## Instructional Strategy - Process for Openers - Section 1: Launch

# Simplifying Expressions - Fluency Practice

Lesson 2 of 10

## Objective: Students will be able to simplify expressions by combining like terms.

*67 minutes*

#### Launch

*10 min*

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (Instructional Strategy - Process for openers). This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can simplify an expression by combining like terms.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

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#### Explore

*55 min*

**Gallery Walk:** For this activity, I will place the 20 Problem Cards around the room. In pairs of 2, students will visit each card and write down the expression, and then simplify it. Students may work on the problems in any order so that there is not a pile up at any one question. Once student pairs finish, I will look over their Recording Sheet and send them back to any problems that they got incorrect (**mathematical practice 1**). The problems I wrote for this activity require students to pay careful attention to signs, as well as terms (**mathematical practice 6**). I have written problems that commonly cause problems for students so that I am able to get any forseeable issues cleared up!

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This was a great lesson! It really helped my students focus on signs in their expressions. Thank you :)

| one year ago | Reply

Heather,

I have used quite a few of your lessons. I love how you always change it up with table challenges, gallery walks, etc. We can get stuck in a rut if we are not careful and if done properly there are some great mathematical conversations that come from these. You shared some things in this lesson that you do differently with your advanced classes. I teach all advanced 7th grade. Do you have any other resources that are more difficult than the regular seventh grade resources? If so, would you be willing to share?

Thanks,

Susan Wood

Langston Charter Middle School

Greenville, SC

| 3 years ago | Reply

*Responding to Leonidas De Los Santos*

I am glad you liked the lessons! Vocabulary is definitely important...there is nothing that irritates me more than a student calling a variable a "thing" or "that letter"

| 3 years ago | Reply

Hi Heather I liked your first and second lesson on expressions. Mostly I like your video detailing how important the vocabulary is for this lesson and the rest of their mathematical lives.

Mr. De Los Santos

Bronx, New York City.

| 4 years ago | Reply

THANK YOU for all the worksheets. You are awesome!!!!!!!!!!! My students are understanding the concepts.

| 4 years ago | Reply*expand comments*

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- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: Simplifying Expressions - What are like terms?
- LESSON 2: Simplifying Expressions - Fluency Practice
- LESSON 3: Distributive Property
- LESSON 4: Distributive Property - Practice Makes Perfect!
- LESSON 5: Add and Subtract Linear Expressions
- LESSON 6: Add and Subtract Linear Expressions Fluency
- LESSON 7: Expressions Applications - Can you apply expressions to area and perimeter?
- LESSON 8: Factoring Linear Expressions - Can you "un" distribute?
- LESSON 9: Expressions Review
- LESSON 10: Expressions Test - What have you learned?