## Expression vocabulary student resource day 2 and 3.docx - Section 1: Teacher Guided Notes

*Expression vocabulary student resource day 2 and 3.docx*

# Day 2 Application of the Vocabulary

Lesson 2 of 7

## Objective: SWBAT apply the vocabulary toward content comprehension.

*40 minutes*

**Teacher Guided Notes: These notes are the same from Day 1 but also include day 2’s progression summary as well. If you opted not to do day 2, I have included these notes in Day 2’s lesson for you to get a feel of the progression from Day 1 to Day 2. I urge you to do each lesson in its progression. **

We all know the importance of content area vocabulary. The state of Ohio allows students to use calculators on the end of the year assessment. I state this because the computation is not the real problem for our students when it comes to solving real world problems. The problem is creating the equations to answer the real world problems. Students must navigate the problem, grapple with the context of the problem, translate the problem, and then come up with what they are supposed to do in order to solve the problem. This process begins with understanding what the problem is asking. That can only happen with content area vocabulary understanding. These lessons are designed to help students define and apply vocabulary that will deepen their understanding with the unit of Expressions and Equations. These words are not isolated to this unit. The resource that the students will build in their **Interactive Math Journals** will be used throughout the course of the year and further on if the student creates and organize notebook.

The idea of day one is to brainstorm, hand out the list of words, talk briefly about the words, then begin to create their resource in their notebooks. Creating the resource is the key for each day of the unit. The resource will be four parts. Categorizing the words by operation (optional foldable idea), defining each term, using the term in a mathematical sentence, and identifying mathematical symbols that will represent each operation.

For today we will pick up from day 1. Students will use their foldable, or list and write a mathematical sentence for each word that makes sense. This will be a great formative assessment that should be used to assess if students understand the meaning of the key words. Please see the bell ringer section for example questions. This should be completed in one day’s time, a whole group discussion to go over student sentence examples. As you walk the room, check for understanding while the students are working on their sentences. Day 3, students will translate their sentences into expressions and solve. Please be sure the students have this understanding when creating their sentences so that they are creating sentences that are real word situations that can be solved mathematically.

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#### Bell Ringer

*5 min*

**Bell Ringer: **Have students enter the room and sit in their **Individual Think Time seats.** Students will need their interactive notebooks. In my class, our notebooks are primarily kept in the class and located in the same area always. I have two students who are assigned to passing out the note binders that their notebooks are in. This helps with consistency and classroom management. My students are always given verbal instructions before entering the room daily. Today’s verbal instructions will include,, “Today you will continue yesterday’s lesson. If you did not complete your foldable you will have 10 minutes at the start of class to do so. If you have, you will begin writing your sentences for each word in your foldable. Some of you may have begun this yesterday. You must complete all of your sentences by the end of the class period. You will be handed a student resource sheet that will give you examples of sentences. Today’s lesson will be important for tomorrow’s lesson. Please be accurate with your sentence writing.”

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#### Student Activity

*35 min*

Once the students are seated and the notebooks are handed out or taken out, those who have not completed their foldable should begin working immediately. Others should begin to write their sentences in their notebooks. Please see the example given of how this will look in their notebooks. This will be the full lesson of the day. Students should know that they will only have one class period to complete these sentences. From the provided list from day 1, there are approximately 45 words, there may be more depending upon the brainstorming activity from day 1.

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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: Day 1 Important Vocabulary for Student Understanding
- LESSON 2: Day 2 Application of the Vocabulary
- LESSON 3: Day 3 No Need For an Interpreter, I will Translate For You!
- LESSON 4: Day 4! So, How did I do? A peer to peer review!
- LESSON 5: Day 5! Game Time Baby! Let's GO!
- LESSON 6: Can We Talk? A Meeting of the Minds!
- LESSON 7: Interactive Notebooks