Expressions and Equations Unit Plan

Sara Rodrigues
Expressions and Equations Unit

3/16/2015-3/27/2015
6th Grade
John F. Kennedy Middle School
Teacher: Sara Rodrigues
Date: 3/16/20153/27/2015
Grade Level: 6th
Subject: Math
Brief Summary of the Unit:

In this introductory unit of expressions students will learn and start the
groundwork for algebra by learning about expressions and equations. This
includes: exponents, order of operations, parts of expressions and equations,
simplifying expressions, translating word phrases and expressions, properties
of operations, and substitution with expressions and equations. The students
will understand that all of these concepts create expressions and equations
they see in their daily lives. They will also be able to comprehend the
relationship between variables in algebraic expressions throughout the entire
unit. All of this will be done through group collaboration on worksheets, hands
on activities and class discussions. This unit will move students to think
beyond basic mathematics by effectively applying the concepts to real life
situations and skills outside of the classroom.
This unit is important for the students to understand that math is part of
our everyday lives whether its realized or not. All of the basic principles and
concepts of math are used regularly from the way we arrange and order things
to substitution being used on a daily basis. Learning about expressions and
equations allows the students to think logically and reasonably by doing real
world problems. Students will create expressions through word problems
involving wages and geometry.
In this unit students will master the
foundations of algebra and begin to develop an understanding of its useful

skills to apply and solve problems outside of the classroom.
In this unit, I plan to use cooperative learning as the main source of
learning. It its extremely important for students to be actively involved and
engaged in what they are learning in order to understand all of the concepts
and keep their attention. I will incorporate hands on activities, with a
combination of group work, individual work, exit tickets and an exam to ensure
students understand the subject matter and its importance. Conversations will
also take place to discuss real world examples in order to fully comprehend
the significance of expressions and equations. Debriefs will be conducted
through exit tickets at the end of every class, in which students are asked
questions about what they were just taught.
My teaching method results from a constructivist approach. I incorporated
as many hands on activities as possible in order to steer away from lectures; it
allowed students to not only learn from the teacher, but also from their peers.
I feel as though students learn and obtain the information best by applying it
to their lives. I will consistently push my students to think critically and
challenge themselves to achieve excellence.
Stage One Desired Results

What do we want the students to learn?
Massachusetts Framework Standards:
6.EE.A.1: Write and evaluate numerical expressions involving whole-number
exponents.
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.2C: Evaluate expressions at specific values of their variables. Include
expressions that arise from formulas used in real-world problems. Perform
arithmetic operations, including those involving whole-number exponents, in
the conventional order when there are no parentheses to specify a particular
order (Order of Operations). For example, use the formulas V = s3 and A = 6
s2 to find the volume and surface area of a cube with sides of length s = 1/2.
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.
Enduring Understandings:
Big Ideas: Students will understand that
- Exponential notation is a way to express repeated products of the
same number.
- An exponent is a way to abbreviate repeated multiplication.
- There is a particular order that must be followed to get the correct
answer.
- Multiple parts make up an entity.
- By simplifying things they can accomplish difficult tasks.
- There are many different terms that represent and express
operations.
- Expressions can help us make informed decisions, solve problems,
and appreciate its relevance in the world.
- Properties can be used to simplify expressions.
- Substitution is a critical thinking skill that will be used in many
situations in their life.
- Substitution is a critical thinking skill that will be used in equations
to check solutions
- Review is essential for an upcoming assessment.
Assessments are essential to determine their knowledge of the

unit.
Concepts:
- Exponential notation
- Expanded multiplication notation
- Exponent
- Base
- Power
- Order of Operations
- Parenthesis
- Expressions
- Equation
- Term
- Variables
- Coefficient
- Constants
- Like terms
- Simplify
- Commutative Property
- Associative Property
- Distributive Property
- Substitution
Essential
-
Questions:
What are the parts of exponential notation?
Why do we use exponents?
Why is there a specific order to follow to solve number
expressions?
How does the order of operations affect the answer to a problem?
How do parts make up an expression?
Why is it important to have different parts?
How can you simplify algebraic expressions?
Why is it important to learn what each term represents?
Why is it important to practice translating phrases into algebraic
expressions?
How can you write and evaluate an expression that represents a
real life problem?
How can I use the distributive property to multiply factors with two
or more digits?
Why is it important to write expressions in multiple ways?
How is substitution used in life?
How can I evaluate an expression and an equation that represents
real-life problems?
Why is it important to review?
Content:
The students will know.
- Parts of exponential notation.
- Order of operations for number expressions.
- What each part represents in an equation.
- Know what it means to simplify expressions.
- Mathematical terms represented in a word phrase.
- Properties of operations
- How to use substitution with expressions and equations
Critical Thinking Skills:
The students will be able to.
- Establish the difference between exponential notation and
expanded exponential notation.
- Determine which operation they must use first when computing
number expressions.
- Analyze why parts are important in expressions.
- Be skilled at recognizing like terms have identical variables and
using the order of operations to simplify algebraic expressions.
- Determine what mathematical term symbolizes in the phrase
given to them in order to construct an algebraic expression.
- Identify the three different properties and find an equivalent
expression by using the distributive property.
- Apply substitution to solve expressions and equations
- Comprehend the relationship between variables in algebraic
expressions
- Practice effective strategies for solving expression and equation
problems
- Put their knowledge to the test by completing multiple questions
on expressions
Stage Two Assessment Evidence

What will the students have to do in order to demonstrate their
understanding of the material?
Performance Tasks:
- Order of Operations Bingo: Students will be expected to fully participate in
the activity
- Real Life Substitution: Students will become part of an expression. They
must work together to find the answer. Students will be graded on
participation and group collaboration
- Exit tickets: At the end of every class students will do a 5 question debrief
in their math exit ticket journals
Other Evidence: quizzes, tests, prompts, etc.
- Class participation on discussion
- Information Gap worksheets
- Jeopardy
- Cold calling
- Guided and independent Practice
- Unit Test
Self-Assessments and Reflection:
Exit Tickets: At the end of every class students will do a 5 question debrief in
their exit ticket journals. Once graded they will explain why they
Stage Three Lesson Plans
Expressions Unit Calendar

