Expressions and Equations – Apply and extend previous understandings
of arithmetic to algebraic expressions.
TEACHERS: Pemberton
SUBJECT: 6th Grade Math
STANDARD:
 6.EE.2.a.& b. – Write expressions that record operations with numbers and with letters
standing for numbers.
OBJECTIVE (EXPLICIT):
 Read and write (words to numbers and vice versa) algebraic expressions.
EVIDENCE OF MASTERY (MEASURABLE):
BEFORE
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):
 Translate a relationship given in words into pictures and algebraic expressions.
 Identify parts of an algebraic expression by using correct mathematical terms.
 Prove that my algebraic expression is correct.
KEY VOCABULARY:
MATERIALS:
Sum
Term
Arithmetic Expression
20 - Color tiles (represent variable terms)
Difference
Factor
Algebraic Expression
20 - Color chips (units)
Quotient
Coefficient
Variable
White boards & markers
Product
Substitute
Constant
Recording Chart (attached)
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO
STUDENT INTEREST) You and your friends like going to the movies. Tickets cost $4. You need
to figure out how much it will cost for you and your friends to go to the movies. You also have to
pay your older sister $5 to drive you and your friends to the theater. Write an expression that will
help you calculate how much you and your friends will have to pay to go to the movies depending
on the number of people going. How much would it cost for you and 2 friends to go to the movies?
TEACHER WILL:
STUDENT WILL:
1. Guide a discussion and create a
1. Brainstorm terms used to describe
word bank regarding terms used to
mathematical operations in groups
identify operations used in arithmetic
or with shoulder partners.
and algebraic expressions. (see
2. With shoulder partner decide which
attached)
expression is arithmetic and which is
2. Write 2 + 6 and 3x – 4 on the board
algebraic and be able to explain the
and have students Think-Pair-Share
difference.
which one is an arithmetic
3. Using a white board, identify the
expression and which one is an
parts of the term “4x + 3”.
algebraic expression and be able to
explain the difference.
3. Write the term “4x + 3” on the board
and ask students to identify the
variable, coefficient, constant,
term(s), and factor(s).
DURING
AFTER
TEACHER WILL:
1. Distribute bags of color tiles and
chips and tell students that the tiles
represent terms with a variable and
the chips represent units.
2. Model how “5 decreased by a
number x” would look using tiles and
chips. Then write it as an algebraic
expression. Record words, picture
and expression on recording sheet.
3. Provide additional examples and
guide student to completing chart
(attached).
o A number h increased by 15
o Six fewer than a number t
o Three times a number x plus
2
o The quotient of c and 36.
o The sum of 4 and twice a
number g.
STUDENT WILL:
1. Separate tiles and chips.
2. Follow along with teacher to
complete recording sheet use tiles
and chips.
3. Use tiles and chips to create a
model, then, complete the chart for
the remaining practice problems.
TEACHER WILL:
STUDENT WILL:
 Ask students the engage question
 In groups or pairs, discuss an
from above. With shoulder partner
answer to the engage question.
discuss an answer. Explain using
Explain using pictures, words and
words, pictures and numbers.
numbers.
 Ask students to write a real-word
problem using a coefficient, variable,
 Write a real-word problem using a
constant and an operation. Then,
coefficient, variable, constant and an
pick a value for the variable to prove
operation. Then, pick a value for the
their algebraic expression works.
variable to prove my algebraic
 Additional practice
expression works.
https://www.georgiastandards.org/C
ommonCore/Common%20Core%20Framew
orks/CCGPS_Math_6_6thGrade_Uni
t3SE.pdf pg. 13
 http://www.graniteschools.org/de
part/teachinglearning/curriculumi
nstruction/math/elementarymathe
matics/K6%20Support%20Docum
ents/6th%20Grade%20Support/Wr
iting%20Algebraic%20Expression
s.pdf pgs.1 & 2
Words that mean…
( *Which number is being subtracted? Which number is divided?)
+
Plus
The sum of
Increased by
Total
Added to
More than
_ (*)
Minus
The difference of
Decreased by
Fewer than
Less than
Subtracted from
X
Times
The product of
Multiplied by
Of
twice
÷ (*)
Divided by
The quotient of
Separated into equal
parts
Name____________________________ Block _______
Translating words to pictures to an algebraic expression
recording chart.
Algebraic
Words
Picture
Expression
5 decreased by a number x
5-x