“Constant”
19 different words commonly used in solving
equations. Help your students quickly master
these words via two self-correcting puzzles!
Complete with a thorough terminology
reference section, instructions, and keys.
Ideal for the start of any equations unit or
for a detailed review!
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Instructions for the teacher
If you would like your students to be able to understand and speak the language of algebraic
equations, this is the product for you! It can be used as part of any unit on solving simple algebraic
equations or as a review of previously learned concepts. It works well in any pre-algebra or algebra
class. Through an easy-to-use but detailed review and two different puzzles, it allows students to learn
and retain 19 different algebraic equation terms in a fun and memorable way. These key vocabulary
words include “variable”, “constant”, “coefficient”, “expression”, “numerical expression”, “algebraic
expression”, “equation”, “term”, “solution”, “solve”, “balance”, “inverse operation”, “equivalent
equation”, “like terms”, “positive”, “negative”, “isolate”, “transform”, and “simplify”. Use this
review and these puzzles and your students will be correctly using equation terminology and ready to
explore equations more fully (more products on solving equations to come soon)!
To best utilize Equation Terminology Puzzles, follow the steps below:
1. Use of Equation Terminology Review. There are three methods for using this section:
- If you are using the puzzles with students who know nothing of equations, go through the
Terminology Review in detail, discussing the various parts of equations and reviewing how they
are solved at a high level. Then move to step 2 and have the students do the puzzles in an “open
note” type of fashion, with copies of the Terminology Review at their side as reference material.
- If you are using these puzzles near the beginning of an equations unit with students who have had a
little exposure to equations, simply distribute the Terminology Review along with the first puzzle,
give the instructions in step 2, and then have the students do the puzzles in an “open note” type of
fashion.
- If the students are more experienced with equations, you may want to simply distribute the puzzles,
allow the students to take a shot at them, and then allow them to use the Terminology Review as
reference only if necessary.
2. Explain to the students how to begin work on the first puzzle. Students should be identifying the
correct answer to each question from the list of answers in the box below the questions, writing
this answer in the blank provided, and then placing the letter (one of the answers will actually be a
hyphen) associated with that answer in the appropriate box at the bottom of the page. For
instance, the answer to question 1 is “Operation”. The letter associated with “Operation” is “E”.
The students should write the word “Operation” in the blank for question 1 and put an “E” in the
box labeled “1” at the bottom of the page.
3. Set the students to work on the first puzzle, with or without the Terminology Review available as
reference material. The puzzle will be self-correcting in that if they do not get the correct
answers, the phrase at the bottom of the page will not make sense, so they should keep revising
their answers until they get the correct phrase at the bottom.
4. Review the first puzzle solution and the associated terminology in any way that you deem
appropriate.
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Instructions for the teacher (continued)
5. Explain to the students how to begin work on the second puzzle. Students should be identifying
the correct answer to each question from the list of answers on the right side of the puzzle sheet,
and then placing the letter associated with that answer in the appropriate box at the bottom of the
page. For instance, the correct answer for question 1 is “3x + 2 = 5”. The letter associated with
that answer is “O”, so the student should write an “O” in the box labeled “1” at the bottom of the
page. If there is a
next to the answer on the right, the student should shade that box in at the
bottom of the page (it will serve as a space in the phrase that is created).
6. Set the students to work on the second puzzle. Watch what they do closely. They may confuse
“coefficient” and “constant”, or make other such terminology errors, resulting in incorrect
answers at the bottom. Though this puzzle is also self-correcting in that students with incorrect
answers will end up with a phrase that does not make sense, they may still need guidance from
you if they are far enough off track.
7. Review the second puzzle solution and the terminology used within in it in any way you deem
appropriate.
8. Move on to the remainder of your equations unit. More products on solving equations and using
them in word problems will be available soon!
Good luck with your use of the Equation Terminology Puzzles!
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Equation Terminology Review
Before solving the puzzles we’ll do a quick equation terminology review.
Let’s start with the key components of an algebraic expression:
Key Components of an Algebraic Expression:
Algebraic Expression - A collection of numbers, variables, and
operators (with NO equals sign), packaged
into a mathematical phrase.
Terms – groups of coefficients,
4x + 3
Coefficient
– A number that is
multiplied by the
variable.
variables, and/or constants,
separated by addition and
subtraction signs.
Constant – A number that
stands alone (without a
variable) in an expression.
Variable – an unknown Operator/Operation
quantity, represented
by a letter.
– addition, subtraction,
multiplication, division.
