##
* *Reflection: Students with Disabilities
Evaluating Expressions - Section 2: Guided Notes + Practice

If students are having a difficult time grasping how to substitute values for variables, an easy modification is to color code the problems. For example, at the top of the Guided Notes, you can change the color of the font to assign each variable a different color. Then, anywhere a particular variable shows up you change the color of it to the assigned colors (all a’s will be blue, all x’s will be green, etc.). Only the letter for the variable should change color, the rest of the problem will remain black. This helps students visually see which value from the top matches to the variable in the problem. You can slowly take away this modification as students gain proficiency and add it back in if necessary for more difficult problems. This color coding is particularly useful for students with certain disabilities.

*Color Coding*

*Students with Disabilities: Color Coding*

# Evaluating Expressions

Lesson 4 of 5

## Objective: SWBAT evaluate algebraic expressions using order of operations.

#### Do-Now

*10 min*

Students will complete the Do Now in 3 minutes. Then, we will orally check the Do-Now responses as a whole group.

Next, a student will read the objective to the class: **SWBAT evaluate algebraic expressions using order of operations**. I will then ask students to recall what they already know about the order of operations, and to describe why it is important in math. I will also ask students to define the word "evaluate" and to decide if evaluating is the same as solving.

#### Resources

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#### Guided Notes + Practice

*20 min*

The purpose of today's class is to give students practice with the evaluation of variable expressions for a given value of the variable. This skill is crucial as we enter our next unit, solving linear equations.

During this section of the lesson, we work off of these Guided Notes together as a class. We will complete Problems 1-4 as a whole group. I will explicitly model the set-up and computational processes. My students will then work in pairs to complete the remaining problems. The class will complete this task in 15 minutes.

I will then ask 8 volunteers to come to the board to present their responses on the board.

#### Resources

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#### Independent Practice

*20 min*

Students will continue to practice today's objective using this Kuta Software handout for the next 20 minutes. Every 5 minutes, I will ask stop the whole class and ask students to compare their paper with a neighbor. We will then review our responses as a whole group.

#### Resources

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#### Small Group Activities

*30 min*

Since the purpose of today's class is to review and practice skills needed for our next unit, the last portion of class working with small groups of students. Using old informal assessments, I will pull selected students, in groups of 3, to review operations with fractions and decimals.

Students who are not working in a small group will complete the Integer Activity from our last class. By today, most students are on Part II or Part III of the activity, and will need computers to complete the entire assignment.

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*Thanks for this! On the Fractions Decimal Multiplication Review, the left side starts with fractions and right with decimals. However, below that point, the left side is decimals and the right is fractions. Might be nice to have all decimals on the left, all fractions on the right. :) | 24 days ago | Reply*

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- UNIT 1: Welcome Back! - The First Week of School
- UNIT 2: Linear & Absolute Value Functions
- UNIT 3: Numeracy
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