## Reflection: Student Grouping Equivalent Numerical Expressions, Day 1 of 2 - Section 1: Pre-Assessment to be completed and reviewed BEFORE this lesson

I organized Homogeneous Groups for this lesson. I collected the pre-assessments to analyze student work.  I wrote 1-2 questions on each student’s pre-assessment.  I used the “Before the Lesson” part of the MARS pdf to help me generate appropriate questions.  As I was creating my groups, I noticed that most students fell into one or more of the following groups.

Struggling with calculating area:  These students were not sure how to calculate the area of the larger rectangle. There were only a couple of students in this category in each class. Some of these students could correctly find the area of the 2 x 3 rectangle, but not the 2 x 5 rectangle.  Other students mistakenly multiplied all three values to find the area. Unit 1.13 Struggling with Area

Struggling with multiple expressions: These students were able to correctly calculate the area of the larger rectangle, but they believed only one expression represented the area of the figure.  These students struggled to make connections between their method of finding the area and other methods.Unit 1.13 Struggling with multiple expressions

Struggling with the commutative and distributive properties:  These students failed to see the differences and similarities between 2 x 3 + 5, 3 + 5 x 2, 2 x 3 + 2 x 5, and 2 x (3+5).  This may also be connected with confusion over the meaning of parentheses in numerical expressions. Unit 1.13 Struggling with the Commutative and Distributive Properties

Struggling with exponents:  These students failed to see the differences and similarities between expression (ii), (iv), and (v) in problem 1b.  I am interested to have these students revisit their choices and prove them by using the order of operations to simplify each of the expressions in 1b. Unit 1.13 Struggling with Exponents

Students in need of extension: These students were able to complete the task correctly.  They will likely get to the challenge tasks during work time. Unit 1.13 Students in need of extension

Student Grouping: Creating Homogeneous Groups

# Equivalent Numerical Expressions, Day 1 of 2

Unit 1: Intro to 6th Grade Math & Number Characteristics
Lesson 13 of 16

## Big Idea: How can you represent the area of a diagram using numerical expressions? Students apply their knowledge of area and order of operations to match area diagrams with numerical expressions.

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Standards:
Subject(s):
Math, order of operations, Number Sense and Operations, 6th grade, master teacher project, equivalent expressions, area model
61 minutes

### Andrea Palmer

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