Strand: EXPRESSIONS AND EQUATIONS (6.EE)

Apply and extend previous understandings of arithmetic to algebraic expressions involving exponents and variables (Standards 6.EE.1–4). They reason about and solve one-variable equations and inequalities (Standards 6.EE.5–8). Represent and analyze quantitative relationships between dependent and independent variables in a real-world context (Standard 6.EE.9).

Standard 6.EE.1

Write and evaluate numerical expressions involving whole-number exponents.

• Algebra Four
This lesson contains a game activity designed to help students practice solving algebraic equations.
• Chapter 6 - Mathematical Foundations (UMSMP)
This is Chapter 6 of the Utah Middle School Math: Grade 6 textbook. It provides a Mathematical Foundation for Expressions and Equations.
• Chapter 6 - Student Workbook (UMSMP)
This is Chapter 6 of the Utah Middle School Math: Grade 6 student workbook. It covers the following topics: Expressions and Equations.
• Exponent Experimentation 1
The purpose of this task is to give students experience working with exponential expressions and to promote making use of structure to compare exponential expressions.
• Exponent Experimentation 2
The purpose of this task is to give students experience experimenting with equivalent numerical expressions. This work supports fluency because students practice working with operations, decomposing numbers, and recognizing perfect squares and perfect cubes.
• Exponent Experimentation 3
The purpose of this task is to give students experience working with exponential expressions and with what is meant by a solution to an equation.
• Expressions and Equations (6.EE) - 6th Grade Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Mathematics Grade 6 - Expressions and Equations.
• Grade 6 Math Module 4: Expressions and Equations (EngageNY)
In Module 4, Expressions and Equations, students extend their arithmetic work to include using letters to represent numbers in order to understand that letters are simply "stand-ins" for numbers and that arithmetic is carried out exactly as it is with numbers. Students explore operations in terms of verbal expressions and determine that arithmetic properties hold true with expressions because nothing has changedthey are still doing arithmetic with numbers. Students determine that letters are used to represent specific but unknown numbers and are used to make statements or identities that are true for all numbers or a range of numbers.
• Grade 6 Unit 3: Expressions (Georgia Standards)
In this unit students will represent repeated multiplication with exponents. Evaluate expressions containing exponents to solve mathematical and real world problems. Translate verbal phrases and situations into algebraic expressions. Identify the parts of a given expression. Use the properties to identify equivalent expressions. Use the properties and mathematical models to generate equivalent expressions.
• Reciprocity
The purpose of this task is to help students understand why dividing by a fraction gives the same result as multiplying by its reciprocal. This is accomplished by writing the division equation along with related multiplication equations and diagrams showing the situation for several different contexts.
• Rectangle Perimeter 1
This tasks gives a verbal description for computing the perimeter of a rectangle and asks the students to find an expression for this perimeter. They then have to use the expression to evaluate the perimeter for specific values of the two variables.
• Seven to the What?!?
Students are asked to find the last digit and the last two digits of 7 to the 2011th power. So the purpose of this task is to give students an opportunity to practice working with positive integer exponents.
• Sierpinski's Carpet
The purpose of this task is to help motivate the usefulness of exponential notation in a geometric context and to give students an opportunity to see that sometimes it is easier to write a number as a numeric expression rather than evaluating the expression.
• The Djinnis Offer
The purpose of this task is to introduce the idea of exponential growth and then connect that growth to expressions involving exponents. It illustrates well how fast exponential expressions grow.

http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Lindsey Henderson and see the Mathematics - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer Throndsen .

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.