Expressions & Equations: 6 th Grade

1. Expressions & Equations: 6th Grade Erin Craig, Chelsea Keen, Krista Milroy, BeckiSchwindt, & Joana Wu

2. Strand 1 • Apply and extend previous understandings of arithmetic to algebraic expressions.

3. Progressions – strand i Apply and extend previous understandings of arithmetic to algebraic expressions

4. Progressions – strand i Apply and extend previous understandings of arithmetic to algebraic expressions

5. 6.EE.A.1 Write and evaluate numerical expressions involving whole-number exponents. 3 + 3 + 3 + 3 + 3 + 3 + 3 3 x 7 8 + 8 + 8 + 8 + 8 Multiplication is Shorthand for Repeated Addition 8 x 5 2 + 2 + 2 + 2 2 x 4 3 x 3 x 3 x 3 x 3 x 3 x 3 37 8 x 8 x 8 x 8 x 8 Exponents are Shorthand for Repeated Multiplication 85 2 x 2 x 2 x 2 24 Begin with what students know and what is concrete. Squares (draw arrays) and (cubes make models) Discuss with your group….. Is (2+5)3 = 2 + 5 3 Vocabulary: Numeric expression, Repeated multiplication, Power, Exponent, Base, Squared, Cubed Lloyd, G., Herbel-Eisenmann, B., & Star, J.R. (2011). Developing essential understanding of expressions, equations, and functions for teaching mathematics in grades 6-8. Reston, VA: The National Council of Teachers of Mathematics, Inc.

6. Literature Connection

7. In the end students will be expected to answer questions such as Write an expression that is equivalent to 64 using each of the following numbers and symbols once in the expression. (_2 means to the exponent of 2) http://www.smarterbalanced.org ÷ + 7 7 7 _2 ( )

8. Connections: Students will continue to use skills for evaluating numeric expressions using the order of operations.Students will continue to apply knowledge of operations with whole numbers. • Common Mistakes/Misconceptions: • Students often will evaluate 8² as 8 * 2 instead of 8 * 8. • Students often get confused by the vocabulary. • May have trouble understanding which base the exponent applies to • Essential Questions: • Why do people use exponents? What do they mean? • When evaluating expressions, why do we evaluate exponents before we add and subtract? • What exponent is described by each of the following words? Square? Cube? • Why is something raised to the second power referred to as being “squared”? What about “cubed”?

9. 6.EE.A.2 • Write, read, and evaluate expressions in which letters stand for numbers.

10. Growing Staircases http://insidemathematics.org/index.php/6th-grade

11. 6.EE.A.2a • Write expressions that record operations with numbers and letters standing for numbers. SAMPLE PROBLEMS • Express the calculation “Subtract y from 5” as 5 – y • Write an expression that is equivalent to 64 using each of the following numbers and symbols once in the expression. 7, 7, 7, 2 - as exponent, +, ÷, and ( )

12. 6.EE.A.2b • Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. • Example: (a + b + c) variables coefficient

13. 6.EE.A.2c • Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order.

14. “The Truth About PEDMAS” • Approaches to teaching order of operations do not involve students developing significant understanding of why order should be followed (no transfer) • Developing the hierarchy-of-operators triangle and its application encourages conceptual thinking and understanding “Mathematics Teaching in the Middle School” – Vol. 16, No. 7, March 2011

15. “Writing a PEMDAS Story” • Goal is to identify the basic operations, show the need for establishing an order to approach expressions with multiple operations, and explore possible problems that might arise w/out such an order • PEMDAS story activity helps students realize that numbers and manipulation of quantities in math are often descriptions of real-world events “Mathematics Teaching in the Middle School” – Vol. 5, No. 9, May 2000

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

17. 6.EE.A.3 example 1

18. 6.ee.a.3 example 2

19. misconceptions • Thinking that subtraction and division are commutative • Thinking that subtraction and division are associative • When speaking, mixing up the order of the problem • Example: the problem is 15 ÷ 3 and the student verbally says, “Three divided by 15.”

