Sixth grade Lesson Unit Test

Objective

Do Now

Unit Test

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Objective

SWBAT: • Show what they know on the unit 6 test.

Big Idea

What have students learned during this unit? What gaps do students have in their understanding? Students take the Unit 6 test.

Lesson Author

Andrea Palmer

Somerville, MA

Grade Level

Sixth grade

Subjects

Math

Algebra

Expressions (Algebra)

Inequalities (Algebra)

Standards

6.EE.A.2

Write, read, and evaluate expressions in which letters stand for numbers.

6.EE.A.2a

Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.

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. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

6.EE.A.3

Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

6.EE.A.4

Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

6.EE.B.5

Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

6.EE.B.6

Use variables to represent numbers and write expressions 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.

6.EE.B.7

Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.

6.EE.B.8

Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

MP1

Make sense of problems and persevere in solving them.

MP4

Model with mathematics.

MP6

Attend to precision.

MP7

Look for and make use of structure.

Do Now

8 minutes

See my Do Now in my Strategy folder that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want students to demonstrate their understanding of vocabulary words they have learned during this unit.

I ask students to share their thinking. I call on students to share their definitions and examples. I call on other students to say whether they agree or disagree with their classmates and why. Students are engaging in MP3: Construct viable arguments and critique the reasoning of others.

Unit Test

42 minutes

I review testing expectations and students move their desks apart. I pass out the test and students work quietly. Students are engaging in MP1: Make sense of problems and persevere in solving them, MP4: Model with Mathematics, MP6: Attend to precision, and MP7: Look for and make use of structure.

When students finish, I ask them to check their work. Once they have done this they can choose to read quietly, work on other schoolwork, or work on one of the Algebra Puzzles.

If students do not finish the test, I set up a time (preferably today or the next day) for them to complete their work.

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