EDUC 361: Middle Years Methods

5E Lesson Plan Template*

Olivia Hylton
Your Name
Lesson Subject Mathematics
Area

Specific Topic Algebraic Expressions Introduction

Appropriate PDE SAS Standard - CC.2.2.6.B.1 & CC.2.2.6.B.2

Standards
being • Apply and extend previous understandings of arithmetic
addressed to algebraic expressions.
• Understand the process of solving a one-variable equation and
apply to real-world and mathematical problems.
Instructional At the end of this lesson the students will be able to:
Objectives 1. Analyze verbal phrases and recognize/rewrite them as
(Bloom Level) mathematical expressions all while using the appropriate order
Minimum of of operation.
three 2. Interpret simple expressions that record operations with
numbers.
3. Take apart and solve one and two-step algebraic expressions
ENGAGE Think About It (Formative Assessment)
Activities • Students will work independently to jot down their thoughts on
how they would evaluate a simple expression that was given to
them as a prompt. *Please refer to lesson documents attached
below.
• They are not finding the actual answer to the problem.
i. The algebraic expression prompt will be displayed on
the board.
ii. Students will be given 3 mins to think and write down
quick thoughts about the expression.
- When the confusion surfaces they will be reminded
of prior units.
iii. Students will be called on randomly to share their
expression.
iv. Students will engage in a brief verbal review of the four
operations.
- The correct answer will not be discussed.
- What key words did you see in the expression?
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
John Ruskin
 EDUC 361: Middle Years Methods
- What information can you pull from the expression?
- What operation is present in this expression?
EXPLORE Expressions, Phrases & Word Problems Prt 1
Activities • Students compete in groups against the teacher to match phrases
with the expressions that represent them. *Please refer to lesson
slides attached below.
• Students will be divided into pairs. Each partnership is
responsible for answering one question and earning one point.
• For each question the students will have the opportunity to
answer first. If the group answers correctly they get the point.
• If the students answers incorrectly I will answer it correctly and
receive the point.
• Students will explain their reasoning for choosing the answers
that they chose no matter if it is correct or incorrect.
- How can translating verb scenerios help you solve
math problems?
- What is the unknown/variable?
- If you replaced the variable with different numbers
and solved, does the expression you wrote make
sense?
- I will be sure to explain the correct answer before
moving on to the next question.
• Students should be writing down the word expression,
underlining key operation words and the correct number
expression in their notebooks as other groups are speaking.

EXPLAIN Guided Notes (Guided Practice)

Activities • Students will fill in guided notes and go over two examples with
peers and then as a class. *Please refer to lesson documents
attached below.
• Students will write down the definition of an expression on their
notes sheet.
- An expression is a math phrase with symbols and
numbers without an equal sign.
- What are examples of symbols present in an
expression?
• Students will have 2 minutes to turn and talk in order to read the
problem and come up with an expression to represent the
scenario for example 1.
• Students will share out their responses to example one.
- Are there more than one possible answer for this
- I want students to think about the many ways they
can create a correct expression representation.
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
John Ruskin
 EDUC 361: Middle Years Methods
•Students will have 2 minutes to turn and talk in order to read the
problem and come up with an expression for example 2.
- Does the order in which you place the numbers
matter? Why?
- I want the students to see that the order that we place
the numbers in a numeric expression is important.
ELABORATE Worksheet (Independent Practice)
Activities • Students will work independently to complete a worksheet that
allows the students to practice translating a written phrase into
an expression, translating an expression into a written phrase
and analyzing word problems and writing an expressions.
*Please refer to lesson documents attached below.
• Students should be doing the following as their working:
1. Read and annotate.
2. Use a variable to represent unknowns
3. Show numbers
4. Show operations
5. Define the variable.
6. Identify what amount you are starting with.
7. Determine the operation performed on the starting amount.
Translate.
8. Check by restating and comparing to the written expression.
- I will be circulating with the answer key in hand and
monitoring their responses.
- I will ask student to explain their responses for
various questions.

EVALUATE Exit Ticket (Summative Assessment)

Activities
• Students will be given a four problem worksheet that they must
complete quickly and independently *Please refer to lesson
documents attached below.

References https://betterlesson.com/lesson/544061/writing-numeric-expressions

https://www.cpalms.org/Public/PreviewResourceLesson/Preview/47911

https://www.cpalms.org/Public/PreviewResourceLesson/Preview/55214

https://www.philasd.org/curriculum/wp-
content/uploads/sites/825/2017/10/7_BIM.pdf

Quality is never an accident. It is always the result of intelligent effort.

