Algebraic Expressions Lesson Overview

This lesson focuses on writing and reading algebraic and written expressions with grouping symbols and less than. Students will learn how to translate expressions containing groupings and less than. The lesson is designed to build on the previous day's lesson and challenge students' thinking. It sets the stage for evaluating algebraic expressions in the next lesson. The objective is for students to confidently write both written and algebraic expressions using grouping symbols and less than.

• Algebraic expressions
• Lesson overview
• Written expressions
• Grouping symbols
• Evaluation

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1. 09/24/2019 Agenda Number sense routine Cornell Notes Elbow Partner Activity/Teacher Station Number Sense Routine Determine the value of the Following Expressions 6(7)(10) 1 2(8)(14) 1 3(7)(9 1

2. 21st Century Lessons Writing Algebraic Expressions Lesson 2 Primary Lesson Designer(s): Kristie Conners Sean Moran 2

3. This project is funded by the American Federation of Teachers. 3

4. 21st Century Lessons Teacher Preparation Please do the following as you prepare to deliver this lesson: Spend AT LEAST 30 minutes studying the Lesson Overview, Teacher Notes on each slide, and accompanying worksheets. Set up your projector and test this PowerPoint file to make sure all animations, media, etc. work properly. Feel free to customize this file to match the language and routines in your classroom. *1st Time Users of 21st Century Lesson: Click HERE for a detailed description of our project. 4

5. Lesson Overview (1 of 3) Lesson Objective Lesson Objective: Students will be able write and read algebraic and written expressions containing grouping symbols and less than. Student Friendly Objective: Students will be able to write written expressions and algebraic expressions using grouping symbols and less than . Lesson Description This lesson is designed to be implemented following the previous lesson in this unit. This is the second day where students will continue their learning in translating written expression and write algebraic expressions. This lesson focuses more how to translate grouping symbols and less than in expressions. The class work is designed to really push the students thinking. The next lesson will consist of evaluating algebraic expressions, which will culminate the first fours lessons in this unit. \ 5

6. Lesson Overview (2 of 3) Lesson Vocabulary Algebraic Expression: an expression containing at least one variable. Numerical Expression: an expression containing one or more numbers and operations. Written Expression: an expression written with words. Variable: any letter in the alphabet or symbol that represents a quantity. Copies of class work assignment, exit slip, and the homework. Materials Scaffolding There are several opportunities throughout the lesson to give student support. Throughout the launch/explore and in the class work assignment, support is available to show more details in the lesson if needed. For example, the list of the order of operations can easily be shown for more visual learners. Also, proper proof for the class work assignment is also available at the teacher s discretion. This will benefit students who are more visual learners and English Language Learners. During the class work assignment, teachers have the opportunity to assign a set of rigorous problems for students who may require the extra challenge. Enrichment Online Resources for Absent Students Tutorial (this video is long, but covers all important content. The last section will be coved later in the unit.) http://www.schooltube.com/video/167d4fecea6d4c11b4f5/ Practice: Game- Who Wants To Be A Millionaire http://www.math-play.com/Algebraic-Expressions-Millionaire/algebraic- expressions-millionaire.html Practice: Flashcards http://www.studystack.com/flashcard-301677 6

7. Lesson Overview (3 of 3) Common Core State Standard 6.EE.2 Write , read, and evaluate expressions in which letters stand for numbers. 6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. 6.EE.2.b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. Before and After This lesson is the fourth lesson in the unit. This lesson should be presented following the previous lesson. This lesson is designed implement more challenging and complex problems involving writing algebraic expressions and written expressions. This will give students a sound foundation when asked to evaluate expressions which is part of this unit. The next lesson will continue to build of the lessons in this unit and will lead into evaluating algebraic expressions by substitution. Topic Background The link below gives a small background on the history of Algebra. This is also a great opportunity to connect topics covered in social studies with mathematics. http://www.ehow.com/video_4977241_who-invented-algebra.html 7

