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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.

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What are we going to do

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


What are we going to do

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


What are we going to do

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.


What are we going to do

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.


What are we going to do

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


What are we going to do

  • 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.


What are we going to do

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.


What are we going to do

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


What are we going to do

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


What are we going to do

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.

A10 × 3 - 22

B2 × (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.

A3 × (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.

A10  2 + 3

B6 × (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


What are we going to do

EDI – Cognitive, Teaching, and English Learner Strategies

Cognitive Strategies

Teaching Strategies

Language Strategies

Content Access Strategies


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