##
* *Reflection: Checks for Understanding
More with Expressions - Section 1: Opening

I could see from the students' work during the opener of this lesson that students were starting to gain more understanding. In yesterday's lesson, students were not yet confident enough to persevere. Today, they demonstrated more understanding and more grit. The students seemed to be much more at ease on this day with thinking through the mathematics and trying to write down a thoughtful response.

I noticed, as I was monitoring student work, that more students were making sense of the expressions involving multiplication. It also seemed to me that they were able to understand this particular context (cubic yards of dirt and number of trucks) better than the previous lesson (orders of ink and gallons). That said, I did see many more students taking the time to read the problem through several times before trying to put down a solution. This extra time for "understanding the problem" led to better results on this opening activity.

*Checks for Understanding: Using Today's Opener as an Informal Assessment*

# More with Expressions

Lesson 2 of 15

## Objective: SWBAT reason about the quantitative value of an expression based on the individual parts of that expression.

#### Opening

*10 min*

This Opener Activity requires students to create meaning around the variables in an expression based on their context. Students will need to make sense of the expression in terms of what the individual variables represent. It is an important message to convey to your students that they may not understand the meaning of the whole expression after one read through and will need to persevere in trying to understand what the expression represents (**MP1**). I encourage my students to read each expression and each description of the variables several times. By being deliberate, they are able to construct a better understanding of what the expression represents as a whole.

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#### Launch

*5 min*

During the Opening Activity students were asked to make meaning about an expression based on the meaning of the individual variables in that expression. The slides on Pages 2 and 3 of More with Expressions Launch get students thinking about the overall quantity represented by an expression based on the variables in that expression.

I developed **Slide 2** because my students often look at an equation and don't give a thought to the structure and meaning of the variables that make up that equation. So, I want to push them to engage more in MP7. This slide will get students thinking about how the components of an equation combine, rather than focusing completely on the whole.

I plan to have students do a Think-Pair-Share about the two questions on this slide. Once students have had an opportunity to process the questions, I will guide the share out in order to make sure that the discussion focuses on how the structure of the equation creates meaning.

When we turn our attention to **Slide 3**, I will start by having students try to answer this individually. After a few minutes I will use a non-verbal cue to review the answers. I will ask students to hold their hand on their desk and point a thumbs up to the right or left to indicate their choice of the larger expression. Depending on the results of this quick survey, I may have students turn-and-talk to discuss the problem further. If most students chose the correct expression, I will have one student share their thinking. If more students are interested in sharing, I will let them respond to or build on what they heard from the first student.

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#### Independent Practice

*20 min*

This Independent Practice gives students more opportunity to see how the structure of an expression can effect its overall quantity based on the individual variables it contains. I will ask my students to work on this worksheet with a partner for 10 minutes. Then, I will assign numbers to split the pairings (#1 and #2). In each partnership, #1 will stay in their seats and all of the #2's will find another #1 to work with (this is my version of Stay and Stray).

When students get into their new partnerships, I want them to take turns sharing their answers. I will circulate encouraging students to offer an explanation in support of an answer and to listen to their partner's ideas and suggestions (**MP3**). I will also encourage Student #2 in each group to try to take one interesting explanation back to share with their original partner.

**Teaching Note: **If necessary, I am prepared to explain to students that this activity is not about telling the other person which expression their group chose. They should be explaining WHY they chose the expression, citing specific reasons to back up their choices. Their partner can either:

- Agree and say what they liked about the explanation they heard
- Agree and offer a different explanation
- Disagree and explain why and offer their thinking as to why the other expression should have been chosen.

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#### Closure

*5 min*

Today's closing allows for some creativity: More with Expressions Close. When I distribute the task, I will explain to students that their answer for the second portion of the question will depend on the story that they write.

In students' writing, I will be able to discern if they understand the meaning of the expression. I share some final observations in the following video:

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- LESSON 1: Understanding Expressions
- LESSON 2: More with Expressions
- LESSON 3: Translating Expressions
- LESSON 4: Connecting Expressions to Area
- LESSON 5: Equivalent Expressions: Distributive Property
- LESSON 6: Investigating Properties using expressions
- LESSON 7: True & False Equations (Day 1 of 2)
- LESSON 8: True & False Equations (Day 2 of 2)
- LESSON 9: Solution Sets to Equations/Inequalities
- LESSON 10: Solving Equations
- LESSON 11: Solving and Justifying Equations
- LESSON 12: CAUTION: Equation Solving Ahead
- LESSON 13: Solving Linear Inequalities: Addition and Subtraction
- LESSON 14: Solving Linear Inequalities: Multiplication and Division
- LESSON 15: Compound Inequalities