1. Topic-
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Expressions and Equations
Standards: 7.EE.1 and 7.EE.2
Practice Standards: 2 and 7 |
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2. Content-
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Expressions
Equations
Equivalent Expressions
Numerical Expression
Algebraic Expression
Variables |
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3. Goals: Aims/Outcomes-
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1.Evaluate and identify equivalent expressions
2.Evaluate algebraic expressions by substituting
a value for each variable
3.Translate words into algebraic symbols |
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4. Objectives-
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1.SWBAT identify and evaluate expressions
2.SWBAT evaluate equivalent expressions
3.SWBAT translate and write algebraic expressions |
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5. Materials and Aids-
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White boards and markers
Handouts
Workbook |
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6. Procedures/Methods-
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A. Introduction-
Ask students to write the following quotations using only mathematical
terms and symbols that they are familiar with?
*A bird in the hand is worth two in the bush
*Two wrongs don't make a right |
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B. Development-
1.Explain to students that just like we translated those quotes
into math expressions and equations/inequalities, we can translate
everyday statements into math expressions.
2.Go over vocabulary (have students fill in notes in workbook.
3.Talk about how numerical expressions can be evaluated by completed
the operation in the correct order (PEMDAS)
4.Give example:
Give time for students to try on their own putting their answer on
their white board. Assess understanding. Do on board if students need
it.
5. (Workbook) Explain that variables are symbols and that the coefficient
of the variable is multiplied by the variable. They are evaluated
the same way that numerical expressions are. By substituting the value
of the variable in the expression, you can evaluate the expression.
Model 1 and have students independently do the rest. Walk around and
assess.
6. Talk about expressions being equivalent if they are equal to the
same value:
7. Have students evaluate the following:
8. Ask what is the value of each expression?
9. Ask if they are equivalent? Explain?
10.Review goals and have students decided if they can identify expressions
are what is the difference between an expression and an equation?
A numeral expression and an algebraic expression?
Can they evaluate expressions? Give example of each having students
write answer on whiteboards before moving on.
10.Tell students that now you will look at common phrases that indicate
the four operations.
11. Use the smartboard for the following:Allow students time to think
about it and then have volunteers come up to match.
12. Have students turn to page 9 in workbook and model 3 then have
students use white board to answer a couple and then have students
finish worksheet with a partner.
13. Put up answers and have students correct paper. (Self assess)
whether they understand. Check to see if goal is met.
14. Put students in groups and have them work on matching activity.
Work with students observed to need extra help.
15 Ticket out the door:
Translate Four more than K is the product of 3 and 7.
16. Handout homework. |
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C. Practice-
1.SmartBoard Activity
2.Workbook Activity |
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D. Independent Practice-
1.Workbook activity
2.Matching Activity
3.Ticket out the door
4. Whiteboard Activity |
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E. Accommodations (Differentiated Instruction)-
1.Matching Activity
2.Smartboard Activity
3.Partner work |
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F. Checking for understanding-
1.Matching Activity
2.Ticket out the door
3.Pre-Assessment |
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G. Closure-
| 1.Check to determine if goal was met |
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