expressions and equations unit plan

Sara Rodrigues

Expressions and Equations Unit

3/16/2015-3/27/2015

6th Grade

John F. Kennedy Middle School

Teacher: Sara Rodrigues Date: 3/16/2015-3/27/2015Subject: Math Grade Level: 6th

Brief Summary of the Unit:

In this introductory unit of expressions students will learn and start the groundwork for

algebra by learning about expressions and equations. This includes: exponents, order of

operations, parts of expressions and equations, simplifying expressions, translating word

phrases and expressions, properties of operations, and substitution with expressions and

equations. The students will understand that all of these concepts create expressions and

equations they see in their daily lives. They will also be able to comprehend the relationship

between variables in algebraic expressions throughout the entire unit. All of this will be

done through group collaboration on worksheets, hands on activities and class discussions.

This unit will move students to think beyond basic mathematics by effectively applying the

concepts to real life situations and skills outside of the classroom.

This unit is important for the students to understand that math is part of our everyday

lives whether it’s realized or not. All of the basic principles and concepts of math are used

regularly from the way we arrange and order things to substitution being used on a daily

basis. Learning about expressions and equations allows the students to think logically and

reasonably by doing real world problems. Students will create expressions through word

problems involving wages and geometry. In this unit students will master the foundations of

algebra and begin to develop an understanding of its useful skills to apply and solve

problems outside of the classroom.

In this unit, I plan to use cooperative learning as the main source of learning. It its

extremely important for students to be actively involved and engaged in what they are

learning in order to understand all of the concepts and keep their attention. I will

incorporate hands on activities, with a combination of group work, individual work, exit

tickets and an exam to ensure students understand the subject matter and its importance.

Conversations will also take place to discuss real world examples in order to fully

comprehend the significance of expressions and equations. Debriefs will be conducted

through exit tickets at the end of every class, in which students are asked questions about

what they were just taught.

My teaching method results from a constructivist approach. I incorporated as many

hands on activities as possible in order to steer away from lectures; it allowed students to

not only learn from the teacher, but also from their peers. I feel as though students learn and

obtain the information best by applying it to their lives. I will consistently push my students

to think critically and challenge themselves to achieve excellence.

Stage One – Desired ResultsWhat do we want the students to learn?

Massachusetts Framework Standards:6.EE.A.1: Write and evaluate numerical expressions involving whole-number exponents.6.EE.A.2: Write, read, and evaluate expressions in which letters stand for numbers.6.EE.A.2A: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5 - y.6.EE.A.2B: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.6.EE.A.2C: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.6.EE.A.3: Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.6.EE.A.4: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

Enduring Understandings: Big Ideas: Students will understand that……

- Exponential notation is a way to express repeated products of the same number.

- An exponent is a way to abbreviate repeated multiplication.- There is a particular order that must be followed to get the correct answer. - Multiple parts make up an entity.- By simplifying things they can accomplish difficult tasks.- There are many different terms that represent and express operations.- Expressions can help us make informed decisions, solve problems, and

appreciate its relevance in the world.- Properties can be used to simplify expressions.- Substitution is a critical thinking skill that will be used in many situations in

their life.- Substitution is a critical thinking skill that will be used in equations to check

solutions - Review is essential for an upcoming assessment.

- Assessments are essential to determine their knowledge of the unit.

Concepts:- Exponential notation- Expanded multiplication notation - Exponent - Base - Power - Order of Operations- Parenthesis - Expressions- Equation- Term- Variables- Coefficient- Constants- Like terms- Simplify- Commutative Property- Associative Property- Distributive Property- Substitution

Essential Questions:- What are the parts of exponential notation?- Why do we use exponents?- Why is there a specific order to follow to solve number expressions?- How does the order of operations affect the answer to a problem?- How do parts make up an expression?- Why is it important to have different parts?- How can you simplify algebraic expressions?- Why is it important to learn what each term represents?- Why is it important to practice translating phrases into algebraic expressions?- How can you write and evaluate an expression that represents a real life

problem?- How can I use the distributive property to multiply factors with two or more

digits?- Why is it important to write expressions in multiple ways?- How is substitution used in life?- How can I evaluate an expression and an equation that represents real-life

problems?- Why is it important to review?

Content: The students will know….

- Parts of exponential notation.- Order of operations for number expressions.- What each part represents in an equation. - Know what it means to simplify expressions.- Mathematical terms represented in a word phrase. - Properties of operations- How to use substitution with expressions and equations

Critical Thinking Skills: The students will be able to….

- Establish the difference between exponential notation and expanded exponential notation.

- Determine which operation they must use first when computing number expressions.

- Analyze why parts are important in expressions.- Be skilled at recognizing like terms have identical variables and using the

order of operations to simplify algebraic expressions.- Determine what mathematical term symbolizes in the phrase given to them in

order to construct an algebraic expression.- Identify the three different properties and find an equivalent expression by

using the distributive property. - Apply substitution to solve expressions and equations - Comprehend the relationship between variables in algebraic expressions- Practice effective strategies for solving expression and equation problems- Put their knowledge to the test by completing multiple questions on

expressions

Stage Two – Assessment Evidence

What will the students have to do in order to demonstrate their understanding of the material?

Performance Tasks:- Order of Operations Bingo: Students will be expected to fully participate in the activity - Real Life Substitution: Students will become part of an expression. They must work

together to find the answer. Students will be graded on participation and group collaboration

- Exit tickets: At the end of every class students will do a 5 question debrief in their math exit ticket journals

Other Evidence: quizzes, tests, prompts, etc.- Class participation on discussion- Information Gap worksheets- Jeopardy- Cold calling- Guided and independent Practice- Unit Test

Self-Assessments and Reflection:Exit Tickets: At the end of every class students will do a 5 question debrief in their exit ticket journals. Once graded they will explain why they

Stage Three – Lesson Plans

DAY 1 DAY 2 DAY 3 DAY 4 DAY5

Understanding Exponents

Materials: Rubik’s Cube, guided practice, independent

practice, Exponent Notes, Exit Ticket #1

Exponent Information Gap

Exit Ticket #1

Order of Operations

Materials: PEMDAS notes, laminated index guide, Bingo cards,

index problemsExit Ticket #2

Order of Operations Bingo

Exit Ticket #2

Expressions and Equations

Materials: Pre-made foldable,

teacher copy, markers, foldable, independent

practice, Exit Ticket # 3

Vocabulary Foldable

Exit Ticket #3

Simplifying Expressions(Combining like terms)

Materials: Reference sheet, guided

practice, independent practice, dice activity

Exit Ticket #4

Combining Terms Dice Activity

Exit Ticket #4

Translating Word Phrases (both ways)

Materials: Index cards with phrases,

translating word problems notes, terms sheet,

Exit Ticket #5

Exit Ticket #5

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10

Distributive Property

Mini-lesson on Associative and Commutative

Property

Materials: Angry birds, independent

practice, anchor chart, Exit Ticket #6

Property Information Gap

Exit Ticket #6

Substitution with Expressions

Materials: Play dough, independent

practice, numbers and variables on index cards,

Exit Ticket #7

Real Life Substitution

Exit Ticket #7

Substitution with Equations

Materials:Reference sheet, guided

practice, independent practice, Exit Ticket #8

Equations Worksheet

Exit Ticket # 7

Review Day

Materials: Jeopardy Game

Hw: study for exam

Exam Day

Materials: exam, scrap paper, extra

pencils, candy

Work on extra credit worksheet

Or Exit ticket make-ups

Teacher: Ms. Rodrigues Date: 3/16/2015

Expressions Unit Calendar

Subject: Math Grade Level: 6th GradeTitle of Lesson: Understanding Exponents Lesson Length: 45 minutes.

