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: