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Date ***Do after 6.1.2
Lesson Title Chapter 6 intro and review from 5th grade (divide unit fractions by whole numbers and whole numbers by unit fractions)
CCSS/MP I can divide a unit fraction by a whole number (and create a visual for it). I can divide a whole number by a unit fraction (and create a visual for it). I can solve realworld problems involving dividing unit fractions by whole numbers and whole numbers by unit fractions.
Vocabulary unit fraction
Materials dryerase boards/iPad mini Show Me App, unit fraction/whole number division worksheet (practice problems and word problems)
Lesson Launch Core Problems STTS Questions to ask
students
Pass back tests and team challenges? (5 min)
Collect textbooks and pass out new ones
Launch: Teambuilding activity
Core problems: Use smart file “ “
Discuss the two meanings of division how many groups? how many in each group?
Do whole number divided by fraction (model as we work through various examples) Do fraction divided by whole number (model as we work through various examples) Look at relationship between switching the order in which we divide Work on word problems as a team
Closure Review the meaning of division and discuss why dividing can lead to larger answers
Homework Finish the problems on the worksheet that we did not do in class
Date
Lesson Title 6.1.1 Dividing
CCSS/MP I can divide quantities and represent the result in multiple ways. I can use visual fraction models and equations to represent division. I can make sense of fair share (division) problems and persevere in solving them. I can pay attention to precision and construction of viable arguments.
Vocabulary fair share
Materials Straws more than 2 per student (to allow for trial and error), Scissors, Poster paper one sheet per team, Markers, Glue sticks or tape
Lesson Launch Core Problems STTS Questions to ask
students
Launch: Set the scene for sharing licorice explaining that they will be using the straws to represent it.
Core problems: 61 & 62
Read problem 61 together, then allow them time to think individually about what they might do (2 min) and then share with the team (2 min).
Assign each team a letter “W” “X” or “Y” As teams work, circulate and encourage them to find multiple ways to represent their portions. Provide straws and scissors for teams that want to use them to experiment with partitioning strategies. (1015 min)
As teams finish problem 61, direct them to problem 62, which asks them to prepare a poster and presentation explaining their thinking behind their sharing strategy for their own team. (20 min)
Closure They should be ready to present tomorrow. Each team member needs to contribute.
Homework none OR 65 through 69
Date
Lesson Title 6.1.1 cont’d Dividing
CCSS/MP I can divide quantities and represent the result in multiple ways. I can use visual fraction models and equations to represent division. I can construct viable arguments.
Vocabulary fair share
Materials posters from yesterday
Lesson Launch Core Problems STTS Questions to ask
students
Launch: Presentations (2025 min)
Core problems: 63 and 64
63 Discuss these questions as a class. You may want to allow individual think/write time before sharing (10 min)
Closure 64 Use pairs check Each pair has one paper and pencil. Student #1 writes what Student #2 explains. Then roles are reversed for the second problem. Then each pair checks their work with the other study team pair. Continue on to the next pair of problems.
Homework 65 to 614 worksheet OR 610 through 614
Date
Lesson Title 6.1.2 Fractions as Division Problems
CCSS/MP I can determine that a fraction can be seen as one number formed by division and I can construct various visual models to represent division problems. I can make sense of the long division algorithm. I can reason abstractly and then quantitatively.
Vocabulary
Materials none
Lesson Launch Core Problems STTS Questions to ask
students
Check homework ( 5 min)
Core problems: 615 to 619
Launch:
615 *number of groups (number of people you are sharing with)* Work as a team to explain the diagrams (5 min). Wholeclass discussion: Ask students to describe the differences among the diagrams that represent dividing licorice. (5 min)
616 *the divisor represents the size of the group (how many fit in a package)* Work as a team to explain the diagrams (5 min) Wholeclass discussion: They will probably need to talk through this problem to make sense of it completely (5 min)
Pay attention to how students describe what the answers represent to see if they’re correctly defining the whole. This is another opportunity to formatively assess their level of understanding. In one case (problem 615) the whole is one whole piece of licorice, while in the other case (problem 616), the whole refers to one whole package that contains 3 pieces of licorice.
617 Do a thinkpairshare to discuss this concept (1 min1 min2 min)
618 Do each letter as a team for 12 min, then come together to discuss. OR if struggling on previous problem, do each letter together wholeclass to ensure understanding (1012 min)
619 Work on representing the fractions as division problems as teams (810 min); leave time to discuss if needed
Closure 620 Do as a class discussion if time permits. If not, summarize that all fractions are division problems and therefore can be written as decimals as well.
Homework 621 to 625
Date
Lesson Title 6.1.3 ProblemSolving with Division
CCSS/MP I can identify problems that can be solved using division. I can use multiplication to check division. I can make sense of problems and persevere in solving them. I can model various situations with mathematics.
Vocabulary
Materials none
Lesson Launch Core Problems STTS Questions to ask
students
Check homework ( 5 min)
Core problems: 626 to 629
Launch:
626 to 628 Allow teams to work on these at their own pace (1525 min). If teams seem to be struggling, you may need to catch and release for each problem. Be sure that teams are writing the division equation to match each situation and then leave time for a class discussion of 628.
629 Read as a wholeclass and talk through part a (already completed) together, then release for them to finish as teams.
Closure How are multiplication and division related?
Homework none OR 633 to 637
Date
Lesson Title 6.1.3 cont’d ProblemSolving with Division
CCSS/MP I can identify problems that can be solved using division. I can use multiplication to check division. I can make sense of problems and persevere in solving them. I can model various situations with mathematics.
Vocabulary
Materials Counters, 10 per pair, optional
Lesson Launch Core Problems STTS Questions to ask
students
Check homework ( 5 min)
Core problems: 630 to 631
Launch:
Work on 630 part a as a team (68 min). If students are stuck on one model, encourage them to think of another (ie: show how many in each group as well as how many groups). Have teams share their diagrams.
Finish parts b and c as a team, then discuss wholeclass. (57 min) Students should realize that the context of the problem determines the representation and to what the answer refers.
631 Read together and discuss the example given (4 min). Then allow them time to work in their teams (6 min).
Closure Exit slip: For each problem, write a division sentence, draw a diagram, and write your answer. 1. A land developer wants to divide up 1/2 of an acre of land into equallysized lots for houses. He wants to build 5 houses. How big can he make each lot? 2. Every day, Mark's orange juice stand uses ⅕ bags of oranges. For how many days will 2 bags of oranges last?
Homework 633 to 642 worksheet OR 638 to 642
Date
Lesson Title 6.1.4 Solving Problems involving Fraction Division
CCSS/MP I can divide fractions and represent division problems in multiple ways.
Vocabulary
Materials 6.1.4 Resource Page, “Dora’s Dollhouse”
Lesson Launch Core Problems STTS Questions to ask
students
Check homework ( 5 min)
Core problems: 643 through 646
Launch:
Work on 643 as a team (5 min)
Have teams share their answers, reasoning and strategies with the whole class ( 5 min)
Work on 644 as a team (note: do not go deeply into the concept here: main point is for students to see a connection between multiplication and and division) (5 min) SKIP
Discuss answer as a whole class
*pass out the 6.1.4 resource page
Work on 645 and 646 as a team (1015 minutes) (red light, green light here)
(note: possible misconception here is that students will interpret ⅔ to mean ⅔ of a foot which is true in 646 but not 645)
Closure: 5 min
Closure Learning log: Do division problems always result in an answer that is less than or greater than the original number? (complete as team)
Homework 651 through 655
Date
Lesson Title 6.1.4 cont’d Solving Problems Involving Fraction Division
CCSS/MP I can divide fractions and represent division problems in multiple ways.
Vocabulary
Materials none
Lesson Launch Core Problems STTS Questions to ask
students
Check homework ( 5 min)
Core problems: 647 through 649
Launch: Ask students to share what they learned the previous day. (2 min)
Allow groups to try 447 then go over as a class (5 min)
Allow groups to try 448 . (8 min) do as a matching activity match situation to the division # sentence
Have a couple groups share their created questions to the class (maybe use elmo here) ( 5 min)
Allow groups to try 449 (8 min)
Go over a together with the class (1 min)
Have a couple groups share their division problems to the class (maybe use elmo here) ( 5 min)
Closure (5 minutes)
Talk about the closure answers as a class. (5 min)
Closure Learning log: How does the size of the divisor (the number you are dividing by) affect the answer? Can the answer to a division problem be greater than the original number? (complete these as a team)
Homework 656 through 660
Date ***Before beginning, do one day 12 days on dividing fractions with common denominators (include Illustrative math worksheet)
Lesson Title 6.2.1 Order of Operations
CCSS/MP I can review the order of operations by evaluating realworld formulas for given values. I can evaluate expressions with whole number exponents.
Vocabulary Rule, order of operations
Materials none
Lesson Launch Core Problems STTS Questions to ask
students
Check homework ( 5 min)
Core problems: 661 664
Launch: Start the class with a discussion about rules, including some famous rules, by having a student read the lesson introduction (1 min)
Read problem 661 as a class (refer back to the rule we developed for a trapezoid) (1 min)
Allow teams to work on 661, then go over as a class (5 min)
Read problem 662 as a class and go review the vocabulary word “order of operations” (2 min)
Allow teams to work at their own pace on 662 624 (25 min) (red light green light here)
*pass out one trapezoid to each team from the 6.2.1 resource page
***Might be more beneficial to skip the bookwork and spend this day doing order of operations review and practice
Closure exit ticket?
