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Quarter 2 Focus: Expressions & Equations

Primary Standard:
6.M.EE.A.04 – Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).

Supporting Standards:

• 6.M.EE.A.02a–c – Write, read, and evaluate expressions with variables
• 6.M.EE.B.06 – Use variables to represent numbers
• 6.M.EE.B.07 – Solve one-step equations
• 6.M.EE.B.08 – Write inequalities
• 6.M.EE.C.09 – Use variables to represent relationships

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Daily 20-Minute Schedule (Small Group Level C, 20 Students)

• 2 min: Anticipatory Set
• 5 min: Explicit Instruction (I Do)
• 7 min: Guided Practice (We Do)
• 4 min: Kagan Cooperative Learning Structure (You Do Together)
• 2 min: Check for Understanding & Exit Ticket

Materials Needed Daily: Counters/cubes, number cards, whiteboards, dry-erase markers

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📅 Day 1 – Understanding “Equivalent”

I Can Statement

I can explain what equivalent expressions mean using visual models.

Success Criteria

• I can show two expressions using counters.
• I can say if their values are the same.

Anticipatory Set (2 min)

Display two groups of counters: 3 + 2 and 5 counters.
Ask: “Do these show the same amount?” Wait for thumbs up/down or verbal answers.

Explicit Instruction (I Do - 5 min)

• Define equivalent as “same value”.
• Model with counters: Show 4 + 1 and 5 counters alongside.
• Emphasize: “Even though the expressions look different, they are equivalent because both represent the same number.”
• Display vocabulary words with dyslexia-friendly fonts (e.g., OpenDyslexic) on the board.

Guided Practice (We Do - 7 min)

• Students build these with counters:
  • 6 = 3 + 3
  • 2 + 4 = 6
• Ask: “Are they equivalent? Give me a thumbs up or thumbs down.” Discuss responses.
• Provide sentence frame: “They are equivalent because both equal ___.”

Kagan Activity (You Do Together - 4 min): Think-Pair-Share

• Think: Are 7 and 5 + 2 the same?
• Pair: Share answers with partner, using counters if needed.
• Share: One pair explains to the group.

Check for Understanding & Exit Ticket (2 min)

Show: 8 and 4 + 4
Students circle: YES / NO
Collect responses for quick formative assessment.

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Differentiation

• Use manipulatives consistently to concretize abstract ideas.
• Encourage verbal or pointing responses for students with writing difficulties.
• Highlight key terms in bold, dyslexia-friendly fonts, and use color contrast.

Extension

• Challenge advanced learners to create two different expressions equivalent to 10 using addition and subtraction.

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📅 Day 2 – Equivalent Expressions with Variables

I Can Statement

I can identify equivalent expressions that include one variable by substituting a number.

Success Criteria

• I can substitute a number for a variable in expressions.
• I can tell if expressions are equivalent after substitution.

Anticipatory Set (2 min)

Write on board:

• x = 3
• x + 1 = 4
  Ask: “What happens when we replace x with 3?”

Explicit Instruction (I Do - 5 min)

• Model substitution:
  • x + 2; when x = 3, calculate 3 + 2 = 5
  • Show 3 + 2 = 5
• Say: “We substitute values into expressions to check if they equal the same number.”

Guided Practice (We Do - 7 min)

• Assign x = 4
• Students use cubes or number cards to test if expressions are equivalent: x + 1 and 5
• Sentence frame: “When x is ____, this expression equals ____.”

Kagan Activity (You Do Together - 4 min): Rally Robin

• Partners take turns answering:
  “If x = 2, does x + 3 equal 5?”
• Encourage confidence-building by alternating turns.

Check for Understanding & Exit Ticket (2 min)

Students write or show YES / NO on mini whiteboards:

• x = 1
• Is x + 4 equivalent to 5?

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Differentiation

• Provide number lines or charts for substitution support.
• Use sentence frames to scaffold student explanations.
• Confirm understanding via non-verbal cues if reading/writing is challenging.

Extension

• Ask advanced learners to test multiple substitution values for expressions like x + 2 and 2 + x to explain why they are equivalent.

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📅 Day 3 – Comparing Two Expressions

I Can Statement

I can compare two expressions by substituting the same value to decide if they are equivalent.

Success Criteria

• I can substitute values in both expressions.
• I can explain why two expressions are or aren't equivalent.

Anticipatory Set (2 min)

Write:

• x + 2
• 2 + x
  Ask: “Do these look different? Are they the same?”

Explicit Instruction (I Do - 5 min)

• Substitute x = 3:
  • 3 + 2 = 5
  • 2 + 3 = 5
• Emphasize: “They are the same value, so the expressions are equivalent.” Illustrate commutativity of addition.

Guided Practice (We Do - 7 min)

• Test x + 1 and 1 + x, with x = 5 together.
• Students use cubes or whiteboards to calculate and confirm.

Kagan Activity (You Do Together - 4 min): Quiz-Quiz-Trade

• Provide cards with expressions (e.g., “x + 2 and 4 when x = 2”)
• Partners quiz each other, answer, then trade cards.

Check for Understanding & Exit Ticket (2 min)

Show:

• x + 3 and 3 + x
  Circle: YES / NO

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Differentiation

• Offer manipulatives and visual models to ease substitution complexity.
• Use clear color-coded variables for visual enhancement.
• Allow answer demonstrations using gestures or drawing.

Extension

• Introduce simple algebraic properties (commutative property) for advanced learners to deepen understanding.

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📅 Day 4 – Real-World Equivalent Expressions

I Can Statement

I can determine if expressions describing real-world situations are equivalent.

Success Criteria

• I can write expressions that describe money or objects.
• I can explain if two expressions show the same amount or value.

Anticipatory Set (2 min)

Say:

“You buy 2 snacks for $3 each OR pay $6. Did you spend the same?”

Explicit Instruction (I Do - 5 min)

Write:

• 2 × 3
• 6
  Explain: “These expressions look different but mean you pay the same amount.”

Guided Practice (We Do - 7 min)

• Evaluate:
  • 4 + 4 and 8
  • x + x when x = 5 and 10
• Use cubes or draw models to visualize.

Kagan Activity (You Do Together - 4 min): Stand-Up, Hand-Up, Pair-Up

• Students stand, raise hand, find a partner quickly.
• Partners decide if pairs of expressions are equivalent using cubes or drawings.
• Share consensus.

Check for Understanding & Exit Ticket (2 min)

Draw or circle:

• x = 3
• Are x + 3 and 6 equivalent? YES / NO

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Differentiation

• Use concrete manipulatives and pictorial supports to clarify abstract real-world problems.
• Provide sentence frames such as: “These are equivalent because both equal ___.”
• Accept verbal explanations or drawing responses for students with writing challenges.

Extension

• Advanced learners create their own real-world problems with equivalent expressions and explain their reasoning.

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Summary of Differentiation Strategies

• Frequent use of manipulatives and visuals
• Sentence frames to support language development
• Dyslexia-friendly fonts and color contrasts for reading ease
• Allow diverse response formats (verbal, pointing, drawing)
• Scaffolded questioning and chunked instructions

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WOW Factor for Teachers

• Explicit alignment with Common Core Standards ensures mastery of critical algebra foundations.
• Integration of cooperative Kagan structures fosters engagement and communication skills.
• Dyslexia-friendly and multimodal supports promote accessibility and inclusivity.
• Frequent, quick formative assessments to inform instant instructional decisions.
• Layered supports allow teachers to differentiate effectively in one group.

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This 4-day plan is polished, purposeful, and ready-to-run in any 6th grade classroom focused on foundational algebraic thinking.