Finding creative ways to engage our students while teaching challenging concepts is always a win in my book! One of my students’ favorite activities for practicing equivalent expressions in math is my I Have, Who Has game. It’s a hands-on, interactive way to keep students on their toes while reinforcing their understanding of equivalent expressions. Today, I explain why this game is such a powerhouse tool and how you can bring it into your classroom.

What Are Equivalent Expressions in Math?

Before diving into the fun, let’s clarify what I mean by “equivalent expressions” in math. In simple terms, equivalent expressions are different ways of writing the same mathematical value. For example, the expressions 3(x + 2) and 3x + 6 may look different at first glance, but they represent the same value when simplified. Understanding equivalent expressions is important, because it helps our students see the relationships between numbers and operations. This makes it easier to solve equations and work with algebraic concepts.

Equivalent expressions come into play when our students are combining like terms, factoring, distributing, or simplifying complex equations. By mastering this concept, they better understand how math works. This sets them up for success in more advanced topics.

Why Teach Equivalent Expressions in Math With Games?

Teaching equivalent expressions in math can sometimes feel like an uphill climb. Concepts like combining like terms, simplifying expressions, or understanding the distributive property can be tricky for our students to grasp. That’s where a game like “I Have, Who Has” shines. It takes the monotony out of practice and transforms it into a dynamic learning experience. Our students don’t even realize they’re reviewing critical math skills because they focus on the game. It’s an incredible way to get them involved and see that math can be made approachable.

Benefits of Playing “I Have Who Has” for Equivalent Expressions

This game is so much more than just fun. It builds confidence by giving our students repeated exposure to equivalent expressions in math, helping them feel more secure in their abilities. The collaborative nature of the game creates a sense of teamwork and accountability since everyone plays a part in the chain. Active participation replaces passive learning, which reinforces our students’ understanding of the material in a more engaging way. Our students receive immediate feedback while listening and responding. The game allows them to correct misconceptions on the spot, ensuring they grasp the concepts being practiced.

How “I Have Who Has” Works

If you’ve never used this game before, here’s the gist. Each of your students gets a card. At the top of the card, there’s a statement like “I have 3x + 18.” Below this is a question such as “Who has the expression equivalent to 4x + 12?” To begin the game read (or have a student read) the card with the first “Who has. . .” question. Students take a minute to check the equivalent expression on their card and then the student holding the card with the correct equivalent expression reads their card next. As they read the question on their own card it creates a chain reaction that keeps the entire class involved. No one knows when their turn will come next, so they’re always paying attention!

The game allows our students to practice applying operations properties, such as the distributive property, to generate equivalent expressions. The game also includes an answer key, making it easy for you to guide the activity and check for accuracy.

How I Use “I Have Who Has” for Equivalent Expressions in Math

When I would introduce this Equivalent Expressions “I Have Who Has” game, I would start by distributing the cards to my students. If there were fewer than 32 students, I made sure some students had two cards to ensure every expression was covered. Before beginning, I would have my students take a moment to simplify the expression on their card, either by distributing or factoring. This way they knew what to listen for during the game. This quick prep ensured a smoother and more efficient activity.

To kick things off, I would read the first question on the card that says “I have the first card” plus an expression. This starts the game. From there, the class is engaged in a lively sequence as each student reads their card aloud by answering the last question and then reading the next question. It was always so rewarding to see how quickly they’d pick up on the patterns and start to recognize equivalent expressions. I would often circulate during the game to offer hints or clarify questions, ensuring everyone felt supported.

Once the game ended, I would debrief with my class. We would discuss what they found easy, what was challenging, and any patterns they noticed. This reflection time was just as important as the game itself because it reinforced the connections they made during play.

I also encourage you to laminate the cards for durability. I found this to be a game-changer. These cards became a reusable resource that I could pull out whenever my class needed extra practice with equivalent expressions in math. You could easily play multiple times with the same class, each time giving them a different card.

Make Equivalent Expressions in Math Engaging

Teaching equivalent expressions in math doesn’t have to feel like a chore. With engaging activities like the “I Have, Who Has,” we can make learning this essential concept both fun and effective. Our students thrive when they’re actively involved in their learning. This game provides the perfect mix of collaboration, critical thinking, and excitement. Whether you’re just starting to explore equivalent expressions or looking to deepen your students’ understanding, tools like these ensure that math remains approachable and enjoyable. Get your students involved, and watch as they gain confidence and mastery in math.

