<p> Math 6-8 Lesson Plan (Aligned to CCSSM)</p><p>Course: Math 6 CCSS Standard Number(s): 6.EE.2abc/6.EE.6 (POWER STANDARD) </p><p>Day: Tuesday, September 11, 2012</p><p>Unit # and Title: Unit One – Properties and Expressions Block(s)/Period(s): 1 2 3 4 5 6</p><p>Unit Essential Question(s): What key words represent operations in algebraic expressions? How can you use variables and constants to write algebraic expressions? Learning Target(s) I can translate a verbal/written phrase to an algebraic expression. “I can statements”</p><p>Essential Vocabulary Variables, constants, coefficients, algebraic expressions, numerical expressions, term</p><p>Add: sum, added to, plus, more than, deposit, increase, all together, in all, total, growth, gain, raise, combine, credit, profit, add, increased by, more, greater than Subtract: difference, minus, loss, decrease, less than, subtraction, fewer than, how many more than, leftovers, how much more, withdraw, reduce, diminish, debit, less, decreased by, take away, taken from, discount Multiplication: product, double, twice, triple, multiply, of, times, multiplied by, twice as much Division: quotient, per, divide, divvy, split, share equally, each, out of, divisible by, into, sections, slice</p><p>Variable: a number, some number, an unknown Equal: is, is equal to, results in</p><p>Resources and Materials Teacher Student</p><p>Keyword Scramble Post-it Notes Colored Paper Pencil Scissors OnCore Student Workbook Markers Computer with Internet Access “I Have, Who Has” Cards 8 Mathematical Practices: 1. Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically. 2. Reason abstractly and quantitatively. 6. Attend to precision. 3. Construct viable arguments and critique the reasoning of others. 7. Look for and make use of structure. 4. Model with mathematics. 8. Look for and express regularity in repeated reasoning. Activating Strategy Warm-Up: Substituting Variables in Expressions</p><p>Office of Curriculum and Instruction May 24, 2018Guilford County Schools Math 6-8 Lesson Plan (Aligned to CCSSM)</p><p>(Opening Activity) (***Consider using substitution with area or volume formulas/Big Ideas pg. 30-34-look at margins***)</p><p>Create a word scramble with all of the key operation words for algebraic expressions (see list above in essential vocabulary). Have students cut out vocabulary words. In groups, have students sort the keywords where they think each word belongs. Teachers should allow their students to sort the keywords on their own without any assistance. After all groups have finished, have a gallery walk to let students view other groups’ sorting process. Give groups post-its so they may give suggestions on whether a keyword needs to be moved or not. After gallery walk, discuss groupings with class and determine if students found connections among words. Cognitive Teaching Strategies Make Algebraic Expression Keyword foldable (6 sections)</p><p>Me/We/Few/You Sections will include: addition, Subtraction, multiplication, division, variables, and equal (see essential vocabulary) (TIP-Teacher input SAP-Student actively Students will write keywords inside foldable. participates GP – Guided Practice Direct teacher instruction on how to use foldable to write and translate algebraic IP-Independent Practice) expression.</p><p>Introduce “I Have, Who Has…” game Find the link here: http://www.mathwire.com/whohas/whalgA.pdf Summarizing Strategy Create a “Think Cloud” on the board with a variable, an operation, and number. Have (Closing Activity) students write a Numerical expression, translate expression into word form, and then create a statement that involves the Algebraic expression.</p><p>Example: - w 4 Numerical expression: w – 4 Algebraic expression: w minus four; four less than w Statement: Olivia has four less watermelons than Wilma.</p><p>Assessment/Homework OnCore Student Workbook pg. 66 #1-12 and/or #13-20</p><p>Extending/Refining Access: http://www.math-play.com/Algebraic-Expressions-Millionaire/algebraic-expressions- millionaire.html</p><p>Office of Curriculum and Instruction May 24, 2018Guilford County Schools Math 6-8 Lesson Plan (Aligned to CCSSM)</p><p>Key word Scramble Below:</p><p> sum difference product divide quotient twice less than decrease</p><p>Office of Curriculum and Instruction May 24, 2018Guilford County Schools Math 6-8 Lesson Plan (Aligned to CCSSM)</p><p> triple altogether plus total fewer than times loss growth</p><p>Office of Curriculum and Instruction May 24, 2018Guilford County Schools Math 6-8 Lesson Plan (Aligned to CCSSM)</p><p>Office of Curriculum and Instruction May 24, 2018Guilford County Schools Math 6-8 Lesson Plan (Aligned to CCSSM)</p><p> share in all multiply divvy equally combine minus split subtraction</p><p> double deposit increase diminish</p><p> each Office ofout Curriculum ofand Instruction added to May 24,gain 2018Guilford County Schools Math 6-8 Lesson Plan (Aligned to CCSSM)</p><p> add take away sections divisible by</p><p> decreased discount twice as of by much</p><p> taken from slice greater more than</p><p>Office of Curriculum and Instruction May 24, 2018Guilford County Schools Math 6-8 Lesson Plan (Aligned to CCSSM)</p><p> less</p><p>Office of Curriculum and Instruction May 24, 2018Guilford County Schools</p>