SWBAT build a vocabulary resource that will deepen understanding when solving real world problems, writing expressions, solving equations and inequalities.

Students will have a handy resource by the end of the mini unit that will help them deepen their understanding with further objectives in the expression/equation unit.

Day 1 we focused on creating a substantial list of key words that students will need to understand to be successful for the unit. We engaged in a brainstorm activity, and created a foldable that will be useful throughout the course of the year. Day 2 we began to apply our understanding of the meaning of the words by writing mathematical sentences that can be translated into mathematical expressions, or equations. Today we will translate the sentences. It is imperative that they wrote sentences that can be translated. If you notice students did not understand this expectation, it may be helpful to model examples.

For example: If a students is working with the key words "product of" an accurate statement that can be translated would be "What is the product of 45 and 23.9?"

Not I am the product of my mother and father.

10 minutes

Have students enter the room and sit in their **Individual Think Time seats.** Students will need their interactive notebooks. In my class, our notebooks are primarily kept in the class and located in the same area always. I have two students who are assigned to passing out the note binders that their notebooks are in. This helps with consistency and classroom management. My students are always given verbal instructions before entering the room daily. Today’s verbal instructions will include,, “Today you will now write expressions or equations that will translate what you wrote in English. You will simplify or solve the expression or equation and provide an explanation for each. Please refer to your student resource from day 2. You will have the entire period to complete this assignment. Please make sure you are accurate. Before you approach with any questions make sure you thought through long and hard." This will give students the opportunity to practice **MP 1**, and **MP 6**.

35 minutes

Once the students are seated and the notebooks are handed out or taken out, those who have not completed their written sentences should begin working immediately. Others should begin to write their expressions or equations, simplifying or solving, and providing an explanation in their notebooks. Please see the example given of how this will look in their notebooks. This will be the full lesson of the day. Students should know that they will only have one class period to complete the assignment. From the provided list from day 1, there are approximately 45 words, there may be more depending upon the brainstorming activity from day 1. During this time, I walk the room checking for understanding. This can prove to be difficult if students do not have true understanding of the key words, and if their sentences were not written in a way in which they are able to translate them into expressions or equations. You may want to model a few sentences with your students to be sure they have an understanding of the expectations. On Day 4, students will share their work with their designated groups. They will critique the work of each other. This will give them an opportunity to practice **MP 3.** On day 5 students will take an assessment to assess their understanding of the key words without the resource. Homework for each day would be to study the key words extensively for 30 minutes nightly.

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