21st%20Century%20Lessons

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21st Century Lessons
Combining Like Terms
Primary Lesson Designer(s) Kristie Conners
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Scholars can combine like terms by utilizing
algebra tiles and rules.
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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
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Lesson Overview (1 of 4)
Lesson Objective Students will be able to determine if expressions are equivalent. Language Objective Students will be able to explain in words how to combine like terms
Lesson Description This lesson is designed around the fact that students have prior knowledge around the properties of math. The Launch of this lesson is based around the notion that students are familiar with the Distributive Property. (The previous lesson in this unit of Expression and Equations focuses on the distributive Property.) In this lesson, students are shown, through the use of tiles/cards, how expressions that look different really are equivalent. Students are given the opportunity to explore with several expressions and prove why two expressions are equivalent. To end the lesson students are given an exit slip for a quick assessment pertaining to this concept.
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Lesson Overview (2 of 4)
Lesson Vocabulary Commutative Property changing the order of numbers does not change the sum or product. Expression numbers and symbols grouped together that show the value of something. Terms a single number, variable, or numbers and variables multiplied together. Like Terms terms that have the same variable of power.
Materials Tiles or chips (two different colors) or some other form of manipulatives a template is provided that can be copied and cut. Copies of the class work, homework, and exit slip.
Common Core State Standard 6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y  y  y and 3y are equivalent because they name the same number regardless of which number y stands for.

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Lesson Overview (3 of 4)
Scaffolding Through out this lesson, students are asked to use manipulatives to understand the concept of combining like terms. At one point in the lesson, students are not asked to use their tiles, but think more conceptually on the problem. However, a step by step process is provided for students. This is a gradual release from practicing using tiles to making the mathematical connection where the tiles are no longer needed.
Enrichment During the practice activity, there are few problems for students who quickly grasped this concept. The challenge problems, located at the end of the activity, consist of using the Distributive Property within an expression. Students are expected to write an equivalent expression, but first must use the Distributive Property and then use the concepts from this lesson to combine like terms to write an equivalent expression.
Online Resources for Absent Students Tutorial http//learnzillion.com/lessons/654-write-equivalent-expressions-by-combining-like-terms Practice http//www.ixl.com/math/grade-6/simplify-variable-expressions-using-properties Practice and Tutorials http//learni.st/users/ann.vaseliades/boards/1488-identify-equivalent-expressions-common-core-standard-6-ee-4
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Lesson Overview (4 of 4)
Before and After This lesson is best used with the previous lesson in this unit. The previous lesson focuses on students mathematical reasoning and algebraic skills in proving whether two expressions are equivalent. This lesson continues with writing equivalent expressions, however using a process of combining like terms. With this foundation, students will be successful in up coming lessons involving solving equations and inequalities.
Topic Background The standard Expressions and Equations is a crucial concept for students to understand. In sixth grade, The Common Core focuses making a bridge from fifth grade mathematics into seventh grade mathematics. By using their prior knowledge, these concepts start to become more abstract algebraically, and in turn, prepare students for their mathematics learning in seventh grade. The link listed below explains in great detail about these connections in the Expression and Equations content. http//commoncoretools.me/tools/ Select Progressions for the Common Core, then Draft Progression 6-8 Expressions and Equations.
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Warm Up
OBJECTIVE Students will be able to determine if
expressions are equivalent by combining like
terms. Language Objective Students will be able
to explain in words how to combine like terms.
True or False? Explain your answer.
True
True
False
True
Agenda
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Agenda
OBJECTIVE Students will be able to determine if
expressions are equivalent by combining like
terms. Language Objective Students will be able
to explain in words how to combine like terms.
1) Warm Up
True or False?- Individual
5 minutes
2) Launch
What is the Area?- Whole Class
5 minutes
3) Explore
Using Tiles- Partners
17 minutes
4) Summary
18 minutes
No Tiles, Vocabulary, Process, Quick Check-
Partners, Whole Class
5) Practice
Partners
15 minutes
6) Assessment
Exit Slip- Individual
5 minutes
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Launch- What is the Area?
What is the area of the rectangle?
x
4x
3x
7x

Area 4x 3x
Area 7x
Agenda
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Explore- Using Tiles
Think back to the warm up
.
Let each x represent a red tile.
So, how many tiles would we need?
Can we represent 3x another way using tiles?

Agenda
Definition
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Explore- Using Tiles
Think back to the warm up
.
Let each x represent a red tile.
So, how many tiles would we need?
To add altogether!
Click to go back
Agenda
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Explore- Using Tiles
Using your tiles, what would you get
if you combined 2x 4x?

Is this the only way to show 6x?
Agenda
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Explore- Using Tiles
Is this the only way to show 6x?


3x
3x


5x
x
1
Agenda
More Practice
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Explore- Using Tiles
What if we use a different variable, say y?
We would need a different color to represent the
y.
Combine 4y 3y using tiles.

3y

4y
Agenda
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Explore- Using Tiles
What would you get if you combined
5x 3y 2x y? Use your tiles.



Agenda
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Summary- No Tiles
Identify variables that are the same
5x 3y 2x y
5x

3y
2x

Commutative Property
Now Combine!
Agenda
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Summary- Vocabulary
Vocabulary
Example

• Term a single number, variable, or number
  and variables multiplied together.

are terms in this expression.

• Like Terms terms that have the same variable
  or power.

Agenda
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Summary- Process
Process
1. Copy the expression
2. Identify the like terms
5x
3. Rewrite using the Commutative Property
4. Combine the variables that are the same
Agenda
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Summary- Quick Check
7a 15b
11x 12
3y
5y 7z
Agenda
Click for definition
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Summary- Process
Definition two expressions that are equal
Press to go back
Agenda
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Practice- Partners
Agenda
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Practice- Partners
II. Explain why the following statement is true.

2x and 4y are not like terms, therefore, you
cannot combine them.
Agenda
Another Explanation
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Practice- Partners
II. Explain why the following statement is true.

If x 3 and y 5
Agenda
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Practice- Partners

• Write an equivalent expression for the
  following expressions.

1.
2.
3.
Agenda
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Practice- Partners
Yvonne just added all the numbers together. She
can add numbers that are the like terms, 8x and
6x, but not 2 since it does not have an x.
Agenda
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Assessment- Exit Slip
Jose and Amy were asked to combine 7x 2y 6y
3x. Decide who is correct. Explain.
Amy 7x 2y 6y 3x
Jose 7x 2y 6y 3x

Amys work
Agenda
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21st Century Lessons
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21st Century Lessons
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