Learning Experience Plan

Subject: Math

Grade level: 9

Unit: Algebra

Length of LEP (days/periods/minutes): 1/1/25

Topic: Seeing Structures in Expressions

Content Standards:

(include only standards addressed in this LEP)

A-SSE 1a

1. Interpret expressions that represent a quantity in terms of its context.

a. Interpret parts of an expression, such as terms, factors, and
coefficients.
Literacy Standards:

(include only standards addressed in this LEP)

Learning Experience Outcomes

Learning Experience Assessments

1. Interpreting Expressions Worksheet
1
2. Interpreting Expressions Exit Slip

(knowledge/skills)

Students will:
identify the different pieces of an
expression, such as various coefficients,
factors, and terms, in order to identify
the different components of an equation.
create expressions they can find in
everyday life in order to make real-world
connections.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
Curriculum Integration
Material
s

(Does this lesson correlate with any other content area? Describe.)

Procedures/Strategies
Day 1

(add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)

SMA Jacobs

Present the class with different objects (apples, books, markers,

etc.); using our own interpretation, we will create different examples
of quantitative expressions using the objects (apples plus (+) books,
4 times markers, etc.)

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Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)
Where do we see mathematical expressions on any typical day?
Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)

Review PEMDAS parenthesis > exponents > multiplication /

division > addition / subtraction
They will know how to count and use the functions of PEMDAS like
multiplication and addition using prior knowledge

Direct Instruction (input, modeling, check for understanding)

Interpreting Expressions Worksheet 1:

o Introduce vocabulary (variables [a, x, m, etc. something
that represents a number that can change], coefficients [the
number in front of the variable], terms [4x, 4y... the variable
+ coefficient])
o Write #1 of part 1 on board (multiply n by 5 then add 4) and
ask what this means; stress the importance of the word
then, telling you to proceed to the next term; move on to
the next part if we feel the students get the concept
o Move on to part 2 and ask the students how we interpret that;
PEMDAS very important when interpreting expressions; do
#1 on board together; Are these equivalent or are they
inequivalent? How do you know?

Guided Practice (how students will demonstrate their grasp of new learning)

Students will finish part 1 and 2 after we make sure they understand
the problems and understand what the tasks at hand are
Go around the class and double check that everyone is on target;
ask if there are any questions or concerns

Independent Practice (what students will do to reinforce learning of the lesson)

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Exit slip students will create a real-life situation that involves an

expression and the components inside the expression and solve
his/her problem
Will ask some students to share their examples on the board before
the end of class

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Closure (action/statement by teacher designed to bring lesson presentation to an appropriate

close)

References:

Will be working on quadratic functions in our next lesson since we

have learned how to interpret expressions; Equations make up two
expressions combined together by an equals sign, and we will learn
how to solve them using different methods like completing the
square and the quadratic formula

(e.g. Book, course packet, pg #, complete web address URL)

Common Core A-SSE 1a

Mathematics Assessment Resource Service, University of Nottingham & UC
Berkeley
http://map.mathshell.org/

SMA Jacobs

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