Math 6 Unit 4: One-Step Equations and Inequalities

5 weeks (Math 67 Unit 4: 4 weeks)

In this unit students will:
Determine if an equation or inequality is appropriate for a given situation.
Solve mathematical and real-world problems with equations.
Represent real-world situations as inequalities.
Interpret the solutions to equations and inequalities.
Represent the solutions to inequalities on a number line.
Analyze the relationship between dependent and independent variables through the use of tables, equations and graphs.
Unit Resources:
Unit 4 Overview Video
Student Friendly Standards
Parent Letter
Vocabulary Cards
Sample Concept Map
Prerequisite Skills Assessment
Sample Post Assessment
Culminating Task
Topic 1: Equations
Big Ideas/Enduring Understandings:
Use values from specified sets to make an equation or inequality true.
Develop an initial conceptual understanding of different uses of variables.
Many problems encountered in everyday life can be solved using proportions, equations or inequalities.
Students will solve one-step equations.
Essential Questions:
How is an equation like a balance? How can the idea of balance help me solve an equation?
What strategies can I use to help me understand and represent real situations using equations?
How can I write, interpret and manipulate equations?
How can I solve a proportion and an equation?
How can I tell the difference between an expression and an equation?
What does an equal sign mean mathematically?
Student Relevance:
Solving formulas

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 Amount of pay
Percent problems
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that
exist among mathematical topics.
MGSE6.EE.5 (860Q) 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.
MGSE6.EE.6 (750Q) 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.
MGSE.6.EE.7 (800Q) 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.
MGSE.6.RP.3 (750Q) Use ratio and rate reasoning to solve real-world and mathematical problems utilizing strategies such as tables of equivalent ratios, tape
diagrams (bar models), double number line diagrams, and/or equations.
Vertical Alignment
4th Grade Standards 7th Grade Standards
MGSE4.OA.3 Solve multistep word problems with whole numbers and having MGSE7.EE.4a Solve word problems leading to equations of the form px + q = r
whole-number answers using the four operations, including problems in which and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations
remainders must be interpreted. Represent these problems using equations with of these forms fluently. Compare an algebraic solution to an arithmetic solution,
a symbol or letter standing for the unknown quantity. Assess the reasonableness identifying the sequence of the operations used in each approach. For example,
of answers using mental computation and estimation strategies including the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
rounding.
MGSE4.OA.2 Multiply or divide to solve word problems involving multiplicative
comparison. Use drawings and equations with a symbol or letter for the
unknown number to represent the problem, distinguishing multiplicative
comparison from additive comparison. 1
MGSE4.OA.3 Solve multistep word problems with whole numbers and having
whole-number answers using the four operations, including problems in which
remainders must be interpreted. Represent these problems using equations with
a symbol or letter standing for the unknown quantity. Assess the reasonableness
of answers using mental computation and estimation strategies including
rounding.

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Instructional Strategies
It is expected that students will have prior knowledge/experience related to using parentheses, brackets, or braces in numerical expressions and evaluate
expressions with these symbols, generating two numerical patterns using two given rules, interpreting a fraction as division, and operations with whole
numbers, fractions, and decimals. Students have solved 1-step equations with unknowns such as variables or symbols. It may be necessary to pre-assess in
order to determine if time needs to be spent on conceptual activities that help students develop a deeper understanding of these concepts.
EE.5
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 a booklet? Explain the strategies you used to determine your answer. Show that your solution is correct using substitution.
In order for students to understand equations the skill of solving an equation must be developed conceptually before it is developed procedurally. This means that
students should be thinking about what numbers could possibly be a solution to the equation before solving the equation. For example, in the equation x + 21 = 32
students know that 21 + 9 = 30, therefore the solution must be 2 more than 9 or 11, so x=11.

Solutions to equations should not require using the rules for operations with negative numbers since the conceptual understanding of negatives and positives is
being introduced in Grade 6. When working with equations, provide situations in which the solution is not limited to the set of positive whole numbers but includes
rational numbers. This is a good way to practice fractional numbers and introduce negative numbers. As an extension to this concept, certain situations may require
a solution between two numbers.

The process of translating between mathematical phrases and symbolic notation will also assist students in the writing of equations for a situation. This process
should go both ways; Students should be able to write a mathematical phrase for an equation. Additionally, the writing of equations from a situation or story does
not come naturally for many students. A strategy for assisting with this is to give students an equation and ask them to come up with the situation/story that the
equation could be referencing.
EE.6
Students write expressions to represent various real-world situations. For example, the expression a + 3 could represent Susans age in three years, when a
represents her present age. The expression 2n represents the number of wheels on any number of bicycles. Other contexts could include age (Johnnys age in 3
years if a represents his current age) and money (value of any number of quarters).

Given a contextual situation, students define variables and write an expression to represent the situation. For example, the skating rink charges $100 to reserve the
place and then $5 per person. Write an expression to represent the cost for any number of people.
N = the number of people
100 + 5n
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 that the variable represents a number.
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.)

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 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)
EE.7
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. For example, in the expression, x + 4, any
value can be substituted for the x to generate a numerical answer; however, in the equation x + 4 = 6, there is only one value that can be used to get a 6. Problems
should be in context when possible and use only one variable.