Homework 669 673
Date
Lesson Title 6.2.1 cont’d Order of Operations
CCSS/MP I can review the order of operations by evaluating realworld formulas for given values. I can evaluate expressions with whole number exponents.
Vocabulary Rule, order of operations
Materials Use Show Me App
Lesson Launch Core Problems STTS Questions to ask
students
Check homework ( 5 min)
Core problems: 665 667
Launch: Go over what groups did the previous day
Allow groups to complete 665 (5min)
Have a class discussion by reminding teams that while each of the rules looks different, they each represent the area of a trapezoid..maybe prove with a team's answers. ( 5 min)
Allow groups to complete 666 and 667 use Show Me App red light green light ( 25 min)
When groups have been check on 666 and 667 instruct them to complete 668 Learning Log ( 5 min)
Closure Have students share results from 667 and 668 with the whole class.
Homework 674 678
Date
Lesson Title 6.2.2 Area of a Rectangular Shape
CCSS/MP attention to precision (area vs perimeter) writing algebraic expressions
Vocabulary area, perimeter, expression, variable, square units, units, combining like terms
Materials Colored pencils, Algebra Tiles (only need x2tiles, xtiles, unit tiles, and fivetiles) *CPM techtool: ALGEBRA TILES
Lesson Launch Core Problems STTS Questions to ask
students
Check homework ( 5 min)
Core problems: 679 to 683
Launch: REVIEW AREA: Have students complete 679 using thinkinkpairshare. Students can complete (ac and discuss d if they have time). After 5 minutes, stop pairs and discuss part d as a class. (6 min)
Pass out algebra tiles (you will want to take out the unnecessary pieces ahead of time (great study hall job for a student that needs something to do.) Give students a couple minutes to play with the pieces. (4 min)
Explain that now the algebra tiles are math tools (no more playing) and we only use them the way we are directed to use them. Have student get one of each tile out.
680 (I would do this question together) Have students trace one of each tile in their journal (you may want to give them a half sheet of computer paper to trace on and glue in their journal). Give teams a minute to explore which tiles have the same lengths and different lengths. Discuss as a class what teams discovered. Have students color code using colored pencils which side length of the tiles are the same (ie all lengths of x will be the same color on each tile and all lengths that are one unit will be the same color.
Discuss that the smallest tile has a side length of one and so it has an area of one square unit. Mark the lengths and area as such on the one students traced. Also discuss the perimeter and record this as well. Next, discuss which lengths of the other tiles were color coded the same as the lengths on the unit tile. Mark all of these lengths as one. Then have students explore if the unit tile can be used to determine the length of the other tiles (color coded using different colors). Students will identify that the unit tile can be use for the 5tile. Mark this and record the area and perimeter for this tile. Students will try to say that the xtile is 3.5 unit tiles (or something like that I can’t remember but it is close to that). Discuss that we can’t know for certain the length. Ask, “What have we learned we can use to identify a value we don’t know?” Hopefully they say variable :) If not, lead them in that direction. On traced tile pictures, label lengths as x and determine/record the area and perimeter expressions for the remaining tiles. (1015 min) * Record multiple expressions for perimeter (ie x+x+x+x and 4x)
681 Have students discuss as a table group then share out. (4 min)
682 Have groups build 682 as a table group and write 3 expressions to represent the area. Record teams various expressions. (6 min)
Closure 683 Have students complete this question as a table group. Once they are done they can get it check by the teacher. (5 min) If you have time students can do the learning log (685)
Homework 686 to 690
Date
Lesson Title 6.2.3 Naming Perimeters of Algebra Tiles
CCSS/MP looking for mathematical structure with variables, look for regularity in repeated reasoning construct viable arguments, writing algebraic expressions to represent perimeter
Vocabulary expression, variable, combining like terms
Materials algebra tiles/CPM techtool (only need x2tiles, xtiles, unit tiles, and fivetiles), 2 color pencils
Lesson Launch Core Problems STTS Questions to ask
students
Check homework ( 5 min)
Core problems: 691 to 695 (992 was done the previous day with the original tracing of the tiles)
Launch: Review yesterday’s activities by doing 684 (I really don’t think we’ll have time the previous day to do this but it is really good for students.). I explain part a and b together, but do part a in its entirety then do part b. Have students write the expression representing the number of tiles you start with in parentheses and build it. Next, have students write the expression of the second amount of tiles in parentheses that is referred to in the problem (added in part a but subtracted in part b). Have students put the appropriate operation between the two expressions in parentheses. For part a have students build the set set of tiles, then combined all tiles to get the total tiles and record the result. For part b have students remove the group of tiles being subtracted and record the result. (10 min)
