Expressions and Equations – Apply and extend previous understandings of arithmetic to algebraic expressions. TEACHERS: Pemberton SUBJECT: 6th Grade Math STANDARD: 6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. OBJECTIVE (EXPLICIT): Use models to analyze and solve mathematical expressions involving whole number exponents. EVIDENCE OF MASTERY (MEASURABLE): SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX): I can explain the meaning of a number raised to a power. I can write numerical expressions involving whole-number exponents. I can evaluate numerical expression involving whole-number exponents. KEY VOCABULARY: MATERIALS: Color tiles (91 per group) Base Inch Grid Paper Exponent (http://www.printablepaper.net/preview/grid-portraitEvaluate letter-1-noindex ) Square Colored Pencils Cube/Cubic Adapted from Hands-On Standards by Review: Order of Operations Learning Resources pg. 38 & 39 BEFORE ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO STUDENT INTEREST) You have the option of earning $35.00 a week for your allowance or earning $1 on Monday, but then doubling the previous days amount for the remaining days of the week. Which would you choose? TEACHER WILL: Ask students to calculate the answer to this question: If you called 3 friends after you ate breakfast, 3 more at lunch time and 3 more after dinner, how many friends have you called by the end of the day? Ask students to T-P-S the meaning of base and exponent and how to evaluate expressions involving exponents. Tell students that you “forgot to tell them that they had already called 6 friends prior to having breakfast.” How does that change our expression? STUDENT WILL: T-P-S (Think-Pair-Share) Model the given question on your white board to show the total number of friends called by the end of the day and then write an expression for it. T-P-S the meaning of base and exponent and how to solve a power. T-P-S how can you include the six friends that you forgot you called into your model and expression. DURING AFTER TEACHER WILL: STUDENT WILL: Distribute bags of color tiles and 1 Use color tiles to model show what inch grid paper. 1, 2, 3, 4, 5, 6, 7, 8 to the powers of 1 and 2 look like. Model how to show various bases raised to various powers. (1, 2, 3, 4, Record their “squared” answers on 5, 6, 7, 8 to the powers of 1 and 2) chart to guide them to discovering a using “squared” for the power of two. pattern. (attached) Ask students to look for a pattern Follow examples of how to use grid while evaluating the powers. Guide paper to solve expressions them to notice that the base gets containing exponents. multiplied by itself as many times as Use white board to review Order of the exponent tells us to. Operations. Review Order of Operations giving Follow teacher example to solve the review problems involving +, - , x following expressions. (32 + 4; 42 + and ÷. 11; 62 + 8) Model how to use grid paper to solve expressions containing exponents using the following examples: (32 + 4; 42 + 11;62 + 8) Sample attached. TEACHER WILL: STUDENT WILL: Ask students the engage question In groups or pairs, discuss an from above. With shoulder partner answer. Explain using pictures, discuss an answer. Explain using words and numbers. pictures, words and numbers. Ask students to write a paragraph Write a paragraph explaining how to explaining how to evaluate evaluate expressions involving expressions involving exponents and exponents and give a real-world give a real-world example. example. Additional practice https://www.georgiastandards.org/C ommonCore/Common%20Core%20Framew orks/CCGPS_Math_6_6thGrade_Uni t3SE.pdf pg.10 file:///C:/Users/terri%20pemberton/D ownloads/Grade6ExpressionsandEq uationsTeacherModule.pdf pg.6 http://www.slcschools.org/departmen ts/curriculum/math/documents/Inquir yLessonExponents.pdf Square Square Root 1 x 1 = 1 = = 1 √1 = 1 + 4 = 12

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# 6.EE_.1 Expressions and Equations