21st Century

Lessons

Evaluating Expression
Primary Lesson
Designers:
Kristie Conners
Sean Moran

This project is funded by the

American Federation of
Teachers.

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.
3

Lesson Overview (1
of 3)
Lesson Objective

Content Objective: Students will be able to

evaluate algebraic expressions.
Language Objective: Students will be able to
describe the steps to evaluating
expressions.

Lesson
Description

This lesson is designed to be implemented following

the previous lessons in this unit. This lesson
demonstrates how to evaluate algebraic
expressions. The focus shows a process of
substituting in numbers into any algebraic
expressions and using the order of operations to
evaluate the expressions; strategies which were
highlighted in the previous lessons and used in this
lesson.

Lesson Overview (2
Substitution: Replace a variable with number.
Lesson
of
3)
Evaluate: To calculate the value of a numerical or algebraic expression..
Vocabulary
Materials

Scaffolding

Enrichment

Online
Resources for
Absent Students

Pencil, notebook, copies of the class work assignment, homework and

exit slip. Index cards*, number cubes of different colors*.
(Alternate suggestions given if do not have these supplies)
This lesson models and scaffolds evaluating expressions. There is
time in the lesson for students to copy the process into their
notebook.
Throughout the lesson, substitution is demonstrated
with colors for visual learners. Also, the video links below is a
great tool to use for your students, especially ELL students.
There are several opportunities for enrichment. During the
activity, Cant Wait To Evaluate, the teacher can create their own
spinner.
This will allow your students to use integers and
rational numbers to make the activity more challenging. If your
students are proficient with rational numbers , a second Cant
Wait To Evaluate activity is provided for additional challenge.
Practice
http://www.ixl.com/math/grade-6/evaluate-variable-expressions-withwhole-numbers
http://www.ixl.com/math/grade-6/evaluate-variable-expressions-invol
ving-decimals-fractions-and-mixed-numbers
http://www.ixl.com/math/grade-6/evaluate-multi-variable-expressions
http://www.ixl.com/math/grade-6/evaluate-expressions-involving-inte
gers
(enrichment)
Videos
http://learnzillion.com/lessons/468-evaluate-onestep-algebraic-expr
essions-by-substitution
(one step)
http://learnzillion.com/lessons/469-evaluate-multiple-step-algebrai
c-expressions-by-substitution
(multi-step)

Lesson Overview (3
of
3)Core 6.EE.2 Write, read, and evaluate expressions in which letters
Common
State
Standard

stand for numbers.

Before and
After

This lesson is the fifth lesson in the unit. This lesson

should be presented following the previous lessons.
This lesson will continue to build off of the lessons in
this unit and understand the process in evaluating
algebraic expressions by substitution.
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-alge
bra.html

Topic
Background

6.EE.2c 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 (Order of Operations). For example, use the formulas
V=s3 and A=6s2 to find the volume and surface area of a
cube with sides of length s= .

Warm Up
OBJECTIVE: SWBAT evaluate algebraic expressions.
Language Objective: SWBAT describe the steps to
evaluating expressions.

A magic store is selling

exploding pens for $3 each plus
$1 for
tax. you can figure out
Kyle
thinks
numerical
the cost of
10 pens with the
expression
below. Quick Discussion:

3 10 1

Do you agree or
disagree?
Explain.

Algebraic
Expression?

3p+
1

Click to reveal
next part

Agenda

Agenda:

OBJECTIVE: SWBAT evaluate algebraic expressions.

Language Objective: SWBAT describe the steps to
evaluating expressions.

1) Warm
Up
Launch

plore- 1

xplore- 2

Practice

Assessment

Indivi
Shopping
with Marvin- Whole
dual
Class/Pairs
Evaluating with Marvin- Whole
Class with Formulas- Whole
Practice
Classwork: Cant Wait to
Class
Evaluate Groups
Exit Slip- Individual

Launch- Shopping with Marvin

Marvin the Math Magician has a
problem
you.some magic
He
wantsfor
to buy
wands
and some magician
hats.
The wands cost $8
each and $5 for each
hat.
How much will Marvin have
to pay for 12 wands and 7
hats?
Agenda
9

Launch- Shopping with Marvin

How did you get your answer?
The wands cost $8 each and $5 for each
How
hat.much will Marvin have to pay for 12
wands and 7 hats?

