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* *Reflection: Unit Exams
Expressions Post Assesment - Section 3: Landing

I appreciate the feedback from this exit ticket. We worked a lot on simplifying expressions and I want to know what students think about their understanding. I get to see what they are able to do with applications but the exit ticket told me what they believed they knew. There were some suggestions as to what they needed help with like, how do you know when to multiply? We will continue to work on these during class.

*Developing Fluency*

*Unit Exams: Developing Fluency*

# Expressions Post Assesment

Lesson 12 of 12

## Objective: SWBAT demonstrate that they can create expressions to represent problem situations and use them to solve problems.

*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 also allows students to use **MP 3** continually based on the discussions we have about the problem each day.

Corina has $3 more than four times the amount of money that Mitchell has. Together they have six times the amount that Mitchell has. How much money does each child have?

I want the focus of the discussion about this question to be how they determined the answer. I want the class to discuss the processes they went through and how to represent those processes in an 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 be able to show mastery of writing and simplifying expressions.

#### Resources

*expand content*

#### Explore

*25 min*

Students will complete the post assessment to show that they can create expressions and use them to solve problems. My students will complete the post assessment individually. This summative assessment for the unit will also serve as a formative assessment. While the unit itself covered writing expressions, this assessment also asks students to use the expressions they have created to find answers. Finding answers may be a struggle for some students. Whatever strategy they choose to help solve the problems is fine. I will get an indication as to where they are and what they know by revieing their work on the assessment. I can use the results from the assessment for intervention, if necessary. As we move into more problem solving, the assessment can also indicate areas where additional support is needed.

#### Resources

*expand content*

#### Landing

*5 min*

When writing an expression, how do you ensure that the expression is simplified?

Responses to this prompt will give me a window to see what students understand about simplifying expressions. If there is solid understanding, that understanding will serve students well during the next unit when they will use expressions to solve problems with fluency. If there isn't clear understanding, I can use small groups or future POD to shed light on simplifying expressions.

#### 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