##
* *Reflection: Debate
Number Trick - Section 2: Explore

Number trick made them stop and think. It was a game that really made them think. I heard steps being repeated and saw erasing as students tried to work through it. Creating their own original number trick was an interesting concept. Students wanted to stop if the trick didn't give the answer they wanted but gentle pushing seemed to encourage them to keep working at it. Perseverance is not always the first option.

*Tricks that make you think*

*Debate: Tricks that make you think*

# Number Trick

Lesson 10 of 12

## Objective: SWBAT write expressions given successive steps.

*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: If ab = ba, does 35 = 53? Explain your answer.

I want students to identify the commutative property and tell why it doesn’t apply in this instance. Recognizing the commutative property is an important strategy for writing linear expressions and I need them to know when that property may not apply. This example is literal and we can use this to connect to how it may be misused. Changing the order doesn’t always result in an equivalent expression.

**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. SWBAT solve mathematical problems using numeric and algebraic expressions.

*expand content*

#### Explore

*25 min*

The explore section will have students write expressions to represent each step in a number trick. Students will write the expression and perform the operation described. When students reach the final step in the number trick, they will see a pattern emerge. Students will also spend time writing their own number trick to share with a partner. They will write an expression to represent each step in their trick and then walk their partner through the trick to ensure expressions are correct and that the trick works.

As students create their own number tricks, I am anticipating there will be considerable struggle as they try to find a path to the desired answer. As they put steps into the trick they will need to test the trick to ensure they reach the desired result. I want them to think about why certain steps work and why others won't.The process should include reasoning and criticism along with justification about why they couldn't use certain steps.

*expand content*

#### Landing

*5 min*

To leave class, I want students to use theTraffic Light to gauge their comfort level with writing and solving number tricks. I want to know if they understand the connection between the expression and the step in the tricks.

#### Resources

*expand content*

##### 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