Math- LESSON PLAN 1.

10

# of Students __23__ Grade Level: 5th

Central Focus
Evaluating Numerical Expressions
Lesson Topic
Evaluating Numerical Expressions with Word Problems

CCSS.Math.Content.5.OA.A.2: Write simple expressions that

record calculations with numbers and interpret numerical
New York Common expressions without evaluating them. For example, express the
Core/Next Gen. Stand. 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.

Learning Objective
SWBAT: Interpret numerical expressions from word problems
without evaluating them.
Students already know:
Multiplying 2 digit numbers
Prior Knowledge* Multiplying 3 digit by 2 digit numbers
The different properties
Exponents

Evaluate
Academic Language*
Expression

Materials Go Math workbook, Smart Board, Pencil, Anchor Chart,

Plan of Action
 Model
Provide students with the question of the day:
Haidee can type 157 words per minute. If she types at the same
rate, how many words can she type in 25 minutes?
- Identify what is important in this problem and
underline/highlight it
- Ask students what the problem is asking us to do?
(What operation)
- CHEAT CODE: Tell students that normally a word
problem with 2 numbers means there is one step and
Mini-lesson/ Launch word problems with more than 2 is a multi-step problem
(10 – 15 minutes)
We are multiplying 157 words because that is how may words
per minute she can type per minute and we want to find out how
many words per minute she can type in 25 mins.

157* 25

Write this horizontally so that students can solve the problem

Answer: 3,925

Students will have the opportunity to complete pages ____ in

Work Time their Go Math workbook
(30 – 40 minutes)
The teacher will put a timer on for 20 mins, and after the allotted
time, the teacher will review the pages that the students were
asked to complete.
Check for understanding from students by getting a thumbs up if
they understand, a thumb to the side if they are iffy and a thumbs
down if they completely don’t understand. I will take a mental
note and for the next lesson see where they are struggling.
Share and Conclude
(5 – 10 minutes)
Students will complete an Exit Ticket with a problem like Do
Now to check for understanding. The teacher is then able to see
who understands evaluating numerical expressions with word
problems.

Accessibilities for Diverse Learners

Pertinent IEP Goals
and/or
Emergent Bilingual
Learners
(Culturally Linguistically
Struggling Leaners- Allow for students that are struggling to
utilize the working space in the back to work with the teacher.
Enrichment Learners- Allow for students who are excelling with
the order of operations to help other students.
 Diverse Learners)
and/or Bilingual Learners- Translate instructions in native language
Struggling Learners (Spanish and French)
and/or
Enrichment
Assessment
Formative Assessment Exit and a survey where students write what they feel
comfortable with and what they still might need help with

Exit Ticket Question:

There are 7 buses talking students on a field trip. There are 37 students on each bus. How many
students are going on the field trip?

Answer: 259