Ms.

Chelsea Decker LESSON/ASSESSMENT #1 FOR THE 5TH GRADE

Lesson Plan: Write and interpret numerical expressions.

Age Range of Students: 10-11 years old
Subject: Mathematics
Topic: Numerical Expressions

Write simple expressions that record calculations with numbers, and interpret
numerical expressions without evaluating them.

Instructional Arrangement: Individual

Type of Lesson: Introduction
Objectives:
SWBAT/GOAL:

Identify properties
Write sentences from an equation
Write and equation from a sentence
Use the PEMDAS
Make connections from words to symbols

Procedure: (30 minutes)

Identify properties
Use a journal where they keep new important information
o Students will write down rules for making correct connections
Use the PEMDAS to solve simple equations
We will start with easy examples
o Two plus two and compare it to other equations such as One minus six
o They will write 2+2 and 1-6
Recognize symbols attached to mathematics terms
Students will use dry erase boards to raise up when they get an answer
o I will look around to make sure every board is correct
o If there is a mistake I will go over that question
Then we will step it up to more advanced examples
o Seven minus twelve times four
o 7-12*4
Compare all the different ways to identify a command
o Addition, Plus, Add, +

Ms. Chelsea Decker LESSON/ASSESSMENT #1 FOR THE 5TH GRADE

o Subtraction, Minus, o Division, Divide, /

o Multiplication, Multiply, x
Conditions:

Whiteboard and Expo Markers - Objective, Goals, and Activities

Smartboard
Journals
Dry erase boards

Work cards
Number cards
Symbol cards
Popsicle Sticks with names for random participation
Crayons
Markers
Pencils
Homework Worksheet

Follow up:

Homework will be assigned and due the next week of class.

Homework will go over basics and there will be a critical thinking problem as well.
I will go over the homework that students had the most trouble with and evaluate where
the main problem is.
Then I will go over that section again briefly to clear everything up.

Common Core State Standards of Mathematics:

Write and interpret numerical expressions.

Ms. Chelsea Decker LESSON/ASSESSMENT #1 FOR THE 5TH GRADE

CCSS.Math.Content.5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions
with these symbols.
CCSS.Math.Content.5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them. For example, express the calculation "add 8 and 7,
then multiply by 2" as 2 (8 + 7). Recognize that 3 (18932 + 921) is three times as large as
18932 + 921, without having to calculate the indicated sum or product.

Modifications:

Students with disabilities or special education needs will be given other manipulates to
show them the connections from words to symbols and vice versa. If additional assistance
is needed an above average student will sit with a student to guide them into a clearer
understanding.

Assessment:
Self-assessment or reflection: student journals, student reflections, group reflection activities,
daily or weekly student evaluations.
I am a huge fan of this type of assessment. I think it is very important for students to
reflect, and realize their strengths and weaknesses on their own. For easier topics and
introductions I think this is perfect. It will help the students get into the flow of testing their own
work to make sure it is correct. I will give students a homework sheet and a rubric stating how
the homework will be graded. While they are doing their homework they will refer to the rubric
to make sure they are covering every different aspect requested of them. This is a three part
assignment. I like this because I think its a great way to start off a new lesson. The first section
of a new chapter molds the students to have a strong foundation. After the students do their
homework based off of the rubric assigned, they will give themselves a grade. When they hand
the assignment in the next day I will grade the assignment with the same rubric. If I agree or
disagree with the students grade they gave to themselves I will always leave notes, and/or
questions. Once the homework is given back they are to reflect in their journal and make any
necessary changes to the homework for a final grade. This helps my students see what I am
looking for when I check their homework. It also gives them a second chance to reflect on any
mistakes and fix them accordingly so they have a strong understanding.

Ms. Chelsea Decker LESSON/ASSESSMENT #1 FOR THE 5TH GRADE

0-3

4-7

8-10

Student was able to

write a simple
expression from a
sentence.

Student did not write

a simple expression or
made many errors.

Student was able to

write simple
expressions with only
one or no errors.

Student was able to

write a sentence from
a simple expression.

Student did not write

a sentence describing
the simple expression
or with many errors.

Showed correct use of

rubric.

Students homework
showed no evidence
that a rubric was
present.

Student was able to

identify properties to
write a simple
expression and had
minor errors.
Student was able to
write a sentence from
reading a simple
expression, but there
were more than two
mistakes.
Student showed
minimal evidence that
a rubric was used.

Student was able to

write a sentence from
a simple expression
with only one or no
errors.

Used the number scale No point system was

correctly.
identified during the
grading process.

Points were used, but

not added correctly,
grade was incorrect.

Student showed clear

evidence that the
homework assignment
was completed with
the rubric.
Student used the point
system, and grade was
accurate.

Homework handed in
on time.

Homework was not

handed in or more
than 1 day late.

Homework was
handed in exactly 1
days late.

Homework was
handed in on time and
complete.

Journal Entry was

completed.

Journal entry was not

labeled correctly, and
the homework
assignment was not
discussed.
Student did not
correct mistakes or
update any notes left
by teacher.
Same mistakes made
during the homework
assignment were
made on the quiz/test.

Journal entry was

completed, but
minimal notes
regarding assignment
were present.
Student corrected
some of the mistakes,
but there were still
errors.
Student showed
evidence that they
learned from most of
their mistakes or
errors.

Journal entry was

labeled, outlined, and
all details were
present.

Corrections were
made.

Student learned from

previous mistakes.

Student updated their

homework with
teachers notes,
mistakes were fixed.
Student showed clear
strong evidence that
they learned from
their mistakes, and
completed the
quiz/test with little or
no errors.

Ms. Chelsea Decker LESSON/ASSESSMENT #1 FOR THE 5TH GRADE