Expressions and Equations (Lewner)

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This lesson focuses on 6.EE.B.6 and 6.EE.C.9 - using variables to represent numbers in solving real world problems. Students are given a set of expressions and equations and a set of real world situations. Their task is to use the language in the real world scenario to match it to a corresponding expression or equation. Core Actions 2 and 3 are strongly exhibited in this lesson.

This video was annotated using this version of the Instructional Practice Guide (IPG). A current version of the IPG is available here.

Expressions and Equations (Lewner)

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0:07 – 3:25
Core Actions & Indicators: 1B

1B:  Here the teacher explains the task for students while relating it to previous work students have done with variables, coefficients, and expressions. This lesson addresses a misconception that the teacher leaves on the board for students to refer to throughout the lesson.

34:19 – 38:06
Core Actions & Indicators: 3D

3D:  A small group of students have just shared their thinking on a problem. The rest of the class has an opportunity to agree, disagree, and/or ask questions (ADQ). After giving students a minute to write their thoughts, teachers calls on student to respond to one another's thinking.

38:02 – 40:30
Core Actions & Indicators: 2D

2D:  A student has suggested that one can use substitution to determine if two equations are equivalent. The teacher has students work on their dry erase boards at their seats to try substitution using a = 4. Teacher gives students one minute to work it out. She then asks students to hold up their boards so she can quickly assess who understands how to use substitution to determine equivalence of expressions.

41:46 – 42:44
Core Actions & Indicators: 2E

2E:  Teacher summarizes the mathematics by referring to Maggie's board and student work on chart paper. Both equations show the same value because it was proven using substitution.

42:45 – 43:45
Core Actions & Indicators: 3C

3C:  Students respond to the teacher's questions by explaining what they did. Additionally, one student explains how she interpreted the word "cost" differently than another student, causing the teacher to further explain how one might consider that word when solving the equation.

43:51 – 46:48
Core Actions & Indicators: 3A

3A:  Here the teacher poses a problem that she sees as a misconception on a number of student boards. She has students turn and talk to one another about what they think it means. She calls them back to whole group and has one student share her thinking. She ends with asking the other students if they agree or disagree, and why.