1. 21 st Century Lessons Writing Algebraic Expressions Lesson 2 Primary Lesson Designer(s): Kristie Conners Sean Moran 1

2. 2 This project is funded by the American Federation of Teachers.

3. 3 *1 st Time Users of 21 st Century Lesson: Click HERE for a detailed description of our project.HERE 21 st Century Lessons – Teacher Preparation 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. Please do the following as you prepare to deliver this lesson: Feel free to customize this file to match the language and routines in your classroom.

4. 4 Lesson ObjectiveLesson Objective: Students will be able write and read algebraic and written expressions containing grouping symbols and less than. Student Friendly Objective: Students will be able to write written expressions and algebraic expressions using ‘grouping symbols’ and ‘less than’. Lesson DescriptionThis lesson is designed to be implemented following the previous lesson in this unit. This is the second day where students will continue their learning in translating written expression and write algebraic expressions. This lesson focuses more how to translate grouping symbols and ‘less than’ in expressions. The class work is designed to really push the students’ thinking. The next lesson will consist of evaluating algebraic expressions, which will culminate the first fours lessons in this unit. \ Lesson Overview (1 of 3)

5. 5 Lesson VocabularyAlgebraic Expression: an expression containing at least one variable. Numerical Expression: an expression containing one or more numbers and operations. Written Expression: an expression written with words. Variable: any letter in the alphabet or symbol that represents a quantity. MaterialsCopies of class work assignment, exit slip, and the homework. ScaffoldingThere are several opportunities throughout the lesson to give student support. Throughout the launch/explore and in the class work assignment, support is available to show more details in the lesson if needed. For example, the list of the order of operations can easily be shown for more visual learners. Also, proper proof for the class work assignment is also available at the teacher’s discretion. This will benefit students who are more visual learners and English Language Learners. EnrichmentDuring the class work assignment, teachers have the opportunity to assign a set of rigorous problems for students who may require the extra challenge. Online Resources for Absent Students Tutorial (this video is long, but covers all important content. The last section will be coved later in the unit.) http://www.schooltube.com/video/167d4fecea6d4c11b4f5/ Practice: Game- Who Wants To Be A Millionaire http://www.math-play.com/Algebraic-Expressions-Millionaire/algebraic- expressions-millionaire.html Practice: Flashcards http://www.studystack.com/flashcard-301677 Lesson Overview (2 of 3)

6. 6 Lesson Overview (3 of 3) Common Core State Standard 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. 6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. 6.EE.2.b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. Before and AfterThis lesson is the fourth lesson in the unit. This lesson should be presented following the previous lesson. This lesson is designed implement more challenging and complex problems involving writing algebraic expressions and written expressions. This will give students a sound foundation when asked to evaluate expressions which is part of this unit. The next lesson will continue to build of the lessons in this unit and will lead into evaluating algebraic expressions by substitution. Topic BackgroundThe 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-algebra.html

7. Warm Up Agenda 7 1)Sally made 20 more shots than Kevin, k. Write an algebraic expression to represent how many shots Sally made. 2) Damon bought a bin of 68 sour candies. He ate c candies. Write an algebraic expression to represent how many candies Damon has left. 3) What were the key words that helped you write the algebraic expressions for the problems above? k+2020+k or 68 – c OBJECTIVE: SWBAT write algebraic expressions using grouping symbols and the phrase less than. As well as write written expressions from algebraic expressions. Language Objective: SWBAT speak with a partner about translations between algebra and English.

8. Agenda: 1) Warm Up 2) Launch 3) Explore 1 5) Practice 6) Assessment 8 Agenda Marvin’s Math- Whole Class Marvin’s Math Part 1- Whole Class Marvin’s Math Part 2- Whole Class4) Explore 2 Class Work- Partners Individual Exit Slip- Individual OBJECTIVE: SWBAT write algebraic expressions using grouping symbols and the phrase less than. As well as write written expressions from algebraic expressions. Language Objective: SWBT to translate the meaning ‘sum of’ and ‘difference of’ into algebraic expressions.