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

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 and prior knowledge should be required of students to allow them to develop effective strategies.
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. Thats $9
more dollars. I only have
Opening
NCTM Illuminations Pan Balance - Numbers: Allow students to explore the concept of equality as a relationship using this online resource.
NCTM Illuminations Pan Balance - Shapes: Students can build up to algebraic thinking by exploring this balance tool using shapes of unknown weight.
Study Jams: Addition and Subtraction Equations, Multiplication and Division Equations, Determine the Missing Operation in Equations
Algebra Vocabulary Smart Board Activity
Work Session

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 Model Drawings Information and Answer Key (Presented by Sherry Martin at Teachers Leading Cobb Conference, June, 2012)
Algeblocks Smart Board Resources:
o Algeblocks 3 Mats,
o Algeblocks Basic Mat,
o Algeblocks Equation Mat
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 should be required of students to allow them to develop effective strategies such as using reasoning, fact
families, and inverse operations. Students may use balance models in representing and solving equations and inequalities.
Example: Elise had 15 bracelets in her purse. Her friend gave her some more bracelets and now she has 50. How many bracelets did her friend give her? This
situation can be represented by the equation 15 + n = 50 where n is the number of bracelets the friend gives to Elise. This equation can be stated as some
number was added to 15 and the result was 50. Students ask themselves What number was added to 15 to get 50? 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: 15 + 30 is 45. 45 + 5 is 50, so the number added to 15 to get 50 is 35.
o Use knowledge of fact families to write related equations: n + 15 = 50, 50 - n = 15, 50 - 15 = n. Select the equation that helps you find n easily.
o Use knowledge of inverse operations: Since subtraction undoes addition then subtract 15 from 50 to get the numerical value of n
o Scale model: There are 15 blocks on the left side of the scale and 50 blocks on the right side of the scale. All the blocks are the same size. 35 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 15 and the unknown value together
make 50.
50
15 n

Story problems will help students connect writing expressions and drawing pictures will give students a context for their work. Students must read algebraic
expressions in a manner that reinforces that the variable represents a number.
Examples:
o Zachary has four more than twice as many markers as Marco. Write an algebraic expression to represent the number of markers that Zachary has.
(Solution: 2m + 4 where m represents the number of markers that Zachary has.)
o The arcade charges $5 to enter and $0.50 per ticket. Write an algebraic expression to represent the total amount spent. (Solution: 5 + 0.50t where t
represents the number of tickets purchased)
o Joshua has a summer job doing yard work. He is paid $12 per hour and a $30 bonus when he completes the yard. He was paid $78 for completing
one yard. Write an equation to represent the amount of money he earned. (Solution: 12h + 30 = 78 where h is the number of hours worked)
o Describe a problem situation that can be solved using the equation 4c + 6 = 54; where c represents the cost of an item
Students should be able to create and solve equations that are based on real world situations. Students benefit from drawing pictures that illustrate the
equation in problem situations. Solving equations using reasoning and prior knowledge should be required of students to allow them to develop effective
strategies.

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 Example:
o Lucy spent $62.16 on four pairs of pants. If each pair of pants costs the same amount, write an algebraic equation that represents this situation and
solve to determine how much one pair of jeans cost.

$62.16
P P P P

Possible Solution: Students might say: I created the bar model to show the cost of the four pairs of pants. Each bar labeled P is the same size because each pair of
pants costs the same amount of money. The bar model represents the equation 4P = $62.16. To solve the problem, I need to divide the total cost of $62.16 between
the four pairs of pants. I know that it will be more than $15 each because 15 x 4 is only 60 but less than $20 each because 20 x 4 is 80. If I start with $15 each, I am up
to $60. I have $2.16 left. I then give each pair of pants $0.50. Thats 2 more dollars. I only have $0.16 left. I continue until all the money is divided. I ended up giving
each pair of pants another $0.04. Each pair of pants costs $15.54 (15+0.50+0.04). I double check that the pants cost $15.54 each because $15.54 x 4 is $62.16. $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)

One of the following can be used to assist students with the steps of solving one step equations.
o Solving Equations Organizer (Columns include Equation, Inverse Operation, Solve, Check)
o One Step Process Sheet (Columns include Item Number, Original Equation, Current Operation, Inverse Operation, Inverse on both sides, Answer)
Equations, Drawings, & Manipulatives - First, the students will solve the following problems mentally. On the right side of the paper, they will draw a model
of the solution after checking them with the manipulative stations. You can use a variety of manipulative to model these equations and/or solutions using:
Hands on Equations, Algebra Balance, Algeblocks, and Snap Cubes.
Grab Bag - One-Step Equations Word Problems The teacher will cut the word problems apart, fold, and place in a paper bag. Students will work
individually or in pairs to solve the three or four problems they chose.
Placemat Activity: You will need large pieces of bulletin board paper. Each group of 4 gets one piece. Students are responsible for solving all problems in
their section of the paper. Next, they come together as a group to discuss their solutions and determine the correct answers. If necessary, students will
correct the work in their section. Finally, the group will record their final answers in the middle section of the placemat.
Performance Tasks: Set it Up, Building with Toothpicks, Picturing Proportions, Fruit Punch

