Mathematics Learning Objectives:

Students will be able to write mathematical expressions.

Language Objective:
The students will be able to identify and explain the different parts of an expression.
Essential Question:
What is an expression and how are they helpful in math?
Common Core State Mathematics Standards:

6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
a) Write expressions that record operations with numbers and with letters standing for
numbers.
b) Identify parts of an expression using mathematical terms (sum, term, product, quotient,
coefficient); view one or more parts of an expression as a single entity.
c) Evaluate expressions at specific values of their variables. Include expressions that arise
from formulas used in real-world problems. Perform arithmetic operations, including
those involving whole-number exponents, in the conventional order when there are no
parentheses to specify a particular order.
Common Core State Mathematical Practice Standards:
MP.5 - Use appropriate tool strategies
MP.6 - Attend to precision
Provision for individual Differences:
We understand that not all students come from the same background and take
that into consideration when making a lesson plan. For this particular lesson plan we
decided to start the topic as a whole class discussion, asking students for different
terms they can come up for symbols such at +,-,/,x. Allowing every student the chance to
comment allows for an open discussion and a comfortable learning environment.
Having the students break up into groups for some part of the lessons allows the
students to engage in discourse with classmates about mathematics. Groups will be
chosen by the teacher and to ensure that actual learning is going on, lower level
students will be placed with a higher level student. This gives the higher level student the
chance to teach it to the lower level student and also allows the lower level student to
work with someone their age, hopefully making them more comfortable to ask questions.
A memory game to match long expressions to their simplified ones is
implemented to reach students who dont find math fun. A game will simply get the
students excited about the topic. Individual work will also be implemented for those
students who prefer to work alone. We believe that breaking the lesson into different
parts and targeting the different learning needs of our students will promote learning.

Materials:
Pencil, paper, worksheets.
Notes to reader:
Students have already experienced simple expressions that include exponents.
Time: Assume 20-30 minutes
What is the teacher doing? (Include
questions the teacher will ask)

What are the students doing?

6 minutes
Warm-Up: On the overhead there will be
two rectangles. Both will be labeled,
rectangle 1 and 2. Rectangle 2 will be
twice as large as rectangle 1. Ask the
students to answer the question: Using
words only, how would you describe
rectangle 2?
(While students are completing warm-up
pass out guided notes.)

Students are completing the warm-up in

their notebooks.
Sharing their expressions with the
teacher/class.

After about 3 minutes call on different

students to share their expressions.
Next, explain that what the students just
did was create an expression.
Expressions are used all the time in math
to represent the value of something. (Use
this to transition to the guided notes
worksheet.)
8 minutes
Draw symbol chart on board (this will look
similar to the one on the students guided
notes) and explain that different words
can have similar meanings, and we just
saw that with your different responses
about the rectangle.
Ask students what words they think of for
the different symbols +,-,/,X.
Next, write the equation y=7x-5 on the
board. (This will match the students
notes)
Ask the students what part they think is
an expression? Variable? Constant?

Listening to the teacher.

Raising hands and sharing the different
words they think of for each symbol.
Copying down the words on their guided
notes.
(Possible question: Why do we need to
know all these words? Do we have to
memorize them for the test?)
Answer: Well remember what I said earlier
about different words meaning the same
thing? You will need to know what words
mean subtract, add, etc. so you can write
correct equations. You dont need to
memorize them, but Id suggest you know
what each term represents.

Coefficient? Term(s)?
When finding each part of the equation
give the definition and meaning. Variableis a letter that can represent a quantity.
Constant- is a number on its own.
Coefficient- a number used to multiply the
variable.
Term(s)- are the variables or numbers, or
both multiplied together.

Answering questions, taking down notes.

10 minutes
Kahoot.it - have the website pulled up on
the projector.
Have the students use their smartphones
(or pair up if not all students have their
phones) and join the game online.
Give a quick overview of how the game
works and then start.

Using their smartphones to join the

kahoot.it game.

6 minutes
Exit ticket.

Answering the questions on the exit ticket,

packing up, and turning in their work
before class is dismissed.

Answering questions with their phones.

EXIT TICKET
Teacher Copy w. Answers
Write an expression for the following:
1.
2.
3.
4.
5.

5 less than y y-5

9 times the quotient of 45 and 5 9(45/5)
The product of 1 and 3, minus 2 (1x3)-2
7 multiplied by x, plus 6 7x+6
36 divided by x 36/x

Label the following:

y = 3x + 6
Equation:___y=3x+6____________________
Expression:__3x+6___________________
Coefficient:___3___________________
Constant:__6_______________________
Term(s):___y, 3x, and 6______________________

In your own words, using the mathematical terms you have learned, explain what y
equals.Different possibilities -Y is equal to the product of 3 and x plus 6 or Y is equal to 3
times x plus 6.