Lesson Plan:

# Problems with Parentheses

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Subject
Standards
August 12, 2015

## Learning Objectives

Students will be able to accurately solve and create number sentences with parentheses.

## Lesson

### Introduction (5 minutes)

• Write the sentences Let’s eat Grandma and Let’s eat, Grandma on the board.
• Discuss the difference between the two sentences.
• Raise a discussion on the order of the comma. Potential discussion questions include: How does the comma change the meaning of the sentence? What are other examples of sentences you have seen that change meaning with the comma placement?

### Explicit Instruction/Teacher Modeling (10 minutes)

• Explain to your students that just as the comma changes the meaning of the sentence, there is punctuation in a number model or expression that changes the outcome of the problem.
• Watch the PEMDAS video.
• Write 5 + 6 x 2 on the board, and ask your students to solve the problem.
• Add parentheses to make the problem 5 + (6 x 2), and model solving inside the parentheses first. Ask your students to turn and talk about how it changed the problem.
• Repeat with 14 / 2 + 5.
• Have half the class solve with the parentheses around ( 14 / 2 ) + 5 and the other half with 14 / ( 2 + 5 ).
• Discuss the steps students took to solve and how the answers are different.

### Guided Practice/Interactive Modeling (20 minutes)

• Explain to your students that they will rearrange numbers and add parentheses to make number sentences true.
• Divide students into 4-5 groups. Have one group go at a time in front of the class. Direct the other students to help solve on scratch paper or whiteboards.
• Hand out number cards, operation cards, and parentheses cards to the first group.
• Provide them with the number answer card to their problem.
• Have students display their number cards and operation cards to the class so they can write down their options and begin solving independently.
• Ask the first group to rearrange themselves with parentheses to reach the number answer and make the number sentence true.
• Repeat with the rest of the groups.

### Independent Working Time (10 minutes)

• Introduce the Lucky 13 challenge.
• Review the directions, and answer your students' questions. Remind students that they can use any of the four operations.
• Instruct your students to complete the worksheet.

## Extend

### Differentiation

• Enrichment: Direct your students to create their own challenge with four (or more) additional playing cards.
• Support: Provide playing cards so that your students can physically manipulate and rearrange the numbers.

## Review

### Assessment (10 minutes)

• During the Lucky 13 Challenge, walk around the room and make sure that your students' number sentences make sense.

### Review and Closing (5 minutes)

• Have your students share one of the expressions they created to make the number 13.
• As students share, have the class check the work to make sure the number sentences are correct.