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Closing
One Word Equation Summary
Picture Postcard: Students will need one small index card to complete the assignment. All students to create a real world situation problem. They should
represent their equation algebraically and draw a picture to model the equation. You may choose to give students the problems.
Equations Analysis
Exemplars for Constructed Response Prompts:
EE.5/6/7 Making Squares
EE.6 Variable Dilemma
EE.6 LA to NY
Differentiation
Building a Garden A, B, C
Error Analysis A, B, C
One Step Equations Placemat A, B
The Ant Levels 1, 2, 3
Differentiate by pushing students to solve equations with rational numbers of decimals, fractions & percents.
Exemplars for Constructed Response Prompts:
Common Misconceptions
The equal sign represents that the two sides of the equation balance, have the exact same value. Some students have developed the notion that the equal sign means
the answer is, based often on limited experiences in elementary school where the answer is always on the right side of the equal sign. In a study conducted in the
late 1990s, researchers found that sixth-grade students struggled to interpret the following equation:

All 145 students who were given this problem incorrectly believed that either 12 or 17 should go in the box above (Falkner, Levi, and Carpenter, 1999). This
finding reiterates the need for teachers to constantly push their students understanding of equality.
Students need practice translating verbal expressions into expressions and equations, and also translating expressions and equations into verbal expressions. The
wording must dictate the order of the terms. For example, three more than a number is transcribed x+3, not 3+x even though those expressions are
equivalent. In the example, three less than a number, it is imperative that the order be x-3.

Students confuse that division is actually a form of multiplication and that subtraction is a form of addition. Dividing by 3 is the same as multiplying by 1/3 and
subtracting 3 is the same as adding -3 (even though this thought is expanded upon in Math 7).
Evidence of Learning
By the completion of this lesson, students should be able to:
Students are able to use the addition and multiplication properties of equality to solve one-step linear equations.
Additional Assessments:
Constructed response:

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Equations Error Analysis (One problem. This can be leveled)
One-Step Equations Word Problems (WP Cards students can work individually or pairs)
Informal assessment:
Equations, Drawings, & Manipulatives (Various representation of solving one-step equations)
Selected response:
Equations Quiz (7 questions)
Purchased Resources Purchased Online Resources Suggested Manipulatives
McGraw Hill Georgia Math Grade 6: http://connected.mcgraw-hill.com/connected/login.do Algeblocks
Chapter 6 Lessons 1-5 Algebra Tiles
McGraw Hill Georgia Math Grade 6 Plus: Teacher User ID: ccsde0(enumber) Number Lines
Chapter 4 Lessons 1-5 Password: cobbmath1 2-color counters & small cups
Holt Mathematics Course 1 (old): Chapter 2, Student User ID: ccsd(student ID) Cuisenaire rods
Lessons 4-8 (non-negative rational numbers Password: cobbmath1
only)
Hands-on Standards Grades 5-6: Algebra General Login:
Lessons 6-8 User: georgiamath1
Hand on Standards Grades Algebra I: PW: demo123
Expressions & Equations Lessons 6-8
Hand on Standards Grade 6: Expressions &
Equations Lessons 6-8
Web Resources
Online Algebra Tiles
Algebra Balance Scales
Hands On Equations
Pedal Power NCTM illuminations lesson on translating a graph to a story
Learn Zillion Eq
Learn Zillion Eq 2
Learn Zillion Eq 3
6.EE Triangular Tables
6.EE Busy Day
6.EE Log Ride
6.EE Firefighter Allocation
6.EE,NS,RP; 8.EE,F Pennies to heaven
6.EE Morning Walk

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6.EE,RP 7.EE,RP Anna in D.C.
6.RP, 6.EE Fruit Salad
Vocabulary
Properties of Equality
Equation
Inverse Operation
Term
Variable
Coefficient
Solution
Task Descriptions
Scaffolding Task Task that build up to the learning task.
Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving
Practice Task Task that provide students opportunities to practice skills and concepts.
Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
Formative Lessons that support teachers in formative assessment which both reveal and develop students understanding of key mathematical
Assessment Lesson ideas and applications.
(FAL)
3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking
Act Two, and a solution discussion and solution revealing Act Three.

Task Type/
Task Name Content Addressed Standards
Grouping
MGSE.6.EE.5
Set It Up Performance Task/ Individual/Partner Task One Step Equations MGSE.6.EE.6
MGSE.6.EE.7
Building with Toothpicks
Performance Task/ Individual/Partner Task Algebraic Expressions MGSE.6.EE.5-7
(Spotlight Task)
Fruit Punch MGSE.6.EE.5-7
Performance Task/ Partner/Group Task Proportional Relationships
(Spotlight Task) MGSE.6.RP.3
Who Has Faulty Thinking? Formative Assessment Lesson
Equations MGSE.6.EE.6
(FAL) Individual/Partner
Formative Assessment Lesson
*Real-life Equations (FAL) Equations MGSE.6.EE.5-7
Individual/Partner

