Students will be able to simplify expressions representing area and perimeter of known figures.

Area and perimeter are great ways to model operations with expressions – and this lessons investigates just that!

10 minutes

**Opener:**As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (Instructional Strategy - Process for openers). This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is**mathematical practice 3**.**Learning Target:**After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can express area and perimeter in terms of a variable by simplifying expressions.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

50 minutes

**Expressions Applications Notes: **Expressions Applications Explore Narrative

**White Board Practice**: Instead of my traditional table challenge, today students each student will complete the practice problems on their own mini whiteboard. This will give me a good idea of the individual understanding that is taking place. Students will still be permitted and encouraged to talk with their table mates, but I want to see each student work the problems out (persevere with problem solving, **mathematical practice 1**). These problems will require students pay close attention to precision – signs, distributing properly – which is **mathematical practice 6**. This particular skill (simplifying expressions) is so crucial to moving forward with mathematics that I want to make sure all students are on target, and that I identify any misconceptions early.

5 minutes

**Instructional Strategy - Table Discussion **Students will discuss the scenario problem given as a table, and determine whether the student has answered the question accurately or not. I will call on several tables to share their thoughts, and their reasoning as to why they think it is right or wrong.

**Homework: **After the table discussion, I will pass out the assignment and allow students to begin working. This assignment includes simplifying expressions, perimeter, word problems, and distributive property. The assignment is a good review of topics learned so far in the unit. Philosophy on Homework