Bettie Boepple
Week of 03/26/18
Weekly focus: Writing and Solving Equations/Inequalities
This Week’s TEKS:
- 6.1A The student will apply mathematics to problems arising in everyday life, society, and the workplace.
- 6.1C The student will select tools, including real objects, manipulatives, paper and pencil, and techology as appropriate, and techniques, including mental math, estimation, and number sense to solve problems.as appropriate, and techniques, including mental math, estimation, and number sense to solve problems.
- 6.7A The student will generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization.
- 6.1E The student will create and use representations to organize, record, and communicate mathematical ideas.
- 6.7B The student will distinguish between expressions and equations verbally, numerically, and algebraically.
- 6.9C The student will write corresponding real-world problems given one-variable, one-step equations or inequalities.
- 6.9B The student will represent solutions for one-variable, one-step equations and inequalities on number lines.
ELPS:
1A Use prior knowledge and experiences
ACADEMIC VOCABULARY: inverse operation, combining like terms, solution, inequality, less than or equal to, less than, greater than or equal to, greater than
Monday / Tuesday / Wednesday / Thursday / Friday
Learning Intention(s) / What situations are represented by inequalities? / What situations are represented by inequalities? / How can I use formulas to solve area of shapes?
Success
Criteria / I can write and graph inequalities from real world situations. / I can write and graph inequalities from real world situations. / I can substitute into my formula the given values and solve for the missing piece.
Engage
Lesson
Activities &
Structured Practice / 6th grade
Learning Assessment
Work on the review after the learning assessment is finished / Review
Pick questions that you feel are going to confuse the kids and assign them to groups to “teach” / Test 4.1
/ Area of a Parallelogram
Explore the relationship between area rectangle and parallelogram
Example / No school
Differentiation / Differentiation
☐ Tiered Assignment
☐ Compacting
☐ Interest Center/Group
☐ Flexible Grouping
☐ Learning Contract
☐ Choice Board / Differentiation
☐ Tiered Assignment
☐ Compacting
☐ Interest Center/Group
☐ Flexible Grouping
☐ Learning Contract
☐ Choice Board / Differentiation
☐ Tiered Assignment
☐ Compacting
☐ Interest Center/Group
☐ Flexible Grouping
☐ Learning Contract
☐ Choice Board / Differentiation
☐ Tiered Assignment
☐ Compacting
☐ Interest Center/Group
☐ Flexible Grouping
☐ Learning Contract
☐ Choice Board
Essential Questions & Misconceptions /
- Which verbal descriptions utilize the same operations?
- How can you represent the information in this problem?
- Describe the difference in situations represented by and equation and one represented by an inequality.
- How do you determine the inequality symbol that represents a situation?
Quick Check / Any questions before tomorrow’s test. / Why do you think we do this unit after solving equations?
Assignment / Review due tomorrow / p. 344 & 374
Post answers to Schoology for review
Targeted ELL Students / Teachers need to:
- Allow students to work in partners and small group
- Check for understanding after a concept has been taught
- Provide opportunities for students to ask questions for clarification
Accommodations