SCUSD Common Core Mathematics Lesson Planning Guide

Unit Title: Relationships Between Quantities
Lesson: 1 / Approx. time:
(55 min) / CCSS-M Standards:
A.SSE.1, N.Q.1, N.Q.2, A.CED.1, A.CED.2
A. Focus and Coherence
Students will know…
Meanings of variables and how they are ‘place holders’ of unknown amounts.
Students will be able to…
Translate word problems into mathematical sentences.
Define variables.
Student prior knowledge:
Students should be able to have a basic understanding of translating words into mathematical symbols, such as 6 less than x should be written as x – 6.
Which math concepts will this lesson lead to?
Solving equations, Growing interpretations of word problems. / B. Evidence of Math Practices
Students will provide 6 half sheets of paper with complete sentences describing the relationships and interpretations of real world problems.
Essential Question(s) - Why is it useful to interpret parts of an equation (or expression) in relation to real-world context?
Formative Assessments
Anticipated Student Preconceptions/Misconceptions – I believe that the students will have a basic knowledge of translating sentences into mathematical symbols, however, they will struggle with the context that the problem is given in. For example, 6 less than x could be written as 6 - x or as 6 < x.
Materials/Resources – Half sheets of paper with the problems printed out and ready for distribution.
C. Rigor: Conceptual Understanding, Procedural Skills and Fluency, and Application
What are the learning experiences that provide for rigor? What are the learning experiences that provide for evidence of the Math Practices? (Detailed Lesson Plan)
Warm Up – Write an expression with 3 terms containing the coefficients of 2, 5, and 8.
Lesson – Print each of the following problems out on a half sheet of paper to distribute to the students, but do not hand out all 6 at once! Start with problem number one. Give the instructions that this will be an individual think time for about a minute. After about a minute, ask them to share their answers within their groups. Give about two minutes to discuss, and then pull the groups back together for a classroom discussion.
1)  Joanna found some coins in the couch. If P is the number of pennies that she found, N is the number of nickels, D is the number of dimes, and Q is the number of quarters, then what does the expression P+5N+10D+25Q represent? What does P+N+D+Q represent?
Hand out the second problem, and repeat the individual/group/class discussion process.
2)  Tickets for the basketball game are $5 for students and $8 for general admission. What could the expression 5x+8y represent? What could the expression 5x+8yx+y represent?
Repeat this process for the next four problems.
3)  Trisha and Miguel are walking towards each other. They start out 500feet apart, Trisha walks 3 feet per second and Miguel walks 4 feet per second. If T represents the time Trisha has walked and M the time that Miguel has walked, what does the expression 500 – (3T + 4M) represent?
4)  A box is being built with a square base (W inches wide) and 400 cubic inches of packing material will be put in the box. What might the expression 400-W∙W∙(W+5) represent?
5)  A wallet is stuffed with bills, all of which are $1, $5, $10, or $20 denominations. There is the same number of $1 bills as $10 bills, but there are 3 fewer $5 bills than $10 bills, and there are twice as many $20 bills as $5 bills. If the total amount of money in the wallet is $377, how many total bills are in the wallet? Use the sentences to make the equation first.
6)  Tatiana walks at 2.5 mph while her friend Edgar walks at 2 mph. They both leave at the same time, each walking at their own pace. After some time, Tatiana stops and takes a rest for a half hour, at which time, Edgar catches up to her. How long did it take after they started the walk before Edgar catches up with Tatiana? Use the sentences to make the equation first.
Closure – Ticket out the door:
Suggested Homework/Independent Practice-
Think of one problem that you can bring to class tomorrow to give to a classmate to have them come up with the expressions. Be prepared to come up with expressions for their problems as well!

Grade: Last Names: