Lesson Title: _Introducing Combining Like Terms

Date: _____________ Teacher(s): ____________________

Course: Sixth Grade Math (6.EE.4)

Start/end times: _________________________

Lesson Objective(s): What mathematical skill(s) and understanding(s) will be developed?

6.EE.4: Identify when two expressions are equivalent. For example, the expressions y + y + y and 3 and 3y are
equivalent because they name the same number regardless of which number y stands for.
Which Mathematical Practices do you expect students to engage in during the lesson?
MP4: Model with mathematics.
MP6: Attend to precision.
MP8: Look for and express regularity in repeated reasoning.
Lesson Launch Notes: Exactly how will you use the
first five minutes of the lesson?

Lesson Closure Notes: Exactly what summary activity,

questions, and discussion will close the lesson and provide
a foreshadowing of tomorrow? List the questions.

Students will each be given a plastic polygon or other

material that can be used to group them. There should
Exit Ticket: Students should be asked to create their own
be different amounts of each shape handed out. Try to
expression. The expression should have at least 6 terms
be sure that only ONE of one of the shapes is handed
and at least two variables. Once the expression is created,
out. Ex: Only one triangle is given out to a student but have students exchange their exit tickets and simplify one
multiple hexagons, trapezoids, etc. are handed out to
of their classmates expressions.
the other students in the class. Have students stand in
the back of the classroom in no particular order, but in a
shoulder-to-shoulder straight line.
Lesson Tasks, Problems, and Activities (attach resource sheets): What specific activities, investigations,
problems, questions, or tasks will students be working on during the lesson? Be sure to indicate strategic
connections to appropriate mathematical practices.
Whole Class (Combining individual terms: x + x + x + x)
Ask students if they believe there is a more simplified way to group themselves. Students will most likely
group themselves by shapes. If they do not, ask those specific groups if they could break themselves to a
group thats even more specific.
Ask students if there is a way to represent each shape on the board rather than writing out each individual
shape. At the point, they should be comfortable with the concepts of variables and will suggest using a
variable representation for each shape. Take time to write out a key or let statements. Ex: t = triangle, h =
hexagon, etc.
Ask students to go down the line saying which shape they have. As this is happening, write out the
algebraic expression that they are modeling. Ex: h + h + t + p +p + s + s (Look for evidence of MP4.)
Ask students if, instead of having this long written expression on the board, they could simplify the
expression to something shorter. Have students say how many of them are in each group and write the
simplified expression based on the combined groups.
Once the shape that is by itself is written down on the board, it might be a good time to discuss that 1t is the
same as t. Point out that in the original expression, each shape was listed without a number because when a
variable is listed in isolation it is assumed there is a one in the front. (Look for evidence of MP8.)
Group Work
Students should work in groups of 3-5. They will need paper/pencil or a white board/marker. Distribute
approximately 10 of the shapes. Ask the groups to complete the same steps that were completed in the whole
group lesson. (Look for evidence of MP4.)
o First, write down all the shapes that were given represented by variables
o Then, combine the like terms and simplify the expression
o Extend by removing some of the shapes. Ask how this could be represented (Ex: - 3s) Have students
simplify the expression again with the removed shapes.
HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.

Lesson Title: _Introducing Combining Like Terms

Date: _____________ Teacher(s): ____________________

Course: Sixth Grade Math (6.EE.4)

Start/end times: _________________________

Whole Class (Combining terms with coefficients other than one)

Break the class into two groups and hand out individual shapes just as was done in the introductory activity.
Ask each group to simplify their expression as was done before.
Have both groups write their simplified expression on the chalkboard. Ask students if they were to combine
both of their simplified expressions, what would the final product be? (Look for evidence of MP8.)
o Students now have experience combining terms with any coefficient
Individual Practice
Set up multiple stations around the room with similar problems that were completed in the group work
section of this lesson. Also include questions that ask students to represent already simplified expressions
such as 3x + 4y using manipulatives of your choice. Some options could be colored blocks, shapes, colored
chips, etc. This will allow students to make the connection that x + x +x + y + y + y + y is the same as 3x +
4y as well as the opposite (3x + 4y is the same as x + x +x + y + y + y + y).
Evidence of Success: What exactly do I expect students to be able to do by the end of the lesson, and how will I
measure student mastery? That is, deliberate consideration of what performances will convince you (and any outside
observer) that your students have developed a deepened (and conceptual) understanding.
Students should be comfortable with simplifying expressions that include multiple terms. The expressions should
include both positive and negative terms. When given a simplified expression, students should also be able to create
an equivalent expression that is not in simplified form.
Notes and Nuances: Vocabulary, connections, anticipated misconceptions (and how they will be addressed), etc
Notes: This lesson is intended to extend into multiple class periods. If, at any time, partner work is desired while
discussing this topic or after this topic has been mastered, consider passing out index cards with an expression
written on it. Students would find their partner by finding an expression equivalent to theirs. For example, student A
receives a card with 3x + 2y and student B receives a card with x + 2x + y +y. These two students would be partners.
Vocabulary:
Coefficient
Variable
Term
Expression
Limitations: Students have not yet been exposed to adding and subtracting negative numbers. Therefore,
expressions such as 2x + -3x should be avoided.
Common Mistakes: Students will often ignore the subtraction signs when simplifying expressions.
For example: 2x - 3x + 4x might be seen as 9x by students instead of 3x. (MP6)
Resources: What materials or resources are essential
for students to successfully complete the lesson tasks or
activities?

Homework: Exactly what follow-up homework tasks,

problems, and/or exercises will be assigned upon the
completion of the lesson?

Pattern blocks or other manipulative that allows for

grouping by color or shape

The homework could consist of a blend of both of the

ideas below, or students could be given a choice.

Students will also need a place to spread out to

Students should be given an assignment that allows them

HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.

Lesson Title: _Introducing Combining Like Terms

Course: Sixth Grade Math (6.EE.4)
Date: _____________ Teacher(s): ____________________
Start/end times: _________________________
complete station activities
to create expressions that are equivalent expressions. For
example: Create an expression that is equivalent to 5x +
3y. Possible answers could be 12 x +x - 8 x +4y y or x +
x + x + x + x + y + y + y.
Students could also be provided with a matching activity
that asks them to match equivalent expressions.
Lesson Reflections: How do you know that you were effective? What questions, connected to the lesson objectives
and evidence of success, will you use to reflect on the effectiveness of this lesson?
Are students able to independently simplify an expression both using manipulatives and on paper?
Do students understand not only that y + y + y = 3y, but also that 3y = y + y + y?
Are students able to find the errors of others when a mistake is made?

HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.