9. Launch- Marvin’s Math Agenda 9 9 Pick a number, add two, multiply by five. What number did you pick? What was your result? What did you do first?What did you do second? Now everyone, let’s use the same number 18. Let’s get a few volunteers.

10. Agenda 10 Agenda 10 Pick a number, add two, multiply by five. What was everyone’s result using 18? Turn and talk: Is Marvin’s expression correct? Explain your reasoning. Great! Everyone’s response is 100. This is my numerical expression using the number 18. Explore- Marvin’s Math: Part 1

11. 11 Turn and talk: Is Marvin’s expression correct? No! What do we need to do in order to make this expression equal 100? Hint Agenda Explore- Marvin’s Math: Part 1

12. 12 Turn and talk: Is Marvin’s expression correct? No! What do we need to do in order to make this expression equal 100? Since we have to add first, what can we use to show that we want to perform addition FIRST? Agenda Explore- Marvin’s Math: Part 1

13. 13 Agenda Our goal is to write this as an Pick a number, add two, multiply by five. Explore- Marvin’s Math: Part 1 If 10 is picked If 1 is picked

14. 14 How do you think we should write as a written expression? Let’s break it down into 2 parts. The sum of a number and two. The word sum prompts you to add first. The sum of a number and two, times five. Next we combine the two parts. Agenda Explore- Marvin’s Math: Part 1 Our next goal is to write this as an

15. 15 Ex. 1 Write a for Four times the difference of a number and six Ex. 2 Write an for The sum of a number and two, times five. Practice problems The sum of a number and four, divided by ten or Agenda Explore- Marvin’s Math: Part 1 OBJECTIVE ALERT

16. Explore –Marvin's Math: Part 2 16 Agenda 30 less than x Marvin knows 30 fewer math tricks than his friend. Which is correct? Lets go back to our basics to figure it out… Here is the showing the number of tricks Marvin knows. a)b)

17. 17 1. What is 30 less than 50? Turn and Talk: When you see “less than” in a written expression, what is important? What did you do to get your answer? 2. What is 30 less than 72? 3. What is 30 less than 56? 4. What is 30 less than x? Agenda Explore –Marvin's Math: Part 2 20 50 - 30 42 72 - 30 26 56 - 30 x - 30

18. 18 Agenda 30 less than x Marvin knows 30 fewer math tricks than his friend. Here is the written expression showing the number of tricks Marvin knows. a)b) Explore –Marvin's Math: Part 2

19. Practice- Class Work 19 Agenda Name__________________Date____________ Class Work Lesson 4 a) five less than three times a number c) nine times the sum of a number and fifteen g) The sum of half a number and four e) one plus the product of a number and five h) seven less than a third of the sum of a number and two f) A number less than twenty five d) The sum of twice a number and seven b) eight less than the quotient of a number and two 1) Directions: Write an algebraic expression for each. 2) Directions: Write two written expression for each. Use the key vocabulary. a)b) Let’s do the first one together.

20. 20 Agenda Name__________________Date____________ Class work lesson 4 a) five less than three times a number c) nine times the sum of a number and fifteen g) The sum of half a number and four e) one plus the product of a number and five h) seven less than a third of the sum of a number and two f) A number less than twenty five d) The sum of twice a number and seven b) eight less than the quotient of a number and two 1) Directions: Write an algebraic expression for each. 2) Directions: Write two written expression for each. Use the key vocabulary. a)b) Let’s do the first one together. Important!!!! Identify the operation(s) by underlining key words. Practice- Class Work

21. Practice- Class Work Summary 21 Agenda Name__________________Date____________ Class Work Lesson 4 a) Five less than three times a number c) Nine times the sum of a number and fifteen g) The sum of half a number and four e) One plus the product of a number and five h) Seven less than a third of the sum of a number and two f) A number less than twenty five d) The sum of twice a number and seven b) Eight less than the quotient of a number and two 1) Directions: Write an algebraic expression for each. 2) Directions: Write two written expression for each. Use the key vocabulary. e) a) c) g) b) d) f)

22. 22 Agenda Name__________________Date____________ Class Work Lesson 4 b) Eight less than the quotient of a number and two 1) Directions: Write an algebraic expression for each. Click to Return Practice- Class Work Summary

