$algebraic expression scaffold learning$

Example: “Divide 4 by 2'įacilitate the discussion to help students understand each other’s methods for deciding which verbal and which algebraic expressions go together.ĮLL: In asking prompting questions, be sure to use adequate pace with ELLs, and be sure that they understand the meaning of the questions.

Division can be represented by using a ÷ sign or a fraction bar.

When you are subtracting from a number, you are taking an amount away from that number so, does this number go before or after the minus sign? Example: “Subtract 1 from 4” is the same as 4 − 1.

SWD: If students with disabilities need help interpreting algebraic expressions as words:

What makes matching the cards easy? What makes matching the cards difficult?.

Did you change your mind about any matches? Which ones? How did you identify your error? What did you learn?.

How did you approach looking for matches?.

What operation does the fraction bar represent?.

When reading a description involving subtraction, how do you know which number goes first in the expression?.

Does your answer for make sense? What if you replaced the variable and “any number” with '2'? Do the cards still match?.

Are students able to justify their matches and communicate their reasoning clearly and completely? Interventions Listen as partners explain their card sorts to each other. Mathematical Practice 3: Construct viable arguments and critique the reasoning of others. Watch for students who understand the difference between the two. For example, the descriptions “Divide 2 by any number” and “Divide any number by 2' may be confusing. Some descriptions may be tricky for students. In this card sort, students must make sense of verbal descriptions and algebraic expressions. Mathematical Practice 1: Make sense of problems and persevere in solving them. Make note of cards that students pair incorrectly as well as cards that they pair correctly in order to address misconceptions during Ways of Thinking. This will give them ample time to prepare a thoughtful presentation. This type of activity encourages discussion because students have to explain to each other why they think certain cards match.ĮLL: When listening to student responses, let students know in advance that they will be presenting their work on a specific problem during Ways of Thinking. SWD: Use card sorting activities to encourage students to experiment-they can move the cards around if they change their minds. Have partners explain how they sorted the cards to each other.

Translate between expressions in words and expressions in symbols.

For the product of 1 and a variable, either write the multiplication sign or do not write the '1.' For example, the product of 1 and z is written either 1 ⋅ z or z, not 1 z.

For example, write 5( x + 3), not ( x + 3)5.

The product of a number and a factor in parentheses lists the number first with no multiplication sign.

For example, the product of 5 and n is written as 5 n, not n5.

The product of a number and a variable lists the number first with no multiplication sign.

There are conventions for writing algebraic expressions:.

Words can be used to describe algebraic expressions.

), and division (÷) to express a quantity.An algebraic expression combines both numbers and letters using the arithmetic operations of addition (+), subtraction (–), multiplication (.

A letter used in place of a number in an expression is called a variable.A mathematical expression that uses letters to represent numbers is an algebraic expression.Students do a card sort in which they match expressions in words with their equivalent algebraic expressions.

Algebraic expression scaffold learning