Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 28322
Decoding Word Phrases-Translating verbal phrases to
variable expressions
This lesson is designed to help students decode word phrases and then translate them from word form into numerical form. It provides a resource,
in the form of a foldable, that can be kept all year and used anytime the students needs to decode word phrases.
Subject(s): Mathematics
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Interactive Whiteboard, LCD
Projector, Microsoft Office
Instructional Time: 1 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: word problems, variables, translating, verbal expression, variable expression
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Translating Quiz Answer Key.docx
Words and Phrases to include in Key Translating Words Booklet (1).docx
Translating Practice Sheet.docx
Translating Practice Sheet Answer Key.docx
Instructions to create KTW booklet.docx
Translating Quiz.docx
Example of 4 column Chart created during brainstorming for Formative Assessment (1).docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to successfully translate expressions and word problems from word form to numerical form.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students will need the following materials or knowledge before lesson:
Proper way to critique another students work.
Key Translating Words booklet (see attachment on how to construct the Key Translating Words booklet. This booklet should be constructed and the Key Translating
Words section should be completed before this lesson. The students will then complete the Translating pages as independent practice after this lesson.)
Knowledge of Key Translating words and which operation is associated with each word
Knowledge of symbols that represent addition, subtraction, multiplication, and division
Knowledge of variables and how they are used to represent numbers
Guiding Questions: What are the guiding questions for this lesson?
page 1 of 4 What are the Key Translating words in this expression or problem?
How do you use the the key translating words in changing the verbal expression to a variable expression?
Why are parentheses needed in some examples?
Why is subtraction sometimes "tricky"? Why isn't addition so "tricky"?
How do you know when to write an equation rather than an expression?
Teaching Phase: How will the teacher present the concept or skill to students?
1. Begin the lesson by asking the class to brainstorm KTW with their shoulder partners. Teacher will chart responses (see formative assessment section for details)
2. After making a complete list ofKTW in the proper operation columns, model changing an expression that is in words into an expression in numbers. Answers in
parenthesis.
Example) the total of 8 and 4 (8 + 4)
Example) the product of 5 and 9 (5 x 9)
Example) 8 subtracted from 10 (10 - 8) (This is one of the "tricky" words because the numbers will not be in the same order in the number phrase as they are
in the word phrase.)
3. Now the students will try on their own and have shoulder partners critique each others' work when finished. Teacher should circulate at this time and provide
feedback as students work. Use some guiding questions - What is the key translating word in this phrase? What operation does this represent? and Why? Is this one
of the trickyKTW? Rephrase the example with a real world problem if the student continues to struggle. Example) We both have candy bars, I have 7 bars, you have
5 less than my 7 candy bars. How many do you have? How would you write this as a number problem?
Example) 5 less than 7 (7 - 5)
Example) The quotient of 15 and 3 (15/3)
Provide more examples for students to try if any are struggling.
4. Now do examples containing variables and numbers. At this point in the lesson please define the word variable (a letter or symbol that represents a number). Also
please use the word "variable", not letter, throughout the lesson. Teacher models:
Example) 20 increased by a number x (20 + x)
5. Make sure you discuss the commutative property of addition which allows the two addends to be written in any order.
6. Now have students practice. Ask them to "write two variable expressions for each verbal expression involving addition"
Example) the total of a number x and 7 (x + 7) or (7 + x)
Example) 5 went up a number y (5 + y) or (y + 5)
Example) The quotient of 14 and a number m (14 /m)
Example) One-half the sum of 5 and a number x (For this problem you must emphasize that it is one-half of the SUM and not one-half of 5. Therefore
parenthesis are needed to make sure one-half is taken of the sum. 1/2(5 + x) or 1/2 (x + 5)
7. Have students practice with your help if needed:
Example) Twice the difference of a number m and 7 [2(m - 7)]
Example) One-third the quotient of 15 and a number c 1/3(15/c)
8. Now the students will try on their own and have shoulder partners critique each others' work when finished.
Example) 4 more than a number y (y + 4) or (4 + y)
Example) the product of a number t and 7 (7t * I always teach putting the number before the variable even if it's not that order in the words as this is the
standard format in Algebra. Once again the commutative property)
Example) One-third the difference of a number f and 4 [ 1/3( f - 4) ]
9. Make sure the following examples are available for students to read and re-read as your explanation unfolds. You can display these visually or provide a handout.
10. Teacher models: Example 1) Meg's age is 3 years more than her sister's age. Write an expression representing Meg's age.
