This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: A penny is about $\frac{1}{16}$ of an inch thick. In 2011 there were approximately 5 billion pennies minted. If all of these pennies were placed in a s...

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. 

In this lesson, students write and evaluate algebraic expressions at specific values. They will also use variables to represent numbers and write expressions when solving a real-world or mathematical problem.

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 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. 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 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.

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 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

Sample Learning Goals
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
Build a system of equations
Determine the solution set of a system of equations

Students will build their learning on one-step equations. 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/

Students will work in collaborate groups of four to act out a dinner party where four dinner guests will attend. The students must act out the different ways to arrange four dinner guests.

In this task students are asked to write an equation to solve a real-world problem. There are two natural approaches to this task. In the first approach, students have to notice that even though there is one variable, namely the number of firefighters, it is used in two different places. In the other approach, students can find the total cost per firefighter and then write the equation.

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.

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

In this lesson, students demonstrate how well they understand how to represent quantities and analyze the relationship between these variables using tables, graphs, and equations.

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 6th Grade Math. 

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 6th Grade Math. 

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 6th Grade Math.