## Loading...

# Translating Expressions

Lesson 4 of 16

## Objective: SWBAT translate algebraic expressions.

*45 minutes*

#### Brainstorming Activity

*10 min*

For the activity, students will work with their group and brainstorm any words that represent the operations of adding, subtracting, multiplying and dividing. Students will receive the Key Words Chart to complete.

Students may know the frequently used key words, such as sum, difference, product, quotient. I will encourage them to think beyond these words.

After about 10 minutes, students will share out the key words that they came up with. We will discuss any differences that students may have in their placement of words. I will add words to the chart that students may not have thought of, such as exceeds by or loss of. See Key Word Completed Chart for the final result.

*expand content*

#### Hook

*5 min*

Before I begin the lesson, I will share a short story to garner students' interest in the lesson.

*Every summer I like to travel. Last summer I spent some time in Thailand. I loved the culture, the sights, and the people. I enjoyed the Thai food a lot too. However, I had to be careful because I'm allergic to peanuts and peanuts are used often in Thai food. Whenever I ate at a local restaurant I had to be sure to tell them I didn't want peanuts in my food. Unfortunately, for me, the waitstaff usually didn't speak English. I had to use a translator to communicate what I wanted. The translator would change what I said in English to Thai.*

*expand content*

#### Mini Lesson

*10 min*

This lesson will focus on translating expressions. I will explain to students:

*Today, you are math translators. You will translate from verbal expressions to algebraic expressions.*

Before I work on examples with the class, I will share an important rule of thumb that they need to remember when translating.

**Important Note**

If you see the words "than" or "from", reverse the order of the two items on either side of the word.

For each example, I will ask students 2 important questions to help them translate the expressions:

*What is the key word? What operation does it represent?*

It may be helpful for students to underline or highlight key words.

**Example 1 - Four plus a number**

**Example 2 - Twice a number**

**Example 3 - A number increased by five**

**Example 4 - Seven less than a number**

**Example 5 - Three more than a number**

Next, we will move into two step algebraic expressions. Students may have more difficulty with these, so it's important to remind them to look for the key words.

**Example 6 - Seven less than the product of two and a number**

**Example 7 - Thirty five more than the quotient of a number and three**

**Example 8 - Six times a number minus twelve equals nineteen**

**Example 9 - Twice the difference of three and a number**

*expand content*

#### Independent Practice

*15 min*

For the independent practice, students should have their Key Word Chart available as they work.

**Independent Practice**

**1) Twice a number minus four is sixteen**

**2) Nine times a number plus eight**

**3) Four less than the quotient of a number and two**

**4) Five times the sum of a number and one**

**5) Three times the difference between a number and ten**

After 5 minutes, students will compare their expressions to those of their groups. If groups can't agree on an answer, we will discuss the expression as a class.

*expand content*

#### Lesson Review

*5 min*

For the lesson summary, I will pose the following question:

*When choosing a variable, there are some that are often avoided: **I, i, o, s*

*Why are these less common?*

Students should realize that these variables can often be confused with numbers. I will suggest that they use other variables, besides these, when translating expressions.

*expand content*

##### Similar Lessons

Environment: Urban

###### Working with Expressions and Equations Part 1

*Favorites(24)*

*Resources(23)*

Environment: Urban

###### Evaluating Expressions

*Favorites(12)*

*Resources(18)*

Environment: Urban

- UNIT 1: First Week of School
- UNIT 2: Properties of Math
- UNIT 3: Divisibility Rules
- UNIT 4: Factors and Multiples
- UNIT 5: Introduction to Fractions
- UNIT 6: Adding and Subtracting Fractions
- UNIT 7: Multiplying and Dividing Fractions
- UNIT 8: Algorithms and Decimal Operations
- UNIT 9: Multi-Unit Summative Assessments
- UNIT 10: Rational Numbers
- UNIT 11: Equivalent Ratios
- UNIT 12: Unit Rate
- UNIT 13: Fractions, Decimals, and Percents
- UNIT 14: Algebra
- UNIT 15: Geometry

- LESSON 1: Exponents
- LESSON 2: Order of Operations
- LESSON 3: Identifying Algebraic Expressions
- LESSON 4: Translating Expressions
- LESSON 5: Evaluating Algebraic Expressions
- LESSON 6: Applying the Distributive Property to Algebraic Expressions
- LESSON 7: Combining Like Terms
- LESSON 8: Combining Like Terms with the Distributive Property
- LESSON 9: Algebraic Expressions Quiz
- LESSON 10: Solving 1 Step Algebraic Equations
- LESSON 11: Solving 2 Step Algebraic Equations
- LESSON 12: Writing Algebraic Inequalities
- LESSON 13: Graphing Inequalities on a Number Line
- LESSON 14: Using Inequalities to Solve Problems
- LESSON 15: Algebra Review Stations
- LESSON 16: Algebra Unit Exam