Saint Joseph College Lesson Planning Template Student Teaching

Language arts LESSON BACKGROUND Subject/Lesson: Small group Mathematics/Order of operations and exponent review. Differentiation by Content Readiness Process Interests Product Learning preferences(manipulative) Grade Level: 7 Heterogeneous individualized academic support classroom

Tiered model group exercise Cooperative group Learning styles or MI Choice: of different methods they can use in future Differentiation narrative (rationale how you are differentiating and why) Two out of five students in this small group will have the opportunity to work independently on higher level mathematical equations towards the end of the lesson. Standard(s): 7.EE.A.1- Use properties of operations to generate equivalent expressions. Apply properties of operations as strategies to add, subtract, factor and expand linear expressions with rational coefficients. This lesson serves as a prerequisite for this standard. Students must understand when it is appropriate to use the order of mathematical operations with whole numbers before they are able to apply these skills to algebraic equations and linear expressions with rational coefficients. Key Question for the lesson: Why is it important to learn the order of operations? Instructional Objective(s) Students will review how to find the value of exponents. Students will review what it means for a number to be a perfect square. Students will review the importance of the order of operations. Pairs who finish the second page of the packet will begin to work individually on the bonus page. Materials, Media, Resources, Multi-cultural connections: Mathematical order of operations and review activity sheets. Individual white boards, erasers, and markers. Assessment of Prior Knowledge (Readiness/Interest): Students will be assessed on their ability to compute mathematical equations using exponents and perfect squares. Students will also review the importance of the order of operations. LESSON PROCEDURE
Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

Bellwork or transition into lesson: Students will be transitioning from science block 4 to academic support block 5 Initiation with students Hook to lesson: The teacher will introduce the lesson with the expected behavior outcomes. The teacher will introduce the lesson as review. The teacher will inform students that they will be rewarded if they do not need to be reminded of their behavior more than three times. The teacher will address the behavior as a three strikes your out system. Explanation of Objectives: Today we will be reviewing our math facts of exponents, perfect squares, and the order of operations. We will be reviewing why it is important to remember and follow the correct order of operations, PEMDAS. Students who exhibit appropriate behavior will be rewarded at the end of this activity. I am going to use three strikes youre out policy. That means that if I have to remind you to stay on task or to stay quiet more than three times you will not be rewarded I will give everyone a few moments to go over the first page silently and independently. Everyone will be working with calculators, dont panic! When we have had a chance to review the answers for the first page we will turn the page over and I will assign us partners to work with. From there I will give further instructions. Development of lesson including assessment(s): (I DO): The teacher will distribute an activity packet and ask students to work on the first page which will be on the content of reviewing how to find the value of exponents. The teacher will distribute a calculator for student use when solving these equations. The teacher will give students a minute or two to solve these equations independently. (WE DO): Once the teacher has observed that the majority of students have finished the review questions he or she will review the answers with the group. (STUDENTS DO): Students will be asked to correct their answers for the review questions as the teacher goes over the answers with the group. (I DO): Once the students have made their corrections the teacher will be asked to work on the bottom half of the first page where students will be asked to determine which numbers are perfect squares. The teacher will give students a minute or two to solve these equations independently. (WE DO): Once the teacher has observed that the majority of students have finished the review questions he or she will review the answers with the group.
Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

Timing 5 minutes

Timing 20-25 minutes

(STUDENTS DO): Students will be asked to correct their answers for the review questions as the teacher goes over the answers with the group. (I DO): The teacher will ask students to turn to the next page of the activity packet. The top of the page will review the correct order of operations shows as P-E-M-D-A-S. This acronym will have accompanying illustrations of the operations each letter represents below. This page will also contain algebraic questions in which students will be asked to work with a partner and find the value of the expression by using different orders of operations (in correct order/ not in correct order). The students will be asked to determine if they receive the same answer when they follow and do not follow the correct order of operations. This will enforce the importance of following the correct order of operations. The teacher will orally read the directions to students and model the first question. Ex) A) Add, then multiply B) Multiply then add Same answer? 3+4x2= 3+4x2= yes no (WE DO): The teacher will go over the first question with the students and ask the students to determine whether or not they receive the same answer when computing 3 + 4 x 2 when then add first as when they compute the same problem while multiplying first. The teacher will ask students to work on this first problem with him or her. The teacher will ask all students to work on solving the problem with their individual white boards. Once all students have had the opportunity to work on whether they receive the same or different answer when solving the problem the teacher will review the answer which is NO the answers are different. (STUDENTS DO): After the first problem has been modeled and gone over as a group students will be asked to work with an assigned partner to work on the remaining problems. Students will work with a partner using a calculator and their individual white boards. (I DO): The teacher will give students ten minutes to work with their partners. The teacher will monitor student work. The teacher will ask students who have finished work quickly to go on to the next page where there will be more difficult order of operation questions. Closure: The teacher will ask for the groups attention once he or she has given students time to work with their partner during the activity. The teacher will review the answers and ask students to check their work. Timing 5 minutes

Assessment Strategies: The teacher will collect the activity packets of each student and use the information as an indicator of the students present level of performance. The teacher will use this data to develop future small group specialized instruction lessons.
Saint Joseph College Teacher Licensure Program Student Teaching Unit Format 3