Expressions and Equations


  • Apply and extend previous understandings of arithmetic to algebraic expressions.

  • 6.EE.1. Write and evaluate numerical expressions involving whole-number exponents.
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    Click here!
    Click here!


  • 6.EE.2.Write, read, and evaluate expressions in which letters stand for numbers.
    • 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.

    • 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.

    • 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.
  • For days 49-50, evaluate problems using these first two ideas above!
  • 49 http://www.edhelper.com/math/algebraic_reasoning_ft11.htm
    http://www.edhelper.com/math/algebraic_reasoning_ft12.htm
    http://www.edhelper.com/math/algebraic_reasoning_ft13.htm
  • 50 Simplifying variable expressions
    Evaluating variable expressions
  • 50 Discuss and apply formulas that involve expressions...equations... that help us apply the above standard in real life math. Help Mrs. Schlechter find a Super Source activity for this occasion.

  • 6.EE.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.
  • 51 Use true and false statements to explore the distributive property, using resource: http://www.edhelper.com/number_properties.htm
http://www.edhelperblog.com/cgi-bin/geom2.cgi?FORMMODE=OO710&at=1

  • 6.EE.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. Reason about and solve one-variable equations and inequalities.
  • 53 What activities did we just discover that covered the idea in standard 6EE4?

Week 2-6, Week 2-7, Week 2-8

Skills/Fluency:??????????????

Assessment:???????????????????

Resources used/How it was taught:
individual, pair-share and class discussions while utilizing the following materials...

Glencoe's Math Maintenance 6th GradeWorkbook, Math Puzzlewise, Super Source, edhelper.com,

http://www.kutasoftware.com/index.html worksheet activities

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  • Reason about and solve one-variable equations and inequalities.



  • CAN YOU FOLLOW DIRECTIONS? http://www.edhelperblog.com/cgi-bin/la.cgi?FORMMODE=FD
  • 6.EE.8. Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
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    Click here to find out more about inequality.
    Click here to find out more about inequality.
    Create our problems and stories to explore this standard further.
  • 61 DACS testing time :) AIMS Web
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Week 2-9, Week 3-1

Skills/Fluency:??????????????

Assessment:???????????????????

Resources used/How it was taught:
individual, pair-share and class discussions while utilizing the following materials...

Glencoe's Math Maintenance 6th GradeWorkbook, Math Puzzlewise, Super Source, edhelper.com,

http://www.kutasoftware.com/index.html worksheet activities

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  • Represent and analyze quantitative relationships between dependent and independent variables

  • 6.EE.9.Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
  • 63 Create project that will include a dependent and independent variable. For example, what was the science experiment that had to do with catapults and the length of the lever used in the design?
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Week 3-1, Week 3-2

Skills/Fluency:??????????????

Assessment:???????????????????

Resources used/How it was taught:
individual, pair-share and class discussions while utilizing the following materials...

Glencoe's Math Maintenance 6th GradeWorkbook, Math Puzzlewise, Super Source, edhelper.com,

http://www.kutasoftware.com/index.html worksheet activities

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  • Ratios and Proportional Relationships

    • Understand ratio concepts and use ratio reasoning to solve problems.

    • 6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
    • 6.RP.2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1
    • 6.RP.3.Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
      • Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
      • Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
      • Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
      • Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

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  • Statistics and Probability

    • Develop understanding of statistical variability.
    6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
    6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
    6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
    • Summarize and describe distributions.

    6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
  • 6.SP.5.Summarize numerical data sets in relation to their context, such as by:
    • Reporting the number of observations.
    • Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
    • Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
    • Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.



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Subject - Standard- Skills - Assessment - Resources used/How was it taught?- Week