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~ Gateway Regional School District~ Unit Plan (revised 2/15/13) Content Area: Go Math! Unit 7: Algebra: Expressions Grade(s): 6 Time Line: 12 days Date: December-January Domain/Content Standard(s): Expressions and Equations CC.6.EE.1,2(a,b,c),3,4,6 Stage 1: Desired Results Established Goals: CCSS.6.EE.1 Write and evaluate numerical expressions involving wholenumber exponents. CCSS.6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. CCSS.6.EE.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. CCSS.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. CCSS.6.EE.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in realworld problems. Perform arithmetic operations, including those involving wholenumber 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. CCSS.6.EE.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. CCSS.6.EE.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.. CCSS.6.EE.6 Use variables to represent numbers and write expressions when solving a realworld 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. Transfer: 7.1 Write and find the value of expressions involving exponents. Exponents COMMON CORE CCSS.6.EE.1 LT: I can write expressions involving exponents. LT: I can determine the value of expressions involving exponents. 7.2 Use the order of operations to evaluate expressions involving exponents. Evaluate Expressions Involving Exponents COMMON CORE CCSS.6.EE.1 LT: I can use the order of operations to evaluate expressions involving exponents. 7.3 Write an algebraic expression to represent a situation. Write Algebraic Expressions COMMON CORE CCSS.6.EE.2a LT: I can write algebraic expressions to represent a situation. -I can define variable 7.4 Describe the parts of an expression. Identify Parts of Expressions COMMON CORE CCSS.6.EE.2b LT: I can describe the parts of n expression. 7.5 Evaluate an algebraic expression or a formula. Evaluate Algebraic Expressions and Formulas COMMON CORE CCSS.6.EE.2c LT: I can evaluate an algebraic expression. LT: I can evaluate a formula. 7.6 Use variables and algebraic expressions to solve problems. Use Algebraic Expressions COMMON CORE CCSS.6.EE.6 LT: I can use variables and algebraic expressions to solve problems. 7.7 Use the strategy use a model to combine like terms. Problem Solving-Combine Like Terms COMMON CORE CCSS.6.EE.3 LT: I can solve mathematical problems -I can determine what is being asked in a problem -I can combine like terms -I can use a model to simplify an expression 7.8 Use properties of operations to write equivalent algebraic expressions. Generate Equivalent Expressions COMMON CORE CCSS.6.EE.3 LT: I can use the commutative property of addition and multiplication to generate equivalent algebraic expressions. LT: I can use the distributive property to generated equivalent algebraic expressions. LT: I can use the associative property of addition and multiplication to generate equivalent algebraic expressions. LT: I can use the identity property of addition and multiplication to generate equivalent algebraic expressions. 7.9 Identify equivalent algebraic expressions. Identify Equivalent Expressions COMMON CORE CCSS.6.EE.4 LT: I can identify equivalent algebraic expressions. COMMON CORE CC.3.OA.1 Also CC.3.OA.3, CC.3.OA.7, CC.3.NBT.2I I Meaning: Students will understand how to: write and find the value of expressions involving exponents use the order of operations to evaluate expressions involving exponents write an algebraic expression to represent a situation describe the parts of an expression evaluate an algebraic expression or a formula use variables and algebraic expressions to solve problems use the strategy use a model to combine like terms use properties of operations to write equivalent algebraic expressions identify equivalent algebraic expressions Essential Question: How can you write, interpret, and use algebraic expressions? Acquisition: Students will know… how to write and evaluate expressions involving exponents using the order of operations; write, identify, evaluate, and describe algebraic expressions, use algebraic expressions to solve problems, combine like terms by using a model, and use properties of operations to create and identify equivalent algebraic expressions. Students will be skilled at… writing, evaluating, identifying, and describing algebraic expressions using the order of operations, and using properties of operations to create and identify equivalent algebraic expressions. Vocabulary/factual knowledge algebraic expression- an expression that contains at least one variable base- a number used as a repeated factor coefficient- a number that is multiplied by a variable equivalent expressions- expressions that are equal to each other for any values of their variables evaluate- to find the value of an expression exponent- a number that tells how many times a base is used as a factor like terms- terms that have the same variables with the same exponents numerical expression- a mathematical phrase that uses only numbers and operation signs order of operations- a special set of rules which gives the order in which calculations are done in an expression terms- the parts of an expression that are separated by an addition or subtraction sign variable- a letter or symbol that stands for an unknown number or numbers Stage 2: Evidence Assessment/Evidence of Learning: levels examples/blooms (Curriculum embedded performance assessment) Mid-Chapter Checkpoint, Chapter 7 Review/Test, Chapter 7 Test Form A (on-line), Chapter 7 Test Form B short-answer (paper and pencil), corresponding MCAS open-response questions Performance tasks Embedded differentiated performance activities included in curriculum (critical area project) Real time whiteboard evaluations. Other evidence: Teacher observations Stage 3: Learning Plan Summary of: Learning activities, strategies for instruction (include remediation and enrichment opportunities/differentiated instruction) 7.1 Students write and evaluate expressions involving exponents. 7.2 Students use the order of operations to evaluate expressions involving exponents. 7.3 Students write algebraic expressions. 7.4 Students identify and describe parts of expressions. 7.5 Students evaluate algebraic expressions and formulas. 7.6 Students use algebraic expressions to solve problems. 7.7 Students combine like terms by applying the strategy use a model. 7.8 Students use the properties of operations to generate equivalent algebraic expressions. 7.9 Students identify equivalent algebraic expressions. Problem Based Learning Activity: Critical Area Project: The Great Outdoors Blooms Level Instructional Tools, Resources, 21st Century Skill(s) Component iTools, Mega Math, Animated Math Models, Whiteboards, Real World Math Videos, Student Edition Go Math Workbook, Standards Practice Book Stage 4: Reflection Unit Outcome: Notes for changes: