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Lesson 2

This lesson plan is for a 7th grade math class on describing math expressions with words. The 60-minute lesson aims to have students understand math language beyond numbers and symbols, formulate expressions from words and vice versa. Students will discuss math vocabulary, collectively create example sentences for expressions, work in groups to generate their own expressions and sentences, and complete a worksheet individually or in partners. An exit slip will assess understanding of a challenging expression. The lesson encourages understanding math as a language with specific vocabulary.

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152 views

Lesson 2

This lesson plan is for a 7th grade math class on describing math expressions with words. The 60-minute lesson aims to have students understand math language beyond numbers and symbols, formulate expressions from words and vice versa. Students will discuss math vocabulary, collectively create example sentences for expressions, work in groups to generate their own expressions and sentences, and complete a worksheet individually or in partners. An exit slip will assess understanding of a challenging expression. The lesson encourages understanding math as a language with specific vocabulary.

Uploaded by

api-296884529
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Patterns

& Relations (Grade 7)


1

Lesson #2
Describing Math Expressions with Words
Grade
Grade 7
Duration of Lesson
60 minutes
Textbook
7.2 (Mathpower Seven)

Objective
To have students:
- Understand the language of mathematics beyond numbers, symbols, and
equations
- Formulate expressions from written words
- Formulate words from expressions


Aim for Instructor:
- Encourage student understanding of the mathematical ways to describe
symbols and words
- To have students communicate mathematically
- Build connections between language and mathematics


Prior Knowledge Required:
- Recall Lesson 1
Definitions of variable and expression
Behaviour of variables and expressions


Materials:
- SMART Board technology or whiteboard is preferred to facilitate class
discussion and allow students to share their examples with the entire class

Time
Lesson



Class Discussion:

Introduce the history of mathematical problem solving before the

use of variables in expressions.



Have students brainstorm with the teacher different vocabulary
10 minutes for mathematical concepts
Addition
Subtraction
Multiplication
Division


Doig, Gilbert, W-Giorgis

Patterns & Relations (Grade 7)


2
Student: Discover the relevance of using words to describe
expressions and develop understanding of how phrasing (word
order) is important in mathematics.

Teacher: Facilitate class discussion based on student responses.


Ensure conversation is directed to describing math in words in
multiple ways.






10 minutes

Collectively create sentences to represent expressions with variables.


Create 4 examples relating to each concept (+,-,, ) .

Subtraction Example: n - 11
A number minus 11
Eleven subtracted from a number
A number decreased by 11
Eleven less than a number

Suggest sentences to describe the presented expression.
Record student suggestions organized into coherent sentences.


In groups of four, have students come up with expressions of their

own and then create sentences to describe these expressions. Each

10 minutes group should come up with five expressions.

Assist struggling groups and ensure students are on task and
understanding the task at hand.


Next have the students work on the worksheet attached. Choose to

20 minutes work individually, with a partner or in a small group.
Assist struggling students and ensure effective group choices.



EXIT SLIP:
Have students answer a complicated example and hand to the
teacher as they exit. Ensure that students write their name on
the slip.

Example (Verbalize): write an expression for n divided
by a half

Use the slips to assess and gauge student understanding at a high
level. The teacher can also address the misinterpretation that some
students might have with this question. When students hear n
divided by a half, they may simply write n/2, which would be
incorrect.
Doig, Gilbert, W-Giorgis

Patterns & Relations (Grade 7)


3

Meeting Needs of Diverse Learners:
Students Who Finish Early: Encourage discovery of more challenging
examples such as the exemplified expression above n/.
Students Who Appear To Be Struggling: Pair struggling students with
students who appear to have a firm grasp of material so they may find a way
to inform each-others learning and understanding of the topic.


Assessment:
Formative Assessment: Have students hand in the exit slips as they leave the
classroom (this will help the teacher understand where the students are at in
their learning).

Summative Assessment: Having the students hand in the worksheet the next
day will help show the teacher the students learning.


Conclusion:
This lesson encourages mathematical understanding beyond the limits of
expressions involving symbols and numbers. A new way to view
mathematics as a language involving specific vocabulary.

Doig, Gilbert, W-Giorgis

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