Overview of the LessonLesson Summary: In this lesson the students will learn how to express and evaluate exponential notation.

Massachusetts Framework Standards:6.EE.A1: Write and evaluate numerical expressions involving whole-number exponents

Lesson Objectives: The students will be able to…….. Explain the relationship between the base number and exponent Express each notation as repeated multiplication Find the value of an expression using exponential notation

Materials/Equipment to be Used in Teaching the Lesson:Rubix’s cube, guided practice, independent practice, exit ticket booklets, exponents worksheets

Enduring Understandings: Big Ideas: The students will understand that… Exponential notation is a way to

express repeated products of the same number using simplification.

Concepts: exponential notation, exponent, base, expanded multiplication notation, power, simplification

Essential Questions:- How would life be different if we didn’t use simplification?

ContentFactual Content: The students will analyze the parts of exponential notation.

Vocabulary:Tier 1: multiplication

Tier 2: exponent, base

Tier 3: Expanded notation, Expended multiplication notation

Critical Thinking Skills (Reading, Writing, Speech, Listening)The students will establish the difference between exponential notation and expanded exponential notation.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Formative Assessments: - Class discussion - Collaborative group work- Exit Ticket #1

Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with accommodations and modifications) as well as the anticipated amount of time it will take to accomplish each task.

Before Class: Do now written on board, all worksheets printed, Rubix’s cube out on desk.

* Have students quietly walk into class and start do now written on board. Do now based on previously learned concepts. (5 minutes)

Anticipatory Set: (hook) (2-5 minutes)1. Show the students a Rubik’s Cube

Ask, “ Has anyone tried to solve this Rubik’s Cube and succeeded?”2. “Can anyone give me guess on what that number might be?”

Start writing out 43, 000,000,000,000,000,000 starting with 43 and have students raise there hand when they think that is the number

3. Tell the students: “Well according to the company, there are 43 quintillion different possible moves on a Rubik’s Cube.”

4. Write the number 43 quintillion on the board:43, 000,000,000,000,000,000

Lets look at what 1 quintillion looks like: 10,000,000,000,000,000,0005. Tell the students that because this number is so large we can actually write

it in a simpler wayAsk: “How would you simplify 10 quintillion?Have students come up with ways to make it simpler

6. Instead of counting each and every zero we can actually write it as

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1019 , which means we multiply 10 by itself 19 times.

7. So now that we know we can make big numbers simpler we will be learning how we can do this.

Step One: (5-10 minutes)1. Take out “Exponential Notation” notes with important vocabulary words2. Explain that an exponent is a shorter way to represent repeated

multiplication3. Go over the parts of an exponent expression on reference sheet

Base: The number that is multiplied by itself Exponent: tells you how many times the base is being multiplied Example:

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93

4. Explain the difference between Expanded Multiplication Notation and Exponential Notation with examples from the reference sheet “Exponential Notation” notes:Exponential Notation:

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93 Show students that it has the exponentExpanded multiplication notation:

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9 × 9 × 9 Writing it all out as repeated multiplication

Step Two: (5-7 minutes)1. Hand out guided practice worksheet2. Students are to work through the work sheet with your guidance and

help. 3. Do a couple of problems so that they understand what is expected of

themHave them finish up the page on their own.

Step Three: (10 minutes)1. Once they have completed the guided practice, hand out the

independent practice. Have reference sheet out so students can refer back to notes

2. The independent worksheet are for students to practice writing expanded multiplication problems in exponent form and problems where they must evaluate numbers written in exponent form.

3. When students are done they are to raise their hand and have teacher look at the answers

Step Four: (5-10 minutes)1. Hand out the exponents sheet to students2. Explain to students that they are able to work with one another to

answer the worksheet. Remind students that they are to quietly work together and stay focusedIf they cannot handle working with one another they are quietly work on sheet on their own.

Closure: Exit Ticket #1 (10 minutes)- Make sure students show all work and check answers- Students on IEPs will be graded out of 3

Homework/Extension Activities: No homework

Reflection on Lessona. The Lesson Plan:

b. Teaching Skills:

c. The Students:

http://usablealgebra.landmark.edu/designing-evaluating-resources/sample-lesson-plan-exponents/



Independent Practice

1. Translate the following from Exponential Notation to Expanded Multiplication Notation:

a. 64 = __________________________

b. 73 = __________________________

2. Translate the following from Expanded Multiplication Notation to Exponential Notation:

a.

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2 × 2 × 2 × 2 × 2 = ______________

b.

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4 × 4 × 4 = ______________

c.

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4 × 4 × 4 = ______________

3. Evaluate the following.

a. 42 e. 33

b. 53 f. 23

c. 17 g. 62

d. 73 h. 93

Teacher: Ms. Rodrigues Date: 3/17/2015Subject: Math Grade Level: 6th gradeTitle of Lesson: Order of Operations Lesson Length: 45 minutes

Overview of the LessonLesson Summary: In this lesson the students will be able to apply the order of operations to number expressions.

Massachusetts Framework Standards: 6.EE.A2C: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

Lesson Objectives: The students will be able to……- Solve order of operation problems including addition, subtracting, multiply,

division. - Properly apply the order of operations to number expressions.

Materials/Equipment to be Used in Teaching the Lesson:Order of Operations Bingo cards, 30-40 problems on index cards, independent practice sheets, exit tickets, anchor chart

Enduring Understandings: Big Ideas: The students will understand that…there is a particular order that must be

followed to get the correct answer.

Concepts: order of operations, parenthesis, exponents, number expressions

Essential Questions:- What is the purpose of mathematical rules?

ContentFactual Content: The students will learn the order of operations for number expressions.

