Transcript Writing Expression PPx

21st Century Lessons
Writing Algebraic Expressions
Primary Lesson Designer(s):
Kristie Conners
Sean Moran
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This project is funded by the
American Federation of Teachers.
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21st Century Lessons – Teacher Preparation
Please do the following as you prepare to deliver this lesson:
•
Spend AT LEAST 30 minutes studying the
Lesson Overview, Teacher Notes on each
slide, and accompanying worksheets.
•
Set up your projector and test this PowerPoint file to make
sure all animations, media, etc. work properly.
•
Feel free to customize this file to match the language and
routines in your classroom.
*1st Time Users of 21st Century Lesson:
Click HERE for a detailed description of our project.
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Lesson Overview (1 of 3)
Lesson Objective
Lesson Objective:
Students will be able to write and read expressions in which
letters stand for numbers.
Student Friendly Objective:
Students will be able to write an algebraic expression from a
written expression.
Language Objective: Students will be able to discuss the
difference between algebraic and written expressions.
Lesson Description
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This lesson is the first of two lessons where students will start
writing algebraic expressions. The launch of the lesson is an
important part of lesson. This is the first time students are asked to
associate words to operations. This will be used through out the
lesson and the rest of the unit. The whole class examples are
designed in a manner where students will be following the same
process, so when variable is introduced, some confusion may be
prevented. The class work assignment is a matching activity since it
is the first time with this skill. In the next lesson, more writing will
take place.
Lesson Overview (2 of 3)
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Lesson Vocabulary
Algebraic Expression: an expression containing at least one variable.
Numerical Expression: an expression containing one or more numbers and
operations.
Written Expression: an expression written with words.
Variable: any letter in the alphabet or symbol that represents a quantity.
Materials
Copies of three class work assignments, (tape and scissors, depending), 3-2-1
assessment, and the homework.
Scaffolding
The launch worksheet is designed for students to have all at times for the
remaining part of the unit. This will help ELL students and students with
learning disabilities equate the word with the appropriate operation. Also, the
first activity is a matching activity designed specially with the understanding
that this is the first time students are asked to perform this skill. This will
benefit ELL students and students with learning disabilities.
Enrichment
The class work assignment can modified by not making the assignment a
matching one. Change the assignment by taking out Column B, making the
students come up with the algebraic expressions on their own.
Online Resources for
Absent Students
Tutorial (this video is long, but covers all important content. The last section will
be coved later in the unit.)
http://www.schooltube.com/video/167d4fecea6d4c11b4f5/
Online Practice
http://www.ixl.com/math/grade-6/write-variable-expressions-to-representword-problems
Lesson Overview (3 of 3)
Common Core
State Standard
6.EE.2 Write , read, and evaluate expressions in which letters stand for
numbers.
6.EE.2a Write expressions that record operations with numbers and with
letters standing for numbers.
6.EE.2.b Identify parts of an expression using mathematical terms (sum,
term, product, factor, quotient, coefficient); view one or more parts of an
expression as a single entity.
Before and After
This lesson is the third lesson in the unit. Students will have a strong understanding
of the order of operations. This lesson is designed to develop students’ ability in
writing algebraic expressions and written expressions. The next lesson in this unit
continues writing algebraic expressions, giving students a strong sense of the concept.
Because of the previous lessons, students will have an easier transition into evaluating
algebraic expressions by substitution.
Topic Background
The link below gives a small background on the history of Algebra. This is
also a great opportunity to connect topics covered in social studies with
mathematics.
http://www.ehow.com/video_4977241_who-invented-algebra.html
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Warm Up-Matching
OBJECTIVE: SWBAT write an algebraic expression from a written
expression.
LANGUAGE OBJECTIVE: SWBAT discuss the difference between algebraic and written
expressions.
Choose the numerical expression that best matches each
written expression.
Numerical Expression
Written Expression
1) 3  9
a) the product of 9 and 3
2) 9 3
b) 9 subtracted by 3
3) 9  3
c) 9 divided by 3
4) 9  3
d) the sum of 3 and 9
Agenda
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Agenda:
OBJECTIVE: SWBAT write an algebraic expression from a written
expression.
LANGUAGE OBJECTIVE: SWBAT discuss the difference between algebraic and written
expressions.
1) Warm Up Matching-Independent
2) Launch Operations to Words-Groups
3) Explore
4) Practice
Mini Lesson-Whole Class
Matching Expression-Whole Class and Partners
5) Assessment
Exit Slip-Independent and Partners
Agenda
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Launch-Operations to Words
Directions: Put each word from the list into the operation’s box
that it most likely expresses.
Addition
Subtraction
Multiplication
Division
PC Users
9
plus
difference
less than
factors
decreased by
times
ratio
increased by
separate
minus
of
sum
product
multiplied
less
more than
in all
divided
quotient
per
subtract
each
twice
Agenda
Launch- Mac User
Directions: Put each word from the list into the operation’s box
that it most likely expresses.
