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📝 Today's "I Can" Statements:
• I can explain what it means for two expressions to be equivalent
• I can use diagrams to compare and evaluate expressions
• I can decide whether expressions are equivalent for all values or only some

Have students write these in their math journals!

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This lesson addresses:
6.EE.A.4: Identify when two expressions are equivalent
6.EE.B.5: Use substitution to determine if an equation is true for specific values

These foundational skills will support future algebraic reasoning! 🎯

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💡 Tool Recommendation: Use this amazing interactive tape diagram tool to visually demonstrate expression equivalence. Great for visual learners and perfect for our exploration of 2x + 3 vs. 3 + 2x!

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🎴 Print these expression cards for student pairs:
- Set A: 2x + 3 and 3 + 2x
- Set B: 3x and x + x + x
- Set C: 2x + 4 and 2(x + 2)

Students will use these for hands-on exploration of equivalence!

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🔍 Quick Review:
Write on board: 'Is 3 + 4 the same as 4 + 3?'
Have students discuss with shoulder partners and justify their thinking. This activates prior knowledge about the commutative property!

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📊 Model with tape diagrams:
1. Draw tape diagram for 2x + 3
2. Draw tape diagram for 3 + 2x
3. Guide discussion: Why are these equivalent?
4. Introduce substitution method with x = 2

Use think-aloud strategy to model reasoning! 🤔

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👥 Students work in pairs:
1. Compare expressions using tape diagrams
2. Test equivalence by substituting values
3. Complete 'Equivalent or Not?' worksheet

Circulate to support and gather formative assessment data!

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✨ Exit Ticket:
Give students the expressions 4x and 2x + 2x
1. Are they equivalent?
2. Prove it two different ways

Collect tickets for assessment of understanding!

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🌟 Differentiation Tips:
• Provide pre-drawn tape diagrams for struggling students
• Offer expression cards with simpler numbers first
• Create anchor charts showing steps for substitution
• Allow use of calculators when needed

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🚀 For Early Finishers:
• Create their own equivalent expressions
• Write a story problem that uses equivalent expressions
• Explore why 2x + 4 and 2x + 2 are NOT equivalent using multiple approaches

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📋 Check for Understanding:
• Monitor student discussions during partner work
• Review exit tickets
• Listen for precise mathematical vocabulary
• Watch for common misconceptions about equivalence

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🤔 After Lesson Questions:
• Did students grasp the difference between equal and equivalent?
• Were tape diagrams effective for visual understanding?
• What misconceptions need to be addressed next lesson?
• Which students need additional support?