# Lesson: Differentiate between Expressions and Equations

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### Lesson Objective

SWBAT differentiate between expressions and equations. SWBAT define and identify variables, coefficients and terms.

### Lesson Plan

 Element/Time Teacher Do Now (8:30 – 8:40)/(10:00 –10:10) ·         Teacher walks around to greet students and check in with students about their do now and homework HW Check ·         Teacher walks around to help/spot check student HW Mental Math (8:40 – 8:50) /(10:10 – 10:20) ·         Teacher reads and reveals a series of 6 problems – helping students to think of strategies to help students solve the problems ·         Teacher pulls sticks (cold call) to have students answer the questions Mini Lesson (8:50 – 9:25)/(10:20 – 10:55) Opening: ·         Today we are starting a new unit called finding the unknown.  ·         Over the course of this unit we are going to focus on different number sentences that have an unknown value.  ·         Sometimes the unknown value can be figured out, sometimes you will be given the unknown value and will use it to evaluate an expression ·         Today we are going to focus on vocabulary that will help us to understand the work we will be doing for this unit. Intro: ·         As you know, vocabulary is very important in mathematics.  It helps us to describe things and talk in a language so that we are all clear about what we are describing.  ·         Before we get started, I know that you all have been working on vocabulary and context clues.  Let’s see if we can read this article together and figure out what some of these terms means – have students work in pairs to discuss  ·         Discuss conclusions  ·         Provide students with actual definitions and refer to the reading.  ·         Demonstrate visually with bags for variables and cards for constants.  ·         Model identifying with symbols (written form) ·         Note the difference between equations and expressions with the students - equations have equal signs.  Equations are made up of two different expressions that are equal to each other. Guided: ·         With students, mark up and equation/expression by identifying it’s parts. ·         Have students walk through marking up some of the examples in the notes as well.  Independent: ·         Students will independently identify different parts of an equation or expression and identify expressions from equations.  Closing:  ·         Discuss with students why it is important to have a common language. ·         Review what was learned that day, why it’s important for us to know this, and misconceptions one might have. Skills Time (9:35- 9:50) /(11:05-11:25) ·         Hand back tests to students – share the positive results with them. ·         Hand back other graded work – allow students to make corrections while pull students that failed the test and review work with them.

### Lesson Resources

 Notes Equations/Expressions 3,703 CW Expressions and Equations   Classwork 2,261 HW Expressions Equations 1,469 CW Expressions and Equations 1,318 U8 L1 Finding the Unknown Expressions Equations 1,551 U8.L1.Finding.the.Unknown.Expressions.Equations.docx 1,033
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