Module Focus: Grade 6 – Module 4
Sequence of Sessions
Overarching Objectives of this February 2014 Network Team Institute

Participants will develop a deeper understanding of the sequence of mathematical concepts within the specified modules and will be able to articulate
how these modules contribute to the accomplishment of the major work of the grade.

Participants will be able to articulate and model the instructional approaches that support implementation of specified modules (both as classroom
teachers and school leaders), including an understanding of how this instruction exemplifies the shifts called for by the CCLS.

Participants will be able to articulate connections between the content of the specified module and content of grades above and below, understanding
how the mathematical concepts that develop in the modules reflect the connections outlined in the progressions documents.

Participants will be able to articulate critical aspects of instruction that prepare students to express reasoning and/or conduct modeling required on the
mid-module assessment and end-of-module assessment.
High-Level Purpose of this Session
●
●
●
Implementation: Participants will be able to articulate and model the instructional approaches to teaching the content of the first half of the lessons.
Standards alignment and focus: Participants will be able to articulate how the topics and lessons promote mastery of the focus standards and how the
module addresses the major work of the grade.
Coherence: Participants will be able to articulate connections from the content of previous grade levels to the content of this module.
Related Learning Experiences
●
This session is part of a sequence of Module Focus sessions examining the Grade 6 curriculum, A Story of Ratios.
Key Points
•Students extend their arithmetic work to include using letters to represent numbers in order to understand that letters are simply "standins" for numbers and that arithmetic is carried out exactly as it is with numbers.
•Students explore operations in terms of verbal expressions and determine that arithmetic properties hold true with expressions because
nothing has changed—they are still doing arithmetic with numbers.
•Students determine that letters are used to represent specific but unknown numbers and are used to make statements or identities that are
true for all numbers or a range of numbers.
•Students understand the relationships of operations and use them to generate equivalent expressions, ultimately extending arithmetic
properties from manipulating numbers to manipulating expressions.
•Students read, write and evaluate expressions in order to develop and evaluate formulas. From there, they move to the study of true and
false number sentences, where students conclude that solving an equation is the process of determining the number(s) that, when
substituted for the variable, result in a true sentence.
•Students use arithmetic properties, identities, bar models, and finally algebra to solve one-step, two-step, and multi-step equations.
Session Outcomes
What do we want participants to be able to do as a result of this
session?
How will we know that they are able to do this?
 Participants will develop a deeper understanding of the sequence of
mathematical concepts within the specified modules and will be able to
articulate how these modules contribute to the accomplishment of the major
work of the grade.
 Participants will be able to articulate and model the instructional approaches
that support implementation of specified modules (both as classroom
teachers and school leaders), including an understanding of how this
instruction exemplifies the shifts called for by the CCLS.
 Participants will be able to articulate connections between the content of the
specified module and content of grades above and below, understanding how
the mathematical concepts that develop in the modules reflect the
connections outlined in the progressions documents.
 Participants will be able to articulate critical aspects of instruction that
prepare students to express reasoning and/or conduct modeling required on
the mid-module assessment and end-of-module assessment.
Session Overview
Section
Time
Overview
Prepared Resources
Facilitator Preparation
Introduction to Module 25 mins
Establish the instructional focus of 
Grade 6 Module 4.

Topic A Lessons
45 mins
Examine the lessons of Topic A.



Prepare tape diagram
Grade 6 Module 4
manipulative
Grade 6 Module 4 PPT
Tape Diagram Manipulative
Topic B Lessons
20 mins
Examine the lessons of Topic B.


Grade 6 Module 4
Grade 6 Module 4 PPT
Topic C Lessons
25 mins
Examine the lessons of Topic C.


Grade 6 Module 4
Grade 6 Module 4 PPT
Topic D Lessons
45 mins
Examine the lessons of Topic D.


Grade 6 Module 4
Grade 6 Module 4 PPT
Topic E Lessons
20 mins
Examine the lessons of Topic E.