DAY 1
DAY 2
DAY 3
DAY 4
Understanding
Exponents
Order of Operations
Expressions and
Equations
Simplifying
Expressions
(Combining like
terms)
Materials:
Rubiks Cube, guided
practice,
independent
practice, Exponent
Notes,
Exit Ticket #1
Exponent
Information Gap
Materials:
PEMDAS notes,
laminated index
guide, Bingo cards,
index problems
Exit Ticket #2
Order of Operations
Bingo
Exit Ticket #2
Materials:
Pre-made foldable,
teacher copy,
markers, foldable,
independent
practice,
Exit Ticket # 3
Vocabulary Foldable
Exit Ticket #3
Exit Ticket #1
Materials:
Reference sheet,
guided practice,
independent
practice, dice activity
Exit Ticket #4
Combining Terms
Dice Activity
Exit Ticket #4
DAY 6
DAY 7
DAY 8
DAY 9
Tr
Phr
In
phr
word
Distributive Property
Substitution with
Expressions
Substitution with
Equations
Materials:
Angry birds,
independent
practice, anchor
chart,
Exit Ticket #6
Materials:
Play dough,
independent
practice, numbers
and variables on
index cards, Exit
Ticket #7
Materials:
Reference sheet,
guided practice,
independent
practice, Exit Ticket
#8
Real Life Substitution
Equations Worksheet
Property Information
Gap
Exit Ticket #7
Exit Ticket # 7
Mini-lesson on
Associative and
Commutative
Property
Review Day
Materials:
Jeopardy Game
Hw: study for exam
Exit Ticket #6
Teacher: Ms. Rodrigues

Subject: Math
Title of Lesson: Understanding Exponents
Date: 3/16/2015
Grade Level: 6th Grade
Lesson Length: 45
minutes.
Overview of the Lesson

Lesson Summary: In this lesson the students will learn how to express and
evaluate exponential notation.
6.EE.A1: Write and evaluate numerical expressions involving whole-number
exponents
Lesson Objectives: The students will be able to..
Explain the relationship between the base number and exponent
Express each notation as repeated multiplication
exa
ext
Wo
Or
Find the value of an expression using exponential notation
Materials/Equipment to be Used in Teaching the Lesson:

Rubixs cube, guided practice, independent practice, exit ticket booklets,
exponents worksheets
Big Ideas: The students will understand that Exponential notation is a
way to express repeated products of the same number using
simplification.
Concepts: exponential notation, exponent, base, expanded

multiplication notation, power, simplification
Essential Questions:
How would life be different if we didnt use simplification?
Content
Factual Content: The students will analyze the parts of exponential notation.
Vocabulary:
Tier 1: multiplication
Tier 2: exponent, base
Tier 3: Expanded notation, Expended multiplication notation
Critical Thinking Skills (Reading, Writing, Speech, Listening)
The students will establish the difference between exponential notation and
expanded exponential notation.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Formative Assessments:
- Class discussion
- Collaborative group work
- Exit Ticket #1
Action/Instructional Procedures
Procedures: For each procedure, list the teacher or student actions
(with accommodations and modifications) as well as the anticipated
amount of time it will take to accomplish each task.
Before Class: Do now written on board, all worksheets printed, Rubixs

cube out on desk.
* Have students quietly walk into class and start do now written
on board. Do now based on previously learned concepts. (5
minutes)
Anticipatory Set: (hook) (2-5 minutes)

1. Show the students a Rubiks Cube
Ask, Has anyone tried to solve this Rubiks Cube and succeeded?
2. Can anyone give me guess on what that number might be?
Start writing out 43, 000,000,000,000,000,000 starting with 43 and have
students raise there hand when they think that is the number
3. Tell the students: Well according to the company, there are 43 quintillion
different possible moves on a Rubiks Cube.
4. Write the number 43 quintillion on the board:
43, 000,000,000,000,000,000
Lets look at what 1 quintillion looks like:
10,000,000,000,000,000,000
5. Tell the students that because this number is so large we can actually write
it in a simpler way
Ask: How would you simplify 10 quintillion?
Have students come up with ways to make it simpler
6. Instead of counting each and every zero we can actually write it as 1019 ,
which means we multiply 10 by itself 19 times.
7. So now that we know we can make big numbers simpler we will be
learning how we can do this.
Step One: (5-10 minutes)

1. Take out Exponential Notation notes with important vocabulary words
2. Explain that an exponent is a shorter way to represent repeated
multiplication
3. Go over the parts of an exponent expression on reference sheet
Base: The number that is multiplied by itself
Exponent: tells you how many times the base is being multiplied
Example: 9 3
4. Explain the difference between Expanded Multiplication Notation and
Exponential Notation with examples from the reference sheet
Exponential Notation notes:
Exponential Notation: 9 3 Show students that it has the exponent
Expanded multiplication notation: 9 9 9 Writing it all out as repeated
multiplication
Step Two: (5-7 minutes)
1. Hand out guided practice worksheet
2. Students are to work through

the work sheet with your guidance and
help.
3. Do a couple of problems so that they understand what is expected of

them
Have them finish up the page on their own.
Step Three: (10 minutes)

1. Once they have completed the guided practice, hand out the
independent practice.
Have reference sheet out so students can refer back to notes
2. The independent worksheet are for students to practice writing
expanded multiplication problems in exponent form and problems
where they must evaluate numbers written in exponent form.
3. When students are done they are to raise their hand and have
teacher look at the answers
Step Four: (5-10 minutes)

1. Hand out the exponents sheet to students
2. Explain to students that they are able to work with one another to
answer the worksheet.
Remind students that they are to quietly work together and stay
focused
If they cannot handle working with one another they are quietly
work on sheet on their own.
Closure: Exit Ticket #1 (10 minutes)

- Make sure students show all work and check answers
- Students on IEPs will be graded out of 3
Homework/Extension Activities: No homework
Reflection on Lesson
a. The Lesson Plan:
b. Teaching Skills:
c. The Students:
http://usablealgebra.landmark.edu/designing-evaluatingresources/sample-lesson-plan-exponents/
Independent Practice
1.
Translate the following from Exponential Notation to Expanded

Multiplication Notation:
a.
64 = __________________________
b.
73 = __________________________
2. Translate the following from Expanded Multiplication Notation to

Exponential Notation:
a.
2 2 2 2 2 = ______________
b.
4 4 4 = ______________
c.
4 4 4 = ______________
3. Evaluate the following.
a.
42
e. 33
b.
53
f. 23
c.
17
g. 62
d.
73
h. 93

Subject: Math
Title of Lesson: Order of Operations
Date: 3/17/2015
Grade Level: 6th grade
Lesson Length: 45 minutes

Lesson Summary: In this lesson the students will be able to apply the order
of operations to number expressions.
6.EE.A2C: Evaluate expressions at specific values of their variables. Include
Lesson Objectives: The students will be able to
- Solve order of operation problems including addition, subtracting,
multiply, division.
- Properly apply the order of operations to number expressions.
Order of Operations Bingo cards, 30-40 problems on index cards, independent
practice sheets, exit tickets, anchor chart
Big Ideas: The students will understand thatthere is a particular order
that must be followed to get the correct answer.
Concepts: order of operations, parenthesis, exponents, number

expressions
- What is the purpose of mathematical rules?
Content
Factual Content: The students will learn the order of operations for number
expressions.
Vocabulary:
Tier 1: multiplication, division, addition, subtraction,
Tier 2: Parentheses, operations, expressions
Tier 3:

