Half as many apples as John picked. we know how many apples “Do John picked?” (No) let a represent the number of apples John picked. “So, The word suggests division by 2, as shown on the chart. So, the “half” expression should be a ÷ 2 or . fewer fireflies than Tammy caught. we know how many “Do fireflies Tammy has? (No) let f represent the number of fireflies that “So, Tammy has. The word suggests subtraction, as shown on the “fewer” chart. So the expression should be f 7. − Distribute a white board to each group of students. Present each of the following phrases, one at a time, to the students. Students should discuss the phrase with their group before writing an algebraic expression for it on the board. Remind groups to conceal their answers until you call for them. The difference between g and 4 (g 4, or 4 g) − − The quotient of b and 5 (b ÷ 5 or , or 5 ÷ b or ) Seventeen less than p (p 17) − Five years older than Paul (p + 5) Jamila’s salary plus $1,100 (s + 1,100) The product of x and 2 (x · 2 or 2x) Pulling It All Together (Reflection) Have the students translate the following phrases into algebraic expressions and then write a short explanation of how they know their expression is correct. Nine increased by some number. The sum of a number and six. Twice as many apples. Note: The following pages are intended for classroom use for students as a visual aid to learning Virginia Department of Education 2018
Half as many apples as John picked. “Do we know how many apples John picked?” (No) “So, let a represent the number of apples John picked. The word “half” suggests division by 2, as shown on the chart. So, the expression should be a ÷ 2 or . fewer fireflies than Tammy caught. “Do we know how many fireflies Tammy has? (No) “So, let f represent the number of fireflies that Tammy has. The word “fewer” suggests subtraction, as shown on the chart. So the expression should be f − 7. Distribute a white board to each group of students. Present each of the following phrases, one at a time, to the students. Students should discuss the phrase with their group before writing an algebraic expression for it on the board. Remind groups to conceal their answers until you call for them. The difference between g and 4 (g − 4, or 4 − g) The quotient of b and 5 (b ÷ 5 or , or 5 ÷ b or ) Seventeen less than p (p − 17) Five years older than Paul (p + 5) Jamila’s salary plus $1,100 (s + 1,100) The product of x and 2 (x · 2 or 2x) Pulling It All Together (Reflection) Have the students translate the following phrases into algebraic expressions and then write a short explanation of how they know their expression is correct. Nine increased by some number. The sum of a number and six. Twice as many apples. Note: The following pages are intended for classroom use for students as a visual aid to learning Virginia Department of Education 2018