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Name:_____________________ Lesson Title: Subject Area: Grade Level: Unit Title: GLCEs/ HSCE: Agent Operations Learns Multiplication

Expressions Mathematics Sixth Expressions and Operations

CCSS.Math.Content.6.EE.A.2b 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 . CCSS.Math.Content.6.EE.A.2c 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 = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2 .


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

Essential Questions: Objectives:

How are multiplying expressions similar to addition expressions? How can knowing how to multiply expressions help us in the real world?
After viewing the teachers example on Smart Notebook Exchange about multiplying algebraic expressions, students will make their own expressions in their math journals. It must contain two examples. Both examples must apply knowledge to a real life situation along with a solution so they can evaluate the expressions.

Smartboard Exchange Dry Erase Board Paper Rationale: Multiplying things is a quicker and more effective method to use when working with numbers. In math and in a real life situation, it is more ideal to be able to multiply opposed to adding. Sequence of Activities: Anticipatory Jack wanted to add on to his DVD collection. He figured the best way was to just Questions/Activity: double the collection. If Jack had twelve DVD's, how many more will he have after he doubles his collection? Tools and Resources: Can anyone tell me the variable? Can anyone tell me the number? Can anyone tell me the operation? Can anyone solve it?

Body of Lesson Plan:

1. The teacher will share a math joke to relax the class and prepare them for class. How many seconds are there in a year? Answer: Twelve! January second, February second, March second, ... 2. The teacher will talk about a few key definitions that the students must know before they can continue with the lesson. Okay so we've been working with expressions for awhile now. So at the top of your lungs, everyone tell me what a variable is! Students should reply with a symbol or letter to represent a missing number. Great job kiddos! Now as quietly as you can tell me what the operation and number do? Alright, so I think you'll be able to handle doing multiplication expressions since you have down addition and subtraction ones. 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 Y. Write Y 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 multiplication. Write a times sign next to the Y. Yx 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 2. Remember we said Jack wanted to double his collection, meaning 2. Write a 2 next to the multiplication sign. Yx2 Now does that look like an algebraic expression?

It has the variable, operation, and number. But there is an easier way to write it. 2Y is the same thing as Y x 2 or 2 x Y Whenever you see a number next to a variable, it always means multiplication. We always write the number first then the variable So when you're working with multiplication expressions remember to keep it simple and just write the number next to the variable. It still has the operation! Now we want to evaluate the expression. We said Jack had 12 DVD's. So lets write that down. 2Y, if Y = 12. From this step we can rewrite the expression with the new information. Rewrite the expression below the 2Y, If Y = 12 Rewrite as 2 x 12 Note: We replaced the variable with a number so now that the variable is gone we have to show our operation. As loud as you can, everyone tell me what 2 times 12 is?! Great Job learners! You have now learned multiplication 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 multiplication expression. On the board write 3P, If P = 9 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 3 x 9 Ask the class what 3 x 9 is and write the answer under the expression (Board should look like: 3P, If P = 9 3x9 27 Ask the students ''Why they think this is an algebraic expression? Students should reply with 'It has a variable, an operation and a number even if you cannot see the operation.' Tell them they are right and ask them How come we write the operation in after we substitute the value of the variable? Students should reply with 'Because it is no longer a number next to a variable. It is

a number next to a number and without the operation it will just look like one large number.' 5. Have students turn to page 200 in their books. Assign them problems 8 through 27. Allow them to work in pairs.

6. While students are working, pass out rubric for Multiplication Story Problems. Explain the rubric. Read through rubric and explain that each student will create their own expression on Story problems. Student must create two story problems. Student has a multiplication expression in each story problem Student included solutions in each story problem Student used solutions to evaluate each story problem After students finish book work, they can start on their Story problems. Those are to be done on their own, no working with a partner. Have students get to work. Turn on Pandora to our Film Score Radio channel on low. Walk throughout the room helping students who need it. Conclusion Students will put their story problems in their math journals to refer to as notes. Lesson Differentiations: Students are allowed to work in pairs for the book work.


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

Students can create two step equations involving multiplication and addition. Rubric for multiplication story problems Book Work Sample Student example with rubric