Shelby County Schools’ mathematics instructional maps are ... 6 2016_17 Q2 9… · Web viewUtah...

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter 2 Grade 6

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

Shelby County Schools 2016/2017Revised 9/14/16

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In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


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The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with

longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025.


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Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe 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



To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:


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The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Standards for Mathematical Practice


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https://www.tn.gov/education/article/mathematics-standards



Mathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.


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https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view



Purpose of the Mathematics Curriculum Maps


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This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including sample questions, tasks and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.


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The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade-level specific standards, including purposeful support of literacy and language learning across the content areas.


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Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades 6-8 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards; therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials.


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The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.

How to Use the Mathematics Curriculum MapsShelby County Schools 2016/2017

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OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide some non-summative assessment items.

Tennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards that


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supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teacher’s responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, etc.). Support for the development of these lesson objectives can be found under the column titled ‘Content’. The enduring understandings will help clarify the “big picture”


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of the standard. The essential questions break that picture down into smaller questions and the objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Resources column. Throughout the map you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.


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Topics Addressed in QuarterUse Positive & Negative Numbers to Represent Quantities in Real-World ContextRational Numbers and the Number LineRational Numbers and the Coordinate Plane

Ordering Rational NumbersGraphing PointsDraw Polygons in Coordinate Plane


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Absolute Value of Rational Numbers

Overview By quarter 2 students are familiar with the number line and determining the location of positive fractions, decimals, and whole numbers from previous grades. Students will extend the number line (both horizontally and vertically) to include the opposites of whole numbers (6.NS.C.6a, 6.NS.C.6c). The number line model is extended to two-dimensions, as students use the coordinate plane to model and solve real-world problems involving rational numbers (6.NS.C.6b, 6.NS.8, 6.G.3). Next, students will extend their arithmetic work to include using letters to represent numbers in order to understand that letters are simply "stand-ins" for numbers and that arithmetic is carried out exactly as it is with numbers (6.EE.A.2c). Students explore operations in terms of verbal expressions and determine that arithmetic


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properties hold true with expressions (6.EE.A.3). They understand the relationships of operations and use them to generate equivalent expressions (6.EE.A.4, 6.G.A.1), ultimately extending arithmetic properties from manipulating numbers to manipulating expressions and to evaluating expressions in order to develop and evaluate formulas.

Grade Level Standard Type of Rigor Foundational Standards Sample Assessment Items6.NS.5 Conceptual Understanding Learn Zillion: 6.NS.5-76.NS.6 Conceptual Understanding 6.NS.5, 5.G.1 Learn Zillion: 6.NS.6 & 8


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https://learnzillion.com/lesson_plans/4293-summative-assessment-grade-6-unit-7

https://learnzillion.com/resources/64218-extending-the-number-system



6.NS.7 Conceptual Understanding TNCore Assessment Task: 6.NS.76.NS.8 Procedural Skill and Fluency 5.G.2, 6.NS.66.EE.1 Procedural Skill and Fluency 5.NBT.2 Achieve the Core: 6.EE6.EE.2 Procedural Skill and Fluency 5.OA.2, 5.OA.3 Learn Zillion: 6.EE.1-26.EE.3 Application 5.OA.2, 6.NS.4 TNCore Assessment Task: 6.EE.3-46.EE.4 Conceptual Understanding 5.OA.2, 6.NS.46.G.1 Application 5.NF.4


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http://tncore.org/math/assessment_tasks/grades/g6.aspx

https://learnzillion.com/lesson_plans/4299-summative-assessment-grade-6-unit-8

http://achievethecore.org/page/910/extending-previous-understandings-of-properties-mini-assessment

http://tncore.org/sites/www/Uploads/CRA_Tasks/npIFL/0G6AbsoluteValue.pdf



6.G.3 Application 5.G.2Engage NY Assessment: Select Grade 6

Fluency NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to


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https://www.engageny.org/resource/new-york-state-common-core-sample-questions



transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.

The fluency standards for 6th grade listed below should be incorporated throughout your instruction over the course of the school year. Click Engage NY Fluency Support to access exercises that can be used as a supplement in conjunction with building conceptual understanding.


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https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021

https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021



6.NS.2 Fluently divide multi-digit numbers using standard algorithms 6.NS.3 Fluently add, subtract, multiply and divide multi-digit decimals

References:

https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/


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http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/

http://www.corestandards.org/

https://www.engageny.org/



http://achievethecore.org/


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http://achievethecore.org/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESRational Numbers, Number Lines and Absolute Value

(Allow approximately 3 weeks for instruction, review and assessment)Domain: The Number System Enduring Understanding(s): Glencoe Vocabulary: positive number, negative


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Cluster: Apply and extend previous understandings of numbers to the system of rational numbers.

6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions

The system of rational numbers includes negative numbers as well as positive ones.

Essential Question(s): How are positive and/or negative numbers

used in real-life situations? How is absolute value used in real-world

situations?

7-3B Integers and Absolute Value (p. 419 only and Problem Solving and H.O.T. problems)

Holt11-1 Integers and Absolute Value

Building Conceptual Understanding:

number, integer, opposite, quadrant

Writing in Math:Students will write down 5 real-world situations that can be represented by integers (e.g., a gain or loss of points at a soccer game, elevation of a mountain). After explaining why


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESor values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Objective(s): Students will use a number line to explore

the absolute value of an integer. Students use positive integers to locate

negative integers by moving in the opposite direction from zero.