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Topic 2: Inequalities
Big Ideas/Enduring Understandings:
Use values from specified sets to make an equation or inequality true.
Develop an initial conceptual understanding of different uses of variables.
Many problems encountered in everyday life can be solved using proportions, equations or inequalities.
Essential Questions:
What strategies can I use to help me understand and represent real situations using equations and inequalities?
How can I write, interpret and manipulate equations, and inequalities?
How can I tell the difference between an expression, equation and an inequality?
How are the solutions of equations and inequalities different?
Student Relevance:
Solving formulas with possibly more than 1 answer
Same as solving equations with possibly more than 1 answer
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections
that exist among mathematical topics.
MGSE6.EE.5 (860Q) 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.
MGSE.6.EE.8 (550Q) 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.
Vertical Alignment
1st -5th Grade Standards Math 7 Standards
MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens MGSE7.EE.4b Solve word problems leading to inequalities of the form px + q > r
and ones digits, recording the results of comparisons with the symbols >, =, and or px + q < r, where p, q, and r are specific rational numbers. Graph the solution
<. set of the inequality and interpret it in the context of the problem. For example,
MGSE2.NBT.4 Compare two three-digit numbers based on meanings of the as a salesperson, you are paid $50 per week plus $3 per sale. This week you want
hundreds, tens, and ones digits, using >, =, and < symbols to record the results your pay to be at least $100. Write an inequality for the number of sales you need
of comparisons. to make, and describe the solutions
MGSE3.NF.3 Compare two fractions with the same numerator or the same
denominator by reasoning about their size. Recognize that comparisons are
valid only when the two fractions refer to the same whole. Record the results of
comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by
using a visual fraction model.

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MGSE4.NBT.2 Read and write multi-digit whole numbers using base-ten
numerals, number names, and expanded form. Compare two multi-digit
numbers based on meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.
MGSE4.NF.7 Compare two decimals to hundredths by reasoning about their
size. Recognize that comparisons are valid only when the two decimals refer to
the same whole. Record the results of comparisons with the symbols >, =, or <,
and justify the conclusions, e.g., by using a visual model.
MGSE5.NBT.3 Read, write, and compare decimals to thousandths. Compare two
decimals to thousandths based on meanings of the digits in each place, using >,
=, and < symbols to record the results of comparisons.
Instructional Strategies
It is expected that students will have prior knowledge/experience related to using parentheses, brackets, or braces in numerical expressions and evaluate
expressions with these symbols, generating two numerical patterns using two given rules, interpreting a fraction as division, and operations with whole
numbers, fractions, and decimals. It may be necessary to pre-assess in order to determine if time needs to be spent on conceptual activities that help
students develop a deeper understanding of these concepts. Students are not required to solve inequalities, just solution sets. Students need to know if
given a set of numbers, are they possible solutions to the inequality?
The Conceptual Framework may be used to build teacher understanding of representing inequalities in context and on a number line.
Sample Lesson Plan
o Using and Graphing Inequalities
Many real-world situations are represented by inequalities. Students write an inequality and represent solutions on a number line for various contextual
situations. For example, the class must raise at least $80 to go on the field trip. If m represents money, then the inequality m to $80. Students recognize that
possible values can include too many decimal values to name. Therefore, the values are represented on a number line by shading.

$70 $75 $80 $85 $90

A number line diagram is drawn with an open circle when an inequality contains a < or > symbol to show solutions that are less than or greater than the number
but not equal to the number. The circle is shaded, as in the example above, when the number is to be included. Students recognize that possible values can
include fractions and decimals, which are represented on the number line by shading. Shading is extended through the arrow on a number line to show that an
inequality has an infinite number of solutions.
Graph x 4. Solution:

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? Represent the situation on a number line.

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 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

Opening
Hook/Activator: Begin with a scenario of going to Six Flags and that you have to be at least 4 feet tall to ride most of the rides. How tall can you be to ride
the rides? How would you represent this with a variable and inequality sign? (x 4ft) What are the possible answers for x? This will be students first
experience with inequalities with variables (students used inequality signs to compare numbers in previous classes. e.g. 5 > 4) Brainstorm other situations
where there is more than 1 solution to problems/scenarios. This is represented in the Inequalities PowerPoint.
Introduce all symbolic representations for greater than, less than, greater than or equal to, less than or equal to, and not equal to including graphing on a
number line, using Cornell Notes or a graphic organizer.
Carousel brainstorming of all possibilities that make an inequality true and generate ideas of life experiences that lend themselves to inequalities (tire
pressure 28-40 lbs.; ages 25-34; grades 60-100; etc.)
Work Session
To begin the topic, Inequalities PowerPoint may be used to introduce students to the concept of inequalities. The directions for this exercise may be found
on the Using and Graphing Inequalities lesson recap.
Graphing Calculator Strategies-Algebra Lesson 9 (Solving One-Variable Inequalities) - Use of TI-83/TI-84 calculators can be used to check solutions to
graphing inequalities on a number line.
Georgia Academic Support Program, Grade 8: Day 6 (omit two-step inequalities and operations with negative integers)
Smartboard Lesson on Inequalities in one variable
Suggested resources:
Graphing Calculator Strategies, Algebra Lesson 9 for 1-variable inequalities
Lesson Quest Patterns & Algebra Lesson 6A-C using algebra tiles to graph 1-step inequalities and Lesson 6D for 2-step equations (based on student
readiness).
The following Learning Tasks may be used to explore inequalities: When is it Not Equal, Acting Out (The Number Lines templates may be used with this
task.)
You Be The Teacher After determining flexible groups, provide students with a copy of the Graphing Inequalities Real Life Problems assignment, chart
paper, and markers. Allow students to display their work on the chart paper. Hang assignments in the classroom and conduct a museum walk. During the
museum walk, students will write commentary on the assignments based on the standards. (FYI Prior to this assignment, students must be taught how to
write appropriate peer commentary which addresses the language of the standard.) Groups should then review their commentary and make corrections.
Assignments may be evaluated using the Math Performance Rubric.
Closing

