1. “Day F” January 17, 2017
7: :51
Exploratory
8: :53
9: :55
Social Studies
10:57 -11:27
11: :59
12:01 -12:31
Science
LUNCH (2nd Lunch)
12: :33
English
1: :35
Math
No Extra help today. I will hold extra help Thursday this week

2. What are some things that you notice and what are some things that you wonder?
No Extra help today. I will hold extra help Thursday this week.
Adbell had some pieces of candy and ate 5 of them. Then he split the remaining candy equally among 4 friends.

3. Objective(S):
I will be able to:
Model and write equivalent expressions using the distributive property
I will know I got it when:
I can successfully complete at least 3 out of the 4 stations independently or with my partner with at least 80% accuracy
6.EE.A.2 6.EE.A.3 6.EE.A.4

4. Language Objective
By the end of the lesson, students will be able to use the language domains of reading and writing to communicate the academic math language of expressions using distributive property.
Students will verbally communicate the terms of the expressions and write distributive forms of the expressions. They will show their understanding by completing 3 out of the 4 stations during the lesson.
Academic Math Language Vocabulary: Expressions, distribute, distributive property,

5. Open Response Practice

6. Read the first time. Ask yourself, “what is this situation about?”
Read the problem a second time. Ask yourself, “what are the quantities in the situation?”
Read the problem a third time. Ask yourself, “what mathematical questions can we ask about the situation?”
This situation is about a Lily and Pedro writing expressions and determining the parts of the expression.
The quantities include x=5, 8 more than, the difference of 2x and 1
What is the coefficients in the expressions? What would my answer be if I evaluated x as 5? How could I write Pedro’s expression?

7. Discuss with your partners what are some things you need to know to solve this problem (evidence from the problem itself).
Discuss with your partners what are some things you need to know how to solve this problem (how are you going to solve it? What skills do you need?)

8. After discussing with your partners, on the left side of your notebook you are going to do the ROUGH DRAFT of your open response.
Label your parts to your work.
Make sure to show evidence for your answers.
Tomorrow you will write the FINAL DRAFT on the right side of your notebook.

9. ‪Lesson 11: page 48 example 1 2 2
The sum of two groups of five and two groups of three
2 x x 3

10. -(-5) Example 1: pg. 48 2 2 Two groups of the sum of five and three
(5+3) + (5+3) or 2(5+3)

11. Yes, because both expressions have two 5s and two 3s
Yes, because both expressions have two 5s and two 3s. Therefore, 2x5 + 2x3= 2(5+3)
On the left hand side, 2 is being multiplied by 5 and then by 3 before adding the products together. On the other side, the 5 and 3 are added first and then multiplied by 2.
Distributive Property

12. How do you feel?
topic.

13. Example 2 pg. 49 2a means that there are 2 a’s or 2 x a 2 2
a plus a plus b plus b; two a’s plus 2 b’s; two times a plus two times b
2a means that there are 2 a’s or 2 x a 2 2

14. Example 2 pg. 50 2 2
(a + b) + (a + b) = 2 (a + b)
Yes, there are 2 a’s and 2 b’s. Therefore 2a + 2b= 2(a+b)

15. Example 3 pg. 50
3(f+g)
We need to rewrite the expression as an equivalent expression in factored form which means the expression is written as the product of factors. The number outside the parentheses is the GCF
3 * f + 3 * g 3
3 goes on the outside and f + g go inside the parentheses 3(f+g)

16. Students will work in groups to complete stations. (20-25 minutes)
Check in (5 minutes)

17. Station 1

18. Station 2

19. Station 3: How can you use your knowledge of GCF and the distributive property to write equivalent expressions?
We can use our knowledge of GCF and the distributive property to change the expressions from standard form to factored form. 4
I would expand each term and determine the greatest common factor. The greatest common factor is the number that is placed on the blank line. 5 9 8
100

20. Station 4

21. How do you feel?
topic.

22. Page 51

23. Ticket-To-Go: -(-43) or 43 -(-5) or 5 Answer in agenda (or notebook)
Use greatest common factor and the distributive property to write equivalent expressions in factored form.
13ab +15ab
-(-43) or 43
-(-5) or 5

24. 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