What are we going to do?

1. Learning Objective We will write numerical expressions. What are we going to do? CFU Activate Prior Knowledge Match the words to the expression. 1. The sum of six and eight. 6 + 8 2. The product of eight and five. 9  3 3. The quotient of nine and three. 8× 5 Students, you already know how to write simple expressions. Now, we will write more complex numerical expressions. Make Connection 4. The difference of nine and three. 9 -3

2. Concept Development • A numerical expression is made up of numbers connected by operations (+, –, , ). • Grouping symbols are used to group operations and numbers. • The words sum, difference, product, and quotient declare1 a group of operations. { } braces ( ) parentheses [ ] brackets Grouping Symbols CFU On your whiteboards, write an example of a numerical expression. How do you know it is a numerical expression? Which numerical expression below would be read as: “the difference of nine and five, multiplied by three.” A 9 – 5 × 3 B (9 – 5) × 3 In your own words, what is a numerical expression? A numerical expression is ____. Writing Numerical Expressions “Six plus eight times five.” “Add six and eight, then multiply by five.” “The sum of six and eight, multiplied by five.” Vocabulary 1 say

3. Skill Development/Guided Practice • A numerical expression is made up of numbers connected by operations (+, –, , ). • Grouping symbols are used to group operations and numbers. • The words sum, difference, product, and quotient declare a group of operations. { } braces ( ) parentheses [ ] brackets Grouping Symbols CFU How did I/you identify numbers and operations? How did I/you write the numerical expression? Write numerical expressions. 1a Read the description of the expression. Identify2 numbers (underline) and operations (circle). Write the numerical expression. 1 2 a 2 21  7 + 4 5 × 8 - 9 3 + 16  2 18 – 5 × 3 (9 + 1) × 7 (11 – 2)  3 Application Vocabulary 2 find Interpret the numerical expressions. T: (105 – 9) × 4 ________________________________________________________ S: (54 + 36) × 3 ________________________________________________________ is four times the difference of 105 and 9. is three times the sum of 54 and 36.

4. Skill Development/Guided Practice (continued) • A numerical expression is made up of numbers connected by operations (+, –, , ). • Grouping symbols are used to group operations and numbers. • The words sum, difference, product, and quotient declare a group of operations. { } braces ( ) parentheses [ ] brackets Grouping Symbols CFU How did I/you identify numbers and operations? How did I/you write the numerical expression? Write numerical expressions. 1a Read the description of the expression. Identify numbers (underline) and operations (circle). Write the numerical expression. 1 2 a 2 (21 – 3)  9 (12 + 6) × 17 1 2 × (8 – 4) 3 × (6 + 9) Application Interpret the numerical expressions. T: (95 – 74)  3 ________________________________________________________ S: (45 + 29)  2 ________________________________________________________ is one-third of the difference between 95 and 74. is half of the sum of 45 and 29.

5. Relevance • A numerical expression is made up of numbers connected by operations (+, –, , ). • Grouping symbols are used to group operations and numbers. • The words sum, difference, product, and quotient declare a group of operations. Writing numerical expressions will help you understand mathematical expressions in the real world. 1 (10 × 3) + 7 Great! I’ll order 37 chairs. We need ten chairs at each of the three tables and seven chairs at the head table. Does anyone else have another reason why it is relevant to write numerical expressions? (Pair-Share) Why is it relevant to write numerical expressions? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Writing numerical expressions will help you do well on tests. CFU 2 Sample Test Question: 32. Which expression shows fifteen minus eight times three? A 15 - 8  3 B (15 - 8)  3 C 8 - 15  3 D (8 - 15)  3

6. A numerical expression is made up of numbers connected by operations (+, –, , ). • Grouping symbols are used to group operations and numbers. • The words sum, difference, product, and quotient declare a group of operations. { } braces ( ) parentheses [ ] brackets Grouping Symbols Skill Closure Write numerical expressions. Read the description of the expression. Identify numbers (underline) and operations (circle). Write the numerical expression. 1 a 2 Word Bank Word Bank numerical expressions operations grouping symbols 3 + 11 × 2 (7 – 6) × 12 Access Common Core Describe and correct the error in writing the numerical expression. The sum of seven and eight, divided by three. Summary Closure What did you learn today about writing numerical expressions? (Pair-Share) Use words from the word bank.

7. Independent Practice • A numerical expression is made up of numbers connected by operations (+, –, , ). • Grouping symbols are used to group operations and numbers. • The words sum, difference, product, and quotient declare a group of operations. { } braces ( ) parentheses [ ] brackets Grouping Symbols Write numerical expressions. Read the description of the expression. Identify numbers (underline) and operations (circle). Write the numerical expression. 1 a 2 - 27  3  7 16 8 + 4 (20 + 4)  6 6 × 8 + 4 (19 + 6)  5 2 × (13 – 3) Application Interpret the numerical expressions. S: (15 + 9) × 3 ________________________________________________________ S: (45 + 29)  2 _______________________________________________________ is three times the sum of 15 and 9. is half the sum of 45 and 29.

8. Periodic Review 1 12  6 + 9 24  8 – 1 46 + 4 × 3 48 + 9  3 (25 + 3)  7 (22 + 2)  6 Access Common Core Interpret each numerical expression. 1. 2 × (24 - 14) 2. (19 + 6) × 4 3. (36 - 9)  3

9. Periodic Review 2 (49 – 33)  4 32  4 + 26 (37 + 3)  5 12 + 44  11 Access Common Core Match each expression to its written description. Forty minus twenty-five divided by three. Twenty-two plus three times four. Two times sixteen minus thirteen. Add twenty-two and three, then multiply by four. Twice the difference of sixteen minus thirteen. The difference between forty and twenty-five, divided by three. 2 × (16 - 13) (22 + 3) × 4 40 - 25  3 22 +3 × 4 (40 - 25)  3 2 × 16 - 13

10. Periodic Review 3 5 + 34  2 10 × (6 + 3) Access Common Core 1. Choose Yes or No to indicate whether each expression correctly matches the written description. A 10 × 3 - 22 B 2 × (44 - 16) C (23 - 13)  5 Ten times three minus twenty-two. Two times forty-four minus sixteen. Subtract twenty-three and thirteen, then divide by five. O Yes O No O Yes O No O Yes O No 2. Choose Yes or No to indicate whether each expression correctly matches the written description. A 3 × (4 + 6) B (14 - 7)  7 C 7 - 4 × 2 Triple the sum of four and six. Fourteen minus seven divided by seven. Subtract four from seven, then multiply by two. O Yes O No O Yes O No O Yes O No 3. Choose Yes or No to indicate whether each expression correctly matches the written description. A 10  2 + 3 B 6 × (5 + 1) C (48 - 24)  6 Ten divided by two plus three. Six times the sum of five and one. The difference of forty-eight and twenty-four, divided by six. O Yes O No O Yes O No O Yes O No

11. EDI – Cognitive, Teaching, and English Learner Strategies Cognitive Strategies Teaching Strategies Language Strategies Content Access Strategies