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 Assess student understanding by Inequality Matching Exercise, Dear Absent Student Letter (write a letter to a student who is absent and explain how to
write, solve, and graph an inequality from a fictitious scenario)
Give students examples of various 1-step inequalities to solve and have them check a number in their solution to see if their answer is reasonable. Tie this
to graphing inequalities as a way to represent the solutions.
Use the Smartboard Lesson on inequalities to check for student understanding
Differentiation
Differentiate by pushing the incorporation of rational numbers of decimals & fractions for substitution in the inequalities for students that understand the
conceptual.
Differentiate by having the students that are ready, solve 1-step inequalities.
Common Misconceptions
Students confuse the > and < signs in a number sentence. Students need to be able to read the variable on either side of the inequality. It is imperative that the
student learns to read aloud the inequality from left to right and to show the equivalence of the statement on the number line.
Evidence of Learning
By completion of this lesson, students should be able to:
determine if an inequality is appropriate for a given situation
represent and solve mathematical and real world problems with inequalities
interpret the solutions to equations and inequalities
represent the solutions to inequalities on a number line
use the addition and multiplication properties of equality to solve one-step inequalities
solve problems by defining a variable, writing and solving an inequality and interpreting the solution in the context of the original problem
use values from specified sets to make an inequality true.
Additional Assessments
Constructed response:
Holt Mathematics Course 1 Reading Strategies: Lesson 12-4, Connecting Words and Symbols
Graphing Inequalities Real-Life Problems (Two examples and two independent problems)
Informal assessment:
Inequalities Foldable: Teacher Copy, Student Copy
Four Corners: Directions, Template
Selected response:
Inequality Matching Exit Ticket (6 questions)
Purchased Resources Purchased Online Resources Suggested Manipulatives
McGraw-Hill Georgia Math Grade 6: http://connected.mcgraw-hill.com/connected/login.do Algeblocks
Chapter 7 Lessons 5-6 Algebra Tiles
McGraw-Hill Georgia Math Grade 6 Plus: Teacher User ID: ccsde0(enumber) 2-color counters/small cups

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Chapter 5 Lessons 5-6 Password: cobbmath1 Number Lines
Holt Mathematics Course 1 Text (old): Chapter 2 Student User ID: ccsd(student ID)
Extension Password: cobbmath1
Holt Mathematics Course 2 Text (old): Chapter 12
Lessons 4-7 General Login:
User: georgiamath1
PW: demo123
Web Resources
6.EE Fishing Adventures 1
Learn Zillion solving
Learn Zillion Substitution
Learn Zillion Ineq
Learn Zillion Ineq 2
https://www.ixl.com/math/grade-6/solutions-to-inequalities
Vocabulary
Inequality
Task Descriptions
Scaffolding Task Task that build up to the learning task.
Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving
Practice Task Task that provide students opportunities to practice skills and concepts.
Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students understanding of key mathematical
Lesson (FAL) ideas and applications.
3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution
seeking Act Two, and a solution discussion and solution revealing Act Three.

Task Type/
Task Name Content Addressed Standards
Grouping
MGSE.6.EE.5
When is it Not Equal? Performance Task/ Individual/Partner Task Inequalities
MGSE.6.EE.8
*Evaluating Statements about Formative Assessment Lesson
Inequalities MGSE.6.EE.5-8
Number Operations (FAL) Individual/Partner

