6th Grade Math Module 1 Lessons 1-28 Powerpoints

6th Grade Math Module 1 Lessons 1-28 Powerpoints
6th Grade Math Module 1 Lessons 1-28 Powerpoints
6th Grade Math Module 1 Lessons 1-28 Powerpoints
6th Grade Math Module 1 Lessons 1-28 Powerpoints
6th Grade Math Module 1 Lessons 1-28 Powerpoints
6th Grade Math Module 1 Lessons 1-28 Powerpoints
6th Grade Math Module 1 Lessons 1-28 Powerpoints
6th Grade Math Module 1 Lessons 1-28 Powerpoints
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Zip

(15 MB|836 pages)
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Standards
4 Products in this Bundle
4 products
  1. This download contains 6th grade math Module 1 Topic A PowerPoint Lessons 1-8 from the Engage NY Eureka Math program (Total 299 slides). I created/put these together to help me lead my lesson and make sure I covered all the things required such as objective, I “can” statements, vocabulary, lesson
  2. This download contains 6th grade math Module 1 Topic B PowerPoint Lessons 9-15 from the Engage NY Eureka Math program (Total 189 slides). I created/put these together to help me lead my lesson and make sure I covered all the things required such as objective, I “can” statements, vocabulary, lesson
  3. This download contains 6th grade math Module 1 Topic C PowerPoint Lessons 16-23 from the Engage NY Eureka Math program (Total 175 slides). I created/put these together to help me lead my lesson and make sure I covered all the things required such as objective, I “can” statements, vocabulary, lesso
  4. This download contains 6th grade math Module 1 Topic D PowerPoint Lessons 24-28 from the Engage NY Eureka Math program (Total 153 slides). I created/put these together to help me lead my lesson and make sure I covered all the things required such as objective, I “can” statements, vocabulary, lesso
  • Bundle Description
  • StandardsNEW

This download contains 6th grade math Module 1 PowerPoint Bundle for Lessons 1-28 from the Engage NY Eureka Math program (Total 836 slides). I created/put these together to help me lead my lesson and make sure I covered all the things required such as objective, I “can” statements, vocabulary, lesson summary and exit ticket (except lessons 26-28 gave as homework). Each lesson I pulled out what I felt I needed or could use in the time I had. Some lessons took longer to teach than others while some lessons I had to combine to keep up with the pacing guide provided to me from my school district.

Some items I have put in I ended up skipping due to time constraints but I always tried to make sure I had plenty to do so don’t be surprised if you have to skip a few examples/exercises to keep in your time frame. Either way, these kept my lessons flowing, students engaged throughout, and I have all the answers included so you won’t have to solve anything. Because these are self-created I anticipate you could find a few mistakes…I tried to fix those I did find but I am not perfect so if you see a mistake in an answer or a word misspelled please excuse me and let me know. The kids enjoy pointing out my mistakes and it keeps it fun but honestly I have gone back to fix my mistakes but like I said I put these together myself so they may not be perfect.

Each PowerPoint took me hours to put together but saved me time in the classroom and in fact I got all 5’s on my most recent observation because I had everything required to be covered, so if you have an observation coming up these will help. My fellow 6th grade math teachers are also using my Power Points and they got great observation scores as well using these. If you liked using please purchase my other Power Points as I will continue to create them for the entire year.

I have 8 years teaching experience (1 year teaching 9th-10th grade health, 6 years teaching 5th grade math, and this is my 1st year teaching 6th grade math). I have been a level 5 teacher for the past 5 years. Below I have listed what you will be getting in this download.

