Teacher Candidate Grade Level Date Unit Subject Instructional Plan Title Renee Burr 5 th grade Math Come on Let's Express Ourselves I Planning Lesson summary and focus Students will learn about math expressions and how they can interpret them Expressions are series of numbers and symbols, such as , ,x and , without having an equal sign present Classroom and student factors There are 30 students in total There are16 females and 14 males' students Out of the 30 students 5 have EIPS 504's, 4 English Languages learners Reading level out of 30 students 15 are on or at grade level, 6 are above grade level, 9 are below grade level Math Level out of 30 students 18 are on or at grade level, 5 are above grade level and 8 are below graded level Demographics of the students Socio Economic Status there are 2 high status, 13 low status and 15 mid statuses The class ethnicity has a mixture of students but is majority white by 19 students,5 Hispanic students, 1 native American, 2 Asians, and 3 Africain Americans 21 students have access to internet outside the school and 9 students do not There are 3 students that as well above grade level, but the school doesn't offer gifted programs, There is 1 student with an hearing aide, 1 students that is diabetic and 1 students with peanut allergy Parental Involvement of all 30 students 16 have med involvement, 10 have low and 3 have high and 1 very high involvement This data impacts everything pertaining to my teaching and how the students will receive the lesson The data helps with grouping students at their learning needs This data helps with differentiation with lessons and assignments to meet the needs of the students Technology, books, and other materials are being picked for the lessons Helps with alternative assessments and alternative response to questions and assignments Knowing the student's background plays a major role in how the students will interpret the lesson being taught as well as creating the lesson plan This data is great information to have with your sub plan so if not present the person teaching the class will have an outline of students needs and background information to carry out the lessons provided National State Learning Standards CCSS Math Content 5 OA A 1 Use parentheses, brackets, or braces in numerical expression, and evaluate expressions with these symbols RI 5 4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to grade 5 topic or area standard Specific learning target(s) objectives Students will interpret numerical expressions without solving them and write simple expressions Student will also learn the vocabulary of mathematics Teaching notes This lesson falls under quarter one in Math When you are teaching about Whole number operations Agenda Introduction (5 minutes) Teaching Modeling (10 minutes) Guided Practice (10 minutes) Independent Work Time (20 minutes) Assessment (15 minutes) Review and Closing (5 minutes) Formative assessment Asking the students have you heard of the acronym PEMDAS Please Excuse My Dear Aunt Sally What does it stand for If the students can name, the order and follow the order It will help them understand the process better Have the students play a role in the order of expression By using themselves as a piece of the problem and solving the expression Academic Language Key vocabulary Acronym Addition Division Multiplication Subtraction Paratheses Exponents Order of operation Commutative property These Keys words will be taught through flashcards and examples on the white board Function There are three functions of the standard to use, to evaluate and to determine Reasoning why these key terms I want the students to be able to explain their thinking of mathematics Creating a model as needed Establish a foundation for higher studies of Mathematics Students will be able to use words, visual and pictures, expression and will be orally express what they are doing Form There are 3 structures Knowledge Do the students know or understand the order of operation Application Can the students perform the expression Creation Can the students make their own expression Instructional Materials, Equipment and Technology Blank paper Pencil Crayon or markers Math Manipulatives Class set of Welcome to the Mummy's Market Class set of Express Yourself Assessment Class set of Multiply it Technology Whiteboard Virtual Manipulatives on Braining Camp Chrome books Dream box Kahoot Grouping Grouping students by abilities English languages learners' group with sympathetic partners that can understand their language and that can read the word problems to the student Grouping by Flexibility II Instruction A Opening 2Prior knowledge connection The student has prior knowledge of mathematical expressions of addition, subtraction, multiplication, and division from prior grades Connection to the order of operation is the same as getting ready for school Students must wash up, brush their teeth and hair, and get dressed before leaving for school There is an order to everything we do in life Anticipatory set This