6.EE.B.5: Reason about and solve one-variable equations and inequalities.

TEACHER:Terri Pemberton / SUBJECT: 6th Grade Math
STANDARD:6.EE.B.5 - 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 inequliaty true.
STUDENT TARGET:
Understand the meaning of the equality and inequality symbols and determine whether not a number sentence is true based on the symbol given.
Determine whether or not a given value is a solution for the given equation or inequality.
EVIDENCE OF MASTERY (MEASURABLE):
SUB-OBJECTIVES: SWBAT explain what <,>,=, ≤, and ≥ represent and determine whether of not a number sentence is true or false based on the equality and inequality symbol.
SWBAT determine whether or not a given variable is a solution of the equality or inequality.
KEY VOCABULARY: equation, inequality, substitution, solve, solution / MATERIALS:
White boards and markers
Masking Tape
Measuring Tape
Deck of cards for each pair of students
“Dueling Deck” Handout (attached)
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO STUDENT INTEREST)
BEFORE / TEACHER WILL:
Ask students to explain the meaning of each of the symbols on the board using a T-chart (<,>,=, ≤, and ≥) and come up with a number sentence for each symbol.
(Practice saying each of the symbols correctly.) / STUDENT WILL:
Brainstorm the meaning of each symbol and come up with a number sentence for each symbol.
DURING / TEACHER WILL
Bring several students up to the board and measure their heights in inches using tape to mark the height.
Ask groups/pairs of students to come up with 3-5 number sentences based on heights and 3-5 algebraic expressions/inequalities based on heights.
Discuss how the inequality would change if “John” grew “x” number of inches over the summer but “Lisa” did not.
Give each pair of students a “Dueling Decks” worksheet and go over the rules of the game. / STUDENT WILL:
In groups create 3-5 number sentences and 3-5 algebraic expressions/inequalities based off of students heights.
In partners,play “Dueling Deck”.
AFTER / TEACHER WILL:
Bring students back together and discuss which player won.
Guide students to discover why they got the results they got.
Discuss/review the vocabulary and meaning of symbols for use in their paragraph.
Ask students to write a paragraph explaining how you can determine the value of a variable in an equality or inequality that makes it true. Use words, numbers and pictures. / STUDENT WILL:
Discuss which player won, the player who was the “true” answer or the one who was the “false” answer.Why do you think you got the results that you got?
Discuss with shoulder partner the vocabulary definitions and meaning of symbols and be prepared to share with the class and use in your paragraph.
Write a paragraph explaining how you can determine the value of a variable in an equality or inequality that makes it true. Use words, numbers, and pictures.

“Dueling Deck”

  • Player on the left will be player 1, player on the right, player 2.
  • Shuffle the deck of cards and place the deck in the middle of both players.
  • Look at the problem for #1.
  • Player 1 flips over a card.
  • If the card flipped makes the equality/inequality TRUE, player 1 gets a point. If the card flipped makes the equality/inequality FALSE, then player 2 gets a point.
  • Use the score sheet provided to keep score and continue playing the game until you have evaluated all the equalities/inequalities. (If time allows, flip over 2-3 cards per equality/inequality and keep score the same way.)

Score Sheet

Name Player 1 (TRUE) / Name Player 2 (FALSE)

Equalities/Inequalities

  1. X + 4 = 129. 10x ≥75
  2. 4x > 1510. 2.5 + t > 15
  3. 15/3 < x11. ≤ 30
  4. F – 3 ≥ 712. 4 ½ + c < 8
  5. 6x = 1213. 20.5 – x ≥ 10
  6. 2y ≤ 2614. 3x = 21
  7. 9x < 5415. + 2 > 36
  8. X + 16 > 3616. 4x – 2 < 8