Students use positive and negative

TN Task Arc: Locating, Ordering and Finding... 6.NS.C.5 (Tasks 1, 3 5-7)Engage NY: Real-World Positive & Negative Numbers & Zero Lesson 2Utah Education Network Lesson Plans: Combining Integers

Choose from the following resources and

the situation is positive or negative, they will draw a number line and graph the points.Integers on a Number Line/Real-World Situations


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http://www.mathgoodies.com/lessons/vol5/intro_integers.html

http://www.mathgoodies.com/lessons/vol5/intro_integers.html

http://www.uen.org/Lessonplan/preview?LPid=19833

http://www.uen.org/Lessonplan/preview?LPid=19833

https://www.engageny.org/resource/grade-6-mathematics-module-3-topic-lesson-2


http://www.edutoolbox.org/rasp/680?route=tntools/list/grade/819/955/6




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESnumbers to indicate a change (gain or loss) in elevation with a fixed reference point, temperature, and the balance in a bank account.

Additional Information:Example(s):a. Use an integer to represent 25 feet below

use them to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.

Recommended Additional Lesson(s):Engage NY: Positive & Negative Numbers on a Number Line-Opposite Direction & Value


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESsea levelb. Use an integer to represent 25 feet above sea level.c. What would 0 (zero) represent in the scenario above?

Solution:a. -25

Lesson 1Engage NY: Real-World Positive & Negative Numbers & Zero Lesson 3

Task(s):You must establish a free account to access Edutoolbox.org resources.TN Task: Fun at the Ocean 6.NS.C.5,


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http://www.edutoolbox.org/tntools/list/grade/819/955/6#958






TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESb. +25c. 0 would represent sea level

The Great Barrier Reef is the world’s largest reef system and is located off the coast ofAustralia. It reaches from the surface of the ocean to a depth of 150 meters. Students could represent this value as less than

6.NS.C.6, 6.NS.C.7TN Assessment Task: Ordering Task

Additional Resource(s):Contest Winner & Positive and Negative Events Tasks (Scroll to 6.NS.C.5 section)Math Station Activities pp. 22 & 29


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http://www.debbiewaggoner.com/uploads/1/2/9/9/12998469/station_activites_for_6th_grade_math.pdf

https://www.educateiowa.gov/sites/files/ed/documents/NAEP%20-%20Grade%206%20Tasks%20-%20The%20Number%20System.pdf

https://www.educateiowa.gov/sites/files/ed/documents/NAEP%20-%20Grade%206%20Tasks%20-%20The%20Number%20System.pdf


http://www.edutoolbox.org/tntools/list/grade/819/955/6#958



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES -150 meters or a depth no greater than 150 meters below sea level.

Recognize that an account balance less than – 30 dollars represents a debt greater than 30 dollars.

Correlated iReady Lesson(s): Four-Digit Dividends


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESDomain: The Number SystemCluster: Apply and extend previous understandings of numbers to the system of rational numbers.

6.NS.C.6: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar

Enduring Understanding(s): Points can be graphed in all four quadrants

of a coordinate grid by using ordered pairs to determine location.

A rational number can be represented as a point on a number line and the number line can be used as a tool to order rational numbers.

Glencoe7-3C The Coordinate Plane (page 423-427)

Holt11-3 Coordinate Plane (p. 604-607)11–4 Transformations in the Coordinate Plane

Vocabulary: coordinate plane, axes, x-axis, y-axis, quadrants, origin, x-coordinate, y-coordinate, polygon, reflection

Writing in Math:Ask students to define “opposite” as it relates to integers on a number line.


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http://www.tn.gov/education/standards/math/std_math_gr_6.pdf



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESfrom previous grades to represent points on the line and in the plane with negative number coordinates.6.NS.C.6a Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., – (–3) = 3, and that 0 is its

Essential Question(s): How do you locate points in the coordinate

plane?

Objective(s): Students will construct the coordinate

plane’s vertical and horizontal axes and

(pg. 608-611) (Only cover the examples and exercises that deal with Reflections because 6.NS.C.6b only refers to reflections and the other transformations will be addressed in 8th grade.)

Building Conceptual Understanding:CMP CCSS Investigation 3: Integers and the

Graphic Organizer:Vocabulary Building: Students are to make flash cards and/or Frayer Model for the vocabulary words. Students are to write the definition of the word on the front of the card and draw an illustration on the back of the card.Frayer Model Example


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https://wvde.state.wv.us/strategybank/FrayerModel.html

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CFMQFjAI&url=http%3A%2F%2Fstaff.rentonschools.us%2Frenton%2Fsecondary-math%2Fmath-6-ccss-m-resources%2Fdownload%2F6th%2BTECMP2_CC_G6TG.pdf%3Fid%3D188929&ei=gPmTVeypPILk-AHh5oC4BA&usg=AFQjCNGCAjCVjM-mK5B-zk23TWhcbX2FVQ




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESown opposite.6.NS.C.6b Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.6.NS.C.6c Find and position integers and

discover the relationship between the four quadrants and the signs of the coordinates of points that lie in each quadrant

Students will use reflections to change the positions of figures in the coordinate plane.

Students will recognize that finding the opposite of any rational number is the same as finding an integer’s opposite.

Coordinate Plane (p. 23 if printed; p. 67 if viewing from computer and student pages began on p.79)TN Task Arc: Locating, Ordering & Finding Distance Between Integers (Task 2)

Choose from the following resources and use them to ensure that the intended

Create a two-tab foldable to help students understand the concepts of distance on the coordinate plane. Label one Flap “Reflection across the x-axis.” Label the other flap “Reflection across the y-axis.” Write important ideas about each type of reflection under the appropriate flap.Foldable Link


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http://glencoe.com/sites/common_assets/mathematics/0078916399/worksheets/fold.pdf

http://tncore.org/math/instructional_resources/grades/grade6.aspx







TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESother rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

Students will recognize that two rational numbers that lie on the same side of zero will have the same sign, while those that lie on opposites sides of zero will have opposite signs.

Additional Information:Number lines can be used to show numbers

outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.

Recommended Additional Lesson(s):Engage NY: 6.NS.6 (Choose lessons from Module 3 Topics A-C)Engage NY: Lesson 4 The Opposite of a

Coordinate Plane Guided Notes and Foldable Activity


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http://teachers.henrico.k12.va.us/math/HCPSCourse1/6-11/6.11_CoordinatePlaneUnit.pdf

http://teachers.henrico.k12.va.us/math/HCPSCourse1/6-11/6.11_CoordinatePlaneUnit.pdf


https://www.engageny.org/resource/grade-6-mathematics-module-3

https://www.engageny.org/resource/grade-6-mathematics-module-3



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESand their opposites. Both 3 and -3 are 3 units from zero on the number line. Graphing points and reflecting across zero on a number line extends to graphing and reflecting points across axes on a coordinate grid. The use of both horizontal and vertical number line models facilitates the movement from number lines to coordinate grids.

Number (Problem Set Lesson)Engage NY: Lesson 5 The Opposite of a Number's Opposite (Problem Set Lesson)Engage NY: Lesson 6 Rational Numbers on a Number Line

Task(s):Illustrative Math: Reflecting Points over


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https://www.illustrativemathematics.org/content-standards/6/NS/C/6/tasks/2009









Students recognize the point where the x-axis and y-axis intersect as the origin. Students

Coordinate axesIllustrative Math: Plotting Points in the Coordinate PlaneIllustrative Math: Integers on a Number lineIllustrative Math: Extending the Number lineAmusement Park Task. (Scroll to 6.NS C.6 section)


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http://grade6commoncoremath.wikispaces.hcpss.org/Unit+2+The+Number+System








TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESidentify the four quadrants and are able to identify the quadrant for an ordered pair based on the signs of the coordinates. For example, students recognize that in Quadrant II, the signs of all ordered pairs would be (–, +).

Additional Resources:Math Station Activities: Refer to p. 15-28Learn Zillion.com: Opposites and the Meaning of ZeroLearn Zillion.com: The Opposite of an Opposite

Correlated iReady Lesson(s):Shelby County Schools 2016/2017

Revised 9/14/1640 of 100

https://learnzillion.com/lesson_plans/3972-find-the-opposite-of-an-opposite

https://learnzillion.com/lesson_plans/3972-find-the-opposite-of-an-opposite

https://learnzillion.com/lesson_plans/3969-find-opposites-and-the-meaning-of-zero

https://learnzillion.com/lesson_plans/3969-find-opposites-and-the-meaning-of-zero

https://drive.google.com/file/d/0B83r9RBkwHBQbDJ3LVNZYUJzdzQ/edit



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES Rational Numbers and Absolute

Value Plotting Ordered Pairs Review Plotting Ordered Pairs Coordinate Plane and Absolute

Value Rational Numbers and Absolute

Value


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESDomain: The Number SystemCluster: Apply and extend previous understandings of numbers to the system of rational numbers.

6.NS.C.7 Understand ordering and absolute value of rational numbers.6.NS.C.7a Interpret statements of inequality as

Enduring Understanding(s): Absolute value can be described in more

than one way, depending upon the real-world context. It can be distance, or it can be size (magnitude)

Essential Question(s): How do you use positive and negative

Glencoe7-2A Solve Inequalities Using Models7-2B Inequalities7-2D Write and Graph Inequalities7-3A Explore Absolute Value7-3B Integers & Absolute ValueAdditional Lesson 5 - Compare and Order

Vocabulary: rational number, absolute value, magnitude, greater than ( >), less than ( < ), greater than or equal to (≥), less than or equal to ( ≤)

Writing in Math:Students will analyze pre-cut number line strips that have two numbers on them, and write


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESstatements about the relative position of two numbers on a number line.6.NS.C.7b Write, interpret, and explain statements of order for rational numbers in real-world contexts.6.NS.C.7c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute as magnitude

numbers to describe quantities having opposite values?

What is absolute value?

Objective(s): Students will order rational numbers on a

number line. Students will interpret statements of

Integers (page 795-798)Holt

11-1 Integers and Absolute Value (page 594-597)11-2 Comparing and Ordering Integers(page 598-601)

inequalities as well as make statements about the relationships between the numbers. To illustrate, if students are given a number line strip with a 5 and 3 on it, they should be able to write the inequality 5>3 or 3<5. In addition, they should write statements of order for that same example (5 is greater than 3).


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESfor a positive or negative quantity in a real-world situation.6.NS.C.7d Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represent a debt greater than 30 dollars.

inequality as statements about relative position of two numbers on a number line diagram.

