How would you figure out the answer? I am looking specifically at 1, 3, and 6. They may notice that the values in the table represent the coordinate points on graph.
What is an efficient way to calculate the amount of money Ella has? What operation is happening between this value and variable? They may notice that, like the table, the amount of money collected is increasing as the number of visitors increases.
What are the values in the problem? I tell students that they need to substitute values for n into the expression in order to find the amount of money collected. Once most students are finished, we come together to share what we notice.
How does your expression represent the number of dimes Ella has? I walk around and monitor student progress. What do you notice about the table? I ask a series of questions to help students write an expression.
Construct viable arguments and critique the reasoning of others. I am looking for students to connect the graph with the table. They check in with their partner when they complete it to compare answers.
What does the variable represent? I want students to connect the operation they are using to answer questions with numbers to the expression.
Closure and Ticket to Go 13 minutes I ask students to share and compare their answers to questions on page 5. How much money would they collect if there were 6 visitors? I am looking for students to share that the amount of money increases as more visitors come.
For number 3, some students struggle and mistakenly use subtraction in their expression. For number 1, are my students able to see that they need to use division to represent this situation?
I ask for students to brainstorm with their partner about what the point 0, 0 represents. I ask for different ways to write the expression switching the order of the number and variable, using a dot, using parentheses, using 8n. Reason abstractly and quantitatively and MP4: After they share, I ask for volunteers to share out their thinking about the problems to the class.
I ask questions to the class before moving on. Students are engaging in MP2: We move on to page 4. Students are using MP3: If students are struggling I may ask them the following questions: Students create the graph independently using the table they created on page 3.
I walk around and monitor student work. For number 6, I check that students know what to do when they see the fraction bar.
I want students to make the connection between the point and the table.Lesson 1: Algebraic Expressions, Variables & Order of Operations Directions: 7-ndrawthe following hair. (b) If your answer is n-Tdrawthe. following hair. 1. Write the expression. Seven less than n. 2. Write the expression.
A number y increased by four. (a) If your Evaluate 2pq,- forp:3,andr:5 (a) If your answer is writethe. NYS COMMON CORE MATHEMATICS CURRICULUM •46Lesson 20 Lesson Writing and Evaluating Expressions—Multiplication and Division This work is derived from Eureka Math ™ and licensed by Great Minds.
© Great Minds. ultimedescente.com Facing Math with expressions and Equations. FACEing math expressions, variables, order of ultimedescente.com KB. Activity. Share My Lesson is a destination for educators who dedicate their time and professional expertise to provide the best education for students everywhere.
Share My Lesson members contribute content, share ideas, get. NYS COMMON CORE MATHEMATICS CURRICULUM •46Lesson 18 Lesson Writing and Evaluating Expressions―Addition and Subtraction This work is derived from Eureka Math ™ and licensed by Great Minds. © Great Minds.
ultimedescente.com Lesson Writing, Evaluating, and Finding Equivalent Expressions with Rational Two expressions are equivalent if they yield the same number for every substitution of numbers.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 6•4 Lesson Writing and Evaluating Expressions—Multiplication and Addition S This work is derived from Eureka Math ™ and licensed by Great Minds. © Great Minds. eureka ultimedescente.comDownload