Vocabulary:Tier 1: multiplication, division, addition, subtraction,

Tier 2: Parentheses, operations, expressions

Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)The students will determine which operation they must use first when computing number expressions.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)Formative Assessments:

- Class discussion- Independent practice- Bingo Game- Exit Ticket #2



Before Class: Have 30-40 order of operation problems on index cards. Bingo cards, bread, peanut butter and jelly. (If student is allergic to peanut butter substitute peanut butter for just jelly)

* Have students quietly walk into class and start do now written on board. Do now based on previously learned concepts. If students were unable to complete the Exit ticket from the previous class have them finish up. (5 minutes)

Anticipatory Set: (hook) (5 minutes)1. Say to students “List the order of creating a peanut butter and jelly

sandwich, with as much detail as possible.”2. If students are stuck remind them that in order to make a sandwich don’t

we need a plate and a knife to start off with. Have them take if from there.3. Once students are done, ask if anyone wants to share their steps to making

a peanut better and jelly sandwich.4. Take out bread, peanut butter and jelly and have the student read their

steps as the teacher does the steps exactly the way they say it making mistakes

5. Say “ Would you say that order matters when we are making a sandwich?”Just like we first need bread to make a sandwich what is another thing you see on a daily basis that requires a certain order?”Have students explain their answer

6. Give the students another example of order “Like in the shower don’t you first have to wet your hair in order to shampoo it?”

7. So now that we know order is important we are going to apply it to operations

Step One: (5-7 minutes)

1. Define what operations areOperations: are things like add, subtract, multiply, divide, squaring, etc.

2. In order to solve number expressions we need to follow a certain order of operations so that we always get the right answer at the end of a problem.

3. Say: “Who can tell me what the right order of operation is?” 4. If everyone is stuck say “Does anyone know what PEMDAS stands for?”

Wait for answersExplain to students that each letter represents an operation

5. Go over what each letter means and the symbols are associated with each operation on white boardP-parentheses

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( ) [ ] *whatever is inside the parenthesesE-exponents

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32

M-multiplication

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× • ( ) anything in front of the parentheses is multiplicationD-division

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÷ /

A-addition +

S-subtraction -

6. Take out Order of Operations anchor chartTell students that for Multiplication/Division and addition/division it’s from left to right, whichever operation comes first when looking at the expression from left to right.

Step Two: (5 minutes)1. Take out the individualized laminated index card with PEMDAS as a

guide2. Do a couple of examples with students explain to students “The index card

is there as a guide to help you cross off each operation you’ve done already.”

3. Write on board:

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7 + 60 ÷ (3 × 5)Step 1: First we need to perform the operations in the parentheses which is multiplication.”

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7 + 60 ÷ (3 × 5) = 7 + 60 ÷15“We can now cross off the P on our cards. Since we don’t have any exponents we can also cross off E.” Step 2: Divide 60 by 15

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7 + 60 ÷15 = 7 + 4 Step 3: Add 7 and 4Answer: 11

4. Do one more example with the students. (Use index as a guide)

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30 ÷ (7 + 23) × 6 = 30 ÷ (7 + 8) × 6

= 30 ÷15 × 6

= 2 ×6 = 12

Step Three: (5 minutes)1. Hand out independent practice to students2. Have students work on problems

Remind students to use the index as a guide 3. Go over answers with students once everyone has completed the problems

Step Four: (15 minutes)1. Explain to students that we are going to play a little Bingo game to help

them with order of operations2. Remind students when playing games we need to be respectful to each

other and the material. If things get too out of hand we will stop the activity and refocus our attention on

3. Take out Bingo playing cards and task cards. 4. Explain the rules of the game

- Students are to put numbers 0-30 on their boards no repeats- Have a students pick an order of operation card from a bag- Everyone is to write the problem on the whiteboard and solve it- If the answer is on their grid they cross it off, if their answer has been crossed

off already they know their steps are incorrect5. Start the game and watch as the students solve each problem.

Go over problems students got incorrect.6. Play until ten minutes before class ends

Closure: Exit Ticket #2 (5-10 minutes)- Make sure students show work and check their answers- Students on IEPS will be graded out of 3


Reflection on Lesson

a. The Lesson Plan:

b. Teaching Skills:

c. The Students:

Sources:https://www.teacherspayteachers.com/Product/BINGO-Game-for-Order-of-Operations-65773

https://www.teacherspayteachers.com/Product/BINGO-Game-for-Order-of-Operations-65773

https://www.teacherspayteachers.com/Product/BINGO-Game-for-Order-of-Operations-65773

Exit Ticket 2

1. What is the first step in the order of operations?

2. When multiplying and dividing:

a) You must multiply first

b) You do the operation that comes first from left to right

c) You must divide first

d) You can choose if you want to multiply or divide first

3. Evaluate:

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46 − 24 ÷ 8 ×12

4. Evaluate:

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6(11 − 2) + 7

5. What is the value of

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6 × 4 −12 ÷ 3 − 8a) 3

b) 12

c) 14

d) 28

Teacher: Ms. Rodrigues Date: 3/18/2015Subject: Math Grade Level: 6th gradeTitle of Lesson: Expression and Equations Lesson Length: 45 minutes

Overview of the LessonLesson Summary: In this lesson the students will learn about parts of an expression using terminology.

Massachusetts Framework Standards: 6.EE.2B Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

Lesson Objectives: The students will be able to…… - Identify parts of algebraic expressions- Distinguish the difference between expressions and equations

Materials/Equipment to be Used in Teaching the Lesson:Pre-made foldables, markers, teacher copy foldable, independent practice, exit ticket

Enduring Understandings: Big Ideas: The students will understand that…multiple parts make up an entity.

Concepts: expressions, equation term, variables, coefficient, constants

Essential Questions:- Is it important to have different parts?

ContentFactual Content: The students will learn what each part represents in an equation.

Vocabulary: Tier 1: parts

Tier 2:

Tier 3: Expression, equation, coefficient, variable, constant, term

Critical Thinking Skills (Reading, Writing, Speech, Listening)Students will analyze why parts are important in expressions.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)Formative:

- Independent practice - Vocabulary foldable sheet

- Exit ticket #3



Before Class: Have all vocabulary foldable papers cut and folded for students. Along with all crayons and markers on desk.

* Have students quietly walk into class and start do now written on board. Do now on exponents from the previous lesson taught. If students were unable to complete the Exit ticket from the previous class have them finish up. (5 minutes)

Anticipatory Set: (hook) (5 minutes)1. Ask the students “How may parts make up a Cell phone? Give me a list

of five or more parts.” 2. Once students have completed a list go over the parts with them3. Ask “Are all of these parts essential to creating a cell phone?”

Have them come up with other examples that are made up of parts.4. So today we are going to learn about different parts that make up an

expression and equations.

Step One: (5-10 minutes)1. Today we are going to learn about expressions and equations

Ask “Does anyone know the difference between an equation and expression?Answer: An equations has an equal sign were an expressions does not.

2. Put examples on boardEquation:

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2x + 3 = 6 Expression:

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2x + 33. Explain the parts of expressions and equations.

“Just like cars, there are different parts that make up an expression and equations. Those parts are called terms, coefficients, variables, and constants”

4. Go over the parts of the equation

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2x + 3 = 6 Triangle the coefficient, circle the variable, box the constants and underline the terms.

