equation describes the array?

a.4 + 4 + 4 + 4

b.2 + 2 + 2 + 2

c.1 + 4 + 1 + 4

d.1 + 1 + 1 + 1

Which equation describes the array?

a.4 + 4 + 4

b.9 + 9 + 9 + 9

c.6 + 6 + 6 + 6

d.8 + 8 + 8

#29 #30

#31 #32

Operations & Algebraic Thinking 181-190

1. 2. 3. 4. 5. 6.

7. 8. 9. 10. 11. 12.

13. 14. 15. 16. 17. 18.

19. 20. 21. 22. 23. 24.

30.25.

31.

26.

32.

27. 28. 29.

33. 34. 35. 36.©rhodadesignstudio

Operations and Algebraic Thinking Key1. 22. 63. 64. 35.2

(1,3) A. (1, 3)B. (4,4)C. (3,2)D. (5,3)E. (2,5)

16 + 9 = 2525 pennies

90 - 65 = 2525 cents in his bank

1. 62. 93. 54. 85. 4

subraction17-4 = 13

1. 13, 162. 19, 233. 10, 54. 120, 1405. 30, 36

subtraction5 butter�ies left

9 pieces left

24

1. 112. 23. 94. 85. 9

1. odd2. even3. even4. odd

1. true2. true3. false4. true

1. 152. 13. 34. 95. 9

b

odd even even odd

3 x 5 = 15

A D

4 x 4 = 1616 + 4 = 20

2 x 5 = 10 or2 + 2 + 2 + 2 + 2 =10

answerswill vary

answerswill vary

answerswill vary

answerswill vary

1. 32. 93. 54. 25. 10

1. 72. 43. 44. 75. 6

1. 52. 103. 124. 105. 1

1. 2. 3. 4. 5. 6.

7. 8. 9. 10. 11. 12.

13. 14. 15. 16. 17. 18.

19. 20. 21. 22. 23. 24.

30.25.

31.

26.

32.

27. 28. 29.

33. 34. 35. 36.©rhodadesignstudio

Operations and Algebraic Thinking SCOOTOperations & Algebraic Thinking 181-190

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