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#### Learning Objectives

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

#### 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

*(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.

#### 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.

#### 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.