The students will determine which operation they must use first when
computing number expressions.
Informal/Formal)
- Class discussion
- Independent practice
- Bingo Game
- Exit Ticket #2
Before Class: Have 30-40 order of operation problems on index cards.
Bingo cards, bread, peanut butter and jelly. (If student is allergic to
peanut butter substitute peanut butter for just jelly)
on board. Do now based on previously learned concepts. If
students were unable to complete the Exit ticket from the
previous class have them finish up. (5 minutes)
Anticipatory Set: (hook) (5 minutes)

1. Say to students List the order of creating a peanut butter and jelly
sandwich, with as much detail as possible.
2. If students are stuck remind them that in order to make a sandwich dont
we need a plate and a knife to start off with. Have them take if from there.
3. Once students are done, ask if anyone wants to share their steps to making
a peanut better and jelly sandwich.
4. Take out bread, peanut butter and jelly and have the student read their
steps as the teacher does the steps exactly the way they say it making
mistakes
5. Say Would you say that order matters when we are making a sandwich?
Just like we first need bread to make a sandwich what is another thing you
see on a daily basis that requires a certain order?
Have students explain their answer
6. Give the students another example of order Like in the shower dont you
first have to wet your hair in order to shampoo it?
7. So now that we know order is important we are going to apply it to
operations

1. Define what operations are
Operations: are things like add, subtract, multiply, divide, squaring, etc.
2. In order to solve number expressions we need to follow a certain order of
operations so that we always get the right answer at the end of a problem.
3. Say: Who can tell me what the right order of operation is?
4. If everyone is stuck say Does anyone know what PEMDAS stands for?
Wait for answers
Explain to students that each letter represents an operation
5. Go over what each letter means and the symbols are associated with each
operation on white board
P-parentheses *whatever is inside the parentheses
E-exponents 32
anything in front of the parentheses is
M-multiplication
multiplication
D-division /
A-addition +
S-subtraction 6. Take out Order of Operations anchor chart
Tellstudents
that for Multiplication/Division and addition/division its
from left to right, whichever operation comes first when looking at the
expression from left to right.
Step Two: (5 minutes)

1. Take out the individualized laminated index card with PEMDAS as a
guide
2. Do a couple of examples with students explain to students The index card
is there as a guide to help you cross off each operation youve done
already.
3. Write on board: 7 + 60 (3 5)
Step 1: First we need to perform the operations in the parentheses which
is multiplication.
7 + 60 (3 5) = 7 + 60 15
We can
now cross off the P on our cards. Since we dont have any
exponents we can also cross off E.
Step 2: Divide 60 by 15
7 + 60 15 = 7 + 4
Step 3: Add 7 and 4
Answer: 11
4. Do
one more example with the students. (Use index as a guide)
30 (7 + 2 3 ) 6 = 30 (7 + 8) 6
= 30 15 6
= 2 6 = 12
1. Hand out independent practice to students

2. Have students work on problems
Remind students to use the index as a guide
3. Go over answers with students once everyone has completed the problems
Step Four: (15 minutes)

1. Explain to students that we are going to play a little Bingo game to help
them with order of operations
2. Remind students when playing games we need to be respectful to each
other and the material. If things get too out of hand we will stop the
activity and refocus our attention on
3. Take out Bingo playing cards and task cards.
4. Explain the rules of the game
- Students are to put numbers 0-30 on their boards no repeats
- Have a students pick an order of operation card from a bag
- Everyone is to write the problem on the whiteboard and solve it
- If the answer is on their grid they cross it off, if their answer has been crossed
off already they know their steps are incorrect
5. Start the game and watch as the students solve each problem.
Go over problems students got incorrect.
6. Play until ten minutes before class ends
Closure: Exit Ticket #2 (5-10 minutes)

- Make sure students show work and check their answers
- Students on IEPS will be graded out of 3
a. The Lesson Plan:
b. Teaching Skills:
c. The Students:
Sources:
https://www.teacherspayteachers.com/Product/BINGO-Game-for-Order-ofOperations-65773
Exit Ticket 2
1. What is the first step in the order of operations?
2. When multiplying and dividing:

a) You must multiply first
b) You do the operation that comes first from left to right
c) You must divide first
d) You can choose if you want to multiply or divide first
3. Evaluate:
46 24 8 12
4. Evaluate:
6(11 2) + 7
5. What is the value of

a) 3
b) 12
c) 14
d) 28
6 4 12 3 8

Subject: Math
Title of Lesson: Expression and Equations
Date: 3/18/2015

Lesson Summary: In this lesson the students will learn about parts of an
expression using terminology.
Massachusetts Framework Standards: 6.EE.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.
- Identify parts of algebraic expressions
- Distinguish the difference between expressions and equations
Pre-made foldables, markers, teacher copy foldable, independent practice, exit
ticket
Big Ideas: The students will understand thatmultiple parts make up
an entity.
Concepts: expressions, equation term, variables, coefficient, constants
- Is it important to have different parts?
Content
Factual Content: The students will learn what each part represents in an
equation.
Vocabulary:
Tier 1: parts
Tier 2:
Tier 3: Expression, equation, coefficient, variable, constant, term
Students will analyze why parts are important in expressions.

Informal/Formal)
Formative:
- Vocabulary foldable sheet
- Exit ticket #3
Before Class: Have all vocabulary foldable papers cut and folded for
students. Along with all crayons and markers on desk.
on board. Do now on exponents from the previous lesson taught.
If students were unable to complete the Exit ticket from the

1. Ask the students How may parts make up a Cell phone?
Give me a list of five or more parts.
2. Once students have completed a list go over the parts with
them
3. Ask Are all of these parts essential to creating a cell
phone?
Have them come up with other examples that are made up
of parts.
4. So today we are going to learn about different parts that
make up an expression and equations.

1. Today we are going to learn about expressions and
equations
Ask Does anyone know the difference between an
equation and expression?
Answer: An equations has an equal sign were an
expressions does not.
2. Put examples on board
Equation: 2x + 3 = 6
Expression: 2x + 3
3. Explain the parts of expressions and equations.
Just like cars, there are different parts that make up an

expression and equations. Those parts are called terms,
coefficients, variables, and constants
4. Go over the parts of the equation 2x + 3 = 6
Triangle the coefficient, circle the variable, box the
constants and underline the terms.
5. Write all terms on the board and there definition as you are
distinguishing the parts.
Coefficient: a factor
that contains a variable
Variable: a symbol/letter that represents a numerical
value
Constant: a term without a variable
Term: parts of an expressions separated by
operations
6. Now that we know parts of an expression and equations we
are going to create a Vocabulary foldable to put in your
notebook.

