Grade: 6

Duration: 30 minutes

Class Size: 13 students

Unit: Mastering Numbers & Ratios (Lesson 14 of 30)

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Common Core State Standards Addressed

CCSS.MATH.CONTENT.6.EE.A.3

• Apply the properties of operations to generate equivalent expressions.
• Identify when two expressions are equivalent.

CCSS.MATH.PRACTICE.MP6

• Attend to precision.
• Use clear definitions and look for generalizations.

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Learning Objectives

By the end of this lesson, students will be able to:

• I can explain what equivalent expressions are.
• I can use the properties of operations (commutative, associative, distributive) to create equivalent expressions.
• I can recognize and verify if two expressions are equivalent.

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Success Criteria

Students will demonstrate success when they:

• Accurately describe equivalent expressions in their own words.
• Correctly apply properties of operations to match expressions that are equivalent.
• Explain why two different-looking expressions represent the same value through reasoning.

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Materials Needed

• Whiteboard and markers
• Student notebooks or math journals
• Pre-prepared cards with expressions (some equivalent, some not)
• Visual aids illustrating properties of operations
• Dyslexia-friendly math worksheets with clear font and spacing
• Colored pencils or markers for highlighting parts of expressions

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Lesson Breakdown

1. Engage (5 minutes)

• Activity: Show two expressions on the board, for example:

  3 + 5 and 5 + 3

• Ask: "Do these look the same? Are they equal? Why or why not?"
• Briefly discuss the idea of equivalent expressions.
• Introduce the I can statement(s) and success criteria aloud to the class.

Differentiation:

• For students with dyslexia, present expressions in large, clear font with colors to highlight matched terms.
• Use multisensory approach by writing and speaking simultaneously.

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2. Explore (10 minutes)

• Group Activity:
  Provide students with sets of cards showing expressions (e.g., 2 × (3 + 4), 2×3 + 2×4, 6 + 8, 14).
• Students work in pairs to sort cards into "Equivalent" and "Not Equivalent" piles.
• They discuss and write down which properties justify equivalence (commutative, associative, distributive).

Teacher Role:

• Circulate and ask probing questions:
  • "How did you know these expressions are equivalent?"
  • "Can you use what you know about properties to explain this?"

Differentiation:

• Support students struggling by providing scaffolded sentence starters (e.g., "I know these are equivalent because...").
• Allow advanced learners to create an equivalent expression on their own and explain their reasoning.

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3. Explain (7 minutes)

• Explicitly review the properties of operations that lead to equivalent expressions:
  • Commutative Property (a + b = b + a)
  • Associative Property ((a + b) + c = a + (b + c))
  • Distributive Property (a × (b + c) = a × b + a × c)
• Use visual models (e.g., number blocks, diagrams) to illustrate each property.
• Connect each property to examples from the Explore activity.

Dyslexia-Friendly Tip:

• Use color-coding to consistently indicate parts of expressions that are moved or grouped by each property.

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4. Apply (6 minutes)

• Independent Work:
  Give students a quick worksheet with pairs of expressions. Students write "Equivalent" or "Not Equivalent" and explain their choice in 1-2 sentences using "I can..." language.

Extension Activity:

• Challenge advanced students to write an expression equivalent to a given one (e.g., create an expression equivalent to 4(3 + 5) using at least two properties).

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5. Reflect & Close (2 minutes)

• Have students share one example of equivalent expressions they found interesting.
• Recap the I can statements and success criteria.
• Encourage students to think about how these skills will help them in solving equations and simplifying expressions later on.

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Assessment

• Observation during group work (listening for use of correct terminology and reasoning).
• Review student answers in the independent worksheet.
• Quick oral or written summary of one property and how it helps form equivalent expressions.

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Differentiation Strategies

• For struggling learners:
  • Use tactile manipulatives (counting blocks, algebra tiles) to physically represent expressions.
  • Provide simplified examples before increasing complexity.
• For dyslexic learners:
  • Provide dyslexia-friendly worksheets with extra spacing, clear fonts (like OpenDyslexic or Arial), and color coding.
  • Allow oral explanations in addition to written work.
• For advanced learners:
  • Encourage creativity by composing their own sets of equivalent expressions and explaining their reasoning in detail.

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Additional Notes

• Emphasize clear vocabulary and encourage students to explain their thinking to solidify understanding.
• Keep language simple, direct, and consistent with "I can..." statements to foster mastery and confidence.
• Use a positive and supportive classroom environment to reduce anxiety around math expressions.

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End of Lesson Plan