Directions: Using the numbers 1 to 6, at most once each time, fill in boxes and identify a shape in the blank to make the following statements true.

What shapes do you see in the picture?

Are there more of the same shapes?

Answers can vary, depending on student knowledge of shapes.

There are 4 rectangles in the picture

There are 3 circles in the picture

There are 2 triangles in the picture

There is 1 square in the picture

There are 4 rectangles in the picture

There are 3 circles in the picture

There are 2 triangles in the picture

There is 1 square in the picture

Source: Bryan Anderson

]]>Directions: Using the diagram, fill in the blanks with the names of the shapes to make each statement true.

__________ has more sides than __________

__________ has the same sides as __________

__________ has more vertices than __________

What do you know about each shape?

How many sides to they have, how many vertices?

There are various possible answers, one is:

Triangle has more sides than the oval (ellipse)

Rhombus has the same sides as the square

Rectangle has more vertices than the circle

Triangle has more sides than the oval (ellipse)

Rhombus has the same sides as the square

Rectangle has more vertices than the circle

Source: Bryan Anderson

]]>Directions: Using the numbers 0 to 9, at most once each time, fill in blanks to create a set of 4 points that create either Parallel or Perpendicular lines, depending on how you connect them.

( ___, ___ ) ( ___, ___ ) ( ___, ___ ) ( ___, ___ )

What makes lines either parallel or perpendicular?

What is that relationship?

There are various possible answers, one is:

(3,0) (2,4) (6,5) (7,1)

(3,0) (2,4) (6,5) (7,1)

Source: Bryan Anderson

]]>Directions: Fill in the boxes below using the digits 0 through 9 at most one time each to make the statement true.

Could one of the numbers in the first space be 1? 5? Why or why not?

Are there any limits on the size of the sum in parentheses?

Possible answers:

3(6 + 9) = 18 + 27 = 45

6(3 + 9) = 18 + 54 = 72

9(3 + 6) = 27 + 54 = 81

3(6 + 9) = 18 + 27 = 45

6(3 + 9) = 18 + 54 = 72

9(3 + 6) = 27 + 54 = 81

Source: Julie Wright

]]>Directions: Use non-zero whole numbers 1 to 30, at most once time each, to create a system of two linear equations where (3, 2) is the solution to the system.

What does it mean to be the solution to a system of linear equations?

Many possible correct responses. For example:

3x + 5y = 19

4x + 1y = 14 or https://www.desmos.com/calculator/nolpnamc24

Source: Daniel Luevanos

]]>Directions: Use the digits 0 to 9, at most one time each, to fill in the boxes to to make a result that is as close to zero as possible.

What happens when you have a negative exponent?

Where does the 1 go?

Where does the 1 go?

So far, there are two answers that have a result of 1/64.

8 ^ (-2) = 1 / 64

4 ^ (-3) = 1 / 64

Source: Daniel Luevanos

]]>Directions: Use the digits 0 to 9, at most one time each, to fill in the boxes to make a true statement.

What happens when you have negative exponent?

Where does the 1 go?

Where does the 1 go?

There are multiple answers such as:

3^ (-2) = 1 / 09

7 ^ (-2) = 1 / 49

8 ^ (-2) = 1 / 64

2 ^ (-3) = 1 / 08

Source: Daniel Luevanos

]]>Directions: Using the digits 0 through 9 at most one time, fill in the boxes to make the sum of the interior angles of a triangle.

What is the sum of the interior angle of a triangle?

Multiple answers. Possible answers: 67 + 89 + 24; 80 + 74 + 26

Source: Ashley Henderson

]]>Directions: Using the whole numbers 0 through 9, no more than once, fill in the following boxes to make one function have no real roots, another function to have one real root and the last function have two real roots.

How do you know that a quadratic equation has only one solution?

There is more than one answer. Here are some possibilities:

a) y = 5x^2 + 3x + 7

b) y = 1x^2 + 6x + 9

c) y = 4x^2 + 8x + 2

a) y = 5x^2 + 3x + 7

b) y = 1x^2 + 6x + 9

c) y = 4x^2 + 8x + 2

Click on this link to see another possibility: Discriminant

Source: Lynda Chung

]]>Directions: Use the digits 1-9 each once to make a the largest possible sum.

What assumptions are we making about the fractions we are able to use? Do fractions have to be in lowest terms? How can we figure out if we want the larger numbers to be part of the addends or sum?

Coming soon?

Source: Robert Kaplinsky and Ellen Metzger

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