## Objective

Write expressions for verbal statements and vice versa (Part 2).

## Common Core Standards

### Core Standards

The core standards covered in this lesson

6.EE.A.2.A— Write expressions that record operations with numbers and with letters standing for numbers.

*For example, express the calculation "Subtract y from 5" as 5 - y.*### Expressions and Equations

6.EE.A.2.A— Write expressions that record operations with numbers and with letters standing for numbers.

*For example, express the calculation "Subtract y from 5" as 5 - y.*6.EE.A.2.B— Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity.

*For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.*### Expressions and Equations

6.EE.A.2.B— Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity.

*For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.*

### Foundational Standards

The foundational standards covered in this lesson

5.OA.A.2

### Operations and Algebraic Thinking

5.OA.A.2— Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

*For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.*

## Criteria for Success

The essential concepts students need to demonstrate or understand to achieve the lesson objective

- Distinguish between expressions that require parentheses and those that do not.
- Represent expressions with products, exponents, and quotients in written and algebraic forms.
- Define a
**term**as a part of an expression that is separated from other terms by addition and subtraction. A term can be a single numerical value or a product of numbers and variables.

## Tips for Teachers

Suggestions for teachers to help them teach this lesson

Lessons 5 and 6 engage students in representing expressions verbally and algebraically. In Lesson 6, students look at expressions involving products, quotients, and exponents.

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## Anchor Problems

Problems designed to teach key points of the lesson and guiding questions to help draw out student understanding

25-30 minutes

### Problem 1

A statement describing an expression reads “the product of $$2$$and the sum of $$n$$and $$3$$.”

Gus writes the algebraic expression $$2n+3$$ to represent the statement.

Do you agree with Gus’s expression? Explain your reasoning.

#### Guiding Questions

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### Problem 2

Match each algebraic expression with a verbal statement that describes it.

Algebraic Expressions: | Verbal Statements: |

1.$$(n+2)^2$$ | A. the sum of$$n$$and$$2$$squared |

2.$$n^2 + 2^2$$ | B. the square of the sum of$$n$$and$$2$$ |

3.$$n^2 + 2$$ | C. the square of$$n$$increased by$$2$$ |

4.$$n+ 2^2$$ | D. the sum of the squares of$$n$$and$$2$$ |

#### Guiding Questions

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### Problem 3

For each algebraic expression, write a verbal statement describing it. For each verbal statement, write an algebraic expression to represent it.

a.$${(3+n)\over2}$$

b.$${3+{n\over2}}$$

c.The quotient of $$3$$and the sum of$$n$$and$$2$$

d.The product of $$3$$and $$n$$divided by$$2$$

#### Guiding Questions

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## Problem Set

A set of suggested resources or problem types that teachers can turn into a problem set

15-20 minutes

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Give your students more opportunities to practice the skills in this lesson with a downloadable problem set aligned to the daily objective.

## Target Task

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

5-10 minutes

For each verbal expression below, write an algebraic expression.

a.Four times the difference of 8 and$$x$$.

b.Twice $$m$$ increased by the square of $$n$$.

c.The sum of 10 and the quotient of $$x$$ and 4.

d.The product of the square of $$n$$ and $$m$$, subtracted from 5.

#### Student Response

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## Additional Practice

The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.

- Challenge: Gwen has$$\frac{4}{5}$$the amount of money that Sam has, and Sam has $8 less than twice the amount of money that Jen has. Let$$x$$represent the amount of money that Jen has, and write an expression to represent the amount of money that Gwen has. If Jen has $15.50, how much money does Gwen have?

- Desmos
*Expressions Mash-Up*—Great matching activity; requires computers - EngageNY Mathematics Grade 6 Mathematics > Module 4 > Topic E > Lesson 15—Problem Set (Split problems over Lesson 5 and Lesson 6 based on concepts covered)
- EngageNY Mathematics Grade 6 Mathematics > Module 4 > Topic E > Lesson 16—Problem Set (Split problems over Lesson 5 and Lesson 6 based on concepts covered)
- EngageNY Mathematics Grade 6 Mathematics > Module 4 > Topic E > Lesson 17—Problem Set (Split problems over Lesson 5 and Lesson 6 based on concepts covered)
- EngageNY Mathematics Grade 6 Mathematics > Module 4 > Topic D > Lesson 13—Problem Set

Lesson 5

Lesson 7