Introduction:

Students must first know the order of operations, at least enough to know that 2x+4 is the same as 4+2x. That's because both expressions would be acceptable answers to a scenario with an initial value of 4 and a rate of 2.

Group Size: Any

Learning Objectives:

Students will be able to identify rate and initial value in story problem scenarios involving linear patterns.

Students will be able to write numeric and algebraic expressions evaluating the output of a linear pattern for different (known or unknown) inputs in the context of story problems.

Guiding Question:

In a story problem, how can I tell whether to a given number should be added or multiplied in my answer expression?

What's the shortest way to summarize everything I know about a linear pattern?

Materials:

1). Student handouts

Optional but recommended:

2). Elmo/document camera 3). Student response whiteboards

Procedures:

Begin with a review of Order of Operations. For this lesson, students just need to know that 2+4x and 4+2x are the same. An optional Order of Ops drill practice Powerpoint is attached.

For #1-4, display teacher blacklines on Elmo/document camera. If no Elmo is available, make copies and hand them out. Try to use questioning techniques that are open-ended and stretch students to deeper levels of reasoning. For example, if two students have different answers for a question, display both answers and ask the class to compare the reasoning processes underneath both.

Beginning with #5, allow students to work in small groups on remaining questions.

Assessment:

Whiteboard responses will give you a quick sense of each student's comprehension.

Attached Files: 1.6Lesson--StudentHandout.pdf 1.6Lesson--StudentHandout.docx 1.6Lesson--TeacherMaterials.docx 1.6Lesson--TeacherMaterials.pdf 1.6OrderofOpsDrill.ppt 1.6OrderofOpsStudentSheet.pptx

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