Grade 6 Module 4
Grade 6 Module 4 PPT
Mid-Module
Assessment
10 mins
Review mid-module assessment.


Grade 6 Module 4
Grade 6 Module 4 PPT
Topic F Lessons
90 mins
Examine the lessons of Topic F

and conduct a lesson study/jigsaw 
presentation.
Grade 6 Module 4
Grade 6 Module 4 PPT
Grade 6 Module 4
Grade 6 Module 4 PPT
Review Grade 6 Module 4
Review assessment, rubric, and
sample solutions.
Session Roadmap
Section: Grade 6 Module 4
Time Slide Slide #/ Pic of Slide
#
Time: 305 minutes
Script/ Activity directions
GROUP
1 min
1.
Welcome! In this module focus session, we will examine
Grade 6 – Module 4.
2.
Our objectives for this session are:
•Examination of the development of mathematical
understanding across the module using a focus on
Concept Development within the lessons.
•Introduction to mathematical models and instructional
strategies to support implementation of A Story of
Ratios.
1 min
3.
We will begin by exploring the module overview to
understand the purpose of this module. Then we will
dig in to the math of the module. We’ll lead you through
the teaching sequence, one concept at a time. Along the
way, we’ll also examine the other lesson components
and how they function in collaboration with the concept
development. Finally, we’ll take a look back at the
module, reflecting on all the parts as one cohesive
whole.
Let’s get started with the module overview.
2 min
4.
The fourth module in Grade 6 is called Expressions and
Equations (click for red ring). The module is allotted 45
instructional days. It challenges students to build on
understandings from previous modules by:
1)Extending previous study of arithmetic operations to
understanding identities, properties, and the
relationships between operations.
2)Applying their knowledge of proportional reasoning
and tape diagraming to understand, build and solve
equations.
10
min
5.
The module focuses on standards (click to advance)
6.EE.A.1, 6.EE.A.2, 6.EE.A.3, 6.EE.A.4, 6.EE.B.5, 6.EE.B.6,
6.EE.B.7, 6.EE.B.8, 6.EE.C.9
In your extra materials you will find (click to advance)
the Expressions and Equations Progressions Document.
Let’s take 5 minutes with a partner and read through
pages 2-7, highlighting key points that you find
interesting to discuss with the whole group.
Let’s discuss (5 minutes).
3 min
6.
Turn to the Module Overview document. Our session
today will provide an overview of these topics, with a
focus on the conceptual understandings and an in-depth
look at select lessons and the models and
representations used in those lessons.
Take a moment to look at the table of contents at the
beginning of the Module Overview. Notice the Module is
broken into eight topics which span 34 lessons.
Following the Table of Contents is the narrative section.
Focus and Foundational standards, as well as the
standards for Mathematical Practice are listed in this
overview document. You will need to read the entire
document at your leisure, following today’s session.
7 min
7.
Let’s start by looking at the Module Overview narrative.
This narrative will provide you with information
regarding progressions from previous grades and to
later grades as well as progressions within this module.
Please take a few minutes to read through the overview
narrative and highlight interesting information that we
will share later.
Allow two minutes for reading and five minutes for
sharing.
0 min
8.
Let’s take a closer look at the development of key
understandings in Topic A. The plan for today is to speak
to three main ideas: operation properties and how they
relate to building and solving equations, tape diagrams
and the progressions throughout the lessons, and
moving from expressions to equations. Topic A focuses
on the first two: operation properties and tape
diagraming.
3 min
9.
Let’s read through the Topic A Opener and discuss any
questions or thoughts.
2 min
10.
Read the outcome.
Click to advance. We use tape diagrams in the first four
lessons to model identities and properties of operations.