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Topic 3: Representing Quantitative Relationships
Big Ideas/Enduring Understandings:
Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules.
Relate and compare different forms of representation for a relationship.
Develop an initial conceptual understanding of different uses of variables.
Graphs can be used to represent all of the possible solutions to a given situation.
Many problems encountered in everyday life can be solved using proportions.
Essential Questions:
How can I solve a proportion and an equation?
What strategies can I use to help me understand and represent real situations using proportions, equations and inequalities?
How can I write, interpret and manipulate proportions, equations, and inequalities?
How can proportions be used to solve problems?
How can proportional relationships be described using the equation y = kx?
How can proportional relationships be represented using rules, tables, and graphs?
How can the graph of y = kx be interpreted for different contexts?
How does a change in one variable affect the other variable in a given situation?
Which tells me more about the relationship I am investigating, a table, a graph or a formula?
Student Relevance:
Predicting ratios (mph, mpg, creating mixtures etc)
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections
that exist among mathematical topics.
MGSE6.EE.9 (810Q) Use variables to represent two quantities in a real-world problem that change in relationship to one another.
a. Write an equation to express one quantity, the dependent variable, in terms of the other quantity, the independent variable.
b. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem
involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation to represent the relationship between
distance and time.
MGSE.6.RP.3 (830Q) Use ratio and rate reasoning to solve real-world and mathematical problems utilizing strategies such as tables of equivalent ratios, tape
diagrams (bar models), double number line diagrams, and/or equations.
MGSE.6.RP.3a (930Q) Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs
of values on the coordinate plane. Use tables to compare ratios.
MGSE.6.RP.3b (830Q) Solve unit rate problems including those involving unit pricing and constant speed.
MGSE.6.RP.3c (820Q) Find a percent of a quantity as a rate per 100 (e.g. 30% of a quantity means 30/100 times the quantity); given a percent, solve problems
involving finding the whole given a part and the part given the whole.

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 MGSE.6.RP.3d (820Q) Given a conversion factor, use ratio reasoning to convert measurement units within one system of measurement and between two systems
of measurements (customary and metric); manipulate and transform units appropriately when multiplying or dividing quantities. For example, given 1 in. = 2.54
cm, how many centimeters are in 6 inches?
Vertical Alignment
5th Grade Standards
MGSE5.OA.3 Generate two numerical patterns using a given rule. Identify
apparent relationships between corresponding terms by completing a
function table or input/output table. Using the terms created, form and
graph ordered pairs on a coordinate plane.
MGSE5.G.1 Use a pair of perpendicular number lines, called axes, to
define a coordinate system, with the intersection of the lines (the
origin) arranged to coincide with the 0 on each line and a given point in
the plane located by using an ordered pair of numbers, called its
coordinates. Understand that the first number indicates how far to
travel from the origin in the direction of one axis, and the second
number indicates how far to travel in the direction of the second axis,
with the convention that the names of the two axes and the
coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-
coordinate).
MGSE5.G.2 Represent real world and mathematical problems by graphing
points in the first quadrant of the coordinate plane, and interpret
coordinate values of points in the context of the situation.
Instructional Strategies
EE.9
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Math 7 Standards
MGSE7.RP.1 Compute unit rates associated with ratios of fractions, including ratios
of lengths, areas and other quantities measured in like or different units. For
example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the
complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour.
MGSE7.RP.2 Recognize and represent proportional relationships between
quantities.
MGSE7.RP.2a Decide whether two quantities are in a proportional relationship,
e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and
observing whether the graph is a straight line through the origin.
MGSE7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional relationships.
MGSE7.RP.2c Represent proportional relationships by equations. For example, if
total cost t is proportional to the number n of items purchased at a constant price
p, the relationship between the total cost and the number of items can be
expressed as t = pn.
MGSE7.RP.2d Explain what a point (x, y) on the graph of a proportional relationship
means in terms of the situation, with special attention to the points (0, 0) and (1,r)
where r is the unit rate.
MGSE7.RP.3 Use proportional relationships to solve multistep ratio and percent
problems. Examples: simple interest, tax, markups and markdowns, gratuities and
commissions, and fees.
MGSE7.G.1 Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from a scale drawing and reproducing a scale
drawing at a different scale.
The purpose of this standard is for students to understand the relationship between two variables, which begins with the distinction between dependent and
independent variables. The independent variable is the variable that can be changed; the dependent variable is the variable that is affected by the change in the
independent variable. Students recognize that the independent variable is graphed on the x-axis; the dependent variable is graphed on the y-axis.

Students recognize that not all data should be graphed with a line. Data that is discrete would be graphed with coordinates only. Discrete data is data that would
not be represented with fractional parts such as people, tents, records, etc. For example, a graph illustrating the cost per person would be graphed with points
since part of a person would not be considered. A line is drawn when both variables could be represented with fractional parts.

Students are expected to recognize and explain the impact on the dependent variable when the independent variable changes (As the x variable increases, how
does the y variable change?). Relationships should be proportional with the line passing through the origin. Additionally, students should be able to write an
equation from a word problem and understand how the coefficient of the dependent variable is related to the graph and/or a table of values.

Students can use many forms to represent relationships between quantities. Multiple representations include describing the relationship using language, a table,
an equation, or a graph. Translating between multiple representations helps students understand that each form represents the same relationship and provides a
different perspective on the function.

The goal is to help students connect the pieces together. This can be done by having students use multiple representations for the mathematical relationship.
Students need to be able to translate freely among the story, words (mathematical phrases), models, tables, graphs and equations. They also need to be able to
start with any of the representations and develop the others.

Provide multiple situations for the student to analyze and determine what unknown is dependent on the other components. For example, how far I travel is
dependent on the time and rate that I am traveling.

Throughout the expressions and equations domain in Grade 6, students need to have an understanding of how the expressions or equations relate to situations
presented, as well as the process of solving them.

The use of technology, including computer apps, CBLs, and other hand-held technology allows the collection of real-time data or the use of actual data to create
tables and charts.
RP.3
A credit card company charges 17% interest on any charges not paid at the end of the month.

