Unit 6 - Expressions and Number Properties
Lesson 5 – Writing Expressions
Learning Goals for this Lesson:
Students Will Know:
Understand how to write expressions in
which letters stand for numbers.
Understand how to write algebraic
expressions that record operations with
numbers and with letters standing for
numbers. Use variables to represent
numbers and write expressions when
solving a real-world or mathematical
problem; understand that a variable can
represent an unknown number, or,
depending on the purpose at hand, any
number in a specified set.
Standards:
MAFS.6.EE.1.2, MAFS.6.EE.2.6,
LAFS.6.SL.1.3, MAFS.K12.MP.1.1,
MAFS.K12.MP.2.1, MAFS.K12.MP.3.1,
MAFS.K12.MP.4.1, MAFS.K12.MP.6.1
Students Will Be Able To:

Use variables to represent numbers
and write expressions when solving a
real-world or mathematical problem.

Write algebraic expressions in which
a variable represents an unknown
number or any number in a specified
set.
Lesson Essential Question:
How can you use variables and constants to write algebraic expressions when solving
real world problems?
Activating Strategy:
Have students complete a KWL chart on writing numerical and algebraic expressions.
Additional Activating Strategy: Write “price + $4” on the board and ask students how this phrase
can be expressed in words. Students should be able to come up with several different interpretations.
Then, rewrite it as a variable expression and show that you can use a variable to represent the price.
Give students additional examples to try.
Key Vocabulary to Preview and Vocabulary Strategy:
variable, constant, algebraic expression
Lesson Instruction:
Learning Activity 1:
Launch the lesson by having the student partners complete the
Graphic Organizer:

Cornell notes
“Inquiry Lab” on Textbook pages 457-450. Have students Think –
Pair –Share the question: “How can bar diagrams help you write
expressions in which letters stand for numbers?”
As a class, have all students participate class matching game
activity that has students determine what words match with an
operation. Using index cards printed with words or phrases for the
four operations, distribute cards, designate each of the corners of
the room as one of the operations, and have students go the
corner matching their card. Students must read their card and
explain their choice.
Assessment Prompt for LA 1:
Words That Imply Math Operations Chart Graphic Organizer:
Have students create a four column Graphic Organizer Chart in
their Cornell Notes (one column for each operation- add, subtract,
multiply, and divide) leaving space under each heading to add to
the chart. As a class come up with a few common words and
phrases that imply math operations and have students add these
under the appropriate heading. Have partners use the words and
phrases in a math sentence. Next, have student partners create
new words and phrases to add to the lists. Have students share
with the class and justify why they chose the word or phrase to for
each heading and give an example; students are to add these to
there lists if they agree.
Differentiation:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: visual, auditory, interpersonal, intrapersonal, kinetic
Varied Interest: Students will be allowed to choose 2 of the new vocabulary
words to create a Frayer Model.
(Beyond Level) Create Your Own Homework Online - eSolutionsManual™ can
be used to create worksheets for the suggested assignments above, or to
create your own worksheets for differentiated homework or review.
(All Levels) For Additional Differentiation for this section, please see online
Florida Math Textbook Resources under the Plan and Present tab: “Additional
Activities for Differentiated Instruction”
*** See the document at the end of the unit for more information.
_____________________________________________________
Learning Activity 2:
Continue the lesson by having the students take 5 minutes to
complete the “Real-World Link” on page 461 with their partners.
Then quickly have students share their answers and have their
partner explain the reasoning behind their answer. Discuss with
students the importance of term “Variable” and how it is
associated with expressions. Then have students begin Cornell
notes by defining the key vocabulary in the lesson. Give examples



Words That Imply
Math Operations Chart
Graphic Organizer
Input/output Tables
Frayer for vocabulary
on the steps of writing expressions and have students record
these examples in their Cornell Notes. Continue Cornell Notes
using EXAMPLE 1-4 on pg. 462-463 to illustrate how to write one
and two step expressions.

After each section have students revisit their Cornell Notes, Underlining or circling
vocabulary terms or important facts with a different colored pencil and make definitions
stand out by highlighting them. Students may highlight or underline other important
information. Have students compare notes with a partner and make any corrections or
additions to their notes that are needed.

After each section have students revisit their Cornell Notes and write down questions in
the left hand column beside each example or vocabulary term that will help them
remember the material, or create questions of confusion that they have about the
information in their notes. Have students create higher level questions that are not
answered in the notes, like "Why did...?" or "Predict what would happen if...?", these can
deepen the learning of the material.

After each section have students revisit their Cornell Notes and create possible test
questions. Share these student created test questions with the class describing how the
problem may be solved, but without giving the answer. Use at least one to two student
created test question on the next mini-assessment or summative quiz.

