M/J Grade 6 Mathematics
/ Unit : 4Modules 11-12
/ Dates:
Jan 21-25
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / MAFS.6.EE.1.1: (DOK 1)
Write and evaluate numerical expressions involving whole-number exponents. [procedural]
Write numerical expressions involving whole number exponents Ex. 34 = 3 x 3 x 3 x3
Evaluate numerical expressions involving number exponents Ex. 34= 3 x 3 x 3 x 3 = 81
Solve order of operation problems that contain exponents. Ex. 3 + 22−(2+3)=2
MAFS.6.EE.1.2: (DOK 2)
Write, read, and evaluate expressions in which letters stand for numbers.
a. 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. [conceptual]
b. 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. [conceptual]
c. 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. [application, procedural]
Use numbers and variables to represent desired operations.
Translating written phrases into algebraic expressions.
Translating algebraic expressions into written phrases.
Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, and coefficient).
Identify parts of an expression as a single entity, even if not a monomial. Substitute specific values for variables.
Evaluate algebraic expressions including those that arise from real-world problems. Apply order of operations when there are no parentheses for expressions that include whole number exponents.
MAFS.6.EE.1.3: (DOK 1): 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. [procedural]
Generate equivalent expressions using the properties of operations.
Apply the properties of operations to generate equivalent expressions.
MAFS.6.EE.1.4: (DOK 2) 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. [conceptual]
Recognize when two expressions are equivalent.
Prove that two equations are equivalent no matter what number is substituted.
MAFS.6.EE.2.6: (DOK 3)
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. [conceptual, application]
Recognize that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
Relate variables to a context.
Write expressions when solving a real world or mathematical problem.
Learning Goal: / Students will be able to model real-world problems with variable expressions and use algebraic rules to solve the problems.
Assessments / Pre Assessment: LakecountySchoology.com
Formative Assessments: MARS Task, EngageNY, IXL, HMH Quiz, Illustrative Mathematics,
Summative Assessment: eduphoria, schoology, HMH online Test
Essential Question(s): / Module 9
1. How do you use exponents to represent numbers?
2. How do you write the prime factorization of a number?
3. How do you use the order of operations to simplify expression with exponents?
4. How can you generate equivalent numerical expressions and use them to solve real-world problems?
Module 10
1. How can you model and write algebraic expressions?
2. How can you use the order of operations to evaluate algebraic expressions?
3. How can you identify and write equivalent expressions?
4. How can you generate equivalent algebraic expressions and use them to solve real-world problems?
Progress Monitoring/ Feedback Loop / Pre-assessment, PL Flow, May do’s, Must do’s, Thinking maps, and post test.
Higher Order Question(s) / Module 9
What properties could we use to find a solution?
Could you have used another operation or property to solve the task? Why or why not?
Why is the tool you chose better than other possible tools?
Why is it helpful to use_____?
Module 10
What do the numbers or symbols used in the problem represent?
What is the relationship of the quantities?
What mathematical terms or symbols should be used in this situation?
How are you showing the meaning of the quantities?
Key Vocabulary / Algebraic expression Coefficient Constant Equivalent expression Evaluating Like terms Term Variable
Monday /
Unit: 5 Module 11-12
/ Rigor Level: 2Daily Agenda
Daily Objective /
- I can use models to solve adding and subtracting equations problems
BELL RINGER /
- On board
I DO: /
- Review Bellwork
- Mini lesson on equations using algebra tiles
WE DO: /
- Use algebra tiles to represent equations
YOU DO: /
- Develop a rule for solving equations
Homework /
- N/a
Tuesday /
Unit: 5 Module 11-12
/ Rigor Level: 2Daily Agenda
Daily Objective /
- I can solve one step equations
BELL RINGER /
- On board
I DO: /
- Review Bellwork
- Small group as needed
WE DO: /
- Solve one step equations
YOU DO: /
- Begin IXL assignment or workbook pages
Homework /
- Students should be bringing homework home at least 2x per week. They may continue anything on their flow sheet except the test.
Wednesday /
Unit: 5 Module 11-12
/ Rigor Level: 2Daily Agenda
Daily Objective /
- I can solve one step equations
BELL RINGER /
- On board
I DO: /
- Review Bellwork
- Small group as needed
WE DO: /
- Solve one step equations
YOU DO: /
- Begin IXL assignments or workbook pages
Homework /
- Students will need to finish IXL or workbook pages for homework (whichever is left after 2 work days in class)
Thursday /
Unit: 5 Module 11-12
/ Rigor Level: 2Daily Agenda
Daily Objective /
- I can write and apply equations to real world problems
BELL RINGER /
- On board
I DO: /
- Review Bellwork
- Mini lesson on real world applications (new pony problem)
WE DO: /
- Centers activity on real world applications of equations
YOU DO: /
- Work with a partner and pick one real world problem to complete
Homework /
- Students will need to finish IXL or workbook pages for homework (whichever is left after 2 work days in class)
Friday /
Unit: 5 Module 11-12
/ Rigor Level: 2Daily Agenda
Daily Objective /
- I can write and solve equations
BELL RINGER /
- On board
I DO: /
- Review Bellwork
- Remediation day
WE DO: /
- Remediation
- PL Day
You DO: /
- Work Flow
Homework /
- Finish any work needed to be done.
Note: Learning Scales and Accommodations are below.
WICR Strategies used during each unit.Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
- Read directions for the student
- Check for understanding
- Allow to leave class for assistance
- Extra time for exams
- Daily agenda
- Allow student time to step out to de-escalate
- Testing in small groups
- Use of a planner/binder for organization
- English Language Dictionary
- Extended time on assignments =1 day
- Preferential seating
- Written direction given
- Break directions into chunks
- Read Aloud to Students
- Visual manipulatives
- Cooperative Learning,
- Vocabulary, Description, Introduction,
Student Friendly Mathematical Practice Statements
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
• Make a plan!
• Try different approaches when your problem is hard.
• Solve your problem in more than one way.
• Check whether your solution makes sense.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
• Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
• Explain both what to do and why it works.
• Work to make sense of others’ mathematical thinking.
MAFS.K.12.MP.4.1 Model with mathematics.
• Apply math to real-world situations.
• Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
• Choose appropriate tools for your problem.
• Use mathematical tools correctly and efficiently.
• Estimate and use what you know to check the answers you find using tools.
MAFS.K12.MP.6.1 Attend to precision.
• Communicate your mathematical thinking clearly and precisely.
• Use the level of precision you need for your problem.
• Be accurate when you count, measure, and calculate.
MAFS.K12.MP.7.1 Look for and make use of structure.
• Find, extend, analyze, and create patterns.
• Use patterns and structures to solve problems.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
• Use patterns and structures to create and explain rules and shortcuts.
• Use properties, rules, and shortcuts to solve problems.
• Reflect on your thinking before, during, and after you solve a problem.