6.3.2Ma


 * Grade: 6 Unit: 3 Week: 2 Dates: 11/19-11/20 **
 * Content: Evaluating and Writing Algebraic Expressions **

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


 * Essential Questions: **
 * Can students write and find the value of expressions involving exponents?
 * Can students use the order of operations to evaluate expressions involving exponents?
 * Can students write an algebraic expression to represent a situation?
 * Can students describe the parts of an expression?
 * Can students evaluate algebraic expressions or a formula?


 * Standards **
 * Apply and extend previous understandings of arithmetic to algebraic expressions. **
 * ** 6.EE.1 ** Write and evaluate numerical expressions involving whole-number exponents.
 * ** 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.//


 * Objectives: **
 * Students will write and find the value of expressions involving exponents.
 * Students will use the order of operations to evaluate expressions involving exponents.
 * Students will write an algebraic expression to represent a situation.
 * Students will describe the parts of an expression.
 * Students will evaluate algebraic expressions or a formula

(Taken from Ohio Department of Education Teaching) The skills of reading, writing and evaluating expressions are essential for future work with expressions and equations, and are a Critical Area of Focus for Grade 6. In earlier grades, students added grouping symbols to reduce ambiguity when solving equations. Now the focus is on using to denote terms in an expression or equation. Students should now focus on what terms are to be solved first rather than invoking the PEMDAS rule. Likewise, the division symbol (3 ÷ 5) was used and should now be replaced with a fraction bar (3/5). Less confusion will occur as students write algebraic expressions and equations if x represents only variables and not multiplication. The use of a dot () or parentheses between number terms is preferred. Many of the misconceptions when dealing with expressions stem from the misunderstanding/reading of the expression. For example, knowing the operations that are being referenced with notation like, //x//3, 4//x//, 3(//x// + 2//y//) is critical. The fact that //x//3 means //x////x////x//, means //x// times //x// times //x//, not 3//x// or 3 times //x//; 4//x// means 4 times //x// or //x//+//x//+//x//+//x//, not forty-something. When evaluating 4//x// when //x// = 7, substitution does not result in the expression meaning 47. Use of the “//x//” notation as both the variable and the operation of multiplication can complicate this understanding.
 * Reflections and/or Comments from your PCSSD 6th Grade Curriculum Team **
 * __ Common Misconceptions __ **


 * 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 **
 * ** @http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/6th.pdf **

  
 * Assessment **
 * Product **
 * Key Questions ** 
 * Observable Student Behaviors **

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 **

base numerical expression evaluate order of operations algebraic expression variable coefficient term ||
 * Vocabulary **
 * ** Math ** ||
 * exponent

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.1, 6.EE.2:
 * Suggested Activities **
 * Exponents Lesson 49 p97-98
 * Evaluating Expressions Involving Exponents Lesson 50 p99-100
 * Write Algebraic Expressions Lesson 51 p101-102
 * Identify Parts of Expressions Lesson 52 p103-104
 * Evaluate Algebraic Expressions and Formulas Lesson 53 p105-106
 * Chapter 7 p89-101
 * Find Which Does Not Belong p29
 * And It Equals… p32-An extention of this activity would be to have the students create their own “I have” cards.
 * Order of Operations
 * Select and evaluate the operations in an expression following the correct order of operations.
 * Using Algebraic Equations
 * Translate equations into English sentences and translate English sentences into equations. Read the equation or sentence and select word tiles or symbol tiles to form the corresponding sentence or equation.
 * Using Algebraic Expressions
 * Translate algebraic expressions into English phrases, and translate English phrases into algebraic expressions. Read the expression or phrase and select word tiles or symbol tiles to form the corresponding phrase or expression.
 * 6th GP2, Unit 1 SBIL-3 Algebraic Expressions
 * 6th GP4, Unit 3 SBIL-2 Order of Operations
 * 7th GP1, Unit 1 SBIL-2 Order of Operations
 * 7th GP1, Unit 2 SBIL-5 Exponents only
 * 7th GP1, Unit 3 SBIL 3 Simplyifying Expressions Using the Distributive Property
 * 6th 1-4, 1-5, 1-6
 * 7th 1-2, 1-3, 1-4
 * The Djinni’s Offer: @http://illustrativemathematics.org/illustrations/532
 * Distance to School: @http://illustrativemathematics.org/illustrations/540
 * Rectangle Perimeter 1: @http://illustrativemathematics.org/illustrations/421
 * Diverse Learners **
 * Odyssey (teacher discretion)
 * Skills Tutor (teacher discretion)
 * Math’scool: 1.1, 7.1,
 * Math.com (@http://www.math.com/school/subject2/lessons/S2U2L3GL.html, @http://www.math.com/school/subject2/lessons/S2U1L2GL.html, @http://www.math.com/school/subject2/lessons/S2U2L2GL.html)


 * Homework **
 * ** @http://www.kutasoftware.com/free.html ** 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 ||   || 
 * || ** Multicultural Concepts **
 * Lesson Plan in Word Format** (Click Cancel if asked to Log In)

 
 * Resources **
 * Professional Texts ** 
 * Literary Texts ** 


 * Informational Texts **
 * See New York Common Core Aligned Task (other resources) @http://schools.nyc.gov/Academics/CommonCoreLibrary/SeeStudentWork/default.htm


 * Art, Music, and Media **

 ** Games **  ** Videos **
 * Manipulatives **
 * www.nlvm.usu.edu
 * Graphing calculators
 * www.mathplayground.com
 * @http://www.sumdog.com/ Variety of games covering many math topics
 * Discovery Learning @http://www.discoveryeducation.com/


 * Websites **
 * @http://www.khanacademy.org/math
 * @http://www.tli.net/ TLI Quiz Builder
 * @http://webmath.com//.//


 * Sight Words ** 


 * SMART Board Lessons, Promethean Lessons **
 * Smartboard Resource Website Smartboard lesson search engine


 * Other Activities, etc. **

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || 6 Matrix ||= 6 PAP Matrix ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||  ||   ||
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