MS After School Intervention
Unit: Simplifying Expressions
Theme: Entertainment
Day 1 Lesson
Objective
Students will write algebraic expressions to represent unknown quantities.
Common Core Standards:
6.NS.2 Write, read, and evaluate expressions in which letters stand for numbers.
6.NS.2a Write expressions that record operations with numbers and with letters
standing for numbers. For example, express the calculation “Subtract y from 5” as
5y
6.NS.2b Identify parts of an expression, using mathematical terms (sum, term,
product, factor, quotient, coefficient); view one or more parts of an expression
2(8  7) as a product of two factors; (8  7) as both a single entity and a sum of two
terms.
6.NS.2c Evaluate expressions at specific values of their variables. Include
expressions that arise from formulas used in real-world problems. Perform
arithmetic operations, including those involving whole-number exponents, in the
conventional order when there are no parentheses to specify a particular order
(Order of Operations). For example, use the formula V  s 3 and A  6s 2 to find the
volume and surface area of a cube with sides of length s = 1/2.
Materials
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Overhead projector or document camera
Tape
Post-it notes
“Math in Entertainment” resource sheets (one per group)
“Entertainment Scenarios” resource sheets (two copies)
“Tic-Tac-Toe Board” resource sheets (one half sheet per pair)
“Math Match” resource sheet (cut into strips prior to lesson)
“Exit Ticket: Are they Equivalent?” resource sheets (one per student)
“Math in Entertainment” Introduction (10 minutes)
Arrange students into groups of three or four. Give each group a poster indicating one of
the following forms of entertainment: Movies, Concerts, Plays/Musicals, Television,
Video Games, Sporting Events, Zoo, Museums.
Give students five minutes to brainstorm how math relates to their given form of
entertainment. Each student is required to write down at least one idea on the poster.
(Example: Concert – musical notes, ticket sales, etc.)
After allowed time, pass the poster to another group and encourage them to add any other
related math ideas.
As a class, share common related math ideas between the viewed forms of entertainment.
Operation Words – Four Corners (10 minutes)
Designate the four corners of the room as addition, subtraction, multiplication and
division. Have each student stand behind their desk. When the teacher calls out the key
word or phrase, students should move to the appropriate corner.
Suggested Key Words/Phrases:
 Addition – sum, plus, added to, more than, increased by, total
 Subtraction – difference, minus, subtracted from, less than, decreased by,
less, diminished by
 Multiplication – product, times, multiply, twice, of
 Division – quotient, divide, into, per, out of
Discussion Points:
 Give an example using the key word or phrase.
 Compare “less” and “less than.”
Extension: Have students move to a corner and offer a key word or phrase that has not
been given by the teacher.
Writing Expression with “Entertainment Scenarios” (20 minutes)
Six entertainment scenarios will be posted around the room. Individually, students will
write an expression that represents the scenario using numbers, variables and symbols.
Encourage students to move toward the algebraic format when writing expressions.
(Example: 3 times g, should be written as 3g.)
Students will then return to their groups and compare answers. As a group, students will
write their final expression for each scenario on separate post-it notes and then place the
notes on the teacher’s copy of the scenarios.
After all groups have posted their answers, display each scenario through the document
camera and compare the different forms of expressions used to represent the same
situation. Discuss how different forms of expressions can be equivalent and used to
represent the same scenario.
Answer Key: (Answers may vary depending on format written by students.)
Scenario 1: 3g
Scenario 2: 30p + 350
Scenario 3: 8 – 5r
Scenario 4: 21 – 2p
Scenario 5: 10t – 5
Scenario 6: 128 ÷ t
“Tic-Tac-Toe” Expressions (20 minutes)
Students will work with a partner during this task. Assign one student to be an “O” and
the other student to be the “X.”
Distribute one Tic-Tac-Toe board to each pair of students. There will be four rounds
where students will answer a question and have their partner check their work. If their
response is correct, then they get to mark a spot on the Tic-Tac-Toe board.
Write each expression on the board and have students develop the expression in written
or verbal words as indicated:
Round One
(write as a phrase)
Partner “O”
Partner “X”
n–5
16x
Round Two
(orally)
24 ÷ w
m + 0.8
Round Three
(written real-life scenario)
12 + 4n
6r – 15
Round Four
n
7
3
8
n
4
(your choice)
“Expression Shuffle” (15 minutes)
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Distribute a strip of the “Expression Shuffle” to each student. Students must find the
other student in the room whose expression matches their own. (Example: 5 + n matches
with the “sum of 5 and n”.)
Once students have found their partner, they will go to the board and develop a real-life
scenario that matches their expression. Walk around the room to check students’
responses.
“Expression Shuffle” can be repeated if time permits by having students trade strips of
paper.
“Are they Equivalent?” Exit Ticket (10 minutes)
Have students complete the exit ticket and turn in. Check for accuracy to see how well
students mastered the lesson. Use the information to help inform instruction for Day 2.
Answer Key: (Note: Explanations may vary.)
No, they are not equivalent. Min Ji’s response is correct.
Closure (5 minutes)
Have students summarize their process for developing an expression given a real-life
scenario. Ask multiple students to explain in their own words. Next, have students
explain why it is important to have the skills to write algebraic expressions to represent
unknown quantities and brainstorm scenarios in which this would be helpful.
Movie
http://uv-blog.uio.no/mt/isne/movie.jpg
Concert
http://store.drumbum.com/media/colorful-music-notes-cutout.jpg
Play/Musical
http://www.sachs.ab.ca/dept/finearts/drama/drama.gif
Television
http://tvbythenumbers.com/wp-content/uploads/2008/09/television1.jpg
Video Game
http://www.sciencenewsforkids.org/articles/20040114/a284_1364.videogame.jpg
Sporting Event
http://www.downeastpartybus.com/Sporting%20Events%20copy.jpg
Zoo
http://shoyinka.files.wordpress.com/2009/02/giraffe-pic1.jpg
Museum
http://0.tqn.com/d/golondon/1/0/w/E/-/-/BritishMuseum.jpg
Scenario #1
On average, Nick Markakis
gets three hits per game.
Write an expression to
represent this situation.
http://www.kenilworthschools.com/kenilworth/Harding%20Elementary%20School/Classes/First%20Grade/Mrs%20Walsh/Schedule
%20of%20Specials/___zumuhead.html_files/baseball-bat-clip-art.gif
Scenario #2
Ms. Waggoner is planning a
trip to the Hippodrome in
Baltimore. The total bus fee
for the trip is $350 plus $30
per person. Write an
expression that represents the
total cost of the trip.
http://www.indianriverschools.org/schools/Fellsmere/PublishingImages/SchoolBus.jpg
Scenario #3
Miley Cyrus is performing at
Merriweather Post Pavilion
this summer. The concession
stand charges $8 for the first
soda in a souvenir cup and
then $5 per refill. Write an
expression to model the total
cost of soda at the concert.
http://www.clker.com/clipart-3926.html
Scenario #4
You and your friend are
playing Madden NFL 11. At
the start of the half, you have
21 points. If you lose 2 yards
every play, write an
expression to represent the
total points scored.
http://studentweb.cortland.edu/longo64/mypage/football%20clipart.jpg
Scenario #5
You and a group of your
friends are going to see
Eclipse this weekend. Each
ticket costs $10. Your also
have a coupon for $5 off your
total purchase. Write an
expression to represent the
total cost of the movie
tickets, including the
discount.
http://www.wpclipart.com/recreation/entertainment/tickets/movie_tickets_admit_one.png
Scenario #6
This weekend, you and a
group of friends are going to
the Baltimore Zoo. If the
total cost of the visit was
$128, what expression could
be used to find the cost of
each ticket?
http://www.samplewords.com/coloring/zoo-animals.jpg
Tic-Tac-Toe Board
Tic-Tac-Toe Board
“Expression Shuffle”
difference of a number n
n–
2
3
and
5 more than a number n
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 of a number n
product
and 41
8 less than a number n
n–8
n
5
16 + 7n
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n
3
– 13
2n + 8
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total of 8 and a number n
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5+n
41n
quotient of a number n
and 5
16 increased by the
product of 7 and n
13 less than the quotient
of n and 3
twice a number n plus 8
2
3
2
3
8+n
2
n
3
of a number n
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Exit Ticket: Are they Equivalent?
Min Ji and Sam were answering the following math problem on their quiz:
You want to purchase the latest MathatronTM video game. You found the
game costs $5 less at the Mathmart than at Bullseye. Write an expression
for the cost of the game at Mathmart.
Below are their responses to the question:
Min Ji
Sam
g5
5g
Are Min Ji’s and Sam’s expressions equivalent? Using what you know
about writing algebraic expressions, explain why you answer is correct.
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