Shelby County Schools’ mathematics instructional maps are ... 6 Q2 8_17_15.docx · Web...
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Subject to revision Curriculum and Instruction – Office of Mathematics 2 nd Nine Weeks 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 In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident throughout the mathematics curriculum maps. 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 Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so Shelby County Schools 2015/2016 Revised 8/17/15(CSH) 1 of 26
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Transcript of Shelby County Schools’ mathematics instructional maps are ... 6 Q2 8_17_15.docx · Web...
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Curriculum and Instruction – Office of Mathematics
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
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100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination 2025 and the CLIP
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establish common goals and expectations for student learning across schools. CLIP connections are evident throughout the mathematics curriculum maps.
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 Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students
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reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.
These standards emphasize thinking, problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students. In addition, assessment blueprints (http://www.tn.gov/education/article/tnready-blueprints ) have been designed to show educators a summary of what will be assessed in
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each grade, including the approximate number of items that will address each standard. Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II.
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Our collective goal is to ensure our students graduate ready for college and career. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof,
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The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations) procedural fluency
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How to Use the Mathematic Curriculum Maps
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. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for Mathematics. We should see these shifts in all classrooms:
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Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quatitatively
Construct viable arguments and
crituqe the reasoning of
others
Model with mathematics
Use appropriate tools
strategically
Attend to precision
Look for and make use of
structure
Look for and express
regularity in repeated reasoning
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1) Focus2) Coherence3) Rigor
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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 each of the three shifts that teachers should consistently access:
The TNCore Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-
Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and
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standards represent college and career ready learning at reach respective grade level.
Mathematical ShiftsFocushttp://achievethecore.org/shifts-mathematics
The standards are focused on fewer topics so students can learn more
Coherence Topics within a grade are connected to support focus, and Shelby County Schools
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http://achievethecore.org/shifts-mathematics learning is built on understandings from previous grades
Rigorhttp://achievethecore.org/shifts-mathematics
The standards set expectations for a balanced approach to pursuing conceptual understanding, procedural fluency, and application and modeling
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Curriculum Maps:
Locate the TDOE Standards in the left column. Analyze the language of the standards and match each standard to a learning target in the second column.
Consult your McGraw-Hill or Holt Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the standards' explanations provided in the second column. Best practices tell us that
making objectives measureable increases student mastery.
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Carefully review the web-based resources provided in the 'Content and Tasks' column and use them as you introduce or assess a particular standard or set of standards.
Review the CLIP Connections found in the right column. Make plans to address the content vocabulary, utilizing the suggested literacy strategies, in your instruction.
Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard. Using your McGraw-Hill or Holt TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan
template. Remember to include differentiated activities for small-group instruction and math stations.
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
Topic: Absolute Value and Ordering Rational Numbers( 1 Week)
6.NS.C.7 Understand ordering and absolute value of rational numbers.
6.NS.C.7a Interpret statements of inequality as
Students recognize the distance from zero as the absolute value or magnitude of a rational number. Students need multiple experiences to understand the relationships between
Glencoe7-3B Integers and Absolute Value p.
Holt11 – 2 Comparing and Ordering Integers
Language Objective(s):Students will define absolute value and describe how to order rational numbers on a
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSstatements 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
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 statements of order for rational numbers in
419-423Additional Lesson5 - Compare and Order Integers (page 795-798)Engage NY Lessons: Order and Absolute
(page 598-601)Engage NY Lessons: Order and Absolute Value(choose from lessons 7-13)
number line.
Students will write and explain statements of order for rational numbers in real-world contexts.
Vocabulary: rational number, absolute value, Shelby County Schools
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSa rational number as its distance from 0 on the number line; interpret absolute as magnitude for a positive or negative quantity in a real-world situation.
6.NS.C.7d Distinguish comparisons of absolute value from statements about order.
