Ganita Prakash, period by period — fitted to your timetable.
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Naming and Building Arithmetic Expressions
Simple Expressions · Inductive
Watch for students who treat the equals sign as a 'write the answer here' signal rather than a balance between two equal expressions — this is the most common barrier at this entry point. Encourage students to read each expression aloud in words before computing its value.
0–8Elicit from students: what is a mathematical phrase that uses numbers and operations? Collect examples on the board (sums, products, differences). Introduce the vocabulary: an arithmetic expression is a combination of numbers and the four operations (+, −, ×, ÷). Record the definition together.
8–20Walk through Example 1, section 2.1 p.24 ("Mallika spends ₹25 every day for lunch Monday to Friday....") to show how a real situation becomes an expression and how the equality sign links the expression to its value. Establish that different expressions can share the same value (10+2, 15−3, 3×4, 24÷2 all equal 12) and invite students to generate their own equivalent-value pairs on slates.
20–40Students work through Figure it Out Q1, section 2.1 p.25 ("Fill in the blanks to make expressions equal....") individually, then pairs compare answers. Bring the class together to discuss each blank: what operation and number makes both sides equal? Consolidate the idea that the equality sign is a balance — both sides must name the same value.
Figure it Out Q1, section 2.1 p.25 — Fill in the blanks to make expressions equal: (a) 13+4=___+6; (b) 22+___=6×5; (c) 8×___=64÷2; (d) 34−___=25.
Which of the following correctly uses the equality sign to show two expressions with the same value?
- A 3 × 4 = 15 − 2
- B 6 + 6 = 4 × 3
- C 7 + 5 = 2 × 7
- D 20 ÷ 4 = 3 + 3
B. 6 + 6 = 4 × 3
What each wrong option reveals
- A The student may have added 3 and 4 to get 7 instead of multiplying, or subtracted incorrectly, suggesting confusion about which operation to perform.
- C The student may have confused 7 + 5 = 12 with 2 × 7 = 14, suggesting they did not evaluate both sides before deciding.
- D The student likely miscomputed 20 ÷ 4 as 6 or 3 + 3 as 7, indicating a basic arithmetic or operation-identification error.
Also saved as 5 periods or 7 periods.
- 2Comparing Expressions Without Computing
Simple Expressions - 3Why Brackets? Discovering Ambiguity and Convention
Reading and Evaluating Complex Expressions - 4Terms, Swapping, and Why Order Does Not Matter
Reading and Evaluating Complex Expressions - 5Identifying Terms in Real-World Expressions
Reading and Evaluating Complex Expressions - 6Removing Brackets: Sign Rules and Structural Reasoning
Reading and Evaluating Complex Expressions - 7Applying Bracket Rules Across Complex Expression Problems
Reading and Evaluating Complex Expressions - 8Distributive Property: Expanding, Factoring and Efficient Computation
Reading and Evaluating Complex Expressions - 9Four Problems, Every Tool: A Chapter Workout
Synthesis
- 1. Large Numbers Around Us
- 2. Arithmetic Expressions
- 3. A Peek Beyond the Point
- 4. Expressions Using Letter-Numbers
- 5. Parallel and Intersecting Lines
- 6. Number Play
- 7. A Tale of Three Intersecting Lines
- 8. Working with Fractions
- 9. Geometric Twins
- 10. Operations with Integers
- 11. Finding Common Ground
- 12. Another Peek Beyond the Point
- 13. Connecting the Dots
- 14. Constructions and Tilings
- 15. Finding the Unknown
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