Running head: LESSON PLAN TWO AND REFLECTION PAPER Dooly 1

Cassidy Dooly
UED 496: Field Experience E-Portfolio

Dr. Jenny Sue Flannagan

Regent University 

October 11, 2021

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Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Cassidy Dooly Grade-Level: 5th Lesson Date: 09/1/21

Title of Lesson: Cooperating Teacher:

Orders of Operations (2 day Julie Bryan
lesson)

Core Components

Subject, Content Area, or Topic

Mathematics: Orders of Operations

Student Population
5th-grade inclusion class - 8 SPED, 1-Gifted, 1 ELL, 11 boys 10 girls

Learning Objectives
Virginia Essential Knowledge and Skills (SOL)
MA.5.2.9 – The student will simplify whole number numerical expressions using the order of
operations.
(SOL 5.7; Computation and Estimation)

Virginia Standard(s) of Learning (SOL)

Lesson objectives
SOL 5.7; Computation and Estimation
*On the state assessment, items measuring this objective are assessed without the use of a
calculator.
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VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
● Order of Operations powerpoint
● Order of operations doodle notes
●

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

x Identifying Similarities & Differences 45%

x Summarizing & Note Taking 34%

x Reinforcing Efforts & Providing Recognition 29%

x Homework & Practice 28%

x Nonlinguistic Representations 27%

x Cooperative Learning 23%

x Setting Goals & Providing Feedback 23%

Generating & Testing Hypothesis 23%

x Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return

x Teach Others/Immediate Use of Learning 95%

x Practice by Doing 75%

x Discussion 50%

x Demonstration 30%

x Audio Visual 20%

x Reading 10%

x Lecture 05%
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Safety Considerations

Time Process Components

(min.)

*Anticipatory Set
Expression for kids to solve (day 1)
TTW: Show an expression on the interactive board and ask the students to solve the
problem on the board.
TSW: look at the expression and attempt to solve to the best of their abilities.
TCW: Assess what answers they got and try to explain why there were multiple answers,
even though we all had the same numbers.
TTW: Lets look at our “I CAN” statements for this unit.
TTW: Explain that we are starting a new Unit called “orders of Operations. A long time
ago, scientist and mathematicians got together and decided that we needed to have ONE
way to solve problems or we would get confused. So now we all follow this same
method. Learning this new skill will help us break the codes on many more expressions.

Facebook arguments (day 2)

TTW: Post three facebook posts on the board and explain that even today some adults
have a hard time remembering to follow the order of operations. There are facebook posts
that go around and people just argue about who is right. Today, your job is to see if we
can prove which adult is why.
TTW: Write the problems from the post on the back wall so students can see them more
clearly.
TTW: Split the class into three groups and let them each solve for one of the answers.
TSW: Work in pairs to solve the expressions.
TTW: circulate the class and check for understanding.
TTW: Call each group and let them explain their answer, group should give a name from
the post on who was right.
TSW: Share their ideas, checking for errors and working as a group.
*If one groups finishes early, encourage them to find the mistakes the other people made.

*State the Objectives (grade-level terms)

● I can simplify whole number numerical expressions using the order of operations.
● I can describe the order of operations and recognize each step in simplifying
expressions.
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*Instructional Input, Modeling, or Procedures (day 1)

Introducing order of operations.
TTW: as we mentioned earlier, scientists and mathematicians needed to come up with
rules so that we all had the same answer when talking about mathematical expressions.
What's an expression?
TTW: Explain what an expression is (numbers without an equal sign)
TTW: Explain the different mathematical signs we will see in this unit and as we move
into middle school and algebra.
Multiplication signs: *, X, 8( Division signs: ÷, /
TTW: Show sample problems for each of the signs
TCW: Call out the operation seen (multiplication & Division)

Doodle Notes
TTW: Ask students to pull out their math doodle sheets and colored pencils! These are
our interactive math doodle notes, we’re going to color them in together as we learn
PEMDAS!
TTW: The order we follow for these expressions is called PEMDAS. It stands for
parentheses, Exponents, Multiply, divide, addition, and subtraction.
TTW: Everyone look at the P and color it all green.. Including the symbols. This is the
first step we always check for when we see an expression. If there are parentheses, we
always do the operations inside them first.
TCW: Color in the “P” green.
TTW: Everyone point to the exponents. Color your exponent red. Although it is part of
our operation, we do not do anything with exponents in 5th grade. However, I wanted you
to be aware of them for 6th grade.
TSW: Color their doodle notes red.
TTW: Direct the students to point at the “D” and “M”. Eyes on me, this next step is really
important. We are going to color both multiplication and division in the SAME COLOR.
That is because they are the same step. If you have both of them in an expression, you
work it left to right! Okay, go ahead and color both of those blue.
TSW: Color their doodle notes.
TTW: Repeat the previous step, except with addition and subtraction. Emphasizing going
left to right if they are in the same expression.
TSW: color in their sheets.
TTW: Look at the bottom, some people remember PEMDAS as “Please Excuse My Dear
Aunt Sally. This is Sally at the bottom, you are welcome to color her if you want to!