Addition
Subtraction
Multiplication
Division
more than
plus
sum increased by
in all
difference
minus
less than decreased by
subtract
less
product factors
twice
of
each multiplied
times
divided
per
quotient
separate
ratio
Next Slide
10
plus
difference
less than
factors
decreased by
times
ratio
increased by
separate
minus
of
sum
product
multiplied
less
more than
in all
divided
quotient
per
subtract
each
twice
Agenda
Explore-Mini Lesson
Write the following as a numerical expression.
•The product of ten and seven.
10 7 or 10 7
•The product of ten and five.
10 5 or 10 5
•The product of ten and a number.
VARIABLE
Think…what can we use to represent a number when
we don’t know the number?
Click to reveal next part
Agenda
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Explore- Mini Lesson
Variable: a letter or symbol that represents an
unknown quantity.
Write as a algebraic expression.
The product of ten and a
10  n 10  n
Now, for my next trick, I
introduce a new way
number. will
to write multiplication.
10n
A number written next to a
variable means multiplication.
Agenda
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Explore- Mini Lesson
This new expression, 10n, is called an Algebraic Expression.
Why do mathematicians call them Algebraic Expressions?
• Algebraic Expression: an expression containing at least
one variable.
x
4n
5t  8
• Numerical Expression: an expression containing one or
more numbers and operations.
47
5 7  8
Click to reveal next part
Agenda
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Explore- Mini Lesson
• Written Expression: an expression written with words.
The sum seventeen and number
Three times the difference of nine and seven
• Variable: any letter in the alphabet or symbol that
represents an unknown quantity.
n
p
h
Agenda
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Practice- Whole Class
Write an algebraic expression for the problems
Important!!!!
below.
Identify the
a) The sum of ten and a number.
operation(s) by
10  x
underlining key
words.
b) The quotient of a number and twelve.
t
t 12
12
c) Eleven decreased by five times a number.
11 5n
Agenda
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Practice- Partners
Name ________________
Date ___________
Class Work: Written Expressions vs. Algebraic Expressions
Directions: Match the written expressions in Column A with the
algebraic expressions in Column B.
COLUMN A
The sum of a
number and ten
The quotient of
a number and
eight
The product of
ten and a
number
increased by
eight
Eight less than
twice a number
Ten divided by
a number
The product of
eight and a
number
Ten decreased
by three times
a number
Eight increased
by a number
COLUMN B
x  10
x  10
8x
10  x
10  3x
10  2 x
10x  8
8 x
2x  8
x
8
Agenda
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Practice- Summary
Class Work: Written Expressions vs. Algebraic Expressions
Directions: Match the written expressions in Column A with the algebraic expressions
in Column B.
COLUMN A
The sum of a
number and ten
The quotient of a
number and eight
The product of
ten and a number
increased by
eight
COLUMN B
x  10
x  10
8x
10  x
Ten divided by a
number
Eight less than
twice a number
10  3x
10  2 x
The product of
eight and a
number
Ten decreased
by three times
a number
10x  8
8 x
A number
decreased by ten
Eight increased
by a number
Ten more than
twice a number
2x  8
x
8
Agenda
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Assessment- Exit Slip
Directions:
1) Write your own algebraic expression using n, 3, 5.
You must use at least 2 operations.
2) Translate your algebraic expression into a
written expression.
3) Turn and Talk: Read your written expression to
your partner. Have your partner write the algebraic
expression. Switch roles.
Agenda
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21st Century Lessons
The goal…
The goal of 21st Century Lessons is simple: We want to assist teachers, particularly in
urban and turnaround schools, by bringing together teams of exemplary educators
to develop units of high-quality, model lessons. These lessons are intended to:
•Support an increase in student achievement;
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•Align to the National Common Core Standards and the Massachusetts curriculum
frameworks;
•Embed best teaching practices, such as differentiated instruction;
•Incorporate high-quality multi-media and design (e.g., PowerPoint);
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development and other teacher training activities;
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•Serve as the basis of high-quality, teacher-led professional development, including mentoring
between experienced and novice teachers.
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21st Century Lessons
The people…
Directors:
Kathy Aldred - Co-Chair of the Boston Teachers Union Professional Issues Committee
Ted Chambers - Co-director of 21st Century Lessons
Tracy Young - Staffing Director of 21st Century Lessons
Leslie Ryan Miller - Director of the Boston Public Schools Office of
Teacher Development and Advancement
Emily Berman- Curriculum Director (Social Studies) of 21st Century Lessons
Carla Zils – Curriculum Director (Math) of 21st Century Lessons
Brian Connor – Technology Coordinator
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