##
* *Reflection: Flexibility
Interpreting Algebraic Expressions Day 1 - Section 1: Warm up, Homework Check, and Partner Team Building

I found that many students struggled with this warm up at first and didn't put anything down. Some students got 2(3x + 2) but very few other models. I decided to use this as a teaching opportunity and modeled an additional problem on the board like (2x + 5) + (4x - 1). Once they realized the range of possibilities, they were able to write several other examples. Next time I use this warm up, I may give an model example first. The two artifacts, student A and student B give you an idea of what you might expect.

*Flexibility: Interpreting Algebraic Expressions Warm Up Reflection*

# Interpreting Algebraic Expressions Day 1

Lesson 3 of 15

## Objective: Students will be able to translate between words, symbols, tables, and area representations of algebraic expressions.

## Big Idea: This two part lesson allows students to strengthen and deepen their understanding of the multiple forms of algebraic expressions.

*50 minutes*

I include **warm ups **with a **rubric**** **as part of my daily routine. My goal is to allow students to work on **Math Practice 3 **each day. I use homogeneous **student groupings** which provide an opportunity for appropriately differentiated math conversations. The resource video specifically explains this lesson’s Warm Up: Interpreting Algebraic Expressions which asks students to identify several ways that a person could get $4.72 in change.

I also use this time to correct and record the previous day's homework. This will take a bit longer as this will be their first run through of homework correction.

For the first week of each new partnership, I present a question that has the students sharing their answers. This helps students become comfortable talking to each other, which they will be doing frequently throughout the year.

*Today's topic is: When you were in grade school, what did you want to be when you grew up? Why?*

*expand content*

In the previous lesson, I began discussing the information on my syllabus. I chose to spread this out since it can be mind numbing to go through that much information in one go. Certain portions, like the section on quizzes or tests will be covered as we get to that part of the class.

Today, I am covering the grading scale, homework, and getting extra help.

#### Resources

*expand content*

This lesson is from the Math Assessment Project (MAP). Typically I don't take a lesson right from a web site, however the MAP lessons are extremely well written and can be used with minimal modifications. This website resource has very explicit directions which I don't need to repeat, instead I will be sharing my lesson pacing and techniques to tailor this activity for my students. I encourage you to read through the MAP lesson for complete directions.

In the introductory activity each student receives a personal whiteboard, marker and eraser or tissue. The students are given five written statements, located on a PowerPoint, that they must translate into an algebraic expressions. As the students hold up their boards, I write down all variations I see, correct and incorrect. I then call on students to explain WHY expressions are correct or incorrect (**Math Practice 3**).

Next each pair of students will receive Card Set A and Card Set B of the Interpreting Algebraic Expressions Matching Activity. These cards have algebraic expressions and written statements that need to matched (**Math Practice 2**). Something that I would like to emphasize about this activity is the importance of walking around and providing some individual scaffolding to the students. There are some excellent examples of student/teacher interactions in the lesson guide.

Time permitting, I include the section that includes tables of values to the matching activity. Again, circulating around the room and engaging in conversations with students will increase the impact of this lesson. I like to provide students with a baggie to place their cards at the end of the class so they can save them for the next day.

*expand content*

#### Exit Ticket

*3 min*

My goal for these beginning of the year exit tickets is to get students thinking about their goals for this class. Today's Exit Ticket asks students to answer: "What is your plan to make sure that you are getting all of your homework done?"

*expand content*

##### Similar Lessons

###### Asymptotic Behavior, Day 2 of 2

*Favorites(0)*

*Resources(13)*

Environment: Suburban

###### Exponential Growth and Decay

*Favorites(0)*

*Resources(15)*

Environment: Urban

###### Conic Sections Test Review

*Favorites(2)*

*Resources(4)*

Environment: Urban

- UNIT 1: Modeling with Expressions and Equations
- UNIT 2: Modeling with Functions
- UNIT 3: Polynomials
- UNIT 4: Complex Numbers and Quadratic Equations
- UNIT 5: Radical Functions and Equations
- UNIT 6: Polynomial Functions
- UNIT 7: Rational Functions
- UNIT 8: Exponential and Logarithmic Functions
- UNIT 9: Trigonometric Functions
- UNIT 10: Modeling Data with Statistics and Probability
- UNIT 11: Semester 1 Review
- UNIT 12: Semester 2 Review

- LESSON 1: Turn Your Words Into Money
- LESSON 2: Crossing the Snake River
- LESSON 3: Interpreting Algebraic Expressions Day 1
- LESSON 4: Interpreting Algebraic Expressions Day 2
- LESSON 5: Mind Reading with Algebra
- LESSON 6: Selling Cake Pops Day 1 of 5
- LESSON 7: Selling Cake Pops Day 2 of 5
- LESSON 8: Selling Cake Pops Day 3 of 5
- LESSON 9: Selling Cake Pops Day 4 of 5
- LESSON 10: Selling Cake Pops Day 5 of 5
- LESSON 11: Representing Inequalities
- LESSON 12: Modeling Compound Inequalities
- LESSON 13: Modeling Expressions and Equations Review Day 1
- LESSON 14: Modeling Expressions and Equations Review Day 2
- LESSON 15: Modeling Expressions and Equations Test