**Topic 2- Variable, Expressions, and Properties**

August 23-September 4 (Sep. 5 Posttest Topic 2/Pretest Topic 3)

## Lesson2-1 Using Variables to Write Expressions |
## AZ CCSS6.EE.2.a |
## AZ AIMS StandardsM06-S3C2-01, M06-S3C3-01, M06-S3C3-03 |

2-2 Properties of Operations | 6.EE.3 | M06-S1C2-06 |

2-3 Order of Operations | 6.EE.3 | M06-S1C2-07 |

2-4 The Distributive Property | 6.EE.3 | M06-S1C2-06, M06-S1C2-07 |

2-5 Mental Math | 6.EE.3 | M06-S1C2-06, M06-S5C2-03 |

2-6 Evaluating Expressions | 6.EE.2 | M06-S1C2-06, M06-S1C2-07, M06-S3C3-04 |

2-7 Using Expressions to Describe Patterns | 6.EE.2 | M06-S3C2-01, M06-S3C3-01, M06-S3C3-03 |

2-8 Problem Solving: Make a Table | 6.EE.2 | M06-S3C2-01, M06-S5C2-05 |

**Technology Integration Ideas**

Have you thought about having students create videos to teach others about the Properties of Operations, Order of Operations, etc.? Here’s an example from a 2nd grader:

Here’s an example of several student created videos, and placed in a 6th grade blog post for Exponents and Order of Operations, by Mr. Avery’s class.

Have you thought about having students create a graphic to describe something? For example, create a graphic as a metaphor for describing Order of Operations.

Students could use iPads to create their own screencast movie for how Order of Operations works with apps like Educreations or ShowMe.

The last idea is a review idea with a “problem of the day” that I saw on Shauna Hamman’s blog, in her Place Value and Number Clues post.

**Weekly Tip**

EnVision’s Successnet has a wealth of information for teachers. One great tool is a collection of videos called “Listen and Look for Videos”. These are quick videos for each topic in enVision that you can watch in preparation for a lesson. They average 2-4 minutes in length and give great examples of what we want to make sure students are understanding, what it will look like, and the conclusions/observations that students should be able to make about this concept. To find these:

1) Log in to Successnet

2) Choose “Teacher Edition”

3) Select “Listen and Look for Videos”

4) Find your topic and lesson

### Double Dose

What math routines are you getting students started with as we start this year? One great way to start is getting students working with your class number lines. Here are some questions for Kim Sutton to get students interacting with this tool and thinking deeper about numbers (full link):

- What can you tell me about your class number line? How do you use it as a math tools? (They should articulate it is a growth pattern.)
- What do the colored dots represent? (They are factors, numbers are multiples.)
- Can you reduce the fraction _____? (Have them explain the common factors on number line.)
- Find a number with ___ , ___ , and ___ , as factors. How do you know? Tell me the other factors.
- Pick a number. Ask students what they know about that number? (You should hear vocabulary like less than, greater than,factors, multiples, even/odd, between, before, after, between what multiples, coins/bills, etc.)

### Math Practices

The math practices highlighted throughout enVision lessons are intended to help students develop “habits of mind”. We want students to think like mathematicians. But, that isn’t confined to our math blocks. See these letters to parents (links below) with great tips for them to reinforce the math practices in the home with great questions to help students develop their mathematical thinking. Questions like, “What is your plan for solving this problem?” and “How can you be sure that your answer is correct?”

**What math routines are you getting students started with as we start this year? **

**How could you leverage technology to allow students to create an artifact to make their thinking visible?**

**What other resources or ideas do you have about expressions, properties, and variables?**