Still Simplifying Expressions II

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SWBAT simplify expressions and justify their reasoning.

Big Idea

Can students justify why they simplified expressions in a particular way?


5 minutes
  • POD

As student enter the room, they will have a seat, take out their Problem of the Day (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use MP 3 continually based on the discussions we have about the problem each day.

The POD today: Simplify this expression: 2 oranges + 3 peaches + 5 oranges. Yesterday’s exit ticket (Can I Create?) asked students to simplify an expression to give me an idea as to whether they understand how to simplify. Today’s POD will be another opportunity to simplify but will add discussion and clarification. I want to ensure they understand that the items cannot be grouped together. Are they combining the oranges or just combining everything? Our discussion will highlight why they can’t be combined, if they ever can, and why we would, if we did. I want to reinforce that unlike things cannot be combined.

  • Learning Target

The target for the day is also on the SMARTboard each day when students enter the room.  The target for today’s lesson is for students to simplify expressions they are given.


25 minutes

After discussions, I will distribute the Simplifying Expressions worksheet to students. They will work with a partner to simplify the expressions on the sheet. When they finished their partner work, we will discuss each problem as a whole class. Student pairs can put their responses on the board and we can share out how they made their decisions about the combinations. What support can pairs provide for their responses (MP3)? I want to hear what students say about any expressions they couldn’t combine. Do they recognize different object/things will not be combined?


5 minutes

We will use the Traffic Light strategy to leave class today. I will ask students to give me feedback on what they understand about simplifying expressions. Do they feel comfortable enough to explain what they’ve learned to others? If I have several red light notes, we can revisit the process as a group. If there are only a few, I can identify students who are struggling or need additional support to work with them individually or in a small group.