Students will write, interpret, and explain statements of order for rational numbers in real-world contexts.

Students will identify the absolute value of a rational number.

Building Conceptual Understanding:TN Task Arc: Locating, Ordering & Finding Distance Between Integers (Tasks 2,3,4 & 7) Engage NY Lessons: Order and Absolute Value

Choose from the following resources and use them to ensure that the intended

Number Line Generator for Math Journals/Activities


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http://www.math-aids.com/Number_Lines/Number_Lines.html

http://www.math-aids.com/Number_Lines/Number_Lines.html

https://www.engageny.org/resource/grade-6-mathematics-module-3-topic-b-overview

https://www.engageny.org/resource/grade-6-mathematics-module-3-topic-b-overview






TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES Students will use models to determine the

truth of inequalities.

Additional Information: Students recognize the distance from zero

as the absolute value or magnitude of a rational number. Students need multiple experiences to understand the

outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.

Recommended Additional Lesson(s):Learn Zillion: Relationship Between Rational NumbersLearn Zillion: Understand Relationship


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https://learnzillion.com/lesson_plans/3583-17-understand-the-relationships-between-two-rational-numbers-a

https://learnzillion.com/lesson_plans/3579-16-establish-the-relationships-between-two-rational-numbers-fp

https://learnzillion.com/lesson_plans/3579-16-establish-the-relationships-between-two-rational-numbers-fp



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESrelationships between numbers, absolute value, and statements about order.

Students will interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.

Students will write, interpret, and explain

Between Rational Numbers

Task(s)Illustrative Math: Comparing Temperatures TaskIllustrative Math: Jumping Flea TaskIllustrative Math: Fractions on the Number Line


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http://www.illustrativemathematics.org/illustrations/284




https://learnzillion.com/lesson_plans/3583-17-understand-the-relationships-between-two-rational-numbers-a




statements of order for rational numbers in real-world contexts. By placing two numbers on the same number line, they are able to write inequalities and make statements about the relationships between the numbers.

Case 1: Two positive numbers

TaskIllustrative Math: Integers on the Number Line 2 TaskTN Assessment Tasks: Absolute Value, Comparing on a Number Line & Temperature

Additional Resources:Better Lesson: 6.NS.7


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http://betterlesson.com/common_core/browse/333/ccss-math-content-6-ns-c-7-understand-ordering-and-absolute-value-of-rational-numbers?from=breadcrumb_core









5 > 35 is greater than 3

Case 2: One positive and one negative number

Compare and Order Integers Lesson Plan and Attachments Math Station Activities pp. 22 & 29

Correlated iReady Lesson(s): Rational Numbers and Absolute

Value


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http://betterlesson.com/community/lesson/12343/compare-and-order-integers

http://betterlesson.com/community/lesson/12343/compare-and-order-integers




3 > -3positive 3 is greater than negative 3

negative 3 is less than positive 3Case 3: Two negative numbers


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-3 > -5negative 3 is greater than negative 5

negative 5 is less than negative 3

Domain: The Number System Enduring Understanding(s): Glencoe Vocabulary: coordinate plane, absolute value,


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESCluster: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

6.NS.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find

Integers have magnitude and direction. On the coordinate plane, a point represents

the two facets of information associated with an ordered pair.

Essential Question(s): How can you find distances between points

on the same vertical or horizontal line?

Additional Lesson 6: Distance on the Coordinate Plane (p. 799-800)Lesson 7: Polygons on the Coordinate Plane (page 801-806)

Holt11-3 Coordinate Plane

x-coordinate, y-coordinate

Writing in Math:Have students explain in writing how they describe the process of locating points in a coordinate plane.


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http://tn.gov/education/article/mathematics-standards



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESdistances between points with the same first coordinate or the same second coordinate.

6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same

Objective(s): Students will calculate absolute value. Students will graph points in all four

quadrants of the coordinate plane. Students will solve real-world problems by

graphing points in all four quadrants of a coordinate plane.

Students will calculate the distances

Choose from the following resources and use them to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.

Recommended Additional Lesson(s):Engage NY Lesson 18: 6.NS.6 & 8


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https://www.engageny.org/resource/grade-6-mathematics-module-3-topic-c-lesson-18





first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. (This standard supports and extends 6.NS.8 because it asks students to apply graphing points in a

between two points with the same first coordinate or the same second coordinate using absolute value, given only coordinates.

Students will describe how to use the absolute value to find the distance between two points on the coordinate plane.

Connected Math Investigation: Integers and the Coordinate Plane (6.NS.6.B & 6.NS.8)Learn Zillion Coordinate Plane

Task(s):Illustrative Math: Distances Between Points TaskIllustrative Math: Walking the Block 6.G.3


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https://www.illustrativemathematics.org/content-standards/G/6/A/3/tasks/1997



http://learnzillion.com/lessons/1068-find-distances-on-a-map-by-comparing-ordered-pairs






coordinate plane to solve real-world problems. It will also be covered more in depth in Q3.)

Additional Information: Students understand the relationship

between two ordered pairs differing only by signs as reflections across one or both axes.

