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Grade 6 (TX TEKS)
Course: grade 6 (tx teks) > unit 11.
- One-step inequalities examples
- One-step inequalities: -5c ≤ 15
- One-step inequalities
- One-step inequality word problem
One-step inequality word problems
- One-step inequalities review
- (Choice A) m ≤ 368 A m ≤ 368
- (Choice B) m ≥ 272 B m ≥ 272
- (Choice C) m ≥ 368 C m ≥ 368
- (Choice D) m ≤ 272 D m ≤ 272
ඩී පී එඩියුකේෂන්
ලංකාවේ විශාලම ඔන්ලයින් අධ්යාපන වේදිකාව
- 10 ශ්රේණිය
- 11 ශ්රේණිය
- 12/13 ශ්රේණි
ඕනෑම වේලාවක, ඕනෑම තැනක සිට රොබෝවරු හසුරවන්න
ඩීපී එඩියුකේෂන් රෙමෝට් රොබොටික්ස් සමඟින් ඔන්ලයින් රොබෝවරු හසුරවන්න. අපගේ විෂය මාලාව සමඟ robotics, IoT සහ AI පුහුණු වන්න. ඔබට සතියේ දින 7ම පැය 24 පුරාවට අප හා පුහුණු විය හැක.
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Lesson Plan Template
Operations and Algebraic Thinking
Understand division
Aligned Standards
Connect multiplication and division for groups, prerequisite skill, materials and preparation.
Guided Practice Worksheet: Connect Multiplication and Division for Groups
Independent Practice Worksheet: Connect Multiplication and Division for Groups
Learning Objectives
Introduction.
Begin by discussing the importance of connect multiplication and division for groups...
Explicit Instruction/Teacher modeling
Present an example of connect multiplication and division for groups...
Guided Practice
Students will work on the guided practice worksheet...
Related Products
No Products are Available
Independent Practice
Students will complete the independent practice worksheet...
Differentiation
Provide additional support as needed, offering one-on-one assistance during independent practice. Use additional examples for clarification.
Challenge students by...
Evaluate students based on their performance in guided and independent practice.
Review and closing
Review key concepts and answer any remaining questions.
Misconceptions
Address common misconceptions such as...
- Inspiration
- Number Sense and Operations
- Algebraic Reasoning
- Geometric Reasoning
- Data Analysis and Probability
| Extend previous understanding of numbers to define rational numbers. Plot, order and compare rational numbers. | ||
| Extend previous understanding of numbers to define rational numbers. Plot, order and compare rational numbers. | ||
| Given a mathematical or real-world context, represent quantities that have opposite direction using rational numbers. Compare them on a number line and explain the meaning of zero within its context. | ||
| Given a mathematical or real-world context, represent quantities that have opposite direction using rational numbers. Compare them on a number line and explain the meaning of zero within its context. | ||
| Given a mathematical or real-world context, interpret the absolute value of a number as the distance from zero on a number line. Find the absolute value of rational numbers. | ||
| Given a mathematical or real-world context, interpret the absolute value of a number as the distance from zero on a number line. Find the absolute value of rational numbers. | ||
| Solve mathematical and real-world problems involving absolute value, including the comparison of absolute value. | ||
| Solve mathematical and real-world problems involving absolute value, including the comparison of absolute value. | ||
| Multiply and divide positive multi-digit numbers with decimals to the thousandths, including using a standard algorithm with procedural fluency. | ||
| Multiply and divide positive multi-digit numbers with decimals to the thousandths, including using a standard algorithm with procedural fluency. | ||
| Extend previous understanding of multiplication and division to compute products and quotients of positive fractions by positive fractions, including mixed numbers, with procedural fluency. | ||
| Extend previous understanding of multiplication and division to compute products and quotients of positive fractions by positive fractions, including mixed numbers, with procedural fluency. | ||
| Solve multi-step real-world problems involving any of the four operations with positive multi-digit decimals or positive fractions, including mixed numbers. | ||
| Solve multi-step real-world problems involving any of the four operations with positive multi-digit decimals or positive fractions, including mixed numbers. | ||
| Given a mathematical or real-world context, find the greatest common factor and least common multiple of two whole numbers. | ||
| Given a mathematical or real-world context, find the greatest common factor and least common multiple of two whole numbers. | ||
| Rewrite the sum of two composite whole numbers having a common factor, as a common factor multiplied by the sum of two whole numbers. | ||
| Rewrite the sum of two composite whole numbers having a common factor, as a common factor multiplied by the sum of two whole numbers. | ||
| Evaluate positive rational numbers and integers with natural number exponents. | ||
| Evaluate positive rational numbers and integers with natural number exponents. | ||
| Express composite whole numbers as a product of prime factors with natural number exponents. | ||
| Express composite whole numbers as a product of prime factors with natural number exponents. | ||
| Rewrite positive rational numbers in different but equivalent forms including fractions, terminating decimals and percentages. | ||
| Rewrite positive rational numbers in different but equivalent forms including fractions, terminating decimals and percentages. | ||
| Apply and extend previous understandings of operations with whole numbers to add and subtract integers with procedural fluency. | ||
| Apply and extend previous understandings of operations with whole numbers to add and subtract integers with procedural fluency. | ||
