Watch Clayton Cameron's A-rhythm-etic: the math behind the beats to encourage student interest in math and discovery.
2 Direct Instruction
This guide provides rules and definitions of algebraic terms and functions, very helpful for teachers to use to supplement algebraic lessons. Students can have access to it during instruction and review, or the teacher can just use to supplement the teaching.
3 Guided Practice
Get the Math is a website that provides examples of algebra in everyday situations. For guided instruction, teachers can work through some of these problems with the whole class.
4 Independent practice
This website provides interactive games involving algebra for independent practice with algebraic equations. Students may be more excited to practice algebra in a game compared to in a worksheet on paper.
5 Wrap Up
Once students have developed an understanding of algebraic equations and have practiced, they can compete against eachother in Alge-Bingo, or in an activity based on Alge-Bingo, to further their algebraic fluency.
Key Standards Supported
Expressions And Equations
|6.EE: Apply And Extend Previous Understandings Of Arithmetic To Algebraic Expressions.|
|6.EE.1||Write and evaluate numerical expressions involving whole-number exponents.|
|6.EE.2||Write, read, and evaluate expressions in which letters stand for numbers.|
|6.EE.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.|
|6.EE.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.|
|6.EE.2.c||Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world 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.|
|6.EE.3||Apply the properties of operations to generate equivalent expressions.|
|6.EE.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.|
|6.EE.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.|
|6.EE.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.|
|6.EE.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.|
|6.EE.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.|