TEXT IN RED INDICATES USE OF iPad mini

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