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

*Instructional Strategy - Process for Openers*

# Expressions Applications - Can you apply expressions to area and perimeter?

Lesson 7 of 10

## Objective: Students will be able to simplify expressions representing area and perimeter of known figures.

## Big Idea: Area and perimeter are great ways to model operations with expressions – and this lessons investigates just that!

*65 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 express area and perimeter in terms of a variable by simplifying expressions.” 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

*50 min*

**Expressions Applications Notes: **Expressions Applications Explore Narrative

**White Board Practice**: Instead of my traditional table challenge, today students each student will complete the practice problems on their own mini whiteboard. This will give me a good idea of the individual understanding that is taking place. Students will still be permitted and encouraged to talk with their table mates, but I want to see each student work the problems out (persevere with problem solving, **mathematical practice 1**). These problems will require students pay close attention to precision – signs, distributing properly – which is **mathematical practice 6**. This particular skill (simplifying expressions) is so crucial to moving forward with mathematics that I want to make sure all students are on target, and that I identify any misconceptions early.

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#### Summarize + Homework

*5 min*

**Instructional Strategy - Table Discussion **Students will discuss the scenario problem given as a table, and determine whether the student has answered the question accurately or not. I will call on several tables to share their thoughts, and their reasoning as to why they think it is right or wrong.

**Homework: **After the table discussion, I will pass out the assignment and allow students to begin working. This assignment includes simplifying expressions, perimeter, word problems, and distributive property. The assignment is a good review of topics learned so far in the unit. Philosophy on Homework

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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?