A few other things you should know about expressions before moving on
to equations:
Other Things to Know About Expressions:
1. An expression with no variable in it (numbers and operators
only) is called a numerical expression (examples: 4 + 3, 7 • 8,
8 + 6 – 2).
2. Positive constants and coefficients are those that are greater
than zero.
3. Negative constants and coefficients are those that are less
than zero.
4. A constant that is being subtracted in an expression is
considered a negative constant. For example, the constant in
4x – 2 is -2.
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Equation Terminology Review (continued)
There are several things we can do with an expression, one of them is to
simplify the expression by combining like terms.
Simplifying Expressions by Combining Like Terms:
Like Terms – Terms with the same variable
raised to the same power.
4x + 6x + 3
3x + 5 + 3
10x + 3
3x + 8
Combining like terms!
Simplified Expression (with like terms combined)
NOT like terms (different variable!)
NOT like terms (different power!)
2x + 5y + 4
6x + 4x² + 4
We can also set two algebraic expressions equal to each other to form an
equation, and then solve the equation step by step:
Solving an Algebraic Equation:
Equation – Two algebraic expressions set equal to each other.
4x + 3 = 15
Perform Inverse Operations
- 3 -3
(we want to “undo” the + 3, so
we do so by subtracting 3)
4x = 12
Perform Inverse Operations
(we want to “undo” the • 4, so
4
4
we do so by dividing by 4)
x=3
When the variable is Isolated
Do Inverse Operations on
both sides of the equation to
keep it in Balance.
Transform the equations into
Equivalent Equations.
(by itself on one side of the equation),
the equation has been solved!
The result (x = 3) is a Solution to the equation. The
“solution” is any value of the variable that makes the
equation true.
You are now on your way. Now go forth and solve those puzzles!
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Name:______________________
Date: ____________
Class: ___________
What do you call it when a doctor works on a patient while
reciting poetry?
Directions: Fill in the blanks by selecting an answer from the selections below. Insert the letter
for that answer under the question number at the bottom of the page. When you have finished,
you will have answered the question above.
(1)
A(n) ____________________ can be either addition, subtraction, division, or multiplication.
(2)
A number that is greater than 0 is called a(n) ____________________ number.
(3)
A(n) ____________________ is a collection of numbers and mathematical operators.
(4)
A(n) ____________________ is an unknown part of an equation, represented by a letter.
(5)
Two expressions set equal to each other creates a(n) ____________________ .
(6)
Each group of variables and numbers, separated by addition and subtraction signs, is called
a(n) ____________________ of the equation.
(7)
We ____________________ the variable by performing inverse operations on both sides of
the equation until it stands by itself.
As we solve an equation, we change, or (8) ____________ it into a(n) (9) ____________________.
(10) A(n) __________________ is a collection of numbers, variables, and mathematical operators.
(11) A large land mammal with floppy ears and a long trunk is called a(n) _________________ .
(12) A(n) ____________________ is a number that stands by itself in an equation.
We can (13) ____________________ an expression by combining (14) ____________________,
which contain the same variable raised to the same power.
(15) A(n) ___________ to an equation is any value of the variable that makes the equation true.
(16) When we perform the same operation on both sides of the equation, the equation stays in
____________________ .
(17) The number that is multiplied by the variable is called the ______________ of the variable.
P Coefficient
S Simplify
A Positive
O Transform
T Isolate
16
12
14
E Numerical Expression
D Solve
E Term
R Equivalent Equation
I Algebraic Expression
15
1
4
13
6
I
–
N
N
U
5
17
R Variable
O Equation
G Negative
V Solution
E Operation
Balance
Like Terms
Constant
Elephant
Power
3
9
2
7
10
8
11
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KEY
Name:______________________
Date: ____________
Class: ___________
What do you call it when a doctor works on a patient while
reciting poetry?
Directions: Fill in the blanks by selecting an answer from the selections below. Insert the letter
for that answer under the question number at the bottom of the page. When you have finished,
you will have answered the question above.
(1)
operation can be either addition, subtraction, division, or multiplication.
A(n) ___________
(2)
positive number.
A number that is greater than 0 is called a(n) ____________
(3)
numerical is a collection of numbers and mathematical operators.
A(n) ___________
(4)
A(n) ___________
variable is an unknown part of an equation, represented by a letter.
(5)
equation
Two expressions set equal to each other creates a(n) _______________
.