8. Warm Up OBJECTIVE: SWBAT write algebraic expressions using grouping symbols and the phrase less than. As well as write written expressions from algebraic expressions. Language Objective: SWBAT speak with a partner about translations between algebra and English. 1) Sally made 20 more shots than Kevin, k. Write an algebraic expression to represent how many shots Sally made. k+20 20+k or 2) Damon bought a bin of 68 sour candies. He ate ccandies. Write an algebraic expression to represent how many candies Damon has left. 68 c 3) What were the key words that helped you write the algebraic expressions for the problems above? Agenda Agenda 8

9. Agenda: OBJECTIVE: SWBAT write algebraic expressions using grouping symbols and the phrase less than. As well as write written expressions from algebraic expressions. Language Objective: SWBT to translate the meaning sum of and difference of into algebraic expressions. Individual 1) Warm Up Individual 1) Warm Up Marvin s Math- Whole Class Marvin s Math- Whole Class 2) Launch 3) Explore 1 Marvin s Math Part 1- Whole Class 3) Explore 1 Marvin s Math Part 1- Whole Class 4) Explore 2 Marvin s Math Part 2- Whole Class 4) Explore 2 Marvin s Math Part 2- Whole Class Class Work- Partners Class Work- Partners 5) Practice 6) Assessment Exit Slip- Individual 6) Assessment Exit Slip- Individual Agenda Agenda 9

10. Launch- Marvins Math Pick a number, add two,multiply by five. Let s get a few volunteers. What number did you pick? What was your result? What did you do first? What did you do second? Now everyone, let s use the same number 18. Agenda Agenda Agenda Agenda 10 10

11. Explore- Marvins Math: Part 1 Pick a number , add two, multiply by five. What was everyone s result using 18? Great! Everyone s response is 100. This is my numerical expression using the number 18. + 18 2 5 Turn and talk: Is Marvin s expression correct? Explain your reasoning. Agenda Agenda Agenda Agenda 11 11

12. Explore- Marvins Math: Part 1 Turn and talk: Is Marvin s expression correct? 18 + 2 5 No! What do we need to do in order to make this expression equal 100? Hint Hint ) 2 + 18 ( 5 Numerical Expression. Agenda Agenda 12

13. Explore- Marvins Math: Part 1 Pick a number, add two, multiply by five. (18 +2) 5 Expression (10 +2) 5 (1+2) 5 ( + x Numerical If 10 is picked If 1 is picked Algebraic Expression. 5 Our goal is to write this as an ) 2 Agenda Agenda 14

14. Explore- Marvins Math: Part 1 ) 2 + ( 5 x Algebraic Expression Our next goal is to write this as an Let s break it down into 2 parts. ( + x ) 2 How do you think we should write as a written expression? The sum of a number and two. The word sum prompts you to add first. Next we combine the two parts. The sum of a number and two, times five. Agenda Agenda 15

15. Explore- Marvins Math: Part 1 OBJECTIVE ALERT Algebraic Expression ) 2 + ( 5 x The sum of a number and two, times five. Practice problems Ex. 1 Write a for ) 4 + ( 10 x The sum of a number and four, divided by ten Ex. 2 Write an for algebraic expression Four times the difference of a number and six ) 6 ( 4 x ( 4 x ) 6 or Agenda Agenda 16

16. Explore Marvin's Math: Part 2 Marvin knows 30 fewer math tricks than his friend. Here is the showing the number of tricks Marvin knows. 30 less than x Here are 2 possible Algebraic Expressions. a) 30 30 x x b) Which is correct? Lets go back to our basics to figure it out Agenda Agenda 17

17. Explore Marvin's Math: Part 2 20 20 1. What is 30 less than 50? 50 50 - - 30 30 What did you do to get your answer? 42 42 2. What is 30 less than 72? 72 72 - - 30 30 26 26 3. What is 30 less than 56? 56 56 - - 30 30 Turn and Talk: When you see less than in a written expression, what is important? 4. What is 30 less than x? x x - - 30 30 Agenda Agenda 18