Make a ratio table to show how much the interest would be for several amounts. If your bill totals $450 for this month, how much interest would you have to pay
if you let the balance carry to the next month? Show the relationship on a graph and use the graph to predict the interest charges for a $300 balance.

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 Charges $1 $50 $100 $200 $450
Interest $0.17 $8.50 $17 $34 ?
For example, At Books Unlimited, 3 paperback books cost $18. What would 7 books cost? How many books could be purchased with $54. To find the price of 1
book, divide $18 by 3. One book is $6. To find the price of 7 books, multiply $6 (the cost of one book times 7 to get $42. To find the number of books that can be
purchased with $54, multiply $6 times 9 to get $54 and then multiply 1 book times 9 to get 9 books.

Students use ratios, unit rates and multiplicative reasoning to solve problems in various contexts, including measurement, prices, and geometry. Notice in the
table below, a multiplicative relationship exists between the numbers both horizontally and vertically. (Bold numbers indicate solutions.)
Number of Books Cost
1 6
3 18

7 42
9 54
Students use tables to compare ratios. Another bookstore offers paperback books at the prices below.
Which bookstore has the best buy? Explain how you determined your answer.
Number of Books Cost

4 20

8 40
To help understand the multiplicative relationship between the number of books and cost, students write equations to express the cost of any number of books.
Writing equations is foundational for work in 7th grade. For example, the equation for the first table would be = 6.

The numbers in the table can be expressed as ordered pairs (number of books, cost) and plotted on a coordinate plane. Students should be able to plot ratios as
ordered pairs.

Students will learn about proportional relationships in 7th grade by identifying the constant of proportionality.
Opening
Open Compare Contrast Organizer for Independent and Dependent Variables

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 Use Function Man to introduce functions and graphing. Students can interact with function man using the Smart Board.
Study Jams - Function Tables
Work Session
Students can use many forms to represent relationships between quantities. Each representation is a different way to communicate the same relationship
and provides a different perspective on the function.
Example: Angela is raising money for the annual Relay for Life event. She requests that sponsors pay $2.00 for every lap she walks around the track at the
event. She wants to create a table to share with sponsors, so they will know the how much to pay for the number of laps they choose to sponsor.

o real-world context (describing the relationship using language)

The total cost for the sponsors is the number of laps multiplied by two dollars.

o use a table of values

Number of laps
(independent 1 2 3 4 5 6 7 8
variable, x)

Total Cost in
dollars
2 4 6 8 10 12 14 16
(dependent
variable, y)

o write symbolic equation

$2.00 =
2 =
or
2 =

o create visual graph

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 Geometers Sketchpad Activities:
o Sketching Line of an Equation A
o Sketching Line of Equation B
Determining Table Values can be completed in collaborative pairs.
Function-al Machine (Blank Function Machines)
1. Teach students the basics of functions: give examples of function tables, discuss how to discover the rule, and how to change that rule into an
equation.
2. It may take a few examples for students to catch on, but they will begin to see this as a fun game. Allow students to come up with their own
functions with rules. Let a few of them try to stump the class.
3. Students will pair up. Student A will think of a function table, rule, or equation and secretly write it down on a piece of scratch paper. The rule or
equation should be a one or two step problem.
4. Student B will write an input number (x) on the Functional Machine worksheet and Student A will write the output (y). The second student will
then guess the function. If correct, they switch. If incorrect, Student B guesses again.
5. After 3 guesses, if Student B has not guessed correctly, Student A will unveil their table, rule, or equation and explain it to Student B.
6. Students switch roles.
The Ins and Outs of Functions (Function Cards)
1. Students will be in heterogeneous groups of 3 or 4. Each group will be given 20 Ins and Outs of Functions cards. The first card is the simplest, with
each card becoming more difficult. They will work as a group to answer each question on the card:
2. Whats the rule?

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 3. What are three more examples?
4. Whats the equation?
5. When they have finished a card, they may check with you to see if their answers are correct. If they are incorrect, they need to go back to their
group to understand where they went wrong. If a group is consistently getting answers wrong, determine what they are missing and reteach the
group.
6. When they are working, walk around and make sure that everyone is participating. They may split up the cards, but they should also help each
other.
7. The first group to finish all 20 cards is declared the winner and will become experts that will go around to help the other groups (not give
answers, but assist). You could even give them stickers to put on to show they are the experts.
Performance Tasks: All these tasks are from the GaDOE Unit 4 Teacher Edition
o Making Sense of Graphs
o Analyzing Tables
o It is on Sale
o The Catering Job/Buying Shrimp
o Converting Metrics
Closing
Absent Student Letter Students will write a letter to an absent student explaining how to represent Quantative relationships using an equation, graph,
table, and description. Students will create a story problem to demonstrate mastery and represent the situation using the four methods. The teacher may
provide a problem or problem starter for struggling students.
Gallery Walk - Students create graphic representations of their learning and post them. Students can either share out the posters or students can move
from station to station writing questions or comments, noting similarities and differences, and reflect on what they might do differently if they were to
repeat the process.
Complete Function Table IXL Online Practice Students are asked to complete function tables online, and they may submit to check their work
immediately.
Write Linear Functions IXL Online Practice Students choose the equation that represents the table.
Exemplars for Constructed Response Prompts:
RP.3a,b Charmin (R) Choices
RP.3a,b,d Dripping Faucet
RP.3a Raisins
RP.3a,c Sneakers
RP.3a,b Turkey Day
RP.3a 'Average' American
RP.3a Bake Sale
RP.3b Greener Grass
RP.3b T-shirt Fund Raiser

