SWBAT generate equivalent expressions using numeric notation, words, input/output tables, and area models.

Through an engaging hands-on activity develop a sense of equivalence as an essential skill in solving equations that begin with expressions.

10 minutes

By today you should have student groups created and put students together with their cooperative partner(s) from the start of class. I have included a sample of pre and post assessment work from one of my students this past year. The goal of course is to see improvement from pre-to post. You will notice that on this particular assessment I hand wrote the guiding questions on each student's paper. When time allows, I like to personalize the feedback on the pre-assessment.

Click here to link to lesson materials

Page T-3 of the teacher resources found in the PDF at the bottom of the web-link outlined framing the lesson yesterday. I suggest just a short whole class discussion about these expressions and an introduction of the guiding questions you generated last night. Show them your guiding questions and explain that you have developed these specific questions just for them based on common misconceptions. The goal of this activity we are about to begin is to learn about these common problems, so by the end of the activity everyone can successfully answer each of these guiding questions. Explaining the purpose of the guiding questions is also implementing the strategy **Clarifying and Sharing Learning Intentions and Criteria for Success.**

35 minutes

The goal for today is that students will complete the card match activity including sets A, B, C, and D if possible as outlined on pages **T-4, T-5, **and** T-6** of the teacher resources. Card sets A and B were matched on the previous day and students should have their own notes to about the matches to discuss with their new partner. Bring students sets A and B to match again and then bring set C after they have created their pairs. Set C is interesting because there are fewer tables than expressions. I never tell my students what to expect. Some groups realize through trial an error that more than one expression fits a table, so expect some tables to pair with two expressions. Some groups simply find one match and tell me the rest of the expressions didn’t have a match. I usually say, “I see more matches on your desk, do you?” Then students realize some tables have more than one expression.

If you can complete or at least begin set D then great. This activity is instructive that I would never suggest rushing or skipping card sets. You students will likely struggle with the distributive property cards and the table cards the most. Many students need feedback on how to finish the blank cells of the tables. Area models in set D are often very difficult for students to grasp but after a few cards, most students begin to understand how to read the cards.

One of the biggest issues students have is organizing the layout of the cards. Many students become overwhelmed by the sheer quantity of cards and begin to struggle with productively applying set C. Set C will require students to move large groups of cards around and try to create some sort of reasonable poster that will also include an area model from set D. If you plan to have students glue today. Do not pass out poster paper and glue sticks until students have completed all of sets A, B, and C. Also, remind students to leave room for one more card from set D. Every table also has an area model. For poster paper, larger than legal size works well and so does taping multiple sheets of paper together. Some teachers use small sections of bulletin board paper but that can get expensive. I have included two student sample posters from my own classes last year.

5 minutes

I highly suggest watching my short strategy video **Storing Small Manipulatives** as I make suggestions for sorting and storing cards. I purchase small manila envelops and place post-it notes on them. Students write their names on the post-it and store all their cards inside. I encourage students to label the back of all “matched” cards with a coding system. One example of coding is to write the letter A on the back of all cards matched together and then write a B on the back of the next set that was matched. Carefully placing cards in the envelops, which can be reused by simply removing the post-it, is good but coding cards is even better. I have a set of trays that slide shut and it is where all student work is turned in and envelops are stored overnight.