Math lesson plan · 5th grade (Year 6 in England) · 60 minutes
Evaluate expressions with brackets, including nested brackets
Algebra
CCSS 5.OA.A.1England: Y6 Number – multiplication and division
Objective and success criteria
Students will: Evaluate expressions with brackets, including nested brackets.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Order of operations
Leads to: the next skill in this area.
Materials: Balance scales or a balance drawing, Algebra tiles, Function machine cards, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Order of operations). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 8 − 3 × 2 = ? → 2Prompt: Multiplication comes before addition and subtraction.
- (8 + 2) × 2 − 8 = ? → 12Prompt: Brackets first.
- (40 − 4) ÷ 6 × 2 + 2² = ? → 16Prompt: Brackets, then powers, then × and ÷ from left to right, then + and −.
Hook · 6 min
- Show a "think of a number" puzzle and ask the class to work out the starting number.
- Share the objective: Evaluate expressions with brackets, including nested brackets. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 6 × [14 − (1 + 2)] = ?
- Step 1: 1 + 2 = 3
- Step 2: 14 − 3 = 11
- Step 3: 6 × 11 = 66
- Answer: 66
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 6 × [11 − (3 + 1)] = ? → 42Prompt: Work from the innermost brackets outwards.
- Hiro worked out (9 + 7) × 2 as 23. Spot the mistake. What is the right answer? → 32Prompt: What do the brackets tell you to do first?
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Daniel worked out (8 + 3) × 4 as 20. Spot the mistake. What is the right answer? → 44Prompt: What do the brackets tell you to do first?
- Where do brackets go to make this true? 52 − 3 × 3 + 3 = 150 (52 − 3 × 3 + 3 / 52 − (3 × 3 + 3) / (52 − 3) × 3 + 3 / 52 − 3 × (3 + 3)) → (52 − 3) × 3 + 3Prompt: Try each option and work it out.
Watch out for
- Doing an operation to one side of an equation but not the other.
- Reading 3x as 3 + x, or thinking x always stands for one particular number.
Support and stretch
Support
- Review first: Order of operations.
- Use concrete materials: balance scales or a balance drawing.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-5.
Free lesson plan from eurekami.com/lesson-plan-builder