For example, in the ordered pairs (-2, 4) and (-2, -4), the y-coordinates differ only by signs,

Additional Resources:PBS Learning: Coordinate Grid VideoVirtual Nerd: Integers and the Coordinate Plane

Correlated iReady Lesson(s): Plotting Ordered Pairs


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http://www.virtualnerd.com/middle-math/integers-coordinate-plane/transformations

http://www.virtualnerd.com/middle-math/integers-coordinate-plane/transformations

http://www.pbslearningmedia.org/resource/vtl07.math.geometry.pla.coordingrd/using-a-coordinate-grid/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESwhich represents a reflection across the x-axis. A change is the x-coordinates from (-2, 4) to (2, 4), represents a reflection across the y-axis. When the signs of both coordinates change, [(2, -4) changes to (-2, 4)], the ordered pair has been reflected across both axes.

Review Plotting Ordered Pairs


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES Also, students will locate numbers on a

number line according to their placement in order of value.

Example(s):Graph the following points in the correct quadrant of the coordinate plane. If you


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reflected each point across the x-axis, what are the coordinates of the reflected points? What similarities do you notice between coordinates of the original point and the reflected point?


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(12 ,−3 12 ) ,(−1

2,−3) , (0.25, -0.75)

Note that the y-coordinates are opposites.

Students will interpret and solve mathematical problems by graphing points


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESin all four quadrants of the coordinate plane including the use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

Students will find the distance between points when ordered pairs have the same


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESx-coordinate (vertical) or same y-coordinate (horizontal)

Example(s):What is the distance between (–5, 2) and (–9, 2)?Solution: The distance would be 4 units. This would be a horizontal line since the y-


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCEScoordinates are the same. In this scenario, both coordinates are in the same quadrant. The distance can be found by using a number line to find the distance between –5 and –9. Students could also recognize that –5 is 5 units from 0 (absolute value) and that –9 is 9 units from 0 (absolute value). Since both of these are in the same quadrant, the distance


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCEScan be found by finding the difference between the distances 9 and 5. (| 9 | - | 5 |).

If the points on the coordinate plane below are the three vertices of a rectangle, what are the coordinates of the fourth vertex? How do you know? What are the length and width of the rectangle?


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To determine the distance along the x-axis Shelby County Schools 2016/2017

Revised 9/14/1663 of 100




between the point (-4, 2) and (2, 2) a student must recognize that -4 is |−4|or 4 units to the left of 0 and 2 is |2|or 2 units to the right of zero, so the two points are total of 6 units apart along the x-axis.


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Write and Evaluate Expressions( Allow approximately 3 weeks for instruction, review and assessment )

Domain: Expressions and EquationsCluster: Apply and extend previous understandings of arithmetic to algebraic expressions.

Enduring Understanding(s): Exponential notation is a way to express

repeated products of the same number. Algebraic expressions may be used to

represent and generalize mathematical

Glencoe1-3A Exponents (p. 62-65)5-1A Numerical Expressions: Order Of Operations (p. 270-273)5-1B Algebra: Variables and Expressions (p.

Vocabulary: base, exponent, powers, exponential form, expressions, numerical expressions, variable, algebraic expression

Graphic Organizer:


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES 6.EE.A.1: Write and evaluate numerical expressions involving whole-number exponents. 6.EE.A.2c: 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

problems and real life situations.

Essential Question(s): How do arithmetic properties contribute to

algebraic understanding? How do the order of operations and

properties help simplify and evaluate algebraic expressions?

274-278)

Holt1–2 Exponents (p. 10-13)1-3 Order Of Operations (p. 18-21)2-1 Variables and Expressions (p. 50-53)

Building Conceptual Understanding:

Students will create information frames on the following vocabulary words include: Information frames can be used to help students organize and remember concepts. Students write the topic in the middle rectangle. Then students write related concepts in the spaces around the rectangle. Related concepts can include words, numbers, example, definition, non-


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESnumber exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).

6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by

How does the result change when the value of the variable is changed?

Objective(s): Students will evaluate expressions that

include whole-number exponents. Students will substitute values for variables

and evaluate expressions.

EngageNY Lessons: 6.EE.1 Lessons 5 & 6Learn Zillion: Understanding Algebraic ExpressionsLearn Zillion: Evaluate Algebraic Expressions

Choose from the following resources and use them to ensure that the intended outcome and level of rigor (mainly

example, procedure, or details.Information Frame Graphic Organizer


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https://ca.bigideasmath.com/protected/content/mtp/2014/mtp_graphic_organizers.pdf

https://learnzillion.com/lesson_plans/9607-4-write-and-evaluate-algebraic-expressions-to-solve-problems-a

https://learnzillion.com/lesson_plans/1975-1-understand-that-algebraic-expressions-represent-both-instructions-and-a-quantity-c

https://learnzillion.com/lesson_plans/1975-1-understand-that-algebraic-expressions-represent-both-instructions-and-a-quantity-c

https://www.engageny.org/ccls-math/6ee1



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCEScomposing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

(This standard supports 6.EE.a and

Students will use the order of operations to simplify expressions and solve problems

Additional Information: Order of operations is introduced

throughout elementary grades, including the use of grouping symbols, ( ), { }, and

[ ] in 5th grade. Order of operations with

conceptual understanding and application) of the standards are met.

Recommended Additional Lesson(s):Learn Zillion: Write and Evaluate Algebraic Expressions

Task(s):Shelby County Schools 2016/2017

Revised 9/14/1671 of 100

https://learnzillion.com/lesson_plans/3504-3-write-and-evaluate-algebraic-expressions-containing-exponents-fp

https://learnzillion.com/lesson_plans/3504-3-write-and-evaluate-algebraic-expressions-containing-exponents-fp



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES6.EE.2c. because it shows the usefulness of exponential notation in a geometric context and it gives students an opportunity to see that sometimes it is easier to write a number as a numeric expression rather than evaluating the

exponents is the focus in 6th grade. Students demonstrate the meaning of

exponents to write and evaluate numerical expressions with whole number exponents.

