Social Studies Exploratory Exploratory Math/ LUNCH/ Math locker English Science

1. March 26, 2015 Day D Social Studies Exploratory Exploratory Math/LUNCH/Math locker English Science

2. March 26, 2015 [Day D] Activator: • Take out your Homework and your Module 4 packet • On pg. 122 in the upper right hand corner, copy the problem, identify the mistake in the problem, and then correct the mistake. • r + 22 = 37 • r + 22 – 22 = 37 + 22 • r= 59 r + 22 = 37 r + 22 – 22 = 37 + 22 fixed should be 37-22 r= 15

3. Objective(s): SWBAT: solve one-step equations by relating an equation to a diagram, and check to determine if their solution makes the equation true. (6.EE.B.5 and 6.EE.B.7)

4. Example 1 pg. 122 Solve 3z=9 using tape diagrams and algebraically. Then check your answer. First, draw two tape diagrams, one to represent each side of the equation. 9 z z z If 9 had to be split into three groups, how big would each group be? 3.

5. Demonstrate the value of z using tape diagrams. Pgs. 122 Example 1 How can we demonstrate this algebraically? We know we have to split 9 into three equal groups, so we have to divide by 3 to show this algebraically. 3z ÷ 3 = 9 ÷ 3.

6. How does this get us the value of z? -The left side of the equation will equal z because we know the identity property, where a ∙ b ÷ b = a, so we can use this identity here. -The right side of the equation will be 3 because 9 ÷ 3 = 3. -Therefore, the value of z is 3. How can we check our answer? We can substitute the value of z into the original equation to see if the number sentence is true. 3(3) =9; 9=9. This number sentence is true, so our answer is correct.

7. March 26, 2015 [Day D] How do you feel? topic.

8. Example 2 pg. 123 First, draw two tape diagrams, one to represent each side of the equation. y ÷ 4 2 If the first tape diagram shows the size of y ÷ 4 How can we draw a tape diagram to represent y? The tape diagram to represent y should be four sections of the size y ÷ 4

9. Draw this tape diagram. Pgs. 123 Example 2 What value does each y ÷ 4 section represent? How do you know? Each y ÷ 4 section represents a value of 2. We know this from our original tape diagram. How can you use a tape diagram to show the value of y? Draw four equal sections of 2, which will give you a value of 8.

10. How can we demonstrate this algebraically? Pgs. 124 Example 2 How does this help us find the value of y? The left side of the equation will equal y, and the right side will equal 8. Therefore, the value of y is 8. How can we check our answer?

11. March 26, 2015 [Day D] How do you feel? topic.

12. Exploratory Challenge (small groups) • On poster paper, solve each problem algebraically and using tape diagrams. Check each answer to show that you solved the equation correctly.

13. With your partner, complete exercises 1-6 on pages 124-125 Pgs. 124-125 Exercises 1-6

17. March 26, 2015 [Day D] How do you feel? topic.

18. Closing • How is solving addition and subtraction equations similar and different to solving multiplication and division equations? • Solving addition and subtraction equations is similar to solving multiplication and division equations because identities are used for all of these equations. It is different because they require different identities. • What do you know about the pattern in the operations we used to solve the equations today? • We used inverse operations to solve the equations today.

19. March 26, 2015 [Day D] How do you feel? topic.

20. Ticket to go • Solve using both the tape diagram and algebraic method. • 12=3v

21. Pg. 126

22. March 26, 2015 [Day D] • 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