Your friend asked you to enter a texting/typing competition but have months to practice. We know practicing something makes you better at it.  You will be given your current speed and how well you improve over each month.  It is your job to find your texting/typing speed given a number of months that you have practiced.  You are also to look over other student’s work to see if they made an error and if so, where. 

In this lesson, students practice translating between words and algebraic expressions. Students also draw models for these expressions.

In this lesson, students will be introduced to the idea of decomposition. Specifically the lesson caters to math word problems, but could be easily modified to any subject (as found in the modificaitons section of the lesson plan). Students will engage with each other and the vocab to work through an easy process to decompose word problems into manaeagable pieces as a strategy to solve. All activities are low prep and can be modified to your needs. This can be a stand alone lesson or expanded by using Part 2 and Part 3 to deepen understanding through coding activities. 

This lesson expands upon the ideas of decomposition by using GameChangineer to incorporate commands to create a coded mini game from decomposing word problems. Students will assist the teacher in this guided lesson on how to create commands and use the website before engaing independently in Part 3. Activities are low prep with modifications included, but do require organized planning to implement effectively. If you have not done a lesson on decomposition, it is suggested you use Part 1 to help student's gain the necessary understandings of the processes used in this lesson. 

Explore what it means for a mathematical statement to be balanced or unbalanced by interacting with objects on a balance. Discover the rules for keeping it balanced. Collect stars by playing the game!

In this Illustrative Math resource, students must transform expressions using the distributive, commutative and associative properties to decide which expressions are equivalent. The Virginia Department of Education extension activity titled, "Translate and Evaluate Expressions" directs students to represent verbal quantitative situations algebraically using a matching activity, graphic organizer, and teacher lesson plan.

In Grade 6, students formed a conceptual understanding of integers through the use of the number line, absolute value, and opposites and extended their understanding to include the ordering and comparing of rational numbers. This module uses the Integer Game, a card game that creates a conceptual understanding of integer operations and serves as a powerful mental model students can rely on during the module. Students build on their understanding of rational numbers to add, subtract, multiply, and divide signed numbers. Previous work in computing the sums, differences, products, and quotients of fractions and decimals serves as a significant foundation as well.
To access this resource, you will need to create a free account for the system on which it resides. The partner provides personalized features on their site such as bookmarking and highlighting which requires a user account.

In Grade 6, students interpreted expressions and equations as they reasoned about one-variable equations. This module consolidates and expands upon student's understanding of equivalent expressions as they apply the properties of operations (associative, commutative, and distributive) to write expressions in both standard form (by expanding products into sums) and in factored form (by expanding sums into products). They use linear equations to solve unknown angle problems and other problems presented within context to understand that solving algebraic equations is all about the numbers. It is assumed that a number already exists to satisfy the equation and context; we just need to discover it. A number sentence is an equation that is said to be true if both numerical expressions evaluate to the same number; it is said to be false otherwise. Students use the number line to understand the properties of inequality and recognize when to preserve the inequality and when to reverse the inequality when solving problems leading to inequalities. They interpret solutions within the context of problems. Students extend their sixth-grade study of geometric figures and the relationships between them as they apply their work with expressions and equations to solve problems involving area of a circle and composite area in the plane, as well as volume and surface area of right prisms.
To access this resource, you will need to create a free account for the system on which it resides. The partner provides personalized features on their site such as bookmarking and highlighting which requires a user account.

In Module 4, students deepen their understanding of ratios and proportional relationships from Module 1 by solving a variety of percent problems. They convert between fractions, decimals, and percents to further develop a conceptual understanding of percent (introduced in Grade 6 Module 1) and use algebraic expressions and equations to represent and solve multi-step percent scenarios. An initial focus on relating 100% to the whole serves as a foundation for students. Students begin the module by solving problems without the use of a calculator to develop a greater fluency and deeper reasoning behind calculations with percent. Material in early lessons is designed to reinforce student's understanding by having them use mental math and basic computational skills. To develop a conceptual understanding, students use visual models and equations, building on earlier work with these strategies. As the lessons and topics progress and more complex calculations are required to solve multi-step percent problems, teachers may let students use calculators so that their computational fluency does not interfere with the primary concept(s) being addressed.
To access this resource, you will need to create a free account for the system on which it resides. The partner provides personalized features on their site such as bookmarking and highlighting which requires a user account.

In this activity, students use their knowledge of variable substitution and one-step equations to find the missing values in similar puzzles.

Explore what it means for a mathematical statement to be balanced or unbalanced by interacting with objects on a balance. Discover the rules for keeping it balanced. Collect stars by playing the game!

Solving one and two step linear equations.Mathematics Instructional Plans (MIPs) help teachers align instruction with the  Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

OverviewIn this lesson, the students will explore and learn how to translate two step algebraic expressions from words and real-world scenarios. The teacher will engage students in discussion and facilitate their learning as they encounter a variety of learning styles. The attached document provides links to the resources and materials.

OverviewIn this lesson, the students will explore and learn how to translate two step algebraic expressions from words and real-world scenarios. The teacher will engage students in discussion and facilitate their learning as they encounter a variety of learning styles. The attached document provides links to the resources and materials.

OverviewIn this lesson, the students will explore and learn how to translate two step algebraic expressions from words and real-world scenarios. The teacher will engage students in discussion and facilitate their learning as they encounter a variety of learning styles. The attached document provides links to the resources and materials.

Write verbal expressions and sentences as algebraic expressions and equations.  Write algebraic expressions and equations as verbal expressions and sentences.Mathematics Instructional Plans (MIPs) help teachers align instruction with the  Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.