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# Balanced Literacy Lesson Plan - DOC - DOC by EG92DV

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Math 6-8 Lesson Plan (Aligned to CCSSM)
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Course: __6 Grade Math_                      CCSS Standard Number(s): ___6.NS.4, 6.EE.3 &6.EE.4 Days: ___17-18__

Unit # and Title: ____1, Properties and Expressions___ Block(s)/Period(s): 1 2 3 4 5 6

Unit Essential Question(s):                  How are variables used in mathematics?

How can we generate equivalent expressions?
Learning Target(s)
“I can statements”                            I can use the properties of operations to justify that two expressions are
equivalent.
 I can apply the properties of operations (especially the distributive
property) to generate equivalent expressions.
 I can determine whether two expressions are equivalent by using the same
value to evaluate both expressions.
Essential Vocabulary                         Expression                                      Associative Property
Identity Property                               Commutative Property
Distributive Property                           Equivalent
Substitution
Resources and Materials                                        Teacher                                                   Student

On Core Math                                         On Core Math
Whiteboard or projector/screen/Interwrite
8 Mathematical Practices:
1. Make sense of problems and persevere in solving them.                    5. Use appropriate tools strategically.
2. Reason abstractly and quantitatively.                                  x 6. Attend to precision.
x 3. Construct viable arguments and critique the reasoning of others.         7. Look for and make use of structure.
4. Model with mathematics.                                                x  8. Look for and express regularity in repeated reasoning.
Activating Strategy                           Discuss what it means to be equivalent and how the properties provide ways to express
(Opening Activity)                             equivalent expressions
Cognitive Teaching Strategies               Me: Complete the “Explore” on page 73 of On Core

Me/We/Few/You                       We: Students will take notes on equivalent expressions and how to test whether or not two or
more expressions are equivalent. Test by substituting a value for the given variable or by using
(TIP-Teacher input                    properties.
SAP-Student actively                   Write the following expressions on the board: 6(x+2), 6x+6∙2, 2∙6+6x, 2x+6; have the class
participates                       pick a value for x and substitute to test for equivalency. Discuss why the first 3 are equivalent
GP – Guided Practice                   using properties.
IP-Independent Practice)
Few: Using the same expressions, have students choose their own value for x to show that the
same expressions are still equivalent.
In pairs, students will complete the teacher made equivalent expressions chart for which they
substitute values and pick a property to determine whether two given expressions are
equivalent.

You: On Core pages 74-75 Example 2 and Try This
Summarizing Strategy                    Review the equivalent expressions chart
(Closing Activity)
Assessment/Homework                     Teacher-made handout for which students determine whether 2 expressions are equivalent using
substitution and properties
Extending/Refining                   Complete and discuss 1a and 1b on page 74 of On Core.

Office of Curriculum and Instruction
September 14, 2012Guilford County Schools
Math 6-8 Lesson Plan (Aligned to CCSSM)
Name__________________________ Equivalent Expressions              Date_______________

Value of     Substitute a value for the variable         Equivalent?       Which property proves equivalency?
variable
(>1)

4(3y+9)                12y+36

4(3∙5+9)              =12∙5+36

y=5      =4(15+9)                =60+36                 Yes                      Distributive

=4(24)                   =96

=96

7m+11                  11m+7

m=

2(6b)                  (2∙6)b

b=

10x+10∙5                10(x+5)

x=

4a+12                  12+4a
a=

Office of Curriculum and Instruction
September 14, 2012Guilford County Schools
Math 6-8 Lesson Plan (Aligned to CCSSM)

c+15+2             2+c+15

c=

12(4n+0)            12(4n)

n=

9(3k-5)             27k-5

k=

5p(3p+2)          15p+10p

p=

Office of Curriculum and Instruction
September 14, 2012Guilford County Schools

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