Problems involve expressing b-fold products a∙a∙…∙a in the form ab, where a and b are non-zero whole numbers.

Illustrative Math: Djinni's Offer ExponentIllustrative Math: Sierpinski's CarpetIllustrative Math: Exponent Experimentation 1Illustrative Math: Exponent Experimentation 2TN Assessment Task: Expressions 6.EE.A.1

Additional Resources:Math Station Activities p. 60


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https://www.illustrativemathematics.org/content-standards/6/EE/A/1/tasks/2224






TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESexpression. This standard will be covered in Q3)

Students are not required to use of the laws of exponents.

Numerical values in these expressions may include whole numbers, fractions, and decimals.

Students will evaluate expressions with the understanding that a variable is a letter used to represent a number.

Exponents Interactive Jeopardy(Click on ‘The Game’ near center of page)

Correlated iReady Lesson(s): Numerical Expressions and Order of

Operations Algebraic Expressions


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http://www.math-play.com/Exponents-Jeopardy/Exponents-Jeopardy.html




Example(s):

Evaluate:43 (Solution: 4 x 4 x 4 = 64)5 + 24 ● 6 (Solution: 5+ 2x2x2x2 x 6= 101)72 – 24 ÷ 3 + 25 (Solution: 7x7-24÷3+25= 67)


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Evaluate 5(n + 3) – 7n, when n = 12

Solution:5(1/2 + 3) - 7(1/2)5(3 1/2) - 3 1/2 note: 7(1/2)=7/2=3 1/217 1/2 - 3 1/214


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESStudents may also reason that 5 groups of 3 1/2 take away 1 group of 3 1/2 would give 4 groups of 3 1/2. Multiply 4 times 3 1/2 to get 14.

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.


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6.EE.A.2: Write, read, and evaluate expressions in which letters stand for numbers.6.EE.A.2.a Write expressions that record operations with numbers and with letters standing for numbers. “Subtract y from 5” as 5-y

Enduring Understanding(s): Expressions can be written from verbal

descriptions using letters and numbersEssential Question(s): How do we generalize numerical

relationships and express mathematical ideas using expressions and equations?

Glencoe5-1B Algebra: Variables and Expressions (p. 274-278)5-1C Explore Write Expressions (p. 279-281)5-1D Algebra: Write Expressions (p. 282-285)

Holt

Vocabulary: expression, numerical expression, algebraic expression, factor, coefficient, equivalent expression, product, term, quotient, sum

Writing in Math:


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES 6.EE.B.6: Use variables to represent numbers and write expression 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.

Objective(s): Students will translate word phrases to

algebraic expressions Students will evaluate expressions. Students will identify parts of an expression

using precise language

2 – 1 Variables and Expressions (p. 50-53)2 – 2 Translating Between Words and Math (p. 54-57)

Building Conceptual Understanding:EngageNY: 6.EE.2 & 6 Lessons 18-22, 28-29Connected Math Investigation: Number Properties and Algebraic Expressions

Graphic Organizer:Have students write as many key words for the four basic math functions as they can think of.Translating Words to Math Graphic Wheel

Have students create Frayer Model of the vocabulary words in this lesson which include: variable, algebraic expression, evaluate, term,


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https://drive.google.com/file/d/0B121a_SUYfUBOHliVVdsZnU5RjA/edit?pli=1

http://staff.rentonschools.us/renton/secondary-math/math-6-ccss-m-resources/download/6th+TECMP@_CC_G%5ETG.pdf?id=188929

http://staff.rentonschools.us/renton/secondary-math/math-6-ccss-m-resources/download/6th+TECMP@_CC_G%5ETG.pdf?id=188929






6.EE.A.2b: 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.

Additional Information: When students write expressions from

verbal descriptions, they must understand that the order is important when writing subtraction and division problems.

Students will understand that expressions, such as 5n, means to multiply 5 to the

p. 41 (Teacher Notes) & 53 (Student Pages)


coefficient, constant, product, factor, quotientFrayer Model


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https://wvde.state.wv.us/strategybank/FrayerModel.html




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESvalue of "n".

Examples:o 7 more than 3 times a number (Solution:

3x + 7)o 3 times the sum of a number and 5

(Solution: 3(x + 5))o 7 less than the product of 2 and a

Recommended Additional Lesson(s):Math Shell Lesson: Evaluating Statements About Number OperationsLearn Zillion: 6.EE.2a & b

Tasks:Illustrative Math Tasks: 6.EE.2Illustrative Math Tasks: 6.EE.6


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https://www.illustrativemathematics.org/content-standards/6/EE/B/6

https://www.illustrativemathematics.org/content-standards/6/EE/A/2

https://learnzillion.com/search?utf8=%E2%9C%93&query=6.ee.2a&page=1&sort=Relevance&models%5B%5D=LessonPlan&models%5B%5D=LessonSet&models%5B%5D=Resource

http://map.mathshell.org/lessons.php?unit=6225&collection=8&redir=1




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESnumber (Solution: 2x – 7)

o Twice the difference between a number and 5 (Solution: 2(z – 5))

Students should identify parts of an expression.