Here, you will see (click to advance) the model
represents 3+2. We see that the sum is five, however if
we cover up the two, three is left, so we determine that
3+2-2=3. Similarly, not represented in this model, if we
had 3 and took two away, then added it back in, the
result would be 3, the number we started with. This
type of modeling leads into the identity that any number
added to another number, when taken away will result
in the number we began with, and vice versa; If we
subtract a number from another number and then add it
back in, the result would be the original number. We are
going to model this together.
5 min
11.
In your extra materials you will have a set of these tape
diagrams. We will be using this set for Lesson 1 (click to
advance) and this set (click to advance) for the duration
of the next 4 lessons.
Switch to document camera:
Model the identities w + x – x = w and w – x + x = w.
Model and then draw a series of tape diagrams to
represent the following number sentences.
3+5-5=3
8-2+2=8
1 min
12.
You will see here, that the identity is built for students in
the teacher materials and fully explains the progression
of the identity.
2 min
13.
What’s new in Module 4 is the increased frequency of
fluency activities. These begin to appear every 2 to 3
lessons and involve either sprints or (click to advance)
these rapid white board exchanges. White board
exchanges are designed to be similar to sprints, meaning
practice fluency from either the number system as
prescribed by PARRC, or fluency on newly introduced
concepts. Here, you will see that it is not advantageous
to have students complete a sprint because the bulk of
the work is too lengthy. Teachers will simply display the
questions, one at a time in this exact order, and students
will show their work and answer on a personal white
board. The teacher then goes around quickly reviewing
student work, stating “good job” or “let’s try that again”
if the students’ work is inaccurate. Once the majority of
the students are ready to progress to the next question,
the teacher then has students erase their boards and
displays the next question, continuing until either time
is up, or until all questions have been exhausted. Note
that the level of difficulty increases the further students
go, similar to the sprint.
2 min
14.
Read the outcome.
In this diagram (click to advance), you will se that the
model represents 8 divided by 2, with a quotient of four.
We see, also that if we multiply four by two, the product
would result in the original number, 8, thus
understanding the identity when any number is divided
by another number and then multiplied by the same
number, the product or end result is the original
number. This will also work with multiplication where
if a number is multiplied by a number and then divided
by that same number, the quotient, or end result would
be the original number, so long as the number being
multiplied by and then divided by is not zero.
5 min
15.
We are going to practice this identity using this set of
manipulatives.
Switch to document camera.
Model and then draw a series of tape diagrams to
represent the following number sentences.
12÷3×3=12
4×5÷5=4
10
min
16.
Let’s practice what we have learned! This is the exact
exploratory challenge activity in lesson 2 that students
will be completing. Let’s work in our table groups and
complete the activity. (Read the bullets from the slide)
After five minutes, allow 1 minute per table to share
their large paper and discuss with group.
2 min
17.
Students in the exploratory challenge are asked to
critique the work of other groups. They use this rubric
to practice critiquing constructively. Let’s spend a
couple minutes modeling this with each others groups.
1 min
18.
Lesson two has the module’s first sprint. This sprint is
reused throughout the module and is up for grabs any
time you think the students need additional practice.
This is just to show you that although we suggest fluency
placement within lessons, it does not constrain you to
only use them when prescribed. You are free to use any
fluency activity when you find it necessary with your
students.
2 min
19.
Read the outcome.
In this diagram (click to advance), you will se that the
model represents the relationship of multiplication and
addition. We see that 3 times g is simply g added to
itself three times.
(Click to advance twice) We see that this model is
represented in three equal parts. It shows that one of
the equal parts is four. With their previous knowledge,
students will see that this model represents 3 times 4.
They go on to make connections to the same tape
diagram that if they added 4 three times, they would
determine the same answer as if they had multiplied.
They discover that 3 times four is equal to 4+4+4, the
sum of three fours) and relate it to the second tape
diagram shown. Three times g will equal g+g+g, the sum
of g three times. The last tape diagram shows that one
part is seven and that there six equal parts, so 6 times
seven will equal 7+7+7+7+7+7, or the sum of seven six
times.
1 min
20.
Students will further discover that when they represent
4+4+4 with a tape diagram horizontally, they can
rearrange the “groups” of four into a familiar array to
show that it is equal to three groups of 4, or, 3 times
four.
1 min
21.
Students will then move to finding the relationship of
addition and multiplication within expressions that have
more than one number or variable. They can use tape
diagrams or draw diagrams to assist them in
determining how to create equivalent expressions. You
will see that this also supports student learning from
Module 2 when they practiced the order of operations.
2 min
22.
Read the outcome.
Here, you will see (click to advance) the model
represents 8 divided by. We see that the quotient is
four. Students will use tape diagraming to determine
that when they subtract the divisor, in this case, 2, from
the dividend four times (which is the quotient), they will
find a remainder of zero.
They continue to practice with other examples such as
100 divided by 25 = 4. They continually subtract the
divisor from the dividend four times to determine the
remainder of zero.
From there, students discover the relationship of
division and subtraction.
4 min
23.
Switch to document camera. Participants practice using
tape diagrams, and presenter will follow up with
questions and concerns.
18 divided by 3
18 divided by 6
What is the difference when modeling?
4 min
24.
Here you will see a progression of tape diagrams from
lesson 4 that reiterates the student discovery, but what
is new is students will determine if the quotient is either
the number of items or the number of groups and
compare the relationship between 20 divided by four
equals five and twenty divided by five equals four.
Switch to document camera and model both
representations and show the relationship:
20 divided by 4 equals five:
20-4=16, 16-4=12, 12-4=8, 8-4=4, 4-4=0: We
subtracted five times, so the quotient is five.
Similarly 20 divided by 5 equals four:
20-5=15, 15-5=10, 10-5=5, 5-5=0: We subtracted
four times, so the quotient is four.
1 min
25.
By the end of the lesson four, students will see the
relationship between all operations. They will see that
addition is the inverse of subtraction, and multiplication
is the inverse of division and vice versa. They will note
that multiplication is a repeat of addition and division is
a repeat of subtraction.
3 min
26.
Let’s read through the Topic B Opener and discuss any
questions or thoughts.
1 min
27.
Read outcomes.
Students begin the lesson on noticing patterns to
determine that a number with an exponent, or power, is
not the same thing as the relationship between
multiplication and addition. It is actually a relationship
between multiplication, base numbers and powers.
1 min
28.
Students are provided visual examples to show the
difference between multiplication in two dimensions
and multiplication in three dimensions. They take that
learning and extend it to finding powers of rational
numbers.
1 min
29.
You will see that the lesson begins with a review of the
relationship of addition and multiplication on purpose.
It opens up discussion on why evaluating numbers with
exponents is not the same as multiplication and
addition.
1 min
30.
Students rewrite expressions to determine that
numbers with powers is in fact a relationship between
bases, exponents and multiplication.
0 min
31.
From there, students evaluate expressions after they
have been rewritten.
0 min
32.
They also move forward to finding powers of rational
numbers including but not limited to decimals and
fractions.
1 min
33.
Read the outcome.
Students will discover that in the absence of
parentheses, exponents are evaluated first.
Click to advance. Note here that there are parentheses,
so
2 min
34.
This activity opens up the reasoning for use of the order
of operations. The students notice that they could
potentially solve this problem two ways, but there’s a
problem. There are two different answers. Whatever
will they do? Students are reminded of the relationship
between operations from the first four lessons to show
that because (advance slide) addition is a shortcut for
counting on, subtraction is a shortcut to counting back.
They are reminded that (advance slide) multiplication
and division are repeats of addition and subtraction, in
order for students to note that multiplication and
division are more involved than addition and
subtraction, or “more powerful” and thus must be
evaluated first in expressions.
2 min
35.
Read the note.
(Advance slide) Note this diagram represents 3+4x2.
Because we need to determine the amount of four
groups of two, we multiply first, then add to three. With
addition, we are finding the sum of two addends. In this
example the first addend is three. The second addend
just happens to be the number that is the value of the
expression 4x2, so before we can add we must
determine the value of the second addend.
3 min
36.
Read the note.
(Click to advance) Notice students evaluate the
expression using the appropriate order of operations.
They multiply first from left to right, then divide, and
finally they find the sum of the two addends. But, this
expression (click to advance) is written differently.
Notice that the students appropriately evaluate the
expression using the order of operations, finding the
product of six squared first, then, dividing, and then
finally finding the sum of the two addends. They are
asked (click to advance) why the first step was to find
the value of six squared and they should be able to
answer that in this expression the most “powerful”
operation involves exponents and thus should be
evaluated first.
3 min
37.
Walk through the progression of this slide with
participants, asking them questions as teachers would
ask their students. The purpose of this activity is so
students will see the difference between operations with
and without parentheses.
(90 min running total)
1 min
38.
Students progress through the order of operations until
they understand the difference between evaluating
expressions with exponents inside the parentheses and
exponents outside of parentheses. What is the
difference here? Students should evaluate what is inside
the parentheses first in both expressions.
3 min
39.
Let’s read through the Topic COpener and discuss any
questions or thoughts.
2 min
40.
Read the outcome.
(Click to advance) Students reflect back on their
knowledge of area, and when the side lengths are
unknown they can be represented with a variable. They
use the area formula to multiply length times width and
determine that the area is the square of the side lengths.
Then, they are given the side lengths and simply replace
the letter (variable) with the appropriate number and
evaluate the same exact way.
2 min
41.
Here you can see that in the first rectangle, the width is
represented by two different values. The first value they
see is b cm. The next value you see is 8 cm. Since the
two widths are equal, it is obvious students can replace
the letter b with 8. In the second rectangle, you see that
one of the equal pieces is measured at 4 cm. The entire
width of the rectangle is represented by x cm. After
much work with tape diagrams, students understand
that each of the four equal pieces is 4 cm and can thus
multiple 4x4cm to reach the length of 16 cm. From
there, students are able to determine the area of the
rectangle. They replace the letters for lxw with x times b
and replace the 16 cm for x and the 8 cm for b finding
the area to be 128 square centimeters.
1 min
42.
This example shows students that because the units can
be counted on this diagram, the area of the square is
easily found. They use the area of a square formula,
replace the letter s with the measure of 3 units and find
the area by squaring the 3 units. This leads to…. Click to
advance to next slide
1 min
43.
….students being able to determine the area of a square
without countable units.
Read the problem aloud to participants.
Since they know the formula for the area of a square,
students simply – again – replace the letter s in the
formula with the side length of this labeled square,
which is 23. They square the side length and determine
the area to be 529 square centimeters.
1 min
44.
Students then use tables in order to find the area of a
square by replacing the letter that stands for the side
length with the given measure.
1 min
45.
They further this use of substitution with the volume
formula for right rectangular prisms in preparation for
Module 5.
2 min
46.
Read the outcomes to participants.
(click to advance slide) Look at the diagram. How many
of these statements are true? How many of those
statements would be true if the 4 was replaced with the
number 7 in each of the sentences? Would the number
sentence be true if the four was replaced by any other
number? Participants should note that all numbers would
work except zero.
Division by zero is undefined. You cannot make zero
groups of objects and group size cannot be zero. It
appears we can replace the number 4 with any non-zero
number and each of the number sentences will be true.
A letter in an expression can represent a number. Look
at the next diagram. (click to advance) Are all these true
(except for g=0) when dividing? Each of these properties
will be looked further into on the next set of slides.
1 min
47.
Read through the slide with participants.
1 min
48.
Read through the slide with participants.
1 min
49.
Students focus on the commutative property of addition
and multiplication in lesson 8. (Click to advance)
Let’s look at this first set of properties. Are all of these
statements true? (click to advance)
Let’s replace the number 3 with the letter a. Are all of
these statements true? (Click to advance)
Finally, let’s replace the number four with the letter b.
What are you noticing? Participants should note that all
of the statements are true, with the exception of b being
not equal to 0.
30
sec
50.
Throughout lesson 8, students are exposed to tape
diagrams and models to make abstract ideas more
concrete. Here they use bar diagrams and …(click to
advance)
30
sec
51.
… here is a good example of a model to prove the
commutative property of multiplication. Notice that
students have been using arrays like this since grade 3.
5 min
52.
Students write expressions that record addition and
subtraction operations with numbers. They identify
parts of an expression using mathematical terms for
addition and subtraction.
Participants use whiteboards to show the expressions.
5 min
53.
Let’s take a look at the topic opener for Topic D and
discuss information you find valuable and interesting.
Take 2 minutes to read the opener and discuss briefly
with your table groups.
Allow at least 2 minutes to share.
3 min
54.
Let’s practice writing some expressions using the
language of the statement. Record your answers on
your personal whiteboards. We can use this as a
practice rapid white board exchange!
Click to advance through each question and note when
participants are correct or when they need extra time.
Explain the difference between subtract and subtracting
from. Participants should discuss the placement of the
minuend and the subtrahend depending on the language
of the statement. When a number is subtracted from
another, it is the subtrahand. When a number is being
subtracted from, that is the minuend.
3 min
55.
Change to document camera. Have participants try
alone. They should model with you if they find difficulty
in the following examples:
Prove a+b=b+a
Prove that 6a=a+a+a+a+a+a
Prove that a-b does not always equal b-a
When would a-b=b-a?
1 min
56.
Read the outcome. Students in this lesson discover the
various ways multiplication is represented in
expressions, ranging from using the multiplication “x”
sign, to the dot, parentheses and letters and/or numbers
being placed directly next to each other with no space.
We encourage students to represent the value using the
least amount of symbols instead of asking them to
simplify the expression.
2 min
57.
Advance through slide and discuss writing
multiplication expressions. Discuss that the number is
the coefficient and also a factor, the letters are variables
and also factors. When represented with the least
amount of symbols, we call that a term.
Discuss that students are directed in the lesson to write
the number first in a term, then variables in alphabetical
order.
2 min
58.
Advance through slide and discuss expanding
multiplication expressions. Note that students use their
previous knowledge of factoring from Module 2.
Continue advancing through the slide discussing the
process of expanding expressions to finding the product
of expressions.
3 min
59.
Read the outcome.
(Click to advance) Notice this tape diagram. How many
sixes are there? How many fours are there? What is the
sum of these two terms? Participants should state that
the sum is 2 x 6 + 2 x 4.
Let’s move the units to make 2 equal units of 6+4. (Click
to advance) How many 6+4’s do we have?
What multiplication expression is represented here?
Participants should share that it is 2 x (6+4) or 2(6+4)
Discuss with your partner why the following equation is
true: (Click to advance slide). Share.
3 min
60.
Here you will see students will practice this skill of
factoring with letters and numbers. (Click to advance)
How many units of ‘a’ are here? How many units of ‘b’
are here? What is the sum of these two terms? 2a+2b or
two ‘a’s plus two ‘b’s. Let’s move the units to make 2
equal units of (a+b) (click to advance slide) What
expression is now represented with this diagram?
2x(a+b) or 2(a+b) Discuss with your partner why the
following equation is true (Click to advance).
5 min
61.
Switch to document camera.
Model with participants the following:
Prove that 3(a+b) is equivalent to 3a+3b.
Show that students move to using the greatest
common factor and the distributive property to
write equivalent expressions for 4d+12e
What is the question asking us to do? Rewrite the
expression as an equivalent expression in factored
form which means the expression is written as the
product of factors. The number outside the
parentheses will be the GCF.
1 min
62.
Read outcome.