23. 23 Agenda Name__________________Date____________ Class Work Lesson 4 1) Directions: Write an algebraic expression for each. c) Nine times the sum of a number and fifteen Click to Return Practice- Class Work Summary

24. 24 Agenda Name__________________Date____________ Class Work Lesson 4 1) Directions: Write an algebraic expression for each. d) The sum of twice a number and seven Click to Return Practice- Class Work Summary

25. 25 Agenda Name__________________Date____________ Class Work Lesson 4 1) Directions: Write an algebraic expression for each. e) One plus the product of a number and five Click to Return Practice- Class Work Summary

26. 26 Agenda Name__________________Date____________ Class Work Lesson 4 1) Directions: Write an algebraic expression for each. f) A number less than twenty five Click to Return Practice- Class Work Summary

27. 27 Agenda Name__________________Date____________ Class Work Lesson 4 1) Directions: Write an algebraic expression for each. g) The sum of half a number and four Click to Return Practice- Class Work Summary

28. 28 Agenda Name__________________Date____________ Class Work Lesson 4 1) Directions: Write an algebraic expression for each. h) Seven less than a third of the sum of a number and two Click to Return Practice- Class Work Summary

29. 29 Agenda 2) Directions: Write two written expression for each. Use the key vocabulary. a) Click to Return Ten minus a number A number less than ten Ten subtracted by a number Practice- Class Work Summary

30. 30 Agenda 2) Directions: Write two written expression for each. Use the key vocabulary. b) Click to Return The sum of a number and nine, times ten The sum of a number and nine multiplied by ten Ten times the sum of a number and nine Practice- Class Work Summary

31. 31 Agenda 2) Directions: Write two written expression for each. Use the key vocabulary. c) Click to Return The sum of a number and thirteen, times seven Seven times the sum of a number and thirteen Seven multiplied by the sum of a number and thirteen Practice- Class Work Summary

32. 32 Agenda 2) Directions: Write two written expression for each. Use the key vocabulary. d) Click to Return Two times a number plus twelve Twice a number plus twelve Twelve more than two times a number Practice- Class Work Summary

33. 33 Agenda 2) Directions: Write two written expression for each. Use the key vocabulary. e) Click to Return A number divided by 10 The quotient of a number and 10 One-tenth of a number Practice- Class Work Summary

34. 34 Agenda 2) Directions: Write two written expression for each. Use the key vocabulary. f) Click to Return Two divided by the difference of a number and thirteen The quotient of two and the difference of a number and thirteen Practice- Class Work Summary

35. 35 Agenda 2) Directions: Write two written expression for each. Use the key vocabulary. g) Click to Return A number times the difference of ten and another number A number multiplied by the difference of ten and another number Practice- Class Work Summary

36. Assessment-Exit Slip 36 Agenda 1)Write an algebraic expression for Three times the sum of a number and eight 2) Write a written expression for the algebraic expression using less than. 3)Write an algebraic expression for Ten less than the sum of a six and a number A number less than nine

37. Back to Lesson 37 1 st Time Users of 21 st Century Lessons Welcome to 21 st Century Lessons! We are a non-profit organization that is funded through an AFT (American Federation of Teachers) Innovation Grant. Our mission is to increase student achievement by providing teachers with free world-class lessons that can be taught via an LCD projector and a computer. 21 st Century Lessons are extremely comprehensive; we include everything from warm–ups and assessments, to scaffolding for English language learners and special education students. The lessons are designed into coherent units that are completely aligned with the Common Core State Standards, and utilize research-based best practices to help you improve your students’ math abilities. Additionally, all of our lessons are completely modifiable so you can adapt them if you like. Description of 21 st Century Lessons: Next Slide

38. 38 1 st Time Users of 21 st Century Lessons The lesson that you are currently looking at is part of a unit that teaches the following Common Core Standards: Standards for This Unit Next SlideBack to Lesson Expressions and Equations 6.EE Apply and extend previous understandings of arithmetic to algebraic expressions. 1. Write and evaluate numerical expressions involving whole-number exponents. 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. For example, express the calculation “Subtract y from 5” as 5 – y. b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. 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 (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 = ½. 3. Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y. 4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are