1. Show students the Teachers copy of the vocabulary foldable
Explain to students that they will be doing the same one in class today.
2. Show to them that they are already cut for them so all they need to do is
put down the vocabulary and their creative touch.
Hand out markers, crayons, and colored pencils.
3. While students are doing their vocabulary words have them explain what
each vocabulary word means after they have completed a word.
4. Make sure all students are on task and completing the foldable
5. Once they are done have them staple it to their exit ticket booklet for
future reference in our expressions unit.
6. Ask Does anyone have any questions? Anything they are confused
about?
Answer any questions students may have.
Step Three: (7-10 minutes)

1. Hand out independent practice for more practice on expressions and
equations.
2. Remind students that knowing these vocabulary words are crucial for the
unit.
We will be seeing these words in almost every lesson in the unit and our
next unit.
3. Watch as students complete the problems
Assist anyone who is having a hard time
4. When students are done go over any problems they had a hard time with.
o Make sure students show work and check their answers

o Students on IEPS will be graded out of 3
Homework/Extension Activities:
a. The Lesson Plan:
b. Teaching Skills:
c. The Students:
\\
Exit Ticket 3
1. Use the following equation to answer questions a-d.
(Each question is worth 1 point)
9 + 2x + 4 + 6y 8 = 34
a. How many different variables are in the equation?
_________________
b. How many constants are in the equation? _________________
c. How many terms are in the equation? _________________
d. List the two coefficients in the equation? _________________
2. What is the coefficient in the equation?
20x + 5 = 7
a) 5
b) 7
c)20
d) None of the above

Subject: Math
Title of Lesson: Simplifying Expressions
Date: 3/19/2015

Lesson Summary: In this lesson the students will be learning how to combine
like terms.
6.EE.A2: Write, read, and evaluate expressions in which letters stand for
numbers.
6.EE.A4: 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.
Lesson Objectives: The students will be able toSimplify expressions
by combing like terms in order to create an equivalent expression.
Reference sheet, guided practice, independent practice, dice activity
Big Ideas: The students will understand thatBy simplifying things we
can accomplish difficult tasks.
Concepts: expressions, variables, coefficients, like terms, simplifying
- When is substitution used in real life situations?
Content
Factual Content: The students will know what it means to simplify an

expression.
Vocabulary:
Tier 1: Simplify
Tier 2: Like terms, terms
Tier 3: Coefficients, constants, variables
The students will be skilled at recognizing like terms that have identical
variables and using the order of operations to simplify algebraic expressions.

Informal/Formal)
- Class discussion
- Exit Ticket #4
Before Class: Have do now written on board with examples on the
content they learned from the previous lesson. Have 2 dice with one
die with x variables on numbers on 1-6 and the other die with y
variables on numbers 1-6. Have worksheet laminated
*Have students quietly walk into class and start do now written on
board. If students were unable to complete the Exit ticket from the

1. Say to students So I have this quiz for you all to take. Its
a very simple quiz it has no math involved and all you
have to do is follow the directions. I will give you 3
minutes so try to do as much as you can.
Pass out the quiz to the students faced down
2.
3.
4.
5.
6.
7.
8.
9.
Once all of the tests are handed out start the timer at 3
minutes and have students flip over and start
Watch as students look confused while taking the quiz
Once the timer goes off ask So what did you all think
about the quiz?
Ask: How many of you skipped the first step and just
tried to do as many problems as you could.
Have the students discuss how important it is to read and
follow the directions
Guide students to say our key concept of the lesson
simplify
So what can we say about reading directions?
Answer: It can make our lives simpler
Give the students an example When walking to school
do you walk the shortest and fastest way or the longest
way?
Have students come up with different ways where theyve
had to simplified things in regards to real life situations.
Have students share one they have some up with some
situations
So now that we know how important it is to simplify we
are going to apply it to expressions.
Step One: (10 minutes)

1. Today we are going to learn how to simplify expressions.
Remind students what expressions and terms are
Say: Can anyone tell me what an expression is?
Answer: mathematical phrase that doesnt have an equal sign
Say: What are terms?
Answer: parts of an expression or equation separated by
operations
2. Take out Simplifying expressions notes and Guided Practice
Sometimes expressions are written so that they have my different
terms.
We can combine any terms that are similar or like terms
Go over like terms
Like terms are terms that have the same variable or same last name. We
can combine lie terms by adding or subtracting the terms
3. Do guided practice with the students
4. Write the example on the board
12x + 7 + 5x
Circle 12x and 5x
Say: Since 12x and 5x have the same variable or last name we can
combine them by adding the coefficients to become 17x
Since 7 is the only constant we cant combine it with like terms
Our new expressions becomes
17x + 7
Remind students that x is the same a 1x this is called the understood one
5. Do another example with the students 2x + 3y 2 + 3x + 6y + 7
Have students circle the terms with the x variable (or last name) remind
them to circle the operation in front of the terms and combine them.
2x + 3x = 5x
the y variable and combine them

Have students box the terms
with
3y + 6y = 9y
Remind students that constants are terms too and that we need to also
combine them
2 + 7 = 5
all of our terms together and our new expression is 9y + 5x + 5 .

Weput
6. Have students complete the rest of the worksheet.
1. Ask students to work on even numbers of independent practice.

Have simplifying expressions reference sheet out as students work on
problems
2. Watch as students do the problems
Help any student that is having a hard time with a question

1. Hand out combing like terms dice activity
2. Explain the directions (on top of each worksheet)
- Roll both dice twice
- Record the results in the 2 boxes
- Repeat 3 times
- Complete the bottom
3. Demonstrate how the activity works by doing it with the class on a
laminated worksheet
Answer any questions student may have
4. Watch as students are working on activity
5. Once students have completed come together and share the results.
Closure: Exit ticket #4 (10 minutes)

- Students on IEPs will be graded out of 3
a. The Lesson Plan:

b. Teaching Skills:
c. The Students:
Source: Directions Quiz:
http://schoolsites.leeschools.net/cym/kristanr/Additional
%20Documents%20and%20Forms/Following%20Directions%20Quiz.pdf
Name:____________________________________________________
Name:______________________________________
Combining Like Terms

Directions: Roll both dice twice. Record the results in the four boxes.
Simplify by combining like terms. Write your answer on the line.
Repeats 3 more times. Then complete the bottom of the work sheet by
combining like terms
1.
___________
2.
___________
___________
3.
___________
4.
5. Combine like terms from

your answers from #1 & #2
6. Combine like terms from

your answer from #3 & #4
Exit Ticket 4
Directions: Simplify each expression by combining like terms
1. 4x + 3+ 2x + 7x
___________________________________
2. 5y + 7x + 3 + 4 x + 2
___________________________________
3. 4n + 8 + 2m + 3n + 3
___________________________________
4. 7b + 8n 4b 8 + n
___________________________________
5. 15ab 6a + 7b 2b
___________________________________