691 Next, explain that today students will look at the perimeter of shapes made using the algebra tiles. Have students read and work through 691. After, most groups have had time to look at and explore part c, bring the class back together and discuss parts ce. (8 min)
693 (You might want to make your own directions for this question) Work through this question as a class. Have students build and sketch the tile arrangement. Then color code the side lengths of the pictures making all length that are x on color and all lengths that are 1 another color. Have students record the perimeter adding all sides and the perimeter if you combine like terms. (5 min)
Closure 694 Have table groups complete this as a table group. Students should sketch the arrangement and color code the sides. Then students need to write an expression representing the perimeter of each arrangement. (10 min)
Homework 696 to 6100
Date
Lesson Title 6.2.4 Combining Like Terms
CCSS/MP looking for mathematical structure with variables, look for regularity in repeated reasoning construct viable arguments, writing algebraic expressions to represent perimeter, evaluating expressions
Vocabulary expression, variable, combining like terms, coefficient, constant term, equivalent expression
Materials algebra tiles/CPM techtool (only need x2tiles, xtiles, unit tiles, and fivetiles), colored pencils
Lesson Launch Core Problems STTS Questions to ask
students
Check homework ( 5 min)
Core problems: 6101 to 6103 *FYI 6104 is Additional Challenge
Launch: Complete 695 from yesterday’s lesson (Once again important question you won’t have time for the day before.). Complete part a together drawing the figures from 694 (part b and c) to scale if x=6. Then determine the area and perimeter of the figure. Have students repeat this process if x=2. Discuss (8 min)
6101 Have students build and sketch the three figures in 6101. Next have students color code side lengths that are the same. (5 min) Stop students and ask if there was anything about any of the figures that made it difficult to color code. Students should notice that in figures ii and iii there is one x length that has a one tile taking up part of the x length (x1). Discuss how to find the perimeter of figure ii, then have teams find the perimeter of figure i and iii. Go over students answers. (10 min)
6102 Pass out the resource page (I created and emailed as a word doc). Read over the problem with students and discuss the example given in the problem. Complete the next row (part i) with students if you feel they still need more guidance. If your students are ready, release teams to complete the chart. Discuss chart or have keys ready that you can give to teams to self check/correct their charts. (8 min)
6103 Read over and discuss the directions/guidelines for the problem. Have each team member get one unit tile, one xtile, and one x2tile. Give each students a ½ sheet of computer paper. Tell the team that each student needs to arrange their tiles in a different way than the rest of the team members follow the guideline give. Then each students need to trace their shape, color code the side lengths, write the expressions for the perimeter in simplest form . (10 min)
Closure Have students complete a gallery walk to see the different arrangements. Discuss students observations if there is time. (3 min)
Homework 6106 to 6110
Date
Lesson Title 6.2.5 Evaluating Algebraic Expressions
CCSS/MP looking for mathematical structure with variables, look for regularity in repeated reasoning construct viable arguments, writing algebraic expressions, evaluating expressions
Vocabulary expression, variable, combining like terms
Materials algebra tiles/CPM techtool (only need x2tiles, xtiles, unit tiles, and fivetiles), index cards 4” by 6”(one per team), colored pencils,
Lesson Launch Core Problems STTS Questions to ask
students
Check homework ( 5 min)
Core problems: 6111 to 6113
Launch: Have teams discuss, while all students draw the figures in 6111 to scale based on the given lengths of x for part a and b. (these are the same shapes fro 6106. Next have students use the expressions for the area and perimeter of each figure found during 6106 to determine the area and perimeter for each figure based on the given lengths of x. Have teams compare their answers from evaluating the expressions to their pictures. (12 min)
6112 Read the directions for 6112 as a class. make sure students understand the rules (any 4 tiles, should clarify pieces need to line up like in 6103 (one can’t hang off), also you might want to add a vocabulary piece to tie in yesterday’s vocabulary). (3 min)
Pass out index cards and let teams create their problem. (8 min)
Have team travel together around the room to solve each other's created algebra tile problems. (I emailed a possible way to help students organize their work). I would make a goal to solve at least 2 to 3 table groups problems. (12 min)
Closure Have students return to tables and pick on shape they looked at and have them find the area and perimeter if x=1.5 units and if x=3 ¾ units (5 min)
Homework 6115 to 6119