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This Toy Trains assessment also includes:
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Scholars identify and continue the numerical pattern for the number of wheels on a train. Using the established pattern and its inverse, they determine whether a number of wheels is possible. Pupils finish by developing an algebraic linear expression for the pattern.
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CCSS:
Designed
Concepts
Additional Tags
Instructional Ideas
- For those that need more concrete examples, bring in boxes to represent the train cars and include the number of wheels on them
- Provide opportunities to work with changing patterns into algebraic expressions
Classroom Considerations
- The class should be familiar with working with patterns
Pros
- The rubric contains alternative solutions
- Includes sample work with teacher prompts
Cons
- None