Subject: Math Current
Title of Lesson: Translating Word phrases
and expressions
Date: 3/20/2015
Lesson Length: 45 Minutes

Lesson Summary: In this lesson students will be able to create equations
and expressions given word phrase.
Massachusetts Framework Standards: 6.EE.A.2 : Write, read, and evaluate
expression in which letters stand for numbers
Lesson Objectives: The students will be able to..
Translate phrases with mathematical terms into algebraic expressions
Represents real world scenarios as algebraic expressions
Index cards with phrases, steps for translating word problems notes, terms
sheet, exit tickets, Exit ticket booklets
Big Ideas: The students will understand that
- There are many different terms that represent and express
operations.
- Expressions can help us make informed decisions, solve problems,
and appreciate its relevance in the world.
Concepts: expressions, equations, variables, coefficients
- Why is it important to learn what each term represents?
- Why is it important to practice translating phrases into algebraic
expressions?
- How can you write and evaluate an expression that represents a real life
problem?
Content
Factual Content: The students will learn about what each mathematical term
represents in a word phrase.
Vocabulary:
Tier 1: addition, subtraction, multiply, divide
Tier 2: expressions, equations, variables, coefficients
Tier 3: product, quotient, less than
The students will determine what mathematical term symbolizes in the phrase
given to them in order to construct an algebraic expression.
Informal/Formal)
Formative Assessment:
- Class discussion
- Independent Practice
- Exit Ticket #5
Before Class: Have steps, index cards, important key words written and
laminated for students to reference back to during class.
on board. If students were unable to complete the Exit ticket
from the previous class have them finish up. (5 minutes)

1. Think, Pair, Share: Students are to quietly come up with a word problem
on food and money using as many operations as they can.
2. Once students are done, they are to discuss their word problem and every
student is to come up with an expression that they believe is what the
question is asking.
Make sure all students present to one another and everyone is involved.
3. Go over all of the words the students came up with for the do now
4. Take out Important Key Words sheet
Go over each word the student might have missed on their do now
5. Ask students Does anyone remember what more than and less than
represent
Answer: First number in the equation comes second in the word problem
(backwards)
6. Say: Today we are going to be learning more about how to translate word
phrases into expressions and equations.

1. Take out Steps for translating phrases into expressions sheet
Go over each step
2. Write on white board: The difference between twice a number and 45
Go over problem step by step and check off each step weve done
3. Ask students: We can either do one more together or you try it on their
own.
Wait for answers.
If students want to do one altogether repeat previous #2 step with the
example:
Five times the sum of four and five tenths and x

1. Take out index cards with phrases written on them
2. Tell students: I am going to pass each student one index card with a
phrase on each card. You are to translate the expression or equation into
standard form on the index card and also tell me if it is an expression or an
equation. Once you are done raise your hand and show me your answer.
Once Ive seen all three pass it to the person on your left.
3. Ask if students have any questions on what they are expected to do.
4. Have students quietly work on activity and answer questions they may
have on the problems.
Step Three: (5-10 minutes)
1. Tell students Now that you learned how to translate phrases into
expressions we are going to learn how to translate them into word
form.
2. Flip over the Steps for translating phrases into expressions sheet so
that Translating expression into word form examples in facing
students.
Have Important key words sheet on the table
3. Go over each example so that students have numerous ways of writing
expressions into word form.
Keep sheet on table to assistance
4. Tell students: Lets do one more problem together and then we will
go into our activity.
5. Write n-11 on white board
Ask students What is one way we can write this expression
Answer: 1. A number minus 11
2. Eleven subtracted from a number
3. A number decreased by 11
4. Eleven less than a number
6. Take out the laminated index cards with expressions into word form
Tell student that they will be doing the same thing they did before
except the other way around
7. Remind students that this independent work and that they are to raise
their hand once they are done.
8. Have students quietly work on activity and answer any questions that
students make have on the problems they having a hard time with.
Step Four: (3-5 minutess)

1. Ask students: How does everyone feel about what they just learned?
Does anyone have any questions or something that they are stuck on that I
can clarify?
2. Answer all questions students ask relating to the lesson.
3. Once all questions are answered and students feel confident about what
they just learned hand out their exit ticket booklets and exit ticket sheets.

- Students are to complete 5 questions from what they learned in class
today
- Students on IEPs do 3 questions
Extension Activities: (If time permitted)

Students are to work on MCAS multiple choice and short answer for
March Madness immediately after they complete their exit ticket
a. The Lesson Plan:
b. Teaching Skills:
c. The Students:
a. The Lesson Plan: I went very well I do need to change the index
cards so that they on one side it shows what an expression looks
like and the word phrase on the other.
b. Teaching Skills: I need to add more techniques when it comes
to explaining the material to the students.
c. The Students: Seemed to really enjoy the lesson and that they
got more hands on instead of constantly doing work on a
worksheet

Subject: Math
Title of Lesson: Properties of Operations
Date: 3/23/2015

Lesson Summary: In this lesson students will learn the properties of
operations and apply them to simplifying algebraic expressions.
6.EE.A3 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.
Lesson Objectives: The students will be able to apply the distributive
property to find equivalent expressions.

Laminated angry birds, independent practice, anchor chart, exit ticket
Big Ideas: The students will understand that
- Distribution is essential in our daily lives
- Properties can be used to simplify expressions.
- Application of properties makes operations possible
Concepts: Distributive property, associative property, and commutative

property
- How can I use the distributive property to multiply factors with two or
more digits?
- Why is it important to write expressions in multiple ways?
Content
Factual Content: The students will expand their knowledge of properties.
Vocabulary:
Tier 1: multiplication, addition, subtraction
Tier 2: distribute
Tier 3: Distributive property, associative property, commutative property
Students will identify the three different properties and find an equivalent
expression by using the distributive property.
Informal/Formal)
- Class discussion
- Independent Practice
- Exit Ticket #5
Before Class: Have do now written on board. Copies of angry birds

laminated with magnets.
*Have students quietly walk into class and start do now written
on board. If students
were unable to complete the Exit ticket from the previous class
have them finish up.
(5 minutes)
Anticipatory Set: (hook)

