“Day D” January 19, 2018 8:01 - 9:01 Exploratory 9:03 - 10:03 8:01 - 9:01 Exploratory 9:03 - 10:03 10:05 -11:05 Social Studies 11:07 -11:37 11:39 -12:41 LUNCH (1st Lunch- need $) Science 12:43 - 1:43 English 1:45 - 2:45 Math Bring your lunch with you, lockers will be after lunch. Cell phones are in lockers Gum is in trash Your schedule for today!

-7+8 DO NOW: (No calculators, pencils, talking or air writing) Take out your packet Solve using mental math (No calculators, pencils, talking or air writing) 3. You will have 2 minutes to get this done -7+8

Quick check-in -(-43) or 43 -(-5) or 5 Answer in notebook Use greatest common factor and the distributive property to write equivalent expressions in factored form. 20a +15ab -(-43) or 43 -(-5) or 5

Create models for expressions Objective(S): I will be able to: apply my knowledge of the distributive property So I can: Create models for expressions Write equivalent expressions in expanded form I will know I got it when: I can successfully complete at least 6 out of the 8 whiteboard problems using the distributive property independently 6.EE.A.2 6.EE.A.3 6.EE.A.4

Language Objective By the end of the lesson, students will be able to use the language domains of listening, speaking, reading and writing. Students will create models of the distributive forms of expressions, and listen to an oral discussion with their groupmates in which they verbally communicate the terms of the expressions. Academic Math language Vocabulary: expression, term, model, distribute, distributive property.

1. Complete the Opening Exercises on page 55 of your packet: -(-5)

‪Lesson 12: page 55 example 1

Example 1: pg. 55-56 There are 2 a’s and 2 b’s How would the model look if we grouped together the a’s and then grouped together the b’s? What expression could we write to represent the new diagram? What conclusion can we draw from the models about equivalent expressions? -(-5) 2(a+b) = 2a + 2b

Example 2: pg. 56 Double is the same as multiplying by two. 2(3x+4y) or 6x + 8y The first expression is in factored form, and the second expression is in expanded form. We can make a model of 3x + 4y.

Example 2: pg. 57 How can we change the model to show 2(3x+4y)? We can make two copies of the model. Are there terms that we can combine in this example? Yes, there are 6 x’s and 8 y’s. So the model is showing 6x+8y. What is an equivalent expression that we can use to represent 2(3x+4y)? 2(3x+4) = 6x + 8y, this is the same as 2(3x) +2(4y).

How do you feel? topic.

Example 3 pg. 57 y(4x+5) y(4x) + y(5) 4xy + 5y

Example 4 pg. 58

Solve using your whiteboards

8(h + 3) 8h + 24 3(2h + 7) 7jk + 12jm 6h + 21 5(3x + 9y) a(9b + 13) Apply the distributive property to write equivalent expressions in expanded form on your whiteboards. 8(h + 3) 8h + 24 3(2h + 7) 7jk + 12jm 6h + 21 5(3x + 9y) a(9b + 13) 15x + 45y 9ab + 13a 4(11h + 3g) 44h + 12g

To wrap it all up…

How do you feel? topic.

Open Response Practice

We are going to do the final draft of your open response that we started yesterday. Make sure you have followed A.E.E. Answer Explain Evidence

Page 60

Ticket-To-Go: -(-43) or 43 -(-5) or 5 Answer in agenda (or notebook) Use the distributive property to write equivalent expressions in expanded form. 5(7h+3m) -(-43) or 43 -(-5) or 5

Accommodations Read or reread presentation or activity directions, as needed or after prompting Use examples to model and act as a guide for emerging learners