Essential Question (EQ): How can a problem-solving situation be represented

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)

Date(s): September 23, 2015

Pair/Share HOT Questions:
Describe what the
numerical expression
represents in the
problem.

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:

Anecdotal notes and observations

*Building Understanding (Whole Group Exploration-Core): (28 minutes)
-We will review example 1a to go over how to create a numerical expression.

Read over the problem.

Ask students what operation to use and why?

Review where the numbers should be placed

Is 11+4=15 a numerical expression? Why or why not?

Students will explain thinking (agree or disagree)

-Have students fill in example 1b.

Pair/Share HOT Questions:

Explain what this
represents.

-Have students explain how they knew what to place in the blank.

Why did you place it there?

-Students will work on example 1, c and d with table groups

-My CT and I will be walking around to see how they are solving and placing
stars on their papers.
-Students can write answers on board

Other students will explain their thinking.]

Review what would happen if there was a parentheses added into the
problems.

Checkpoint (Informal Formative Assessment):

CT will be collecting anecdotal notes of students working partners.

I will be collecting observations and anecdotal notes.
Independent /Small Group Practice (Differentiation): (10 minutes)

Lesson Closure (3 minutes)

-I will pull my small

group from yesterday to
work on reteach and
help with word
problems.
-Students will work on
page 45 (7-13) and 46
(14-18) when done.

-Students will work on page

45 (7-13).
-When students are done,
they will buddy up by
putting their hands on their
heads and work on page 46
(14-18) together.
-Students will work together
to complete these questions
while my CT observes and
takes notes.

Exit ticket: Students will

answer the question: How
can a problem-solving
situation be represented by a
numerical expression? in
their math notebooks.

Additional Components:

Evidence of Learning (The students will be able to)

Students will be able to write numerical expressions to explain problem-solving situations.
Students will be able to explain their thinking/how they solved the problem.
Checkpoint (Formative Assessment)
Exit tickets, math journals, anecdotal notes while working at tables, student work, and anecdotal notes
from intro.

Math Concept Planning

8:10-8:11
8:11-8:14

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

Read over the problem.

Ask students what operation to use and why?

Review where the numbers should be placed

Is 11+4=15 a numerical expression? Why or why not?

Students will explain thinking (agree or disagree)

Students will fill in example 1b.

Have students explain how they knew what to place in the blank.

8:44-8:49

Why did you place it there?

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.