Grade 6 Go Math! Quarterly Planner
12 Days
CHAPTER 4 Ratios and Rates
BIG IDEA: In 6th grade, students are introduced to ratios, rates, and unit rates. Students need to shift their thinking from reasoning on a single quantity (as with a fraction), to reasoning about two quantities.
A frequent misconception among students is that a ratio is just another name for a fraction. Students with conceptual understanding of a ratio recognize a number of mathematical connections that link
ratios and fractions. In reference to rates and unit rates, discussing rate as a set of infinitely many equivalent rations, “can support students in developing deeper understanding of the concept” (Lobato, Ellis,
Charles, & Zbiek, 2010). This interpretation of rate also supports students’ use of the concept in upper level mathematics courses and is a key aspect of proportional reasoning.
ESSENTIAL QUESTION: How can you use ratios to express relationships and solve problems?
STANDARDS: 6.RP.1, 6.RP.2, 6.RP.3
ELD STANDARDS:
ELD.PI.6.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.6.9- Expressing information and ideas in oral presentations.
ELD.PI.6.3-Offering opinions and negotiating with/persuading others.
ELD.PI.6.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.PI.6.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.6.12-Selecting and applying varied and precise vocabulary.
4.1
4.2
4.3
Lesson
Standards &
Math Practices
Investigate –
Model Ratios
6.RP.1
MP.5, 7
Ratios and
Rates
Equivalent
Ratios and
Multiplication
Tables
6.RP.1
MP.1, 2
6.RP.3a
MP.1, 4
Essential
Question
How can you
model ratios?
How do you
write ratios and
rates?
How can you
use a
multiplication
table to find
equivalent
ratios?
Math Content and Strategies
Apply what students already know about
multiplication to ratio relationships. For
example, if students show the ratio 2 adults for
every 3 students with their counters, they can
also show how many students there would be if
there were 4 adults. Make sure to point out the
red counters were multiplied by 2 and the
yellow counters were also multiplied by 2. The
two ratios, 2:3 and 4:6, name the same
comparison.
Rates are ratios that compare two quantities
that have different units of measure. In a unit
rate, the second quantity is always 1.
Discuss unit rates such as cost per pound of
fruit, or cost per gallon of gas.
Converting between rate and unit rate can help
when comparing prices of multiple items
Using a table can help students see the
multiplicative relationship among equivalent
ratios.
-Suppose that there are 3 erasers for every 4
pencils. For 2 groups of 4 pencils, there are 3
erasers for each group. Continue the table.
Erasers
3
6
9
12
Pencils
4
8
12
16
Models/Tools
Go Math! Teacher
Resources G6
Two-color
counters
Connections
Vocabulary
Zena adds 4 cups flour for every 3 cups
of sugar in her recipe. Draw a model
that compares cups of flour to cups of
sugar.
ratio, pattern
Multiplication
Table
Julia has 2 green reusable shopping
bags and 5 purple reusable shopping
bags. Select the ratios that compare the
number of purple reusable shopping
bags to the total number of reusable
shopping bags. Circle all that apply.
2
5
5 to 7 , 5:2 , 2 to 7 , 5:7 , 5 , 7
*use counters or T-table
How did you find a ratio that is
3
equivalent to 8 ?
*Use counters and have them create
equivalent ratios.
DRAFT
ELD Standards
ELD Standards
ELA/ELD Framework
ELPD Framework
*Have students construct with
counters.
Two-color
counters
Academic Language
Support
Access Strategies
Organizing Learning
for Student Access to
Challenging Content
rate, unit rate
Student Engagement
Strategies
Journal
Suppose there was 1
centerpiece for every 5
tables. Use counters to
show the ratio of
centerpieces to tables.
Then make a table to
find the number of
tables if there are 3
centerpieces.
Explain how to
determine if a given
rate is also a unit rate.
Problem Solving Steps and
Approaches
Equitable Talk
equivalent
ratios,
equivalent
fractions,
numerator,
denominator
Accountable Talk Simply
Stated
Equitable Talk Conversation
Prompts
Accountable Talk Posters
Five Talk Moves Bookmark
Explain how to
determine whether two
ratios are equivalent.