5. Write all terms on the board and there definition as you are distinguishing the parts.

Coefficient: a factor that contains a variableVariable: a symbol/letter that represents a numerical valueConstant: a term without a variable Term: parts of an expressions separated by operations

6. Now that we know parts of an expression and equations we are going to create a Vocabulary foldable to put in your notebook.

Step Two: (10-15 minutes)1. Show students the Teacher’s copy of the vocabulary foldable

Explain to students that they will be doing the same one in class today.2. Show to them that they are already cut for them so all they need to do is

put down the vocabulary and their creative touch. Hand out markers, crayons, and colored pencils.

3. While students are doing their vocabulary words have them explain what each vocabulary word means after they have completed a word.

4. Make sure all students are on task and completing the foldable5. Once they are done have them staple it to their exit ticket booklet for

future reference in our expressions unit.6. Ask “Does anyone have any questions? Anything they are confused

about?” Answer any questions students may have.

Step Three: (7-10 minutes)1. Hand out independent practice for more practice on expressions and

equations.2. Remind students that knowing these vocabulary words are crucial for the

unit. “We will be seeing these words in almost every lesson in the unit and our next unit.”

3. Watch as students complete the problems Assist anyone who is having a hard time

4. When students are done go over any problems they had a hard time with.

Closure: Exit Ticket #3 (10 minutes)o Make sure students show work and check their answerso Students on IEPS will be graded out of 3

Homework/Extension Activities:


a. The Lesson Plan:

b. Teaching Skills:

c. The Students:

Exit Ticket 3

1. Use the following equation to answer questions a-d.(Each question is worth 1 point)

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9 + 2x + 4 + 6y − 8 = 34

a. How many different variables are in the equation?

_________________

b. How many constants are in the equation? _________________

c. How many terms are in the equation? _________________

d. List the two coefficients in the equation? _________________

2. What is the coefficient in the equation?

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20x + 5 = 7a) 5

b) 7

c) 20

d) None of the above


Subject: Math Grade Level: 6th gradeTitle of Lesson: Simplifying Expressions Lesson Length: 45 minutes

Overview of the LessonLesson Summary: In this lesson the students will be learning how to combine like terms.

Massachusetts Framework Standards: 6.EE.A2: Write, read, and evaluate expressions in which letters stand for numbers.6.EE.A4: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

Lesson Objectives: The students will be able to……Simplify expressions by combing like terms in order to create an equivalent expression.

Materials/Equipment to be Used in Teaching the Lesson:Reference sheet, guided practice, independent practice, dice activity

Enduring Understandings: Big Ideas: The students will understand that…By simplifying things we can accomplish

difficult tasks.

Concepts: expressions, variables, coefficients, like terms, simplifying

Essential Questions:- When is substitution used in real life situations?

ContentFactual Content: The students will know what it means to simplify an expression.Vocabulary:Tier 1: Simplify

Tier 2: Like terms, terms

Tier 3: Coefficients, constants, variables

Critical Thinking Skills (Reading, Writing, Speech, Listening)The students will be skilled at recognizing like terms that have identical variables and using the order of operations to simplify algebraic expressions.


Formative Assessments:- Class discussion- Independent practice - Exit Ticket #4



Before Class: Have do now written on board with examples on the content they learned from the previous lesson. Have 2 dice with one die with x variables on numbers on 1-6 and the other die with y variables on numbers 1-6. Have worksheet laminated

*Have students quietly walk into class and start do now written on board. If students were unable to complete the Exit ticket from the previous class have them finish up. (5 minutes)

Anticipatory Set: (hook) (5-7 minutes)1. Say to students “So I have this quiz for you all to take. It’s a very

simple quiz it has no math involved and all you have to do is follow the directions. I will give you 3 minutes so try to do as much as you can.”Pass out the quiz to the students faced down Once all of the tests are handed out start the timer at 3 minutes and have students flip over and start

2. Watch as students look confused while taking the quiz3. Once the timer goes off ask “So what did you all think about the

quiz?”4. Ask: “How many of you skipped the first step and just tried to do as

many problems as you could.”Have the students discuss how important it is to read and follow the directionsGuide students to say our key concept of the lesson simplify

5. “So what can we say about reading directions?”Answer: It can make our lives simpler

6. Give the students an example “When walking to school do you walk the shortest and fastest way or the longest way?”

7. Have students come up with different ways where they’ve had to simplified things in regards to real life situations.

8. Have students share one they have some up with some situations9. So now that we know how important it is to simplify we are going to

apply it to expressions.

Step One: (10 minutes)1. “Today we are going to learn how to simplify expressions.”

Remind students what expressions and terms areSay: “Can anyone tell me what an expression is?”

Answer: mathematical phrase that doesn’t have an equal sign Say: “What are terms?”

Answer: parts of an expression or equation separated by operations

2. Take out Simplifying expressions notes and Guided Practice“Sometimes expressions are written so that they have my different terms.”“We can combine any terms that are similar or “like terms””Go over like terms“Like terms are terms that have the same variable or same last name. We can combine lie terms by adding or subtracting the terms”

3. Do guided practice with the students 4. Write the example on the board

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12x + 7 + 5xCircle 12x and 5x

Say: “Since 12x and 5x have the same variable or last name we can combine them by adding the coefficients to become 17x”Since 7 is the only constant we can’t combine it with like termsOur new expressions becomes

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17x + 7Remind students that x is the same a 1x this is called the understood one

5. Do another example with the students

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2x + 3y − 2 + 3x + 6y + 7Have students circle the terms with the x variable (or last name) remind them to circle the operation in front of the terms and combine them.

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2x + 3x = 5xHave students box the terms with the y variable and combine them

€

3y + 6y = 9yRemind students that constants are terms too and that we need to also combine them

€

−2 + 7 = 5 We put all of our terms together and our new expression is

€

9y + 5x + 5.6. Have students complete the rest of the worksheet.

Step Two: (5-7 minutes)1. Ask students to work on even numbers of independent practice.

Have simplifying expressions reference sheet out as students work on problems

2. Watch as students do the problems Help any student that is having a hard time with a question

Step Three: (10 minutes)1. Hand out combing like terms dice activity2. Explain the directions (on top of each worksheet)

- Roll both dice twice- Record the results in the 2 boxes - Repeat 3 times- Complete the bottom

3. Demonstrate how the activity works by doing it with the class on a laminated worksheetAnswer any questions student may have

4. Watch as students are working on activity5. Once students have completed come together and share the results.

Closure: Exit ticket #4 (10 minutes)- Make sure students show work and check their answers- Students on IEPs will be graded out of 3



a. The Lesson Plan:

b. Teaching Skills:

c. The Students:

Source: Directions Quiz: http://schoolsites.leeschools.net/cym/kristanr/Additional%20Documents%20and%20Forms/Following%20Directions%20Quiz.pdf

Name:____________________________________________________

http://schoolsites.leeschools.net/cym/kristanr/Additional%20Documents%20and%20Forms/Following%20Directions%20Quiz.pdf

http://schoolsites.leeschools.net/cym/kristanr/Additional%20Documents%20and%20Forms/Following%20Directions%20Quiz.pdf

Name:______________________________________

Combining Like TermsDirections: Roll both dice twice. Record the results in the four boxes. Simplify by combining like terms. Write your answer on the line. Repeats 3 more times. Then complete the bottom of the work sheet by combining like terms

1. ___________

2. ___________

3. ___________

4. ___________

5. Combine like terms from 6. Combine like terms from your answers from #1 & #2 your answer from #3 & #4

Exit Ticket 4

Directions: Simplify each expression by combining like terms

1.