39. 39 1 st Time Users of 21 st Century Lessons In order to properly use 21 st Century Lessons you will need to possess or arrange the following things: Required: PowerPoint for P.C. (any version should work) Note: Certain capabilities in the PowerPoint Lessons are not compatible with PowerPoint for Mac, leading to some loss of functionality for Mac PowerPoint users. An LCD projector Pre-arranged student groups of 2 – (Many lessons utilize student pairings. Pairs should be seated close by and be ready to work together at a moment’s notice. Scissors – at least 1 for every pair Requirements to teach 21 st Century Lessons: Next SlideBack to Lesson

40. 40 1 st Time Users of 21 st Century Lessons Computer speakers that can amplify sound throughout the entire class “Calling Sticks” – a class set of popsicle sticks with a student’s name on each one A remote control or wireless presenter tool– to be able to advance the PowerPoint slides from anywhere in your classroom Personalize PowerPoints by substituting any names and pictures of children we included in the PowerPoint with names and pictures of your own students. Since many lessons utilize short, partner-processing activities, you will want a pre- established technique for efficiently getting your students’ attention. (“hands- up”, Count from “5” to “0” etc.) Project onto a whiteboard so you or your students can solve problems by hand. (Lessons often have a digital option for showing how to solve a problem, but you may feel it is more effective to show the work by hand on a whiteboard.) Internet connectivity – without the internet you may not have full functionality for some lessons. Strongly Suggested to teach 21 st Century Lessons: Next SlideBack to Lesson

41. 41 1 st Time Users of 21 st Century Lessons We suggest spending 30-45 minutes reviewing a lesson before teaching it. In order to review the lesson run the PowerPoint in “Slideshow “- Presenters View and advance to the “Lesson Overview” slide. By clicking on the various tabs this slide will provide you with a lot of valuable information. It is not necessary to read through each tab in order to teach the lesson, but we encourage you to figure out which tabs are most useful for you. Note: All of our lessons are designed to be taught during a 45-55 minute class. If your class is shorter than this you will have to decide which sections to condense/remove. If your class is longer we suggest incorporating some of the “challenge” questions if available. Lesson Preparation (Slide 1 of 2) Next Slide Back to Lesson

42. 42 1 st Time Users of 21 st Century Lessons After reviewing the overview slide, click your way through the PowerPoint. As you go, make sure to read the presenter note section beneath each slide. The note section is divided into two sections: “In-Class Notes” and “Preparation Notes.” The In-Class Notes are designed to be concise, bulleted information that you can use “on the fly” as you teach the lesson. Included in In-Class Notes are: a) a suggested time frame for the lesson, so you can determine whether you want to speed up, slow down, or skip an activity, b) key questions and points that you may want to bring up with your students to get at the heart of the content, and c) answers to any questions being presented on the slide. The Preparation Notes use a narrative form to explain how we envision the activity shown on the slide to be delivered as well as the rationale for the activity and any insight that we may have. Lesson Preparation (Slide 2 of 2) Next SlideBack to Lesson

43. 43 1 st Time Users of 21 st Century Lessons There are several features which have been incorporated into our PowerPoint lessons to help make lessons run more smoothly as well as to give you access to additional resources during the lesson should you want them. These features include: Agenda Shortcuts – On the agenda slide, click on any section title and you will advance to that section. Click the agenda button on any slide to return to the agenda. Action Buttons – On certain slides words will appear on the chalk or erasers at the bottom of the chalkboard. These action buttons give you access to optional resources while you teach. The most common action buttons are: Scaffolding – gives on-screen hints or help for that slide Answers – reveals answers to questions on that slide Challenge – brings up a challenge questions for students Agenda – will return you to the agenda at the beginning of the lesson Features built into each PowerPoint lesson Back to Lesson

44. The goal of 21 st 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 Massachusetts curriculum 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. 21 st Century Lessons The goal… 44

45. Directors: Kathy Aldred - Co-Chair of the Boston 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 21 st Century Lessons The people… 45