## Reflection: Real World Applications To Change or Not to Change - Section 1: Warm Up

I want my students to establish ownership of mathematical vocabulary, rather than working from rote definitions. For example, in today's lesson, when I asked students to define what a variable is they respond by saying it is a letter that stands for a number. I was not confident that they really understood that it represented a whole range of possible numbers. More so, they were thinking of it as standing for a single right answer. My intention for this lesson was to give them a more complete understanding by comparing the idea of variable with what it means to be constant.

After teaching the lesson, I was thinking that it would be helpful to make the following change. Next year, I plan to follow up with additional contextual problems that include both constant and variable quantities. Comprehensible context gives a purpose to the terms as well as the mathematical tools. The context I would choose would be one in which students need to make a decision based on data. For example choosing between company A that charges a flat fee of \$50 plus a unit rate of \$3 and company B that charges no flat fee, but a unit rate of \$10.

Meaning vs. definition
Real World Applications: Meaning vs. definition

# To Change or Not to Change

Unit 3: Equivalent Expressions
Lesson 7 of 23

## Big Idea: Students learn that constant terms do not depend on the value of variables.

Print Lesson
Standards:
Subject(s):
Math, Expressions (Algebra), distributive property, like terms, algebra tile
54 minutes

### Erica Burnison

##### Similar Lessons

###### Determining Solutions
Big Idea: How can we prove equality? In this lesson students determine if a given number is a solution to an equation. Skill mastery is a focus.
Favorites(15)
Resources(20)
New Haven, CT
Environment: Urban

###### Equivalent Numerical Expressions, Day 2 of 2
6th Grade Math » Intro to 6th Grade Math & Number Characteristics
Big Idea: How can you represent the area of a diagram using numerical expressions? Students connect their knowledge of area and equivalent expressions to the commutative and distributive properties for day 2 of this investigation.
Favorites(10)
Resources(35)
Somerville, MA
Environment: Urban

###### Distributive Property
6th Grade Math » Properties of Math
Big Idea: Students will compare the distributive property to sending invitations at a birthday party.
Favorites(16)
Resources(13)
Brooklyn, NY
Environment: Urban