18. Explore Marvin's Math: Part 2 Marvin knows 30 fewer math tricks than his friend. Here is the written expression showing the number of tricks Marvin knows. 30 less than x Here are 2 possible Algebraic Expressions. a) 30 30 x x b) Agenda Agenda 19

19. Practice- Class Work Name__________________ Date____________ Class Work Lesson 4 Let s do the first one together. 1) Directions: Write an algebraic expression for each. b) eight less than the quotient of a number and two a) five less than three times a number c) nine times the sum of a number and fifteen d) The sum of twice a number and seven f) A number less than twenty five e) one plus the product of a number and five h) seven less than a third of the sum of a number and two g) The sum of half a number and four 2) Directions: Write two written expression for each. Use the key vocabulary. 10 a) ) 9 + ( 10 d h b) Agenda Agenda 20

20. Practice- Class Work Name__________________ Date____________ Class work lesson 4 Let s do the first one together. 1) Directions: Write an algebraic expression for each. a) five less than three times a number b) eight less than the quotient of a number and two c) nine times the sum of a number and fifteen d) The sum of twice a number and seven 5 3 n Important!!!! Identify the operation(s) by underlining key words. f) A number less than twenty five e) one plus the product of a number and five g) The sum of half a number and four h) seven less than a third of the sum of a number and two 2) Directions: Write two written expression for each. Use the key vocabulary. 10 a) ) 9 + ( 10 d h b) Agenda Agenda 21

21. Practice- Class Work Summary Name__________________ Date____________ Class Work Lesson 4 1) Directions: Write an algebraic expression for each. b) Eight less than the quotient of a number and two b) Eight less than the quotient of a number and two a) Five less than three times a number c) Nine times the sum of a number and fifteen c) Nine times the sum of a number and fifteen d) The sum of twice a number and seven d) The sum of twice a number and seven f) A number less than twenty five e) One plus the product of a number and five f) A number less than twenty five e) One plus the product of a number and five h) Seven less than a third of the sum of a number and two h) Seven less than a third of the sum of a number and two g) The sum of half a number and four g) The sum of half a number and four 2) Directions: Write two written expression for each. Use the key vocabulary. h 10 a) ) 13 ( 7 + n c) ) 9 + ( 2 + x n 10 d b) 12 d) c 2 ( 13 ) e) f) 10 10 ( ) g h g) Agenda Agenda 22

22. Assessment-Exit Slip 1) Write an algebraic expression for Three times the sum of a number and eight ) 8 ( 3 + n 2) Write a written expression for the algebraic expression using less than. n 9 A number less than nine 3) Write an algebraic expression for Ten less than the sum of a six and a number 10 ) 6 ( +x Agenda Agenda 37

23. 21st Century Lessons The goal The goal of 21st Century Lessons is simple: We want to assist teachers, particularly in urban and turnaround schools, by bringing together teams of exemplary educators to develop units of high-quality, model lessons. These lessons are intended to: Support an increase in student achievement; Engage teachers and students; Align to the National Common Core Standards and the Massachusetts curriculum frameworks; Embed best teaching practices, such as differentiated instruction; Incorporate high-quality multi-media and design (e.g., PowerPoint); Be delivered by exemplary teachers for videotaping to be used for professional development and other teacher training activities; Be available, along with videos and supporting materials, to teachers free of charge via the Internet. Serve as the basis of high-quality, teacher-led professional development, including mentoring between experienced and novice teachers. 45

24. 21st Century Lessons The people Directors: Kathy Aldred - Co-Chair of the Boston Teachers Union Professional Issues Committee Ted Chambers - Co-director of 21st Century Lessons Tracy Young - Staffing Director of 21st Century Lessons Leslie Ryan Miller - Director of the Boston Public Schools Office of Teacher Development and Advancement Emily Berman- Curriculum Director (Social Studies) of 21st Century Lessons Carla Zils Curriculum Director (Math) of 21st Century Lessons Brian Connor Technology Coordinator 46

25. Reference 47