Module 1 Lesson 1:

  • 53 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 1 From Eureka
      • Example 1-3
      • Exercise 1-2
      • Problem set 1-3
      • Exit ticket
      • Lesson Summary

Module 1 Lesson 2:

  • 42 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 2 From Eureka
      • Exercise 1A
      • Exercises 2-3
      • Problem set 1-2
      • Exit ticket
      • Lesson Summary

Module 1 Lesson 3:

  • 75 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 3 from Eureka and myself
      • Opening I created on Equivalent fractions
      • Example 1-2
      • Exercises 1-3
      • Exercises 3a, 3b, 4a
      • Problem Set 1, 2, 3a-3b, 4a
      • Exit ticket
      • Lesson Summary

Module 1 Lesson 4 & 5 Combo:

  • 53 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 4 from Eureka
      • Example 1
      • Exercises 1-2
      • Problem set 1
    • Lesson 5 from Eureka
      • Example 1
      • Exercises 1-4
      • Problem set 1-2
      • Exit ticket
      • Lesson Summary

Module 1 Lesson 6:

  • 29 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 6 from Eureka
      • Exercises 1, 2, and 5
      • Problem set 1
      • Exit ticket
      • Lesson Summary

Module 1 Lesson 7 & 8 Combo:

  • 47 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 7 From Eureka
      • Example 1-2
      • Exercise 1-2c
    • Lesson 8 From Eureka
      • Exercises 1, 3
      • Problem set 1-4
      • Lesson Summary
      • Both Exit ticket from lesson 7 & 8

Module 1 Lesson 9 & 10 Combo:

  • 42 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 9 From Eureka
      • Example 1-2
    • Lesson 10 From Eureka
      • Exploratory Challenge A-F
      • Exit ticket 10
      • Lesson Summary

Module 1 Lesson 11:

  • 32 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 11 from Eureka and myself
      • Exercises 1, 2a-2b
      • Exit ticket 11
      • Lesson Summary

Module 1 Lesson 12 & 13 Combo:

  • 32 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 12 from Eureka
      • Exercises 2-4
    • Lesson 13 from Eureka
      • Exercises 4-6
      • Exit ticket 13
      • Lesson Summary

Module 1 Lesson 14:

  • 44 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 14 from Eureka
      • Exercises 1
      • Example 1
      • Problem set 1-2
      • Exit ticket 14
      • Lesson Summary

Module 1 Lesson 15:

  • 39 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 15 from Eureka
      • Exercise 1, 3
      • Problem set 1
      • Exit ticket 15
      • Lesson Summary

Module 1 Lesson 16:

  • 49 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 16 From Eureka
      • Example 1
      • Exploratory Challenge
      • Lesson Summary
      • No Exit ticket due to time to complete exploratory challenge

Module 1 Lesson 17:

  • 42 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 17 From Eureka
      • Example 1, 3, 4, and 5
      • Exit ticket 17
      • Lesson Summary

Module 1 Lesson 19 & 21 Combo:

  • 43 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 19 from Eureka
      • Example 1-2
      • Exercises 1, 3
      • Exit ticket 19
      • Lesson Summary
    • Lesson 21 from Eureka and myself
      • Example Review for Exit ticket (self-created)
      • Exit ticket 21

Module 1 Lesson 23:

  • 41 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 21 from Eureka
      • Example 1-4
      • Problem set questions 1, 2, 3, 5, and 6
      • Exit ticket 23
      • Lesson Summary

Module 1 Lesson 24:

  • 51 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 24 From Eureka
      • Example 1
      • Exercises 3-6
      • Exit ticket 24
      • Lesson Summary

Module 1 Lesson 26 & 27 Combo:

  • 33 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 26 From Eureka
      • Example 1-2
    • Lesson 27 From Eureka
      • Example 1
      • Problem set questions 1-2
      • Lesson Summary
      • (No Exit ticket, gave to students as homework)

Module 1 Lesson 28:

  • 69 total slides covering
    • Objective
    • I “can” statement
    • Vocabulary
    • Lesson 28 from Eureka
      • Example 1
      • Exercise 1
      • Lesson Summary
    • (No Exit ticket, gave to students as homework)
Log in to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Total Pages
836 pages
Answer Key
Included
Teaching Duration
2 months
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