1. Ask students to Describe the game Angry birds.
2. Once students are done have students share their answers.
3. Come up with a sentence with the class that describes the
game
Answer: A bird hitting all objects on the other side
of the cliff
4. So come up with another word that means to hit/swing all
objects
Guide students to come up with distribute
5. What is another example that we can use to describe
distribution
Give the students an example "How about handing out
party favors to friends, we have to give everyone a party
favor by distributing favors to everyone
6. Give the students another example If I give candy to one
student I need to hand out the same amount to all of my
students.
7. Come up with another example where you had to distribute
something in regards to a real life real life situation
Have students share their example to the class
8. So what can we say about distribution?
Answer: Handing out equal shares
Step One:
1. So now that weve learned what distribute means we are going to apply it
to a very important property called the Distributive Property!
We are also going to learn about 2 other very important properties called
the commutative property and the associative property
2. So before I put numbers on the board lets look at it visually by doing our
own version of angry birds.
3. Take out the red angry bird and tape it to the board This will be our
outside number of the parentheses.
Write the parentheses after the red bird
4. Take out 2 more birds that are both different from each other and the red
bird. These two will be the numbers inside the parentheses with an
addition sign between them
5. We said that the red bird has to hit each bird which is exactly what we
need to do
Put arrows from the red bird to each bird
Rewrite underneath the parentheses with the red bird multiplying each bird
and an addition sign between them
6. Ask Does anyone have any questions about this visual?
Step Two:
1. Know that we know what it visually looks like lets apply it to numbers
and incorporate steps.
2. Write on board: 2(3 + x)
*While doing the problem with the write down the steps as you go.
Step 1: Draw arrows from the 2 to the 3 and x, each arrow represents
multiplication
Step 2: Multiply and bring down the addition

Step 3: Simplify if possible
* Reminder: You cannot combine like terms if they do not have the same
variable*
Answer:
2(3 + x) = 2(3) + 2( x)
= 6 + 2x
3. Have students do an example on their own

Write on board: 7(x + 2)
Watch
as students are working on problem.
4. Once everyone is done go over the problem
Ask if anyone has any questions on how we got our answer
Answer:
7x +14
Step Three:
1. Hand out independence practice on the
If students are still having a hard time understanding the concept of

distributive property explain to them the party
When you enter a party in this case the parentheses you need to say hi to
everyone inside of the party and we do that by multiplying each number.
3. Once students are done go over the answers
Ask if anyone needs you to go over any problems
Step Four:
1. So now that we are all experts on the distributive property there are 2 other
types of properties that are equally important.
2. Take out the Anchor chart of the commutative property, associative

property and distributive property.
3. We already know about the distributive property, but now we are going to
learn about the commutative property and associative property.
4. The keyword for the associative and commutative property is order
What does the word order mean? (Write on board)
Answer: The way things are arranged
5. Now that we know what order means lets keep it in mind when talking
about these properties
6. The commutative property of addition and multiplication means that the
order numbers are added or multiplied does not change the sum or product
Lets look at an example
Addition
9 +10 = 10 + 9
19 = 19
Multiplication
9 10 = 10 9
90 = 90
7. The associative property is the numbers are grouped does not affect the
sum or product
3 + (9 + 4) = (3 + 9) + 4
Addition
3 +13 = 12 + 4
Multiplication
16 = 16
3 (9 4) = (3 9) 4
3 36 = 27 4
108 = 108
8. Hand out the activity sheet students

9.
Do the first couple of problems with them
10. Once students are done go over the answers and answer any questions they
have.
Closure: Exit Ticket # 6

d. The Lesson Plan:
e. Teaching Skills:
f. The Students:
Name: _________________________________________
Properties of Operations
Use your knowledge of properties of operations to answer to fill in the
blank.
Equation
Property
Equivalent Expression
3(x + 2)
2+5 =5+2
(7 + 2) + 3
7x + 21
5 8
9+2
Commutative
Associative
a(b + c)
3x + 6
(4 6) 1
12(3 n)
2x + 9
12x + 9
a+b
3 + (y +11)
8 5
a(b) + a(c)
Commutative
a + (b + c)
7 + (2 + 3)
7(x + 3)
Distributive
(7 + 2) + 3
Commutative
Associative
36 12n
(a + b) + c
9 +12x
b+c
Exit Ticket 6
Directions: Next to each of the equations below, write if it shows the
Commutative Property, Associative Property, or the Distributive Property
1) (3 + x) + 8 = 3 + (x + 8)
__________________________
2) 7(x + 5) = 7x + 35
__________________________
3) 10 3 = 3 10
__________________________
Directions: Simplify each of the expressions bellow using the properties
4) 3(n 9)
5) 8(2y + 4)

Subject: Math
Title of Lesson: Substitution with
Expressions
Date: 3/24/2015

Lesson Summary: In this lesson the students will learn how to substitute a
given numbers in place of a variable in a given expression.
6.EE.2AC: Evaluate expressions at specific values of their variables. Include
- Solve algebraic expressions using substitution
- Substitute variables given real world problems
Play dough, independent practice, numbers and variables on index cards, exit
ticket
Big Ideas: The students will understand that substitution is a critical
thinking skill that will be used in many situations in their life.
Concepts: substitution, expressions
- How is substitution used in life?
- How can I evaluate an expression that represents real-life problems?
Content
Factual Content: The students will expand their knowledge of substitution
with expressions.
Vocabulary:
Tier 1: Expression
Tier 2: Substitution
Tier 3:
The students will apply substitution to solve expressions and comprehend the
relationship between variables in algebraic expressions
Informal/Formal)
- Class discussion
- Real-Life Expressions Activity
- Exit ticket #7
Before Class: Have do now written on board and index cards made with
numbers and variables.
*Have students quietly walk into class and start do now written
on board. If students
were unable to complete the Exit ticket from the previous class
have them finish up.
(5 minutes)

1. Say to students Heres the problem, Im making 3d art of a fruit basket
full of oranges, apples, bananas and other types of fruit but I only have
these colors to make my fruit basket. Red, blue, and yellow. How can I
make orange for my oranges if I dont have the color orange? Take out
play dough
2. Try a couple of different colored play doughs to see all of the different
colors we can create.
Answer: yellow + red = orange
Write on the board
3. Say We can actually substitute yellow and red to make orange.
Write on the board: yellow + red = orange
4. Say Now that I have Orange for my oranges I need green for my apples,
but I dont have the color green again. Are there other colors we could use
to substitute for green?
Get students to say yellow and blue
5. Say Since we substituted yellow and blue for green can we say that the
same thing happens to us in life? When we have to substitute for things we
might not have available to us.
6. Give the students an example What if youre craving something sweet
and sour but they dont have your favorite sour patch watermelons?
Answer: Grab another type of candy that is sweet and sour
7. Come up with different ways where you have to substitute in regards to
real life situations.
Have students share once they have come up with some situations
8. So what can we say about substitution in regards to real life?
Answer: It is a common thing that occurs in our daily lives.
Step One: (5 minutes)

1. Now that weve learned how substitution is applied into our lived we are
going to apply it to expressions
2. Write on the board: Substitution
Ask What can we say about substitution know what weve done
examples of them?
Answer: Substitution yields the same results
3. Lets do some examples of substitution
Write on board: 2x + 6 when x = 3
Say: Now all we have to do is re-write the expressions by replacing the
with a 3 and answer the problem
2 x + 6 = 2(3) + 6
Answer:
= 6 + 6 = 12
4. Give students an example to work on their own
Write on board: 8n 1 when x = 4

