Grade 6 Mathematics, Quarter 2, Unit 2.

Variables in the Real World

Overview

Number of instructional days:

Content to be learned Use variables to represent numbers. Use variables to write expressions and equations.

15

(1 day = 4560 minutes)

Mathematical practices to be integrated 2. Reason abstractly and quantitatively. Understand the meaning of a mathematical expression. Take a given situation and represent it symbolically. Make sense of quantities and relationships.

Write an inequality (< or >) and represent it on a number line. Use graphs, tables, and equations to analyze independent and dependent variables. Solve real-world problems using inequalities and equations.

4. Model with mathematics. Apply the mathematics they know to solve everyday problems. Use graphs, tables, and number lines. Analyze relationships to draw conclusions.

6. Attend to precision. Calculate accurately and efficiently. Use clear definitions in discussion with others. State the meaning of ratios and rates and unit rates. Use correct unit labels.

7. Look for and express regularity in repeated reasoning. Look closely to discern a pattern or structure. See algebraic expressions as single objects or composed of several objects.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

Essential questions What is the difference between an equation, an expression, and an inequality? How do you differentiate between a dependent and an independent variable? How do you determine which quantity is dependent or independent? Using a table or graph, how can you analyze the relationship between a dependent and an independent variable? How do you model an inequality on a number line? What is an example of a real-world problem that can illustrate an inequality?

Written Curriculum
Common Core State Standards for Mathematical Content Expressions and Equations Reason about and solve one-variable equations and inequalities. 6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Write an inequality of the form x > c or x < c to represent a constraint or condition in a realworld or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. 6.EE

6.EE.8

Represent and analyze quantitative relationships between dependent and independent variables.

6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

Common Core Standards for Mathematical Practice 2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize , to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 4 Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In ea rly grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Clarifying the Standards Prior Learning In grades 4 and 5, students generated and analyzed patterns that follow a given rule. They also studied the relationship between ordered pairs. In fifth grade, students wrote and interpreted numerical expressions without evaluating them. Current Learning The use of a variable with inequalities is a new concept for sixth grade. Students are beginning to work with algebraic expressions and inequalities and methods of solving them. They are reasoning about and solving single-variable equations and inequalities. Students represent and analyze quantitative relationships between dependent and independent variables by using tables and graphs. These are major clusters according to PARCC and a critical area according to the CCSS. Future Learning In seventh grade, students will solve multi-step real life problems. Students in seventh grade will understand that rewriting an expression in different forms in a problem context can shed light on the problem and how quantities in it are related. They will have to graph the solution set of an inequality (< , < or > , >) and interpret it in the context of the problem.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

Additional Findings According to Curriculum Focal Points, students know that the solutions of equations are the values of the variables that make the equation true. They solve simple one-step equations by using number sense, operations, and the idea of maintaining equality on both sides of the equations. (p. 1 8) According to the PARCC Model Content Frameworks, the use of a variable with inequalities is a new concept for sixth grade. Students are beginning to work with algebraic expressions and inequalities and methods of solving them. They are reasoning about and solving one-variable equations and inequalities. Students are representing and analyzing quantitative relationships between dependent and independent variables. (p. 30)

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014