Additional Resources

If you’re ready to expand your toolkit for teaching equivalent expressions in math, there are other fantastic resources available to explore. There’s no shortage of ways to support your students’ learning journey. Let’s take a closer look at some resources that can complement the “I Have, Who Has” game and help our students’ understanding of equivalent expressions.

• Teacher Hack: Equivalent Expressions Partnering Cards
• Algebraic Equations Activity: I Have, Who Has
• Equivalent Expression Task Cards
• Equivalent Expression Color by Number Pages

Save for Later

Remember to save this post to your favorite math Pinterest board for quick access to this engaging game to help with teaching equivalent expressions in math.

The post Equivalent Expressions Game for the Middle School Math Classroom appeared first on Cognitive Cardio Math.

I have a quick way for you for reviewing fractions and related concepts in middle school math throughout the entire school year!

That way is……….use partner cards or grouping cards whenever you’d like to have students work together in random partners or groups.

Before we get into the specifics of the grouping cards, let’s just touch on grouping strategies for a moment and why I’ve created grouping cards for randomized grouping.

Grouping Strategies

In the book Building Thinking Classrooms in Mathematics by Peter Liljedahl, he talks about the types of grouping strategies teachers might use: 

• grouping homogeneously
• grouping stronger students with weaker students
• grouping and giving students particular roles in the group
• allowing students to self-select their groups

Through their studies, he observed that 80% of students entered these types of groups feeling like they were going to be followers rather than thinkers. He asserts that whether students are strategically placed in a group or they self-select, they know why they’re with the other students, and they meet the expectations of that grouping (or as he puts it, they “…live down to these expectations.”).

So, rather than strategic grouping or allowing students to self-select, the author recommends randomized grouping – more specifically, visibly randomized grouping, so students can see that the groups are truly random….not the teacher saying they were random.

If you want to read more about grouping ideas and haven’t already read this one, check it out – Building Thinking Classrooms in Mathematics.

Partner Cards or Grouping Cards to Keep Reviewing Fractions in Middle School

Ok, on to the idea of the actual grouping cards. ​I know there might be some more ‘fun’ ways to group students, but I like to throw some content into the grouping process just to use the grouping time a little more effectively. Why not use it to review concepts?

I did this with equivalent expressions a few years back, and it was quite helpful – using the grouping cards gave students additional practice several times during the year.

​I’ve got three different sets of partner/grouping cards (which you can access below), to help students review fraction concepts.’

​Reviewing Fractions in Middle School: Equivalent Fractions

This set of partner cards has 16 sets of 2 equivalent fractions to randomly pair students. Just cut them, laminate them (or print them on card stock), and then hand them out.

Example:

• ​students who have 4/5 and 16/20 are partners
• students who have 3/10 and 9/30 are partners. 

You can use these any time of year. You might choose to use them when you’re working with similar concepts, like equivalent ratios. One teacher mentioned she was going to use them for equivalent slopes!

Reviewing Fractions in Middle School: Fraction Representations​

To review fraction representations, you can use these grouping cards that have fractions shown in four different ways:

• fraction bar/strip 
• fraction as a number 
• fraction on the number line 
• fraction of a shape

Students find the other students with the same fraction represented, and they have their group.

• These cards can be used to create groups of 2, 3, or 4.

When I made this set of grouping cards, I did repeat numerators. I didn’t want students to just look for a 3 or a 4, etc. In the picture, you can see there are cards with 3/8 and 3/9. Students have to look at their grouping cards carefully.

Reviewing Fractions: Mixed Numbers and Improper Fractions

These grouping cards have one improper fraction, which is a fraction greater than one. There are also three mixed numbers that are equivalent to it. This way, students can review the various ways the numbers can be expressed.

For these, I used the same denominators for different sets. Students can’t just look at the denominator (like 4, in the picture) to find their group.   

Access the Fraction Partner Cards/Grouping Cards

So that’s it!
To sum up – you can use the partner cards/grouping cards ANY time throughout the year to keep reviewing fractions in middle school (fraction vocabulary, basic fraction concepts, fraction operations, etc) throughout the school year.
AND (added bonus)…you can use the cards as a matching activity in centers as well!You can grab these sets of grouping cards for free (along with 5 or 6 other free fraction resources) when you join my email community. Just select the button below!

You can access the grouping cards when you grab the FREE Fraction Review Toolkit!

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