##
* *Reflection: Discourse and Questioning
Still Simplifying Expressions II - Section 1: Launch

This POD builds upon the simplifying activity we did earlier in the unit. Students seemed to understand the concept of combining like terms. A student explain why we cannot combine apples and oranges and call it fruit. We had to look at each piece for specific characteristics and combine based on those characteristics.

*More like terms*

*Discourse and Questioning: More like terms*

# Still Simplifying Expressions II

Lesson 5 of 12

## Objective: SWBAT simplify expressions and justify their reasoning.

*35 minutes*

#### Launch

*5 min*

**POD**

As student enter the room, they will have a seat, take out their **Problem of the Day** (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use **MP 3** continually based on the discussions we have about the problem each day.

The POD today: Simplify this expression: 2 oranges + 3 peaches + 5 oranges. Yesterday’s exit ticket (Can I Create?) asked students to simplify an expression to give me an idea as to whether they understand how to simplify. Today’s POD will be another opportunity to simplify but will add discussion and clarification. I want to ensure they understand that the items cannot be grouped together. Are they combining the oranges or just combining everything? Our discussion will highlight why they can’t be combined, if they ever can, and why we would, if we did. I want to reinforce that unlike things cannot be combined.

**Learning Target**

The target for the day is also on the SMARTboard each day when students enter the room. The target for today’s lesson is for students to simplify expressions they are given.

*expand content*

#### Explore

*25 min*

After discussions, I will distribute the Simplifying Expressions worksheet to students. They will work with a partner to simplify the expressions on the sheet. When they finished their partner work, we will discuss each problem as a whole class. Student pairs can put their responses on the board and we can share out how they made their decisions about the combinations. What support can pairs provide for their responses **(MP3)**? I want to hear what students say about any expressions they couldn’t combine. Do they recognize different object/things will not be combined?

*expand content*

#### Landing

*5 min*

We will use the **Traffic Light** strategy to leave class today. I will ask students to give me feedback on what they understand about simplifying expressions. Do they feel comfortable enough to explain what they’ve learned to others? If I have several red light notes, we can revisit the process as a group. If there are only a few, I can identify students who are struggling or need additional support to work with them individually or in a small group.

#### Resources

*expand content*

Can you attach the Simplifying Expressions worksheet the students are working on?

| one year ago | Reply##### Similar Lessons

Environment: Urban

###### Evaluating Expressions

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*Resources(18)*

Environment: Urban

Environment: Suburban

- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Simplifying Expressions
- LESSON 2: Still Simplifying Expressions
- LESSON 3: Solving Equations
- LESSON 4: Can I create?
- LESSON 5: Still Simplifying Expressions II
- LESSON 6: Expressions Opening
- LESSON 7: Express This
- LESSON 8: Write It Wednesday Expressions
- LESSON 9: Story Translations
- LESSON 10: Number Trick
- LESSON 11: Spaghetti and Meatballs
- LESSON 12: Expressions Post Assesment