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
Value(choose from lessons 7-13)CMP Bits and Pieces 1 Investigations 1-4
Jumping Flea TaskFractions on the Number Line TaskIntegers on the Number Line 2 TaskTNCore Assessment Tasks: Absolute
magnitude, greater than>, less than<, greater than or equal to ≥, less than or equal to ≤
Journal:Students will analyze pre-cut number line strips that have two numbers on them, and write inequalities as well as make statements about the relationships between the numbers. To
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
Math Station Activities pp. 22 & 29 5 > 35 is greater than 3
Case 2: One positive and one negative number
Jumping Flea TaskFractions on the Number Line TaskIntegers on the Number Line 2 Task
Value, Comparing on a Number Line & Temperature
Compare and Order Integers Lesson Plan and Attachments
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).Number Line Generator for Math Journals/Activities
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
3 > -3positive 3 is greater than negative 3
negative 3 is less than positive 3Case 3: Two negative numbers
TNCore Assessment Tasks: Absolute Value, Comparing on a Number Line & Temperature
Better Lesson:
Compare/Order Integer Video Compilation Comparing and Ordering Integers- IXL CC IXL Integer Number
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
-3 > -5negative 3 is greater than negative 5
negative 5 is less than negative 3
6.NS.7Compare and Order Integers Lesson Plan and Attachments Shmoop.com 6.NS.7 Compare/Order Integer Video
LineIXL Ordering Rational Numbers
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
Compilation Comparing and Ordering Integers- IXL CC IXL Integer Number LineIXL Ordering Rational
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
Numbers
Topic: Positive and Negative Numbers in the Real World( 1 Week)
6.NS.5 Understand that positive and negative numbers are used together to describe
Students use rational numbers (fractions, decimals, and integers) to represent real-world
Glencoe6-1A Equations
Holt11 – 1 Integers and
Students will write down 5 real-world situations that can be represented by integers (e.g., a
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSquantities having opposite directions or values (e.g., temperature above/below zero, elevationabove/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.
contexts and understand the meaning of 0 in each situation.
Example(s):a. Use an integer to represent 25 feet below sea levelb. Use an integer to represent 25 feet above sea level.
7-2B Inequalities7-3A Explore Absolute Value7-3B Integers & Absolute ValueEngage NY Lessons: 6.NS.5 Lessons 1-3
absolute value (page 594-597)
Engage NY Lessons: 6.NS.5 Lessons 1-3
TNCore Task: Fun at the Ocean 6.NS.C.5,
gain or loss of points at a soccer game, elevation of a mountain). After explaining why 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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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSMath Station Activities pp. 22 & 29 c. What would 0 (zero) represent in the
scenario above?
Solution:a. -25b. +25c. 0 would represent sea level
TNCore Task: Fun at the Ocean 6.NS.C.5, 6.NS.C.6, 6.NS.C.7
TNCore Task Arc: Locating, Ordering and Finding... 6.NS.C.5, 6.NS.C.6,
6.NS.C.6, 6.NS.C.7
TNCore Task Arc: Locating, Ordering and Finding... 6.NS.C.5, 6.NS.C.6, 6.NS.C.7
Vocabulary: positive number, negative number, integer, opposite, quadrant.
Literature Connections:Hottest, Coldest, Highest, Deepest by Steve JenkinsLess Than Zero by Stuart Murphy (Concept of Negative Numbers)
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSThe 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 -150 meters or a depth no greater than 150 meters below sea level.
6.NS.C.7
TNCore Assessment Task: Ordering Task
Comparing Temperatures Task
TNCore Assessment Task: Ordering Task
Comparing Temperatures Task
Extending the Number line
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
Recognize that an account balance less than – 30 dollars represents a debt greater than 30 dollars.
Extending the Number line
Integers on a Number lineContest Winner & Positive and Negative Events Tasks
Integers on a Number lineContest Winner & Positive and Negative Events Tasks
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
Topic: Algebraic Expressions & Area( 7 Week)
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
Problems involve expressing b-fold products a∙a∙…∙a in the form ab, where a and b are non-zero whole numbers.
Students are not required to use of the laws of
Glencoe1-3A Exponents (pages 62-65)
5-1A Numerical
Holt 1 – 2 Exponents (pages 10-13)1-3 Order Of
Teacher will create an anticipation guide over the topics that will be covered in this unit. Allow students to discuss whether they agree or disagree with the following statements. This will allow teachers to access students’ initial
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSthat 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).
exponents.
Numerical values in these expressions may include whole numbers, fractions, and decimals.
