SWBAT write equivalent expressions.

Students will be assessed to determine what they already know about writing equivalent expressions.

10 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 also allows students to use** MP 3** continually based on the discussions we have about the problem each day.

The POD for today will be **My Favorite No** using one of the exit ticket examples from yesterday’s class. The exit ticket asked students to create two expressions that are written different but have the same value. This will help me identify what students understand about equivalent expressions and applying the properties to expressions. I can use My Favorite No to highlight errors that students may have in common.

**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 be able to create and simplify expressions.

20 minutes

To begin our exploration into creating and simplifying expressions, my students will complete a set of activities using the MARS task, Steps to Solving Equations. Students will begin by completing the assessment task, “Express Yourself”. The assessment task will help me focus the subsequent lessons on misconceptions students may have and areas where additional support may be needed. Students will work individually and I will tell them that I am looking for their explanation for their answers to be written using the **Answer Sandwich** strategy. As students turn in their assessments, I can look through them to get an idea of what each student understands. Using the questions chart included in the MARS lesson, “Steps to Solving Equations”, I can have students answer additional questions from the chart based on their responses to the assessment. We will discuss their responses as a class. I want to take volunteers to answer based on what was highlighted. I want them to see multiple points of entry for a problem along with different strategies for solving the problem.

Whole Class Intro

After we process the assessment and the additional questions, we will do a whole class introduction that students will add to their notes. As they respond to the slides, we will put them under the document camera to share answers and discuss the problem solving being done. The discussion will highlight issues that arise, similar to the issues addressed with the assessment. What common errors do I see? Are there operational mistakes being made? Are students correctly applying the properties?

10 minutes

Students will use the Card Set: Stories to create equations to represent the stories presented on the cards. We will use the expressions created as examples and the stories in class tomorrow. I foresee some difficulty with students creating expressions for each card. I am not concerned with the solution to the question but rather the representation of the expression. If students are successful with creating the expression it is okay to attempt the solution. I just don't want them so focused on the solutions that they are not putting thought into how to create the expression. I don't want to see guess and check as the strategy to determine the solution. I want to see actual expressions.