CCGPS Mathematics 6 th Grade Update Webinar Unit 4: One-Step Equations and Inequalities November 8, 2013 James Pratt – Brooke Kline – Secondary Mathematics Specialists Microphone and speakers can be configured by going to: Tools – Audio – Audio setup wizard These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

What are update webinars? Update on the work of the 2013 Resource Revision Team  Overall revisions  Unit 4 revisions Addressing areas which teachers have found to be more challenging Resources

Unit 3 Challenges MCC.6.EE.4

Unit 3 Challenges MCC.6.EE.4

Unit 3 Challenges MCC.6.EE.4

Unit 3 Challenges MCC.6.EE.4

th Grade Resource Revision Team

Tonya Burt- Lincoln County Middle School Anne Miller Gay – MS Math Coach, Camden County Beverly Harvey- Ebenezer MS, Effingham County Janet Kennedy – Kittredge Magnet School, Dekalb County Ashley Powell – Marietta 6 th Grade Academy, Marietta City

Webinar Guide Unit 4 SMP’s, Strategies and Misconceptions – Janet Kennedy Unit 4 Changes and Task Chart – Beverly Harvey Points of note and Reminders– Anne Gay

 Equivalent Expression with Algebra Tiles  No negative numbers in this unit  Better problem  Are these two expressions equal? 3(2x+1) + 2x and 8x + 4

 3(2x+1) + 2x and 8x + 4

 Specific Standards for Mathematical Prac tice  A step was taken by the team to incorporate in each unit specific Standards for Mathematical Practice. Instead of listing the eight general SMPs repeatedly throughout the units, we chose the standards that were most relevant with terminology specific to the task.  Below are the relevant Standards for Mathematical Practice for the task: It Is On Sale.  1. Make sense of problems and persevere in solving them. Students choose the appropriate proportion to represent the given situation and solve to find the answer.  3. Construct viable arguments and critique the reasoning of others. Students construct written explanations for their work with percent.

Unit 4

 Teach solving equations conceptually/ concretely before procedurally  Consider introducing negative numbers, in a situation where possible answers for an inequality could fall below zero  Consider whether or not continuous data makes sense in an inequality situation, or if the answers have to be whole numbers/Integers  Provide abundant practice translating from words to expressions AND expressions to words

 Students need practice with translating verbal expressions into expressions and equations  8 less than x  expression is x - 8  many students want to put 8 – x

 Students do not see 5>x as many solutions.

 This unit does NOT include solving inequalities  Students should be able to identify numbers that fit into the solution for an inequality.

 Dakota has 15 boxes to pack cans for donated for Red Ribbon Week. She can fit 24 cans into each box. She is wondering if she needs to get more boxes.  Does she have enough boxes to pack 400 cans?  350 cans?

 Is 5 a solution to this inequality?  Is 20 a solution?

 Task  Task Type  Content Addressed  Standards

 Set It Up  Building Toothpicks  Fruit Punch  Picturing Proportions  Making Sense of graphs  Analyzing Tables  Culminating Task: Want Ads

 TASK - When is it Not Equal  Deleted solving inequalities  Added inequalities that fit standard

 It is on Sale  The Catering Job  Converting Measures (metrics)

 Added to address MCC.6.RP3  Real work percent problems

 Added to address MCC.6.RP3b  Solving unit rate problems

 Should be “measures” not “metrics”  Added to address MCC.6.RP3d  Using ratio reasoning to convert measurement units

Use of tape diagrams (sometimes called Singapore Strips) is important in this unit. If teachers are unfamiliar with tape diagrams, some good resources are

 Four additional key vocabulary terms were added:  Dependent variable  Independent variable  Solution  Substitution  There are three links to glossaries/ dictionaries suggested in the Frameworks to aid students in understanding mathematics terms.

 Frameworks are located on the 6-8 math section of  Designed to provide clarification of CCGPS Mathematics Standards  Organized to link together many sources of information pertinent to CCGPS

Direct Link to Page

Flipbook Access: Detailed Information About Each Standard Unit Descriptions: Overview Webinar Information Assessment Resources and Instructional Support Resources Internet Resources Curriculum Map

 Use the Wiki to share information with other teachers and to ask questions.  This is a living document. Please share anything you may have to enhance this or any unit. The Wiki is the teacher community page to share anything you have.  The DOE CCGPS tab is static, viewable for anyone. Teacher pages and any updates or additional resources, including hot links, are only available through Learning Village.

Unit 4 Challenges

Stephanie is helping her band collect money to fund a field trip. The band decided to sell boxes of chocolate bars. Each bar sells for $1.50 and each box contains 20 bars. Beside is a partial table of monies collected for different numbers of boxes sold. Unit 4 Challenges Adapted from Illustrative Mathematics 6.EE Chocolate Bar Sales

Stephanie is helping her band collect money to fund a field trip. The band decided to sell boxes of chocolate bars. Each bar sells for $1.50 and each box contains 20 bars. Beside is a partial table of monies collected for different numbers of boxes sold. Unit 4 Challenges Adapted from Illustrative Mathematics 6.EE Chocolate Bar Sales

Unit 4 Challenges Adapted from Illustrative Mathematics 6.EE Chocolate Bar Sales

Unit 4 Challenges Adapted from Illustrative Mathematics 6.EE Chocolate Bar Sales

The band collected $ from chocolate bar sales. How many boxes did they sell? Unit 4 Challenges Adapted from Illustrative Mathematics 6.EE Chocolate Bar Sales

Unit 4 Challenges Adapted from Illustrative Mathematics 6.EE Chocolate Bar Sales

GaDOE Resources  Fall 2011 CCGPS Standards for Mathematical Practices Webinars  Spring 2012 CCGPS Mathematics Professional Learning Sessions on GPB  2012 – 2013 CCGPS Mathematics Unit-by-Unit Webinar Series  Georgia Mathematics Teacher Forums -  CCGPS Mathematics Frameworks and Comprehensive Course Overviews  Mathematics Formative Assessment Lesson Videos - Assessment-Lessons-Videos.aspx Assessment-Lessons-Videos.aspx Resources

Resource List The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.

CCGPS Resources  SEDL videos - or  Illustrative Mathematics -  Dana Center's CCSS Toolbox -  Common Core Standards -  Tools for the Common Core Standards -  Phil Daro talks about the Common Core Mathematics Standards -  LearnZillion - Assessment Resources  Online Assessment System -  MAP -  Illustrative Mathematics -  CCSS Toolbox: PARCC Prototyping Project -  Smarter Balanced -  PARCC - Resources

Professional Learning Resources  Inside Mathematics-  Annenberg Learner -  Edutopia –  Teaching Channel -  Ontario Ministry of Education -  Achieve -  Expeditionary Learning: Center for Student Work - Blogs  Dan Meyer –  Robert Kaplinsky - Books  Van De Walle & Lovin, Teaching Student-Centered Mathematics, Grades 5-8

Resources SMP 3 – Construct viable arguments and critique the reasoning of others  Student Sample Work  Feedback/Critique and Revision Expeditionary Learning

Feedback James Pratt – Brooke Kline –

Thank You! Please visit to share your feedback, ask questions, and share your ideas and resources! Please visit to join the 6-8 Mathematics listserve. Follow on Twitter! Brooke Kline Program Specialist (6 ‐ 12) James Pratt Program Specialist (6-12) These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.