In this assessment, students find the value of an equation and then …

In this assessment, students find the value of an equation and then create 2 other equations that have an unknown variable with the same value as the solution from the previous equation they solved.

In this assessment, students find the value of an equation and then …

In this assessment, students find the value of an equation and then create 2 other equations that have an unknown variable with the same value as the solution from the previous equation they solved.

For this task, students reason about the meaning of equations and the …

For this task, students reason about the meaning of equations and the solution of an equation and make connections with operations with fractions and decimals.

Students will create a map that includes (at minimum) five buildings, one …

Students will create a map that includes (at minimum) five buildings, one must be your house and one must be the post office. They will use the spheros to find the best route to the post office in order to ship their gift, in the shortest amount of time. Students will need to find the length and width of each building on your map, using the spheros and the distance=rate x time and find the area of each building.

This resource accompanies our Rethink 6th Grade Math course. It includes ideas …

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.

This task provides a good entry point for students into representing quantities …

This task provides a good entry point for students into representing quantities in contexts with variables and expressions and building equations that reflect the relationships presented in the context.

In this activity, students will find discounts and sale prices for items …

In this activity, students will find discounts and sale prices for items selling at 20% off and 40% off by using tables. They will then find the general rules, using a variable, for finding those discounts and prices.

This packet contains a curriculum-embedded Common Core aligned task and instructional supports. …

This packet contains a curriculum-embedded Common Core aligned task and instructional supports. The task is embedded in a 4-5 week unit that focuses on equations and the use of variables and algebraic reasoning to solve mathematical problems that connect to students? everyday experiences. The series of activities is designed to provide students with a conceptual understanding of equations, expressions, variables, and relations. The tasks ask students to represent their work by using models and to apply a variety of strategies to solve problems.

This video helps students determine whether a given value is a solution …

This video helps students determine whether a given value is a solution to a given linear equation in one variable or linear inequality in one variable.

Sample Learning Goals Use a balance model to solve an equation for …

Sample Learning Goals Use a balance model to solve an equation for an unknown, and justify your strategies for solving Use proportional reasoning to determine the value of a single object

Sample Learning Goals Solve and manipulate algebraic equations by applying properties of …

Sample Learning Goals Solve and manipulate algebraic equations by applying properties of real numbers (in particular, the inverse properties of addition and multiplication) and properties of equality Solve and manipulate algebraic equations by substituting different values for a variable Use a balance model to solve an equation for an unknown, and justify your strategies for solving Solve an equation using only universal operations

In Module 4, Expressions and Equations, students extend their arithmetic work to …

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.

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