How would you write 2 x a with the least amount of
symbols? 2a
How would you write 2x(a+b) with the least amount of
symbols? 2(a+b)
(Click to advance slide) In this model, how many ‘a’s are
there? 2
How many ‘b’s? 2
(Click to advance slide) We moved the 2 ‘a’s and the 2
‘b’s so they would be together. What is 2(a+b) equal to
when distributed? 2a+2b
In the model, is (a+b) the number of units or the size of
the unit? size
63.
Read through the teacher/student discussion with
participants to make sure they understand that factors
can be either the number of groups or the number of
items within each group.
5 min
64.
Switch to document camera.
Model with participants how to model how to write
an expression that is equivalent to “double (3x+4y)”
How can we rewrite double (3x+4y)? Double is the
same as multiplying by two: 2(3x+4y)
Is this expression in factored form, expanded form,
or neither? Factored form.
Make the model of 3x+4y.
How can we change the model to show 2(3x+4y)?
Make an exact copy of the model.
Are there terms that we can combine in this
example? The x’s and the y’s. There are 6 x’s and 8 y’s.
2(3x+4y)=6x+8y or 2(3x)+2(4y).
Summarize how you would answer this question
without the model. When there is a number outside
the parentheses, I would multiply it by the terms on
the inside.)
2 min
65.
Students use their knowledge of area models to write
expressions in expanded form that is equivalent to the
factored form represented in the model.
What factored expression is represented in this model?
y(4x+5).
How can we rewrite this expression? (Click to advance)
y times 4x is 4xy following alphabetical order, (click to
advance) y times 5 is 5y making sure the coefficient is
first. 4xy+5y
2 min
66.
Note that lessons 13 and 14 are parts 1 and 2 of a two
day lesson.
Read the outcome.
Students begin lesson 13 with a model of 1 being
divided by 2. Students see that they can write the
expression as one divided by two or as one divided by
two using the fraction bar, or one half. They extend this
to dividing a variable by a number written both ways,
and then to a variable divided by a variable. They note
that when using the division symbol, it is read “dividend
divided by divisor” and when it is in fractional form, the
numerator is the dividend and the divisor is the
denominator.
3 min
67.
Place the equivalent expressions graphic organizer in
your whiteboard sleeve. Use the whiteboards to
complete the graphic organizer with each expression.
Click to advance all three examples and allow time for
participants to complete the organizers for each.
3 min
68.
Take a few minutes to read through the topic opener for
Topic E and highlight interesting areas to discuss with
your table groups.
3 min
69.
Read the outcomes to participants.
(Click to advance) Students begin the lesson by
brainstorming words that could indicate a specific
operation. They understand that some words may be
used for more than one operation depending on the
context of the problem.
(Click to advance) They then move from this organizer
to determine how to read expressions where letters
stand for numbers. Read through the examples.
3 min
70.
Students underline key words practiced in Lesson 15 to
determine how to write algebraic expressions that
record all operations with numbers and letters standing
for numbers. (Click to advance the table)
(Click to advance) Read the story in column B. Note that
the key word here is lost, so we assume that the
operation would involve subtraction. From the
expressions in column A, which expression would best
represent this story?
Read the next story in column B. (Click to advance) Note
that the key words here are times and combined. From
the expressions in column A, which expression would
best represent this story?
Read the next story in column B. (Click to advance) Note
that the key words here are and, together and
distributed. From the expressions in column A, which
expression would best represent this story?
Read the next story in column B. (Click to advance) Note
that the key words here are quadrupled and deposited.
From the expressions in column A, which expression
would best represent this story?
Read the next story in column B. (Click to advance) Note
that the key words here shared it equally. From the
expressions in column A, which expression would best
represent this story?
10
min
71.
Participants walk through the Mid-Module Assessment
and collaborate with their peers to highlight points of
interest and questions that they would like to have
discussed during whole group share.
3 min
72.
Participants walk through the topic opener for Topic F.
They discuss their questions or concerns with their
tables prior to discussing in whole group.