lesson relates to the students' lives just like everyday cook Example baking Chocolate cookies I would set up the ingredients whether physical or picture form and have the student discuss how the cooking is going to be made Also, I will have a batch or two already in the classroom for the Roma B Learning and Teaching Activities (Teaching and Guided Practice) I Do Students Do Differentiation Anticipatory set Pass out Welcome to Mummy's Market Worksheet 1 Review the Key terms ( Ask students to express the meaning of the terms in their own words Formative assessment) Quick check to see who was able to do so 2 Teach students that expressions are a series of numbers and symbols, such as , , x, and , without an equal sign 3 Write expression 5 (4 3) on the board 4 Tell students that when that expression is worked out it is called an evaluation of the expression 5 The expression equals 35, therefore 5 (4 3) 35 is the equation 6 Tell students that the expression 5 (4 3) is 5 times larger than the expression (4 3) 7 Write the steps double five and then add 50 on the board 8 Ask students to write an expression for the steps above ( Formal Assessment) Do a quick check to see how many students did it correctly 9 Write the expression 6 (10 x 10) on the board 10 Ask students to describe, in writing, how the expression relates to (10 x 10 ) (Formative Assessment) Do a quick to see how many students could correctly answer the expression Essential questions 1 Explain the order of Operation 2 Why is it important to remember the order of operation when evaluating expression Academic Languages Acronym Addition Division Multiplication Subtraction Paratheses Exponents Order of operation Commutative property Use Determine Elevate Knowledge Application Creativity Students explain the meaning of the term pertaining to the order of operations 8 Ask students to write in expression for the steps above (Double five and add 50) 10 Ask students to describe, in writing, how the expression relates to (10 x 10) 2 7 and step 9 Students are to actively listen and take notes while I'm teaching Grouping and working on Multiply it Work sheet English learners give vocabulary cards and allow them to draw visuals for the new terms on the cards Providing reference materials Instead of multiple step expressions, them do single step expressions Providing a note taking page for students you don't know how to take notes Give students sentence stems to use as they create their own phrases to represent the expressions First, you would need to Then, you would If students finished early they are to get on dream box on thier chrome books for the remaining students do position of the lesson III ASSESSMENT Summative Assessment CCSS Math Content 5 OA A 1 Use parentheses, brackets, or braces in numerical expression, and evaluate expressions with these symbols This standard speaks more to the Multiple choices questions f the assessment when evaluating using symbols RI 5 4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to grade 5 topic or area standard This standard speaks more to the essay question and short term questions due to the use of specifics words that relevant to the text of the assessment The Specific learning objectives Students will interpret numerical expressions without solving them and write simple expressions Students will also learn the vocabulary of mathematics Aline with the whole assessment since the whole lesson was on numerical expressions and writing simple expressions Mathematical vocabulary is seen and displayed throughout the lesson and assessment Differentiation 1 English Learners and low level students don't have to do the essay portion of the assignment 2 English Learners only have the multiple choice questions 3 Low level students will do short answer questions of their choice and all multiple choice questions 4 Advance level students can model 3 or 4 of the questions on the assessment 5 English learners and the Hearing impaired can use their visuals and manipulatives 6 lower levels students can use manipulatives such as braining camp Closure Write the following expression on the board (200 10) x 1 Have students identify the expressions and equations Then have students evaluate the expression without calculating it (200 10) x 1 is 1of (200 10) Ensure that students can create a word problem or steps for this equation divide 200 by 10 then multiply by one EL and LL Students can use sentenceframe starters when stating the steps of expressions such as First, you would need to Then, you would Homework Review Vocabulary Review order of operations Skill based homework Create two expressions of your own and turn in Part 3 Rationale How does rationale for the instructional strategies and assessment practices, both formative and summative, included in this lesson plan and summative assessment How do the chosen assessments contribute to the development of students How does the summative assessment work to meet the various learning needs of the students in the classroom profile Any references

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Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title Renee Burr 5 th grade Math Come on! Let's Express Ourselves! I. Planning Lesson summary and

Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title	Renee Burr 5 th grade Math Come on! Let's Express Ourselves!
I. Planning
Lesson summary and focus:	Students will learn about math expressions and how they can interpret them. Expressions are series of numbers and symbols, such as +,-,x and /, without having an equal sign present.
Classroom and student factors:	There are 30 students in total. There are16 females and 14 males' students. Out of the 30 students 5 have EIPS/504's, 4 English Languages learners. Reading level out of 30 students 15 are on or at grade level, 6 are above grade level, 9 are below grade level. Math Level out of 30 students 18 are on or at grade level, 5 are above grade level and 8 are below graded level. Demographics of the students: Socio- Economic Status there are 2 high status, 13 low status and 15 mid statuses. The class ethnicity has a mixture of students but is majority white by 19 students,5 Hispanic students, 1 native American, 2 Asians, and 3 Africain Americans. 21 students have access to internet outside the school and 9 students do not. There are 3 students that as well above grade level, but the school doesn't offer gifted programs, There is 1 student with an hearing aide, 1 students that is diabetic and 1 students with peanut allergy. Parental Involvement of all 30 students: 16 have med involvement, 10 have low and 3 have high and 1 very high involvement. This data impacts everything pertaining to my teaching and how the students will receive the lesson. The data helps with grouping students at their learning needs. This data helps with differentiation with lessons and assignments to meet the needs of the students. Technology, books, and other materials are being picked for the lessons. Helps with alternative assessments and alternative response to questions and assignments. Knowing the student's background plays a major role in how the students will interpret the lesson being taught as well as creating the lesson plan. This data is great information to have with your sub plan so if not present the person teaching the class will have an outline of students needs and background information to carry out the lessons provided.
National / State Learning Standards:	CCSS.Math Content. 5.OA.A.1 Use parentheses, brackets, or braces in numerical expression, and evaluate expressions with these "symbols". RI.5.4 Determine the meaning of general academic and domain- specific words and phrases in a text relevant to grade 5 topic or area standard.
Specific learning target(s) / objectives: Students will interpret numerical expressions without solving them and write simple expressions. Student will also learn the vocabulary of mathematics.	Teaching notes: This lesson falls under quarter one in Math. When you are teaching about Whole number operations.
Agenda: Introduction (5 minutes) Teaching Modeling (10 minutes) Guided Practice (10 minutes) Independent Work Time (20 minutes) Assessment (15 minutes) Review and Closing (5 minutes)	Formative assessment: Asking the students have you heard of the acronym: PEMDAS Please Excuse My Dear Aunt Sally What does it stand for? If the students can name, the order and follow the order. It will help them understand the process better. Have the students play a role in the order of expression. By using themselves as a piece of the problem and solving the expression.
Academic Language:	Key vocabulary: Acronym Addition Division Multiplication Subtraction Paratheses Exponents Order of operation Commutative property These Keys words will be taught through flashcards and examples on the white board.	Function: There are three functions of the standard to use, to evaluate and to determine. Reasoning why these key terms. I want the students to be able to explain their thinking of mathematics. Creating a model as needed. Establish a foundation for higher studies of Mathematics. Students will be able to use words, visual and pictures, expression and will be orally express what they are doing.	Form: There are 3 structures: Knowledge- Do the students know or understand the order of operation? Application- Can the students perform the expression? Creation- Can the students make their own expression?
Instructional Materials, Equipment and Technology:	Blank paper Pencil Crayon or markers Math Manipulatives Class set of Welcome to the Mummy's Market Class set of Express Yourself Assessment Class set of Multiply it! Technology: Whiteboard Virtual Manipulatives on Braining Camp Chrome books Dream box Kahoot.
Grouping:	Grouping students by abilities. English languages learners' group with sympathetic partners that can understand their language and that can read the word problems to the student. Grouping by Flexibility.

II. Instruction
A. Opening
2Prior knowledge connection:	The student has prior knowledge of mathematical expressions of addition, subtraction, multiplication, and division from prior grades. / Connection to the order of operation is the same as getting ready for school. Students must wash up, brush their teeth and hair, and get dressed before leaving for school. There is an order to everything we do in life.
Anticipatory set:	This lesson relates to the students' lives just like everyday cook. Example baking Chocolate cookies. I would set up the ingredients whether physical or picture form and have the student discuss how the cooking is going to be made. Also, I will have a batch or two already in the classroom for the Roma.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do	Students Do	Differentiation
Anticipatory set: Pass out Welcome to Mummy's Market Worksheet 1.Review the Key terms. ( Ask students to express the meaning of the terms in their own words. Formative assessment) Quick check to see who was able to do so. 2.Teach students that expressions are a series of numbers and symbols, such as +, -, x, and , without an equal sign. 3.Write expression 5 (4 + 3) on the board. 4.Tell students that when that expression is worked out it is calledan evaluation of the expression. 5. The expression equals 35, therefore 5 (4 + 3) = 35 is the equation. 6. Tell students that the expression 5 (4 + 3) is 5 times larger than the expression (4 + 3). 7.Write the steps "double five and then add 50" on the board. 8. Ask students to write an expression for the steps above.( Formal Assessment) Do a quick check to see how many students did it correctly. 9.Write the expression 6 (10 x 10) on the board. 10. Ask students to describe, in writing, how the expression relates to (10 x 10).(Formative Assessment) Do a quick to see how many students could correctly answer the expression. Essential questions: 1.Explain the order of Operation? 2.Why is it important to remember the order of operation when evaluating expression? Academic Languages: Acronym Addition Division Multiplication Subtraction Paratheses Exponents Order of operation Commutative property Use Determine Elevate Knowledge Application Creativity	Students explain the meaning of the term pertaining to the order of operations . 8. Ask students to write in expression for the steps above. (Double five and add 50) 10.Ask students to describe, in writing, how the expression relates to (10 x 10) 2- 7 and step 9. Students are to actively listen and take notes while I'm teaching.	Grouping and working on Multiply it! Work sheet English learners give vocabulary cards and allow them to draw visuals for the new terms on the cards. Providing reference materials. Instead of multiple step expressions, them do single step expressions. Providing a note taking page for students you don't know how to take notes. Give students sentence stems to use as they create their own phrases to represent the expressions: "First, you would need to ____." "Then, you would ____." If students finished early they are to get on dream box on thier chrome books for the remaining students do position of the lesson.

III. ASSESSMENT

Summative Assessment:

CCSS.Math Content. 5.OA.A.1

Use parentheses, brackets, or braces in numerical expression, and evaluate expressions with these "symbols".

This standard speaks more to the Multiple choices questions f the assessment when evaluating using "symbols"

RI.5.4 Determine the meaning of general academic and domain- specific words and phrases in a text relevant to grade 5 topic or area standard.

This standard speaks more to the essay question and short term questions due to the use of specifics words that relevant to the text of the assessment.

The Specific learning objectives:

Students will interpret numerical expressions without solving them and write simple expressions. Students will also learn the vocabulary of mathematics. Aline with the whole assessment since the whole lesson was on numerical expressions and writing simple expressions. Mathematical vocabulary is seen and displayed throughout the lesson and assessment.

Differentiation:

1.English Learners and low-level students don't have to do the essay portion of the assignment.

2.English Learners only have the multiple-choice questions.

3.Low level students will do short answer questions of their choice and all multiple-choice questions.

4.Advance level students can model 3 or 4 of the questions on the assessment.

5.English learners and the Hearing impaired can use their visuals and manipulatives.

6. lower levels students can use manipulatives such as braining camp.

Closure:

Write the following expression on the board: (200 10) x 1.

Have students identify the expressions and equations?

Then have students evaluate the expression without calculating it: "(200 10) x 1 is 1of (200

10)."

Ensure that students can create a word problem or steps for this equation: divide 200 by 10 then multiply.

by one.

EL and LL Students can use sentenceframe starters when stating the steps of expressions such as "First, you would need to ____." "Then, you would ____."

Homework:

Review Vocabulary

Review order of operations

Skill based homework-Create two expressions of your own and turn in.

Part 3: Rationale:

How does rationale for the instructional strategies and assessment practices, both formative and summative, included in this lesson plan and summative assessment. How do the chosen assessments contribute to the development of students? How does the summative assessment work to meet the various learning needs of the students in the " classroom profile?

Any references?