4.4
4.5
4.6
4.7
Problem
Solving – Use
Tables to
Compare
Ratios
Algebra – Use
Equivalent
Ratios
Find Unit
Rates
Algebra – Use
Unit Rates
6.RP.3a
MP.1, 7
6.RP.3a
MP.4, 8
6.RP.2
MP.2, 6
6.RP.3b
MP.1, 3, 5
How can you
use the strategy
find a pattern to
help you
compare ratios?
How can you
use table to
solve problems
involving
equivalent
ratios?
How can you
use unit rates to
make
comparisons?
How can you
solve problems
using unit rates?
Use two tables to compare two ratios and
determine if the ratios are equivalent. As the
students work with tables, point out that each
number pair in a column can also be written in
fraction form. If the same number appears in
either the top or bottom row in the two tables,
students can compare the ratios in those
columns to determine if the other term is also
the same.
Students can also compare ratios by writing
ratios in simplest form.
Use ratio reasoning to solve real-world
problems. Help students make connections
between what they are learning and a real-life
situations, such as planning a class party.
Two jars of punch are enough for 12 people. If
you expect 36 people at your class party, how
can you find the number of jars of punch you
will need to buy? How many jars will you need?
How many jars of punch would you need for 34
people?
When students can find unit rates, it allows
them to easily compare rates, such as
comparing prices in order to save money.
A 14 oz. bottle of syrup costs $3.64. A 17 oz.
bottle of syrup costs $4.25. Which one is the
better buy?
Using unit rates will allow students to compare
the prices per ounce to determine the better
buy.
In this lesson, students are introduced to using
unit rates to solve problems. One approach is to
model the known ratio as a unit rate. For
Ratio Tables
Fernando donates $2 to a local charity
organization for every $15 he earns.
Cleo donates $4 for every $17 she
earns. Is Fernando’s ratio of money
donated to money earned equivalent to
Cleo’s ratio of money donated to
money earned?
equivalent
ratios,
equivalent
fractions,
numerator,
denominator
*Use ratio tables.
Ratio Tables
Courtney bought 3 maps for $10. Use
the table of equivalent ratios to find
how many maps she can buy for $30.
Effective Math Talks
Cooperative Learning
Cooperative Learning Role
Cards
Use tables to show
which of these ratios
are equivalent: 4/6,
10/25, and 6/15
Collaborative Learning Table
Mats
Seating Chart Suggestions
equivalent
ratios,
equivalent
fractions,
numerator,
denominator
Explain how using
equivalent ratios is like
adding fractions with
unlike denominators.
rate, unit rate
Write a word problem
that involves comparing
unit rates.
*Expand to $50, $100, etc.
Select the cars that get a higher mileage
per gallon of gas than a car that gets 25
miles per gallon. Mark all that apply.
Tape diagrams
(bar model)
example, to solve the ratio problem
Draw a model wherein 4 units represent 20.
Since 20 ÷ 4 = 5, each unit represents 5. Then
draw a bar model with 7 units.
*Find the unit rate for each car to
compare to 25 mpg.
Peri earned $27 for walking her
neighbor’s dog 3 times. If Peri earned
$36, how many times did she walk her
neighbor’s dog? Use a unit rate to find
the unknown value.
rate, unit rate
The best reason to use the
strategy Find a Pattern to
help you compare ratios is
________.
You can solve problems
using unit rates by _______.
A great way to represent
equivalent ratios is to use a
graph because _________.
DRAFT
Give some examples of
real-life situations in
which you could use
unit rates to solve an
equivalent ratio
problem.
*Find the unit rate first, to find
equivalent rates.
A unit rate is a ratio that
______.
Equivalent ratios are ratios
that _______.
4.8
Algebra –
Equivalent
Ratios and
Graphs
6.RP.3a
MP.4, 7
How can you
use a graph to
represent
equivalent
ratios?
Students may wonder how to find the unit rate
when this point is not given on a graph
Graph paper,
coordinate plane,
coordinate plane first quadrant
Emilio types at a rate of 84 words per
minute. He claims that he can type a
500-word essay in 5 minutes. Does
Emilio's claim make sense or not? Use a
graph to help explain your answer.
Students can find the unit rate by finding a ratio
with a denominator of 1. They can make a table
of equivalent ratios for the known points and
use the pattern to extend the table to include a
ratio with a denominator of 1.
