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Lesson Plan Form - LBS 400

Revised 07/25/14

Candidate:

Subject:

Grade level(s):

Date:

Michael Diaz

Math

7th

10/12/16

Standard: 1.2 Using the correct order of operations to evaluate algebraic expressions

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):


Students are applying order of operations with whole numbers. (DOK 1)
II. LEARNING OUTCOME (Objective):
Given step by step worksheet on order of operations, students will remember which order of operations
goes first by filling the graphic organizer with the correct answers and answering an exit question before
they leave.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
The lessons that came before is Parenthesis; The lessons that comes after is reviewing the 6 orders of
operation
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Students will be given a graphic organizer about the 6 types of operations. This worksheet will provide
them the meaning of the acronym P.E.M.D.A.S.
By the end of our lesson you should remember which order of operations comes first by
answering with correct answers
Purpose: Students are learning order of operations because it simplifies long writing equations
INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Going Over Each Order
a. Teacher will right down acronym P.E.M.D.A.S
a. Ask class what they think each letter represents
b. Student response: Choral Response
Step #2: Go Over Operation Rules
a. Teacher will explain multiplication and division steps work from left to right, same with
addition and subtraction.
a. Example Question (8+5 x 6 -2)
b. Student response: Students will show answers with individual white boards
Step #3: Example Questions
a. Solving a problem together on the board.
a. Example Question 7- (5+1)
b. Student response: think, pair, share

Step #4: Give More Complex Equations


a. Adding Exponents
a. Example Question 12-(5x2)+(2)^2
b. Student response: teacher will walk around the room to check for correct steps

Step #5: Give wrong use of method


a. Teacher will show an incorrect way of solving an equation
a. Ask the class if this is correct?
b. Student response: thumbs up for yes, thumbs down for no
Step #6: Explain why order matters
a. Teacher will show correct way of solving an equation
a. Ask the class if this is correct?
b. Student response: thumbs up for yes, thumbs down for no

B. APPLICATION ACTIVITY (Practice and/or Reflection):


In a group of no more than 3, students will work together to create their own equation using each
operation. Students will have an answer for their problem and switch with a neighboring group
after 5 mins.
C. MATERIALS & RESOURCES:
Individual whiteboards
Individual markers
Graphic Organizer
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: Walking around the classroom; thumbs up or down; head nodding; think, pair, share
Summative: Exit question about which operation comes first.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
With the students that are challenged, Ill have students partner up with more advanced students during
group work, and also Ill have easier question available if necessary.
With the students that are high achievers I have more complex questions with multiple operations, and
offer it as extra credit, so students wont feel obligated to complete it.
Students who need accommodations, such as vision impairments, will be provide with either enlarged
printed graphic organizer or moved to the front of the class.

VII. HOMEWORK (if appropriate):


None