Unit Plan: Numbers and Operations

Grade Level: Fifth

Lessons Presented: 17
Resources Provided: TBD
CCSSM Met:
Apply and extend previous understandings of arithmetic to algebraic expressions.
CCSS.MATH.CONTENT.6.EE.A.1
Write and evaluate numerical expressions involving whole-number exponents.
CCSS.MATH.CONTENT.6.EE.A.2
Write, read, and evaluate expressions in which letters stand for numbers.
CCSS.MATH.CONTENT.6.EE.A.2.A
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the
calculation "Subtract y from 5" as 5 - y.
CCSS.MATH.CONTENT.6.EE.A.2.B
Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or
more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two
factors; view (8 + 7) as both a single entity and a sum of two terms.
CCSS.MATH.CONTENT.6.EE.A.2.C
Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in realworld problems. Perform arithmetic operations, including those involving whole-number exponents, in the
conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use
the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.
CCSS.MATH.CONTENT.6.EE.A.3
Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to
the expression 3 (2 + x) to 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.
CCSS.MATH.CONTENT.6.EE.A.4
Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of
which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name
the same number regardless of which number y stands for..
Reason about and solve one-variable equations and inequalities.
CCSS.MATH.CONTENT.6.EE.B.5
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.
CCSS.MATH.CONTENT.6.EE.B.6
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.
CCSS.MATH.CONTENT.6.EE.B.7
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.
CCSS.MATH.CONTENT.6.EE.B.8
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.
Represent and analyze quantitative relationships between dependent and independent variables.
CCSS.MATH.CONTENT.6.EE.C.9
Use variables to 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. For example, in a problem involving motion at constant speed, list and graph
ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and
time.

Purpose Statement: Numerical and algebraic expressions and equations can be used to
represent and solve real-world problems. In this unit students will write and evaluate
expressions and apply the properties of operations to generate equivalent equations.
Once students understand this they will be introduced to variables that represent and
unknown number in an equation using their hands-on manipulatives. Manipulatives will
be used because algebra deals with abstract symbols many students have difficulty
conceptualizing mathematics. Hands-On Equations offers a visual and kinesthetic
approach to algebra, allowing all students to understand. Students will write and solve
one-variable addition, subtraction, multiplication and division equations. Following the
understanding of variables, students will represent the functions using words, equations,
tables, and graphs. They will analyze the relationship between two variable using
functions.
Goals Unit Objectives:
Understand the place value system
Perform operations with multi-digit whole numbers and with decimals to
hundredths
Understand division of whole numbers

Chapter Six Terms
Lesson 1
Base
Exponent
Powers
Perfect square
Lesson 2
Numerical expression
Order operations
Lesson 3
Algebra
Variable
Algebraic expression
Evaluate
Lesson 4
Defining the variable
Lesson 5
Properties
Commutative Property
Associative Property
Identity Properties
Equivalent expressions
Lesson 6
Distributive Property
Factor the expression
Lesson 7
Term
Coefficient
Constant
Like terms

Hands-On Equation Terms

Inverse operations
Addition Property of Equality
Subtraction Property of Equality
Multiplication Property of Equality
Addition Property of Zero
Chapter Eight Terms
Lesson 1

Lesson 2

Function
Function rule
Function table
Independent variable
Dependent variable
Sequence
Term
Arithmetic sequence
Geometric sequence
Linear function
Inequality

Lesson 3
Lesson 5

Scope and Sequence:
Chapter 6 (One class period per bullet point):
o Inquiry: Structure of Expressions
o Lesson 1: Powers and Exponents
o Lesson 2: Numerical Expressions
o Lesson 3: Algebra: Variables and Expressions
o Inquiry: Write Expressions
o Lesson 4: Algebra: Write Expressions
o Problem Solving: Collaboration
o Lesson 5: Algebra: Properties
o Lesson 6: The Distributive Property
o Reflect: Graphic organizer
Group Project (2 class periods)
Hands-On Equations (One class period per bullet point):
o Lesson 8
2(3x + 1) = 2x + 10
The white pawn is given the name of "star" and it is written as an x
with a bar through it. Students learn that the same legal moves
that were performed with the blue pawn may also be
performed with the side pawn.
o Lesson 9
If x = 2, evaluate: 2x + x + x + x + 5
The students learn to distinguish an expression from an equation
(two expressions joined by an equal sign), and they learn to
evaluate expressions. The students are informed that x and star are
opposites of each other, and hence their sum is zero (x + x = 0).
[Property of Additive Inverses]

o Lesson 10
3x + x = x + 4
The students learn a new legal move: a blue and a white pawn may
be removed from the same side of setup. One hand is used in
carrying out this legal move [Addition Property of zero]
o Lesson 11
2x = x + 6
New legal move: We may add the same element to both sides.
[Addition Property of Equality]
o Lesson 12
2x = x + 6
New legal move: We may add a blue and a white pawn to the same
side of a setup. We use one hand to do so. [Addition Property of
Zero]
o Lesson 13
2x + x + 3 = 2x + 15
Simplify the setup so that number cubes are on only one side of
the setup; then work with the pawns.
o Lesson 14
2x x = 12
In order to subtract an element (blue or white pawn) not already on
the balance scale, we add a convenient zero in the form of a blue
pawn and a white pawn as part of the setup process, and then
subtract the element as part of the setup process.
o Lesson 15
2x - (-x) + 4 = 2(-x) + x
Students learn to recognize the symbol (-x) as another name for
star. The symbols (-x) is read as the opposite of x. Students set
up (-x) by using the white pawn, just as they would in setting up
star.
o Lesson 16
2x = x + 6
The hands-on experience of Level II is transferred to a pictorial
system using only paper and pencil: the white pawns are shown
as triangles which are not shaded in, so as to distinguish it from the
blue pawn, which is shaded in.
o Lesson 17
(-3) + (+5) = +2 (+5) (-3) = +8
The students are introduced to the green cube as having a negative
value. Hence, a red 2 cube and a green 2 cube, together, have a
value of zero. To add integers, students rename the cube with the
larger number so that one of the addends matches the cube with the
smaller number, and together, these have a sum of zero. The other
addend gives the sum.
Students subtract integers by first adding a convenient zero in the
form of the subtrahend and its opposite. They then remove the
subtrahend and end up adding the opposite of the subtrahend to the
original number (the minuend).
o Lesson 18 x+3=-5
The same legal moves performed with the pawns may be
performed with the cubes, e.g., we may add (or subtract) the same
value and color numbered cube from sides of the setup. The goal is
to isolate the variable (the pawn) by removing the number
constant next to it.

