For this task, students use the commutative, associative, and distributive properties to decide which expressions are equivalent.

For this task, students use various approaches to solve a multi-step percentage problem.

This parent guide supports parents in helping their child at home with the 6th grade Math content.

This resource accompanies our Rethink 6th Grade Math course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning. 

For this activity, students use tiles to model a problem and represent the solution with tiles.

This video teaches students how to differentiate between the associative and commutative properties of addition to combine like terms, simplify expressions, and create equivalent expressions.

In this video, algebra tiles are used to generate equivalent expressions using the distributive property.

This resource provides videos, worksheets, stories, and solutions to help Grade 6 students learn about the Distributive Property of Multiplication.

This 2-3 week unit on algebraic expressions allows for students to develop a deep understanding of what an expression is and how it can be used to represent a situation. Students start off by working with number expressions and analyzing the components and evaluating them. They then study the meaning behind a variable and how it us used in an algebraic expression. Finally, they work to understand that two expressions that may look different can be equivalent. The goal is to give students a strong foundation in algebraic expressions before moving on to equations and inequalities.

Students will build their learning on combining like terms, distributive property, and combining like terms when using the distributive property. Students will be able to choose what they complete for each section which gives them some variability in their learning. Students are also able to choose between taking a typical test or completing a "more fun" activity such as creating a poster or videoing themself teaching a couple problems. This resource was developed as part of a professional learning opportunity funded by the NCDPI Digital Learning Initiative Planning Grant.

In Module 4, Expressions and Equations, students extend their arithmetic work to include using letters to represent numbers in order to understand that letters are simply "stand-ins" for numbers and that arithmetic is carried out exactly as it is with numbers.

This unit contains a curriculum-embedded Common Core aligned task and instructional supports. The ?Grocery Shopping? task will assess students? knowledge of representing equivalent expressions and being able to justify this through the use of the distributive property. The second task is ?The Quilt of a Math Teacher?. This task will assess students? knowledge of formulating an algebraic expression based on a real-??life situation, while addressing Mathematical Practice standards as well.

This lesson unit is intended to help you assess how well students are able to: Perform arithmetic operations, including those involving whole-number exponents, recognizing and applying the conventional order of operations; Write and evaluate numerical expressions from diagrammatic representations and be able to identify equivalent expressions; apply the distributive and commutative properties appropriately; and use the method for finding areas of compound rectangles.

In this activity, students will learn to quickly add lists of numbers by adding like terms and using the Distributive Property.

Recognize that area represents the product of two numbers and is additive.
Represent a multiplication problem as the area of a rectangle, proportionally or using generic area.
Develop and justify a strategy to determine the product of two multi-digit numbers by representing the product as an area or the sum of areas.