After each section have student complete the Summary part of their Cornell Notes
answering the LEQs for each section.
Assessment Prompt for LA 2:
CHECK FOR UNDERSTANDING: Have students complete the “Got
it” question on pg.463 Partner A will complete the got it questions
a and b partner B will complete the problems c & d. Have students
pairs check each other’s work to determine if students correctly
solved the problems. Allow time for student pairs to discuss any
questions they have about their partner’s answers and time for
partners to justify their answers or revise as needed. Review the
answer together, with students presenting their work to the class.
SUMMARIZE: Quick Write: Have students complete a Quick Write
on the Processing Page of their Cornell Notes explaining how to
write an algebraic expression that represents a verbal phrase.
Have students share their Quick Write with their partner and
revise if necessary. Have several students present their writing to
the class.
Differentiation:
(Approaching Level):
 Have students highlight, underline, circle, or otherwise mark important
information in Cornel Notes
 Have students summarize paragraphs, draw pictures of concepts
 Provide copy of cloze notes as needed
 Provide vocabulary word bank (SLM)
 Use visuals: pictures, graphs, charts within Cornell Notes instruction
 Verbal reinforcement of key concepts
 Write key points on the board while working through examples
 Write a list of the sequential steps to solve each example given in
Cornell Notes.
 Use mnemonics to reinforce concepts (KFC)




Display/clarify key vocabulary during Cornell Note instruction
Give cues for what to write/what’s important to remember during
Cornell Note instruction
Provide teach created study guides for lower level students
Use maps, charts, graphic organizers, illustrations, pictures to convey
concepts, skill or subject matter.
(On Level)/ Beyond Level): Have students create a HOT question using their
Cornell Notes.
(All Levels) For Additional Differentiation for this section, please see online
Florida Math Textbook Resources under the Plan and Present tab: “Additional
Activities for Differentiated Instruction”
Learning Activity 3:
Have students begin by creating 3 questions about writing
algebraic and numerical expressions. Have students mark the text
using HOTS questions from within the lesson. The first example
will be EXAMPLE 5 textbook pg.464. Students will record the
example and mark the text as teacher models the steps of how to
solve the problem. Have student’s complete problems 5 and 6 on
pg. 464 as an extension to the example. Have student’s record
answers on the processing page. Student will continue marking
the text activity with teacher modeling word problems from pg.
466 problems 8-12
Real-Life Application Extension Activity (to be completed in
Student’s Math Journal): Review an example as a class that
illustrates how to use a real world situation such as the height of a
cypress tree over time to write an expression, and evaluate the
expression; and then use a table and a graph to model the
algebraic expression. Solve the problem with the class. Have
students create an input-output chart to organizer their
information. Additionally have students graph the ordered pairs to
show the increase. Emphasize the concept of the input-output
table and graphing ordered pairs which is a review from lessons.
Assessment Prompt for LA3:
Students will complete exit ticket problems (HOTS) Pg. 466
problem pg. 13-14
Have students create a real-life story problem which must have an
unknown variable that can increase over time. Have students
write and solve its corresponding algebraic expression; and then
have students use a table and a graph to model the algebraic
expression. Have students create an input-output chart to
organizer their information and graph the ordered pairs to show
the increase.
Assignment:
See attached Culminating activity and
rubric
Error Analysis: Have students silently (no talking with partner at
this time) compare answers from their completed Practice
Textbook page 467 with their partner’s answers. Students are to
only put a mark by the answers that they have different from their
partner’s. Next, students are allowed to discuss with their
partners the problems where they had different answers.
Students are to justify their answer by reworking the problem for
their partners. Partners are to describe where they or their
partner made an error and then correct the problem together.
Differentiation:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: visual, auditory, interpersonal, intrapersonal, kinetic
Varied Interest: Students will be allowed to choose 2 of the new vocabulary
words to create a Frayer Model.
(Beyond Level) Create Your Own Homework Online - eSolutionsManual™ can
be used to create worksheets for the suggested assignments above, or to
create your own worksheets for differentiated homework or review.
(All Levels) For Additional Differentiation for this section, please see online
Florida Math Textbook Resources under the Plan and Present tab: “Additional
Activities for Differentiated Instruction”
*** See the document at the end of the unit for more information.
Summarizing Strategy:
Error Analysis: (HOTS) Have students find the error in the completed problem using exercise #10 on
textbook page 466.
Students will complete a cloze writing prompt that requires them to summarize how to write algebraic
and numerical expressions.
Student
Modification/Accommodations
1. Seat student near teacher.
2. Stand near student when giving
directions/presenting.
3. Provide visual aids/graphic organizers.
4. Ensure oral directions are understood.
5. Allow extra time to complete tasks.
6. Simplify complex written directions.
7. Give test items orally.
8. Provide peer assistance/study groups.
Culminating Activity:
Culminating Activity Rubric: