Cluster: Reason about and solve one –variable equations and inequalities. 6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. Knowledge Targets “I Can” Statements Standard Interpretations Beginning experiences in solving equations Recognize solving an equation or inequality as I can understand solving an equation or should require students to understand the a process of answering “which values from a inequality as a process of answering meaning of the equation as well as the specified set, if any, make the equation or questions. question being asked. Solving equations using inequality true?” reasoning and prior knowledge should be I can recognize that the correct answer to an required of students to allow them to develop effective strategies such as using reasoning, Know that the solutions of an equation or equation or inequality makes it true. fact families, and inverse operations. Students inequality are the values that make the may use balance models in representing and equation or inequality true. I can use substitution to check the answer or solving equations and inequalities. determine if a given number is a solution. Use substitution to determine whether a given Consider the following situation: Joey had 26 number in a specified set makes an equation papers in his desk. His teacher gave him some more and now he has 100. How many papers or inequality true. did his teacher give him? Reasoning Target This situation can be represented by the equation 26 + n = 100 where n is the number Performance Target of papers the teacher gives to Joey. This equation can be stated as number was “some added to 26 and the result was Students 100”. number was added to ask themselves “What 26 to to help them determine the get 100?” value of the variable that makes the equation true. Students could use several different strategies to find a solution to the problem. Reasoning: 26 + 70 is 96. 96 + 4 is 100, so the number added to 26 to get 100 is 74. Use knowledge of fact families to write related equations: n + 26 = 100, 100 - n = 26, 100 - 26 = n. Select the equation that
Cluster: Reason about and solve one –variable equations and inequalities. 6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. Knowledge Targets “I Can” Statements Standard Interpretations Recognize solving an equation or inequality as a process of answering “which values from a specified set, if any, make the equation or inequality true?” Know that the solutions of an equation or inequality are the values that make the equation or inequality true. Use substitution to determine whether a given number in a specified set makes an equation or inequality true. I can understand solving an equation or inequality as a process of answering questions. I can recognize that the correct answer to an equation or inequality makes it true. I can use substitution to check the answer or determine if a given number is a solution. Beginning experiences in solving equations should require students to understand the meaning of the equation as well as the question being asked. Solving equations using reasoning and prior knowledge should be required of students to allow them to develop effective strategies such as using reasoning, fact families, and inverse operations. Students may use balance models in representing and solving equations and inequalities. Consider the following situation: Joey had 26 papers in his desk. His teacher gave him some more and now he has 100. How many papers did his teacher give him? This situation can be represented by the equation 26 + n = 100 where n is the number of papers the teacher gives to Joey. This equation can be stated as “some number was added to 26 and the result was 100”. Students ask themselves “What number was added to 26 to get 100?” to help them determine the value of the variable that makes the equation true. Students could use several different strategies to find a solution to the problem. Reasoning: 26 + 70 is 96. 96 + 4 is 100, so the number added to 26 to get 100 is 74. Use knowledge of fact families to write related equations: n + 26 = 100, 100 - n = 26, 100 - 26 = n. Select the equation that Reasoning Target Performance Target
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