SCUSD Common Core Mathematics Lesson Planning Guide
Unit Title: Expressions
Approx. time:
Lesson: 4 Equivalent Expressions
A. Focus and Coherence
Students will know…
 Conventions of algebraic notations.
 A variable is an unknown term (number)
represented by a letter.
 The difference between expressions and
equations.
 Expressions can be equivalent, but look different,
for example: 2(x+3) is equivalent to 2x+6.
CCSS-M Standards: EEMS 1-4
Students will be able to…
 Describe each part of an expression including each
operation and operational order using appropriate
mathematical terms.
 Write expressions with variables, whole numbers,
and exponents and from real-world situations.
SMP 4: (Model with Mathematics)
Student prior knowledge: (Based on prior lessons 1-3)
 Students are able to identify a variable as an
unknown term represented by a letter.
 Students are able to apply order of operations, as
necessary.
 Students are able evaluate expressions with
variables, whole numbers, and exponents.
B. Evidence of Math Practices
What will students produce when they are making sense,
persevering, attending to precision and/or modeling, in
relation to the focus of the lesson?
SMP 1: (Making Sense and Persevering)
 Students will write expressions with variables,
whole numbers, and exponents.
 Students will demonstrate understanding of
equivalent expressions by identifying them.

Students will create diagrams to demonstrate an
expression.
SMP 6: (Attend to Precision)
 Students will interpret, identify, write and explain
terms (sum, product, factor, quotient, variable,
and coefficient) of an expression correctly.
 Students will identify equivalent expressions.
 Students will read, write and explain expressions.
Which math concepts will this lesson lead to?
 Identifying equivalent expressions
 Mathematical properties and identities (Ex:
Distributive, Associative, Commutative, Zero
Identity)
 Manipulate Geometric Formulas of Area and
Volume
Guiding Question(s)
 What is an expression? What does it represent?
 When do we use expressions with variables?
 What can we say about expressions?
 When and why is it useful to use expressions in real life?
 Why does order of operations apply to expressions?
 How do variables effect interpreting expressions?
 What makes variables useful, powerful mathematical tools?
Grade: 6
Unit: Expressions
Lesson: 4
Formative Assessments
 Whiteboard, ticket-out- the door, math journals, worksheet quiz
Anticipated Student Preconceptions/Misconceptions
 Expressions are solved as an equation.
 Only one answer to take the place of a variable.
 The order of operations, multiplication and division being solved left to write, then addition and subtraction
solved left to write.
 Arithmetic
Materials/Resources:
McGraw-Hill and Teacher Toolbox
C. Rigor: fluency, deep understanding, application and dual intensity
What are the learning experiences that provide for rigor? What are the learning experiences that provide for evidence of
the Math Practices? (Detailed Lesson Plan)
Warm Up
Using Whiteboards and whole group discussion, work through the following examples:
1. Mrs. Raymore divided snacks between her 25 students. Write an
expression for how many snacks each student received. Each student receives the same amount.
(Students should figure out a variable and place in an expression s/25, written and numerical)
2. Marissa swam 300 feet in a number of seconds. Write an
expression for the number of feet she swam per second.
(Students should figure out a variable and place in an expression 300/s, written and numerical)
3. Larry travels 82 miles roundtrip to his job each day. Write
an expression for the number of miles he travels to work in
x days.(Students use the variable in an expression 82x, written and numerical)
Day 2
1. Kaylah received k number of votes in a school election and
Evelyn received the rest. Write an expression for the number of
votes Evelyn received if there were 225 votes in all.
2. Jacob has 13 packs of cards, each with n cards. Pete has
x times the number of cards that Jacob has. Write an
expression to find the number of cards that Pete has.
Day 3
1. The world’s largest ocean, the Pacific Ocean, covers approximately 43 million square miles. Use an equivalent
expression to represent 43.
2. The Lincoln Park Zoo in Illinois is 2x2x2x2x2x2x2 years old. Write this in exponential form. Use and expression
to represent the age of the zoo 100 years ago.
Grade: 6
Unit: Expressions
Lesson: 4
Lesson
Day 1
1. Discuss with students the concepts of the warm up activity. A variable representing an unknown and
the possibility of a variable representing more than one number.
2. In small groups give students the task to create a scenario that can be written using an expression. The
variable must represent more than one number. Students must record for next step.
3. Each group presents their expression with an explanation to the class. Scenario, expression, and
mathematical explanation of the expression using correct terms. Teacher chooses 2-3 student
expressions for class to evaluate. (For example: In the expression 5x, 5 represents the number of packs
of gum, x represents the number of pieces in the pack. Use the words product, variable and factor.)
4. Homework: Skills Practice Workbook 3-1 (1-16) Expression portion only.
Resource for using and understanding terms: Study guide and Intervention 3-1 (Phrase and Expression
Table)
Day 2
5. Small group activity: Teacher gives an expression to each group and has them draw a diagram
illustrating the expression. For example: n-2, d+5, 4(n+3), n/7
6. Review order of operations and review properties: associative, distributive and commutative. See
attached sheet and homework assignment. Explain and demonstrate homework assignment.
Day 3
7. Sorting Activity: Matching mathematical expression, written expression and diagram. One step at a
time. Extension activity: add equivalent expressions.
Grade: 6
Unit: Expressions
Lesson: 4
Closure
Students will compare results of their sorting activity.
Suggested Homework/Independent Practice
Included in the lesson.
Grade: 6
Unit: Expressions
Lesson: 4
Order of Operations
Perform operations within parentheses first.
Perform operations with exponents next.
Perform all multiplication and division in order from left to right.
Perform all addition and subtraction in order from left to right.
Properties:
The associative property states that changing the grouping of numbers does
not change the result. It applies for addition and multiplication.
Example: (3+2) + 4 =3+(2+4)
The commutative property states that changing the order of numbers does
not change the result of an operation. It applies for addition and multiplication.
Example: 5x4=4x5
The distributive property states that distributing multiplication over addition
or subtraction and distributing division over addition or subtraction does not
change the value.
Example: 5(3+2) = 5(3) + 5(2)
Homework:
Create trifold foldable to organize properties and create two more examples for each property. Be ready to
share your foldable with your group.
Grade: 6
Unit: Expressions
Lesson: 4