Kalie Rickard and Scott Tiefenthal Monday, March 10 Lesson 7.

Simplifying Expressions
I. Benchmark/Standard 6.EE.3Apply the properties of operations to generate eq i!alent expressions. 6.EE."Identify #hen t#o expressions are eq i!alent $i.e.% #hen the t#o expressions name the same n m&er regardless of #hich !al e is s &stit ted into them'. 6.EE.6(se !aria&les to represent n m&ers and #rite expressions #hen sol!ing a real) #orld or mathematical pro&lem* nderstand that a !aria&le can represent an nkno#n n m&er% or% depending on the p rpose at hand% any n m&er in a specified set. +,3-onstr ct !ia&le arg ments and critiq e the reasoning of others. +,"+odel #ith mathematics. II. Beha!ioral/.&/ecti!e 0he st dents #ill learn ho# to re#rite alge&raic expressions in simplified form. 1e/she #ill learn ho# to identify and com&ine like terms in one !aria&le. By the end of today2s lesson% the st dent #ill &e a&le to com&ine like terms to simplify alge&raic expressions and reali3e that his/her simplified expression is eq i!alent to the original expression. 0his #ill &e sho#n thro gh his/her correct completion of the #orksheet. III. Anticipatory Set 0here #ill &e an introd ctory acti!ity to la nch the class period. 0he st dents #ill ha!e a colored &lock $p rple% red% &lack% or green' placed on their desks pon arri!al. 0he follo#ing !aria&les represent each color4 p5p rple% r5red% &5&lack% g5green. 0he teacher #ill ask each st dent to say his/her color $going do#n each col mn' and #rite them one at a time on the &oard. .nce all of the letters are #ritten p on the &oard% the teacher #ill ask the st dents ho# many of each letter #e ha!e altogether $trigger/key #ord from pre!io s lesson' to see if the st dents recall that this means add. 0he teacher #ill sho# st dents that like terms aren2t al#ays directly next to one another% so they m st learn to look thro gho t the expression to determine ho# many of a !aria&le there are. 0he teacher #ill scaffold the st dents to#ard nderstanding that the n m&er of each letter means to m ltiply the letter &y said n m&er. I6. .&/ecti!e/, rpose Simplifying expressions sho#s st dents that there is not one specific #ay to #rite an expression. 7 st &eca se t#o expressions do not look the same% they may in fact &e eq i!alent. -om&ining like terms and simplifying expressions allo#s st dents to condense their #ork and therefore increase efficiency. 0his lesson #ill deepen their nderstanding of alge&ra and ho# it #orks. 6. Inp t A. 0ask Analysis 1. Information the learner needs4 0he learner needs a &asic nderstanding of alge&raic expressions% as #ell as a kno#ledge of the mathematical operations $addition% s &traction% di!ision and m ltiplication'. 0he learner sho ld also &e a&le to differentiate &et#een !aria&les. 2. ,roced re4 0he st dents and teacher #ill #ork thro gh the introd ctory acti!ity ntil the teacher feels the st dents ha!e a solid nderstanding of com&ining like terms $likely 89 min tes'. 0he teacher #ill then & ild on this idea and ask the st dents #hat #o ld happen if they had a !aria&le sq ared: - &ed: A constant: A fe# pro&lems #o ld &e modeled so that the st dents nderstand the concept. 0he teacher #ill then set the st dents ;free< to #ork in their pairs on the #orksheet. As the st dents #ork% the

