MidSchoolMath 1

Learning how to represent real world situations with mathematical expressions is an imperative skill when applying mathematics. In Liftie Lesson, Kate needs to enter an expression into the computer to help recover lost data regarding how many people the double lifts can seat each hour. She calls on Lou to help her get the data needed for the expression. Lou returns to her office with the information in hand. The data provided is Lou’s count of how many chairs circulate each hour for all three of the double lifts.

LESSON: LIFTIE LESSONWhat expression should Lou enter into the computer?

Liftie Lesson

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

The Math SimulatorTM

ImmersionPlay Liftie Lesson Immersion video, whole-class. Restate the question: What expression should Lou enter into the computer?Facilitate classroom discussion; ask students: "What do we need to know?"

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2 Data & ComputationPrint the Data Artifact and distribute to students. Allow students work time. Ask students: "Does your answer make sense?"Consider using a sharing protocol leading to mathematical insights and/or highlighting misconceptions. Allow students to revise their work.

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Download the Detailed Lesson PlanAvailable on the Teacher Dashboard

3 ResolutionPlay Liftie Lesson Resolution video, whole-class. Prepare and give brief lecture (Teacher Instruction).

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+ Simulation TrainerAssign the Simulation Trainer.Use protocols that encourage students to help each other.Use Progress Monitoring to access real-time data for the classroom.Provide individual help for students who are not making progress.

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(Use student headphones.)

5.OA.A.2Operations & Algebraic Thinking

MidSchoolMath 2Liftie Lesson

Clicker QuizLaunch the Clicker Quiz, whole-class.

5.OA.A.2Operations & Algebraic Thinking

Gladys: Because students will be translating verbal expressions to numerical expressions, it might be worthwhile to discuss words and phrases that indicate particular mathematical operations (sum, difference, product, quotient, quantity, etc.)

Kevin: Have your students explain the difference between an expression and an equation to demonstrate mastery of this standard.

Megan: The analysis of expressions, being able to describe them without calculation, will prove to be a valuable skill leading into Algebra I.

KevinSimpson

GladysGraham

MeganLeBleu

Ex. Clicker Quiz #5Standard Math Procedures

Instruction at a Glance

1 Add 9 and 5.

9 + 5

3 × (9 + 5)2 Multiply the entire quantity by 3.

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LIFTIE LESSONWhat expression should Lou enter into the computer?

Unfortunately the switch to the new computer system has not gone as smoothly as hoped. Upon further inspection, Kate real-ized that the data on the quad lifts has also been lost during the switch. She calls on Lou to help her fi nd out the number of people the quad lifts can seat in an hour.

Once again Lou pulls through and is able to deliver the data on the quad lifts below. However, just as with the double lifts, the data must be entered into the computer as an expression.

What expression should be entered into the computer to help calculate the total number of people the quad lifts can hold per hour?

5.OA.A.2

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

About this standard

Date PeriodName

MidSchoolMath Liftie Lesson 1 of 2

The expression that represents the number of people the quad lifts can seat in an hour should be entered into the computer as:

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APPLYING THE STANDARD

James is playing a video game. During the game the following events happen in order: He has 213 points. He then earns 150 additional points. He gets to the next level and his points are tripled. Which expression represents how many points he has?

Match each situation with an expression that represents the situation by drawing a line to connect them.

213 + 150 × 3 3 × (213 + 150) 3 × (213 – 150)

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MidSchoolMath Liftie Lesson 2 of 2

Date PeriodName

How might this standard appear on a test?

Kolson is chopping wood for the winter. For 5 days in a row, he follows the same process. In the morning, he chops 15 pieces of wood and in the evening, he chops an additional 20 pieces. On the 6th day, Kolson only chops a total of 10 pieces.

Use parentheses to write an expression that represents the total number of pieces Kolson chopped. (Do not simplify your expression).

Jolene runs 6 miles on Saturday and 3 miles on Wednesday. She follows this pattern for 5 weeks. Write an expression to represent how many miles she will have run at the end of 5 weeks.

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Carla has 8 baseball cards. She gives 3 to her sister, and then goes to the store and doubles the number of cards she has. Write an expression to represent how many cards she has.

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Situation

3 times as much as 417 and 500

3 times as much as 417 less than 500

Add 3 and 417 then multiply by 500

500 more than the diff erence of 417 and 3

Add 500 and 3 then multiply by 417

Check out my worked example #1

Expression

500 × (3 + 417)

500 + (417 – 3)

3 × (500 – 417)

3 × (417 + 500)

417 × (500 + 3)

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