Documente Academic
Documente Profesional
Documente Cultură
by a numerical expression?
Opening (Engage): (19 minutes)
-Copy EQ in Math notebook: Remind students to leave room underneath (a few
lines) because we will be coming back to it later.
-Explain vocabulary from EQ (numerical expression) I will underline the
important vocabulary (Ask students what they know about numerical
expressions and what that is).
-Numerical expression: mathematical phrase that has numbers and
operations, but does not have an equal sign
-Put the problem up on the board and have them try to solve the problem.
-While students are working, take anecdotal notes of what students are doing.
(Look for students that used equal sign and solved, look for those that just
picked the operation and wrote the numerical expression)
JohnandSallywereplayingcatchwithabaseball.John
caughttheball15timesandSallycaughttheball12times.
Writeanumericalexpressiontorepresenthowmanytimesthey
caughttheball.
-Count down to signal them back to whole group
-Have student come up to board to write numerical expression.
Describe what the numerical expression represents in the problem.
o 15+12 represents the number of times that caught the ball in all.
Why do we write numerical expressions?
Compare and contrast expressions and equations (Using student examples?)
o Compare: Numbers and operation signs are the same
o Contrast: Equation is solved; numerical expression represents the
problem (put in quick Venn Diagram?)
Why would we not need an equal sign?
Informal Formative Assessment:
-Have students explain how they knew what to place in the blank.
Review what would happen if there was a parentheses added into the
problems.
Additional Components:
1 minutes
3 minutes
8:14-8:17
3 minutes
8:17-8:19
1-2 minutes
8:19-8:29
10 minutes
Students will copy down the Essential Question into their notebooks.
I will explain vocabulary from EQ (numerical expression) I will underline this
important vocabulary.
Numerical expression: mathematical phrase that has numbers and
operations, but does not have an equal sign
Put problem up on board and have students work in pairs to write a numerical
expression. (While students are working, take anecdotal notes of what students
are doing. (Look for students that used equal sign and solved, look for those that
just picked the operation and wrote the numerical expression)
Countdowns to have students come back together and have a student come up to
share their numerical expression.
Have discussion about what the numerical expression represents and clear up any
misconceptions (using equal sign, operations)
Describe what the numerical expression represents in the problem.
o 15+12 represents the number of times that caught the ball in all.
Why do we write numerical expressions?
Compare and contrast expressions and equations (Using student examples?)
o Compare: Numbers and operation signs are the same
o Contrast: Equation is solved, numerical expression represents the
problem (put in quick Venn Diagram?)
Why would we not need an equal sign?
8:29-8:37
8 minutes
We will review example 1a to go over how to create a numerical expression.
8:37-8:39
8:39-8:44
2 minutes
5 minutes
8:44-8:49
5 minutes
Students will work on example 1c and d with table groups
(My CT and I will be walking around to see how they are solving)
8:49-8:57
8 minutes
I will ask students to share what they got and other students will explain how
his/her thinking.
8:57-9:07
10 minutes
Students will work on page 45 (Q: 7-13) and 46 (Q: 14-18) with partners.
(I will continue to work with my small group from yesterday)
9:07-9:10
3 minutes
We will regroup and students will answer their EQ as their exit ticket.