Students can also find the unit rate by finding
the ordered pair where the x-coordinate is equal
to 1. They can use the multiplicative relationship
between the x-coordinates and y-coordinates of
the ordered pairs of known points to find the
unit rate.
*Plot the unit rate, then use plot the
equivalent ratios to solve.
Assessments:
Go Math Chapter 4 Test
Go Math Chapter 4 Performance Task - Madurodam
DRAFT
Coordinate
plane,
ordered pair,
x-coordinate,
y-coordinate
Choose a real-life
example of unit rate.
Draw a graph of the
unit rate. Then explain
how another person
could use the graph to
find the unit rate.
Grade 6 Go Math! Quarterly Planner
9-11 Days
CHAPTER 5 Percents
BIG IDEA: In 6th grade, students learn about percents and how they are connected to ratios. A percent is a special ratio that compares a number to 100. Students gain understanding of percent by comparing
and making connections among the various forms in which a percent may be represented, including ratios, fractions, and decimals (Reys, 2001). “Ideally, all of these ideas (fractions, decimals, ratio,
proportion, and percent) should be conceptually integrated. The better that students connect these ideas, the more flexible and useful their reasoning and problem solving skills will be.” (Van de Walle, 2004)
ESSENTIAL QUESTION: How can you use ratio reasoning to solve percent problems?
STANDARDS: 6.RP.3c
ELD STANDARDS:
ELD.PI.6.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.6.9- Expressing information and ideas in oral presentations.
ELD.PI.6.3-Offering opinions and negotiating with/persuading others.
ELD.PI.6.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.Pl.6.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.6.12-Selecting and applying varied and precise vocabulary.
Lesson
5.1
5.2
5.3
Investigate –
Model
Percents
Write Percents
as Fractions
and Decimals
Write Fractions
and Decimals
as Percents
Standards &
Math Practices
6.RP.3c
MP.3, 5
6.RP.3c
MP.2, 5, 7, 8
6.RP.3c
MP.5, 8
Essential
Question
How can you
use a model to
show a percent?
How can you
write percents
as fractions and
decimals?
How can you
write fractions
and decimals as
percents?
Math Content and Strategies
Understand percent as the relationship between
part and whole. Using models to introduce
percent allows students to develop a concrete
understanding of percent as the relationship
between part and whole. A deeper understanding
of percents allows students to see a percent as
another way to express equivalent numbers.
Convert percents to fractions and decimals. This
lesson reinforces the idea that percents, fractions,
and decimals are all different ways to express the
same numerical value. Students should
understand that 100% represents one whole or
the total, converting percents to equivalent
benchmarks and relating these concepts to
situations students are familiar with.
Models/Tools
Go Math! Teacher
Resources G6
Base-Ten Blocks
Base-Ten Grid
Paper
Base Ten 15x20
Base Ten 50x70
Decimal Models
Decimal Place
Value Chart
Base-Ten Grid
Paper
Connections
Select the 10-by-10 grids that
model 45%. Mark all that apply.
percent, ratio
Academic Language Support
ELD Standards
ELD Standards
ELA/ELD Framework
ELPD Framework
Is every percent a
ratio? Is every ratio a
percent? Explain.
Organizing Learning
for Student Access to
Challenging Content
*Use your 10 x 10 grids to model
percents
An artist’s paint set contains 15%
watercolors and 45% acrylics.
What fraction represents the
portion of the paints that are
watercolors or acrylics? Write the
fraction in simplest form.
percent, ratio
Student Engagement
Strategies
Problem Solving Steps and
Approaches
Equitable Talk
Explain how percents,
fractions, and decimals
are related. Use a 10by-10 grid to make a
model that supports
your explanation.
Accountable Talk Simply
Stated
equivalent
fractions
Equitable Talk Conversation
Prompts
Accountable Talk Posters
Five Talk Moves Bookmark
Effective Math Talks
Cooperative Learning
DRAFT
Journal
Access Strategies
*Use the 10 x 10 grids to model
the percents, and also to convert
to a fraction.
The portion of shoppers at a
supermarket who pay by credit
card is 0.22. What percent of
shoppers at the supermarket do
NOT pay by credit card?
Write a percent as a fraction by making the
denominator 100; Write a percent as a decimal by
removing % and dividing by 100. Students can use
grid paper to help them write fractions as a
percent. The grid provides a visual aid that can
help students estimate the value of a fraction.
Then, they can use their estimates to determine if
their answers are reasonable.
Vocabulary
Explain two ways to
write 4/5 as a percent.
5.4
Percent of a
Quantity
6.RP.3c
MP.1, 2, 5
How do you find
a percent of a
quantity?
Use tape diagrams (bar models) to find percent,
fraction, and decimal equivalents. Bar models can
be used to find percent, fraction, and decimal
equivalents, as well as to solve a variety of percent
problems. Bar models help to illustrate the
relationships among the numbers in percent
problems.
Tape Diagrams
(bar model)
5.5
Problem
Solving –
Percents
6.RP.3c
MP.1, 4, 5, 6
How can you
use the strategy
use a model to
help you solve a
percent
problem?
Use tape diagrams (bar models) to problem solve.
A bar model is used to represent and solve percent
problems, one bar representing one whole or
100%. Using comparison bar models, students can
then place bars below to show a percent
subtracted from 100%.
Tape Diagrams
(bar model)
5.6
Find the Whole
from a Percent
6.RP.3c
MP.1, 4
How can you
find the whole
given a part and
the percent?
Model percent problems using equivalent ratios;
percent is equal to the ratio of a part to a whole.
Situations involving percent are common in
everyday life. Proficient students model simple
percent problems by using equivalent ratios. The
key relationship that students should grasp is that
a percent is equal to the ratio of a part to a whole.
Percent = part
whole
Double number
line
*Relate to the 10 x 10 grids to help
with developing conceptual
understanding.
A store has a display case with
cherry, peach, and grapefruit
chews. There are 200 fruit chews
in the display case. Given that 25%
of the fruit chews are grape and
35% are peach, how many cherry
fruit chews are in the display case?
*Use bar models and break them
up to solve.
Andrea and her partner are writing
a 12-page science report. They
completed 25% of the report in
class and 50% of the remaining
pages after school. How many
pages do Andrea and her partner
still have to write?
*Use bar models.
Kareem saves his coins in a jar.
25% of the coins are pennies. If
there are 20 pennies in the jar.
How many coins does Kareem
have?
*Use bar models and part/whole
reasoning. Relate them to each
other.
DRAFT
Cooperative Learning Role
Cards
percent,
equivalent
fractions
Collaborative Learning Table
Mats
Explain two ways you
can find 35% of 700.
Seating Chart Suggestions
percent,
equivalent
fractions
Write a word problem
that involves finding
the additional amount
of money needed to
purchase an item, given
the cost and the
percent of the cost
already saved.
equivalent
ratios, simplify
Write a question that
involves finding what
number is 25% of
another number. Solve
using a double number
line and check using
equivalent ratios.
Compare the methods.
This grid represents _____%
because _______.
_____% of the squares are
shaded.
_____ of 100 squares are
_____.
_____ shows how many out
of _____.
Assessments:
Go Math Chapter 5 Test
Go Math Chapter 5 Performance Task - Clearance Sale
DRAFT
Grade 6 Go Math! Quarterly Planner
8-9 Days
CHAPTER 6 Units of Measure
BIG IDEA: In 6th grade, students are learning how to convert from one unit of measurement to another. Many times, students struggle with knowing whether to multiply or divide when they need to convert
from one unit of measure to another. They should think about the relationship of the units. Questions such as, “How are the units related-what is the relationship or formula?” or “Is the unit being converted
smaller or larger than the target unit?” will be helpful for the students in determining which operation they should use. The focus of the unit must be on reasoning rather than on determining whether to
divide or multiply. “Mathematically proficient students… continuously ask themselves, ‘does this make sense?’” (NGA Center/CCSSO, 2010)
ESSENTIAL QUESTION: How can you use measurements to help you describe and compare objects?
STANDARDS: 6.RP.3
ELD STANDARDS:
ELD.PI.6.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.6.9- Expressing information and ideas in oral presentations.
ELD.PI.6.3-Offering opinions and negotiating with/persuading others.
