Teacher: Kelly

Schimmel
Date: Tuesday

Resources needed:

SmartBoard, document camera, EOG practice,

guided notes, scissors, glue

Notes and reminders

to self:
None

April 5, 2016

Teacher specified
objectives

Students will translate sentences into equations and solve the equation.
Students will translate equations into a sentence.
Students will substitute the value back into the equation to make the
equation true (check their answer).

Essential Questions
for students

What key vocabulary is needed to write the equation?

How do we represent a number?
What is the difference between an equation and an expression?
Does the equation I write match the sentence that I read?

Common Core
Content Standards
and Mathematical
Practices

Reason about and solve one-variable equations and

inequalities.
CCSS.MATH.CONTENT.6.EE.B.5

Understand solving an equation or inequality as a process of

answering a question: which values from a specified set, if any,
make the equation or inequality true? Use substitution to
determine whether a given number in a specified set makes an
equation or inequality true.
CCSS.MATH.CONTENT.6.EE.B.7

Solve real-world and mathematical problems by writing and

solving equations of the form x + p = q and px = q for cases in
which p, q and x are all nonnegative rational numbers.
Launch Activities

Students should begin to work on warm-up on page 81 in their INB.

Homework will be checked for completion and attendance will be
checked during this time.

Time: 20 mins.

Warm-up: EOG practice open response questions. Students will be

given 5 example answers to practice bubbling in. There will be
guidelines for them to read for help. They will have about 5 minutes to
complete these questions and we will review answers as a class.
Students will be given an EOG practice packet that is due on Monday
April 11th (cumulative review) that is attached below.
Explore Activities
Time: 25 mins.

Guided notes will be distributed to students on Translating Equations.

These should be cut out and glued as flaps for each of the 8 examples
on INB page 82.
We will discuss the difference between translating expressions and
translating equations. Students should understand that there is now a
variable to solve for. Key vocabulary will be reviewed (notes from
translating expressions).
The teacher will demonstrate the first 3 examples. I will underline key
words in the sentence. I will write the equation under the flap and
show work to solve each equation. We will stop to ask for any
questions at this point.
Students will have about 5 minutes to write equations for the next 3
examples with their table partner. Partner pairs will then share their
answers. Students will be asked if anyone else produced a different
answer.

Discuss Activities
5 minutes

Students will have about 5 minutes to complete the last 2 examples

independently.
What key vocabulary is needed to translate equations?
How can I check my work?
I will write key ideas on the board as students share.

Homework

All Aboard the Expression Express

Work should be shown to solve each equation on INB page 83.

Teacher: Kelly
Schimmel
Date: Wednesday

Resources needed:

SmartBoard, document camera, Homework

worksheet, I have/Who has activity index cards

Notes and reminders

to self:
None

April 6, 2016

Teacher specified
objectives

Students will translate sentences into equations and solve the equation.
Students will translate equations into a sentence.
Students will substitute the value back into the equation to make the
equation true (check their answer).

Essential Questions
for students

What key vocabulary is needed to write the equation?

How do we represent a number
What is the difference between an equation and an expression?
Does the equation I write match the sentence that I read?

Common Core
Content Standards
and Mathematical
Practices

Reason about and solve one-variable equations and

inequalities.
CCSS.MATH.CONTENT.6.EE.B.5

Understand solving an equation or inequality as a process of

answering a question: which values from a specified set, if any,
make the equation or inequality true? Use substitution to
determine whether a given number in a specified set makes an
equation or inequality true.
CCSS.MATH.CONTENT.6.EE.B.7

Solve real-world and mathematical problems by writing and

solving equations of the form x + p = q and px = q for cases in
which p, q and x are all nonnegative rational numbers.
Launch Activities
Time: 20 mins.

Students should begin to work on warm-up on page 82 in their INB.

Homework will be checked for completion and attendance will be
checked during this time.
Warm-up: Adding/Multiplying decimal review

1. 5-3.21
2. 10-6.97
3. 6.2 x 8.43
4. 14.98 x 64.33
Student volunteers should show all their work on the board. Students
should check their peers work for errors and correct anything wrong.
We will then go over homework. Students will be cold called for the
first 5 problems. After that, we will only review specific problems that
students have questions about.
Explore Activities
Time: 25 mins.

Discuss Activities
5 minutes

Every student will be given an index card. One side will have an
equation and the other side will have a sentence. Student will stand
around the outside of the room when they get a card. The student that
has a star on her card will begin by reading their sentence. All students
will check to see if their equation matches the sentence that was read.
They will then say I have and read their equation and Who has
and flip to the back to read their sentence. They will then take their seat
to see the remaining students.
This activity should be one large loop, resulting in all students reading
their equation and sentence.
What key vocabulary is needed to translate equations?
What vocabulary is the most confusing?
How can I check my work?
I will write key ideas on the board as students share.

Homework

Algebraic Sentences worksheet attached below. Students will not

solve the equations, only translate them.