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Lesson 3

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65 views2 pages

Lesson 3

Uploaded by

api-440132695
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Objective: Given an expression in numerical form, students will

translate the numbers and operations into word from with 70%
accuracy.

Pre-Instructional Activities: (10 minutes): Students will turn in


their phrases from the previous take-home activity. Mix them up and
pass them out so that each student has one phrase. They will translate
it into a numerical expression and make adjustments to the phrases if
needed.

Content Presentation: (25 minutes) Students will open their


journals to their KWL chart in their journals from the previous lesson,
and write down what they want to know about the order of operations
in their journal. A few volunteers will share what they wrote and we
have a short discussion about what we already know and want to
know. Next, watch a video and pause when needed to discuss the steps
illustrated (Video is in Google Slides, slide number 6).

https://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-algebraic-
thinking/cc-5th-writing-expressions-tut/v/translating-expressions-with-
parentheses

After the video, students will write what they learned about the
order of operations and translating expressions, with a short discussion
afterwards.

A numerical expression will be presented in Google Slides:


3 * (4 + 5).

As a whole group read the expression chorally. Students will then


turn and talk to their neighbor about which terms could be used to
translate it into a phrase. Call on various students and discuss their
interpretations. Then call students to the board and have them write a
phrase to translate the numerical expression. Students will then turn
and talk again and discuss which phrase(s) they think correctly
matches the expression and why. Discuss why it is important
to say “the sum of 4 and 5” in relation to the parentheses and order of
operations. Repeat the steps for the next two phrases: (17 – 9)/ 4 and
(14 * 2) /( 11-4).

Introduce three activities to the students that are set up in


different stations: expressions station, computer station, and
translation station. They will be grouped by learning styles and ability
and rotate through each activity, spending 10 minutes in each one.

Learner Participation: (35 minutes) During the expressions station,


students will bring their math journals and get into groups of two or
three. They will have 5 minutes to come up with numerical expressions
of their own using words from the word wall, and the correct answer
on the back. The other five minutes they will share their expressions
with the other partners and try to translate the numerical expressions
into phrases. They will then compare interpretations and discuss if
their translations make sense.

The computer station will be a short activity on IXL where


students translate numerical expressions into words (link provided in
website). The translation station will be a worksheet activity. Students
will work independently to translate numerical expressions into
phrases and then compare their answers the last 2 minutes.

Assessment of Performance Objective: (10 minutes) Students will


complete an exit ticket at the end of completing the three stations. The
exit ticket will contain three numerical expressions and students will
translate them into phrases. The exit ticket will be collected and
graded. Once they are finished with their exit ticket, they will work on
their KWL chart and express one thing that they learned about the
order of operations today.

Follow-Through Activities: For homework, students will create two


expressions of their own to be translated the next day as an opening
activity.

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