Connecticut Curriculum Design Unit Planning Organizer

Grade 6 Mathematics
Unit 1 - Using Expressions and Equations

Pacing: 4 weeks + 1 buffer week for reteaching/enrichment

Mathematical Practices
Mathematical Practices #1 and #3 describe a classroom environment that encourages thinking mathematically and are critical for quality teaching and learning.

Practices in bold are to be emphasized in the unit.

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Domain and Standards Overview

Expressions and Equations

 Apply and extend previous understandings of arithmetic to algebraic expressions.
 Reason about and solve one-variable equations and inequalities.
 Represent and analyze quantitative relationships between dependent and independent variables.

1
Adapted from The Leadership and Learning Center “Rigorous Curriculum Design” model.
*Adapted from the Arizona Academic Content Standards.
 Connecticut Curriculum Design Unit Planning Organizer
Grade 6 Mathematics
Unit 1 - Using Expressions and Equations

Priority and Supporting CCSS Explanations and Examples*

6.EE.2 Write, read, and evaluate expressions in which letters stand 6.EE.2 It is important for students to read algebraic expressions in a manner that reinforces that the variable
represents a number.
for numbers. • r + 21 as “some number plus 21 as well as “r plus 21”
a. Write expressions that record operations with numbers and • n • 6 as “some number times 6 as well as “n times 6”
with letters standing for numbers. • and s ÷ 6 as “as some number divided by 6” as well as “s divided by 6” s6
For example, express the calculation “Subtract y from 5” as 5 – y.
Students should identify the parts of an algebraic expression including variables, coefficients, constants, and
b. Identify parts of an expression using mathematical terms (sum, the names of operations (sum, difference, product, and quotient). Development of this common language
term, product, factor, quotient, coefficient); view one or more helps students to understand the structure of expressions and explain their process for simplifying
parts of an expression as a single entity. expressions.
For example, describe the expression 2 (8 + 7) as a product of two Terms are the parts of a sum. When the term is an explicit number, it is called a constant. When the term is a
product of a number and a variable, the number is called the coefficient of the variable.
factors; view (8 + 7) as both a single entity and a sum of two terms. Variables are letters that represent numbers. There are various possibilities for the number they can
c. Evaluate expressions at specific values of their variables. represent; Students can substitute these possible numbers for the letters in the expression for various
Include expressions that arise from formulas used in real-world different purposes.
problems. Perform arithmetic operations, including those Consider the following expression: x2 + 5y + 3x + 6
The variables are x and y.
involving whole number exponents, in the conventional order There are 4 terms, x2, 5y, 3x, and 6.
when there are no parentheses to specify a particular order There are 3 variable terms, x2, 5y, 3x. They have coefficients of 1, 5, and 3 respectively. The
(Order of Operations). coefficient of x2 is 1, since x2 = 1 x2. The term 5y represent 5 y’s or 5 ● y.
For example, use the formulas V = s³ and A = 6 s² to find the volume There is one constant term, 6.
The expression shows a sum of all four terms.
and surface area of a cube with sides of lengths = 1/2.
Examples:
• 7 more than 3 times a number (Solution: 3x + 7)
• 3 times the sum of a number and 5 (Solution: 3(x + 5))
• 7 less than the product of 2 and a number (Solution: 2x – 7)
• Twice the difference between a number and 5 (Solution: 2(z – 5))
• Evaluate 5(n + 3) – 7n, when n =
• The expression c + 0.07c can be used to find the total cost of an item with 7% sales tax, where c is the
pre-tax cost of the item. Use the expression to find the total cost of an item that cost $25.
• The perimeter of a parallelogram is found using the formula p = 2l + 2w. What is the perimeter of a
rectangular picture frame with dimensions of 8.5 inches by 11 inches.
6.EE.1. Write and evaluate numerical expressions involving whole-
6.EE.1. Examples:
number exponents. • Write the following as a numerical expressions using exponential notation.
o The area of a square with a side length of 8 m (Solution: 82m2)
o The volume of a cube with a side length of 5 ft: (Solution: 53 ft3)
o Yu-Lee has a pair of mice. The mice have 2 babies. The babies grow up and have two babies of
their own: (Solution: 23 mice)
• Evaluate:
o 43 (Solution: 64)
o 5 + 24 ● 6 (Solution: 101)
o 72 – 24 ÷ 3 + 25 (Solution: 67)

2
Adapted from The Leadership and Learning Center “Rigorous Curriculum Design” model.
*Adapted from the Arizona Academic Content Standards.
 Connecticut Curriculum Design Unit Planning Organizer
Grade 6 Mathematics
Unit 1 - Using Expressions and Equations