Example(s):
Expressions: Order Of Operations (pages 270-273)EngageNY Lessons: 6.EE.1 Lessons 5 & 6
TNCore Equivalent Expression Task Arc
Operations (pages 18-21)EngageNY Lessons: 6.EE.1 Lessons 5 & 6
TNCore Equivalent Expression Task Arc
understanding.Anticipation Guide
Students will create information frames on the following vocabulary words include: base, exponent, powers, perfect square. Information frames can be used to help students organize and remember concepts. Students write the
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSMath Station Activities p. 606. G . A .1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
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)
Students will evaluate expressions with the understanding that a variable is a letter used to represent a number.
Task: Djinni's Offer Exponent Task
Pay it Forward Task (Math Task Folder)Exponents Activity (Math Task Folder)
Task: Djinni's Offer Exponent TaskPay it Forward Task (Math Task Folder)Exponents Activity (Math Task Folder)
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-example, procedure, or details.Information Frame Graphic Organizer 6.G.1
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
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 1/2
Illustrative Math Task: 6.EE.1
TNCore Assessment Task: Expressions 6.EE.A.1
Illustrative Math Task: 6.EE.1
TNCore Assessment Task: Expressions 6.EE.A.1
Shodor Exponents
Language Objectives:The student will be able to use mathematical vocabulary to explain orally or in writing the attributes of special quadrilaterals and polygons.Students will construct a Venn Diagram to contrast and compare one geometric figure to
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS14Students 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
Shodor Exponents with Order of Operations
Quia Exponent Madness
Exponents Interactive
with Order of Operations
Quia Exponent Madness
Exponents Interactive Jeopardy
another.Students will work in pairs to create a list of figures that occur as a result of decomposing various polygons.
Students will explain how to use coordinates of a figure, drawn on a coordinate plane, to
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSof length s= 1/2.
6.G.1Students should understand that area is the number of squares needed to cover a plane figure. Students should understand why the area formulas for rectangles and triangles work.
Jeopardy
Writing Multiplication Expressions Using Exponents
6.G.19-1A Area of
Writing Multiplication Expressions Using Exponents
6.G.110-1 Area of
calculate the lengths of the sides.
Vocabulary:right triangle, quadrilateral, polygon, vertex, area, decomposeBelow you will find a link to the area formula for various shapes and the lesson plans. Students can write this information in their interactive
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
Finding the area of triangles is introduced in relationship to the area of rectangles – a rectangle can be decomposed into two congruent triangles. Therefore, the area of the triangle is half the area of the rectangle. The area of a rectangle can be found by multiplying base x height; therefore, the area of the
Parallelograms (page 522-527)
9-1C Area ofTriangle (page 529-534)9-1D Area of Trapezoids (page
Rectangles andParallelograms (page 534-537)
Companion 11-4A Polygons in the Coordinate Plane
math notebooks or math journals.Area Formulas for Triangles/Rectangles/Other Shapes Special Quadrilateral Foldable Instructions Properties of Parallelogram Foldable
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONStriangle is 1/2bh or (b x h)/2. The following site helps students to discover the area formula of triangles.
NCTM Illuminations: Discovering the Area Formula for a Triangle
Special quadrilaterals include rectangles, squares, parallelograms, trapezoids,
535-539)9-3C Area ofComposite Figures (page 561-565)
Connected Math Lesson: Investigation 3 Measuring
10-2 Area ofTriangles andTrapezoids (page 540-543)
10-3 Area ofComposite Figures
Students will use an interactive platform to build their own polygons inside the Cartesian Coordinate Plane, print them out, and write about their observations inside their interactive math notebooks, or math journals.Build Your Own Polygon in a Plane
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSrhombi, and kites. Students can use tools such as the Isometric Drawing Tool on NCTM’s Illuminations site to shift, rotate, color, decompose and view figures in2D or 3D
Illuminations: Isometric Drawing Tools
Students decompose shapes into rectangles
Triangles p. 36Problem 3.1 Lesson PlanAnswersCovering 7 Surrounding Additional Resources
(page 545-547)
Connected Math Lesson: Investigation 3 Measuring Triangles p. 36Problem 3.1 Lesson Plan
Literature Connections:Spa g he t t i and M e a t b a l l s f or A l l by Marilyn Burns (Perimeter and Area) Spa g he t t i and M ea t ba l l s f or A l l L e s so n T he G r e e dy T r i an g l e by Marilyn Burns (Geometry) E xp l o r i ng Pol yg ons Shape s , S hap e s, Sh a pes by Tana Hoban
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSand triangles to determine the area. For example, a trapezoid can be decomposed into triangles and rectangles (see figures below). Using the trapezoid’s dimensions, the area of the individual triangle(s) and rectangle can be found and then added together.
