21st Century Lessons

Writing Algebraic Expressions

Primary Lesson Designer(s):

Kristie Conners
Sean Moran

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 This project is funded by the
American Federation of Teachers.

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21st Century Lessons – Teacher Preparation

Please do the following as you prepare to deliver this lesson:

• Spend AT LEAST 30 minutes studying the
Lesson Overview, Teacher Notes on each
slide, and accompanying worksheets.
• Set up your projector and test this PowerPoint file to make
sure all animations, media, etc. work properly.
• Feel free to customize this file to match the language and
routines in your classroom.

*1st Time Users of 21st Century Lesson:

Click HERE for a detailed description of our project.

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Lesson Overview (1 of 3)
Lesson Objective Lesson Objective:
Students will be able to write and read expressions in which
letters stand for numbers.

Student Friendly Objective:

Students will be able to write an algebraic expression from a
written expression.
Language Objective: Students will be able to discuss the
difference between algebraic and written expressions.

Lesson Description This lesson is the first of two lessons where students will start writing
algebraic expressions. The launch of the lesson is an important part
of lesson. This is the first time students are asked to associate words
to operations. This will be used through out the lesson and the rest of
the unit. The whole class examples are designed in a manner where
students will be following the same process, so when variable is
introduced, some confusion may be prevented. The class work
assignment is a matching activity since it is the first time with this
skill. In the next lesson, more writing will take place.

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Lesson Overview (2 of 3)
Lesson Vocabulary Algebraic Expression: an expression containing at least one variable.
Numerical Expression: an expression containing one or more numbers and
operations.
Written Expression: an expression written with words.
Variable: any letter in the alphabet or symbol that represents a quantity.

Materials Copies of three class work assignments, (tape and scissors, depending), 3-2-1
assessment, and the homework.
Scaffolding The launch worksheet is designed for students to have all at times for the
remaining part of the unit. This will help ELL students and students with
learning disabilities equate the word with the appropriate operation. Also, the
first activity is a matching activity designed specially with the understanding
that this is the first time students are asked to perform this skill. This will
benefit ELL students and students with learning disabilities.

Enrichment The class work assignment can modified by not making the assignment a
matching one. Change the assignment by taking out Column B, making the
students come up with the algebraic expressions on their own.

Online Resources for Tutorial (this video is long, but covers all important content. The last section
Absent Students will be coved later in the unit.)
http://www.schooltube.com/video/167d4fecea6d4c11b4f5/
Online Practice
http://www.ixl.com/math/grade-6/write-variable-expressions-to-represent-w
ord-problems

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Lesson Overview (3 of 3)
Common Core 6.EE.2 Write , read, and evaluate expressions in which letters stand for
State Standard numbers.
6.EE.2a Write expressions that record operations with numbers and with
letters standing for numbers.
6.EE.2.b 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.

Before and After This lesson is the third lesson in the unit. Students will have a strong understanding
of the order of operations. This lesson is designed to develop students’ ability in
writing algebraic expressions and written expressions. The next lesson in this unit
continues writing algebraic expressions, giving students a strong sense of the
concept. Because of the previous lessons, students will have an easier transition into
evaluating algebraic expressions by substitution.

Topic Background The link below gives a small background on the history of Algebra. This is
also a great opportunity to connect topics covered in social studies with
mathematics.
http://www.ehow.com/video_4977241_who-invented-algebra.html

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Warm Up-Matching
OBJECTIVE: SWBAT write an algebraic expression from a written expression.
LANGUAGE OBJECTIVE: SWBAT discuss the difference between algebraic and written
expressions.

Choose the numerical expression that best matches each

written expression.
Numerical Expression Written Expression
1) 3  9 d a) the product of 9 and 3
2) 9  3 a b) 9 subtracted by 3
3) 9  3 c c) 9 divided by 3
4) 9  3 b d) the sum of 3 and 9
Agenda
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 Agenda:
OBJECTIVE: SWBAT write an algebraic expression from a written expression.
LANGUAGE OBJECTIVE: SWBAT discuss the difference between algebraic and written
expressions.

1) Warm Up Matching-Independent
2) Launch Operations to Words-Groups
3) Explore Mini Lesson-Whole Class

4) Practice Matching Expression-Whole Class and Partners

5) Assessment Exit Slip-Independent and Partners

Agenda
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Launch-Operations to Words
Directions: Put each word from the list into the operation’s box plus
that it most likely expresses. difference
less than
factors
decreased by
Addition times
ratio
increased by
separate
minus
Subtraction of
sum
product
multiplied
less
Multiplication more than
in all
divided
quotient
per
Division subtract
each
twice

PC Users Agenda
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Launch- Mac User
Directions: Put each word from the list into the operation’s box plus
that it most likely expresses. difference
less than
plus more than factors
decreased by
Addition sum increased by times
in all ratio
increased by
minus difference separate
minus
Subtraction less than decreased by of
subtract less sum
product
product factors multiplied
times less
Multiplication twice more than
of each multiplied in all
divided
divided quotient quotient
per
Division per separate subtract
ratio each
twice

Next Slide
Agenda
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 Explore-Mini Lesson
Write the following as a numerical expression.
• The product of ten and seven.
10  7 or 10 7
• The product of ten and five.
10  5 or 10 5
• The product of ten and a number.
VARIABLE
Think…what can we use to represent a number when
we don’t know the number?

Click to reveal next part

Agenda
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 Explore- Mini Lesson

Variable: a letter or symbol that represents an

unknown quantity.
Write as a algebraic expression. Now, for my next trick, I
The product of ten and a number. will introduce a new way

10  n 10  n
to write multiplication.
10n

A number written next to a

variable means multiplication.

Agenda
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Explore- Mini Lesson
This new expression, 10n, is called an Algebraic Expression.
Why do mathematicians call them Algebraic Expressions?
Vocabulary
• Algebraic Expression: an expression containing at least
one variable.
x 4n 5t  8
• Numerical Expression: an expression containing one or
more numbers and operations.
47 57  8
Click to reveal next part

Agenda
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Explore- Mini Lesson

Vocabulary
• Written Expression: an expression written with words.
The sum seventeen and number

Three times the difference of nine and seven

• Variable: any letter in the alphabet or symbol that

represents an unknown quantity.
n p h

Agenda
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Practice- Whole Class
Write an algebraic expression for the problems
below. Important!!!!
Identify the
a) The sum of ten and a number. operation(s) by

10  x
underlining key
words.

b) The quotient of a number and twelve.

t
t  12 12
c) Eleven decreased by five times a number.
11  5n
Agenda
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Practice- Partners
Name ________________ Date ___________
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

x  10 x  10
The sum of a The product of
number and ten ten and a
number
increased by

10  x
eight
The quotient of
a number and
eight Eight less than
8x
twice a number
Ten divided by
a number
10  3 x 10  2 x
Ten decreased

The product of
eight and a
by three times
a number 10 x  8 8 x
number
Eight increased x
by a number 2x  8
8
Agenda
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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 x  10 x  10
ten and a number
increased by
The quotient of a eight 8x 10  x
number and eight

Ten divided by a Eight less than 10  3 x 10  2 x

number twice a number

The product of Ten decreased 10 x  8 8 x

eight and a by three times
number a number
2x  8 x
A number Eight increased 8
decreased by ten by a number
Ten more than
twice a number
Agenda
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Assessment- Exit Slip

Directions:
1) 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) Turn and Talk: Read your written expression to

your partner. Have your partner write the algebraic
expression. Switch roles.

Agenda
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 21st Century Lessons
The goal…
The goal of 21st Century Lessons is simple: We want to assist teachers, particularly in
urban and turnaround schools, by bringing together teams of exemplary educators
to develop units of high-quality, model lessons.  These lessons are intended to:
 
• Support an increase in student achievement;
• Engage teachers and students;
• Align to the National Common Core Standards and the Massachusetts curriculum
frameworks;
• Embed best teaching practices, such as differentiated instruction;
• Incorporate high-quality multi-media and design (e.g., PowerPoint);
• Be delivered by exemplary teachers for videotaping to be used for professional
development and other teacher training activities;
• Be available, along with videos and supporting materials, to teachers free of charge via the
Internet.
• Serve as the basis of high-quality, teacher-led professional development, including mentoring
between experienced and novice teachers.

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 21st Century Lessons
The people…
Directors:
Kathy Aldred - Co-Chair of the Boston Teachers Union Professional Issues Committee
Ted Chambers - Co-director of 21st Century Lessons
Tracy Young - Staffing Director of 21st Century Lessons
Leslie Ryan Miller - Director of the Boston Public Schools Office of
Teacher Development and Advancement
Emily Berman- Curriculum Director (Social Studies) of 21st Century Lessons
Carla Zils – Curriculum Director (Math) of 21st Century Lessons
Brian Connor – Technology Coordinator

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