Priority and Supporting CCSS Explanations and Examples*

6. EE.6 Use variables to represent numbers and write expressions when 6. EE.6 Connecting writing expressions with story problems and/or drawing pictures will give students a
context for this work. It is important for students to read algebraic expressions in a manner that reinforces
solving a real-world or mathematical problem; understand that a that the variable represents a number.
variable can represent an unknown number, or, depending on the Examples:
purpose at hand, any number in a specified set. • Maria has three more than twice as many crayons as Elizabeth. Write an algebraic expression to represent
the number of crayons that Maria has. (Solution: 2c + 3 where c represents the number of crayons that
Elizabeth has.)
• An amusement park charges $28 to enter and $0.35 per ticket. Write an algebraic expression to represent
the total amount spent. (Solution: 28 + 0.35t where t represents the number of tickets purchased)
• Andrew has a summer job doing yard work. He is paid $15 per hour and a $20 bonus when he completes
the yard. He was paid $85 for completing one yard. Write an equation to represent the amount of money he
earned. (Solution: 15h + 20 = 85 where h is the number of hours worked)
• Describe a problem situation that can be solved using the equation 2c + 3 = 15; where c represents the
cost of an item
• Bill earned $5.00 mowing the lawn on Saturday. He earned more money on Sunday. Write an expression
that shows the amount of money Bill has earned. (Solution: $5.00 + n)
• The commutative property can be represented by a + b = b + a where a and b can be any rational number.

6.EE.3. Apply the properties of operations to generate equivalent 6.EE.3. Students use their understanding of multiplication to interpret 3 (2 + x). For example, 3 groups of (2 +
x). They use a model to represent x, and make an array to show the meaning of 3(2 + x). They can explain
expressions. why it makes sense that 3(2 + x) is equal to 6 + 3x.
For example, apply the distributive property to the expression 3 (2 + x) to An array with 3 columns and x + 2 in each column:
produce the equivalent expression 6 + 3x; apply the distributive property ■ ■ ■
to the expression 24x + 18y to produce the equivalent expression ■ ■ ■
6 (4x + 3y); apply properties of operations to y + y + y to produce the ▌ ▌ ▌
equivalent expression 3y.
Students interpret y as referring to one y. Thus, they can reason that one y plus one y plus one y must be
3y. They also use the distributive property, the multiplicative identity property of 1, and the commutative
property for multiplication to prove that y + y + y = 3y:

y + y + y = y x 1 + y x 1 + y x 1 = y x (1 + 1 + 1) = y x 3 = 3y

6.EE.4.Students connect their experiences with finding and identifying equivalent forms of whole numbers
6.EE.4. Identify when two expressions are equivalent (i.e., when the two and can write expressions in various forms. Students generate equivalent expressions using the associative,
expressions name the same number regardless of which value is commutative, and distributive properties. They can prove that the expressions are equivalent by simplifying
substituted into them). each expression into the same form.
For example, the expressions y + y + y and 3y are equivalent because Example:
• Are the expressions equivalent? How do you know?
they name the same number regardless of which number y stands
for. 4m + 8 4(m+2) 3m + 8 + m 2 + 2m + m + 6 + m

(Continued on next page)

Solution:
Expression Simplifying the Expression Explanation

3
Adapted from The Leadership and Learning Center “Rigorous Curriculum Design” model.
*Adapted from the Arizona Academic Content Standards.
 Connecticut Curriculum Design Unit Planning Organizer
Grade 6 Mathematics
Unit 1 - Using Expressions and Equations

Priority and Supporting CCSS Explanations and Examples*

Already in simplest form
4m + 8 4m + 8
4(m +2)
4(m +2) Distributive Property
4m + 8
3m + 8 + m
3m + 8 + m 3m + m + 8 Combined like terms
4m + 8
2 + 2m + m + 6 + m
2 + 6 + 2m + m + m
2 + 2m + m + 6 + m (2 + 6) + (2m + m + m) Combined like terms
8 + 4m
4m + 8

6.EE.7. Solve real-world and mathematical problems by writing and 6.EE.7. Students create and solve equations that are based on real world situations. It may be beneficial for
students to draw pictures that illustrate the equation in problem situations. Solving equations using reasoning
solving equations of the form x + p = q and px = q for cases in and prior knowledge should be required of students to allow them to develop effective strategies.
which p, q and x are all nonnegative rational numbers.
Example:
• Meagan spent $56.58 on three pairs of jeans. If each pair of jeans costs the same amount, write an
algebraic equation that represents this situation and solve to determine how much one pair of jeans cost.

$56.58
J J J

Sample Solution: Students might say: “I created the bar model to show the cost of the three pairs of jeans.
Each bar labeled J is the same size because each pair of jeans costs the same amount of money. The bar
model represents the equation 3J = $56.58. To solve the problem, I need to divide the total cost of 56.58
between the three pairs of jeans. I know that it will be more than $10 each because 10 x 3 is only 30 but less
than $20 each because 20 x 3 is 60. If I start with $15 each, I am up to $45. I have $11.58 left. I then give
each pair of jeans $3. That’s $9 more dollars. I only have $2.58 left. I continue until all the money is divided. I
ended up giving each pair of jeans another $0.86. Each pair of jeans costs $18.86 (15+3+0.86). I double
check that the jeans cost $18.86 each because $18.86 x 3 is $56.58.”