(6)
(7)
expression
Each group of variables and numbers, separated by addition and subtraction signs, is called
term
a(n) ____________
of the equation.
isolate the variable by performing inverse operations on both sides of the equation
We ___________
until it stands by itself.
transform it into a(n) (9) _______________.
equivalent equation
As we solve an equation, we change, or (8) _________
algebraic is a collection of numbers, variables, and mathematical operators.
(10) A(n) ___________
expression
elephant .
(11) A large land mammal with floppy ears and a long trunk is called a(n) ______________
constant is a number that stands by itself in an equation.
(12) A(n) ____________
simplify an expression by combining (14) ___________,
like terms which contain the same
We can (13) ___________
variable raised to the same power.
solution to an equation is any value of the variable that makes the equation true.
(15) A(n) ___________
(16) When we perform the same operation on both sides of the equation, the equation stays in
balance .
__________
coefficient of the variable.
(17) The number that is multiplied by the variable is called the ___________
P Coefficient
S Simplify
A Positive
O Transform
T Isolate
16
12
14
I N -
E Numerical Expression
D Solve
E Term
R Equivalent Equation
I Algebraic Expression
15
V
1
4
13
6
E R S E
I
–
N
N
U
5
O
17
R Variable
O Equation
G Negative
V Solution
E Operation
Balance
Like Terms
Constant
Elephant
Power
3
9
2
P E R A
7
10
8
11
T I O N
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Name:______________________
Date: ____________
Class: ___________
What did the variable that had difficulty with English say
when he was tardy for a party because he felt sick?
Directions: Match each question to an answer on the right. Insert the
letter for that answer under the question number at the bottom of the
page. When you have finished, you will have answered the question above.
1.
I have a coefficient of 3 and a constant of 2.
2.
I have four terms on the left side of the equation.
3.
The inverse operations that need to be performed to
solve me are subtraction and multiplication.
4.
The constant on the left side of the equation is 3.
5.
I can be transformed into the equivalent equation;
x = 6.
6.
My solution is x = 15.
7.
I have like terms that can be combined to make 5x.
J
E
O
M
!
L
S
2x – 3 = 5
3x – 2 = 5
2x + 3 = 12
3x + 2 = 5
11x + 4 = 8
7x = 42
12x – 4 = 8
2x + 3x + 4 = 12
5 + 3x – 2x = 16
O 11 = 2 – 9 + 4x + 5x
𝑥
E
=3
5
8.
The constant on the left side of the equation is -2.
9.
I have like terms that can be combined to get 18.
4 + 9 + 5 + x = 2x
𝑥
A
+ 7 = 12
4
𝑥
4
T
10. I have two constants. One is twice as large as the
other.
− 7 = 2x + 3
I 9x = 72
11. The expressions on the left and right sides both have P 48x = 6
two terms.
R 42x = 7
12. I am a one step equation that requires division as the
inverse operation and is equivalent to x = 8.
13. The coefficient is 12.
12
8
7
1
9
13
3
11
6
2
10
4
5
8
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KEY
Name:______________________
Date: ____________
Class: ___________
What did the variable that had difficulty with English say
when he was tardy for a party because he felt sick?
Directions: Match each question to an answer on the right. Insert the
letter for that answer under the question number at the bottom of the
page. When you have finished, you will have answered the question above.
O1. I have a coefficient of 3 and a constant of 2.
2.
J
I have four terms on the left side of the equation.
E
A 3. The inverse operations that need to be performed to
solve me are subtraction and multiplication.
E 4. The constant on the left side of the equation is 3.
! 5. I can be transformed into the equivalent equation;
x = 6.
E 6. My solution is x = 15.
S 7. I have like terms that can be combined to make 5x.
O
M
!
L
S
2x – 3 = 5
3x – 2 = 5
2x + 3 = 12
3x + 2 = 5
11x + 4 = 8
7x = 42
12x – 4 = 8
2x + 3x + 4 = 12
5 + 3x – 2x = 16
O 11 = 2 – 9 + 4x + 5x
𝑥
E
=3
5
8.
The constant on the left side of the equation is -2.
9.
I have like terms that can be combined to get 18.
4 + 9 + 5 + x = 2x
𝑥
A
+ 7 = 12
M10. I have two constants. One is twice as large as the
4
𝑥
4
T
other.
− 7 = 2x + 3
I 9x = 72
T 11. The expressions on the left and right sides both have P 48x = 6
two terms.
R 42x = 7
I 12. I am a one step equation that requires division as the
inverse operation and is equivalent to x = 8.
L 13. The coefficient is 12.
12
I
8
7
S
1
O
9
13
L
3
A
11
T
6
E
2
10
4
M E
5
!
9
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