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Micro Teach Lesson Plan

Andrea De Mondo
Moriah White
Seung-Jun Kim
September 19, 2016
Mathematics/Grade 7
Using properties of operations to generate equivalent expressions.
Objective: The students will apply properties of operations by writing expanded linear
expressions and determining equivalent expressions.
Common core standard: 7.EE.A.1
Expressions and Equations: 7.EE
Apply properties of operations as strategies to add, subtract, factor, and expand linear
expressions with rational coefficients.
Anticipatory Set: Think back to when you learned about orders of operations and
equations with variables, such as x or y. Complete the following equations.
1.
2.
3.
4.

3+10/5-7x
5-3x+2
(5x+7x)-3*4
5x-2+2x-8

Information:
Think, Pair, Share
The students will have everything put away, except for one piece of paper folded in half and two
pencils. The students will take turns writing down the rules when expanding linear expressions
with a leading coefficient and how to identify equivalent expressions, and PEMDAS. They will
be allowed two minutes to write down all the rules. The signal of eyes up front will let students
know the two minutes are over. Once finished, the student with the shortest hair will go first and
quiz their happy partner on the rules we learned. After 15 seconds, the signal of eyes up front
will be given and the other student will go next.
Check For Understanding:

Get with your happy partner


What are the students writing on the paper? (the rules when expanding linear
expressions with a leading coefficient and how to identify equivalent expressions, and
PEMDAS)
How long does each student have to write the rules on the paper? (2 minutes)
What are the students quizzing each other on? (rules we learned)
Who is going to quiz first? (student in group with the shortest hair)
How long will the students have before they switch? (15 seconds)
How will the students know it is time to switch? (eyes up front)
Someone tell the class what is being asked of everyone to do?
Teacher will walk around the room to make sure everyone is on task, participating and giving
correct answers and understanding of the material.
Closure:
Using whiteboards, students will identify if it is an equivalent expression or find an
equivalent expression for the linear expression.
1. Write an equivalent expression for
a. 5(x+4)
b. 3(x+5)-2
2. Are the following equivalent expressions?
a. 3x+6 and 3(x+2)
b. 2(3x-2)-1 and 10a-2

Materials and Resources:


Paper
Pencils
Whiteboards and markers

Assessment:
1. Write an equivalent expression for:
a. 2x+4.
b. 4(x-9)+2
c. 4(2x-4)+6
2. Are the following equivalent expressions?
a. 12x+4 and 3x+1

b. 2-5x and 3(x-2)


c. 12x+72 and x+6
d. 4x+28 and 2(6x+14)-8x
3. An equilateral triangle has a perimeter of 6x+15. What is the length of the sides of
the triangle?