The finished notes page was taped to page 61 in the math notebook.

The notes in the picture above should be written on page 62

Students were introduced to inequalities today with Walking Notes to get them up and moving today instead of sitting the entire class period. The note taking sheet has 16 squares that need to be filled up. Below is the blank copy the students received in class. Their mission was to travel around the room and find the notes that correspond to each box. This was a great exercise for them in following directions.

The finished notes page was taped to page 61 in the math notebook.

The notes in the picture above should be written on page 62

The above pictures are just examples to help students remember how to show their work. Everyone by now should know to do the inverse operation in each equation. This again means to do the opposite of the operation present in the problem. Above I put a squiggle (technical term for canceling out) over the terms that are canceled. This concept is not fully understood at this point and we will continue to work towards that. Many students are canceling because "I said so" and that is working fine for them for the time being.

When you have solved all the equations you can start putting the puzzle together. Each equation will match up to its solution like the example above shows. Upon completion all students glued their puzzle to a piece of colored paper for the math notebook.

Students are getting their first Flashlight Friday! We are reviewing/practicing solving addition equations. The windows were darkened and the flashlights were handed out and kids are everywhere. Some even figured out a way to lay under their desk and hang the flashlight from their seat so they have a more hands free approach.

WE ARE GRADING HOMEWORK? YEP THE STUDENTS ARE GRADING PRETEND HOMEWORK ASSIGNMENTS THAT I CREATED. I HAVE 5 DIFFERENT SHEETS THAT WILL BE PASSED OUT THROUGHOUT THE CLASS AND THE STUDENTS WILL GRADE THEM.

THE EXPECTATIONS ARE THAT EACH STUDENT SUBSTITUTES THE SOLUTION INTO THE EQUATION AND THEN WORKS IT OUT. IF THE SOLUTION MAKES THE EQUATION TRUE THEN THE STUDENTS PROBLEM IS CORRECT. IF THE SOLUTION DOES NOT MAKE THE EQUATION TRUE THEN THE STUDENTS PROBLEM IS INCORRECT. AFTER ALL PAPERS HAVE BEEN GRADED THE STUDENTS ARE GOING TO FIND OTHERS WHO GRADED THE SAME PAPER AND THEN COMPARE TO SEE IF THEY ALL GAVE THE SAME GRADE ON THE HOMEWORK.

THE EXPECTATIONS ARE THAT EACH STUDENT SUBSTITUTES THE SOLUTION INTO THE EQUATION AND THEN WORKS IT OUT. IF THE SOLUTION MAKES THE EQUATION TRUE THEN THE STUDENTS PROBLEM IS CORRECT. IF THE SOLUTION DOES NOT MAKE THE EQUATION TRUE THEN THE STUDENTS PROBLEM IS INCORRECT. AFTER ALL PAPERS HAVE BEEN GRADED THE STUDENTS ARE GOING TO FIND OTHERS WHO GRADED THE SAME PAPER AND THEN COMPARE TO SEE IF THEY ALL GAVE THE SAME GRADE ON THE HOMEWORK.

RETEACH, REVIEW, RELEARN

Yesterday we had a bit of a step back when it comes to evaluating expressions. I learned that my students did not make the connection from expressions to equations. During an assessment to make sure they can substitute and tell me if a solution to an equation makes the statement true, they could not tell me. They could not remember what an expression like 4a, means and therefore they could not evaluate it properly. They also were not using the order of operations correctly. So in my attempt to fix this we went through the following slides today in class and did a lot of repeat after me, and clarification exercises to make sure that we finally have the understanding necessary to be successful on math standard 6.EE.5. We will pick up at the last slide tomorrow and do more practice to be sure they have mastery of this standard.

Yesterday we had a bit of a step back when it comes to evaluating expressions. I learned that my students did not make the connection from expressions to equations. During an assessment to make sure they can substitute and tell me if a solution to an equation makes the statement true, they could not tell me. They could not remember what an expression like 4a, means and therefore they could not evaluate it properly. They also were not using the order of operations correctly. So in my attempt to fix this we went through the following slides today in class and did a lot of repeat after me, and clarification exercises to make sure that we finally have the understanding necessary to be successful on math standard 6.EE.5. We will pick up at the last slide tomorrow and do more practice to be sure they have mastery of this standard.

The test will be on Tuesday, all multiple choice. It will cover all the skills practiced thus far in our unit. Please practice the 21 problems. If you can do these you'll do fine on Tuesday.

The last thing to work on before we test on Tuesday. Students realized quickly that they have already been working on this skill. Love it when they make the connections.

We have been working on simplifying algebraic expressions in class. For this activity we walked around the room and marked the like terms to help us use the commutative property to rearrange the expressions. The students then showed that they could simplify the expressions.

The last thing we discussed was the Distributive Property,

For a quick formative assessments before class ended, the students answered the following questions.

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