1. 1.3 Writing Algebraic Expressions

2. Operations to Words Addition Subtraction Multiplication Division
Directions: Put each word from the list into the operation’s box that it most likely expresses.
plus
difference
less than
Addition
Subtraction
Multiplication
Division
factors
decreased by
times
ratio
increased by
separate
minus of
sum
product
multiplied
less
more than
in all
(Time on this slide min) Time passed 16 min
In-Class Notes
Pass out the worksheet for this slide.
Read the directions to the class.
Have students work with in groups giving them only 8 minutes. Can use the online timer.
When ready for the discussion, click the PC User link if you have a PC.
Preparation Notes
The goal of this slide is to have students use their prior knowledge in regards to words pertaining to the four operations. This activity is meant to go quickly to see what knowledge students have and what area(s) need to be focused on. Pass out the worksheet to each student. Once the directions have been read and there are not any questions, have students work with in groups of four to complete the worksheet. Set the online timer for 8 minutes; this gives students about two minutes for each operation. The next slide is to be used for the discussion.
NOTE: If using a PC, you can click the PC link at the bottom.
divided
quotient
per
subtract
each
twice
PC Users
Agenda

3. Answers more than increased by plus sum in all Addition Subtraction
Click each word to place it in the correct operation
Directions: Put each word from the list into the operation’s box that it most likely expresses.
plus
difference
more than
less than
Addition
Subtraction
Multiplication
Division
increased by
plus
factors
decreased by
sum
times
in all
ratio
increased by
minus
difference
separate
Decreased by
less than
minus of
less
subtract
sum
product
times
product
factors
multiplied
less
twice of
multiplied
more than
each
in all
(Time on this slide – 3 min) Time passed 19 min
In-Class Notes
NOTE: THIS SLIDE IS ONLY FOR PC USERS!
Review the slide to make sure students have the correct words in the appropriate boxes.
Be sure to clear up any misconceptions students might have had.
Remind students to keep this in a safe place as they will need it for today and future lessons.
Preparation Notes
When the time is up, it is important to review the words and operations. You want students to have the correct words in the appropriate operation box since this is a tool students will use through out the unit. To reveal the answers, you have two options Click on each word off to the right and it will appear in the correct box Click the words at the bottom of the slide: addition, subtraction, multiplication, and division, and all the words associated with the operation will appear in the box. Another suggestion would be to have students come to the board and write in their answers.
The words associated with division, might be difficult for some students, therefore more time may be needed for explanation. Again, be sure students have the correct words in the appropriate boxes. Give time for students to make their corrections. This is a great opportunity to connect this part of the lesson to the objective. Teacher may want to explain to the class that we are now putting words with the operations so we can now write expressions. Emphasize that this is a tool that will be used throughout the unit, so keep it in a safe place.
divided
divided
quotient
quotient
per
separate
per
subtract
ratio
each
twice
Click below to reveal the words for each operation.
Agenda

4. Remember Numerical Expressions?
Algebraic
Expression
Operation
Result
The sum of
5 and 3 is 8.
Add
The difference
of 10 and 7 is 3.
Subtract
The product
of 2 and 8 is 16.
Multiply
The quotient
of 24 and 3 is 8.
Divide

5. Algebraic or variable expression
Vocab Test!!!! (ewww)
What do the following terms mean?
Variable
Number
Coefficient
Written expression
Algebraic or variable expression
Numerical expression
Operations

6. Backwards Words
Add 3 and 7 =
3 + 7
The sum of 3 and 7 =
3 + 7
3 increased by 7 =
3 + 7
The total of 3 and 7 =
3 + 7
3 more than 7 =
7 + 3
3 added to 7 =
7 + 3

7. Backwards Words
7 subtract 3 =
7 - 3
The difference of 7 and 3 =
7 - 3
7 decreased by 3 =
7 - 3
7 diminished by 3 =
7 - 3
7 less 3 =
7 - 3
7 less than 3 =
3 - 7
7 subtracted from 3 =
3 - 7

8. Translate the verbal phrase into a numerical
expression and evaluate.
1) The difference of 8 and 1.
2) The product of 12 and 6.
3) The sum of 5 and 9.
4) The quotient of 12 and 3.

9. Write a verbal phrase that represents each algebraic
expression below. 1)
The difference of 10 and x. 2)
The product of 6 and m. 3)
The quotient of 12 and y. 4)
The sum of k and 7.

10. Write a variable expression to represent the
following if x represents your age.
1) Your age 5 years ago.
2) Twice your age.
3) Your age in 8 years.

11. Translate the following phrases.
1) Five plus x minus 3
5 + x - 3
2) Three times y less 4
3) Eight multiplied by y minus 7
8y - 7
4) The product of 10 and m decreased by 7
10m - 7
5) Four more than the quotient of x and 3
6) Six times m plus 8
6m + 8

12. A unit rate is a rate where the denominator is 1.
Rate and Unit Rate
 A rate is a fraction that compares two quantities measured in different units:
miles/hour or mph
A unit rate is a rate where the denominator is 1.
 peaches are $3.50 a pound
 $3.50/1lb.
To calculate a unit rate, simply divide the numerator by the denominator.
 If I pay $30 for 3 shirts, then the unit rate is $10 per shirt.  

13. Define a variable to represent the unknown and
write the phrase as a variable expression.
1) 10 mph faster than the Honda
Let x = the speed of the Honda
x + 10
2) 7 inches shorter than Jill’s brother
Let b = the height of Jill’s brother
b - 7
3) 5 acres larger than twice the size of my lot
Let k = the size of my lot
2k + 5
4) $7.50 times the number of people plus a
$20 group registration
Let y = the number of people
$7.5y + $20

14. Match each phrase with its variable expression.d
1) Twice the sum of x and 3 e
2) Two less than the product
of 3 and x b
3) Three times the difference
of x and 2 a
4) Twice a number x less 3 c
5) Two more than 3 times a
number x

15. Practice- Summary
Class Work: Written Expressions vs. Algebraic Expressions
Directions: Match the written expressions in Column A with the algebraic expressions in Column B.
COLUMN A
COLUMN B
The sum of a number and ten
The product of ten and a number increased by eight
The quotient of a number and eight
Ten divided by a number
Eight less than twice a number
The product of eight and a number
Ten decreased by three times a number
(Time on this slide – 2 min) Time passed 56
In-Class Notes
By clicking, each algebraic expression will slide over next to the correct written expression.
Can have the answers already posted, or can go over each problem.
Preparation Notes
When students completed the activity, this slide is to go over their answers. Either have the matches already posted or go over each problem by clicking. Each click will advance the algebraic expression to the correct written expression.
A number decreased by ten
Eight increased by a number
Ten more than twice a number
Agenda

16. Assessment- Exit Slip Directions:
Write your own algebraic expression using
n, 3, 5. You must use at least 2 operations.
2) Translate your algebraic expression into a written expression. 3)
3) Turn and Talk: Read your written expression to your partner. Have your partner write the algebraic expression. Switch roles.
(Time on this slide – 4 min) Time passed 60 min
In-Class Notes
Have students answer 1 and 2 in their notebook on their own.
Direct students to answer part 3 with their partner.
Make sure there is enough time for students to share out their responses.
Preparation Notes
This assessment is meant to be implemented where there is a discussion before the period ends. Give students about 5 minutes to complete the task. Once they are finished, click the slide for question 3 to appear. Have students now turn to their partner and read their written expression out loud to their partner. Have them write the algebraic expression and check to see if they obtained the correct expression. Now switch roles. When the class is finished with this, ask the class if there was any disagreements between partners. Clarify if needed, but also ask a student to share their expressions.
Agenda