Engage NY Lessons: 6.G.1
Tasks:Sa m e Base and H e i g ht V a ri a t i on 1 T a sk
AnswersCovering 7 Surrounding Additional Resources
Engage NY Lessons: 6.G.1
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
Sa m e Base H e i g ht V a r i a t i o n 2 Task
K i t c h en Ni g h t m a r e T a sk (SCS Website)
Tasks:Sa m e Base and H e i g ht V a ri a t i on 1 T a sk
Sa m e Base H e i g ht V a r i a t i o n 2 Task
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSFind i ng A r ea of Pol yg ons T a sk
O n li ne M a t h L e a r n i ng A r ea of T r i an g l e s
Shodor: Triangle
K i t c h en Ni g h t m a r e T a sk (SCS Website)
Find i ng A r ea of Pol yg ons T a sk Resources:
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSExplorer Activity
Videos:Vi d eo on A r ea of a Pa r a l l e l o g r a m s
Lea r n Z i l l i on
O n li ne M a t h L e a r n i ng A r ea of T r i an g l e s
Shodor: Triangle Explorer Activity
Videos:Vi d eo on A r ea of a
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSP o l yg ons i n C oo r d i na t e P l ane
A r ea o f C o m pos it e Fi g u r es A dd i t i on a l Pr a c ti c e
Pa r a l l e l o g r a m s
Lea r n Z i l l i on P o l yg ons i n C oo r d i na t e P l ane
A r ea o f C o m pos it e
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSA r ea o f C o m pos it e Fi g u r es G a m e
I n t e r ac t i v e Area o f C o m pos it e S hap e s
Fi g u r es A dd i t i on a l Pr a c ti c e
A r ea o f C o m pos it e Fi g u r es G a m e
I n t e r ac t i v e Area o f C o m pos it e S hap e s
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
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
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 value of
Glencoe5-1B Algebra: Variables and Expressions (pages 274-278)5-1C Explore Write Expressions (pages
Holt2 – 1 Variables and Expressions (pages 50-53)
2 – 2 Translating Between Words and
In preparation for translating between words and math lesson, have students write as many key words for the four basic math functions as they can think of.Translating Words to Math Graphic Wheel
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS6.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.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,
"n".
Examples: • 7 more than 3 times a number (Solution: 3x + 7) • 3 times the sum of a number and 5 (Solution: 3(x + 5)) • 7 less than the product of 2 and a number
279-281)5-1D Algebra: Write Expressions (pages 282-285)EngageNY: 6.EE.6 Lessons 18-22, 28-29
Connected Math
Math (pages 54-57)EngageNY: 6.EE.6 Lessons 18-22, 28-29
Connected Math Investigation: Number Properties and Algebraic
Students will create Frayer Model of the vocabulary words in this lesson which include: variable, algebraic expression, evaluate, term, coefficient, constant, product, factor, quotientFrayer Model
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSor, depending on the purpose at hand, any number in a specified set.
Math Station Activities p. 68
(Solution: 2x – 7) • Twice the difference between a number and 5 (Solution: 2(z – 5))
Students should identify parts of an expression.Consider the following expression:
Investigation: Number Properties and Algebraic Expressions p. 41 & 53
TNCore Instructional Task: Math
Expressions p. 41 & 53TNCore Instructional Task: Math Competition
Illustrative Math
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSx2 + 5y + 3x + 6The 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.
Competition
Illustrative Math Tasks: 6.EE.2
Illustrative Math Tasks: 6.EE.6Tasks:
Tasks: 6.EE.2
Illustrative Math Tasks: 6.EE.6
Tasks:Lagoon Coaster Task
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSThe expression represents a sum of all four terms.
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
Lagoon Coaster Task (Math Task Folder)Variables Task (Math Task Folder)Writing Expressions Task (Math Task Folder)
(Math Task Folder)Variables Task (Math Task Folder)Writing Expressions Task (Math Task Folder)Math Shell Lesson: Evaluating
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSrepresents a number.
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.)
Math Shell Lesson: Evaluating Statements About Number Operations
Videos:Khan Academy- Variables and
Statements About Number Operations
Videos:Khan Academy- Variables and Expressions
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
(Note that 6.EE.B.6 does not expect students to solve the expressions; however, 6.EE.2c does have student evaluating expressions.)
ExpressionsExpressions and Variables
Khan Academy-Writing Expressionswrite-variable-expressions-to-
Expressions and Variables
Khan Academy-Writing Expressionswrite-variable-expressions-to-represent-word-
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
represent-word-problems
problems
Topic: Algebra: Equivalent Expressions
6.EE.A.3: Apply the properties of operations to generate equivalent expressions.
Students will use the distributive property to write equivalent expressions. They will also
Glencoe5-2A Algebra:
Holt1 – 4 Properties and
Language Objective(s):Students will describe how to use the
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
Math Station Activities p. 75have to find common factors of terms in an expression.
Example(s):Apply the distributive property to generate the equivalent expression of 5(m + 3).Solution: 5m + 15
Properties (pages 289-293)5-2-B Explore The Distributive Property (pages 294-295)5-2C The Distributive Property (pages 296-299)
Mental MathA-1 Model Arithmetic PropertiesCCSS Investigation 2: Number Properties and Algebraic Equations
properties of operations to generate equivalent expressions.
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
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSWrite 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 y plus one y must be 3y. They also use the distributive property, the multiplicative identity property of 1, and the commutative property
CCSS Investigation 2: Number Properties and Algebraic Equations
Engage NY: 6.EE.3 Lessons
Engage NY: 6.EE.3 Lessons
Illustrative Math Task: 6.EE.3
Math Shell Concept Development Lesson:
involving numbers and one example in which they must use variables.
Properties Foldable Example: Copy and Paste the link directly http://www.rsm.rcs.k12.tn.us/teachers/Robertsont/6.1.4__2_Number_Properties_Foldable_Activity.pdf
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSfor 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
Illustrative Math Task: 6.EE.3
Math Shell Concept Development Lesson: Representing the Laws of Arithmetic
Representing the Laws of Arithmetic
Task: Conjectures About Properties Task (Math Task Folder
Students will create a foldable where they have to write in explanations about how to add, subtract, multiply, and divide one-step equations. Below you will find an example of this foldable towards the end of the document, but a plethora of other printables about the skill and more. A lesson Plan is included as well.
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
Task: Conjectures About Properties Task (Math Task Folder
Equation Foldable Plus Additional Resources
6.EE.A.4: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which
Students connect their experiences with finding and identifying equivalent forms of whole numbers and can write expressions in
Glencoehttp://my.hrw.com/nsmedia/osp/2010/
HoltCurriculum Companion 4 – 3A
Literature Connection:Students will use a flow chart to explain the story line, and write a friendly letter explaining
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSvalue is substituted into them). various forms. Students generate equivalent
expressions using the associative, commutative, and distributive properties. They can prove that the expressions are equivalent by simplifying each expression into the same form.
ma/msm1/temp/Tennessee/index.htm(This link will take you to the Holt Middle School Math Material on-line.
Equivalent Expressions
Tasks:
TN C o r e E qu iva l e n t E x p re ss i on Task
how the story relates to the math skill.Equal Sh m equ a l by Virginia Kroll (Equivalent representations) E q ual Sh m equal Les s on
Journal Writing:Students will write a friendly letter to a friend explaining the associative, commutative, and
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
Click on the section that says additional Common Core Material to access the Curriculum Companion.)
A r c
TNCore Assessment Task: Rectangle
CCSS Investigation 2: Number Properties and Algebraic
distributive properties and how they relate to equivalent expressions. They can glue these folders in their interactive math notebooks or math journals.Friendly or Business Letter GeneratorInteractive Math Journal Sample Rubric Rubistar for Teachers/Rubric Generator
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONSTasks:
TN C o r e E qu iva l e n t E x p re ss i on Task A r c
TNCore Assessment Task: Rectangle
Equations
Equi v a l e n t Ex p r e s s i o ns
Wa t ch o u t f o r P a r e n t h e s i s
(create a free account to save rubrics)iRubric (create a free account to save rubrics)Common Core Rubrics
Graphic Organizer(s):Students will create a property folder to distinguish between the associative,
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
CCSS Investigation 2: Number Properties and Algebraic Equations
Equi v a l e n t Ex p r e s s i o ns
R ec t an g l e Pe r i m e t er 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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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
Wa t ch o u t f o r P a r e n t h e s i s
R ec t an g l e Pe r i m e t er
Students will write in characteristics of the math properties and equivalent expression examples in foldable Frayer models.Frayer Model Foldable
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TN STATE STANDARDS Explanations/Examples/Questions CONTENT & TASKS CLIP CONNECTIONS
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RESOURCE TOOLBOXTextbook Resourceswww.connected-mcgraw.hill.comwww.my.hrw.com
Interactive ManipulativesNational Library of Virtual Manipulatives - NLVM
VideosVirtual NerdKhan AcademyLearnZillionSixth Math InteractivesStudy JamsMath Playground
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CalculatorTexas Instruments Education www.casioeducation.com
StandardsTN Corehttp://www.ccsstoolbox.org/Inside Mathematics
Engage NY: https://www.engageny.org/
Additional Siteshttp://www.quia.com/webhttp://softschools.com/grades/6th_and_7th.jsphttp://illuminations.nctm.org/http://www.internet4classrooms.com/skills_6th.htmhttp://www.tnelc.org/
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Tennessee’s State Mathematics Standards
BEST MATH APPS AND WEBSITES ALIGNED TO COMMON CORE:https://www.graphite.org/blog/best-math-apps-and-websites-aligned-to-common-core-standards
MATH AT THE CORE MIDDLE SCHOOL:http://www.pbslearningmedia.org/collection/mathcore/?
Transition Tasks (Math Task Folder)POLYGONS ON THE COORDINATE PLANE:http://www.scholastic.com/browse/article.jsp?id=3758485http://www.mathworksheetsland.com/6/34poly.htmlhttp://www.sharemylesson.com/teaching-resource/plotting-polygons-on-the-coordinate-plane-50013694/
GRAPHING AIDS:http://www.math-aids.com/Graphing/https://www.superteacherworksheets.com/mystery-graph-
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topic_id=861
Better Lessonwww.betterlesson.com
picture.html
RATIO STARTERS AND ONLINE ACTIVITIES:http://www.transum.org/Software/SW/Starter_of_the_day/Similar.asp?ID_Topic=34
RATIOS AND PROPORTIONS PPT RESOURCE:http://www.bgfl.org/...resources/.../Ratio_n_Proportion_FINAL_TEACHERS_F3. ppt
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RATIOS AND PROPORTIONS:https://www.engageny.org/resource/grade-6-mathematics-module-1https://www.khanacademy.org/math/pre-algebra/ rates -and- ratios / ratios_and_proportions /v/introduction-to- ratios -new- hd-version
RATIO WORKSHEETS AND MATH AIDS:http://www.math-aids.com/Ratios/
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RATIOS AND PROPORTIONS WORKSHEETS:http://www.teach-nology.com/worksheets/math/ratios/
RATIOS AND PROPORTIONS MATH ACTIVITIES:http://www.sharemylesson.com/middle-school-math-teaching-resources/http://msp.ehe.osu.edu/wiki/index.php/MSP:MiddleSchoolPortal/Ratios_For_All_Occasions
RATIOS IN THE REAL WORLD:Shelby County Schools
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www.education.vic.gov.au/.../teachers/teachingresources/.../ttratiorealworld. docwww.projectpaced.com/uploads/1/3/3/.../6_rp_curriculum_map.doc
CONVERTING UNITS OF WEIGHT AND MASS:http://www.montereyinstitute.org/courses/DevelopmentalMath/PD13_RESOURCE/pdu6.pdfhttp://www.teachingideas.co.uk/maths/
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contents_massweight.htmhttp://www.onlinemathlearning.com/grade-6.html
EXPONENTS:http://www.prometheanplanet.com/en-us/Search/resources/country/united-states/language/english/?Keywords=exponents&SortField=DownloadCount30Days_deschttp://www.pbslearningmedia.org/resource/vtl07.math.number.exp.lpexpopad/the-use-of-exponents/
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MATH PROPERTIES:http://www.math-aids.com/Properties/http://yale.edu/ynhti/curriculum/units/2004/5/04.05.07.x.htmlhttp://www.allmath.com/Teacher_Resources.phphttp://www.commoncoresheets.com/Properties.php
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