Subject

Grade Levels

Resource Type

File Type

Zip

Standards

CCSSMP8

CCSSMP7

CCSSMP6

CCSSMP2

CCSSMP1

Also included in:

- This download contains 6th grade math Module 2 PowerPoint Lessons 1-18 from the Engage NY Eureka Math program, Teacher Toolbox, and self-made (Total 592 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” statem$35.00$28.50Save $6.50

- Product Description
- StandardsNEW

This download contains 6th grade math Module 2 PowerPoint Topic D Lessons 16-18 from the Engage NY Eureka Math program, Teacher Toolbox Lesson 11, and self-made (Total 111 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. 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.

The reason I included Teacher Toolbox lessons is because I found the Eureka lessons didn’t quite cover the standards the way they (in my opinion) should have.

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 2 Lesson 16 & Teacher Toolbox Lesson 11 Combo:**

- 68 total slides covering
- Objective
- I “can” statement
- Vocabulary
- Lesson 16 From Eureka
- Opening 1-2
- Exercises 1-3
- Exit ticket lesson 16
- Lesson Summary from Lesson 16

- Lesson 11 From Teacher Toolbox
- GCF questions 1-4
- Word Problems 1-6
- Self-Made Exit ticket
- Lesson Summary

**Module 2 Lesson 18 & Teacher Toolbox Lesson 11 Combo:**

- 43 total slides covering
- Objective
- I “can” statement
- Vocabulary
- Lesson 11 From Teacher Toolbox
- Multiple example questions LCM

- Lesson 18 From Eureka
- Station Activity 1-6
- Lesson Summary
- No Exit Ticket

Log in to see state-specific standards (only available in the US).

CCSSMP8

Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

CCSSMP7

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.

CCSSMP6

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.

CCSSMP2

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.

CCSSMP1

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

111 pages

Answer Key

Included

Teaching Duration

1 Week

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