Objective
Write expressions for verbal statements and vice versa (Part 2).
Common Core Standards
Core Standards
The core standards covered in this lesson
6.EE.A.2.A— Write expressions that record operations with numbers and with letters standing for numbers.For example, express the calculation "Subtract y from 5" as 5 - y.
Expressions and Equations
6.EE.A.2.A— Write expressions that record operations with numbers and with letters standing for numbers.For example, express the calculation "Subtract y from 5" as 5 - y.
6.EE.A.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.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.
Expressions and Equations
6.EE.A.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.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.
Foundational Standards
The foundational standards covered in this lesson
5.OA.A.2
Operations and Algebraic Thinking
5.OA.A.2— Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Criteria for Success
The essential concepts students need to demonstrate or understand to achieve the lesson objective
- Distinguish between expressions that require parentheses and those that do not.
- Represent expressions with products, exponents, and quotients in written and algebraic forms.
- Define a term as a part of an expression that is separated from other terms by addition and subtraction. A term can be a single numerical value or a product of numbers and variables.
Tips for Teachers
Suggestions for teachers to help them teach this lesson
Lessons 5 and 6 engage students in representing expressions verbally and algebraically. In Lesson 6, students look at expressions involving products, quotients, and exponents.
Fishtank Plus
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Anchor Problems
Problems designed to teach key points of the lesson and guiding questions to help draw out student understanding
25-30 minutes
Problem 1
A statement describing an expression reads “the product of $$2$$and the sum of $$n$$and $$3$$.”
Gus writes the algebraic expression $$2n+3$$ to represent the statement.
Do you agree with Gus’s expression? Explain your reasoning.
Guiding Questions
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Problem 2
Match each algebraic expression with a verbal statement that describes it.
| Algebraic Expressions: | Verbal Statements: |
| 1.$$(n+2)^2$$ | A. the sum of$$n$$and$$2$$squared |
| 2.$$n^2 + 2^2$$ | B. the square of the sum of$$n$$and$$2$$ |
| 3.$$n^2 + 2$$ | C. the square of$$n$$increased by$$2$$ |
| 4.$$n+ 2^2$$ | D. the sum of the squares of$$n$$and$$2$$ |
Guiding Questions
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Problem 3
For each algebraic expression, write a verbal statement describing it. For each verbal statement, write an algebraic expression to represent it.
a.$${(3+n)\over2}$$
b.$${3+{n\over2}}$$
c.The quotient of $$3$$and the sum of$$n$$and$$2$$
d.The product of $$3$$and $$n$$divided by$$2$$
Guiding Questions
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Problem Set
A set of suggested resources or problem types that teachers can turn into a problem set
15-20 minutes
Fishtank Plus Content
Give your students more opportunities to practice the skills in this lesson with a downloadable problem set aligned to the daily objective.
Target Task
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
For each verbal expression below, write an algebraic expression.
a.Four times the difference of 8 and$$x$$.
b.Twice $$m$$ increased by the square of $$n$$.
c.The sum of 10 and the quotient of $$x$$ and 4.
d.The product of the square of $$n$$ and $$m$$, subtracted from 5.
Student Response
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Additional Practice
The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.
- Challenge: Gwen has$$\frac{4}{5}$$the amount of money that Sam has, and Sam has $8 less than twice the amount of money that Jen has. Let$$x$$represent the amount of money that Jen has, and write an expression to represent the amount of money that Gwen has. If Jen has $15.50, how much money does Gwen have?
- Desmos Expressions Mash-Up—Great matching activity; requires computers
- EngageNY Mathematics Grade 6 Mathematics > Module 4 > Topic E > Lesson 15—Problem Set (Split problems over Lesson 5 and Lesson 6 based on concepts covered)
- EngageNY Mathematics Grade 6 Mathematics > Module 4 > Topic E > Lesson 16—Problem Set (Split problems over Lesson 5 and Lesson 6 based on concepts covered)
- EngageNY Mathematics Grade 6 Mathematics > Module 4 > Topic E > Lesson 17—Problem Set (Split problems over Lesson 5 and Lesson 6 based on concepts covered)
- EngageNY Mathematics Grade 6 Mathematics > Module 4 > Topic D > Lesson 13—Problem Set
Lesson 5
Lesson 7