ELD.PI.6.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.PI.6.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.6.12-Selecting and applying varied and precise vocabulary.
Lesson
6.1
6.2
6.3
6.4
Convert Units
of Length
Convert Units
of Capacity
Standards &
Math Practices
6.RP.3d
MP.1, 2, 6
6.RP.3d
MP.2, 4, 8
Convert Units
of Weight and
Mass
6.RP.3d
MP.1, 2, 3
Transform
Units
6.RP.3d
MP.1, 3, 5
Essential
Question
How can you use
ratio reasoning to
convert from one
unit of length to
another?
How can you use
ratio reasoning to
convert from one
unit of capacity
to another?
How can you use
ratio reasoning to
convert from one
unit of weight or
mass to another?
How can you
transform units
to solve
problems?
Math Content and Strategies
Use a conversion factor or conversion chart
(metric system) to convert from one unit of
length to another. A chart is simple to use
because the metric system is based on
powers of 10, once again emphasizing the
importance of place value.
Use a conversion factor or conversion chart
(metric system) to convert from one unit of
capacity to another. It is important that
students learn about the customary system of
measurement used in the United States, as
well as the metric system of measurement,
the system used in most other countries.
Converting customary units reinforces
students’ understanding of rates and
equivalent rates.
Use a conversion factor or conversion chart
(metric system) to convert from one unit of
weight or mass to another. Students need to
understand the difference between weight
and mass, reinforcing the application of the
mathematics to science concepts.
Analyze the units in a problem and
determining their relationship to solve
problems. The skills students need to
transform units are the same whether the
Models/Tools
Go Math! Teacher
Resources G6
conversion factor,
metric conversion
chart
conversion factor,
metric conversion
chart
Connections
Vocabulary
Justin rides his bicycle 2.5 Kilometers to
school. Luke walks 1,950 meters to
school. How much farther does Justin
ride to school than Luke walks to school?
conversion
factor, length,
meter
*Using models and drawing pictures
helps conceptual understanding.
Gina filled a tub with 31 quarts of water.
What is this amount in gallons and
quarts?
Academic Language Support
ELD Standards
ELD Standards
ELA/ELD Framework
ELPD Framework
Journal
Explain why units
can be divided out
when
measurements are
multiplied.
Access Strategies
capacity,
gallon, liter,
pint, quart
Organizing Learning
for Student Access to
Challenging Content
Student Engagement Strategies
*Use pictorial representations and
grouping of quarts to represent gallons.
Explain how units of
length and capacity
are similar in the
metric system.
Problem Solving Steps and
Approaches
Equitable Talk
conversion factor,
metric conversion
chart
DRAFT
The mass of Denise’s rock sample is 684
grams. The mass of Pauline’s rock
sample is 29,510 centigrams How much
greater is the mass of Denise’s sample
than Pauline’s sample?
gram, mass,
ounce,
pound, ton,
weight
Accountable Talk Simply Stated
A machine assembles 34 key chains per
hour. How many key chains does the
machine assemble in 12 hours?
capacity,
gallon, liter,
pint, quart,
gram, mass,
ounce,
Five Talk Moves Bookmark
Equitable Talk Conversation
Prompts
Accountable Talk Posters
Effective Math Talks
Cooperative Learning
Explain how you
could find the
number of ounces
in 0.25 T.
Write and solve a
problem in which
you have to
transform units.
Use the rate 45
6.5
Problem
Solving –
Distance,
Rate, and
Time
Formulas
6.RP.3d
MP.1, 7
How can you use
the strategy use a
formula to solve
problems
involving
distance, rate,
and time?
context involves a simple unit conversion or
applying a rate such as boxes per minute.
Use formulas to represent relationships
between distance, rate and time; problem
solve by dividing out common units. In this
lesson, students use 3 different formulas
representing the relationships among
distance, rate, and time. Ratios and rates are
different units of measure.
*Use a bar model for help with
conceptual understanding.
Andre and Yazmeen leave at the same
time and travel 60 miles to a fair. Andre
drives 11 miles in 12 minutes. Yazmeen
drives 26 miles in 24 minutes. If they
continue at the same rates, who will
arrive at the fair first?
Assessments:
Go Math Chapter 6 Test
Go Math Chapter 6 Performance Task - Decathlon
DRAFT
pound, ton,
weight
formula
Cooperative Learning Role Cards
Collaborative Learning Table
Mats
Seating Chart Suggestions
people per hour in
your problem.
Describe the
location of the
variable d in the
formulas involving
rate, time and
distance.
Grade 6 Go Math! Quarterly Planner
12-13 Days
CHAPTER 7 Algebra: Expressions
BIG IDEA: In 6th grade, students begin to work with expressions and equations with variables. Research indicates that students have difficulty understanding the nature of variables. It’s crucial that teachers
communicate that there are three common uses for variables in math: a) Variables can represent a specific unknown (Ex. x + 5 = 12) b) Variables can be used as a pattern generalizer (Ex. a + b = b + a)
c) Variables are used as quantities that vary in joint variation (Ex. y = 2x + 3, as x changes, so does y). When simplifying expressions with algebraic expressions, students have a tendency to add unlike terms
due to students’ desire to find a “final result.” To avoid this, try attaching visual are other concrete meaning to algebraic terms or modeling authentic problems.
ESSENTIAL QUESTION: How do you write, interpret, and use algebraic expressions?
STANDARDS: 6.EE.1, 6.EE.2a, 6.EE.2b, 6.EE.2c, 6.EE.3, 6.EE.4, 6.EE.6
ELD STANDARDS:
ELD.PI.6.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.6.9- Expressing information and ideas in oral presentations.
ELD.PI.6.3-Offering opinions and negotiating with/persuading others.
ELD.PI.6.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.P1.6.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.6.12-Selecting and applying varied and precise vocabulary.
Lesson
7.1
7.2
7.3
7.4
Exponents
Evaluate
Expressions
Involving
Exponents
Write
Algebraic
Expressions
Identify
Parts of
Expression
Standards &
Math Practices
6.EE.1
MP.6, 7, 8
6.EE.1
MP.4, 6
6.EE.2a
MP.2, 4, 6
6.EE.2b
MP.1, 2, 6
Essential
Question
How do you write
and find the
value of
expressions
involving
exponents?
How do you use
the order of
operations to
evaluate
expressions
involving
exponents?
How do you write
an algebraic
expression to
represent a
situation?
How can you
describe the
parts of an
expression?
Math Content and Strategies
Use repeated multiplication. Encourage
students to think of exponents as a
shorthand method for representing
repeated multiplication. Relate powers of
10 to the base-ten number system.
Models/Tools
Go Math! Teacher
Resources G6
Place value charts
Understand how to use rules of order of
operations. As students progress throughout
the year, they will encounter both numerical
and algebraic expressions, so frequent
reminder of these rules is necessary.
GEMS
Write algebraic expressions (expressions
with unknown values represented by
variables). Being able to represent problems
algebraically is of utmost importance in the
study of mathematics, as well as in science
and programming classes.
Properties of
operations
Analyze the structure of an expression using
order of operations; identify the operations
and represent in words. The ability to
identify this structure allows students to
begin to see single expressions as being built
of simpler components.
GEMS
Connections
Is 23 equal to 32 ? Explain why or why
not.
exponent,
base, factor
Ms. Hall wrote the expression
2 × (3 + 5)3 ÷ 4 on the board. Shayann
said the first step is to evaluate 53 .
Explain Shayann’s mistake. Then
evaluate the expression.
Numerical
expression,
order of
operations,
evaluate
One student wrote 4 + x for the word
expression “4 more than x.” Another
student wrote x + 4 for the same word
expression. Are both students correct?
Justify your answer.
Algebraic
expression,
variable
Kennedy bought a pounds of almonds at
$4 per pound and p pounds of peanuts
at $3 per pound. Write an algebraic
expression for the cost of Kennedy’s
purchase.
*Use visual representations.
DRAFT
Vocabulary
Academic Language Support
ELD Standards
ELD Standards
ELA/ELD Framework
ELPD Framework
Access Strategies
Organizing Learning
for Student Access to
Challenging Content
Student Engagement Strategies
Problem Solving Steps and
Approaches
Equitable Talk
Accountable Talk Simply Stated
Terms,
coefficient
Equitable Talk Conversation
Prompts
Accountable Talk Posters
Five Talk Moves Bookmark
Effective Math Talks
Cooperative Learning
Journal
Explain what the
expression 45 means
and how to find its
value.
Explain how you
could determine
whether a calculator
correctly performs
the order of
operations.
Give an example of a
real-world situation
involving two
unknown quantities.
Then write an
algebraic expression
to represent the
situation.
Describe how
knowing the order of
operations helps you
write a word
expression for a
numerical or
algebraic expression.
7.5
Evaluate
Algebraic
Expressions
and
Formulas
6.EE.2c
MP.4, 5, 6
How do you
evaluate an
algebraic
expression or a
formula?
7.6
Use
Algebraic
Expressions
6.EE.6
MP.1, 2, 4
How can you use
variables and
algebraic
expressions to
solve problems?
Understand that an algebraic expression can
have infinitely many values; substituting
numbers for variables. When evaluating an
expression for several values of the variable,
it is often useful to make a table.
X
X+5
1
6
2
7
3
8
Use a variable to represent an unknown.
Students need to realize that it is possible
for a variable to represent a single number
in some situations and more than one
number in other situations.
7.7
Problem
Solving –
Combine
Like Terms
6.EE.3
MP.1, 4, 5
How can you use
the strategy use a
model to
combine like
terms?
Use a bar model to combine like terms. A
part-whole bar model can be used to help
students add like terms. A comparison bar
model can be used to help students subtract
like terms.
7.8
Generate
Equivalent
Expressions
6.EE.3
MP.2, 3, 8
How can you use
properties of
operations to
write equivalent
algebraic
expressions?
7.9
Identify
Equivalent
Expressions
6.EE.4
MP.2, 6
How can you
identify
equivalent
algebraic
expressions?
make tables
When Debbie baby-sits, she charges $5
to go to the house plus $9 for every hour
she is there. The expression 5 + 9h gives
the amount she charges. How much will
she charge to baby-sit for 4 hours?
Algebraic
expression,
variable
Cooperative Learning Role Cards
Collaborative Learning Table
Mats
Explain how the
terms variable,
algebraic expression,
and evaluate are
related.
Seating Chart Suggestions
Bar model
Maria has three more than twice as
many crayons as Elizabeth. Write an
algebraic expression to represent the
number of crayons that Maria has.
Algebraic
expression,
variable
bar model, graphic
organizer
The three sides of a triangle measure
3x + 6 inches, 5x inches, and 6x inches.
Write an expression for the perimeter of
the triangle in inches. Then simplify the
expression by combining like terms.
Like terms
Use the properties of addition, properties of
multiplication, and distributive property to
manipulate algebraic expressions. Students
will eventually be able to multiply binomials
by repeatedly applying the Distributive
Property.
Properties of
operations,
distributive
property
Write the algebraic expression in the box
that shows an equivalent expression.
Use the properties of addition, properties of
multiplication, and distributive property to
evaluate if expressions are equivalent.
Equivalent expressions name the same
number for every value of the variable. If
students can apply properties to rewrite the
expressions in the same form, then the
expressions are equivalent.
Properties of
operations
Are the expressions equivalent?
How do you know?
Equivalent
expressions,
commutative
property,
associative
property,
identity
property,
distributive
property
Equivalent
expressions,
commutative
property,
associative
property,
identity
property,
distributive
property
4m + 8
DRAFT
4(m +2)
3m + 8 + m
Describe a situation
in which a variable
could be used to
represent any whole
number greater than
0.
Explain how
combining like terms
is similar to adding
subtracting whole
numbers. How are
they different?
Explain how you
would use properties
to write an
expression
equivalent to
7y + 4b – 3y.
Use properties of
operations to show
whether 7y + 7b + 3y
and 7(y + b) + 3b are
equivalent
expressions. Explain
your reasoning.
This expression has ___ terms.
The first term is ___. This term is
the product of the coefficient
___ and the variable ___. The
second term is the number ___.
The first operation to use is ___,
and the second operation to use
is ____.
The Commutative Property
applies to ______.
The Associative Property applies
to _______.
Assessments:
Go Math Chapter 7 Test
Go Math Chapter 7 Performance Task - Bump and Spike
DRAFT