Consider the following expression:x2 + 5y + 3x + 6

TN Instructional Task: Math Competition

Additional Resources:Khan Academy- Variables and ExpressionsExpressions and VariablesKhan Academy-Writing Expressionswrite-variable-expressions-to-represent-word-problems


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http://www.ixl.com/math/grade-6/write-variable-expressions-to-represent-word-problems

http://www.ixl.com/math/grade-6/write-variable-expressions-to-represent-word-problems

http://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-expressions-and-variables/cc-6th-writing-expressions/e/writing_expressions_1

http://www.mathplanet.com/education/algebra-1/discovering-expressions,-equations-and-functions/expressions-and-variables

http://www.khanacademy.org/math/algebra/introduction-to-algebra/variable-and-expressions/v/what-is-a-variable




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESThe variables are x and y.There are 4 terms, x2, 5y, 3x, and 6.There are 3 variable terms, x2, 5y, 3x. They have coefficients of 1, 5, and 3 respectively. The coefficient of x2 is 1, since x2 = 1x2. The term 5y represent 5y’s or 5 * y.There is one constant term, 6.The expression represents a sum of all four

Math Station Activities p. 68Correlated iReady Lesson(s):

Algebraic Expressions


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESterms.

Connecting writing expressions with story problems and/or drawing pictures will give students a context for this work. It is important for students to read algebraic expressions in a manner that reinforces that the variable represents a number.


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Maria has three more than twice as many crayons as Elizabeth. Write an algebraic expression to represent the number of crayons that Maria has.(Solution: 2c + 3 where c represents the number of crayons that Elizabeth has.)


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES(Note that 6.EE.B.6 does not expect students to solve the expressions; however, 6.EE.2c does have student evaluating expressions.)

Equivalent Expressions( Allow approximately 3 weeks for instruction, review and assessment )

Domain: Expressions and EquationsCluster: Apply and extend previous

Enduring Understanding(s): Algebraic expressions are used to

Glencoe5-2A Algebra: Properties (p. 289-293)

Vocabulary: order of operations, properties of operations


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESunderstandings of arithmetic to algebraic expressions.

6.EE.A.3: Apply the properties of operations to generate equivalent expressions.

6.NS.4 Find the greatest common factor of two whole numbers less

represent quantitative relationships. Properties of operations can be used to

generate equivalent expressions.

Essential Question(s): How can order of operations be applied to

a mathematical expression?Objective(s):

5-2-B Explore The Distributive Property (p. 294-295)5-2C The Distributive Property (p. 296-299)

Holt1 – 4 Properties and Mental MathA-1 Model Arithmetic PropertiesBuilding Conceptual Understanding:

Graphic Organizer:Students will create a 4-tab foldable and label with each of the four properties and come up with their own example illustrating each of the properties. Students must have one example involving numbers and one example in which they must use variables.


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESthan or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common

Students will describe how to use the properties of operations to generate equivalent expressions.

Students will use the order of operations to simplify expressions and solve problems

TN Equivalent Expression Task Arc (Tasks 5- 8)


Properties Foldable Example: Copy and Paste the link directly. http://www.rsm.rcs.k12.tn.us/teachers/Robertsont/Properties of Numbers Foldable Activity,practice,&quiz.pdf


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http://www.rsm.rcs.k12.tn.us/teachers/Robertsont/Properties%20of%20Numbers%20Foldable%20Activity,practice,&quiz.pdf



http://www.tncore.org/math/curricular_resources/6-8/grade_6.aspx



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESfactor.

(This standard supports the work of generating equivalent expressions. Students must understand that GCF, LCM and properties of operations, mainly the distributive property, can be used to easily generate equivalent expressions.)

Additional Information: Students will use the distributive property

to write equivalent expressions. They will also have to find common factors of terms in an expression.

Example(s):Apply the distributive property to generate the

Recommended Additional Lesson(s):Engage NY: 6.EE.3 LessonsMath Shell Concept Development Lesson: Representing the Laws of ArithmeticLearn Zillion: 6.EE.3CCSS Investigation 2: Number Properties and Algebraic Equations


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https://learnzillion.com/search?utf8=%E2%9C%93&query=6.ee.3&page=1&sort=Relevance&models%5B%5D=LessonPlan&models%5B%5D=LessonSet&models%5B%5D=Resource






TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESequivalent expression of 5(m + 3).Solution: 5m + 15

Write the equivalent expression for 24a - 12.Solution: 12(2a - 1)

Students interpret y as referring to one y. Thus, they can reason that one y plus one

Task:Illustrative Math Task: 6.EE.3

Additional Resources:Math Station Activities p. 75


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https://www.illustrativemathematics.org/content-standards/6/EE/A/3



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESy plus one y must be 3y. They also use the distributive property, the multiplicative identity property of 1, and the commutative property for multiplication to prove that y + y + y = 3y:

y + y + y = y x 1 + y x 1 + y x 1 = y x (1 + 1 + 1) = y x 3 = 3y

Correlated iReady Lesson(s): Equivalent Expressions


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Domain: Expressions and EquationsCluster: Apply and extend previous understandings of arithmetic to algebraic expressions.

6.EE.A.4: Identify when two expressions

Enduring Understanding(s): Algebraic expressions are used to

represent quantitative relationships. Properties of operations can be used to

generate equivalent expressions.

