##
* *Reflection: Discourse and Questioning
Story Translations - Section 1: Launch

This was a good question for students. We initially had problems with recognizing operations with expressions. Asking them to determine which expression was correct started good discussion. We talked about what each one represented. Converting from feet to yards posed an issue for some of my students so that was a discussion point as well.

*Converting and Connecting*

*Discourse and Questioning: Converting and Connecting*

# Story Translations

Lesson 9 of 12

## Objective: SWBAT create expressions to represent problem situations.

*35 minutes*

#### Launch

*5 min*

**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.

POD: There are 3 feet in a yard. Using F for feet and Y for yards, which of these equations correctly expresses this relationship: 3F = Y or F = 3Y? Explain how you know.

The discussion for this POD will let me know if students understand how to write an expression for a conversion. Do they understand the feet into yards connection? Can they express the number of feet in a yard? If there are any discrepancies, we can walk through the connection and make sure students can establish the connection and write an expression. Similar examples would include inches to feet and minutes to hours.

**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.

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#### Explore

*25 min*

The exploration today will have students translate a story into a mathematical expression. While the goal isn’t that students solve equations, if I have students who are able to extend to that level, we will work through them. Students should be able to manipulate through creating the expressions using all of the operations. If time allows, I want to explore writing the expressions they create in a different way as well. Can my students use parentheses and exponents to shorten multiplication steps? Are they able to account for the unknown value?

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#### Landing

*5 min*

Today’s Exit Ticket will ask students to respond to the following prompt.

Explain the difference/similarity between the two expressions:

h = s + $5.50 and h – s = $5.50.

I chose this question to get an indication of how well students understand similarities between two expressions. I also want to know if they recognize that different expressions can represent the same values.

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##### Similar Lessons

Environment: Urban

###### Evaluating Expressions

*Favorites(14)*

*Resources(18)*

Environment: Urban

Environment: Suburban

- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Simplifying Expressions
- LESSON 2: Still Simplifying Expressions
- LESSON 3: Solving Equations
- LESSON 4: Can I create?
- LESSON 5: Still Simplifying Expressions II
- LESSON 6: Expressions Opening
- LESSON 7: Express This
- LESSON 8: Write It Wednesday Expressions
- LESSON 9: Story Translations
- LESSON 10: Number Trick
- LESSON 11: Spaghetti and Meatballs
- LESSON 12: Expressions Post Assesment