Download Lesson Plans Regular Math 1-2 through 1

Unit : 3
Dates:
M/J Grade 6 Mathematics
Dec Jan 4-5
Modules 9-10
Florida Standard(s):
Benchmarks, descriptions,
DOK levels, standards
unpacked (know/do)
highlighted
MAFS.6.EE.1.1: (DOK 1)
Write and evaluate numerical expressions involving whole-number exponents. [procedural]
Write numerical expressions involving whole number exponents Ex. 34 = 3 x 3 x 3 x3
Evaluate numerical expressions involving number exponents Ex. 34= 3 x 3 x 3 x 3 = 81
Solve order of operation problems that contain exponents. Ex. 3 + 22−(2+3)=2
MAFS.6.EE.1.2: (DOK 2)
Write, read, and evaluate expressions in which letters stand for numbers.
a. 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. [conceptual]
b. 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. [conceptual]
c. 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. [application, procedural]
Use numbers and variables to represent desired operations.
Translating written phrases into algebraic expressions.
Translating algebraic expressions into written phrases.
Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient,
and coefficient).
Identify parts of an expression as a single entity, even if not a monomial. Substitute specific
values for variables.
Evaluate algebraic expressions including those that arise from real-world problems. Apply
order of operations when there are no parentheses for expressions that include whole number
exponents.
MAFS.6.EE.1.3: (DOK 1): 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. [procedural]
Generate equivalent expressions using the properties of operations.
Apply the properties of operations to generate equivalent expressions.
MAFS.6.EE.1.4: (DOK 2) 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. [conceptual]
Recognize when two expressions are equivalent.
Prove that two equations are equivalent no matter what number is substituted.
MAFS.6.EE.2.6: (DOK 3)
Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or,
depending on the purpose at hand, any number in a specified set. [conceptual, application]
Recognize that a variable can represent an unknown number, or, depending on the purpose at
hand, any number in a specified set.
Relate variables to a context.
Write expressions when solving a real world or mathematical problem.
Learning Goal:
Assessments
Students will be able to model real-world problems with variable expressions and use
algebraic rules to solve the problems.
Pre Assessment: LakecountySchoology.com
Formative Assessments: MARS Task, EngageNY, IXL, HMH Quiz, Illustrative Mathematics,
Essential Question(s):
Summative Assessment: eduphoria, schoology, HMH online Test
Module 9
1. How do you use exponents to represent numbers?
2. How do you write the prime factorization of a number?
3. How do you use the order of operations to simplify expression with exponents?
4. How can you generate equivalent numerical expressions and use them to solve real-world
problems?
Module 10
1. How can you model and write algebraic expressions?
2. How can you use the order of operations to evaluate algebraic expressions?
3. How can you identify and write equivalent expressions?
4. How can you generate equivalent algebraic expressions and use them to solve real-world
problems?
Progress Monitoring/ Pre-assessment, PL Flow, May do’s, Must do’s, Thinking maps, and post test.
Feedback Loop
Higher Order Question(s) Module 9
What properties could we use to find a solution?
Could you have used another operation or property to solve the task? Why or why not?
Why is the tool you chose better than other possible tools?
Why is it helpful to use_____?
Module 10
What do the numbers or symbols used in the problem represent?
What is the relationship of the quantities?
What mathematical terms or symbols should be used in this situation?
How are you showing the meaning of the quantities?
Key Vocabulary
Monday
Daily
Objective
BELL RINGER
I DO:
WE DO:
YOU DO:
Homework
Algebraic expression Coefficient
Like terms Term Variable
Constant
Equivalent expression
Unit: 3 Module 6-8
Daily Agenda
Rigor Level: 2
Unit: 3 Module 6-8
Rigor Level: 2
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Tuesday
Daily Agenda
Daily 
Objective
Evaluating
BELL RINGER
I DO:
WE DO:
YOU DO:
Homework

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
Wednesday
Daily 
Objective
BELL RINGER 
I DO: 

WE DO: 
YOU DO: 
Homework 
Unit: 3 Module 6-8
Rigor Level: 2
Daily Agenda
I can solve expressions using order of operations
On board
Review Bellwork
Small group (MTSS
Worksheet on exponents and order of operations
Solve mathematical problems using order of operations
n/a
Thursday
Unit: 3 Module: 6-8
Rigor Level: 2
Daily Agenda
Daily Objective 
BELL RINGER 
I DO: 

WE DO: 
YOU DO: 
Homework 
Friday
I can solve expressions using order of operations
On board
Review Bellwork
Small group (MTSS)
Worksheet on exponents and order of operations
Solve mathematical problems using order of operations
n/a
Unit: 3 Module 6-8
Daily Objective
BELL RINGER
I DO:
WE DO:
You DO:
Homework





Rigor Level: 2
Daily Agenda
I can prove what I have learned this year
On board
Review game for semester exam
Answer mathematical questions from the semester
Play review game / stations
Note: Learning Scales and Accommodations are below.
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information
• summarizing
• using the notes to study
Reflective writing
• students write about what
they have learned and what
they still need
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
complete a task/project
Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
Problem solving in groups
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.
Student Friendly Mathematical Practice Statements
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
• Make a plan!
• Try different approaches when your problem is hard.
• Solve your problem in more than one way.
• Check whether your solution makes sense.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
• Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
• Explain both what to do and why it works.
• Work to make sense of others’ mathematical thinking.
MAFS.K.12.MP.4.1 Model with mathematics.
• Apply math to real-world situations.
• Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
• Choose appropriate tools for your problem.
• Use mathematical tools correctly and efficiently.
• Estimate and use what you know to check the answers you find using tools.
MAFS.K12.MP.6.1 Attend to precision.
• Communicate your mathematical thinking clearly and precisely.
• Use the level of precision you need for your problem.
• Be accurate when you count, measure, and calculate.
MAFS.K12.MP.7.1 Look for and make use of structure.
• Find, extend, analyze, and create patterns.
• Use patterns and structures to solve problems.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
• Use patterns and structures to create and explain rules and shortcuts.
• Use properties, rules, and shortcuts to solve problems.
• Reflect on your thinking before, during, and after you solve a problem.