TEACHER: Debbie Marks
SUBJECT: 5th Grade Math
STANDARD:
 5.OA.2 – Write simple expressions that record calculations with numbers and interpret numerical
expressions without evaluating them.
 MP 2; MP3; MP4
STUDENT LEARNING TARGET:
 I can write numerical expressions for word problems with operations words.
 I can write numerical expressions using variables.
NOTE: This is not an inquiry lesson, but a lesson designed to help students use math vocabulary,
reason abstractly and quantitatively, construct viable arguments and model with mathematics.
EVIDENCE OF MASTERY (MEASURABLE):
 Students will interpret word problems by writing numerical expressions using numbers and
variables.
SUB-OBJECTIVES, SWBAT
 SWBAT use order of operations knowledge.
 SWBAT correctly use math vocabulary.
KEY VOCABULARY:
 Numerical Expression, Equation, Parenthesis,
Exponents, Addend, Sum, Product, Factor,
Dividend, Divisor, Quotient, Difference.
MATERIALS:
Overhead Projector
Scribe/Sage Activity Sheet
Individual White Boards/Markers
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO STUDENT
INTEREST)
TEACHER WILL:
STUDENT WILL:
POST: Josh had ten pencils in his desk.
Mattie took three. How many pencils did
Josh have left?
SOLVE: Use white boards and write a
numerical expression.
CHALLENGE: Students to write a
numerical expression to solve this problem.
BEFORE
ASK: Students to share answers.
POSE QUESTIONS:
What is the first thing you did to solve this
problem? What key words helped you to
decide what operation to use?
DISCUSS: Students will PAIR/SHARE
answers then share out with class.
POST: Miya had twelve juice boxes. If
Alexus took B boxes, how many were left
for Miya?
SOLVE: Use white boards and write a
numerical expression.
CHALLENGE: Students to write a
numerical expression to solve this problem.
POSE QUESTIONS: What is the first thing
you did to solve this problem? What key
words helped you to decide what operation
DISCUSS: With table group the questions
posed.
to use? What was different about this word
problem vs. the previous problem?
When reading the problem – what
information were you given? What
information were you NOT given? What
do we do with that “unkown” information?
SHAREOUT: Group discussion with
rest of class.
SHAREOUT: Group discussion with
Rest of class.
CO-TEACHING STRATEGY IF APPLICABLE
TEACHER WILL
STUDENT WILL:
PROVIDE: Students with worksheets
AFTER
DURING
INTRODUCE: Sage/Scribe for strategy to
complete worksheet. Instead of passing out
worksheets and having students work alone to
practice a skill, use the Sage/Scribe Kagan
Structure for active engagement. Students are
seated in pairs with one worksheet. For the first
problem Student A (The Sage) tells Student B
(The Scribe) exactly what to write or do as the
Scribe carries out the instructions given by the
Sage. The Scribe may coach if the Sage needs
it, and congratulates the Sage upon problem
completion. The students switch roles after
each problem so the Scribe becomes the Sage.
WORK WITH PARTNER: Using Sage/Scribe
to complete the worksheet.
CO-TEACHING STRATEGY IF APPLICABLE
TEACHER WILL:
STUDENT WILL:
ASK: Students to share their work.
SHARE: Their work.
QUESTIONS: What is the first step you
used in solving the problem? Next? Final?
What key words gave you clues to what
operation to use? Did you draw a model to
help you solve? If so, please share with
class!
REVIEW/REFLECT: By adding entries in their
Math IANS.


ASK: Students to create an entry in their
Math IAN** outlining the day’s objective on
the right hand side. Then have students
complete the left hand side of their IAN and
CREATE their own word problem and
corresponding expression on the left-hand
side to show learning.
1.
2.
3.
4.
5.
Add Standard and I can statement –
right hand side.
Use left hand side of IAN to put in
student’s own words. Use the following
headings:
Learning Target
What I know
What I learned
Proof (Create their own word problem
and corresponding expression)
Reflection (draw a picture, write a poem
or new pneumonic device, etc.)
Links to additional lessons addressing this
standard:
Georgia Performance Standards - Pages
13 – 43
Engage Ny Grade 5 Mod 2 – Lessons 3 – 4;
Pages 41 - 67
CO-TEACHING STRATEGY IF APPLICABLE
** IAN refers to an interactive notebook, similar to a math journal.