| Apply and extend previous understandings of operations with whole numbers to multiply and divide integers with procedural fluency. | ||
| Apply and extend previous understandings of operations with whole numbers to multiply and divide integers with procedural fluency. | ||
| Given a mathematical or real-world context, translate written descriptions into algebraic expressions and translate algebraic expressions into written descriptions. | ||
| Given a mathematical or real-world context, translate written descriptions into algebraic expressions and translate algebraic expressions into written descriptions. | ||
| Translate a real-world written description into an algebraic inequality in the form of > , < , ≥ or ≤ . Represent the inequality on a number line. | ||
| Translate a real-world written description into an algebraic inequality in the form of > , < , ≥ or ≤ . Represent the inequality on a number line. | ||
| Evaluate algebraic expressions using substitution and order of operations. | ||
| Evaluate algebraic expressions using substitution and order of operations. | ||
| Apply the properties of operations to generate equivalent algebraic expressions with integer coefficients. | ||
| Apply the properties of operations to generate equivalent algebraic expressions with integer coefficients. | ||
| Given an equation or inequality and a specified set of integer values, determine which values make the equation or inequality true or false. | ||
| Given an equation or inequality and a specified set of integer values, determine which values make the equation or inequality true or false. | ||
| Write and solve one-step equations in one variable within a mathematical or real-world context using addition and subtraction, where all terms and solutions are integers. | ||
| Write and solve one-step equations in one variable within a mathematical or real-world context using addition and subtraction, where all terms and solutions are integers. | ||
| Write and solve one-step equations in one variable within a mathematical or real-world context using multiplication and division, where all terms and solutions are integers. | ||
| Write and solve one-step equations in one variable within a mathematical or real-world context using multiplication and division, where all terms and solutions are integers. | ||
| Determine the unknown decimal or fraction in an equation involving any of the four operations, relating three numbers, with the unknown in any position. | ||
| Determine the unknown decimal or fraction in an equation involving any of the four operations, relating three numbers, with the unknown in any position. | ||
| Given a real-world context, write and interpret ratios to show the relative sizes of two quantities using appropriate notation: / , to , or : where ≠ 0. | ||
| Given a real-world context, write and interpret ratios to show the relative sizes of two quantities using appropriate notation: / , to , or : where ≠ 0. | ||
| Given a real-world context, determine a rate for a ratio of quantities with different units. Calculate and interpret the corresponding unit rate. | ||
| Given a real-world context, determine a rate for a ratio of quantities with different units. Calculate and interpret the corresponding unit rate. | ||
| Extend previous understanding of fractions and numerical patterns to generate or complete a two-or three-column table to display equivalent part-to-part ratios and part-to-part-to-whole ratios. | ||
| Extend previous understanding of fractions and numerical patterns to generate or complete a two-or three-column table to display equivalent part-to-part ratios and part-to-part-to-whole ratios. | ||
| Apply ratio relationships to solve mathematical and real-world problems involving percentages using the relationship between two quantities. | ||
| Apply ratio relationships to solve mathematical and real-world problems involving percentages using the relationship between two quantities. | ||
| Solve mathematical and real-world problems involving ratios, rates and unit rates, including comparisons, mixtures, ratios of lengths and conversions within the same measurement system. | ||
| Solve mathematical and real-world problems involving ratios, rates and unit rates, including comparisons, mixtures, ratios of lengths and conversions within the same measurement system. | ||
| Extend previous understanding of the coordinate plane to plot rational number ordered pairs in all four quadrants and on both axes. Identify the - or -axis as the line of reflection when two ordered pairs have an opposite -or -coordinate. | ||
| Extend previous understanding of the coordinate plane to plot rational number ordered pairs in all four quadrants and on both axes. Identify the - or -axis as the line of reflection when two ordered pairs have an opposite -or -coordinate. | ||
| Find distances between ordered pairs, limited to the same -coordinate or the same -coordinate, represented on the coordinate plane. | ||
| Find distances between ordered pairs, limited to the same -coordinate or the same -coordinate, represented on the coordinate plane. | ||
| Solve mathematical and real-world problems by plotting points on a coordinate plane, including finding the perimeter or area of a rectangle. | ||
| Solve mathematical and real-world problems by plotting points on a coordinate plane, including finding the perimeter or area of a rectangle. | ||
| Derive a formula for the area of a right triangle using a rectangle. Apply a formula to find the area of a triangle. | ||
| Derive a formula for the area of a right triangle using a rectangle. Apply a formula to find the area of a triangle. | ||