Glencoehttp://my.hrw.com/nsmedia/osp/2010/ma/msm1/temp/Tennessee/index.htm(This link will take you to the Holt Middle

Vocabulary: order of operations, properties of operationsWriting in Math:Graphic Organizer(s):Students will create a property folder to distinguish between the associative,


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http://my.hrw.com/nsmedia/osp/2010/ma/msm1/temp/Tennessee/index.htm

http://my.hrw.com/nsmedia/osp/2010/ma/msm1/temp/Tennessee/index.htm




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESare equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).

6.NS.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least

Essential Question(s): What strategies can be used to determine

if two expressions are equivalent?

Objective(s): Students will extend their knowledge of

GCF and the distributive property to determine if two expressions are

School Math Material on-line. Click on the section that says additional Common Core Material to access the Curriculum Companion.)

HoltCurriculum Companion 4 – 3A Equivalent Expressions

distributive, and commutative properties. They can glue these folders in their interactive math notebooks or math journals.Property Foldable Examples with Simplifying Expressions

Dinah Zike's Book of Foldables


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https://blogs.edutech.nodak.edu/badlandsreadingcouncil/files/2012/03/math-foldables.pdf

http://msmathmadness.blogspot.com/2012/07/properties-of-math.html

http://msmathmadness.blogspot.com/2012/07/properties-of-math.html



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCEScommon multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.

equivalent.

Additional Information: Students connect their experiences with

finding and identifying equivalent forms of whole numbers and can write expressions in various forms. Students generate equivalent expressions using the

Building Conceptual Understanding:TN Equivalent Expression Task Arc (Tasks 1- 4)Engage NY: Module 4 Lessons (These lessons lay the foundation for mastery of 6.EE.4)

Students will write the characteristics of the math properties and equivalent expression examples in foldable Frayer models.Frayer Model Foldable


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https://interactive-notebooks.wikispaces.com/Frayer+model+vocabulary

https://www.engageny.org/resource/grade-6-mathematics-module-4-topic-d-overview

http://www.tncore.org/math/curricular_resources/6-8/grade_6.aspx



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES(This standard supports the work of identifying equivalent expressions. Students must understand that GCF, LCM and properties of operations, mainly the distributive property, can be used to easily identify when two expressions are equivalent.)

associative, commutative, and distributive properties. They can prove that the expressions are equivalent by simplifying each expression into the same form.


Recommended Additional Lesson(s):Learn Zillion: Equivalent Expressions


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https://learnzillion.com/search?utf8=%E2%9C%93&query=6.ee.4&page=1&sort=Relevance&models%5B%5D=LessonPlan&models%5B%5D=LessonSet&models%5B%5D=Resource



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESCCSS Investigation 2: Number Properties and Algebraic Equations

Tasks:TN Assessment Task: RectangleIllustrative Math: Equivalent ExpressionsIllustrative math: Watch out for ParenthesisIllustrative Math: Rectangle Perimeter


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Correlated iReady Lesson(s): Equivalent Expressions


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RESOURCE TOOLBOXNWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook Resourceswww.myhrw.comwww.connected.mcgraw-hill.com

TN Core/CCSSTNReady Math StandardsTNCoreAchieve the Core

VideosKhan AcademyWatch Know LearnLearn Zillion


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https://learnzillion.com/login

http://ccss6.watchknowlearn.org/Category.aspx?CategoryID=15865

http://www.khanacademy.org/

http://achievethecore.org/dashboard/300/search/1/2/0

http://www.tncore.org/


http://www.connected.mcgraw-hill.com/

http://www.myhrw.com/

https://support.nwea.org/khanrit

https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm



Edutoolbox Virtual NerdMath PlaygroundStudyJams

Calculator ActivitiesGreatest Common Factor CalculatorTI-73 ActivitiesCASIO Activities

Interactive ManipulativesNational Library of Virtual Manipulatives - NLVMNumber & Operations Virtual Manipulatives Interactive Cartesian Plane Math Is Fun

Additional SitesPBSGCF GameLCM GameGCF Game AAA Math


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http://www.aaamath.com/g57g-grt-com-fac.html

http://jamit.com.au/htmlFolder/app1004.html

http://www.oswego.org/ocsd-web/match/dragflip.asp?filename=slanegcf

http://www.learner.org/

http://www.mathsisfun.com/data/cartesian-coordinates-interactive.html

http://nlvm.usu.edu/en/nav/topic_t_1.html

http://nlvm.usu.edu/en/nav/category_g_3_t_2.html

http://www.casioeducation.com/educators/activities

http://education.ti.com/en/us/activity/search/subject?d=E6BF78EF098644A8A458D8D1B4AA1A44&s=B843CE852FC5447C8DD88F6D1020EC61&sa=3702C4C225D647AD888ECE38B4EB90A2

http://www.mathsisfun.com/greatest-common-factor-tool.html

http://studyjams.scholastic.com/studyjams/index.htm

http://www.mathplayground.com/

http://www.virtualnerd.com/

http://www.edutoolbox.org/



Frayer Model TemplateGrade 6 Flip Book(This book contains valuable resources that help develop the intent, the understanding and the implementation of the state standards)


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http://community.ksde.org/LinkClick.aspx?fileticket=5-B58NkWJIs%3D&tabid=5646&mid=13290

http://wvde.state.wv.us/strategybank/FrayerModel.html

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