Once students have completed the problem go over the
answer
5. Answer any questions they have

1. Hand out independence practice problems and real word expression
problems on the substitution
Watch students do the problems and help anyone who may seem stuck.
3. Once students are done go over the answers
Ask if anyone needs you to go over any problems
Step Three:
1. Now we are going to do an activity:
Remind students the rules to activities
- No one is to throw the materials or they will not be allowed to do the
activity
- Respectfully use the material given otherwise we with not be
participating in the activity.
2. Explain the directions to the activity
- Each students has a number, only one student is the
variable
- We are going to act as an expressions that is written on
the board
- We want to substitute x for the student that x = 5
- The student that is the variable now has to solve the
expression
Closure: Exit Ticket # 7 (10 minutes)

g. The Lesson Plan:
h. Teaching Skills:
i. The Students:
Substitution: Independent Practice

Directions: Evaluate each expression
1.
2.
2x + 5 when x = 3
42
when
n
x =7
3. x 2 4 when
x =6
4.
4 x 1 when x = 5
5.
x +10 when x = 23
Activity
- Cut up the 7, x, +12 and x = 5
- Write them all on individual laminated index cards with expo marker
- Have a separate laminated index card for x = for when students find
the answer
7x +12
x =5
Exit Ticket 7
Directions: Evaluate the following expressions using substitution

1.
5x +1 when x = 20
2.
82 2n when n = 3
3.
35
x
when
4. x 2 5 when
x =7
x =5
5. 9
6
when
n
n=3

Date: 3/25/2015
Subject: Math
Title of Lesson: Substitution with Equations Lesson Length: 45 minutes
Lesson Summary: In this lesson the students will learn how to plug in
numbers for variables in order to make equations true.
6.EE.2AC: Evaluate expressions at specific values of their variables. Include
Lesson Objectives: The students will be able to Distinguish which
value makes the equation accurate.
Reference sheet, guided practice, independent practice, exit ticket
Big Ideas: The students will understand thatsubstitution is a critical
thinking skill that will be used in equations to check solutions
Concepts: Substitution, equations, checking
- When do we use substitution in real life?
Content
Factual Content: The students will know how to find the correct value to
make an equation true.
Vocabulary:
Tier 1: Equation, Substitution
Tier 2:
Tier 3:

The students will be skilled at identifying which values make an equation
correct
Informal/Formal)
- Class discussion
- Real-Life Expressions Activity
- Exit ticket #7
Before Class: Have all worksheets copied and ready for students. Have
reference sheet laminated.
* Have students quietly walk into class and start do now written on
board. Do now based on previously learned concepts. If students were
unable to complete the Exit ticket from the previous class have them
finish up. (5 minutes)
Anticipatory Set: (hook)

1. So I just received a phone call that we are in charge of 57th Grammy
performances! Heres the deal Beyonce and Jay-Z are teaming up with
Kanye West, but Kanye doesnt want to be paired up with Beyonce and
Jay-Z he wants to perform on his own! So we need another artist to
perform with Beyonce and Jay-Z?
2. Ask We need another artist that will be a good match to perform with
Beyonce and Jay-Z, who would be the best artist to do that?
Have students come up with artists
Say the students picked Usher
So now that we know Usher will be able to perform with them we know
Beyonce and Jay-Z plus Usher make an awesome performance.
3. Ask students So what did we do after we found out Kanye didnt want to
perform with them anymore?
Answer: We plugged in another artist
4. The same thing happens when we are given an equation and a value we
need to plug in a given value
Step One:
1. Now that weve learned how plugging in Usher for Kanye made an
awesome performance we are going to apply it to equations when given a
value and check for a solution
2. Take out Solving Equations Using Substitution notes
3. Explain that in order to solve and check an equation or check an answer
we just need to use substitution.
4. Remind students that substitution is replacing a variable in an expression
or an equation with an actual value
5. Lets do an example together
Write on board:
Which solution makes the equation 2x + 4 =14 true? x = 5 or x = 3

Say Now all we have to do is plug in both 5 and 3 into the equation to
find out which value yields the correct answer.
2(5) + 4 = 14
Answer: x
=5
10 + 4 = 14
14 = 14
2(3) + 4 = 14
And
x =3
6 + 4 = 14
10 14
So x = 5 makes the equation true

6. Give students another example to work on their own
Write on
board: Which values from
the set {0,5,2,6} is a solution to
3x + 2 = 8
Once students have completed the problem go over the answer
Step Two
1. Hand out guided practice worksheet
2. Students are to work through the work sheet with your guidance and help.
3. Do a couple of problems so that they understand what is expected of them
Have them finish up the page on their own.
Step Three
1. Hand out the independent practice.
Have reference sheet out so students can refer back to notes
2. The independent worksheet are for students to practice finding equations
that are true by plugging in given values for variables
3. When students are done they are to raise their hand and have teacher look
at the answers
Closure: Exit Ticket # 8 (10 minutes)

a. The Lesson Plan:
b. Teaching Skills:
c. The Students:
Exit Ticket 8
Directions: Evaluate the following expressions using substitution
1. Which of the following makes the equation true?
2y 4 = 18
a) y = 7
b) y = 5
c) y = 18
d) y = 11
2. Circle the equation(s) where b = 5 is a solution. Choose all that apply.
a) 2+7=17
b) 12=55
c) 4 +2=21
d) 6 4 =26
3. Which value(s), if any, from the set {0, 13, 2, 7} are a solution to the
equation below?
2x + 5 = 9
in the following equation: 5h + 13h = 54

4. a) Combine like terms
b) Use your answer from part a) to find out which of the set {2, 4, 7, 3} are
a solution to the equation in part a)
Date: 3/26/2015
Subject: Math
Title of Lesson: Review Day


Lesson Summary: In this lesson the students will review for the unit test by
playing jeopardy.
6.EE.A.1 6.EE.A.2A
6.EE.A.2C
6.EE.A.4
6.EE.A.2 6.EE.A.2B
6.EE.A. 3
- Strengthen their understanding of the unit.
- Determine what area they are lacking
Jeopardy Game, Whiteboards, Expo markers
Big Ideas: The students will understand thatreview is essential for an
upcoming assessment.
Concepts: exponents, order of operations, expressions, equations,

terms, variables, coefficients, like terms, distributive property,
substitution
- Why is it important to review?
Content
Factual Content: The students will review major vocabulary words
Vocabulary:
Tier 1: addition, subtraction, multiplication, division, simplifying
Tier 2: exponents, order of operations, substitution
Tier 3: Expressions, Equations, variables, terms, like terms, coefficients,
distributive property,
The students will practice effective strategies for solving expression and
equation problems
Informal/Formal)
Informal Assessment
- Students will be evaluated on their participation during the game.
*Have students quietly walk into class and start do now in front
of them. Do now is a quick review of term If students were
unable to complete the Exit ticket from the previous class have
them finish up. (5 minutes)