€

4x + 3 + 2x + 7x ___________________________________

2.

€

5y + 7x + 3+ 4x + 2 ___________________________________

3.

€

4n + 8 + 2m + 3n + 3 ___________________________________

4.

€

7b+ 8n − 4b − 8 + n ___________________________________

5.

€

15ab − 6a+ 7b − 2b ___________________________________

Teacher: Ms. Rodrigues Date: 3/20/2015Subject: Math Current Grade Level: 6th gradeTitle of Lesson: Translating Word phrases and expressions

Lesson Length: 45 Minutes

Overview of the LessonLesson Summary: In this lesson students will be able to create equations and expressions given word phrase.

Massachusetts Framework Standards: 6.EE.A.2 : Write, read, and evaluate expression in which letters stand for numbers

Lesson Objectives: The students will be able to…….. Translate phrases with mathematical terms into algebraic expressions Represents real world scenarios as algebraic expressions

Materials/Equipment to be Used in Teaching the Lesson:Index cards with phrases, steps for translating word problems notes, terms sheet, exit tickets, Exit ticket booklets

Enduring Understandings: Big Ideas: The students will understand that…

- There are many different terms that represent and express operations.- Expressions can help us make informed decisions, solve problems, and appreciate

its relevance in the world.

Concepts: expressions, equations, variables, coefficients

Essential Questions:- Why is it important to learn what each term represents?- Why is it important to practice translating phrases into algebraic expressions?- How can you write and evaluate an expression that represents a real life problem?

ContentFactual Content: The students will learn about what each mathematical term represents in a word phrase.

Vocabulary:

Tier 1: addition, subtraction, multiply, divide

Tier 2: expressions, equations, variables, coefficients

Tier 3: product, quotient, less than

Critical Thinking Skills (Reading, Writing, Speech, Listening)The students will determine what mathematical term symbolizes in the phrase given to them in order to construct an algebraic expression.


Formative Assessment: - Class discussion- Independent Practice- Exit Ticket #5



Before Class: Have steps, index cards, important key words written and laminated for students to reference back to during class.

* Have students quietly walk into class and start do now written on board. If students were unable to complete the Exit ticket from the previous class have them finish up. (5 minutes)

Anticipatory Set: (hook) (3-5 minutes)1. Think, Pair, Share: Students are to quietly come up with a word problem

on food and money using as many operations as they can.2. Once students are done, they are to discuss their word problem and every

student is to come up with an expression that they believe is what the question is asking.Make sure all students present to one another and everyone is involved.

3. Go over all of the words the students came up with for the do now4. Take out “Important Key Words” sheet

Go over each word the student might have missed on their do now5. Ask students” Does anyone remember what “more than” and “less than”

representAnswer: First number in the equation comes second in the word problem (backwards)

6. Say: “Today we are going to be learning more about how to translate word phrases into expressions and equations.”

Step One: (5-7 minutes)1. Take out “Steps for translating phrases into expressions” sheet

Go over each step 2. Write on white board: The difference between twice a number and 45

Go over problem step by step and check off each step we’ve done 3. Ask students: “ We can either do one more together or you try it on their

own.”Wait for answers.

If students want to do one altogether repeat previous #2 step with the example:

“Five times the sum of four and five tenths and x”

Step Two: (5-10 minutes)1. Take out index cards with phrases written on them2. Tell students: “I am going to pass each student one index card with a

phrase on each card. You are to translate the expression or equation into standard form on the index card and also tell me if it is an expression or an equation. Once you are done raise your hand and show me your answer. Once I’ve seen all three pass it to the person on your left.”

3. Ask if students have any questions on what they are expected to do.4. Have students quietly work on activity and answer questions they may

have on the problems.

Step Three: (5-10 minutes)1. Tell students “Now that you learned how to translate phrases into

expressions we are going to learn how to translate them into word form.”

2. Flip over the “Steps for translating phrases into expressions” sheet so that “Translating expression into word form examples” in facing students.Have “Important key words” sheet on the table

3. Go over each example so that students have numerous ways of writing expressions into word form.Keep sheet on table to assistance

4. Tell students: “Let’s do one more problem together and then we will go into our activity.”

5. Write n-11 on white boardAsk students ”What is one way we can write this expression”Answer: 1. A number minus 11

2. Eleven subtracted from a number” 3. A number decreased by 11 4. Eleven less than a number

6. Take out the laminated index cards with expressions into word formTell student that they will be doing the same thing they did before except the other way around

7. Remind students that this independent work and that they are to raise their hand once they are done.

8. Have students quietly work on activity and answer any questions that students make have on the problems they having a hard time with.

Step Four: (3-5 minutess)1. Ask students: “How does everyone feel about what they just learned?

Does anyone have any questions or something that they are stuck on that I can clarify?”

2. Answer all questions students ask relating to the lesson.3. Once all questions are answered and students feel confident about what

they just learned hand out their exit ticket booklets and exit ticket sheets.

Closure: Exit Ticket #5 (10 minutes)- Students are to complete 5 questions from what they learned in class today- Students on IEPs do 3 questions

Extension Activities: (If time permitted)Students are to work on MCAS multiple choice and short answer for March Madness immediately after they complete their exit ticket


a. The Lesson Plan:

b. Teaching Skills:

c. The Students:

a. The Lesson Plan: I went very well I do need to change the index cards so that they on one side it shows what an expression looks like and the word phrase on the other.

b. Teaching Skills: I need to add more techniques when it comes to explaining the material to the students.

c. The Students: Seemed to really enjoy the lesson and that they got more hands on instead of constantly doing work on a worksheet

Teacher: Ms. Rodrigues Date: 3/23/2015Subject: Math Grade Level: 6th gradeTitle of Lesson: Properties of Operations Lesson Length: 45 minutes

Overview of the LessonLesson Summary: In this lesson students will learn the properties of operations and apply them to simplifying algebraic expressions.

Massachusetts Framework Standards: 6.EE.A3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

Lesson Objectives: The students will be able to…… apply the distributive property to find equivalent expressions.

Materials/Equipment to be Used in Teaching the Lesson:Laminated angry birds, independent practice, anchor chart, exit ticket

Enduring Understandings: Big Ideas: The students will understand that…

- Distribution is essential in our daily lives- Properties can be used to simplify expressions.- Application of properties makes operations possible

Concepts: Distributive property, associative property, and commutative property

Essential Questions:- How can I use the distributive property to multiply factors with two or more digits?- Why is it important to write expressions in multiple ways?

