6.4.1Ma


 * Inequaltities Dates: 1/22-1/25 **

How can you use numerical and algebraic expressions, equations, and inequalities to solve real life mathematical problems?
 * Theme Essential Question ****  :  **


 * Essential Question: **
 * Can students determine whether a number is a solution of an equation?
 * Can students determine whether a number is a solution of an inequality?


 * Standards **
 * 6.EE.5 Reason about and solve one-variable equations and inequalities. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.


 * Objectives **
 * Students will determine whether a number is a solution of an equation.
 * Students will determine whether a number is a solution of an inequality.

(Taken from Ohio Department of Education: @http://education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=106873) The skill of solving an equation must be developed conceptually before it is developed procedurally. This means that students should be thinking about what numbers could possibly be a solution to the equation before solving the equation. For example, in the equation x + 21 = 32 students know that 21 + 9 = 30 therefore the solution must be 2 more than 9 or 11, so x = 11. Provide multiple situations in which students must determine if a single value is required as a solution, or if the situation allows for multiple solutions. This creates the need for both types of equations (single solution for the situation) and inequalities (multiple solutions for the situation). When working with inequalities, provide situations in which the solution is not limited to the set of positive whole numbers but includes rational numbers. This is a good way to practice fractional numbers.
 * Reflections and/or Comments from your PCSSD 6th Grade Curriculum Team **


 * Background Information **


 * Recommended: For a quick overview of the standard(s) to be addressed in this lesson, see Arizona’s Content Standards Reference Materials. **
 * ** @http://www.azed.gov/wp-content/uploads/PDF/MathGr6.pdf **
 * Beginning experiences in solving equations should require students to understand the meaning of the equation as well as the question being asked. Solving equations using reasoning and prior knowledge should be required of students to allow them to develop effective strategies such as using reasoning, fact families, and inverse operations. Students may use balance models in representing and solving equations and inequalities.
 * ** @http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/6th.pdf **


 * Assessment **
 * Product **

** Observable Student Behaviors **
 * Key Questions ** 

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * **Mathematical Practices **

Inequality Solution of an inequality Symbols for: less than, greater than, less than or equal to, greater than or equal to Solution of an equation Variable Solution of an inequality Equals sign ||  ||   ||
 * Vocabulary **
 * ** Math ** ||  ||   ||
 * Equation

On Core Mathematics Mastering the Common Core ABC Teaching the Common Core Math Standards with Hands-On Activities Grades 6-8 Gizmos JBHM Glenco Highly Recommended: The Illustrative Mathematics Project offers guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards. The website features a clickable version of the Common Core in mathematics and the first round of "illustrations" of specific standards with associated classroom tasks and solutions. Tasks that illustrate content standard 6.EE.5:
 * Suggested Activities **
 * Solutions of Equations Lesson 57 p113-114
 * Solutions of Inequalities Lesson 58 p115-116
 * Nothing completely matching
 * Three in a Row p39
 * Extention would be to have the class create there own Equations and Inequalities sheet to trade amoung classes.
 * None at this time
 * Nothing specific
 * 6th 1-7a, 9-4b,
 * 7th 1-5a, p153, 4-4a
 * Log Ride []
 * Diverse Learners **
 * Odyssey (teacher discretion)
 * Skills Tutor (teacher discretion)
 * Math’scool: None specific
 * Math.com: None specific


 * Homework **
 * ** [] ** to print assignments on variety of topics
 * See appropriate Glencoe, OnCore, JBHM, and ABC materials under suggested activities


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ** Multicultural Concepts **


 *  Resources **
 *  Professional Texts **

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 *  Literary Texts **
 * 


 *  Informational Texts **
 *  See New York Common Core Aligned Task (other resources) []


 *  Art, Music, and Media **

**Games ** **Videos **
 *  Manipulatives **
 *  www.nlvm.usu.edu
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> @http://jeopardylabs.com/play/expressions24
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> @http://jeopardylabs.com/play/expressions21
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Graphing calculators
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> www.mathplayground.com
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> @http://www.sumdog.com/ Variety of games covering many math topics
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> @http://www.nctm.org/resources/middle.aspx
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Discovery Learning @http://www.discoveryeducation.com/


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">Websites **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> @http://www.khanacademy.org/math
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> @http://www.tli.net/ TLI Quiz Builder
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> http://webmath.com//.//

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 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">Sight Words **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">SMART Board Lessons, Promethean Lessons **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Smartboard Resource Website Smartboard lesson search engine

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 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">Other Activities, etc. **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || 6 Matrix ||= 6 PAP Matrix ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||
 * = English
 * = Math ||= [[image:commoncorepcssd6/Actions-insert-table-icon.png link="@http://inst.pcssd.org/math/CCSS/6/Math6TeachingMatrix.xls"]]
 * = [[image:commoncorepcssd6/PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]