Equations 3-Week Unit Plan:

Week 1 Monday Tuesday Wednesday Thursday Friday

Topic True and False True and False Finding One-Step One-Step
Number Number Solutions to Equations: Equations:
Sentences Sentences Make Equations Addition and Multiplication
True
Subtraction and Division

Warm-Up Determine what State whether Identify a value Solve for the Solve the
each symbol each number for the variable variable a. equation using
stands for, and sentence is true that would make Check your tape diagrams or
work.
provide an or false. If the each inequality algebraically,
example. number sentence true. 1. 12/a = 4 and then check
is false, explain your work.
why. 1. 30 > 2d 2. 9a = 72
c + 8 = 14
1. 3 x 6 = 18 2. 15/f < 5

2. 22 ≥ 11 +
12

Objective SWBAT use SWBAT SWBAT SWBAT relate SWBAT relate

substitution to identify values substitute values an equation to a an equation to a
determine for variables in for variables in diagram to solve diagram to solve
whether a equations and given equations one-step one-step
number sentence inequalities that to make true addition and multiplication
is true or false result in true or number subtraction and division
based on the false number sentences. equations. equations.
equality or sentences. SWBAT check SWBAT check
inequality to determine if to determine if
symbol. their solutions their solutions
make the make the
equations true equations true
using using
substitution. substitution.

Standards 6.EE.B.5 6.EE.B.5 6.EE.B.5 6.EE.B.7 6.EE.B.7

Understand Understand Understand Solve real-world Solve real-world
solving an solving an solving an and and
equation or equation or equation or mathematical mathematical
inequality as a inequality as a inequality as a problems by problems by
process of process of process of writing and writing and
answering a answering a answering a solving solving
question: which question: which question: which equations of the equations of the
values from a values from a values from a form x + p = q form x + p = q
specified set, if specified set, if specified set, if and px = q for and px = q for
any, make the any, make the any, make the cases in which cases in which
equation or equation or equation or p, q and x are all p, q and x are all
 inequality true? inequality true? inequality true? nonnegative nonnegative
Use substitution Use substitution Use substitution rational rational
to determine to determine to determine numbers. numbers.
whether a given whether a given whether a given
number in a number in a number in a
specified set specified set specified set
makes an makes an makes an
equation or equation or equation or
inequality true. inequality true. inequality true.

Materials -True False -Determine -Finding -Virtual Scale -Tape Diagram

Worksheet Solutions of Solutions -Tape Diagram Manipulatives
-Powerpoint on Inequalities W/S Worksheet Manipulatives -Whiteboards
Number -Powerpoint on -Powerpoint on -Whiteboard
sentences Number Solutions to erasers
-Projector sentences Equations -Expo Markers
-Tape -Group Exercise -Student’s
W/S Notebooks
-Class Exercise
W/S
-Scissors
-Glue
-Blank paper