o Lesson 19 x3=-6
Add a convenient zero in the form of a red cube and a green cube
during the setup of the equation in order to subtract an element not
there originally.
o Lesson 20 2x+(-3)=5+x
Solve equations using red and green cubes as well as pawns of one
color.
o Lesson 21 2x+3=-6+x
Solve equations using red and green cubes and blue and white
pawns.
Test (2 class periods One for review, one for test)
Chapter 8 (One class period per bullet point):
o Lesson 1: Function Tables
o Lesson 2: Function Rules
o Lesson 3: Functions and Equations
o Lesson 4: Multiple Representations of Functions
o Problem Solving: Making a Table
o Lesson 5 with Inquiry: Inequalities
o Lesson 6: Write and Graph Inequalities
o Lesson 7 with Inquiry: Solve One-Step inequalities
Unit Project (3 class periods):
o How fast do objects in our solar system travel through space?

Materials for all lessons:

Equipment List:
o Math book
o Graph paper
o Doc Cam
o White Board
o Manipulatives
o Hands-On Packet
o Computer and/or iPad for research
Consideration for special needs:
o By the end of the unit I plan to reach all learning styles by using the
Hands-On equations, inquiry, problem solving, and repetition but, if and
when I do not reach every student I plan to work independently with
students that feel behind giving them alternative strategies to solving
algebraic equations.
Library supplies:
o For the end of the unit project we will have one day dedicated to research
where we will visit the library and/or computer lab
Prior Knowledge: Prior to this unit students must understand how to read math and
solve word problems. If students are not at this point then the teacher will break down
word problems and discuss strategies to reading math.

Websites:
Glencoe Math:
o Virtual manipulatives
o eToolkit
o These are great resources because students and teachers can play around
with them and demonstrate examples using virtual manipulatives on the
SmartBoard
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-expressions-andvariables
o If a student is absent or confused I will direct them to this website to
approach another learning style
Assessment:
I will know how students are feeling about the concepts by looking at their
workbook daily. I will look to see how the student rated their performance and
understanding as well as how they were completing their work.
At the end of the week I will look at the students weekly challenges along with
overall homework.
Group project for the end of chapter 6
o Students will be grouped according to what skill they need to work on the
most. Students will use their graphic organizers, previous homework, and
vocabulary to complete either a scavenger hunt or a quiz for other students
in the class
Guest Speakers:
High school student or college student to explain how they use expressions in real
life
Engineer to explain his or her career and how he or she uses algebra
Field Trip:
To the movie theater after discovering the cheapest movie theater and cheapest
day and time to go on. Students will use algebraic equations and expressions to
determine this. This could be a weekly challenge question.

First Week of the Unit:

Lesson/Goal

Class Work (50 mins)

Homework (Students are to

contact teacher via internet or
phone call with any
homework questions)
- Send home parent letter

Monday

Inquiry: Structure of
Expressions
Students will discover the
parts of an expression
using mathematical terms

Tuesday

Lesson 1: Powers and

Exponents
Students will learn why it
is helpful to write numbers
in different ways

Wednesday

Lesson 2: Numerical
Expressions
Students will learn the
importance of order of
operations when finding
the value of expressions

- Build vocabulary graphic

organizer
- Math centers
- Discourse over math
centers
- Introduce parent letter
- Add vocabulary to graphic
organizer
- Work through math book
as a class for guided
practice
- Use base 10 blocks
- Add vocabulary to graphic
organizer
- Work on answering the
real-world link questions
- Classroom discourse on
order of operations
- Work through math book
as a class for guided
practice

Thursday

Lesson 3: Algebra:
Variables and
Expressions
Students will learn the
purpose of variables and
expressions

- Add vocabulary to graphic

organizer
- Demonstrate the meaning
of a variable, working
slowly through the pages
of the math book
- Discuss confusions as a
class

Friday

Inquiry: Write
Expressions
Students will use bar
graphs to help write an
expression using variables

- Submit a weekly challenge - Rate how you are feeling

answer by end of class
about this unit so far and what
- Catch up on vocabulary
concepts are tricky
- Math centers
- Discourse over math
centers

- Independent practice page

437
- Choose two standardized
test questions to answer

- Independent practice page

445
- Choose one standardized test
question to answer and one
Common Core question to
answer

- Independent practice page

453
- One standardized test
practice question

Bulletin Board: Each week a new weekly challenge will be added to the bulletin board.
Students are to submit an answer by the end of the week. A neat and thoughtful response
will be the only responses accepted. The challenges will count towards a participation
grade. Students will update the vocabulary words weekly. Those who are struggling to
understand the concepts for the week can work with the teacher or aid for strategies to
complete the challenge but may not be given the answer. The weekly challenges will
work towards and reinforce the goals of the Common Core.

End of the Unit Project