Math Focus Lesson Planning Sheet



Math Focus Lesson Planning Sheet

|Focus Lesson Topic |Using Parentheses, Brackets, and Braces in Numerical Expressions |

|MA CCSS Standards |4.NBT.1 |

|Standards for Mathematical | |

|Practice |1. Make sense of problems and persevere in solving them. |

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| |2. Reason abstractly and quantitatively. |

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| |3. Construct viable arguments and critique the reasoning of others. |

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| |4. Model with mathematics. |

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| |5. Use appropriate tools strategically. |

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| |6. Attend to precision. |

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| |7. Look for and make use of structure. |

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| |8. Look for and express regularity in repeated reasoning. |

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|Materials |EDM Lesson 7.4 Parentheses in Number Sentences and website |

|Connection |Over the last few days in math, we have been exploring and working in powers of 10. Today, and for the next |

| |few days, we are going to be working on numerical expressions that have parentheses, brackets, or braces in |

| |them. On another day, we will take our knowledge of the powers of 10 and integrate that into numerical |

| |expressions with parentheses, brackets, and braces . |

|Direct |Let’s look at what parentheses, brackets, and braces look like and talk about why and how they are used. |

|Instruction |(Teacher will open web resource and discuss.) These symbols are used when there is more than one operation in|

| |a number sentence. The purpose of these mathematical symbols is to help us read the expression and evaluate |

|Whole group instruction that may |what we have to do to solve the expression. Let me show you how this is done. Teacher should go through |

|include: presentation of problem |several examples found in the web resource, in EDM lesson 7.4, or teacher created. |

|solving scenario, explicit | |

|teacher modeling of skill or |Teacher should note that the MA CCSS requires students to use and evaluate simple expressions with these |

|strategy application, development|symbols but does not require students to have understanding of formal order of operations. Order of |

|of anchor charts, etc. |operations is now covered in middle school. |

|Guided Practice |Let’s take a look at some more examples. (The teacher can use the examples found in the web resource or can |

| |use examples found in Mental Math and Reflexes in lesson 7.4 of EDM, being sure to include brackets and braces|

| |as well as parentheses. The teacher can also use EDM lesson 7.4 as a reference or guide.) |

|Send Off [for Independent Problem|We are going to continue exploring this skill of using parentheses, brackets, and braces in numerical |

|Solving] |expression and evaluating number sentences that include these symbols. |

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| |There are three math stations set up today. In the first station, students will be working with me to |

| |practice reading and writing numerical expressions that include parentheses, brackets, and braces. At the |

| |second station, students will be reviewing our work with powers of 10 through the game Scientific Notation |

| |Toss that we learned last week (or another game that practices a skill chosen by the teacher). At the third |

| |station, you will find index cards with numerical expressions on them. At this station, you will work with a |

| |partner to write number stories that match one of the cards that you will find at that station (see EDM lesson|

| |7.4 Extra Practice for details). This final activity can be done on paper, in the math notebook, or on |

| |individual white boards or slates |

|Group Share |Let’s share some of the great math thinking I saw going on today during our Math Workshop. Does anyone want |

| |to share a discovery that they made about using the math symbols of parentheses, brackets, or braces? The |

|Whole group discussion to share |teacher can also highlight work done by individuals or teams, “I noticed Marsha and Karim using an interesting|

|math learning, synthesize |strategy for evaluating the number sentences and creating number stories for them. Can you tell the class |

|thinking about lesson’s “big |more about the confusion you originally had and the strategy you used for evaluating the mathematical |

|ideas,” develop/add to anchor |expression?” Before we end Math Workshop today, let’s do a quick write in our math notebook about these three|

|charts, etc. |math symbols and how they are used in numerical expressions. |

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