2 min
73.
Read the outcomes.
Click to advance story problem.
Continue clicking to advance to complete the activity.
180 minutes running total
2 min
74.
Read the outcomes.
Click to advance story problem.
Continue clicking to advance to complete the activity.
2 min
75.
Read the outcomes.
Click to advance story problem.
Continue clicking to advance to complete the activity.
2 min
76.
Read the outcomes.
Click to advance story problem.
Continue clicking to advance to complete the activity.
2 min
77.
Read the outcomes.
Click to advance story problem.
Continue clicking to advance to complete the activity.
2 min
78.
Read the outcomes.
Click to advance tables.
Discuss the meaning of each symbol and the example for
each.
2 min
79.
Student record what will make statements true and
false.
Click through the slide in order to reveal what will make
each of the statements true or false.
20
min
80.
Allow partners or table groups to read through lessons
24 and 25, highlighting areas of interest that they would
like to discuss, as this is most likely new information for
many teachers. Spend 10 minutes discussing questions,
comments and concerns.
0 min
81.
Read through outcomes
5 min
82.
Switch to document camera.
Model the following one step equations with
addition and subtraction, as well as the check:
a+2=8
12=8+c
d-5=7
f-10=15
0 min
83.
Read through outcomes.
5 min
84.
Switch to document camera.
Model the following one step equations with
multiplication and division as well as the check:
3z=9
y/4=2
2=h/7
0 min
85.
Read through outcomes.
5 min
86.
Switch to document camera.
Model the following equations:
Juan has gained 20 lb. since last year. He now
weighs 120 lb. Rashod is 15 lb. heavier than Diego.
If Rashod and Juan weighed the same amount last
year, how much does Diego weigh? Allow j to be
Juan’s weight last year (in lb.) and d to be Diego’s
weight (in lb.).
Marissa has twice as much money as Frank.
Christina has $20 more than Marissa. If Christina
has $100, how much money does Frank have? Let f
represent the amount of money Frank has in dollars
and m represent the amount of money Marissa has
in dollars.
0 min
87.
Read through outcomes.
5 min
88.
Switch to document camera.
Model the problem in the slide.
Switch back to slide show presentation.
Another organizational tool students use in Lesson 29 is
a table. Click to advance. Talk through table and the
relationships involved in the columns and rows.
If time permits model: The school librarian, Mr.
Marker, knows the library has 1,400 books, but
wants to reorganize how the books are displayed on
the shelves. Mr. Marker needs to know how many
fiction, nonfiction, and resource books are in the
library. He knows that the library has four times as
many fiction books as resource books and half as
many nonfiction books as fiction books. If these are
the only types of books in the library, how many of
each type of book are in the library?
1 min
89.
Revisit the story.
(Click to advance)Students also create tables to organize
information to write equations.
(Click to advance) Students use this information to write
their equations.
(Click to advance) They use their knowledge from the
Module to solve the equation.
30
min
90.
Assign each group one lesson between lesson 30-34.
Provide time for them to research the information in the
lessons, then groups will present student outcomes,
lesson notes/opening exercises, key points of the lesson
and will model at least one example from the lesson.
1 min
91.
Let’s take a few minutes to reflect on the purpose of
today’s session.
2 min
92.
Take two minutes to turn and talk with others at your
table. During this session, what information was
particularly helpful and/or insightful? What new
questions do you have?
Allow 2 minutes for participants to turn and talk. Bring
the group to order and advance to the next slide.
3 min
93.
Let’s review some key points of this session. I would
like each tables’ members to take one minute to write
down a key point from today’s session. I will then call
on each table to share out. (Click to advance and show
key points.)
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Turnkey Materials Provided



Grade 6 Module 4 PPT
Grade 6 Module 4 Facilitators Guide
Tape Diagram Manipulative
Additional Suggested Resources
●
A Story of Ratios Curriculum Overview
Active learning
Turn and talk