Weekly Teacher Thinking & Learning Plan

How do we think about what we teach??

TEACHER: RAICKETT / HEMSEY

IB Unit Overview

GRADE:6th

SUBJECT: Mathematics

WEEK OF: 4/27 - 5/1

Relationships that model equivalence can be used to develop financial plans for the future (Statement of Inquiry).
In this unit students will explore expressions and equations. At the end of the unit students will use their knowledge
to create an equation that will calculate the Nest Egg they can save by the age of 18.

5/4 - 5/8
Common Core
Standards
Write out the
standards.
1a, 3a

Monday

Tuesday

Wednesday

Thursday

Friday

PTM - Unit 8 - Cycle 2 - Lesson

3

PTM - Unit 8 - Cycle Check 2 Lesson 4

PTM - Unit 8 - Cycle Check 2 Review

PTM - Unit 8 - Cycle 2 Assessment

PTM - Unit 9 - Cycle 1 - Lesson

1

6.EE.A.3
Apply the properties of
operations to generate
equivalent expressions.

6.EE.A.3
Apply the properties of
operations to generate
equivalent expressions.

6.EE.A.4
Identify when two expressions
are equivalent

6.EE.A.4
Identify when two
expressions are
equivalent

6.EE.B.5
Understand solving an
equation or inequality as a
process of answering a
question: which values from
a specified set, if any, make
the equation or inequality
true? Use substitution to
determine whether a given
number in a specified set
makes an equation or
inequality true.

6.EE.A.3
Apply the properties of
operations to generate
equivalent expressions.

6.EE.A.4
Identify when two
expressions are
equivalent

Multiple Learning
Objectives
Learning objectives
must be
measurable.
1c, 2b, 3a

Rewrite numeric and

algebraic expressions by
applying the distributive
property.
Write two expressions for a
single math story to
show two ways of thinking
by using the Distributive
Property.

Determine if they are

equivalent by evaluating or
using the Properties of
Multiplication to rewrite the
expressions.
Determine equivalency of
expressions by substituting
values.

Prepare for the unit assessment

by comprehensively reviewing
the content in an engaging
way.
Review this weeks learning
objectives by completing and
reviewing the study guide.

Demonstrate mastery of
this weeks content by
taking a quiz.
Write a reflection of this
contents learning.

Determine that the two sides

of an equation are equal and
balanced by looking at
unbalanced scales that
contain unit tiles and
determine what changes
would make it balanced

Determine the value of a

variable tile by looking at
balanced scales that contain
unit tiles and one variable
tile
Describe balanced scales by
writing expressions.

Inquiry Questions
(MYP) Lines of
Inquiry (PYP)
1d, 3b

How can the distributive

property be used to write
numeric and algebraic
expressions in a different
way?

How can I use the properties

of multiplication to
determine if two expressions
are equivalent?

What makes an equation

equal and balanced?
How can I adjust each side
to make it balanced?

Why is this helpful?

Instructional Text
1b, 1d, 3c

PTM

How can I use what I know

about expressions to
determine the value of a
variable?

PTM

PTM

PTM

PTM

Academic
Vocabulary

Distributive property

Equivalent
expressions

Use a Think Aloud to

model using the
Distributive Property to
rewrite numeric
expressions

Use a Think Aloud to model

determining equivalent
expressions.

1b, 1d, 3c

Modeling I Do
1d, 3a, 3c

like terms, simplest form,

Associative Property of
Addition, Commutative
Property of Addition, Identity
Property of Addition,
equivalent expressions
Associative Property of
Multiplication, Commutative
Property of Multiplication,
Identity Property of
Multiplication, Zero Property
of Multiplication, factor,
greatest common factor,
prime factorization,
Distributive Property

Equation

Use a Think Aloud to

model defining equations.
Use a Think Aloud to
model using a balance scale
to solve equations.

Use a Think Aloud to

model using the
Distributive Property to
write algebraic
expressions in different
way.

Structured
Practice
We do it together.
1d, 3b, 3c

Use Think-Pair-Share to
have students answer the
following question:
James is rewriting 4n(6n +
3) using the Distributive
Property. What will his new
expression be? Randomly
select a few students to
share. Possible answer:
24n2

Use Think-Pair-Share to
have students answer the
following question: How do
we prove equivalent
expressions? Randomly
select a few students to
share.
Possible answer: We prove
equivalent expressions by
using the same value for

Use Think-Pair-Share to
have students answer the
following question: Is
5g + 2 = 40 an equation?
Use Team Huddle to have
teams practice determining
balanced equations.

+ 12n
Use Team Huddle to have
teams practice using the
Distributive Property to
rewrite expressions.

Guided Practice

the variable in both and if

they name the same value,
they are equivalent.
Use Team Huddle to have
teams practice proving
expressions equivalent.

Team mastery routine.

Team mastery routine.

Students will attempt problems

on their own and then check it
with a teammate. My student
resident and I will circulate to
provide small group
instruction and address any
questions or misconceptions.

Team mastery routine.

School Work practice.

School Work practice.

During guided and

independent practice my
student resident and I will
circulate around to the teams
providing support as necessary

School Work practice.

You do it. I watch

and listen.
1d, 2c, 3c

Independent
Practice
You do it.
1b, 1d, 3c, 3e

How will the

teacher meet with
small groups to
provide corrective
strategies?
1b, 1d, 3c, 3e

Closure
1d, 3a

Exit Ticket
(formative
assessment)
1e, 3d

Use the Distributive

Property to write the
expression a different way.
20ab + 6a

Is 19c equivalent to 2(7c +

5c)?

Use the scale to find the

value of r.

Summative
Assessment (when
appropriate)
1e, 3d, 4a

Field Trip
Experiences