Name: Brittany Peterson Lesson Title: Subject Area: Grade Level: Unit Title: CCSS: METS-S/NETS-T Agent Operations

Learns Algebraic Expressions Mathematics Sixth Expressions and Operations CCSS.Math.Content.6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers. 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity What are the different ways we use variables everyday in the real world? How does this new material make solving expressions we find in the real world easier? After viewing the teachers powerpoint about algebraic expressions, students will create their own expressions on Explain Everything. The video must contain a variable, an operation, and a number. Teacher created PowerPoint presentation Teacher created game using index cards Teacher used McGraw-Hill Grade 5 Math Connects textbook Math surrounds us in our daily lives. Our lives also consist of many variables so it is important for kids to identify the variables in life using different expressions. By knowing what the variable is, students can evaluate daily problems. Sequence of Activities: Jake And Annie were in math class together. The teacher just passed back their recent math tests. Jake and Annie decided to compare scores. Jake realized he got five more right than Annie. From the story, what do we know? What do we not know? Can anyone point out the variable in this story? Can anyone point out the operation and the number?

Essential Questions: Objectives:

Tools and Resources: Rationale:

Anticipatory Questions/Activity:

Body of Lesson Plan:

1. The teacher will share a math joke to relax the class and prepare them for class. Dear Math, I am sick and tired of finding your 'x' and I dont know 'y' she left either. Move on dude! 2. The teacher will talk about a few key definitions that the students must know before they can continue with the lesson Variable: A letter or symbol used to represent a number In the opening story what was the variable? Expression: A combination of a variable, a number and at least one operation For an example, refer back to the opening story again. Now that we know what the variable is along with the operation and number, we can use those three things to write an expression. The story goes 'Jake scored five more than Annie.' We can write that (on the board) as X + 5. And there you have it, an algebraic expression. Evaluate: To find the value of the expression Looking back at the expression X + 5, can we solve it? No, because we have no idea what Annie's test score is. If we did though, we could substitute the test score in for the variable and solve the expression. 3. The teacher will show an expression, discuss it and then show how to evaluate it. Lets use the expression from the story. Get out your white boards, write the variable on it and hold it up for me to see when you are done. (Wait until each student has written what they think is the variable is on their board and is holding it up.) Good, the variable is X. Write X on the board. Now write what the operation was. (Wait until each student has written what they think is the operation is on their board and is holding it up.) Good, the operation is addition. Write a plus sign next to the X. X+ Now hold up the number in the expression. (Wait until each student has written what they think is the number is on their board and is holding it up.) Alright, good. The number we talked about is 5. Remember we said Jake got 5 more right. Write a 5 next to the addition sign. X+5 Now does that look like an algebraic expression?

It has the variable, operation, and number. Now if we want to add evaluate the expression it has to have a value. Say we find out that Annie actually scored a 93 on her test. Annie's test score was originally unknown so it was our variable. Now that we know what X really is, we can substitute it in our expression and evaluate it. X + 5 If X = 93 We write it like that because we now know the missing information. From this step we can rewrite the expression with the new information. Rewrite the expression below the X + 5, If X = 93 Rewrite as 93 + 5 As loud as you can, everyone tell me what 93 + 5 is! Great Job learners! You have now learned addition algebraic expressions! Does anyone have any questions? If anyone has a question, answer them. After all the questions have been answered tell the class the give themselves a pat on the back for doing great work. 4. Teacher will then go through another example of an addition expression. On the board write M + 2, If M =6. Can we evaluate this expression? How come? Because we know the value of the variable. Ask a volunteer to come to the board and do the first step. The student should have rewritten the expression as 6 +2 Ask the class what 6 + 2 is and write the answer under the expression (Board should look like: M + 2, If M = 6 6+2 8) 5. The teacher will do an expression example using subtraction: B 2, if B = 2. Ask the kids to write the first step on their boards and compare their answers with their neighbor. When you have noticed everyone has written down 2 2 on their boards ask them to answer it by raising the amount of fingers 2 2 equals. Ask the students ''Why they think this is an algebraic expression? Students should reply with 'It has a variable, an operation and a number.' Tell them they are right and ask them How come subtraction is okay in an algebraic expression? Students should reply with 'Subtraction is an operation. You can have any operation in an expression.'

6. Now it is time to move onto the Flashcard activity so the students can move around and get out some of their energy. Pass out the flash cards, one flash card per student. The flash cards will have either a variable, an operation or a number on it. Students will have to move around the classroom forming groups of three to make an expression. For example, if a student has a flashcard with a variable on it they will need to find a student with a number flash card and a student with an operation flashcard. After the student is able to form a group, they must write down the expression they made and they must apply the expression to a real world idea. Students will have 10 minutes to go around the room and create as many different expressions as possible. 7. Put 10 minutes on the clock and let them begin. Classroom will get loud and that is okay. Roam around the room and help students if need be. 8. After the 10 minutes is up have everyone go back to their seats and call on a few students to give examples of the expressions and examples of the real world problem they have created to go along with the expression. Find out who has created the most and let them add a marble in the class jar every 2 expressions they have created. Inform them to put the sheet in their notes section of their binder. 9. For 2 extra marbles to go in the jar, write a hard expression using two variables. Make the students all write their answers on a piece of paper. Go around the room. If more than half of the students get it right then the class gets the 2 extra marbles. Then work the hard expression on the board to show all the students how it is done. X + 6 Y 1 + X, If X = 7 and Y = 4. 7+641+7 13 4 1 + 7 91+7 8+7 15 10. Next ask students to get out a spare sheet of paper. Have them rip their paper into 3 big pieces. Write a variable on one piece, a number on another piece, and an operation on the last piece. When you call out one of the three, students will have to hold up the piece of paper they think it is. For example, call out number. Each student should hold up their piece of paper that has a number on it. 11. Variable.

Number. Operation. Number. Operation. Variable. (speed up and see if they can handle it!) Number Number Operation Number Variable Now hold up all three in order to make an expression! 12. Pass out rubric for Explain Everything. Read through rubric and explain that each student will create their own expression on Explain Everything. Expression must contain all three parts: Variable, operation, and number. Student must label each part to expression. Student must apply expression to a real world problem. Student must explain how each part of the expression fits in the real world problem. 13. Have students get to work. 14. Turn on Pandora to our Film Score Radio channel on low. 15. Walk throughout the room helping students who need it.

Conclusion

Simplifications: Extensions: Assessment Piece: Teacher Created Handouts: Quality Student Sample:

Each student will make their own algebraic expression using a variable on the Explain Everything app. *click here for student sample video* Lesson Differentiations: Students will work in 3 person groups. Advanced students can walk around and help groups who are struggling. Rubric for Explain Everything Expression flashcard game Make my own Explain Everything.