ContentFactual Content: The students will expand their knowledge of properties.

Vocabulary:Tier 1: multiplication, addition, subtraction

Tier 2: distribute

Tier 3: Distributive property, associative property, commutative property

Critical Thinking Skills (Reading, Writing, Speech, Listening)Students will identify the three different properties and find an equivalent expression by using the distributive property.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)Formative Assessment:

- Class discussion- Independent Practice- Exit Ticket #5



Before Class: Have do now written on board. Copies of angry birds laminated with magnets.


Anticipatory Set: (hook)1. Ask students to “Describe the game “Angry birds”.”2. Once students are done have students share their answers.3. Come up with a sentence with the class that describes the game

Answer: A bird hitting all objects on the other side of the cliff4. So come up with another word that means to hit/swing all objects

Guide students to come up with distribute5. What is another example that we can use to describe distribution

Give the students an example "How about handing out party favors to friends, we have to give everyone a party favor by distributing favors to everyone

6. Give the students another example “If I give candy to one student I need to hand out the same amount to all of my students.”

7. Come up with another example where you had to distribute something in regards to a real life real life situationHave students share their example to the class

8. So what can we say about distribution?Answer: Handing out equal shares

Step One: 1. So now that we’ve learned what distribute means we are going to apply it

to a very important property called the Distributive Property! We are also going to learn about 2 other very important properties called the commutative property and the associative property

2. So before I put numbers on the board lets look at it visually by doing our own version of angry birds.

3. Take out the red angry bird and tape it to the board “This will be our outside number of the parentheses.”Write the parentheses after the red bird

4. Take out 2 more birds that are both different from each other and the red bird. “These two will be the numbers inside the parentheses with an addition sign between them”

5. “We said that the red bird has to hit each bird which is exactly what we need to do Put arrows from the red bird to each birdRewrite underneath the parentheses with the red bird multiplying each bird and an addition sign between them

6. Ask “Does anyone have any questions about this visual?”

Step Two:1. “Know that we know what it visually looks like lets apply it to numbers

and incorporate steps.”2. Write on board:

€

2(3 + x)*While doing the problem with the write down the steps as you go. Step 1: Draw arrows from the 2 to the 3 and x, each arrow represents

multiplicationStep 2: Multiply and bring down the additionStep 3: Simplify if possible* Reminder: You cannot combine like terms if they do not have the same variable*

Answer:

€

2(3 + x) = 2(3) + 2(x)

= 6 + 2x

3. Have students do an example on their ownWrite on board:

€

7(x + 2)Watch as students are working on problem.

4. Once everyone is done go over the problem Ask if anyone has any questions on how we got our answer

Answer:

€

7x +14

Step Three:1. Hand out independence practice on the 2. Have students work on problems

If students are still having a hard time understanding the concept of distributive property explain to them the “party”When you enter a party in this case the parentheses you need to say hi to everyone inside of the party and we do that by multiplying each number.

3. Once students are done go over the answers Ask if anyone needs you to go over any problems

Step Four:

1. So now that we are all experts on the distributive property there are 2 other types of properties that are equally important.

2. Take out the Anchor chart of the commutative property, associative property and distributive property.

3. We already know about the distributive property, but now we are going to learn about the commutative property and associative property.

4. The keyword for the associative and commutative property is orderWhat does the word order mean? (Write on board)

Answer: The way things are arranged5. Now that we know what order means lets keep it in mind when talking

about these properties6. The commutative property of addition and multiplication means that the

order numbers are added or multiplied does not change the sum or product Lets look at an example

Addition

€

9 +10 =10 + 9

19 =19 Multiplication

€

9 • 10 =10 • 9

90 = 90

7. The associative property is the numbers are grouped does not affect the sum or product

Addition

€

3 + (9 + 4) = (3 + 9) + 4

3+13 =12 + 4

16 =16Multiplication

€

3• (9 • 4) = (3 • 9) • 4

3 • 36 = 27 • 4

108 =108

8. Hand out the activity sheet students 9. Do the first couple of problems with them10. Once students are done go over the answers and answer any questions they

have.

Closure: Exit Ticket # 6- Make sure students show work and check their answers- Students on IEPS will be graded out of 3



d. The Lesson Plan:

e. Teaching Skills:

f. The Students:

Name: _________________________________________

Properties of Operations

Use your knowledge of properties of operations to answer to fill in the blank.

Equation Property Equivalent Expression

€

3(x + 2)

€

3x + 6

€

2 + 5 = 5 + 2 Commutative

€

(7 + 2) + 3 Associative

€

7x + 21

€

7(x + 3)

€

5 • 8

€

8 • 5

€

a(b+ c)

€

a(b) + a(c)

9 + 2 Commutative

€

(4 • 6) • 1

€

12(3 − n)

€

36 −12n

€

a+ (b+ c)

€

(a+b) + c

€

2x + 9 Distributive

€

7 + (2 + 3)

€

(7 + 2) + 3

Commutative

€

12x + 9

€

9 +12x

€

a+b

€

b+ c

€

3 + (y +11) Associative

Exit Ticket 6

Directions: Next to each of the equations below, write if it shows the Commutative Property, Associative Property, or the Distributive Property

1)

€

(3+ x) + 8 = 3+ (x + 8) __________________________

2)

€

7(x + 5) = 7x + 35 __________________________

3)

€

10 • 3 = 3 • 10 __________________________

Directions: Simplify each of the expressions bellow using the properties

4)

€

3(n − 9)

5)

€

8(2y + 4)

Teacher: Ms. Rodrigues Date: 3/24/2015Subject: Math Grade Level: 6th gradeTitle of Lesson: Substitution with Expressions Lesson Length: 45 minutes

Overview of the LessonLesson Summary: In this lesson the students will learn how to substitute a given numbers in place of a variable in a given expression.

Massachusetts Framework Standards: 6.EE.2AC: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

Lesson Objectives: The students will be able to…… - Solve algebraic expressions using substitution

- Substitute variables given real world problems

Materials/Equipment to be Used in Teaching the Lesson:Play dough, independent practice, numbers and variables on index cards, exit ticket

Enduring Understandings: Big Ideas: The students will understand that… substitution is a critical thinking skill

that will be used in many situations in their life.

Concepts: substitution, expressions

Essential Questions:- How is substitution used in life?- How can I evaluate an expression that represents real-life problems?

ContentFactual Content: The students will expand their knowledge of substitution with expressions.Vocabulary:Tier 1: ExpressionTier 2: SubstitutionTier 3: Critical Thinking Skills (Reading, Writing, Speech, Listening)The students will apply substitution to solve expressions and comprehend the relationship between variables in algebraic expressions


- Class discussion- Independent practice- Real-Life Expressions Activity- Exit ticket #7



Before Class: Have do now written on board and index cards made with numbers and variables.


Anticipatory Set: (hook) (7-10 minutes)1. Say to students “Here’s the problem, I’m making 3d art of a fruit basket

full of oranges, apples, bananas and other types of fruit but I only have these colors to make my fruit basket. Red, blue, and yellow. How can I make orange for my oranges if I don’t have the color orange?” Take out play dough

2. Try a couple of different colored play dough’s to see all of the different colors we can create. Answer: yellow + red = orangeWrite on the board

3. Say “We can actually substitute yellow and red to make orange.”Write on the board: “yellow + red = orange”

4. Say “Now that I have Orange for my oranges I need green for my apples, but I don’t have the color green again. Are there other colors we could use to substitute for green?”Get students to say yellow and blue

5. Say “Since we substituted yellow and blue for green can we say that the same thing happens to us in life? When we have to substitute for things we might not have available to us.”

6. Give the students an example “What if you’re craving something sweet and sour but they don’t have your favorite sour patch watermelons?”

Answer: Grab another type of candy that is sweet and sour7. Come up with different ways where you have to substitute in regards to

real life situations.Have students share once they have come up with some situations

8. So what can we say about substitution in regards to real life?Answer: It is a common thing that occurs in our daily lives.

Step One: (5 minutes)1. Now that we’ve learned how substitution is applied into our lived we are

going to apply it to expressions

2. Write on the board: SubstitutionAsk “What can we say about substitution know what we’ve done examples of them?”

Answer: Substitution yields the same results3. Lets do some examples of substitution

Write on board:

€

2x + 6 when

€

x = 3Say: “Now all we have to do is re-write the expressions by replacing the with a 3 and answer the problem”

Answer:

€

2x + 6 = 2(3) + 6

= 6 + 6 =12

4. Give students an example to work on their own Write on board:

€

8n −1 when

€

x = 4Once students have completed the problem go over the answer

5. Answer any questions they have

Step Two: (10 minutes)1. Hand out independence practice problems and real word expression

problems on the substitution 2. Have students work on problems

Watch students do the problems and help anyone who may seem stuck. 3. Once students are done go over the answers

Ask if anyone needs you to go over any problems

Step Three:1. Now we are going to do an activity:

Remind students the rules to activities- No one is to throw the materials or they will not be allowed to do the

activity- Respectfully use the material given otherwise we with not be

participating in the activity.2. Explain the directions to the activity

- Each students has a number, only one student is the variable - We are going to act as an expressions that is written on the board- We want to substitute x for the student that x = 5- The student that is the variable now has to solve the expression

Closure: Exit Ticket # 7 (10 minutes)- Make sure students show work and check their answers- Students on IEPS will be graded out of 3



g. The Lesson Plan:

h. Teaching Skills:

i. The Students:

Substitution: Independent Practice

Directions: Evaluate each expression

1.

€

2x + 5 when

€

x = 3

2.

€

42n

when

€

x = 7

3.

€

x 2 − 4 when

€

x = 6

4.

€

4x −1 when

€

x = 5

5.

€

x +10 when

€

x = 23

Activity

- Cut up the 7, x, +12 and x = 5- Write them all on individual laminated index cards with expo marker - Have a separate laminated index card for x = for when students find the answer

€

7x +12

€

x = 5

€

=

Exit Ticket 7

Directions: Evaluate the following expressions using substitution

1.

€

5x +1 when

€

x = 20

2.

€

82 − 2n when

€

n = 3

3.

€

35x

when

€

x = 7

4.

€

x 2 − 5 when

€

x = 5

5.

€

9 −6n

when

€

n = 3

Teacher: Ms. Rodrigues Date: 3/25/2015Subject: Math Grade Level: 6th gradeTitle of Lesson: Substitution with Equations Lesson Length: 45 minutes

Overview of the LessonLesson Summary: In this lesson the students will learn how to plug in numbers for variables in order to make equations true.

Massachusetts Framework Standards: 6.EE.2AC: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.Lesson Objectives: The students will be able to…… Distinguish which value makes the equation accurate.

Materials/Equipment to be Used in Teaching the Lesson:Reference sheet, guided practice, independent practice, exit ticket

Enduring Understandings: Big Ideas: The students will understand that…substitution is a critical thinking skill

that will be used in equations to check solutions

Concepts: Substitution, equations, checkingEssential Questions:

- When do we use substitution in real life?

Content

Factual Content: The students will know how to find the correct value to make an equation true.Vocabulary:Tier 1: Equation, Substitution Tier 2:Tier 3: Critical Thinking Skills (Reading, Writing, Speech, Listening)The students will be skilled at identifying which values make an equation correct


- Class discussion- Independent practice- Real-Life Expressions Activity- Exit ticket #7



Before Class: Have all worksheets copied and ready for students. Have reference sheet laminated.

* Have students quietly walk into class and start do now written on board. Do now based on previously learned concepts. If students were unable to complete the Exit ticket from the previous class have them finish up. (5 minutes)

Anticipatory Set: (hook)1. “So I just received a phone call that we are in charge of 57th Grammy

performances! Here’s the deal Beyonce and Jay-Z are teaming up with Kanye West, but Kanye doesn’t want to be paired up with Beyonce and Jay-Z he wants to perform on his own! So we need another artist to perform with Beyonce and Jay-Z?”

2. Ask “We need another artist that will be a good match to perform with Beyonce and Jay-Z, who would be the best artist to do that?”Have students come up with artists Say the students picked UsherSo now that we know Usher will be able to perform with them we know Beyonce and Jay-Z plus Usher make an awesome performance.”

3. Ask students “So what did we do after we found out Kanye didn’t want to perform with them anymore?Answer: We plugged in another artist

4. The same thing happens when we are given an equation and a value we need to plug in a given value

Step One:1. Now that we’ve learned how plugging in Usher for Kanye made an

awesome performance we are going to apply it to equations when given a value and check for a solution

2. Take out “Solving Equations Using Substitution” notes3. Explain that in order to solve and check an equation or check an answer

we just need to use substitution.4. Remind students that substitution is replacing a variable in an expression

or an equation with an actual value5. Lets do an example together

Write on board:

Which solution makes the equation

€

2x + 4 =14 true?

€

x = 5 or

€

x = 3Say “ Now all we have to do is plug in both 5 and 3 into the equation to find out which value yields the correct answer.”

Answer:

€

x = 5 →

€

2(5) + 4 =14

10 + 4 =14

14 =14 And

€

x = 3 →

€

2(3) + 4 =14

6 + 4 =14

10 ≠14

So

€

x = 5 makes the equation true6. Give students another example to work on their own

Write on board: Which values from the set {0,5,2,6} is a solution to

€

3x + 2 = 8Once students have completed the problem go over the answer

Step Two1. Hand out guided practice worksheet2. Students are to work through the work sheet with your guidance and help. 3. Do a couple of problems so that they understand what is expected of them

Have them finish up the page on their own.

Step Three1. Hand out the independent practice.

