Equivalency Unit Plan

Stage 1 Desired Results

Content Standard(s): 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 (Common
Core State Standards Initiative, 2015).
Unpacked Standard(s):
Essential Questions:

Students can identify the

How do you determine if two

specific equivalence property they are
expressions are equivalent?
using (distributive, multiplicative,

How do you combine like terms with

or communicative).
respect to integers, variables, and

Students will demonstrate understanding

positive and negative values?
of equivalency by rewriting an expression

How can being able to

into an equivalent expression using each
rewrite expressions be beneficial to
specific property.
real-world problem solving?

Students can apply the order of operations

to solve complex equivalency problems
involving several operations and values
within brackets.

Students can apply knowledge of operations

on both integers and variables to
provide solutions
for algebraic equivalency problems.

Students can apply knowledge of both

positive and negative integers and variables
to find equivalency within problems that
contain numerous negative values.

Students can apply knowledge of variables

with exponents to find like terms when
providing solutions for equivalency
problems.

Students can solve both written and

visual equivalency problems. For
example, students can apply knowledge
of equivalency to describe dimension or
area solutions of a figure.

Students can apply equivalency to real

world problems.
Student Objectives (Outcomes):
I can define the distributive property and use it to write equivalent expressions.
I can use the order of operations to solve distributive property problems.
I can solve distribution problems that involve both integers and variables.
I can solve distribution problems with positive and negative integers and variables.

 I can solve distribution problems that involve exponents and combine like terms.
I can solve distribution problems that involve visual information as well as written information.
I can solve real-life problems using the distributive property.
Students will set their own personal goals by.
Student will be given a pre-assessment worksheet covering all learning objectives.
Student and teacher will grade the assessment together using a rubric.
The student will set learning goals for themselves using the graded assessment worksheet as a
guide.
Rules and Procedures
Regular classroom expectations apply to tutoring time (expectations posted on wall).
Bring math notebooks and any math assignments you are working on.
Be prepared to study math for one hour
Have fun
Stage 2 Assessment Evidence Directly Aligned to Content Standard
Pre-Assessment, including analysis of the pre-assessment results.
Assessment results showed the student was approaching expectations in all areas except problems
focused on understanding of integers and variables, where the pre-assessment indicated she was
already at standard. Encouragingly, the assessment results clearly quantify the zone of proximal
development and indicate that mastery is clearly achievable.

Performance Task(s) or Assignment Description(s):

This lesson focuses on teaching equivalency, specifically through applying the distributive
property to algebraic equations.
Students will apply common skill sets to solving equivalency equations, such as working with
exponents, negative numbers, order of operations, and combining like terms.
Students will apply the concept of equivalency to real-world problems.
An assessment worksheet similar to the one used as a pre-assessment can be administered as a
summative assessment upon completion of the student's classroom math unit to assess her
learning of equivalency concepts.

Self or Peer Assessments

Use of a math mistake worksheet to identify
specific types of mistakes made while solving
problems can be used for the student to self-correct
work.

Formative Assessments,
Summative Assessments
Assessment of problems solved on
worksheet or online to assess student
progress.
Quick verbal quiz to check-in with
student understanding.
Having the student explain (written or
verbally) concepts to check- in with
understanding of larger concepts.
An assessment worksheet similar to
the one used as a pre-assessment can
be administered as a summative
assessment upon completion of the
student's classroom math unit to
assess her learning of equivalency
concepts.

Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments

Learning Activities: (Module 4)
Pre-assessment worksheet (15 minutes). Curiosity, Connections
Discussion of equivalency concepts, math skill sets needed to solve equivalency problems, and
implications for real-world problem solving (emphasizing essential questions) (15 minutes).
Coherence, Coaching
Student grading of pre-assessment using a rubric which identifies levels of understanding of
each concept necessary to solving equivalency problems followed by the student setting goals
based on the evaluation of the pre-assessment (20 minutes). Coaching, Context
Instructional material (videos/reading) (20 minutes). Connections, Concentration
Guided practice (60 minutes). Concentration, Coaching
Independent practice (60 minutes) Connection, Concentration
Self identification of math mistakes worksheet (15 minutes). Curiosity, Coherence
Discussion and practice with word problems (20 minutes). Coaching, Connections,
Concentration.
Summative assessment worksheet (15 minutes). Concentration, Context

Stage 4 Feedback Strategies, including Timeliness

Verbal immediate feedback from tutor while working on math problems
Verbal growth oriented feedback from tutor after independently solving problems or doing
homework
Written and verbal feedback from math teacher
Use of worksheet to self-identify math mistakes
Use of a rubric to measure student work against standards