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Students will use tape diagrams and variables to represent the relationship between addition and subtraction in early algebra

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Equations Day 1

Van Siclen Community Middle School

Mr. E Grade 6 Mathematics

Class 602/603/604/605

January 26, 2015

www.tinyurl.com/vscmath82

Do Now 5 Minutes

Greatest Common Factor (GCF) of

the two numbers and write an

equivalent expression using the

distributive property:

A) 24+18

B) 45+27

ordered pairs on a graph:

(40, 6)

(10, 9)

(20, 15)

(30, 24)

Lesson Overview

expressions and equations!

addition and subtraction

variables (like x or y), and operations (addition, subtraction, multiplication,

division). All expressions have a value. An expression does NOT have an equal sign.

Example: 3+10, 4+5, 15 x 3.

Equation An equation is a mathematical statement that says two things are equal.

It is made up of two expressions, one on each side of an equals sign. Example: 3 +

10 = 13, 4+5 = 9, 15 x 3 = 45.

used to learn about ratios? Theyre

back!

representing 4 + 3.

5 + 4.

right. Write an expression for

each tape diagram.

Predict.. 2 minutes

Predict what will happen you have a tape diagram with a large number of

squares. Some of the squares are removed, and then the same amount of squares

are added back on.

A) Expression:

B) Expression:

C) Expression:

Add six squares onto the tape diagram. Re-write the original expression to

represent the current tape diagram.

What effect did removing 6 squares then adding 6 squares have on the number of

squares? Was there any effect?

What if I asked you to add 200 squares to the 10 squares you started with, and

then subtract 200 squares. Do we need to add and remove the squares to know

what the result will be? Why/how do you know?

What do you notice about the expressions we created with the tape diagrams?

Can your group write an equation using variables to represent what we just

demonstrated with tape diagrams?

A) 4 + 5 - ______ = 4

B) 25 - ______ + 10 = 25

C) ______ + 16 16 = 45

D) 56 20 + 20 = _______

A) a + b - _______ = a

B) c d + d = ________

C) e + ________ - f = e

D) ________ - h + h = g

Overview

today, why did the final value of

the expression equal the initial

expression?

If we add an amount and then subtract the same amount, does this

change the outcome?

If we subtract an amount and then add the same amount, does this

change the outcome?

Homework

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