There must be a will to produce a superior thing.
John Ruskin
 EDUC 361: Middle Years Methods

Materials & Think About It

Equipment - Smart Board/Projector
- Notebooks
Expressions, Phrases & Word Problems Prt 1
- Smart Board/Projector
- Activity Slides
- Timer
- Notebooks
Guided Notes
- Highlighter
- Worksheet
Worksheet

Handouts See Addendum

(attach)

Quality is never an accident. It is always the result of intelligent effort.

There must be a will to produce a superior thing.
John Ruskin
Algebraic Expressions Introductory Lesson Addendum

Accommodations

• ELL Students SP & Z :

- Steps are listed on the board for completing each task/assignment.
- They will be given extra time if needed.
- Bolded key words.
- Highlighters might be used to highlight important words in the phrases.
- Display a list of vocabulary words and their meanings that students can refer
- Provide with translations, definitions, and/or examples of unfamiliar vocabulary.

• Special Education Students IT, JJ, MS, KG &AD:

- They will be given extra time if needed.
- Repeat and rephrase directions.
- Highlighters might be used to highlight important words in the phrases.
- As a prelude to this lesson, have small groups work with translations for expressions
that do not require variables.

Differentiation:
• Student IT, JJ, MS, KG, SP & Z:
- Will have the option to complete a differentiated work sheet.
- They will be grouped with students that have a strong grasp of the lesson objective
that can peer-model which I will facilitate.
- They will be given the opportunity to take the vocabulary words home prior to lesson.
 ALGEBRAIC
EXPRESSIONS
Introduction
 Math Do Now
Directions:
■ Read the prompt below and jot down your thoughts on how they
would evaluate this expression in your notebook.
■ Do not solve the problem.
Expressions, Phrases & Word Problems
Directions
■ Voice Level is ONE.
■ One Mic
■ As other groups are speaking write down:
– The word expression
– Underline key operation words
– The correct number expression
Guided Notes
An expression is _____________________________________________________________________.

Example 1) Mary lives 12 miles away from school. She walks the entire distance to and from
school every weekday. Write an expression that shows the distance Mary travels every week.

What does this expression represent?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Example 2) Write a numerical expression to represent the phrase: 14 less than 35

Susan wrote the expression 14 – 35 to represent the verbal expression above. Explain why she
is incorrect.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________
Worksheet Directions
1. Read and annotate.
2. Use a variable to represent unknowns
3. Show numbers
4. Show operations
5. Define the variable.
6. Identify what amount you are starting with.
7. Determine the operation performed on the starting amount. Translate.
8. Check by restating and comparing to the written expression.
Worksheet
Independent Practice:

1.) Billy weighs 70 kilograms and Mark weighs 50 kilograms. Write an expression for their
combined weight.

Answer: ____________________________

2.) There are 2000 gallons of water in a swimming pool. Water is filling the pool at the rate of
100 gallons per minute. Write an expression for the amount of water, in gallons, in the
swimming pool after 5 minutes.

Answer: ________________________

Match the numerical expression with the phrase it represents.

______ 3.) The product of ten and three A. 8 x 23

______ 4.) Sixteen plus five B. 3 + 12

______ 5.) Eight times four C. 2+5

______ 6.) Twelve more than three D. 8 x 4

______ 7.) $89 plus $10.00 E. 10 x 3

______ 8.) You walked five miles more than F. 16 + 5

your friend, who walked 2 miles

______ 9.) Your age, 11, in five years G. 11 + 5

______ 10.) Ten times 42 H. 5 - 10

______ 11.) 10 less than 5 I. 10 x 42

______ 12.) The product of 23 and eight J. 89 + 10

Worksheet Prt. 2
13.) Is “three more than five” equivalent to “the sum of five and three?” Explain your
answer.

____________________________________________________________________________________

___________________________________________________________________________________

____________________________________________________________________________________

Let’s assume you are 11 years old. Write an numeric expression to represent each phrase.

14.) Your age 6 years ago _____________________________

15.) One-third of your age _____________________________

16.) 4 times your age _____________________________

17.) Your age 14 years from now _____________________________

Write a numeric expression to represent each verbal phrase.

