UMU Lesson Plan

2016-2017

Name: Maddy Caroscio Date: 5/23/17

Grade Level: 7th Class Period: 1
Subject: Mathematics Lesson # & Title: Lesson #2: Order of
Operations
Big Idea/Lesson Focus:
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale: There are 28 students in the
class, 16 girls and 12 boys. There are 15 Caucasians, 8 Arabics, 3 African Americans, 1
Somalian, and 1 Asian Four students are in the gifted program, nine students have IEPs, 1
student is on a 504 plan for anxiety, and one student is an ELL because he can barely speak
english and recently moved from Somalia. Of the nine students that have IEPs, some reasons
they may have an IEP includes small group testing, having the test read allowed, extended time
on tests and quizzes, directions repeated, organization assistance, preferential seating, and to
provide skeletal notes. Students on IEPs will impact the classroom both positively and
negatively. Some positives may include having an intervention specialist in the classroom, the
use of more visual aides in lessons, and additional explanations to further accomidate the needs
of an IEP student. Negatives may include behavior issues, a slower pace of learning due to IEP
restrictions, and larger class sizes.
Content Standards:
7th Grade Mathematics
Topic: Order of Operations
Content Statement:
o 7.EE.1 Apply properties of operations as strategies to add, subtract,
factor, and expand linear expressions with rational coefficients.
o Rationale: This standard is very important for students to know
because this is a basis for math. If students dont know the basis properties and
order of operations they wont be able to move forward and continue into higher
levels of mathematics.

Learning Objectives:
Students will explore the effect of changing the order of operations when
evaluating an expression.
Students will learn the order of operations and apply them to correctly evaluate
numerical expressions.

Academic Language:
 Order of Operations: a collection of rules that reflect conventions about which
procedures to perform first in order to evaluate a given mathematical expression.
PEMDAS: acronym for the order of operations.
Parentheses: the familiar ( ) symbols used in pairs to group things together.
Exponents: a quantity representing the power to which a given number or
expression is to be raised, usually expressed as a raised symbol beside the number or
expression
Multiplication:the process of combining matrices, vectors, or other quantities
under specific rules to obtain their product.
Division: the process or skill of dividing one number by another.
Addition: the action or process of adding something to something else.
Subtraction: the process or skill of taking one number or amount away from
another.

Assessment Plan: Formative Assessment: I will ask each student to solve a problem using the
order of operations as they know it.
Example questions:
7/2 6 = ?
10 + 5 + (9 2) = ?
43 ( 8) = ?

Assessment Plan: Summative Assessment: I will assess the students at the end of the lesson
with problems for them to review and quiz them on to see how much they have learned and if
their scores increased from before the lesson.

Procedures: Lesson Introduction: I will begin the lesson by listing the goals of the lesson and
what we will achieve and learn. I will they explain what exactly they will be learning and take a
survey of how many students have learned about the order of operations before. I will then move
into the lesson beginning with an example.

Procedures: Lesson Body:

I do :
1. I will go over the first example given and give reasons as to why
the one student's answer was wrong as compared to the other one and
why they got different answers. (part of the Smart Board presentation)
2. I will begin to explain what PEMDAS is.
3. Using examples from the Smartboard I will go over some
example problems.

We do :
1. I will continue to present the Smart Board presentation and go
over example problems.
2. I will then put the students in groups to work on problems
together and see what group can come up with the answer the fastest.
3. I will ask students if there are any questions.
They do : The students will work on a review sheet with more practice
problems for a short amount of time. Then in small groups of 2-3, the
students will make a poster with an acronym to remember PEMDAS. Students
will then present to the class what they have come up with.

Procedures: Lesson Closure : I will close the lesson by giving students a small post-assessment
just to see where they stand on order of operations.

Differentiation, Individualized Instruction, and Assessment: While planning this lesson, I

made sure to keep in mind those students who need differentiation. The main part of my lesson is
taught to all students as a whole. When students are working in groups or by themselves on
review problems I will be able to assist students who may need extra help understanding what
PEMDAS and order of operations is. For the student who is on a 504 plan for anxiety I can work
with him on one problem at a time so that he doesnt become overwhelmed and frustrated.

Instructional Materials and Support:

SMART Board: http://express.smarttech.com/?
url=http://exchangedownloads.smarttech.com/public/content/ce/cef40347-
94bc-4ea7-b705-0e1055e32ad0/Order%20of%20Operations
%20Final.notebook#
Notebook and pencil
Dry erase board and marker
Poster board
Markers

Use of Technology Commentary: I will be using technology through a SMART Board

presentation to give examples and a definition of PEMDAS. There will also be problems on the
board for students to come up and write the answers to and also solve. As part of the presentation
there is an interactive activity for students to match the right answer to the correct problem.

This lesson is aligned to ISTE-T 3C: Communicate relevant information and ideas effectively to
students, parents, and peers using a variety of digital-age media and formats. Since I will be
teaching the lesson through the SMART Board technology instead of worksheets, it follows
ISTE-T 3C. ISTE-S 1B: Create original works as a means of personal or group expression. As
part of the They do section of the lecture students will be able to create their own acronym and
way to remember PEMDAS and also decorate the poster as they like, this demonstrates ISTES
1B.

Research and Theory Commentary: John Deweys Experimental Learning Theory was
incorporated in this lesson plan. His idea of working together with more hands-on assignments
was used multiple times. Students are interacting with the lesson on the SMART Board along
with their individual work and teamwork creating posters.