##
* *Reflection: Developing a Conceptual Understanding
Mirror Image Review - Section 5: Closure

In this lesson, students have had opportunities to use their skills in many ways. I helped students learn by utilizing technology in a game-show format, guiding students in their GP, "mirror imaging" the GP for independent practice. Then in closure, students worked with each other to manipulate cards to match up expression and language of order of operations and algebraic expressions.

This last section took longer than I anticipated, but the time spent was well worth it. Students were discussing, and had authentic conversations, albeit simple ones, to express their understanding. By physically manipulating the cards, oral conversations, my instruction, my guidance, and viewing/participating in the game show, students have used their skills in many ways today.

*Using skills in new situations*

*Developing a Conceptual Understanding: Using skills in new situations*

# Mirror Image Review

Lesson 5 of 5

## Objective: SWBAT use grouping symbols to write and evaluate numerical expressions.

*65 minutes*

#### Warm-up

*10 min*

To review, we use this really fun game from Math-Play -- Algebraic Expressions Millionaire Game is a very eye-popping, interactive game which brings my students' attention right in quickly. It is very similar to the old game show "Who Wants To Be A Millionaire?"

"Gamifying" activities appeals to students. Gamification is teaching using game thinking, mechanics, and context.

#### Resources

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#### Guided Practice

*20 min*

Through this lesson, I guide my students through five problems, varying in Depths of Knowledge (DOKs). I have included the lesson each question is derived from.

Item #1 is a DOK 2: Basic Skills & Concepts. (Using Grouping Symbols & Evaluate Numerical Expressions) 27 divided by 3 + [38-(6 x 4)]

Item #2 is a DOK 1: Recall & Reproduction. (Using Grouping Symbols & Evaluate Numerical Expressions) {[50-44) divided by 2] + 10] x 5

Item #3 is a DOK 1: Recall & Reproduction. (Writing & Interpreting Numerical Expressions) Which numerical expression represents" fourteen less than the product of five & thirty?

Item #4 is a DOK 2: Basic Skills & Concepts. (Using Grouping Symbols & Evaluate Numerical Expressions) Here, students have to write and expression & evaluate the answer. A large packing box holds 20 toy cars. A small box holds 8 toy cars. How many toy cars can be shipped in 15 large boxes and 30 small boxes? Provide: an answer, and expression, and evaluate.

Item #5 is a DOK 2: Basic Skills & Concepts. (Using Grouping Symbols & Evaluate Numerical Expressions) Pam has $20 to spend at the museum. She bought an admission ticket for $8, a tote bag for $6, and spent the rest for lunch. Write an expression to show this.

Sometimes I notice that my students think that I'm giving them more than they can handle, and are overwhelmed. This lesson, "Mirror Image", was created to meet this attitude. Now, while this is not exactly a mirror image, the Guided Practice (GP) & Independent Practice (IP) are nearly identical tasks. My purpose for doing this is to show the students an identical example side-by-side to a new task. We've always done GPs and IPs back-to-back, on separate pages, and students sometimes have a difficult time finding the exact example to refer to for assistance. This way, I have made things even more simple to aid in the understanding of my students.

#### Resources

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#### Independent Practice

*20 min*

Item #1 is a DOK 2 (Basic Skills & Concepts. (Using Grouping Symbols & Evaluate Numerical Expressions) 125-(12 x 5) + 75

Item #2 is a DOK 1 (Recall & Reproduction. (Using Grouping Symbols & Evaluate Numerical Expressions) 75- [60 divided by (5 x 2) + 32]

Item #3 is a DOK 2 (Basic Skills & Concepts. (This is one level higher DOK than the mirror image in the Guided Practice.) Which numerical expression represents: twelve times the result of dividing 20 by 2?

It's important to slightly challenge students, and sometimes the challenge needed to be embedded into the lesson without a dramatic occurrence. Once students have been successful, it's that scaffolding, and prompting that extends the learning. (Writing & Interpreting Numerical Expressions)

Item #4 is a DOK 2 (Basic Skills & Concepts) (Using Grouping Symbols & Evaluate Numerical Expressions. Here, students have to write and expression & evaluate the answer. A gift basket of fruit contains 3 oranges, 2 peaches, 3 bananas. How many pieces of fruit are there in 5 gift baskets? Provide: an answer, an expression, and evaluate the expression.

Item #5 is a DOK 3 (Strategic Reasoning & Thinking) (This is one level higher DOK than the mirror image in the Guided Practice.) It's important to slightly challenge students, and sometimes the challenge needed to be embedded into the lesson without a dramatic occurrence. One students have been successful, it's that scaffolding, and prompting that extends the learning. This is the most difficult problem of the lesson.(Writing & Interpreting Numerical Expressions) There are 16 boys and 18 girls in Mrs. Hope's 5th grade class. Mrs. Hope gave each person 3 pencils and 6 stickers. Write and compare this with an expression.

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#### Closure

*15 min*

With table partners, students cut out the cards on the following document. They work together to match each verbal equation with its corresponding algebraic equation. I paired students with similar ability partners. It was important to me to provide my students with a multi-sensory component to this lesson.

#### Resources

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