TTW: that was a lot of notes, are you guys ready to try some problems as a group now?
Look at your papers, let's see if we can work together to simplify these expressions.
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*Check for Understanding (day 1)

Simplifying expression
TTW: Direct the students attention to the backboard where the problems from their pages
are written. The teacher will walk the students through the process by asking what we
should do first and having the students walk through PEMDAS each time.
TTW: Model that during this process, they need to underline the step they are working
out and then bring down the rest of the numbers.
TSW: Listen and follow the teachers writing on the board for the first problem.
TTW: Have the students work as a class to teach the teacher what she is suppose to do for
the problem.
TSW: Work through PEMDAS, underline the correct step, then tell the teacher what they
think she should do.

Closure:
TTW: Encourage the kids and let them know they learned a lot today. Lets go ahead and
glue these notes into our math journals and then you can work on your independent
checklists.

*Guided Practice (day 2)

No Whole groups, small groups:
TTW: Had out the students checklists and have them start working on their independent
work while they are calling groups.

Small group:
The teacher will review PEMDAS and the order of operations with the students.
TTW: Guide the students to Nearpod and work through the first few problems with the
students, then letting them do a few on their own.
TTW: Use the nearpod screen to check the students work on to make sure they are
underlining and bringing down all the work EVERYTIME!

Differentiation:
Low (8 students) - work through the majority of the problems as a whole group, step by
step. Let's work with partners for the last two.
Medium (7) - Work through first two as a whole group, middle four in pairs, and last two
solo.
High (6 students) - Advance nearpod. Work through the first two problems together as a
whole group, then work solo.

*Independent Practice (day 2)

CHECKLIST
TTW: Hand out student checklist with all independent work for the unit. Students will
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work on their checklist to reinforce order of operations.

Worksheet 1: 5 Order of operation expressions

TTW: Work on solving each problem using order of operations and showing work.
GOAL: Underline each step, bring all work down, then see if you made the triangle/pizza
shape.
Worksheet 2: What comes first?
TTW: Work through the problems and show their work to prove which step would come
first in the expression.
GOMATH: Practice 1
TSW: Work through the problems and answer the textbook questions
GOMATH Practice 2
TSW: Work through the problems and answer the textbook questions
REDBIRD: 60 minutes for the week
TSW: work on redbird to add time to their ultimate goal of 60 minutes for the week.

IF CHECKLIST IS DONE:
Google slides - Order of Operations interactive slides.
What’s the operations? worksheets - Students sheet has four numbers and what they add
up to. Students have to add in the different operations to find which order they go in.
Dice game - Students worksheet has blocks and operation signs, students roll the die and
fill in the blocks, then solve the operations.

*Closure & assessment

TTW: Go ahead and find a stopping point for today. Let's take a second and look at our “I
can” statements again and see if we feel any growth yet.
TSW: Discuss with their teacher and peers how they’re feeling about order of operations.

EXIT TICKET: Solve this problem on your table and leave it for me to check.
(4+4) X 6 / 12 =

TTW: Collect and grade what has been done so far in each math checklist. Checking for
misconceptions and using that info for the whole group lesson and small group lessons.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-

cultural).
Checklists are made individually per child. In order to not have homework during the weekend,
students must complete all BOLDED items on their checklists.
SPED students have fewer bolded items since they leave more often and need extra time.
HIGH FLYER students have extra work listed as “may do” since they typically work at a faster pace.
What can you teach me slide - make a slide to teach me how to do something in Order of Operations
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Go Math Challenge pages - Advance order of operations page.

Classroom Management Strategies (To ensure a positive learning environment).

Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in a written report).
-
*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

Lesson Plan 2 Reflection

I walked into my school last Wednesday and prayed for the Holy Spirit to flood my room

and school. Teaching this particular set of students math has been particularly challenging, but I

wanted them to get this one and enjoy it in the process. The Holy Spirit not only showed up that

day, but throughout our whole unit.

I researched interactive notes and graphic organizers that I thought my students would

actually want to do and wrote my first lesson around it. No one wants to listen to a lecture for 40

minutes, so I mixed the lecturing with coloring and my students were thrilled. After my lesson,

my cooperating teacher told me she was not sure how my lesson would go when I started, but

that the kids were engaged and seemed to understand the foundation of PEMDAS already. While

I’d take credit for some of it, I give most of the credit to the Holy Spirit for guiding me to the

doodle notes and leading the lessons.

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Whole group activities are hard. I want to engage and make the lesson as interactive as

possible, but between all eight of my SPED students at the front and covid mitigation, it has been

nearly impossible. Leaving my students bored and disengaged. For the second day of this lesson,

I only did a short whole group lesson and then we jumped straight into small groups. Small

groups allowed me to let the students work in pairs and groups. Instead of just talking to me and

listening to peers, they got to work together because I was close enough to hear and guide the

conversations.

For my higher kids, this unit also challenged them. I quickly saw my kiddos who grasped

it fast and gave them more complex problems (not too challenging and only after they finished

their bolded checklist items), and they were determined to figure out whatever I out in front of

them. Two of my students came to school the next day and asked me to give them problems to

try as they ate their breakfast. Which let me tell you, trying to think of expressions on the fly is

hard! However, I loved watching them get excited about math.

Although the official assessment was not part of this lesson plan, I was in tears as I gave

the class the test. My student who usually shuts down during math actually tried. She did not get

a single thing right, but her willingness to try multiple strategies meant more to me than any

letter grade ever could. All eight of my SPED students scored P’s, meaning they are proficient in

the SOL. The rest of my class scored either a P or an AP. I was so honored to have been even a

small part of their excitement in this unit and growth during this unit. The Lord wants to be

invited into everything we do, even the hard math lessons.