**Expressões Algébricas 8 Ano** – 2 shots out of 5. View all plans for evaluating algebraic expressions

(EF08MA06) Solve and explain problems involving the evaluation of algebraic expressions using properties of operations.

## Expressões Algébricas 8 Ano

Evaluates an algebraic expression that includes the meaning of the “bracket” symbols in the organization of sequences of operations.

## Expressões Algébricas: Classificação E Operações

Guidance: This slide is not a substitute for teacher notes and should not be shown to students. This is just a summary of suggestions to support your application of the program in your classroom.

Instructions: Read the entire plan and notes carefully for the teacher. Try to anticipate what might go wrong in your class and anticipate adjustments to the level your students are at.

On the “About the Plan” tab, check what your class should already know to follow this advice.

If you would like to save the plan to your computer, please download the slides from the Supplementary Materials tab. You can also print by clicking the “Print” button.

## Matemática Fundamental: Cálculo Algébrico

Instructions: Project the slides onto the board or read the information on them with the students. Return to the idea of variable algebraic expressions and the calculation of the value of algebraic expressions. Then, on the next slide, show them numerical expressions. Give them some time to evaluate the result of the numerical expression, and based on the student’s solution, remind them of the rules for solving numerical expressions related to operations (addition, subtraction, multiplication, division, multiplication, division). symbols (parentheses, square brackets, and braces).

Note that in the numeric expressions used as examples, when a number is followed by one of these operator symbols, it indicates multiplication.

Objective: To recover the numerical concepts of algebraic expressions and the concepts of operations (addition, subtraction, multiplication, division, multiplication, and root-finding) and symbols (parentheses, square brackets, and braces).

Instructions: Hand out the printed activity or project the slides onto the board and read the Situation 1 questions with the students. Clear possible interpretive doubts. At this time, students should analyze individually and find ways to solve the problem. Use intervention guidelines to analyze difficulties and organize interventions.

#### Valor Numérico Da Expressão Algébrica Worksheet

It is possible (and we hope) that some students disagree with how the algebraic expression for the condition is presented. He/she can suggest (C-2):20 (yes! “C” serves the same purpose as “x”; variable references don’t matter here), and he/she is not wrong! In this proposal for algebraic expressions, it is argued that the use of parentheses is necessary because division is preferable to subtraction, to avoid confusion of meaning, and perhaps to assume that 2 is divisible by 20, which is the purpose! A similar explanation may arise in case 2. If no one speaks up, make relevant observations yourself. Appreciate the attitude if anyone does.

Purpose: To help students understand the importance of organizing mathematics through the use of organizing symbols (in this case, parentheses).

Instructions: Hand out the printed activity or project the slides onto the board and read with the students the questions in the situation 2. Clear any interpretive doubts that may exist. At this time, students should analyze individually and find ways to solve the problem. Analyze difficulties and organize interventions using the Intervention Guide (links can be found in Supplementary Material at the end of the Teaching Guide).

Instructions: Feel free to point out the similarities and differences between the two expressions. Some students may only pay attention to algebraic expressions without connecting them to conditions 1 and 2, in which case the only variables that differ are “x” in one variable and “y” in the other. If students suggest that both expressions can be written in the same variable, tell them not to explain that each represents a different situation where the value in one is not the same as the value in the other.

#### Valor Numérico De Expressões Algébricas

For example, it is important not to represent an expression in another written form, such as x/20 +2, because in this case the hierarchy of operations is clear and the target of the situation is empty. At the end of the discussion throughout the main activity, this type of writing can be suggested as a strategy for avoiding misinterpretation of algebraic expressions.

Guidance: When students have identified the difference and can indicate where the parentheses are in the two expressions, that is

: x/(20 + 2), then give them some time (1 minute recommended) to answer the questions. Remind them of Cauê’s problem described in Scenario 2. Then, if you divide the room into two pairs, ask one of the pairs to come up with their reasoning. However, if the pair calculates incorrectly, have them explain their reasoning, and if you have time, ask the other pair who came to a different result to discuss a solution to the problem.

Don’t feel that students who get the “wrong” results are unmotivated or don’t participate in the discussion. It’s also important that you don’t let him rip off his answer, but lead him to keep both conclusions and, if possible, comment on what he did wrong.

#### Portal Escola: MatemÁtica 8° Ano 190 Atividades Com Gabarito ExercÍcios Provas AvaliaÇÕes Xiii

: x/(20 + 2), then give them some time (1 minute recommended) to answer the questions. Remind them that Guilherme explained his problem through case 1. Then, if you divide the room into two pairs, ask one of the pairs to come up with their reasoning. However, if the pair are wrong, have them explain their reasoning, and if they have time, ask the other pair who came to a different result to discuss a solution to the problem.

Purpose: To help students understand the importance of organizing mathematics through the use of organizing symbols (in this case, parentheses).

Instruction: Give the solution, then discuss with the students how they solved the problem, and try to show that there are many different solutions and they should not get stuck with one of them. Use intervention guidelines to analyze difficulties and organize interventions.

Instructions: Read the text with the students and try to connect the exercises in the main activity to the main points made. Teach them the importance of organizing reasoning for good applied mathematics.

## Microsoft Word Expressoes Algebricas

Instructions: Hand out printed activities or project slides onto the board for students to read and solve problems. Help students who have questions, but remember not to give them answers, but to let them figure it out on their own.

Purpose: To verify that students have absorbed class knowledge and are able to apply it to this exercise. Based on the results of this exercise, you will be able to assess whether students are meeting the objectives of the lesson and consider interventions in whole or in part with the content if necessary.

The main activity entails translating these two problems into algebraic expressions and then analyzing them to discuss the use and meaning of parentheses. Since the tasks are very conversational, we recommend taking them in a face-to-face class. Prioritize the exploration of complementary activities.

Supplementary activities bring some guidelines so that students can work on these questions on their own. It can be challenging for students to tackle their own production. Record an audio/visual guide for the event and send a printout of the event to students (via WhatsApp). Ask students to forward their answers for your consideration. They can send printouts or photos of their answers. Subsequently, the effect of X-rays is stated.

## Como Solucionar Uma Expressão Algébrica: 10 Passos

On the Khan Academy platform, there are many videos and other resources dealing with topics in algebra, including numerical values (link 1). You can explore the links below and recommend selected materials (activities, videos and texts) to students who have internet access.

Consider the responses submitted by students and select some topics for discussion. Select some of the situations (challenges) created by the students to provide feedback and also as a class review. Tick the need to guide the students on the mistakes they make when doing the questions. Share your feedback on answers and possible mistakes with them via short video or audio (WhatsApp). You can include information about systematization and closure concepts in this feedback. Presents x-rays and side activities to extend and reinforce learning.

If possible, you can discuss it with your class in real time. Use Meet, Hangout or Zoom and only consider the most relevant topics and concepts.

Even for illiterate family members, defining the context of a numerical value is a common discussion. For example, if a taxi charges 4.50 and 3.50 per kilometer, how much will it cost to travel 16 kilometers?

### Lista De Exercícios De Expressões Algébricas 2013 8 Anos

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