20. 6.EE.A.4 THE STANDARD: “Identify when two expressions are equivalent (i.e. when the two expressions name the same number regardless of which value is substituted into them).” Example: y + y + y = 3y

21. 6.EE.A.4 - misconceptions • The equal sign means you have to solve or do an operation. • The “answer” has to go on the right. • “Simplify” means making the problem easier. • Errors such as n – 2 + 5 as n – 7 (instead of n + 3) OR 5x – x = 5 Ask students to prove it – what if x=1? • Not thinking in a relational manner. Source: Knuth, E., Alibali, M., Hattikudur, S., McNeil, N., Stephens, A. (2008). The importance of equal sign understanding in the middle grades. Mathematics Teaching in the Middle School.

22. 6.EE.A.4 TEACHING STRATEGIES: Goal is to develop Conceptual Understanding and Relational Thinking True/False and Open Sentences with the use of variables Have students write their own relationships ___ + ___ = ___ + ___ Have students look at simplified equations that have errors and fix the mistakes explaining their thinking Explain how to fix this simplification. Give reasons. (2x +1) – (x + 6) = 2x + 1 – x + 6 Visual Representations such as: Algebra Balance Scales Weight Logic Relation Take the visual representations and progress to having the students write equations to explain the relationships Image Source: Van de Walle, J., Karp, K., Bay-Williams, J. (2013).

23. 6.EE.A.4 - GAMES What’s in the Bag? Equation War Online Tools – Algebra Scales

24. Assessment • Which of the following expressions are equivalent? Why? If an expression has no match, write 2 equivalent expressions to match it. a. 2(x + 4) b. 8 + 2x c. 2x + 4 d. 3(x + 4) – (4 + x) e. x + 4 Source: Illustrative Mathematics

25. misconceptions • Misunderstanding/misreading of the expression. For example, knowing the operations that are being referenced with notation like 4x, 3(x + 2y) is critical. • The fact that x³ means x·x·x, means x times x times x, not 3x or 3 times x • 4x means 4 times x or x+x+x+x, not forty-something. • When evaluating 4x when x = 7, substitution does not result in the expression meaning 47. Use of the “x” notation as both the variable and the operation of multiplication can complicate this understanding. http://katm.org/wp/wp-content/uploads/2012/06/6FlipBookedited22.pdf

26. Strand 2 • Reason about and solve one-variable equations and inequalities.

27. Progressions – Strand ii Reason about and solve one-variable equations and inequalities

28. 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. Example: Billy has 27 marbles and his friend gave Billy all of his marbles, now Billy has 100 marbles, how many marbles did his friend give him? Students write the equation: 27 + n = 100 http://www.brainpop.com/math/dataanalysis/inequalities/preview.weml • Students are being asked to solve equations, based on prior knowledge and reasoning, requiring them to understand the meaning of the equation as well demonstrate their thinking with the use of a scale or model to demonstrate understanding of the question being asked. • www.commoncorestandards.org

29. Research • Algebraic thinking is present at every grade level progressing from patterns to generalizations. • At middle school level, algebra becomes more abstract and symbolic in comparison to K-5 levels. • Methods used to compute and the structures of our number system should be generalized, for example a+b = b+a • All areas of mathematics involve generalizing and formalizing connecting all content areas of mathematics together in some way. Van de Walle, NCTM, CCSSO 2010

30. Assessment Sample assessment question: Which of the following is a solution to n – 5 = 19? • n=10 • n=11 • n=24 • n=16 Now, can you write a problem with possible solutions like this one? Formulas A formula is an algebraic rule for evaluating some quantity.  A formula is a statement. Example 7.   Here is the formula for the area A of a rectangle whose base is b and whose height is h.

31. 6.ee.b.6 Variables are tools for expressing mathematical ideas clearly and concisely. They are the basis for the transition from arithmetic to algebra and have many different meanings, depending on context and purpose. • Understanding Algebra requires knowing what variables are and using them as tools to indicate relationship. Students need to learn both to use that language to show their ideas and to understand the meaning of someone else's mathematical representation • Using variables permits writing expressions whose values are not known or vary under different circumstances. • Traditionally schools have taken to the unknown meaning of variables although the idea of a changing quantity is more powerful for understanding relationships mathematically and in real world situations. • Varying (functions, linear relationships) • R=d/t • 25-29 The language and use of Mathematics: The meaning and use of variable Glenda Lappan NCTM news bulletin, January 2000

