### Lesson plan

# Express Yourself!

#### Learning Objectives

Students will interpret numerical expressions without solving them and write simple expressions.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

#### Introduction

*(5 minutes)*

- Review the commutative property of multiplication and the order of operations.
- Teach students that expressions are a series of numbers and symbols, such as +, -, x, and ÷, without an equal sign.
- Write the expression
**5 (4 + 3)**On the board. - Tell students that when that expression is worked out it is called an evaluation of the expression.
- The expression equals 35, therefore
**5 (4 + 3)= 35**Is the equation. - Tell students that the expression
**5 (4 + 3)**Is 5 times larger than the expression**(4 + 3)**. - Let students know that today they are going to evaluate the relationship between expressions and write their own expressions to evaluate.

#### Explicit Instruction/Teacher modeling

*(10 minutes)*

- Write the steps "double five and then add 50" on the board.
- Ask students to write an expression for the steps above.
- They should write
**(5 x 2) + 50**Or**5 + 5 + 50**. - Write the expression
**6 (10 x 10)**On the board. - Ask students to describe, in writing, how the expression relates to
**(10 x 10)**. - They should write that the expression
**6 (10 x 10)**Is 6 times larger than the expression**(10 x 10)**. - Choose volunteers to create their own expressions like the two you just modeled and explain them.
- Guide students through the process of evaluating their expressions orally.

#### Guided practise

*(10 minutes)*

- Allow students to form pairs or small groups.
- Pass out the Welcome to Mummy's Market worksheet.
- Advise students that they should work with a partner or group to write an expression and evaluate the expressions.
- Remind students to refer back to their notes from the models you provided.

#### Independent working time

*(20 minutes)*

- Pass out blank paper.
- Tell students that they are going to work alone to create their own expressions and evaluate the relationships between the numbers just like they have been practising.
- Students may need an example to get them started.
- Example: write an expression in words, such as "divide 144 by 12, and then subtract 20." Students should write
**(144 ÷ 12) – 20**And go on to write that the expression**(144 ÷ 12) – 20**Is 20 less than**(144 ÷ 12)**.

- Example: write an expression in words, such as "divide 144 by 12, and then subtract 20." Students should write

#### Differentiation

**Support:**

- Struggling students can use the Multiply It! worksheet during the guided practise.

**Enrichment:**

- Advanced students can evaluate expressions that contain fractions, decimals, etc.

#### Assessment

*(15 minutes)*

- Pass out the Express Yourself assessment.
- Advise students to use a blank sheet of paper to show their work.
- Remind them that they must follow the directions and answer the questions completely.

#### Review and closing

*(5 minutes)*

- Write the following expression on the board:
**(200 ÷ 10) x 0.5**. - Have students identify the expressions and equation.
- Then have students evaluate the expression without calculating it: "
**(200 ÷ 10) x 0.5**Is ½ of**(200 ÷ 10)**." - Ensure that students can create a word problem or steps for this equation: divide 200 by 10 then multiply by a half.