19.) Seventeen plus five _____________________________

20.) A number, 7, added to ten _____________________________

21.) The quotient of 44 and 11 _____________________________

22.) 14 more than 6 times 2 _____________________________

23.) The product of 6 and 4 more than 3 _____________________________

24.) The sum of a 14 and 4 _____________________________

25.) The product of 3 and 13 ____________________________

26.) $42 plus $8.50 _____________________________

27.) 5 years older than Candace who is 19 _____________________________

Exit Ticket
Name:____________________________ Date:________________________

Writing and Evaluating Simple Expressions

1. Which word phrase represents the following expression: 5 x 3

a. 5 less than 3 b. the quotient of 5 and 3 c. the product of 5 and 3

2. Write the word phrase that represents the following expression: 14 ÷ 2.

___________________________________________________

3. Write a numerical expression to represent the following: 85 less than 40. Explain how you
know the expression you wrote is correct.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

4. Johnny has 24 markers in his backpack. He wants to give each of his four friends the same
number of markers. Write an expression that can be used to determine the number of
markers each friend would get if they received the same number of markers.

__________________________________________________________
Expressions, Phrases
and
Word Problems,
Oh My!
 Uh oh!!

Try again!
Woo hoo!!

Keep Going!
 Sum of a number and 5:
a. n - 5
b. 5n
c. n + 5
d. n/5
 Ten less than a number :

a. k - 10
b. 10 + k
c. 10/k
d. 10 - k
 Half a number:
a. 2y
b. y/2
c. y + 1/2
d. y - 1/2
 A number decreased by 39:
a. 39 - x
b. x + 39
c. x/39
d. x - 39
* x represents the variable in
this example.
Ten more than twice a number:

a. 2 x 10 x m
b. 2m + 10
c. 10 + m/2
d. 10m + 2
* x represents the operation of
multiplication in this example.
 Three times the difference
of a number and 7:
a. 3y - 7
b. 3(y - 7)
c. 3(y + 7)
d. 3(7 - y)
 Nine less than the product
of a number and 4:
a. 9 - 4n
b. 9 - (n + 4)
c. 4n - 9
d. 9/4n
Seven more than the quotient of
nine and a number:
a. 7 + 9/m
b. 7m/9
c. 7 + m/9
d. (7 + m)/9
 Eight less than the product
of a number and five:

a. 8 - 5e
b. (8 - e)5
c. 8 - 5/e
d. 5e - 8
Ten thousand times the sum of a
number and two hundred
a. 10000u + 200
b. 10000(u + 200)
c. 10000 + 200u
d. 100000(u + 200)
An expression is _____________________________________________________________________.

Example 1) Mary lives 12 miles away from school. She walks the entire distance to and from
school every weekday. Write an expression that shows the distance Mary travels every week.

What does this expression represent?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Example 2) Write a numerical expression to represent the phrase: 14 less than 35

Susan wrote the expression 14 – 35 to represent the verbal expression above. Explain why she
is incorrect.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________
Independent Practice:

1.) Billy weighs 70 kilograms and Mark weighs 50 kilograms. Write an expression for their
combined weight.

Answer: ____________________________

2.) There are 2000 gallons of water in a swimming pool. Water is filling the pool at the rate of
100 gallons per minute. Write an expression for the amount of water, in gallons, in the
swimming pool after 5 minutes.

Answer: ________________________

Match the numerical expression with the phrase it represents.

______ 3.) The product of ten and three A. 8 x 23

______ 4.) Sixteen plus five B. 3 + 12

______ 5.) Eight times four C. 2+5

______ 6.) Twelve more than three D. 8 x 4

______ 7.) $89 plus $10.00 E. 10 x 3

______ 8.) You walked five miles more than F. 16 + 5

your friend, who walked 2 miles

______ 9.) Your age, 11, in five years G. 11 + 5

______ 10.) Ten times 42 H. 5 - 10

______ 11.) 10 less than 5 I. 10 x 42

______ 12.) The product of 23 and eight J. 89 + 10

13.) Is “three more than five” equivalent to “the sum of five and three?” Explain your
answer.

____________________________________________________________________________________

___________________________________________________________________________________

____________________________________________________________________________________

Let’s assume you are 11 years old. Write an numeric expression to represent each phrase.

14.) Your age 6 years ago _____________________________

15.) One-third of your age _____________________________

16.) 4 times your age _____________________________

17.) Your age 14 years from now _____________________________

Write a numeric expression to represent each verbal phrase.

19.) Seventeen plus five _____________________________

20.) A number, 7, added to ten _____________________________

21.) The quotient of 44 and 11 _____________________________

22.) 14 more than 6 times 2 _____________________________

23.) The product of 6 and 4 more than 3 _____________________________

24.) The sum of a 14 and 4 _____________________________

25.) The product of 3 and 13 ____________________________

26.) $42 plus $8.50 _____________________________

27.) 5 years older than Candace who is 19 _____________________________