Teaching Students to Simplify by Combining Like Terms The Fun Way

Combining like terms is one of my all-time favorite lessons to teach because it’s in one of my favorite units, Multi-Step Equations! Since you landed on this blog post, I’m assuming you are in search of some teaching tips. I’m excited to share some of my favorite strategies and activities for teaching students to simplify by combining like terms. So where do we start? With a funny video, of course!

Note: this is a multiple-day lesson! Usually around 3 class periods.

The Hook

If you have never seen it, MADtv has a short skit where a guy walks into a fast-food restaurant and gives a super long and obnoxious (and quite hilarious) order. You can find the video on YouTube with a quick search!

Before I even mention combining like terms, I show the video!

This video is literally, the best there is. In all the land!  

After watching the video, I ask my class two questions:

1. “What made the video so obnoxious?”
2. “What could he have done differently?”

 

This discussion then leads them to say a number of things but the main thing I listen for is, “He should have combined similar items, like all the cheeseburgers!!” BINGO! 

Then, I place them in small groups and pass out a transcript of the video. They then must try to simplify the order! After letting them struggle for about 5 minutes…I spoil the fun by telling them this all has to do with math!

Simplify by Combining Like Terms Guided Notes – Vocabulary

After the somewhat lengthy hook, it is crucial to review and reinforce the key math vocabulary as it relates to expressions. In addition to knowing that “combine” means to add, students must understand the following terms:

• terms,
• coefficients, 
• constants, and 
• variables.

Identifying Like Terms Guided Notes and Whole Class Practice

After reviewing the vocabulary, I introduce my students to the concept of simply identifying like terms by looking at the variables and powers. After completing this notes page, I draw a T-chart on the board. One side reads “like terms” and the other reads “unlike terms”. Above the T-chart, I write a term, for example, “2x”. 

Depending on how much time we have, I will either:

With Less Time 

1) Call on students to give me an example and a non-example for each column and I write it down. 

More Time 

2) Give each student two post-it notes and have them write a non-example and an example, then come place them on the board.

If you have time, it’s great to write a few other terms!

Once I am confident that they understand how to identify like terms and unlike terms, we transition into the fun part, combining!

Simplify by Combining Like Terms and Independent Practice

Now that we know how to identify like terms, we can start to combine. Warning: Proceed with caution, I have learned that my students struggle when it comes to integer operations so this can be a little painful. Fortunately, they are allowed to use calculators. Unfortunately, their pride convinces them that they don’t need to. LOL.

Before we start this part, I instruct my students to pull out three different colored writing utensils, or decide on three different shapes or symbols! This will be used to identify the like terms. We work through each of the examples together. I require them to show their work by writing out a math problem for each (see photo).

 

Simplify by Combining Like Terms Activity

After taking notes, I project a combining like terms worksheet on the board and give them a physical copy, we work through it as a whole class.

 

 

When finished, I do a formative check by having students either show three, two, or one finger while holding their hand on their chest. (Versus holding their hand in the air, for privacy!) 

 

3 = I need a challenge! 2 = I need more practice! 1 = I need more help!

Following the whole class practice, students work independently on an emoji-themed combining like terms activity (only questions 1-12 because 13-18 include the distributive property, save that for the next lesson!) until the end of class. 

 

What to do when students try to combine unlike terms?

Okay so, every year, it never fails that a handful of students will try to combine unlike terms, for example, they may say 3x + 1 is 4x. I have two suggestions for this, pull out the algebra tiles and show them the difference between the two or grab some oranges, large marshmallows, and a brown bag.

I wish I could remember where I learned this, but at the front of the room, place 2 oranges in the bag and ask students, “What’s in the bag?”. They should say “Two Oranges!”. Then, ask the same question after you add another orange to the bag. Hopefully, they say “Three oranges!”. Next, remove the oranges and repeat the same steps but with marshmallows.

The final step is to place marshmallows and oranges into the bag, and ask them again, “What’s in the bag?” They will say oranges and marshmallows, then you should be as dramatic as possible and ask, “Why can’t I combine them to make Orangallows?”. This usually gets the point across of why we can’t combine unlike terms! Much like we wouldn’t combine a burger and a milkshake to make a burgershake? LOL. Anywho, whenever you see your students combining unlike terms in the future, you can say, ” I think I see some Orangallows!”

Exit Ticket

An easy way to check for understanding is by checking a random number from the emoji combining like terms activity before students leave. 

What’s next?

Next, we dive into distributing and combining like terms. Head over to the next blog post all about distributing!