1. As students walk into class they are to pick a card out of a hat
The student who picks the card with a star will be the first person to pick
the category
2. Tell the students So today we will be doing a fun review game of
Jeopardy for some extra points on your exam!
Students will be playing individually (If there are only 3
students) or in groups where they get to pick their team
name
Teacher will be in charge of the points on the white board
in front of class
3. Go over the rules of the game for students that do not know the rules
- Student that picked the star index card picks a category
- Every student is to answer the question
- You will have 30 seconds to a minute to answer the question
- Once the timer goes off all students are to put their final answer up
on their white board
- Students that get the correct answer get the questions value added
to their score
- Incorrect answer get the questions value subtracted from their
total
- Review the answer so that all students understand it
- After points are counted and distributed next student get to pick the
category
- Student with the most points wins the game and 5 extra credit
points on their test, 2nd place gets 3 points and 3rd place gets 2
points
4. 10-5 minutes before class is over ask if students want you to go over any
questions they had a hard time with
Homework/Extension Activities: Review for test
a. The Lesson Plan:

b. Teaching Skills:
c. The Students
Sources: Jeopardy:
https://www.teacherspayteachers.com/Product/Jeopardy-Review1311063
Name: __________________________________
Unit 6 Vocabulary Review
Word Bank:
Coefficients
Exponents
Terms
Base
Operations
Constant
Expression
Variable
1.
__________________ are things like, add, subtract, multiply, and divide
2.
__________________ an unknown number often represented by a letter
3.
__________________The number multiplied by itself when working with

exponents
4.
__________________ a term that doesnt contain any variables
5.
__________________ Mathematical phrases that do not contain an equal

sign
6.
__________________ Are numbers that represent how many times a

number is multiplied
license
7.
__________________ Are single numbers or the product of a number and

one or more variables that are separated by operations
8.
__________________ Are the numbers in front of a variable

Subject: Math
Title of Lesson:
Date: 3/27/2015

Lesson Summary: In this lesson the students will demonstrate their
understanding of the material.
6.EE.A.1 6.EE.A.2A
6.EE.A.2C
6.EE.A.4
6.EE.A.2 6.EE.A.2B
6.EE.A. 3
Lesson Objectives: The students will be able to challenged their
understand of expressions
3 Exam packets, 16 answer sheets, scrap paper, pencils, candy
Big Ideas: The students will understand thatassessments are
essential to determine their knowledge of the unit.
Concepts: exponents, order of operations, expressions, equations,

terms, variables, coefficients, like terms, distributive property,
substitution
- Why are assessments so important?
Content
Factual Content: The students will determine what concepts to use on their
assessment questions.
Vocabulary:
Tier 1: addition, subtraction, multiplication, division, simplifying
Tier 2: exponents, order of operations, substitution
Tier 3: Expressions, Equations, variables, terms, like terms, coefficients,
distributive property,
The students will put their knowledge to the test by completing multiple
questions on expressions
Informal/Formal)
Summative Assessments- Expressions Unit Test
Before Class: Have all exam booklets, answer sheets and scrap paper
ready on desk. All pencils sharpened and candy in drawer.

1. Give students 5 minutes to go over any last minute questions they have in
the unit.
Answer all of their questions
2. Explain test procedures to students:
- No tolerance for cheating, no talking and pencils only
- After you have finished your exam, quietly raise your hand and I will
collect your answer sheet and test packet.
- You will be able to either finish/make-up an exit ticket you missed for
the unit or complete a quick fun activity sheet
- You are to remain quite while other students are working on test.
3. Remember that there is no talking until everyone is done. You are to
quietly work on activity/exit ticket when you have finished.

1. Pass out the exam (located in folder on top of shelf)
Make sure students are on task and completing exam
Answer any questions they may have
Step Three:
1. Stop with 1 minute left and collect exams and explain to students that you
will give them extra time tomorrow to finish if they were not able to
complete the entire exam.
Closure:
1. As students are about to leave hand them each a piece of candy if they all
behaved well. (Bag located second drawer in the clear container)
a. The Lesson Plan:
b. Teaching Skills:
c. The Students:

Expressions and Equations Unit Plan

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Expressions and Equations Unit Plan

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Sara Rodrigues

Expressions and Equations Unit

Teacher: Sara Rodrigues

Brief Summary of the Unit:

In this unit students will master the

foundations of algebra and begin to develop an understanding of its useful

Stage One Desired Results

Assessments are essential to determine their knowledge of the

Stage Two Assessment Evidence

Stage Three Lesson Plans

Expressions Unit Calendar

Real Life Substitution

Teacher: Ms. Rodrigues

Overview of the Lesson

Find the value of an expression using exponential notation

Materials/Equipment to be Used in Teaching the Lesson:

Concepts: exponential notation, exponent, base, expanded

Before Class: Do now written on board, all worksheets printed, Rubixs

Anticipatory Set: (hook) (2-5 minutes)

Step One: (5-10 minutes)

Step Two: (5-7 minutes)

1. Hand out guided practice worksheet

2. Students are to work through

3. Do a couple of problems so that they understand what is expected of

Step Three: (10 minutes)

Step Four: (5-10 minutes)

Closure: Exit Ticket #1 (10 minutes)

Homework/Extension Activities: No homework

Translate the following from Exponential Notation to Expanded

2. Translate the following from Expanded Multiplication Notation to

3. Evaluate the following.

Teacher: Ms. Rodrigues

Overview of the Lesson

Concepts: order of operations, parenthesis, exponents, number

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Anticipatory Set: (hook) (5 minutes)

Step One: (5-7 minutes)

Step Two: (5 minutes)

Step Three: (5 minutes)

1. Hand out independent practice to students

Step Four: (15 minutes)

Closure: Exit Ticket #2 (5-10 minutes)

Homework/Extension Activities: No homework

2. When multiplying and dividing:

5. What is the value of

Teacher: Ms. Rodrigues

Overview of the Lesson

Concepts: expressions, equation term, variables, coefficient, constants

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Anticipatory Set: (hook) (5 minutes)

Step One: (5-10 minutes)

Just like cars, there are different parts that make up an

Step Two: (10-15 minutes)

Step Three: (7-10 minutes)

Closure: Exit Ticket #3 (10 minutes)

o Make sure students show work and check their answers

2. What is the coefficient in the equation?

d) None of the above

Teacher: Ms. Rodrigues

Overview of the Lesson

Concepts: expressions, variables, coefficients, like terms, simplifying

Factual Content: The students will know what it means to simplify an

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Anticipatory Set: (hook) (5-7 minutes)