<p> MARIAN UNIVERSITY – SCHOOL OF EDUCATION</p><p>DEPARTMENT OF TEACHER EDUCATION</p><p>MINI LESSON PLAN </p><p>Grade Level: 6th Grade Subject: Mathematics</p><p>Concept: Order of Operations</p><p>Alignment of standards, objectives and assessment(s) for student learning: Model Academic Standard(s) or Learner Outcomes/ Objective(s) Type of Assessment(s) Early Learning Standard (EC (If applicable attach rubric, test or majors) other assessment instrument</p><p>Wisconsin Math Standard B.8.2 The students will be able to use the The students will solve two problems Perform and explain operations on order of operations to solve given using a personal white board and rational numbers (add, subtract, problems. share the answers with an elbow multiply, divide, raise to a power, buddy. This will be used as an extract a root, take opposites and informal assessment. reciprocals, determine absolute value) The students will be given a worksheet of problems to solve and they must use the correct order of operation to solve them correctly. This will be used as a formal assessment.</p><p> Teacher background knowledge needed for the lesson: I will need to know  the correct order of operations and how to perform each operation.  how to review or teach the students the correct order of operations.  the acronym PEMDAS or saying, Please Excuse My Dear Aunt Sally, is for remembering the correct order of operations.  how to review the distributive, associative, and commutative properties.  how to review multiplicative and additive identities.</p><p> Student prior knowledge needed for this lesson and student’s possible misconceptions about what is going to be taught: Students will need to  have been introduced to the order of operations.  be familiar with the acronym PEMDAS or the saying, Please Excuse My Dear Aunt Sally, and know what each letter of the acronym refers to.  be familiar with the distributive, associative, and commutative properties  know multiplicative and additive identities.   Type of lesson (introduces a concept/skill/strategy, continues development of a concept/skill/strategy, and completes instruction of a concept/skill/strategy). Rationale for the lesson: 1 This lesson continues the development of teaching the students to become familiar with the correct order of operations when solving mathematical problems.</p><p> Teaching Strategies/approaches: I will use the mini white board in our group center to show demonstrate the order of operations strategy for solving mathematical problems. I will review the acronym PEMDAS and explain what each letter refers to. I will also review the saying, Please Excuse My Dear Aunt Sally, and explain that this is also another way to help remember the correct order of operations. I will demonstrate two possible solutions for solving a mathematical problem… one method does not use the correct order of operations and one does, so that the students can see that it is possible to get two different answers.</p><p> Classroom management considerations: I will make sure that all students  can see the mini white board  have the opportunity to participate in the lesson.  have the necessary supplies for the lesson.  know that they can raise their hand to ask a question if there is something they do not understand.</p><p> Materials:  Mini white board and markers  Personal white boards and markers (25)  25 copies of the order of operations worksheet</p><p> Procedures: (Detailed list of steps) Engagement This portion of the mini lesson will be the CONNECTION to the lesson…  Dismiss the students by section and have them obtain a white board and marker from the counter, and then proceed to the carpet and sit down.  Tell the students that you were looking over their 7-3 Math assignment yesterday and noticed that many students had incorrect answers because they did not follow the correct order of operations for solving the problems.  Tell the students that today we will be reviewing the correct order of operation to successfully solve mathematical problems. We will also be reviewing two methods to help them remember the correct sequential order.</p><p>Development of lesson This portion of the mini lesson describes the TEACHING  Discuss the importance of having an order of operations.  Remind the students about the acronym PEMDAS and the saying Please Excuse My Dear Aunt Sally (write these on the white board) and how they correspond to parentheses, exponents, multiply, divide, add and subtract (left to right). It stands for "Parentheses, Exponents, Multiplication and Division, and Addition and Subtraction". This tells you the ranks of the operations: Parentheses outrank exponents, which outrank multiplication and division (but multiplication and division are at the same rank), and these two outrank addition and subtraction (which are together on the bottom rank). When you have a bunch of operations of the same rank, you just operate from left to right. For instance, 15 ÷ 3 × 4 is not 15 ÷ 12, but is rather 5 × 4, because, going from left to right, you get to the division first.  Ask the students to list the order of operations on their personal white boards as you write the operations on your white boar d.  Ask the students what would happen if we did not use a certain order? 2  Write this problem on the mini white board: 2 x (9 – 4) =  Show the students two ways this problem might be solved… the first way is to not follow the correct order of operations: 2 x (9 – 4) = 18 – 4 = 14  Then solve the problem using the correct order of operations… 2 x (9 – 4) = 2 x 5 = 10  Now tell the students to use the order of operations list to solve a couple of problems that you put on the board.  Remind them that they will do the operations in the parentheses first, then work from left to right doing the multiplications and divisions. Lastly, they will work from left to right doing the additions and subtractions. There will not be any exponents in these problems.</p><p>This portion of the mini lesson describes the active engagement of the lesson  Write these problems on the mini white board. Ask the students to do each problem on their personal white boards and share with an elbow buddy.</p><p>(23 – 6) x (5 + 8) = this answer is 221</p><p>2 x (70 – 8) = this answer is 124</p><p>When all students have shared, ask for volunteers to give the answers to each problem.</p><p>This portion of the mini lesson creates a link and begins to bring closure to the lesson…  Tell the students that by reviewing and practicing the correct order of operation, they should have an easier time with completing the assignments we will be doing for the remainder of the week.  Ask for any questions.  Ask the students to put their white boards and markers back and return to their desks and take out a pencil.  Distribute a worksheet with a few more practice problems to each student.  Tell the students that they should complete the worksheet in the next five minutes .</p><p>Closure of the lesson  Tell the students that once they have completed the worksheet, they should turn it into the math bin, and take out their reading book and begin their Sustained Silent Reading time.</p><p>Accommodations to support student learning  The teacher will verbally read all instructions and talk through the order of operations which will accommodate the auditory learners.  Students will be shown the order of operations on the mini white board which will accommodate the visual learners.  The students will have the opportunity to use their personal white boards to practice some problems, which will accommodate the kinesthetic learners.  The students will do an informal assessment and share two problems with their elbow buddy.  I will review any IEP’s with the Special Education teacher to understand particular student needs.</p><p>Extension Activity/Homework Assignment (if appropriate):  Have the students practice doing problems using only exponents.  Then include problems that also contain exponents that require the use of the correct order of operation.</p><p>3 Self-Evaluation/Reflection</p><p>Were there any students who didn’t participate in the lesson? Who were they? Why?</p><p>What seemed to be the most stimulating part of the lesson for the students? </p><p>Did all students appear to know the acronym PEMDAS and/or the saying?</p><p>How did the sharing with an elbow buddy go?</p><p>List the things that went well with the lesson and classroom management?</p><p>Was there an improvement to the answers given for the worksheet compared to previous worksheets?</p><p>What might I do differently if I taught this lesson again?</p><p>4 Name: ______</p><p>Order of Operations Practice</p><p>(9 – 5) x (3 – 2) + 1 =</p><p>(8 – 3) x 3 + (5 x 2) =</p><p>7 + 4 x 5 + 1 - 2 =</p><p>(9 x 3 + 4) x 1 – 5 =</p><p>5</p>