6EE-Reason+about+and+solve+one-variable+equations+and+inequalities

6.EE.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.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. 6.EE.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. 6.EE.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 form //x// > //c// or //x// < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standards**===
 * Make sense of problems and persevere in solving them.
 * Reason abstractly and quantitatively.
 * Model with mathematics.
 * Look for and make use of structure.
 * Construct viable arguments and critique the reasoning of others.
 * Look for and express regularity in repeated reasoning. ||
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking: Understanding, Analyzing, Evaluating, Creating**=== ||

Given a contextual situation, students define variables and write an expression to represent the situation.

Students write expressions to represent various real-world situations.

Given a contextual situation, students define variables and write an expression to represent the situation

Students understand the inverse relationships that can exist between two variables.

Students have used algebraic expressions to generate answers given values for the variable. This understanding is now expanded to equations where the value of the variable is unknown but the outcome is known.

Students write equations from real-world problems and then use inverse operations to solve one-step equations based on real world situations. Equations may include fractions and decimals with non-negative solutions.

Students write inequalities to represent real world and mathematical situations. Students use the number line to represent inequalities from various contextual and mathematical situations.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...Reason and solve one-variable equations and inequalities.**

 * I can identify and substitute values in equations and inequalities to determine if they are true.
 * I can define and use variables to represent numbers.
 * I can use the inverse operation to solve equations.
 * I can solve and graph inequalities.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary:**
inequalities, equations, greater than, >, less than, <, greater than or equal to, ≥, less than or equal to, ≤, profit, exceed

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**
Thinkgate
 * Daily Spiral Review**
 * Signaling**
 * Questioning**
 * Teacher Observation**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**
Teaching the Common Core Math Standards with Hands-On Activities:Three in a Row (page 39) Teaching the Common Core Math Standards with Hands-On Activities: A Slice of Life with Variables and Expressions (page 42) Teaching the Common Core Math Standards with Hands-On Activities: Equations, Equations, Equations (page 44) Teaching the Common Core Math Standards with Hands-On Activities: Find Your Match (page 47)

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
Quantiles 1

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
Activities will be used from Instructional Resources List ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources:**===

Mathematics Station Activities for Common Core State Standards Grade 6 (pages 60, 68, and 82) Carnegie Learning: Chapter 9, Lesson 8.6 DPI Indicators: Page 53 DPI Strategies: Inequality Race (page 81) Quantiles 2 Quantiles 4 Quantiles 5 Notes/Examples Practice 1

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===