Expressions and Equations
I will do the daily math meetings to teach concepts, these videos are to reinforce concepts or if you are unable to attend the meeting. Practice will be done in Khan Academy and students are expected to do the practices until a 100% has been achieved. Khan Academy does have instant feedback with supports to help students who are struggling.
ST Math has been approved for our grade level to use. This program has kids work at a manipulative level to understand concepts better. Students should do at least 20 minutes of ST Math practice a day. The rate at which they pass of concepts is up to how persistent they are. In this program, it is important to watch how objects are manipulated in order to understand the concept. I have found that kids who successfully go through the ST math program have a deeper understanding of concepts that are taught.
ST Math has been approved for our grade level to use. This program has kids work at a manipulative level to understand concepts better. Students should do at least 20 minutes of ST Math practice a day. The rate at which they pass of concepts is up to how persistent they are. In this program, it is important to watch how objects are manipulated in order to understand the concept. I have found that kids who successfully go through the ST math program have a deeper understanding of concepts that are taught.
6.EE.1 Exponents
Students will be able to write and evaluate numerical expressions involving whole-number exponents.
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6.EE.2 Read, Write and Evaluate Expressions
Students will be able to write, read, and evaluate expressions in which letters stand for numbers.
a.Write expressions that record operations with numbers and with letters representing numbers. For example, express the calculation "Subtract y from 5" as 5 – y and express "Jane had $105.00 in her bank account. One year later, she had x dollars more. Write an expression that shows her new balance" as $105.00 + x.
b.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.
c.Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, applying the Order of Operations when there are no parentheses to specify a particular order. For example, use the formulas V = s3 and A = 6s2 to find the volume and surface area of a cube with sides of length s = 1/2.
a.Write expressions that record operations with numbers and with letters representing numbers. For example, express the calculation "Subtract y from 5" as 5 – y and express "Jane had $105.00 in her bank account. One year later, she had x dollars more. Write an expression that shows her new balance" as $105.00 + x.
b.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.
c.Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, applying the Order of Operations when there are no parentheses to specify a particular order. For example, use the formulas V = s3 and A = 6s2 to find the volume and surface area of a cube with sides of length s = 1/2.
6.EE.3 Order of Operations with Distributive Property
Students will be able to 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.
6.EE.4 Identify Equivalent Expressions
Students will be able to identify when two expressions are equivalent. For example, the expressions y + y + y and 3y are equivalent because they name the same number, regardless of which number y represents.
6.EE.5 Equations and Inequalities
Students will be able to 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.
6.EE.6 Variables
Students will be able to use variables to represent numbers and write expressions when solving a real-world 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.
6.EE.7 Solving Equations
Students will be able to solve real-world and mathematical problems by writing and solving equations of the form x + a = b and ax = b for cases in which a, b and x are all non-negative rational numbers.
6.EE.8 Write Inequalities
Students will be able to write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
6.EE.9 Variables that Represent Two Quantities
Students will be able to use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable.
Students will be able to analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
Students will be able to analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
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