Mr. Pierre's MATH (Grade 6)

Week 22

(Module 3 Topic 1: Verifying Equivalent Expression)

Learning objective = Students practice verifying equivalent expressions - Khan Academy

Lesson 4Are They Saying the Same Thing? Verifying Equivalent Expressions 1 TOPIC 1 Expressions Relationships Matter Into the Unknown Second Verse, Same as the First Are They Saying the Same Thing? 1 2 3 4

Equivalent Expressions with the Distributive Property | Grades 3-5, 6-8 Greatest Common Factors and Least Common Multiples (Grade 6) Teaching and Lesson ResourcesThis animated Math Shorts video explains how the distributive property can help students model and create equivalent expressions. In the accompanying classroom activity, students play a quick game where they identify common factors within an expression and work on a series of problems that expand their understanding of how to apply the distributive property. While the problems begin with whole number expressions, students soon work toward algebraic notation and eventually develop the idea that ax + bx can be rewritten as x(a + b).

Equal and Equivalent | Grades 6-8 Identifying Equivalence of Two Expressions (Grade 6) Teaching and Lesson ResourcesIn this video lesson, students are introduced to the idea of equivalent expressions. Two expressions are equivalent if they have the same value, regardless of the value of the variables. Students use diagrams where the variable is represented by a generic length to decide if expressions are equivalent, and they show that expressions are not equivalent by giving values of the variable that make them unequal. They identify simple equivalent expressions using familiar facts about operations. Grade 6, Episode 14: Unit 6, Lesson 8 | Illustrative Math

The Distributive Property, Part 2 | Grades 6-8 Generating Equivalent Expressions Using Properties of Operations (Grade 6) Teaching and Lesson ResourcesThe purpose of this video lesson is to apply the distributive property to situations where one of the quantities is represented by a variable, as in 2 (x + 3) = 2x + 2 • 3. Students use rectangle diagrams to represent these situations, reinforcing the idea that the work with expressions is an extension of the work with numbers. They see that the distributive property can arise out of writing areas of rectangles in two different ways, emphasizing equivalent expressions as two different ways of writing the same quantity. Grade 6, Episode 16: Unit 6, Lesson 10 | Illustrative Math

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