• Julio gets paid $20 for babysitting. He spends $1.99 on a package of trading cards and $6.50 on lunch.
Write and solve an equation to show how much money Julio has left.
(Solution: 20 = 1.99 + 6.50 + x, x = $11.51)

20
1.99 6.50 Money left over (m)

4
Adapted from The Leadership and Learning Center “Rigorous Curriculum Design” model.
*Adapted from the Arizona Academic Content Standards.
 Connecticut Curriculum Design Unit Planning Organizer
Grade 6 Mathematics
Unit 1 - Using Expressions and Equations

Priority and Supporting CCSS Explanations and Examples*

6.EE.5. Understand solving an equation or inequality as a process of 6.EE.5. Beginning experiences in solving equations should require students to understand the meaning of
the equation as well as the question being asked. Solving equations using reasoning and prior knowledge
answering a question: which values from a specified set, if any, make should be required of students to allow them to develop effective strategies such as using reasoning, fact
the equation or inequality true? Use substitution to determine whether families, and inverse operations. Students may use balance models in representing and solving equations
a given number in a specified set makes an equation or inequality and inequalities. Consider the following situation: Joey had 26 papers in his desk. His teacher gave him
true. some more and now he has 100. How many papers did his teacher give him?
This situation can be represented by the equation 26 + n = 100 where n is the number of papers the teacher
gives to Joey. This equation can be stated as “some number was added to 26 and the result was 100”.
Students ask themselves “What number was added to 26 to get 100?” to help them determine the value of
the variable that makes the equation true. Students could use several different strategies to find a solution to
the problem.
o Reasoning: 26 + 70 is 96. 96 + 4 is 100, so the number added to 26 to get 100 is 74.
o Use knowledge of fact families to write related equations: n + 26 = 100, 100 - n = 26, 100 - 26 = n.
Select the equation that helps you find n easily.
o Use knowledge of inverse operations: Since subtraction “undoes” addition then subtract 26 from
100 to get the numerical value of n
o Scale model: There are 26 blocks on the left side of the scale and 100 blocks on the right side of
the scale. All the blocks are the same size. 74 blocks need to be added to the left side of the
scale to make the scale balance.
o Bar Model: Each bar represents one of the values. Students use this visual representation to
demonstrate that 26 and the unknown value together make 100.

100
26 n
Examples:
• The equation 0.44s = 11 where s represents the number of stamps in a booklet. The booklet of stamps
costs 11 dollars and each stamp costs 44 cents. How many stamps are in the booklet? Explain the strategies
you used to determine your answer. Show that your solution is correct using substitution.
• Twelve is less than 3 times another number can be shown by the inequality 12 < 3n. What numbers could
possibly make this a true statement?

6.EE.8. Write an inequality of the form x > c or x < c to represent a 6.EE.8.Examples:

• Graph x ≤ 4.
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  Jonas spent more than $50 at an amusement park. Write an inequality to represent the amount of
money Jonas spent. What are some possible amounts of money Jonas could have spent?
diagrams. (as enrichment) Represent the situation on a number line.
 Less than $200.00 was spent by the Flores family on groceries last month. Write an inequality to
represent this amount and graph this inequality on a number line.

Solution: 200 > x

Concepts Skills Bloom’s Taxonomy Levels
5
Adapted from The Leadership and Learning Center “Rigorous Curriculum Design” model.
*Adapted from the Arizona Academic Content Standards.
 Connecticut Curriculum Design Unit Planning Organizer
Grade 6 Mathematics
Unit 1 - Using Expressions and Equations

Priority and Supporting CCSS Explanations and Examples*

What Students Need to Know What Students Need To Be Able To Do

 Expressions  WRITE(expressions and equations) 3
 mathematical terms  READ(expressions) 2
o sum  EVALUATE (expressions) 3
o term  IDENTIFY (mathematical terms) 1
o product  PERFORM (Order of Operations) 3
o factor  APPLY (properties of operations) 3
4
o quotient  GENERATE equivalent expressions
3
o coefficient  SOLVE (equations)
4,5
 Order of Operations  SOLVE (real-world and mathematical problems)
 properties of operations
 equivalent expressions
 problems
 equations
 variables

Essential Questions

Corresponding Big Ideas

6
Adapted from The Leadership and Learning Center “Rigorous Curriculum Design” model.
*Adapted from the Arizona Academic Content Standards.
 Connecticut Curriculum Design Unit Planning Organizer
Grade 6 Mathematics
Unit 1 - Using Expressions and Equations

Standardized Assessment Correlations

(State, College and Career)

Expectations for Learning (in development)

This information will be included as it is developed at the national level. CT is a governing member of the Smarter Balanced
Assessment Consortium (SBAC) and has input into the development of the assessment.

Tasks from Inside Mathematics (http://insidemathematics.org/index.php/mathematical-content-standards)

These tasks can be used during the course of instruction when deemed appropriate by the teacher.

NOTE: Most of these tasks have a section for teacher reflection.

TASKS—
Gym - Students do not need a full understanding of 6.EE.9 to complete question #2 or 3.

Unit Assessments
The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher.

7
Adapted from The Leadership and Learning Center “Rigorous Curriculum Design” model.
*Adapted from the Arizona Academic Content Standards.