Lesson

Title/Focus

10.2 Variables and Expressions

Date

March 17, 2015

Subject/Gra
de Level

Grade 7 Mathematics

Time
Duratio
n

40 minutes

Unit

Unit 6 Algebraic Expressions and Equations

Teacher

Olivia Meyer

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Use patterns to describe the world and to solve problems.

1. Demonstrate an understanding of oral and written patterns and their
equivalent linear relations. [C, CN, R]
2. Create a table of values from a linear relation, graph the table of values,
and analyze the graph to draw conclusions and solve problems. [C, CN, PS,
R, V] [ ICT: C7-3.1]

LEARNING OBJECTIVES
Students will:
1. Be able to change a pattern into a table then into an expression.
2. Know what an expression is.
3. Change expressions into statements.
4. Change statements into expressions

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Watch as students are working on the Sage n scribe, the discussion on

the power point on how to change a table into an expression, and the
numbered heads activity with the smartboard activity.
What is an expression?
How can I make a pattern into an expression?
How can I make an expression into a statement?
How can I make a statement into an expression?
Sage n scribe worksheet, discussion in the power point, and discussion
on the website activity.

LEARNING RESOURCES CONSULTED

Alberta Program of Studies
Math Links 7 Homework Book

MATERIALS AND EQUIPMENT

Smartboard
Whiteboards
Whiteboard Markers
Worksheets
Pencils.

PROCEDURE
Prior to lesson

Attention Grabber

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour

Print off the worksheets

Put four pieces of scrap paper in the middle of tables.
Set up the youtube for Katy Perry
Write the schedule up on the board.
Write what is needed for the day.
Introduction
St. Patricks Day expressions. I will do the first example
and the students will have to work on the other ones as
belly work and then we will share them as a numbered
heads activity.

Doing the T-charts on the slides that require a T-chart.

Students will work together during the activities that

require them to work together, they will work on the
assignments, and they will listen actively and contribute

Time
5 minutes

Transition to Body

Learning Activity
#1

to discussions.
Okay well today since it is St. Patricks Day I tried to make our
lesson today St. Patricks themed.
-

Body
Using the smartboard presentation get the students
thinking about how to change a pattern into a t-chart
and then into an expression.
Explain that we went over some of these yesterday, but
we are going to do a quick review with some St. Patrick
Day themed examples. Explain that expressions can
form a statement or be made from a statement. All of
these are different written statements that can be
changed into expressions. For example, do the
Leprechaun one, this statement can be written with a
variable and a constant. (L + 10). Get the students to
think about the other ones and write them down on their
whiteboards individually. Get them to flip their boards
over when they are done the first one. Once they are
done get them to stand up and compare their answers.
Once they all agree they can sit down, but they have to
write the right answer on the boards if they got it
correct. Now get them to erase their boards and do a
numbered heads with them. Use the giant timer to pick
a number and they will get to show you what they did on
their board. Do this for all of the examples.
On the next slide they get to create their own statement
for each expression. Get them to make one up on their
own and then once they are done they will share it with
their sum-to-five partner and then the next time they
will share with their elbow partner, and then they will
share with their whole table in a round robin.
Go over the first example with them on how to change
the t-chart into an expression. Get them to think about it
before you go over on how to actually do it. Explain that
the number you put in for the variable is the first column
and it should add up to the next column. Go through
every value on the t-chart. Once you have gone through
the values that are seen.
On the second slide with a pattern. Get them to work
with their sum-to-5 partners and work to get the
expression from the pattern. Emphasize on how
important it is to do the t-chart first and then do the
expression. They both have to write it down and they
will share with their elbow partner after.
The heart one they will work as individuals and then
stand up and once everyone agrees they can sit down.
They must all have it written down on their boards. They
will not erase their boards as they will be doing a
traveling numbered heads.
The boat one will happen if there is time. They will do
belly work and then do the exact same thing as the last
page. (pick a different number to travel)
(do this if you have time) Now explain that we can have
more complicated word problems in which we can create
expressions from. Go through the first two together with
the class and then get them to work individually on the
last one. They will then stand up once they are done
with their whiteboard. Once the whole group stands up

Time
15
minutes

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Teacher Notes:
Assessments/
Differentiation

they can discuss the answer and compare. Once

everyone agrees on an answer they may sit down. If
some of the students did not get it correct they have to
write it down on their whiteboards.
While the students are working on each problem walk around
and make sure that they understand what is going on. Provide
scaffolding if necessary. Make sure that the students are
actually working on the problems and are contributing to the
discussion.
Sage N Scribe activity.
- This activity will be done with one worksheet per pair.
The students will find a partner (their sum-to-five
partner) and then receive a worksheet. They will then
fold the sheet in half. Each side of the sheet has similar
questions. Student A will be writing while student B will
be telling student A what to write on the worksheet.
Then after they are done the first question they will
switch and student A will be scribing for student B
through the other side of the work sheet for the first
question. They will go back and forth until the worksheet
is done. They will have ten minutes to work on the
worksheet, if they finish they may work on their cum
reviews. There will be spaces at the top of both sides for
their names and what they did for each side.
As the students are working on the worksheet walk around to
make sure that students understand the task at hand and that
they understand the material. If need be provide thought
provoking questions (scaffolding) which will help cue the
students towards the right answer if both the students are
stuck.
Snowball fight!
- Get them to think of a statement in words that they can
change into an expression. Tell them they are only
writing down the statement, not the actual expression. It
has to turn into a nice expression that we have covered
today. Emphasize that it has to be clean. They then can
write it down on a scrap piece of paper of full size (put
these on the desks before the class starts). They need to
check their work using a whiteboard to make sure that it
is correct. Once everyone has finished their statement
we will have a snowball fight for some length of a song
or part of a song. When the song or part of the song is
over they can find a snowball open it up and try to
answer it. During the snowball fight they cannot throw
the paper at each other very hard. Just toss it nicely!
Play Firework by Katy Perry. The students are to now
write the expression that will go with the statement that
was written down. We will then crumple it up and do the
same thing again. The students this time will have to
check the work to make sure that it is correct. If they
work is not correct they have to fix it. They will then put
all the pieces of paper in the middle of their table.
Put the instructions on the smartboard. As students are writing
down their questions, answering the questions, and checking
the work walk around and make sure that students are actually
writing down the questions, the answers, and are checking the
work. If students need help you can provide scaffolding.
Closure

10
minutes

7 minutes

Time

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

Get the students to write down two things that they had
learned in todays lesson and write it down on a whiteboard.
They now will now share with their sum-to-five partners.

5 minutes

The sage n scribe worksheet and the snowball fight.

Great job today! You worked really hard and it seems like you
are really starting to understand expressions!
Great job today! We are now going to start working on our
science so all the math sheets can be put away and take out
your science notbook!
Move onto the science lesson!

Reflections from the

lesson