Begin by defining the variable (what do we not know? Let a = the sister's age. Make sure you write the definition of the variable in this format for the students
to see and also have the students write this on their own papers) *Helpful tip: often the variable should represent the quantity mentioned at the end of the
sentence.
Find any KEY TRANSLATING WORDS
Say to the students "Based on the definition of the variable, and the Key Translating Words, write a variable expression to represent Meg's age." (a + 3) or (3 +
a)
11. Students try: Example 2) Raequan has some money. Marquez has twice as much as Raequan. Based on the definition of the variable, and the Key Translating
Words, write a variable expression to represent Marquez's money.
1st define a variable (let r = Raequan's money)
Find the Key Translating Words (twice means two times as much)
Write a variable expression representing Marquez's money (Let 3r = Marquez's money)
12. Example 3) Kris has 32 pieces of candy. He wants to share it equally between his friends. Write an expression representing how much candy each person will get.
The number of friends he has is the variable (f) so we write "let f = the number of friends"
Find the Key Translating Words (share equally which means divide)
Use the key words and write a variable expression representing the number of candies each friend will get, or the amount of candy per person.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
See Teaching Phase which includes guided practice for students.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Use the KTW to translate expressions and word problems. (See attached HW page "TranslatingPracticeSheet.docx" to use)
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Complete the KTW booklet by finishing the translating pages (see attached InstructionstocreateKTWbooklet.docx). This portion of the lesson can be completed with
teacher assistance in a whole group format, as small groups with periodic teacher assistance as needed, or individually for more advanced students.
Summative Assessment
Students will be given a written quiz in which they will translate sentence fragments and word problems into numerical expressions and equations. (See attachment
for TranslatingQuiz.docx)
Formative Assessment
page 2 of 4 Give students 3 minutes to brainstorm, from memory, with a partner and make a list of words or terms that are associated with the 4 main operations (adding,
subtracting, multiplying, and dividing) that they learned previously as they completed the Key Translating Words booklet.
From now on these words will be referred to as Key Translating Words (KTW). Record answers on board or overhead by making 4 columns | + | ­ | x | ÷ | (See
attachment for an Exampleof4columnChartcreatedduringbrainstormingforFormativeAssessment_1_.docx)
Students do not need to write these words as the teacher writes them because all the words should already be recorded in the KTW booklet that was previously
completed.
The teacher can then leave these completed lists on the board for student use during the lesson.
Feedback to Students
Students will be working with a partner and will critique each other's work to improve translation skills. Teacher should circulate at this during the lesson and provide
feedback as students work. Use some guiding questions:
What is the key translating word in this phrase?
What operation does this represent? and Why?
Is this one of the tricky translating words? (Examples of "tricky" translating words and phrases can be found in the attachments on the document titled
WordsandPhrasestoincludeinKeyTranslatingWordsBooklet_1_.docx)
Rephrase the example with a real world problem if the student continues to struggle. Example) We both have candy bars, I have 7 bars, you have 5 less than my 7
candy bars. How many do you have? How would you write this as a number problem?
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Focus on one or two operations instead of all four in one lesson
Make flash cards with KTW on the front and the operation that goes with it on the back
Extensions:
Write expressions and equations from word problems and solve.
You may also want to have students writemulti-step expressions from word problems.
Example) Kristie is 12. Her sister's age is one-half the product of Kristie's age and 3. [ a = 1/2(3 x 12) ]
Suggested Technology: Document Camera, Computer for Presenter, Interactive Whiteboard, LCD Projector, Microsoft Office
Special Materials Needed:
Paper for booklets
Whiteboard or chart paper for KTW brainstorming activity
Further Recommendations:
Make KTW booklets before class to save class time
Have more problems and examples available if more modeling or guided practice is needed.
SOURCE AND ACCESS INFORMATION
Contributed by: Patty Sisson
Name of Author/Source: Patty Sisson
District/Organization of Contributor(s): Manatee
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.6.EE.1.2:
MAFS.6.EE.2.6:
Description
Write, read, and evaluate expressions in which letters stand for numbers.
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.
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.
c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in realworld problems. Perform arithmetic operations, including those involving whole-number exponents, in the
conventional order when there are no parentheses to specify a particular order (Order of Operations). For
example, use the formulas V = s³ and A = 6 s² to find the volume and surface area of a cube with sides of length
s = 1/2.
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem;
understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a
page 3 of 4 specified set.
page 4 of 4