Name:_____________________ Lesson Title: Subject Area: Grade Level: Unit Title: GLCEs/ HSCE: CCSS.Math.Content.6.EE.A.

2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5 as 5 y. METS-S/NETS-T
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Agent Operations brings you Algebraic Expressions in Written Form Mathematics Sixth Expressions and Operations

Essential Questions: Objectives:

How can understanding a written expression help you?

After viewing teacher created powerpoint on written expressions students will be required to make their own powerpoint on written expressions. PowerPoint must include three different examples of written expressions all of which must include a variable, an operation and a number.

Tools and Resources:

Teacher created PowerPoint. Teacher used McGraw-Hill Grade 5 Math Connects textbook. Teacher used dry erase board. Rationale: Students often think story problems are the evil villains of technology. By learning the different terms and being able to break down each problem, students will be able to see that story problems are not as scary as they thought. Sequence of Activities: Anticipatory What scares you the most about story problems? Questions/Activity: Can you pull out an algebraic expression from a story problem?

Body of Lesson Plan:

1. Teacher will start off with a math joke. This is an old school elementary one. But the classics never go out of style so here we go, Why was 6 afraid of 7? And it's not because 7 ate 9. It's because 7 is bigger and three 7's are really lucky where as three 6's not so much! 2. Teacher will recap quickly on last lesson. On your white boards write down a variable, an operation and a number. Make sure to list which one is which. When you are done compare answers with neighbors quietly. Wait about 2 minutes while students are working. Write an expression on the board. Z7 Point to the letter. Remember the variable is the letter in the equation. Point to the operation. The operation is your addition, subtraction, ect symbol. And lastly the number. Point to the number. The number is what you are adding, subtracting, ect to the variable. Everyone remember? Any questions? 3. The teacher will then talk about written expressions. It is important to understand written expressions. They are story problems. The same thing we did in the Explain Everything except in written form. Future problems may be in story form format and you cannot get the answer unless you can understand the problem. That is what we are going to learn today. You can say a story problem and pull the expression out of that so we are going to write the story problem and pull the expression out of it. 4. For example, write a story problem on the board. Tom bought 2 more pens than Sara. X equals the amount of pens Sara bought. How many pens did Tom buy? By looking at the problem, you know Tom bought 2 more than Sara so you should know right away the expression will be addition Write a plus sign on the board. + If X equals Sara's amount and there is no other amount listed for her, we can determine that the X is our variable in the expression. Write an X in front of the plus sign on the board. X+ Let's read the problem one more time. Tom bought 2 more pens than Sara. If we know that Sara's amount is X and that the expression is addition, we can add our 2 into the expression because he bought 2 more than Sara. Write a 2 on the right side of the plus sign. X+2

5. Do you see how that worked? Does anyone have any questions before we step it up a notch? Now what if we take it one step further and say Tom bought 2 more pens than Sara. X equals the amount of Sara's pens and it turns out she bought 7. Therefore: X + 2, if X = 7. Raise your hand if you can guess what should happen next. Call on a student to answer. They should say substitute the 7 in for the variable. Let them add a marble to the classrooms jar for remembering that. Call on a volunteer to do the problem on the board. The problem should look like: X+2 7+2 9 Congratulate the student and make sure everyone writes it down in their notes in their math journals. 6. The teacher will then write another example of a written expression on the board but with using subtraction as the operation. Blane scored G amount of goals. Jack scored two less than Blane. How many goals did Jack score? Have the students write the expression from the story problem on their dry erase boards and hold them up when they are done. Students should have written: G2 7. Then write the following on the board: If G = 3, how many goals did Jane score? Have each student work the problem on their board and again hold up their boards with the work shown and the answer circled. G2 32 Jane scored one goal. 8. Ask if anyone has any last questions. Then have the kids put their things away and to sit on top of their desks when they are done. It is now time to play a new game called Not-so-silent seatball. Explain the game. A tennis ball will be tossed around the room. Each time a student catches it they must come up with a story problem containing an expression. If the student cannot do so within 10 seconds, they are out of the game. If the student does not catch the ball, they are out of the game. The last student in the game will be allowed to pick from the candy bar jar. Pass out jolly ranchers to the rest of the class and congratulate them on their efforts.

9. Once the class is back in their seats from the game, run through the powerPoint I made for a student sample. Explain to the kids they will each be making their own PowerPoint that includes 3 story problems with expressions. 10. Turn on Pandora radio to techno station, turn on low and let students work. Be sure to walk around class and help any student who may need it. Conclusion Students will use PowerPoint to create their own story problems and then walk through solving the problems. Lesson Differentiations: Students may work with a partner but must do their own story problems. Students can create a story problems using more than one variable and then walk through on how they solved it. Rubric for Explain Everything Not-so-silent-seatball game Teacher created PowerPoint.

Simplifications: Extensions: Assessment Piece: Teacher Created Handouts: Quality Student Sample: