In earlier grades, students have worked extensively with numerical expressions and have been using letters to represent unknowns in problem-solving situations since Grade 3 (3.OA.8, 4.OA.3, 5.MD.5b). In this unit, students build on their work from earlier grades by working systematically with algebraic expressions, thereby laying the groundwork for more formal work in writing and solving equations in later grades.

PACING = 3 weeks

Essential Learning Outcomes (ELO)

∎ Students will write and evaluate numerical and algebraic expressions involving whole number exponents, find the value of an expression using exponential notation, and use appropriate terminology to explain how to evaluate an expression. (6.EE.1, 6.EE.2) (MP.2, MP.3, MP.8) 

Learning Targets:

• I can identify the operations of an expression and explain that a quantity (parenthesis) is both a number by itself and two numbers with an operation. (6.EE.2b) 

• I can write and evaluate expressions involving exponents. (6.EE.1)

• I can evaluate an expression/equation using order of operations when given the value of the variable. (6.EE.2c)

• I can translate verbal expressions into numerical and algebraic expressions and vice-versa. (6.EE.2a) 

Essential Learning Outcomes (ELO)

∎ Students will apply properties of operations to generate equivalent algebraic expressions, including the distributive property to generate equivalent representations. (6.EE.3, 6.EE.4) (MP.1, MP.2, MP.7) 

Learning Targets:

• I can create an equivalent expression through the use of properties of operations such as the commutative, associative, distributive properties and factoring. (6.EE.3)

• I can determine if two expressions are equivalent using the distributive property, factoring, or substitution. (6.EE.4)

Essential Learning Outcomes (ELO)

∎ Students will use variables to represent numbers and write expressions to solve equations from real-world contexts. (6.EE.6) (MP.1, MP.8) 

Learning Targets:

• I can write an expression or equation using a variable that helps me solve a real-world problem. (6.EE.6) 

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

Use your Daily Math Fluency kit (Hand2Mind)  *This kit was part of the Essential Learning PD week.

This kit has math talks (one problem to collect all of your students' strategies - formative assessment to see if they have efficient strategies) and number strings (pose one problem at a time from a series that is building/practicing ONE strategy, so do NOT collect all strategies).  

*The computational strategies that you practice during number talks does NOT have to align with the core math content.  Number talks are meant to practice fluency strategies, not teach new content.

CAN DO / Additional Resources:

Prior knowledge/Just in Time support     &     Enrichment RTTB    Lesson 5 Same Results

Nearpod Math lessons Open Middle tasks

Interactive manipulatives

“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104

There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed.  Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).

Ideas for closure activities