Have reference sheet out so students can refer back to notes2. The independent worksheet are for students to practice finding equations

that are true by plugging in given values for variables3. When students are done they are to raise their hand and have teacher look

at the answers

Closure: Exit Ticket # 8 (10 minutes)- Make sure students show work and check their answers

- Students on IEPS will be graded out of 3



a. The Lesson Plan:

b. Teaching Skills:

c. The Students:

Exit Ticket 8

Directions: Evaluate the following expressions using substitution

1. Which of the following makes the equation true?

2y – 4 = 18

a) y = 7

b) y = 5

c) y = 18

d) y = 11

2. Circle the equation(s) where b = 5 is a solution. Choose all that apply.

a) 2𝑏+7=17b) 12𝑏=55c) 4𝑏 +2=21d) 6𝑏 −4 =26

3. Which value(s), if any, from the set {0, 13, 2, 7} are a solution to the equation below?

€

2x + 5 = 9

4. a) Combine like terms in the following equation: 5h + 13h = 54

b) Use your answer from part a) to find out which of the set {2, 4, 7, 3} are a solution to the equation in part a)


Subject: Math Grade Level: 6th gradeTitle of Lesson: Review Day Lesson Length: 45 minutes

Overview of the LessonLesson Summary: In this lesson the students will review for the unit test by playing jeopardy.Massachusetts Framework Standards: 6.EE.A.1 6.EE.A.2A 6.EE.A.2C 6.EE.A.46.EE.A.2 6.EE.A.2B 6.EE.A. 3Lesson Objectives: The students will be able to……

- Strengthen their understanding of the unit.- Determine what area they are lacking

Materials/Equipment to be Used in Teaching the Lesson:Jeopardy Game, Whiteboards, Expo markersEnduring Understandings:

Big Ideas: The students will understand that…review is essential for an upcoming assessment.

Concepts: exponents, order of operations, expressions, equations, terms, variables, coefficients, like terms, distributive property, substitution

Essential Questions:- Why is it important to review?

ContentFactual Content: The students will review major vocabulary words Vocabulary:Tier 1: addition, subtraction, multiplication, division, simplifyingTier 2: exponents, order of operations, substitution Tier 3: Expressions, Equations, variables, terms, like terms, coefficients, distributive property, Critical Thinking Skills (Reading, Writing, Speech, Listening)The students will practice effective strategies for solving expression and equation problems

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)Informal Assessment - Students will be evaluated on their participation during the game.



*Have students quietly walk into class and start do now in front of them. Do now is a quick review of term If students were unable to complete the Exit ticket from the previous class have them finish up. (5 minutes)

Anticipatory Set: (hook) (35 minutes)1. As students walk into class they are to pick a card out of a hat

The student who picks the card with a star will be the first person to pick the category

2. Tell the students “So today we will be doing a fun review game of Jeopardy for some extra points on your exam!”Students will be playing individually (If there are only 3 students) or in groups where they get to pick their team nameTeacher will be in charge of the points on the white board in front of class

3. Go over the rules of the game for students that do not know the rules- Student that picked the star index card picks a category- Every student is to answer the question - You will have 30 seconds to a minute to answer the question- Once the timer goes off all students are to put their final answer up

on their white board- Students that get the correct answer get the question’s value added

to their score- Incorrect answer get the question’s value subtracted from their

total- Review the answer so that all students understand it- After points are counted and distributed next student get to pick the

category- Student with the most points wins the game and 5 extra credit

points on their test, 2nd place gets 3 points and 3rd place gets 2 points

4. 10-5 minutes before class is over ask if students want you to go over any questions they had a hard time with

Homework/Extension Activities: Review for testReflection on Lesson

a. The Lesson Plan:

b. Teaching Skills:

c. The Students

Sources: Jeopardy: https://www.teacherspayteachers.com/Product/Jeopardy-Review-1311063

Name: __________________________________

Unit 6 Vocabulary Review

Word Bank:

Coefficients Terms Base Constant

Exponents Operations Expression Variable

1. __________________ are things like, add, subtract, multiply, and divide

2. __________________ an unknown number often represented by a letter

3. __________________The number multiplied by itself when working with

exponents

4. __________________ a term that doesn’t contain any variables

5. __________________ Mathematical phrases that do not contain an equal

sign

6. __________________ Are numbers that represent how many times a

number is multiplied

license

7. __________________ Are single numbers or the product of a number and

one or more variables that are separated by operations

8. __________________ Are the numbers in front of a variable

Teacher: Ms. Rodrigues Date: 3/27/2015Subject: Math Grade Level: 6th gradeTitle of Lesson: Lesson Length: 45 minutes

Overview of the LessonLesson Summary: In this lesson the students will demonstrate their understanding of the material.

Massachusetts Framework Standards: 6.EE.A.1 6.EE.A.2A 6.EE.A.2C 6.EE.A.46.EE.A.2 6.EE.A.2B 6.EE.A. 3Lesson Objectives: The students will be able to…… challenged their understand of expressions

Materials/Equipment to be Used in Teaching the Lesson:3 Exam packets, 16 answer sheets, scrap paper, pencils, candy

Enduring Understandings: Big Ideas: The students will understand that…assessments are essential to determine

their knowledge of the unit.

Concepts: exponents, order of operations, expressions, equations, terms, variables, coefficients, like terms, distributive property, substitution

Essential Questions:- Why are assessments so important?

ContentFactual Content: The students will determine what concepts to use on their assessment questions.Vocabulary:Tier 1: addition, subtraction, multiplication, division, simplifying

Tier 2: exponents, order of operations, substitution

Tier 3: Expressions, Equations, variables, terms, like terms, coefficients, distributive property,

Critical Thinking Skills (Reading, Writing, Speech, Listening)The students will put their knowledge to the test by completing multiple questions on expressions

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)Summative Assessments- Expressions Unit Test



Before Class: Have all exam booklets, answer sheets and scrap paper ready on desk. All pencils sharpened and candy in drawer.

Step One: (1-2 minutes)1. Give students 5 minutes to go over any last minute questions they have in

the unit.Answer all of their questions

2. Explain test procedures to students:- No tolerance for cheating, no talking and pencils only- After you have finished your exam, quietly raise your hand and I will

collect your answer sheet and test packet.- You will be able to either finish/make-up an exit ticket you missed for

the unit or complete a quick fun activity sheet- You are to remain quite while other students are working on test.

3. “Remember that there is no talking until everyone is done. You are to quietly work on activity/exit ticket when you have finished.”

Step Two: (43 minutes)1. Pass out the exam (located in folder on top of shelf)

Make sure students are on task and completing exam Answer any questions they may have

Step Three:1. Stop with 1 minute left and collect exams and explain to students that you

will give them extra time tomorrow to finish if they were not able to complete the entire exam.

Closure: 1. As students are about to leave hand them each a piece of candy if they all

behaved well. (Bag located second drawer in the clear container)


a. The Lesson Plan:

b. Teaching Skills:

c. The Students: