# Lesson 3.6 writing algebraic expressions answers to logo

This is a series of practice problems for working with inequalities. Completing this activity should take approximately 45 minutes. JPG In this lesson students will set the foundation for the next two lessons where they are writing expressions and equations to model situations and then using those equations to answer further questions.

I have a student read the first paragraph on p. I ask a series of questions to help students write an expression. For each visitor that comes to the farm, they collect how much money? How much money would they collect if there were 6 visitors?

Then how can we represent the amount of money they will collect if there are n visitors? I want students to connect the operation they are using to answer questions with numbers to the expression.

I ask for different ways to write the expression switching the order of the number and variable, using a dot, using parentheses, using 8n.

 Search form Students are then asked to stand behind their chair. After sitting for 30 minutes to finish the test and doing intense evaluation and communication of a method, they need movement to avoid lagging in motivation to work and think. Writing Algebraic Expressions and Equations Answer Key For this lesson, I will use manipulatives algebra tiles to help students understand the work we will show for solving algebraic equations.

I tell students that they need to substitute values for n into the expression in order to find the amount of money collected. Students work to complete the table independently.

They check in with their partner when they complete it to compare answers. I ask questions to the class before moving on. What do you notice about the table? I am looking for students to share that the amount of money increases as more visitors come. We move on to page 4.

The terms independent and dependent are just being introduced here, they will show up in the next lesson as well. Before students create the graph I ask them to predict what they think it will look like and why they think that.

Students create the graph independently using the table they created on page 3. I walk around and monitor student progress. Once most students are finished, we come together to share what we notice. I am looking for students to connect the graph with the table. They may notice that, like the table, the amount of money collected is increasing as the number of visitors increases.

They may notice that the values in the table represent the coordinate points on graph. Students are engaging in MP2: Reason abstractly and quantitatively and MP4: I ask for students to brainstorm with their partner about what the point 0, 0 represents.

I want students to make the connection between the point and the table. I am looking for them to articulate that 0,0 shows that if there are no visitors, the farm will not collect any money. I walk around and monitor student work.

I am looking specifically at 1, 3, and 6. For number 1, are my students able to see that they need to use division to represent this situation? Do they place the number and variable in the correct places?

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For number 3, some students struggle and mistakenly use subtraction in their expression. For number 6, I check that students know what to do when they see the fraction bar. I am also looking to see that they use the order of operations correctly. If students are struggling I may ask them the following questions: What are the values in the problem?

What does the variable represent? How would you figure out the answer? What operation is happening between this value and variable? If students correctly answer problems on page 5 they can move onto page 6. I may ask them these questions?

## Writing Algebraic Expressions and Equations Answer Key

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