32. Hisaki is making sugar cookies for a school bake sale. He has 3 1/2 cups of sugar. The recipe calls for 3/4 cup of sugar for one batch of cookies. Which equation can be used to find b, the total number of batches of sugar cookies Hisaki can make? A 3 ½ x ¾= b B 3 ½÷ ¾ = b C 3 ½+ b = ¾ D 3 ½− b = ¾ • Let b represent any number. • Use the numbers, operation symbols, and letter below to create an expression that represents the following: • “5 more than the product of 3 and the number b” • (Not all objects will be used) • 5 b + – x ÷ http://www.smarterbalanced.org

33. Ricardo has 8 pet mice. He keeps them in two cages that are connected so that the mice can go back and forth between the cages. One of the cages is blue and the other is green. Show all the ways that 8 mice can be in the two cages. g+b=8 Stevens, C. Ana Developing Students’ Understandings of Variables Mathematics teaching in the Middle School September 2005 Vol. 11 No 2

34. Misconceptions: • Students view variables as abbreviations or labels rather than letters that stand for quantities • Assign values to letters based on their positions in the alphabet • Unable to operate with algebraic letters as varying quantities rather than specific values • Different letter within a number sentence must represent different numerical values • a=a c=r Always Sometimes Never Stevens, C. Ana Developing Students’ Understandings of Variables Mathematics teaching in the Middle School Setpember 2005 Vol. 11 No 2

35. 6.EE.B.7 • Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q, and x are all nonnegative rational numbers.

36. 6.ee.b.7 - example

37. 6.EE.B.8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the for x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. Example: Graph x ≤ 4. -4 0 4 http://learnzillion.com/lessons/1508-represent-realworld-scenarios-involving-inequalities-with-number-line-representations Students write an inequality and represent solutions on a number line for various given situations. www.commoncorestandards.org

38. research • “Symbolism, especially involving equality and variables, must be well understood conceptually for students to be successful in mathematics, particularly algebra.” (p. 258) • Exploration of representations in a variety of ways strengthens understanding of the same relationship from different points of view. Van de Walle, 2013

39. Instructional Approach • The skill of solving the equation must be developed conceptually before it is developed procedurally. • Provide multiple situations in which students must determine if there is a single solution or multiple solutions, creating the need to use different types of equations. • Provide practice in the use of positive and negative numbers. • Provide practice in writing equations by giving students an equation and having them write a problem and by having them write an equation from a word problem. CCSS, Arizona DOE, Ohio DOE, North Carolina DOE

40. Assessmentgrade6commoncoremath.wikispaces.hcpss.org • 10 divided by y is greater than or equal to 2

41. Misconceptions – Strand ii • Misunderstanding or misreading of the expression • Lack of understanding of the operations being used • Use of “x” as both the variable and the operation of multiplication complicates understanding (e.g. 6x x 5 = 600) variable Multiplication symbol

42. Strand 3 • Represent and analyze quantitative relationships between dependent and independent variables.

43. Progressions – Strand iii Represent and analyze quantitative relationships between dependent and independent variables

44. Strand 3 • Represent and analyze quantitative relationships between dependent and independent variables.” • Progression: 3.OA.9 4.OA.C 5.OA.B 6.RP 8.F 6.EE.C 7.RP 8.EE.B

45. 6.EE.C.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.” • Integrates with Science – BIG TIME

47. 6.EE.C.9 - Misconceptions • Confusion about which variable is the dependent and which variable is the independent • D.R.Y. M.I.X. • Students may think of the variable as a place holder for one exact number, rather than a representation of multiple, possible infinite values (Van de Walle, et al., 2013).

48. 6.EE.C.9 – Teaching Strategies • Look at the relationships between the dependent and independent variables. • Sketch or look at the shape of graphs and describe the “story” they would tell. • Include fractions and decimals with the variables. • Use real-world examples and integrate different representations of data. • Make tables with “input” (independent variable) and “output” (dependent variable) to help develop thinking about the functional relationship. It is a good idea to include a column for “my thinking” as well. Image Source: Van de Walle, J., et al., (2013). Source: Markworth, K. (2012). Growing patterns: Seeing beyond counting.

49. Assessment • We would like students to make connections across multiple representations. Students should be able to translate freely across a variety of representations. When given a representation to start with, students should be able to develop a different representation using the same information. • Physical materials or drawings • Tables • Words • Symbols • Graphs