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RP.3c,d M&M's (R)
RP.3c Help with Our Next School Store Order
RP.3d Cavity-Less Caper
RP.3d Dense Rocks
Differentiation
Direct Variation easy, medium, hard
Geometers Sketchpad Linear Equations A & B
Level graphs through whole numbers and rational numbers for those that are ready.
Common Misconceptions
Students may misunderstand what the graph represents in context. For example, that moving up or down on a graph does not necessarily mean that a person is
moving up or down.
Evidence of Learning
By completion of this lesson, students should be able to:
graph data that occurs as a result of relationships between varying quantities in the coordinate plane
analyze graphs and tables to determine the relationship between varying quantities;
describe how change in one variable affects the other
use written descriptions, tables, graphs and equations to represent relationships between varying quantities
use the addition and multiplication properties of equality to solve one-step linear equations and inequalities
solve problems by defining a variable, writing and solving a proportion, equation, or inequality and interpreting the solution in the context of the original
problem
Draw pictures and use manipulatives to demonstrate a conceptual understanding of proportion
Solve problems using proportional reasoning
Additional Assessments
Constructed response:
Determining Table Values, (Table, equations & graphs)
Function Cards (There are 20 function cards. These can be leveled)
Informal assessment:
Blank Function Machines
Selected response: Write Linear Functions IXL Online Practice Students choose the equation that represents the table.
Purchased Resources Purchased Online Resources Suggested Manipulatives
McGraw-Hill Georgia Math Grade 6: http://connected.mcgraw- Coordinate Pegboards
Chapter 7 Lessons 1-4 hill.com/connected/login.do Centimeter Cubes
McGraw-Hill Georgia Math Grade 6 Plus: Pattern Blocks
Chapter 5 Lessons 1-4 Teacher User ID: ccsde0(enumber) Graphing Calculators

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Holt Mathematics Course 1 Text (old): Chapter 11 Password: cobbmath1 Graph Paper/Rulers/Wiki sticks
Lessons 8-9 Student User ID: ccsd(student ID) Dry Erase Boards
Hands-on Standards Grades 5-6: Algebra Lesson 16 Password: cobbmath1
Hands-on Standards Grade 6: Expressions & Equations
Lesson 9 General Login:
Graphing Calculator Strategies Algebra: Lesson 3 User: georgiamath1
PW: demo123
Web Resources
6.EE Chocolate Bar Sales
Learn Zillion 1
Learn Zillion 2
Learn Zillion 3
Learn Zillion 4
Learn Zillion 5 quantities
Learn Zillion 6 comparing quantities
http://nces.ed.gov/nceskids/help/user_guide/graph/variables.asp
https://www.khanacademy.org/math/algebra/introduction-to-algebra/feel-for-equations-and-inequalit/e/dependent-and-independent-variables
http://regentsprep.org/Regents/math/ALGEBRA/AO4/Ldirect.htm
http://www.virtualnerd.com/algebra-1/linear-equation-analysis/direct-variation/direct-variation-definition/graph-direct-variation-definition
Interactive Grapher
Vocabulary
Constant of proportionality
Direct variation (direct variation)
Independent variable
Dependent variable
Videos
GA DOE Video Independent and Dependent Variables MGSE6.EE.9

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Task Descriptions
Scaffolding Task Task that build up to the learning task.
Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving
Practice Task Task that provide students opportunities to practice skills and concepts.
Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students understanding of key mathematical
Lesson (FAL) ideas and applications.
3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution
seeking Act Two, and a solution discussion and solution revealing Act Three.

Task Type/
Task Name Content Addressed Standards
Grouping
Fruit Punch MGSE.6.EE.5-7
Performance Task/ Partner/Group Task Proportional Relationships
(Spotlight Task) MGSE.6.RP.3
Learning Task MGSE.6.EE.9
*Graphing Stories Dependent and Independent Variables
Partner/Small Group Task
MGSE.6.EE.5-7
Making Sense of
Performance Task/ Individual/Partner Task Proportions, Rules, and Algebra MGSE.6.EE.9
Graphs
MGSE.6.RP.3
MGSE.6.EE.5-7
Analyzing Tables Performance Task/ Individual/Partner Task Equations MGSE.6.EE.9
MGSE.6.RP.3
Performance Task/
Its on Sale! Ratios and Percents
Individual/Partner Task MGSE.6.RP.3c
Performance Task/
The Catering Job Unit Rates MGSE.6.RP.3b
Individual/Partner Task
Culminating Task: MGSE.6.EE.5-9
Culminating Task/ Individual Culminating
Want Ads MGSE.6.RP.3
Performance Task/
The Catering Job Unit Rates MGSE.6.RP.3b
Individual/Partner Task

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