| Solve mathematical and real-world problems involving the area of quadrilaterals and composite figures by decomposing them into triangles or rectangles. | ||
| Solve mathematical and real-world problems involving the area of quadrilaterals and composite figures by decomposing them into triangles or rectangles. | ||
| Solve mathematical and real-world problems involving the volume of right rectangular prisms with positive rational number edge lengths using a visual model and a formula. | ||
| Solve mathematical and real-world problems involving the volume of right rectangular prisms with positive rational number edge lengths using a visual model and a formula. | ||
| Given a mathematical or real-world context, find the surface area of right rectangular prisms and right rectangular pyramids using the figure's net. | ||
| Given a mathematical or real-world context, find the surface area of right rectangular prisms and right rectangular pyramids using the figure's net. | ||
| Recognize and formulate a statistical question that would generate numerical data. | ||
| Recognize and formulate a statistical question that would generate numerical data. | ||
| Given a numerical data set within a real-world context, find and interpret mean, median, mode and range. | ||
| Given a numerical data set within a real-world context, find and interpret mean, median, mode and range. | ||
| Given a box plot within a real-world context, determine the minimum, the lower quartile, the median, the upper quartile and the maximum. Use this summary of the data to describe the spread and distribution of the data. | ||
| Given a box plot within a real-world context, determine the minimum, the lower quartile, the median, the upper quartile and the maximum. Use this summary of the data to describe the spread and distribution of the data. | ||
| Given a histogram or line plot within a real-world context, qualitatively describe and interpret the spread and distribution of the data, including any symmetry, skewness, gaps, clusters, outliers and the range. | ||
| Given a histogram or line plot within a real-world context, qualitatively describe and interpret the spread and distribution of the data, including any symmetry, skewness, gaps, clusters, outliers and the range. | ||
| Create box plots and histograms to represent sets of numerical data within real-world contexts. | ||
| Create box plots and histograms to represent sets of numerical data within real-world contexts. | ||
| Given a real-world scenario, determine and describe how changes in data values impact measures of center and variation. | ||
| Given a real-world scenario, determine and describe how changes in data values impact measures of center and variation. | ||
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Curriculum / Math / 3rd Grade / Unit 3: Multiplication and Division, Part 2 / Lesson 6
Multiplication and Division, Part 2
Lesson 6 of 23
Criteria for Success
Tips for teachers, anchor tasks.
Problem Set
Target Task
Additional practice.
Build fluency with multiplication and division facts using units of 6.
Common Core Standards
Core standards.
The core standards covered in this lesson
Operations and Algebraic Thinking
3.OA.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Foundational Standards
The foundational standards covered in this lesson
Number and Operations in Base Ten
3.NBT.A.2 — Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.2 — Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
- Skip-count by sixes.
- Use mental strategies, such as making ten, to find unknown terms in the count-by sequence for six.
- Determine the unknown whole number in a multiplication or division equation relating three whole numbers, one of which is six, including equations where the unknown is represented with a letter.
Suggestions for teachers to help them teach this lesson
Similar to Unit 2, it is recommended to give students frequent practice with skip-counting to build toward fluency with up to 1-digit by 1-digit multiplication. Here are some possible routines you can use with students: (Source for these routines: Jessica Shumway, Number Sense Routines: Building Numerical Literacy Every Day in Grades K–3 , pp. 55–67, 2011)
- Choral Counting: Choral counting is simply skip-counting out loud as a whole class. It’s a good routine to use when learning new skip-counting sequences or when you notice a large number of students struggling with a particular skip-counting sequence. You could use a visual to help students with their counting, especially in the beginning, such as a hundreds chart or number line. This also helps students notice patterns in the count sequence. You can involve movement, as well, by having students count on their fingers, do jumping jacks with every count, etc. It might be difficult to catch incorrect counts from students, which could reinforce incorrect counts, so it’s recommended not to rely just on this routine. You can ask some basic questions about the count sequence, but because this routine really just helps introduce students to new sequences or ones that they struggle with, more rigorous questions can be saved for the other routines (which are in bullets below).
- If we count by twos around the circle starting with Student A, what number do you think Student Z will say? If you didn’t count to figure that out, how did you solve?
- If we count around the circle by fives and we go around twice, what will Student X say?
- Why did you choose ____ as an estimate?
- Why didn’t anyone choose ____ as an estimate?
- How did you know what comes next?
- (After a child gets stuck but figures it out:) What did you do to figure it out?
- (If you’ve written the numbers on the board as students counted:) What do you notice? What do you wonder?
