Standard:

CCSS.Math.Content.6.EE.A.2
Write, read, and evaluate expressions in which letters stand for numbers.
CCSS.Math.Content.6.EE.A.2.a
Write expressions that record operations with numbers and with letters standing
for numbers. For example, express the calculation "Subtract y from 5" as 5 - y.
CCSS.Math.Content.6.EE.A.2.b
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. For example, describe the expression 2 (8 + 7) as a product of two factors;
view (8 + 7) as both a single entity and a sum of two terms.
CCSS.Math.Content.6.EE.A.2.c
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 (Order of Operations).
For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface
area of a cube with sides of length s = 1/2.

Objectives:
Students will be able to use variables in the form of numbers.
Students will be able to translate variables that are letters to numbers.

*Classroom setting in located in a rural countryside

*Majority of students are from Hispanic descent

Components Instructions

Introduction (5m) Begin with introducing students to the concept of a variable. A

variable is a letter that represents a number value.
- Activity: Variable Machine
- Students will explore using variables with numerical
value to answer questions on the warm-up hand out.
Students will be given a variable machine in the
form of a paper strip that contains letters and
corresponding number values. The students then
work with their elbow partners to crack the code of
each of the questions.
- After students have complete the activity, groups will
be asked to share their findings with the class.

Lesson Activity (15m) In this activity, students will work to complete a series of word
 problems. Using their knowledge variables, they will work
independently to translate the word problems into number
sentences.

Miguel and Ana went apple picking. Ana picked 3 apples and
Miguel picked a amount of apples. How many apples do they
have together?

Taylor went on class went on a field trip to the farm. They saw 6
chickens and s amount of sheep. How many animals did they see
at the farm?

Avery is really looking forward to summer. They knows there are

17 weeks of class total. How many weeks w are left in the school
year?

Nadia gets 5 cents for taking out the trash at her house every week.
How many weeks w would it take her to buy a 2 dollar candy bar?

Closer (5m) Have the students pair up in partners. Let the students know they
need to write their name at the top of the page. Have one student
create a word problem and another student answer the problem. The
students will then turn in their problems once the lesson is finished.

Connections to Common Core Standards:

Based off Common Core Standards.

Connections to Culturally Relevant Teaching:

We used gender neutral names and pronouns in our story problems along with students from
different ethnicities. We used objects that would be familiar to all types of students from
different backgrounds. In our make believe classroom setting, we wanted to target rural
students. Our word problems reflect rural lifestyles.