Classwork -Review Warm- -Review Warm- -Review Warm- - Review Warm- -Review Warm-
up up up up up
- Teacher does a -Students
-Discuss part 1 -Discuss part 2 -Solutions 2 think-aloud to explore solving
of chapters of chapters Equations model solving a one-step
powerpoint powerpoint Powerpoint one-step multiplication
addition and division
(Active -Discuss -Discussion: equation equations by
Learning) examples as a In most of the → Tool #1: reviewing
-Discuss what class: equations we Use tape identity
each symbol r + 15 = 25 have looked at diagram properties for
stands for Questions to ask during this manipulative multiplication
(=,<,>), and students… lesson, the s to solve and division and
provide students *Can you think numbers we a+2=8 making
with an of a number that used to - Display virtual connections/buil
example. will make this substitute in for scale to show ding on solving
-Students can equation true? the variable that an equation one-step
complete the have resulted in is like a scale; it addition and
table assignment (Yes. true number must be kept subtraction
in their student Substituting 10 sentences. A balanced equations
materials. for r will make a number or value → Tool #2: -Students
-Have one true number for the variable Solving activate prior
student come up sentence.) that results in a equations knowledge by
to the front of true number algebraically discussing
the room and *Is 10 the only sentence is - Discussion: relationship
stand against the number that special and is How are these between
wall or board. results in a true called a solution tools multiplication
-Mark the number to the equation. similar/different and division
student’s height sentence? Why In the example, ? -Warm-call
with or why not? 6 is a solution to -Students student to share
a piece of n + 26 = 32, 44 practice j + 3 = their tape
masking tape. (It (Yes. There is is a solution to n 7 and explore d - diagram for 3x =
is important to only one value − 12 = 32, and 5=7 9
pick a student that, if so independently -CFUs for
who is about substituted, will on. -CFUs Tape algebraic
average height.) result in a true -Class Partner Diagram Q2: solution:
-Measure the number Exercise: Which number In this equation,
height of the sentence. There Students work represents the we are
tape is only one with a partner to total? How do multiplying 3 by
mark using a number that can match the you know? x to get 9. If our
tape measure, be added to 15 equation with its If d represents goal is to isolate
and record it as to get exactly solution. your total, what the variable,
a mixed number 25.) two numbers what operation
in feet, along -The W/S must you add to should we use?
with the *What will involves game get d? How do How do you
student’s name, make the cut-out pieces you know? know?
on the piece of number sentence where the What is d? How What do you
masking tape. false? students will do you know? divide both sides
-The student’s work with their -CFUs by? How do you
height is the (Any number partners to Algebraically know? If you
height marked that is not 10 match the Q2: divide both sides
by the tape on will result in a problems to the How did you by 3, what do
the wall. Have false number correct answers know to add 5? you end up
students stand sentence.) focusing on What are with? How do
next to the team building, opposites? you know?
marked height. *If we look back as well as, Why did you -Facilitate
-Discuss how to the original having partners add 5 to both discussion for
their heights questions, how that correlate to sides of the solving y/4=2
compare to the can we state each other's equation? using tape
height of the when the learning If you add 5 to diagrams/algebr
tape. Are there equation will be abilities. the left side of aically
other students in true? False? the equation, -As a class,
the room who what does your students practice
have the same (The equation is expression on solving one-step
Height? true when the the left simplify multiplication
-Have students value substituted to? What and division
taller than the for r is 10 and identity property equations with a
tape on the wall false when the did you use to partner on
stand near the value of r is any figure this out? whiteboards and
tape. Discuss other How did you display their
how more than number.) check your solutions
one student has answer using -Students
a height that -Students substitution? independently
is greater than complete the What does the complete a
the tape, so there W/S where they resulting “Solve and
could be more are asked to number sentence Color”
than one number state when the tell you about worksheet
inserted into the following your solution? -Early finishers
inequality: > equations and -Students complete real-
4 7/8 inequalities will complete W/S world extension
-Have students be true and solving one-step problems and
shorter than the when addition/subtract work on Khan
tape on the wall they will be ion equations Mappers
stand near the false. (This will algebraically
tape. Discuss be done in pairs) independently
how more than -Early finishers
 one student has complete real-
a height world extension
that is less than problems and
the tape, so there work on Khan
could be more Mappers
than one number
inserted into the
inequality: <
4⅞
-Ask students
who are the
exact height as
the tape and
students who are
shorter than the
tape to stand
near the tape.
Discuss how this
symbol is
different from
the previous
symbol.

Homework True and False Determine W/S: Finding One-Step One-Step

Number Solutions of Solutions Equations Equations
Sentences W/S Inequalities W/S (Addition & (Multiplication
Subtraction) & Division)
W/S W/S

Exit Ticket Substitute the 1. Find the Solve each Solve each
value for the State when the solution for 7f = problem using problem below
variable and inequality will 49. tape diagrams or algebraically or
determine if the be true and algebraically. using tape
statement is true when it will be
2. Find the Then check your diagrams. Then,
or false. false.
a. 23 + b = 30 solution for 15 = answer. check each
when b is 10. 5g ≥ 45 d + 8. answer.
b. 32 ≥ 8m. 1. j + 12 = 25
Substitute 1. 3x = 12
5 for m. 2. k - 16 = 4
2. r/10 = 4

Week 2 Monday Tuesday Wednesday Thursday Friday

Topic Two-Step Multi-Step Solving One-Step Problems in

Problems- All Problems- All Equations Quiz Problems in the Mathematical
Operations Operations Real World Terms
Warm-Up Solve the Solve using tape Folders up and Solve the Write an
equation below diagrams or prepare for quiz problem using equation to
using tape algebraically. tables and/or solve for x.
Then check your
diagrams or algebraic
answers.
algebraically, methods.
and then check 1. b - 8 = 19
your work. 2. y/3 = 12 Kathleen has
three times as
4c = 24 many pencils as
pens but has a
total of 100
writing utensils.
How many
pencils does
Kathleen have?

