# Matching Expressions

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## Objective

SWBAT translate algebraic expressions by matching verbal expressions with algebraic expressions.

#### Big Idea

Students work in pairs to match equations and expressions with verbal phrases.

## Do Now

10 minutes

Students enter silently according to the Daily Entrance Routine. They find a Do Now on their desk with 3 problems: evaluating an algebraic expression, simplifying an algebraic expression, and an order of operations problem. I select three students with legible handwriting and ask them to do one of the problems on the board and then hurry back to their desk to copy the work. As always, I try to select students who have not yet had an opportunity to put work on the board. After students are given 5 minutes to complete the problems we review together as a class. For each problem, I run through a series of questions like these:

This is a check for understanding. If the answer on the board is correct and many students agree, I know many students understand the concept and so I ask,

• What do you think about the work? Evaluate it. Give your teammate some feedback about one thing you like (i.e. how they showed their work step by step) or about something that is confusing.

I can use these questions to identify misconceptions and common errors.

The first 2 problems reflect the most commonly missed type of problem on the quiz. We review neat and organized ways to show all work including all operations and signs when simplifying and evaluating. Most students answer question 2 incorrectly because they mistakenly think that the term 2a is being distributed. We review that the distributive property indicates a product between a number and a quantity of addends within parentheses. What are the factors in the product? This is also a good opportunity to review vocabulary.

## Class Notes

10 minutes

I distribute Cornell Notes. Students are asked to read the words at the beginning of the notes until they get to the examples. We review the answers to the examples as a class, I alert students that they will be cold called and ask each student for an answer. I stop and wait for questions; usually they are about golf and the fact that a positive number is not a good score.

Then I model how I want students to read and answer each of the sample questions given.  This is a good way to get students talking about the operations and the about the vocabulary. At example c I ask students to tell me if 1 – t is an equivalent expression. This will set them up to think about the subtraction and the order in which the constants and the variables are placed.