Design Topic: Mathematical Expressions

Subject(s) Mathematics

Grade(s) 5/6

Designer(s) Casey Mohs

STAGE 1 DESIRED RESULTS

Unit Title: Mathematical Expressions
Established Goals: (1-2 goals [standards] for your five lesson unit)

5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them

Understandings: Students will understand that

Word problems can be translated into numerical

expressions and vice versa

An expression can be taken from expanded form into a

shorter expression using different mathematical
operations

Essential Questions: (overarching)

What are strategies that can be used to write

expressions after being told them orally?

What mathematical operations can be used to express

an equation in simpler form but produce the same
answer?

Students will know:

Strategies for minimizing operations in a given

expression

Order of operations for writing numerical expressions

Different mathematical operations for simplifying

expressions

Students will be able to: (performance tasks)

Comprehend an expression told orally and translate it

into numerical form

Take a numerical expression from expanded form into a

simpler equation

Explain reasoning for how two different expressions can

reach the same solution

Understand the relationship between words in word

problems and translate those into operations

STAGE 2 ASSESSMENT EVIDENCE

Other Evidence: What will students do through the unit to
Performance Tasks: What will students do through the unit
demonstrate their knowledge?
in order to demonstrate their skills?

Transcribe expressions from words into numerical form

Describe their strategies for interpreting an oral

Explain in written form and orally about how to simplify

expression and putting it into numerical form
numerical expressions
Identify different mathematical concepts that

Share different strategies with peers to learn from each

simply expressions but produce the same
other in a collaborative environment

Play mathematical BINGO in regards to transmitting

solution
numerical expressions into words and vice versa
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005); REVISED TEMPLATE

Design Topic: Mathematical Expressions

Subject(s) Mathematics

Grade(s) 5/6

Designer(s) Casey Mohs

STAGE 3 LEARNING PLAN (Unit Plan)

Summary of Learning Activities: For each day, what do you plan to do in order to bring students to the point of being able to
answer the essential questions by the end of the unit? How will you guide students toward being able to demonstrate the key
understandings by the end of the unit?
So, for the activity days I know I want to incorporate some things that are more engaging for learning mathematical concepts.
However, I dont know how to implement these into a fifth grade classroom and ensuring they are still learning the content. I
have the ideas of BINGO having students implement a Problem of the Day to demonstrate their knowledge. Do you have any
suggestions on how to better introduce the content and make it not so dry?
Day 1:
Have every student independently write down the answers to questions you have about problems dealing with transcribing
expressions from word form into numerical form. With the same format, ask questions about is _____ the same as ____? Also,
if I give you the expression _____, what is another way to write it? Gauge student knowledge from this.
Have students form small groups to discuss different forms of writing expressions.
Day 2:
Discuss mathematical vocabulary that correlates with word problems. Cover what key words in word problems can be found
and how they are translated into numerical expressions.
Day 3:
Practice translating word problems into numerical expressions. Hold discussion on how to simplify numerical expressions.
Partner students up and provide practice problems on simplifying expressions.
Day 4:
Practice simplifying expressions. Have students choose a partner to come up with a word problem of their own that can be
translated into a numerical expression. Have students present their word problem to the class and have the students solve
each others problems.
Day 5:
Review vocabulary covered on day 2. Play mathematical BINGO for additional practice.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005); REVISED TEMPLATE