Lesson Materials
- partially filled-in multiplication tables (1 per student) — These were started in Lesson 1 using a Blank Multiplication Table . See Anchor Task 3 for more information.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
25-30 minutes
Guiding Questions
Determine the value of the unknown in each equation below.
a. $$6\times 7 = a$$
b. $$54 = b\times 6$$
c. $$36\div c=6$$
d. $$6=d\div8$$
Here is the partially filled-in multiplication table from Lesson 1.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 2 | 4 | 6 | 8 | 10 | 12 | 14 | 16 | 18 | 20 | |
| 3 | 6 | 9 | 12 | 15 | 18 | 21 | 24 | 27 | 30 | |
| 4 | 8 | 12 | 16 | 20 | 24 | 28 | 32 | 36 | 40 | |
| 5 | 10 | 15 | 20 | 25 | 30 | 35 | 40 | 45 | 50 | |
| 6 | 12 | 18 | 24 | 30 | 60 | |||||
| 7 | 14 | 21 | 28 | 35 | 70 | |||||
| 8 | 16 | 24 | 32 | 40 | 80 | |||||
| 9 | 18 | 27 | 36 | 45 | 90 | |||||
| 10 | 20 | 30 | 40 | 50 | 60 | 70 | 80 | 90 | 100 |
Add the new facts you encountered in this lesson to your multiplication table.
15-20 minutes
Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.
Discussion of Problem Set
- What fact did you write for #2? How did you come up with that?
- What were the correct answers to #3? How were you able to identify the correct answer even when dividing by a unit we don’t yet know how to skip count by, like A and E?
- Which problems in #6 were the most difficult? Why?
- Why did Abe add 36 + 4 + 2 to get the next number in the skip-counting sequence? Why is this strategy so helpful when skip-counting in your head?
- Let’s fill out more of the multiplication table based on what we’ve learned today. Do you notice anything about the 6 row/column in relationship with other rows/columns on the multiplication table?
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
What number makes both equations true?
$$54=$$ ___ $$\times\:6$$ ___ $$=54\div6$$
a. $$6\times a = 48$$
b. $$b\div 6 = 6$$
Student Response
The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.
Extra Practice Problems
Answer keys for Problem Sets and Extra Practice Problems are available with a Fishtank Plus subscription.
Word Problems and Fluency Activities
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Topic A: Introduction to The Properties of Operations
Study commutativity to find known facts of 6, 7, 8, and 9.
3.OA.B.5 3.OA.D.9
Understand the zero and identity properties of multiplication.
3.OA.A.4 3.OA.B.5 3.OA.C.7 3.OA.D.9
Understand the role of parentheses and apply to solving problems.
3.OA.B.5 3.OA.D.8
Introduce the distributive property of multiplication.
Introduce the associative property of multiplication.
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Topic B: Multiplication and Division by 6 and 7
3.OA.A.4 3.OA.C.7
Build fluency with multiplication and division facts using units of 7.
Use the associative property as a strategy to multiply by units of 6.
3.OA.B.5 3.OA.C.7 3.OA.D.9
Use the distributive property as a strategy to multiply by units of 6.
Use the distributive property as a strategy to multiply by units of 7.
Solve one- and two-step word problems involving units up to 7.
3.OA.A.3 3.OA.D.8
Topic C: Multiplication and Division by 8 and 9
Build fluency with multiplication and division facts using units of 8 and 9.
Use the associative property as a strategy to multiply by units of 8 and 9.
Use the distributive property as a strategy to multiply by units of 8 and 9.
Use the distributive property as a strategy to multiply by units of 8 and 9, including the subtractive use of the distributive property.
Solve one- and two-step word problems involving units up to 9.
Topic D: Multiplication and Division by Values Greater than 10
Multiply one-digit whole numbers by multiples of 10.
3.NBT.A.3 3.OA.A.4 3.OA.B.5
Multiply one-digit whole numbers by two-digit whole numbers using the associative and distributive properties.
Topic E: Two-Step Word Problems and Patterns in Arithmetic
Solve two-step word problems involving all four operations.
Solve two-step word problems involving all four operations, including multiplying one-digit whole numbers by multiples of 10.
3.NBT.A.3 3.OA.D.8
Identify patterns in single or multiple rows/columns of the multiplication table.
3.OA.C.7 3.OA.D.9
Identify other patterns in the multiplication table.
Identify arithmetic patterns and explain them using properties of operations.
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By studying this lesson, you will be able to, interpret the data... Data Interpretation | Maths Session for Grade 06 ! DP Education - New Video on YouTube:Lesson 23.
By the end of Grade 3, know from memory all products of two one-digit numbers. Operations and Algebraic Thinking 3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.
By studying this lesson, you will be able to, identify proper fractions, unit fractions and equivalent fractions, compare proper fractions and add and sub...
New Video on YouTube:Lesson 4. Factors and Multiples (Part I) | Maths Session for Grade 07 ! By studying this lesson, you will be able to • examine whether a whole number is divisible by 3, 4, 6 or 9.