6th Grade Math HOMEWORK ANSWERS

Lesson 11 Exit Ticket

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Lesson 12 Exit Ticket

Expressions and Equations

Expanding, Factoring, and Distributing Expressions

Common Core: Engage New York

6.EE.1, 6.EE.2, 6.EE.3 and 6.EE.4

Lessons 9-14: 6.EE.2a, 6.EE.2b, 6.EE.3, 6.EE.4

Lessons 13 & 14: Writing Division Expressions

What does 6.EE.A.2 cover? • 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.

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.

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=6𝑠2 to find the volume and surface area of a cube with sides of length 𝑠=1/2.

What does 6.EE.A.3 cover?

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.

What does 6.EE.A.4 cover?

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.

Table of Contents

Date Title Page

3/17/14 F8 ENY L11&12- Factoring & Distributing Marzano:

Fresh Left

3/18/14 F8 ENY L13&14- Writing Division Expressions Marzano:

Fresh Left

Pre- ???/??? Post- ???/???

Pre- ???/??? Post- ???/???

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Before we start the Learning Target Lesson, think about the

Learning Target for today….

How much prior knowledge do you have regarding that goal?

Chart your prior knowledge using your pre-target score icon.

Today, I work towards achieving the Learning Goal

by focusing on the Learning Target for this lesson.

I will write numerical expressions in two

forms, 𝑑𝑖𝑣𝑖𝑑𝑒𝑛𝑑÷𝑑𝑖𝑣𝑖𝑠𝑜𝑟 and 𝑑𝑖𝑣𝑖𝑑𝑒𝑛𝑑

𝑑𝑖𝑣𝑖𝑠𝑜𝑟,

and note the relationship between the two.

Take a moment to ANALYZE today’s Learning Target, using Marzano’s scale (0-4) evaluate and rate your prior knowledge, understanding and application.

Focus 8 Algebraic Expression Learning Goal

• I am able to work with numerical expressions and use letters to represent unknowns in problem solving situations

• I am able to investigate and apply properties of operation in numerical contexts, such as the associative, distributive, and commutative properties.

• I can build on my understanding of inverse operations to solve algebraic expressions.

Lesson 13: Writing Division Expressions- Ex. 1

Lesson 13: Writing Division Expressions- Ex. 2

Lesson 13: Writing Division Expressions- Ex. 3

Lesson 13: Writing Division Expressions

Lesson 13 Closing

Explain to your neighbor how you would rewrite any division problem using a fraction.

• The dividend would become the numerator and the divisor would become the denominator.

Lesson 14: Writing Division Expressions

Lesson 14: Writing Division Expressions- Ex. 1

Lesson 14: Writing Division Expressions- Ex. 2

Lesson 14: Writing Division Expressions

Lesson 14 Closing Have two pairs of students trade pages to check each other’s work. If all of the boxes are correct, students will need to write a sentence that summarizes why the expressions are equivalent. If there are mistakes, the students will need to write sentences to explain how to correct it.

• Then have students evaluate some of the expressions. Many answers will need to be written as a fraction or decimal answer.

• Set A: 𝑝 = 3, 𝑤 = 5, 𝑎 = 10

Set B: ℎ = 4, 𝑗 = 8, 𝑎 = 10

Set C: 𝑘 = 2, 𝑎 = 10, 𝑐 = 6

Today, I worked towards achieving the Learning Goal by

mastering the Learning Target for this lesson.

I CAN write numerical expressions in two

forms, 𝑑𝑖𝑣𝑖𝑑𝑒𝑛𝑑÷𝑑𝑖𝑣𝑖𝑠𝑜𝑟 and 𝑑𝑖𝑣𝑖𝑑𝑒𝑛𝑑

𝑑𝑖𝑣𝑖𝑠𝑜𝑟,

and note the relationship between the two.

Take a moment to REFLECT on today’s Learning Target, using Marzano’s scale (0-4) evaluate and rate how you

built upon your prior knowledge, demonstrated understanding and application.

6th Grade Math HOMEWORK

Lesson 13 Exit Ticket

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Lesson 14 Exit Ticket