## simplifying expressions day 2 also examples for homework.docx - Section 3: Activity

*simplifying expressions day 2 also examples for homework.docx*

*simplifying expressions day 2 also examples for homework.docx*

# Simplifying Expressions Day 2

Lesson 3 of 25

## Objective: SWBAT simplify mathematical expressions through combining like terms.

## Big Idea: Let’s go from bananas and apples to variables and constant terms. Students will transfer their understanding in combining every day objects to simplify a scenario to simplifying mathematical expressions.

*50 minutes*

#### Bell Ringer

*15 min*

**Bell Ringer **

**Have students come in and sit right away. Instruct students that they will be going over student responses from day 1’s exit ticket. The goal of the bell ringer is for students to assess one another’s responses. Do we get it, or do we need more help? If you choose you may show the ending video from day 1 to reinforce the goal of today. **

Go over several responses from day 1’s exit ticket. Have students explain how their understanding with simplifying everyday objects can transfer to understanding how to simplify mathematical expressions with variables, constant terms, and coefficients. From your evaluation of the exit ticket responses choose low, medium, and high level responses. Allow students to construct viable arguments on why a certain response shows understanding and why responses lack understanding.

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#### Activity

*15 min*

**Activity Round and Round We Go.**

Group students into groups of 4. If you have desk, group them into tables. If you are unable to do this, have large paper taped to the walls that groups can rotate to. On the tables or paper, place one expression on each. Instruct the students to carry their interactive notebooks with them as they rotate the tables or taped chart paper. The goal of the activity is for students to use the strategies learned from day 1 to simplify each equation as a group. Students should practice MP 1 and MP3 throughout this activity. Allow students about 3 minutes at each expression. It would be beneficial for there to be at least 5 expressions for the student groups to solve. I have included example expressions to use. You may also use expressions that you have as well. After 3 minutes ring a bell, or give the students some verbal cue that it is time to rotate.

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#### Think Pair Share

*10 min*

**Think Pair Share**

Once each group has rotated through each expression, have the groups pair up for a **think, pair, share**. This is an opportunity for students to defend their responses, share their thinking, and work through any mistakes made.

Walk the room and join in discussion groups. Check for understanding. Students should be engaging in rich mathematical discussions. Some groups may need slight direction on staying on topic and on task. **Guided questions** will be necessary here.

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#### Closing Discussion

*10 min*

**Closing discussion**

During this time you will lead the discussion. Share out what you heard as you joined discussion groups. Share out common mistakes made, and misconceptions. Clarify when necessary and give the correct answers to each expression at this time. A thumbs up, thumbs down approach to groups that got the correct answer is a quick formative assessment. Most of your assessing will be done during the think, pair, share time period.

There will be no **exit ticket or homework for this 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