Simplifying Expressions Day 2
Lesson 3 of 25
Objective: SWBAT simplify mathematical expressions through combining like terms.
Have students come in and sit right away. Instruct students that they will be going over student responses from day 1’s exit ticket. The goal of the bell ringer is for students to assess one another’s responses. Do we get it, or do we need more help? If you choose you may show the ending video from day 1 to reinforce the goal of today.
Go over several responses from day 1’s exit ticket. Have students explain how their understanding with simplifying everyday objects can transfer to understanding how to simplify mathematical expressions with variables, constant terms, and coefficients. From your evaluation of the exit ticket responses choose low, medium, and high level responses. Allow students to construct viable arguments on why a certain response shows understanding and why responses lack understanding.
Activity Round and Round We Go.
Group students into groups of 4. If you have desk, group them into tables. If you are unable to do this, have large paper taped to the walls that groups can rotate to. On the tables or paper, place one expression on each. Instruct the students to carry their interactive notebooks with them as they rotate the tables or taped chart paper. The goal of the activity is for students to use the strategies learned from day 1 to simplify each equation as a group. Students should practice MP 1 and MP3 throughout this activity. Allow students about 3 minutes at each expression. It would be beneficial for there to be at least 5 expressions for the student groups to solve. I have included example expressions to use. You may also use expressions that you have as well. After 3 minutes ring a bell, or give the students some verbal cue that it is time to rotate.
Think Pair Share
Think Pair Share
Once each group has rotated through each expression, have the groups pair up for a think, pair, share. This is an opportunity for students to defend their responses, share their thinking, and work through any mistakes made.
Walk the room and join in discussion groups. Check for understanding. Students should be engaging in rich mathematical discussions. Some groups may need slight direction on staying on topic and on task. Guided questions will be necessary here.
During this time you will lead the discussion. Share out what you heard as you joined discussion groups. Share out common mistakes made, and misconceptions. Clarify when necessary and give the correct answers to each expression at this time. A thumbs up, thumbs down approach to groups that got the correct answer is a quick formative assessment. Most of your assessing will be done during the think, pair, share time period.
There will be no exit ticket or homework for this lesson.