6 th grade lesson plan (day 1 ) Students will be learning how to use the distributive property to create equivalent expressions. Students should be seated randomly in groups of 4 and will need one whiteboard and marker per group. 1) After explaining the learning goal, show students the following video: 2) After watching the video, show the first slide and relate the distributive property explanations to the explanations from the video. 3) Pass out the distributive property worksheet and ask students to complete the problems with you on slide #2 4) The next slide students will be doing a think-pair-share. Students will be given 4-5 minutes (or as you see fit) to work out these problems on their own. Then students will have 4-5 minutes to share with their partners responses and agree upon correct solutions. One student from the group will write all final agreed upon answers on the whiteboard and the whole class will share out. Teacher checks work, clarifies any misunderstandings 5) Slide # 3 : students will be using the distributive property in a different way – make sure to point out how things have been reversed 6) Slide # 4 – this is the ticket out the door, students will fill out this graphic organizer with their thoughts… call on students to share out parts of their GO if time permits. Collect work to redistribute for next class

Standard: CCSS.Math.Content.6.EE.A.3 CCSS.Math.Content.6.EE.A.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

Distributive Property or Order of Operations Distributive Property It works! Why use the distributive property?

Simplify using the distributive property. 1) 2) 3) 4) 5) 6)

Simplify using the distributive property. 1)2) 3) 4)

Use the distributive property to write an equivalent variable expression. Then simplify. 1) 2) 3)

6 th grade lesson plan (day 2 ) Students will be continuing their practice about using the distributive property to create equivalent expressions. Students should be seated randomly in groups of 4. 1)After explaining the learning goal, show students the following video on Brainpop. 2)The login is Safford, Password is Brainpop 2) After watching the video, give each group of students a set of “I have, who has” cards. Cards will need to be cut up ahead of time. To play this game one student starts reading his card and says for example, “I have 3(x + 7), the person that has an equivalent expression of 3x + 21 would say, “I have 3x + 21, who has ……” Students go through the cards until the beginning card is reached again. 3) Next, have students work in pairs on the School City Practice questions. This practice set should be turned into their math teacher when completed. 4) Closure – ask students to explain their thinking and solutions about the word problems on the whiteboard in front of the class. Have students check their work.