Objective SWBAT SWBAT SWBAT work SWBAT SWBAT

calculate the calculate the to complete a calculate identify and
solutions of two- solution of quiz on solving missing angle represent the
step equations multi-step equations. measures by relationship
by using equations using writing and between
substitution and tables and solving dependent and
tape diagrams. algebraic equations. independent
SWBAT check methods. variables using
to determine if tables and
their solutions equations.
make the
equations true.

Standards 6.EE.B.6 6.EE.B.6 6.EE.B.5 6.EE.B.6 6.EE.B.6

Use variables to Use variables to 6.EE.B.6 Use variables to 6.EE.B.7
represent represent 6.EE.B.7 represent 6.EE.C.9
numbers and numbers and numbers and Use variables to
write write write represent two
expressions expressions expressions quantities in a
when solving a when solving a when solving a real-world
real-world or real-world or real-world or problem that
mathematical mathematical mathematical change in
problem; problem; problem; relationship to
understand that understand that understand that one another;
a variable can a variable can a variable can write an
represent an represent an represent an equation to
unknown unknown unknown express one
number, or, number, or, number, or, quantity,
depending on depending on depending on thought of as the
the purpose at the purpose at the purpose at dependent
hand, any hand, any hand, any variable, in
number in a number in a number in a terms of the
specified set. specified set. specified set. other quantity,
6.EE.B.7 6.EE.B.7 6.EE.B.7 thought of as the
Solve real-world Solve real-world Solve real-world independent
and and and variable.
 mathematical mathematical mathematical Analyze the
problems by problems by problems by relationship
writing and writing and writing and between the
solving solving solving dependent and
equations of the equations of the equations of the independent
form x + p = q form x + p = q form x + p = q variables using
and px = q for and px = q for and px = q for graphs and
cases in which cases in which cases in which tables, and relate
p, q and x are all p, q and x are all p, q and x are all these to the
nonnegative nonnegative nonnegative equation.
rational rational rational
numbers. numbers. numbers.

Materials -Math -Math -Pencils -Protractors -Calculator

worksheet worksheet -Testing Folders -Notes
-Notes -Notes -Quiz -Pencil
-Pencil -Pencil

Classwork - Review Warm- -Review Warm- -Students -Review Warm- -Review Warm-
up up complete quiz up up
-Students will -Solve each -Early finishers -Activate prior -Powerpoint
work in their problem below work on Khan knowledge by review on
assigned small using tables and Mappers or read having students variables
groups to algebraic review different -Conduct class
complete the methods. Then, angle review; example
following check your measures/how to 1: Marcus reads
stations. answers with the use a protractor for 30 minutes
Directions: Use word problems. -Teacher models each night. He
tape diagrams to 1. Indiana Ridge how to calculate wants to
solve the Middle School the angle of an determine the
problem. wanted to add a acute and obtuse total number of
1. Raeana is new school angle around the minutes he will
twice as old as sport, so they classroom read over the
Madeline, and surveyed the -Students course
Laura is 10 students to complete an of a month. He
years older than determine which activity in which wrote the
Raeana. If Laura sport is most they have to find equation t = 30d
is 50 years old, popular. and measure at to represent the
how old is Students were least 1 example total amount of
Madeline? able to choose of each type of time that he has
Let 𝑚 represent among soccer, angle: right, spent reading,
Madeline’s age football, straight, acute, where
in years, and lacrosse, or and obtuse tt represents the
let 𝑟 represent swimming. The around the total number of
Raeana’s age in same number of classroom with a minutes read
years. students chose partner and d represents
2.Carli has 90 lacrosse and -Students the number of
apps on her swimming. The explore days that he read
phone. Braylen number of identifying during the
has half the students who angle month.
amount of apps chose soccer relationships -Determine
as Theiss. If was double the and finding which variable
Carli has three number of missing angle is independent
times the students who measures and which is
amount of apps chose lacrosse. independently, dependent.
as Theiss, how The number of then discuss -Then, create a
many apps does students who -CFUs: table to show
Braylen have? chose football How are the how many
Let 𝑏 represent was triple the angles related? minutes he
the number of number of How do you has read in the
Braylen’s apps students who know? first seven days.
and 𝑡 represent chose What equation -What do
the number of swimming. If represents the independent and
Theiss’s apps. 434 students relationship? dependent
3.Reggie ran for completed the How do you mean?
180 yards during survey, how solve for the -In this example,
the last football many students missing angle which would be
game, which is chose each measure? the independent
40 more yards sport? -Students use variable, and
than his 2. At Prairie their protractor which would be
previous Elementary to create their the dependent
personal best. School, students own angle variable?
Monte ran 50 are asked to pick relationships (at -How could you
more yards than their lunch least 1 use the table of
Adrian during ahead of time so complementary/ values to
the same game. the kitchen staff supplementary) determine the
If Monte ran the will know what and then switch equation if it had
same amount of to prepare. On with a partner to not been given?
yards Reggie ran Monday, 6 times solve
in one game for as many -Students
his previous students chose independently
personal best, hamburgers as complete a maze
how many yards chose salads. worksheet
did Adrian run? The number of finding missing
Let 𝑟 represent students who angle measures
the number of chose lasagna by writing and
yards Reggie ran was one third solving
during his the number of algebraic
previous students who equations
personal best chose -Early finishers
and 𝑎 represent hamburgers. If work on Khan
the number of 225 students Mappers
yards Adrian ordered lunch,
ran. how many
4.Lance rides students chose
his bike each option if
downhill at a hamburger,
pace of 60 miles salad, and
per hour. When lasagna were the
Lance is riding only three
uphill, he rides 8 options?
miles per hour 3. The art
slower than on teacher, Mr.
flat roads. If Gonzalez, is
Lance’s preparing for a
downhill speed project. In order
is 4 times faster for students to
than his flat- have the correct
road speed, how supplies, Mr.
fast does he Gonzalez needs
 travel uphill? 10 times more
Let 𝑓 represent markers than
Lance’s pace on pieces of
flat roads in construction
miles per hour paper. He needs
and 𝑢 represent the same
Lance’s pace number of
uphill in miles bottles of glue
per hour. as pieces of
construction
paper. The
number of
scissors required
for the project is
half the number
of pieces of
construction
paper. If Mr.
Gonzalez
collected 400
items for the
project, how
many of each
supply did he
collect?
4. The math
teacher, Ms.
Zentz, is buying
appropriate
math tools to
use throughout
the year. She is
planning on
buying twice as
many rulers as
protractors. The
number of
calculators Ms.
Zentz is
planning on
buying is one
quarter of the
number of
protractors. If
Ms. Zentz buys
65 items, how
many
protractors does
Ms. Zentz buy?

Homework One-Step W/S: Solving N/A Finding Missing Independent and

Equations Two-Step Angle Measures Dependent
Practice W/S Equations W/S Variables-
Writing
Equations and
 Creating Tables
W/S

Exit Ticket Use tape Solve the N/A Hannah is Determine the
diagrams and/or problem using putting in a tile independent and
equations to tables and/or floor. She needs dependent
solve the equations. to variables, write
problem. A pet store determine the an equation to
Alyssa is twice owner, Byron, angles that represent the
as old as needs to should be cut in situation, and
Brittany, and determine how the tiles to then make a
Jazmyn is 15 much food he fit in the corner. table with at
years older than needs to feed the The angle in the least 5 values
Alyssa. If animals. Byron corner measures that models the
Jazmyn is 35 knows that he 90°. One piece situation.
years old, how needs to order of the tile will
old is Brittany? the same amount have a measure 1. Kayla spends
Let a represent of of 38°. 60 minutes of
Alyssa’s age in bird food as Write an each day
years and b hamster food. equation, and exercising. Let 𝑑
represent He needs four use it to be the number of
Brittany’s age in times as determine the days that Kayla
years. much dog food measure of the exercises, and
as bird food and unknown angle. let 𝑚 represent
needs half the the total minutes
amount of cat of exercise in a
food as dog given time
food. If Byron frame. Show the
orders 600 relationship
packages of between the
animal food, number of days
how much dog that Kyla
food does he exercises and
buy? the total minutes
Let b represent that she
the number of exercises.
packages of bird
food
Byron
purchased for
the pet store.

Week 3 Monday Tuesday Wednesday Thursday Friday

Topic Multi-Step Grudgeball Study Guide Unit-Exam Unit-Exam

Problems in the Review Game Review Short Response Open-Ended
Real World Response

Warm-Up A taxicab Students grab Identify 1-2 Turn in the Folders up to

service charges materials for topics you still study guide and prepare for the
a flat fee of $8 Grudgeball and have questions folders up to exam
read silently about (e.g. prepare for the
plus an
 additional $1.50 solving one-step exam
per mile. The multiplication
relationship equations or
identifying
between the
dependent vs.
total cost and independent
the number of variables). Then
miles driven is write 1-2
shown. questions about
that topic to get
answered by the
end of our
review today.
a. What is the
dependent
variable?

b. What is the
independent
variable?

Objective SWBAT use a SWBAT work SWBAT SWBAT SWBAT

table of values in their teams to complete review complete the complete the
to make a graph complete review problems to multiple-choice open-ended
that models the problems in prepare for the section of the response section
relationship preparation for Equations Unit Equations Unit of the Equations
between two the Equations Exam. Exam. Unit Exam.
variables. Unit Exam.

Standards 6.EE.B.6 6.EE.B.5 6.EE.B.5 6.EE.B.5 6.EE.B.5

6.EE.B.7 6.EE.B.6 6.EE.B.6 6.EE.B.6 6.EE.B.6
6.EE.C.9 6.EE.B.7 6.EE.B.7 6.EE.B.7 6.EE.B.7
Use variables to 6.EE.C.9 6.EE.C.9 6.EE.C.9 6.EE.C.9
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.

Materials -Graphing -Whiteboards -Notes -Pencils -Pencils

Calculator -Whiteboard -Study Guide -Test -Test
-Notebook Erasers Handout -Testing Folders -Testing Folders
-Pencils -Expo Markers

Classwork -Review lesson -Review Work as a class Take Exam Take Exam
through the Grudgeball to complete the
powerpoint. Rules: study guide
Going through 1. Each team has
the powerpoint 15 X’s that can
there will be be erased by
practice another team.
problems that as 2. A team can
a class we will erase X’s from
go through to other teams
help prepare ONLY when
them for their they have
homework for CORRECTLY
the night and answered a
better review question.
understanding This earns them
the lesson. 2 X’s to erase.
They can take it
-P.1: Xin is from one team
buying or split it.
beverages for a 3. When a team
party that comes answers a
in packs of 88. review question
Let p be the correctly, they
number of also have the
packages Xin chance to shoot
buys and t be the either a 2-point
total or 3-point shot.
number of 2 pointer = add
beverages. The 2 more X’s. 3
equation t = 88 pointer = add 3
can be used to more X’s.
calculate the 4. So every turn,
total number of each team has
beverages when the opportunity
the number of to erase up to 5
packages are X’s if they score
known. the 3 pointer, 4
Determine the X’s if they score
independent and the 2 pointer,
dependent and 2 X’s even
variables in this if they miss their
scenario. Then, shot.
make a table 5. If your team
using gets knocked out
whole number (all X’s erased),
values of p less you can earn
than 6. your way back
into the game by
-P.2: Make a 1) answering a
graph for the question
table in part 1 of correctly AND
the Exercise and 2) scoring AT
answer the LEAST a 2-
following point shot. This
questions: will earn your
To make a team 4 X’s (if a
graph, we must 3-point shot, 5
determine which X’s).
variable is 6. The last team
measured along standing wins. If
the horizontal we run out of
axis and which time, the team
variable with the most
is measured X’s by the end
along the of the game
vertical axis. wins.
Generally, the -Review
independent expectations and
variable is logistics for
measured along playing the
the x-axis. game
(Which axis is -Each student
the x-axis?) has time to
attempt each
(Where would problem
you put the independently
dependent first on their
variable?) answer sheet,
We want to then with their
show how the group
number of -Once group has
beverages agreed on an
changes when answer with the
the number of help of the
packages Facilitator, the
changes. To Recorder writes
check it on the
that you have set whiteboard, the
up your graph Checker double
correctly, try checks the work,
making a and the
sentence out of Presenter
the labels on the displays the
axes. Write your groups’ answer
sentence using -Play review
 the label from game
the y-axis first
followed by the
label from the x-
axis.

EX: The total

number of
beverages
depend on the
number of
packages
purchased.

Homework Graphing Complete Complete Study N/A N/A

Dependent and Grudgeball Guide
Independent Review
Variables W/S Questions

Exit Ticket Determine N/A N/A N/A N/A

which variable
is the
independent
variable and
which variable
is the
dependent
variable. Write
an equation,
make a table,
and plot the
points from the
table on the
graph.

Eryx can type

40 words per
minute. Let w be
the
number of
words typed and
m be the number
of
minutes spent
typing.