Kalie Rickard and Scott Tiefenthal Monday, March 10 Lesson 7.3

teacher$s' #ill #alk thro gho t the room helping st dents% monitoring progress and o&ser!ing common misconceptions. =ith the last 8> min tes of class% the st dents #ill come p to the &oard and demonstrate their ans#ers for selected pro&lems on the #orksheet. =ith the final 3 min tes% the teacher #ill address the class as a #hole to #rap p the acti!ity and relate the day2s acti!ities &ack to the o&/ecti!es. B. 0hinking ?e!els4 Bloom2s 0axonomy 8. ?e!els @ and 3% comprehension and application% are addressed in this lesson. St dents are asked to re#rite expressions in eq i!alent forms and apply #hat they learn sing the manip lati!es to concrete pro&lems. -. ?earning Styles and/or Accommodations 1. Aemediation4 If an extra reso rce staff is a!aila&le% then allo# the st dent to #ork #ith this staff mem&er one)on)one. St dents can contin e #orking #ith manip lati!es $colored &locks' e!en after the introd ctory acti!ity if they #o ld like. 0he teacher #ill ans#er q estions in s ch a #ay that the responses scaffold the st dent to#ard the sol tion #itho t completely gi!ing it a#ay. 2. Extensions4 If st dents finish &efore the time is p% ha!e them assist st dents #ho are str ggling #ith this concept. Being a&le to teach it to another st dent is a tr e #ay to kno# if the st dent thoro ghly nderstands the concept him/herself. 0he st dent can also go thro gh and try to #rite the expressions in another form #hich is eq i!alent to the original expression. 3. Bifferentiating - rric l m4 0he st dents #ill #ork #ith others $cooperati!e learning'% so there #ill &e &oth !er&al and #ritten #ork. 0he a!aila&ility of manip lati!es adds a ;hands)on< portion to the c rric l m if the st dent so desires. B. +ethod and +aterial 1. =ay$s' of presenting4 0he introd ctory acti!ity #ill &e a colla&orati!e effort &et#een st dents and teacher. 0he teacher #ill prompt st dents2 thinking #ith q estions% & t the ma/ority of the thinking and explaining sho ld &e done &y the st dent. 0he &rief modeling of the extension pro&lems #ill &e mostly teacher)led. 2. +aterials needed4 Each st dent #ill need a colored &lock% a #orksheet and a pencil. 0here #ill &e additional manip lati!es $colored &locks' a!aila&le if the st dents so desire. 6I. +odeling 0he teacher #ill do the recording for the introd ctory acti!ity so that the st dents #ill ha!e a !is al representation of their disc ssion. 0he teacher #ill then model a fe# scenarios in #hich there are sq ared and c &ed !aria&les so that the st dents nderstand that these are like terms% too. 0he hope is that the st dents #ill lead the ma/ority of the disc ssions so that the entire class is in!ol!ed and engaged. At the end of the lesson% the teacher #ill lead a disc ssion to &ring the day2s acti!ity and learning to a close. 0his #ill address the key goals and o&/ecti!es for the day so that the st dents nderstand #hy this is important. 6II. -hecking for (nderstanding A. Sample q estions4 8. -an different !aria&les% s ch as x and y% &e com&ined: @. =hat a&o t x@ and x: =hat a&o t x3:

Kalie Rickard and Scott Tiefenthal Monday, March 10 Lesson 7.3

the

3. =hat if there is no !aria&le: Cor example4 and expression or eq ation containing > and D. ". =hat if there are m ltiple !aria&les: Cor example 8>xy. -an #e com&ine #ith x: y: >. =hat is the main o&/ecti!e of simplifying expressions: =hat does simplifying expressions help mathematicians do: B. 0each and check4 As the teachers go thro gh the lesson and modeling some of the pro&lems% they #ill stop periodically and as for q estions and pro!ide appropriate ans#ers. As the st dents #ork % the teacher #ill also o&ser!e the st dents #ork to see if there are common misconceptions &et#een gro ps and #ill address these misconceptions accordingly. -. Aesponse4 As she/she/they #alk thro gh the classroom d ring the #ork time% the teacher$s' #ill choose a fe# sol tions that they see and ask them to sho# their #ork on #hite&oard and explain their thinking to their peers. 0hese selected st dents #ill also &e asked q estions &y the teacher$s' as they #ork thro gh their pro&lems.

6III. E ided ,ractice 0he st dents and teacher #ill #ork thro gh the introd ctory &lock acti!ity together to &egin to gain an nderstanding of #hat it means to simplify expressions. 0he teacher #ill also model a fe# pro&lems to the st dents so that they can &etter nderstand the concept of simplifying expressions and see ho# different !aria&les can affect the pro&lem. IF. Independent ,ractice Collo#ing the g ided practice% st dents #ill participate in an acti!ity/#orksheet that #ill allo# them to practice simplifying expressions. F. -los re As the st dents #ork thro gh the #orksheet% the teacher #ill ask t#o or three st dents to share their ans#ers and #ork for specific pro&lems #ith the rest of the class. 0his #ill also &e a time #here st dents can ask some general q estions a&o t simplifying expressions.

Kalie Rickard and Scott Tiefenthal Monday, March 10 Lesson 7.3