How can we write

a
numerical
to show our answer
of 131?
expression

8 12 5 7
Click to reveal
next part

Agenda
10

Explore 1- Evaluating with Marvin

How much will Marvin have to
pay for 6 wands and 3 hats?
Write an numerical expression
to
find the answer.

Remember: the wands cost $8 each and $5

for each hat.

8 6 5 3
48 15
63

Click to reveal
next part

Agenda
11

Explore 1- Evaluating with Marvin

Numerical
Expression

812 5 7
8 6 5 3

12
wands
7 hats
6 wands
3 hats

The wands cost

$8 each and $5
for each hat.

What changed in the two examples?

12

Sometimes it helps to represent

algebraic
a problem
as an
w= expression.
# of
h=
# of
wands
hats

8w+5
h

Click to reveal
next part

Agenda

Explore 1- Evaluating with Marvin

How much will Marvin have
to pay for 10 wands and
w = 210h = 2
hats?
Algebrai
This is
c
called
Expressi
substitutio
on
We just
n!!
evaluated
the
expression.

8w 5h
w 5 h
81
2
0
80 10
90

Click to reveal
next part

13

evalua
te

Agenda

Explore 1- Evaluating with Marvin

Find the cost of buying 9 wands
and 7 hats.
w= 9
h= 7

15

Steps:
1. Copy the expression.

8w 5h
the value
h 2.in Substitute
9 5 7
8w
for the variable.
72 35 3. Evaluate using the
107 order of operations.
Click to reveal
next part

Agenda

Explore 2Formulas

Flashback
Objective:
evaluate algebraic
We expressions.
can use the process of evaluating to solve
problems in the real world.
For example: engineers, architects and
builders use geometric formulas every day.

Circumfer
ence
C d

Volume
Rectangular
Prism

V lwh

Surface Area
Cylinder

SA 2r dh
2

Click to reveal
next part

Agenda
16

Explore 2- Formulas
Volume is the amount of space a
shape takes up. The expression for
calculating the volume of the
rectangular
5f
prism is below.
t

lwh
l
w
h
Find the
volume
9l w
4 5
h
or

9f

Steps:
t
1. Copy the expression.

36 5
3
180 ft

ft

2. Substitute the value

in for the variable.
3. Evaluate using the
order of operations.
Click to reveal
next part

Agenda
17

Explore 2- Formulas
Surface Area is the total of the
area of all sides. The expression
for calculating the surface area
of a rectangular
5f
t
prism is below.
9f
t
f
Find the
4
t
Steps:
volume.
2lw 2lh 2wh
1. Copy the expression.
294295245
2. Substitute the value

2lw 2lh 2wh

72 90 40
2
202 ft

18

in for the variable.

3. Evaluate using the

order of operations.
Click to reveal
next part

Agenda

Practice- Class work

Cant Wait To Evaluate!
Directions: Each group receives a
set of Evaluation Cards along with
two different
colored
a=____
b=____ number cubes.
Before
the team decides
a b starting,
3a 2b
2(ab)
which color cube stands for which
2
2
b)
ab
a b the red3(acube
variable.
(Example:
replaces
green
a 4b
3a 1 a, the 2b
5 cube replaces
b.) One person in the group rolls
b
ab
the number cubes. Students
use the

ab
a a
numbers to evaluate the expression.
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Agenda

Summary
Cant Wait To Evaluate!
Click each problem for
demonstration

a=____ b=____

ab

3a 2b

2(ab)

ab

a b

3(a b)

3a 1

2b 5

b
a a
20

a 4b

ab

ab

Agenda

Exit Slip
Kiara was asked to evaluate the
expression27 p
. Her
answer was 14.
Did she substitute 11, 13,
or 15? How do you know?

Answer :
1327 13
14

Agenda
32

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;

Engage teachers and students;
Align to the National Common Core Standards and the Massachusettscurriculum
frameworks;
Embed best teaching practices, such as differentiated instruction;
Incorporate high-quality multi-media and design (e.g., PowerPoint);
Be delivered by exemplary teachers for videotaping to be used for professional
development and other teacher training activities;
Be available, along with videos and supporting materials, to teachers free of charge via the
Internet.
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
Directors:

people
Co-Chair of the Boston

Kathy Aldred 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 21 st Century
Lessons
Brian Connor Technology Coordinator

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