## Writing Expressions teacher Guided Notes.docx - Section 1: Teacher Guided Notes

# Writing Expressions ( A Review for lower level learners)

Lesson 1 of 25

## Objective: SWBAT write expressions, understand vocabulary needed to write expression, and translate real world problems into expressions.

## Big Idea: It is important for students to understand how to write expressions in order to simplify expressions and to translate real world problems into expressions.

*45 minutes*

Please see the attached teacher Guide that will give you a guideline of information to help you with direct instruction notes. You will use this resource for several lessons. Vocabulary is a huge part of the expression unit, please see the 5 day mini unit that will aid students in true understanding.

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#### Bell Ringer

*10 min*

Give the students the bell ringer as soon as they walk in the room. Challenge the students with no direct instruction first. This bell ringer is a review aid. For me, this allows me to see how far back I need to reteach and identify the groups of students who will benefit from small group instruction, peer to peer tutoring, **lunch bunch**, and other interventions to help them get caught up. For the bell ringer, students should work as individuals for 10 minutes. This will allow students to practice MP **1**, **2**, **4**, and **6**. Students should grapple through the problems on their own. This will give you a great gauge in what the students actually know. Be sure to walk the room to check for understanding.

#### Resources

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#### Student Activity

*10 min*

Once the students have completed the 10 minutes of individual work, place the students in their **pair up time seats.** Students will pair up with a peer or their identified group. If students do not complete the entire bell ringer, they will have the first 5 minutes of group time to complete the bell ringer. Have the students discuss their work within their groups for another 5 minutes. Students should compare their work with each other. This will allow students to practice **MP 3,** and **MP 5**. I have found that using one another effectively is a practice of **MP 5.** Are students able to ask the appropriate questions to one another to gain understanding?

#### Resources

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#### Whole Group Discussion

*20 min*

During this time in the lesson students should be complete with the assignment. Go over each answer using your smartboard, document camera, or chalk board. Students should go up to the board to write their responses. With this, you can formatively assess during this time. As a student writes their response, take a poll. How many of you did exactly what Sally did? If Sally was correct, write tally marks on your copy to represent the amount of students who were correct, and tally marks for students who were not correct. For those students who were not correct discuss what the student did, and ask questions to probe what their thinking was. Use this time to correct mistakes, and guide instruction.

**An example of a common mistake:**

22 subtracted from 297. Many students will write 22 – 297. This is incorrect. You will need to discuss the words subtracted from. What is being taken from what?

Students also may need to understand how to represent a variable being multiplied by a coefficient. Once again the vocabulary lessons will cover all of this. An example of this would be, the product of t and 446. Students may understand that product means to multiply, however, not understand that you typically will write this as 446t, and not use the letter x as the multiplication symbol. In the vocabulary lessons we will also discuss symbols for operations which is important, especially as they move up in their math classes.

As you go through each problem you will be able to identify the needs of your individual students. You may want to hold off doing the vocabulary lessons if your students are higher level learners. If you have lower level learners, I strongly suggest you tap into these lessons. During my reflections, you will be able to see the identified needs of my students.

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#### Closing Exit Ticket

*5 min*

During the whole group discussion you were able to formatively assess each student, identify specific needs of your students, and give correct answers for each problem. For the closing give the students an exit ticket. The exit ticket should only take the students about 3 to 5 minutes. This will allow you to see what the students were able to gain from the whole group discussion.

#### Resources

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Hi Malissa. I just love your lessons! As a new teacher, they are very helpful to me. Are your classes 50 minutes?

| one year ago | Reply##### Similar Lessons

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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