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* *Reflection: Coherence
Simplify an expression involving nested parentheses, integers, and decimal numbers - Section 4: Whole Group Discussion/Direct Instruction

*reflection video nested parenthese.mp4*

*Simplify an expression involving nested parentheses, integers, and decimal numbers*

# Simplify an expression involving nested parentheses, integers, and decimal numbers

Lesson 17 of 25

## Objective: SWBAT expand their understanding of simplifying expressions involving nested parentheses and integers by adding decimals into the expressions.

## Big Idea: Let's build on our understanding and kick up the rigor. We will add decimals into the mix! Let's simplify expressions involving nested parentheses and add decimals into the mix!

*40 minutes*

This lesson will include a bell ringer, student activity, whole group discussion, and closing. In this lesson students will be able to practice **MP 1, 2, 3, 4, 5, and 6.** During the bell ringer section, allow students time to grapple through the problems on their own with no help from you, this allows students to practice **MP 1, 2, 4, 5, and 6**. Are students using tools and resources available to them to help them grapple through the problem? Are students working through the problems using a variety of methods, including attempting to model the mathematics, practicing **MP 2, and 4?** Are students sticking with the problems and not giving up, working through **MP 1**? These are the mathematical practices you want to assess your students using during the bell ringer time period. Make sure students are **unpacking **any word problems that are included in the bell ringer. This strategy allows students to pull out important information that will be needed to solve the problem. During the Student Activity time period, walk the room and engage yourself with the group discussions. This will allow you to understand which students are struggling and why. Students should practice **MP 3, and 5** during this time. I always like to solve each problem before I hand the assignment out to them. This allows me to create scaffold questions that I can ask to students during this time, and during the whole group discussion. If you have students that give up easily, encourage your students to keep going, and continue to think. You may want to offer a starting point for a student who is truly struggling during the bell ringer time period. I have several students who shut down and will refuse to work. In order to motivate them, I like to offer help on getting a starting point so that they feel empowered to try.

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#### Bell Ringer

*10 min*

Have students sit in their Individual Think Time seats. Students will be handed the bell ringer as they walk in the door. Students are to get started on the bell ringer right away with no talking. Students will have an opportunity to work with their peer groups during the student activity section. Students will be given 10 minutes to grapple through the bell ringer on their own. Students should show their work on each problem and be prepared to defend their answers. If students are unable to answer the problems, have the students write what they do not understand. Students are not allow to write I don’t know any of it. Students must write specific questions that will help their peers and you to help them through what they do not understand. It is helpful to walk the room to check for understanding. For students who may struggle be sure during this time you encourage them to write why.

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#### Student Activity

*10 min*

After students have worked for 10 minutes on their own, have the students pair up with a peer or group. Students should discuss what they were able to accomplish, what they did not understand, and how they were able to solve the problems. What strategies did they use? What in the problem gave them trouble? The pairs or groups should share out for 10 minutes. During this time you will be able to engage with the groups through effective questioning. Depending upon where the student struggles, will depend upon your questioning. You are an awesome educator and you know your students better than anyone. Use questioning that will evoke further thinking and not yes or no questions that will give them the answer.

#### Resources

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During this time you will be able to allow students to share out their thinking with the whole group. Post the assignment on the smartboard, document camera, or other means for the whole group to see the assignment. During this time students are able to share out how they solved the problem. You may have the student come to the smartboard and work out the problem while he or she explains their strategy, or they may talk through the process they used to solve the problem and you can write what they are explaining. During this time the rest of the group will critique the work of the students sharing out. Did anyone else solve the problem the same way? Does everyone agree with the way the student solved the problem, if not why? Did anyone else get the same response, but solve the problem in a different way? During this time it is important that students are able to share out their thinking whether correct or incorrect. This will allow you to understand how your students are thinking. It is important to validate correct thinking and correct mistakes made. This time period is a time in which direct instruction will also take place. You will allow students the opportunity to share their thinking, and also go through the correct process in solving the problems

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#### Closing

*5 min*

This is the time in which you will summarize your lesson. You will go through the important emphasis of the lesson. What did you want your students to be able to do once the lesson concludes? How will you know they gained the understanding you wanted them to gain? Exit tickets are a great way to formatively assess if students understood the objective of the lesson.

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- UNIT 1: Introduction to Mathematical Investigations
- UNIT 2: Integers
- UNIT 3: Proportional Reasoning with Percents
- UNIT 4: Proportional Relationships
- UNIT 5: Proportional Reasoning
- UNIT 6: Rational Numbers
- UNIT 7: Number Sense Vocabulary 5 day mini unit
- UNIT 8: Expressions and Equations
- UNIT 9: Expressions and Equations 5 Day Application of Vocabulary Mini Unit

- LESSON 1: Writing Expressions ( A Review for lower level learners)
- LESSON 2: Simplifying Expressions Day One
- LESSON 3: Simplifying Expressions Day 2
- LESSON 4: Are Apples, Bananas? No Sir? What Do We Do Now?
- LESSON 5: Pre Assessment
- LESSON 6: Solving Multi-Step Real World Word Problems Involving Decimals
- LESSON 7: Solving Multi-Step Real World Word Problems Involving Mixed Numbers and Fractions
- LESSON 8: WP: Estimate the result of dividing or multiplying a whole number by a fraction
- LESSON 9: WP: Use a 1-variable 1-step equation to represent a situation
- LESSON 10: WP: Use a 1-variable linear inequality to represent a situation
- LESSON 11: WP: Answer a question involving a fraction and a percent
- LESSON 12: Evaluate an algebraic expression with one variable and two or three operations, using integer substitution
- LESSON 13: Add or subtract to simplify a linear expression with rational coefficients
- LESSON 14: Expand a linear expression with rational coefficients
- LESSON 15: Evaluate an algebraic expression with two variables and two or three operations, using integer substitution
- LESSON 16: Simplify an expression involving nested parentheses and integers
- LESSON 17: Simplify an expression involving nested parentheses, integers, and decimal numbers
- LESSON 18: WP: Answer a question involving a fraction and a decimal
- LESSON 19: Factor a Linear Expression with Rational Coefficients
- LESSON 20: WP: Solve a 2-step problem involving integers
- LESSON 21: WP: Solve a multi-step problem involving fractions or mixed numbers
- LESSON 22: WP: Solve a multi-step problem involving integers
- LESSON 23: WP: Solve a multi-step problem involving different forms of rational numbers
- LESSON 24: Solve a 2-step linear equation involving fractions
- LESSON 25: Solve a 2-step linear equation involving decimals