Math Lesson Plans: 7.4 Parentheses

UIUC El ED/EC Student Teaching Handbook 28 3.
4 LESSON PLAN FORMAT Name: Juanita Casto Date: Febrero 27, 2012 Grade Level/Subject: 3rd grade/ Math Unit Question Addressed: Multiplication and Division 7.4 Number Models with Parentheses Prerequisite Knowledge: Students should be familiar with the concept of adding, subtracting, multiplying, and dividing numbers. They should know their time tables to solve these problems which now involve parentheses. Approximate Time: 12:30-1:15pm Student Objectives/Student Outcomes: The students will define what parentheses represent in number models. Students will compare parenthesis in sentences to understand parentheses in number models The students will determine/write how the structure of sentences/number models affects the meaning they ultimately convey. Students will apply what they have learned about parentheses in fill in the blank problems and figuring out where the parentheses belong. Content Standards: CC.3.OA.5 Understand properties of multiplication and the relationship between multiplication and division. Apply properties of operations as strategies to multiply and divide. Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) 3 5 2 can be found by 3 5 = 15 then 15 2 = 30, or by 5 2 = 10 then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive property.) (Students need not use formal terms for these properties.) CC.3.OA.6 Understand properties of multiplication and the relationship between multiplication and division. Understand division as an unknown-factor problem. For example, divide 32 8 by finding the number that makes 32 when multiplied by 8. CC.3.OA.8 Solve problems involving the four operations, and identify and explain patterns in arithmetic. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) Materials/Resources/Technology: Math Textbook: Bell, Max, Robert Hartfield, et al. Everyday Mathematics . 1. 2. Chicago: McGrawHillWright Group, 2007. 594-599. Print. SmartBoard Presentation: Lesson 7.4 Parentheses
Projector (Main Office/VP) Presentation Slide Printout Student Handbook (practice problems) Dry-erase board + markers Home Link Booklet (homework)
Implementation: Opening of Lesson/Motivators: Today we will be covering Lesson 7.4 Number Models with Parentheses. Mr. Maradiaga went over PEMDAS and so you all know the order in which we should solve number models/problems but as I observed yesterday many of you are still confused. I dont think that you have fully realized the importance of parentheses in number models. I want you to understand the difference that the placement of parentheses make when solving problems. The difference is that this time we will explore this through concepts that we are more familiar with such as sentences in writing. Procedures: The lesson will first open up with Mental Math and Reflexes which involves solving three problems just to get students math-thinking hats on. Then I will present them with two sentences and ask them can you find more than one meaning for each sentence? My goal is to work through this question as a class and therefore call-on those students who raise their hands. Once we have all shared our opinions and in doing so, realized that sentences can have different meanings depending on where we place the commas, I will then connect it to parentheses in number models. Slide 8 connects the structure of sentences to the structure of number models. In other words, it compares punctuation marks to parentheses. Here, I have to make it explicitly clear that punctuation marks as well as parentheses change the meaning of sentences. In this same slide I will also state that parentheses indicate which part of a number sentence should be solved To reinforce this statement I have provided a pair of similar number models in which parentheses location varies and therefore the answer is affected. Here, my goal is for students to realize how important parentheses are in number models and how they affect the ultimate answer. Critical Thinking Questions: Do you think parentheses make a difference in a number models answer? Explain. Why do you think parentheses are extremely important? Are there any confusions in how to solve these math problems due to the parentheses being included? Where do you think you can place the parentheses to make the number models/problems true? Slide 9 Summary and/or Closing: I usually like to have a grand-conversation where we discussed what we have learned. This is mainly because some of my students are shy due to the fact that they are ELLs and so I need them to feel comfortable. But before doing this, students will work on pages 164-165 and then discuss their answers as a whole class. They really seem to like it and I get to observe who has mastered the concept and who still has difficulty.
Accommodations for Individual Needs: (including gifted and talented students). At this point, there are really no accommodations for students since those students with IEPs are pulled out for math intervention. If there are students who are really having difficulty, I will cut down the number of problems or even simply the number models by using smaller numbers. Assessment: The assessment for this lesson will be informal and formal. Informal through verbal conversations on number model questions and answers. The formal assessment will come from the Home Link pg. 215. I will make copies for them to take home and turn in the next day. The student math journal pages also serves as formal assessments.
Self-Assessment: (May be completed with the cooperating teacher or supervisor) Self-assessment is for the teacher to evaluate the effectiveness of the lesson and consider changes to the lesson, if needed. Was it a successful lesson? What went as you had planned? What will you do differently next time you teach the lesson? How engaged were the students?

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UIUC El ED/EC Student Teaching Handbook 28 3.

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