Learning Experience Plan

Subject: Math Grade level: 7

Unit: Expressions and Equations Length of LEP (days/periods/minutes): 0/0/25

Topic: Generating Equivalent Expressions

Content Standards: (include only standards addressed in this LEP) 7.EE.A.1, 7.EE.A.2
1. Apply properties of operations as strategies to add, subtract, factor, and
expand linear expressions with rational coefficients.
2. Understand that rewriting an expression in different forms in a problem
context can shed light on the problem and how the quantities in it are
related.
Literacy Standards: (include only standards addressed in this LEP) CCSS.ELA-LITERACY.RST.6-8.4,
CCSS.ELA-LITERACY.WHST.6-8.1.E

1. Determine the meaning of symbols, key terms, and other domain-specific

words and phrases as they are used in a specific scientific or technical
context relevant to grades 6-8 texts and topics.
2. Provide a concluding statement or section that follows from and supports the
argument presented.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills) 1. Generating Equivalent Expressions
Students will: Worksheet 1
model real-world problems with 2. Generating Equivalent Expressions
expressions and see how writing in one Exit Ticket
form versus another helps them to
understand how the quantities are
related.
write equivalent expressions by finding
sums and differences extending the any
order (commutative property) and any
grouping (associative property) to collect
like terms and rewrite algebraic
expressions in standard form.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
Individually ask these Continue with the lesson Give them extra problems to
students if they normally. Use these do to reinforce the lesson
understand the material students as a good pace even more
during Guided Practice of when to move on to the
and help them if they are next part of the lesson
lost. Go over the Direct
Instruction with them
again individually
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)

Material Procedures/Strategies

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s

Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)

For a Do Now exercise, students will complete the following chart on

Worksheet 1 and fill in the blanks using the first example. The idea
behind it is to introduce the concept of negating a given expression
to make it 0, which we will use in the lesson with expressions
instead of single terms.

Expression Opposite Proof of Opposites

1 1 1+ (1 ) =0

1
2

3x

x+ 3

3 x7

Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)

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 How can we solve an equation that has variables in it?

Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)

Students prior knowledge of negations/opposites of numbers, a

sum adding to zero is the sum of itself and the opposite of itself, etc.

Direct Instruction (input, modeling, check for understanding)

Teach the students PEMDAS (parenthesis, exponents,

multiplication, division, addition, subtraction) using a mapping
organizer of its definitions on the board. Stress the importance of
the order of each operation parenthesis or exponents, then
multiplication or division, then addition or subtraction. Make sure
they understand by asking questions like If there are parenthesis
surrounding a sum, do you simplify what is in the parenthesis first or
the multiplication that is outside the parenthesis?, etc.
Introduce the Desmos app to students and ask them to download
the application on their phones. Briefly go over how to use the
calculator, and teach them how they can check their answers to the
problems using the app.

Guided Practice (how students will demonstrate their grasp of new learning)

Part A: Students will use PEMDAS to simplify the given expressions

in each problem to one number. They will use Desmos to check
these answers as well.
Go around the class and double check that everyone is on target;
ask if there are any questions or concerns.

Independent Practice (what students will do to reinforce learning of the lesson)

Exit Ticket: Students will complete individually and hand it in as

they leave class. Assess their performance and provide them with
valuable feedback telling if they are right on target and understand
the lesson or if they need more practice.
Write each expression in standard form. Verify that your expression
is equivalent to the one given by evaluating each expression for the
given value of the variable:

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 a. 4 y(3+ y) ; b. ( 2 b+1 )b ; c. ( 6 c4 ) (c 3)

y=2 b=4 c=7

( d +3 d )(d+ 2) ; e. f. 11 f (2 f +2)
d.
(5 x4 )(25 x ) ;
d=3 1
f=
x=3 2

g. 5 g+(6 g4) ; h. ( 8 h1 )( h+3) ; i. ( 7+w )( w+7 )

g=2 h=3 w=4

j. ( 2 g+ 9 h5 )(6 g4 h+2) ; g=2 and h=5

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate

close)

Ask the students what PEMDAS stands for to reinforce the order of
operations into their memory.

Lesson Summary:
o Rewrite subtraction as adding the opposite before
using any order, any grouping.
o Rewrite division as multiplying by the reciprocal
before using any order, any grouping.
o The opposite of a sum is the sum of its opposites.
o Division is equivalent to multiplying by the reciprocal.

References: (e.g. Book, course packet, pg #, complete web address URL)

https://www.engageny.org/resource/grade-7-mathematics-module-3-topic-
overview/file/66051

https://www.engageny.org/resource/grade-7-mathematics-module-3-topic-lesson-
2/file/60276

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Name:

Date:

Do Now:
Additive inverses have a sum of zero. Fill in the center column of the table with the opposite of
the given number or expression, then show the proof that they are opposites. The first row is
completed for you.

Expression Opposite Proof of Opposites

1 1 1+ (1 ) =0

1
2

3x

x+ 3

3 x7

Part A:

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 1. Subtract: ( 40+ 9 )( 30+2 ) .

2. Subtract: ( 3 x+5 y4 )(4 x +11) .

3. Find the sum by aligning the expressions vertically.

( 5 a+3 b6 c ) +(2 a4 b+13 c)

4. Find the difference by aligning the expressions vertically.

( 2 x +3 y4 )(5 x +2)

5. a) A stick is
x meters long. A string is 4 times as long as the stick. Express the

length of the string in terms of x . b) If the total length of the string and the stick is
15 meters long, how long is the string?

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Name:

Date:

Exit Ticket:
Write each expression in standard form. Verify that your expression is equivalent to the one
given by evaluating each expression for the given value of the variable.

a. 4 y(3+ y) ; k. ( 2 b+1 )b ; l. ( 6 c4 ) (c 3) ;

y=2 b=4 c=7

( d +3 d )(d+ 2) ; (5 x4 )(25 x ) o. 11 f (2 f +2) ;

m. n.

d=3 x=3 1
; f=
2

p. 5 g+(6 g4) ; q. ( 8 h1 )( h+3) ; r. ( 7+w )( w+7 ) ;

g=2 h=3 w=4

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 s. ( 2 g+ 9 h5 )(6 g4 h+2) ; g=2 and h=5

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