Objective

Do Now

Review Stations

Closure

Review Stations

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Objective

SWBAT: • Create expressions, equations, and inequalities to match a situation • Use substitution to simplify algebraic expressions • Identify and create equivalent expressions • Solve equations and inequalities • Graph equations and inequalities • Identify independent and dependent variables

Big Idea

How can you use expressions, equations, and inequalities to represent different situations? Students review for the Unit 6 test by completing stations.

Lesson Author

Andrea Palmer

Somerville, MA

Grade Level

Sixth grade

Subjects

Math

Algebra

Inequalities (Algebra)

Expressions (Algebra)

Standards

6.EE.A.2

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

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.

6.EE.C.9

Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

MP1

Make sense of problems and persevere in solving them.

MP2

Reason abstractly and quantitatively.

MP3

Construct viable arguments and critique the reasoning of others.

MP6

Attend to precision.

Do Now

10 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 work on two standardized test questions. Some students may be confused by problem 1 since it uses a shape instead of a variable. A common mistake is for students to substitute 5 in for the triangle and simplify the expression 24 + 45, rather than 24 + 4(5). A common mistake for problem two is for students to pick c. This equation works when g=4 and p=2, but it does not work for the rest of the values on the graph. I encourage students to create a table of the values to help them see the relationship between the variables.

I call on students to share out their answers. I present the incorrect answers I mentioned above. I want students to be able to explain what I specifically did incorrectly and how to fix it. Students are engaging in MP3: Construct viable arguments and critique the reasoning of others.

Review Stations

30 minutes

Notes:

Before this lesson I use quiz data and ticket to go data to Create Homogeneous Groups.
I will start off working together with students who are still struggling with many of the topics in this unit. I may omit some problems for these students so that they can focus on quality, instead of quantity.

There are many ways to do stations. Today I Create Homogeneous Groups. I identify which stations groups need to focus on first. I set out the copies of the stations throughout the room. I Post a Key for each station somewhere in the classroom. I review expectations for the day.

Students are engaging in MP1: Make sense of problems and persevere in solving them, MP2: Reason abstractly and quantitatively, and MP6: Attend to precision. Groups can move at their own pace, each time they complete a station, they check in with me. I quickly scan the work. If they are on track, I send them to check their answers at the key. If I see repeated mistakes I circle the problems and have them return to work on them. Once they have successfully completed a station, they check it off on their To Do List and move on to another station. I take note of problems that I see many students struggling with so that I can reference these questions during the closure.

At the end of the work time, I hand around several staplers for students to staple their completed station worksheets together.

Closure

10 minutes

For Closure I have students share their ideas about problems that I noticed were difficult for many students. I read the question. Students participate in a Think Pair Share. I call on students to come up and share their ideas and show their work underneath the document camera. Then I call on students to share comments or questions about each student’s work. We go over as many questions as we can during the ten minutes. Students are engaging in MP3: Construct viable arguments and critique the reasoning of others.

Students pass in their completed station work. For Homework, I tell students that they need to complete the stations that they did not finish. If some students have not completed a large amount, I will give them an extra day or two to complete the work.

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