LessonPlan

ID:

26349

Title:

PleaseExcuseMyDearAuntSally

Overview/Ann
otation:

Asahandsonlesson,thestudentswillrecognizethecorrectusage
oftheorderofoperations.Ingroups,thestudentswillwork
cooperativelytodiscovertheimportanceoffollowingstepbystep
instructionsandapplythatknowledgeinsolvingalgebraicequations
bycorrectlyusingtheorderofoperations.
ThislessonplanwascreatedbyexemplaryAlabamaMath
TeachersthroughtheAMSTIproject.

Content
Standard(s):

TC2(35 1.Useinputandoutput
)
devicesoftechnology
systems.
MA2015 11.Findwholenumber
(4)
quotientsandremainders
withuptofourdigit
dividendsandonedigit
divisors,usingstrategies
basedonplacevalue,the
propertiesofoperations,
and/ortherelationship
betweenmultiplicationand
division.Illustrateand
explainthecalculationby
usingequations,
rectangulararrays,and/or
areamodels.[4NBT6]
MA2015 9.Findwholenumber
(5)
quotientsofwholenumbers
withuptofourdigit

dividendsandtwodigit
divisors,usingstrategies
basedonplacevalue,the
propertiesofoperations,
and/ortherelationship
betweenmultiplicationand
division.Illustrateand
explainthecalculationby
usingequations,
rectangulararrays,and/or
areamodels.[5NBT6]

Local/National
Standards:

NCTMPrinciplesandStandardsGrades35:

Understandmeaningsofoperationsandhowtheyrelatetooneanother:

Primary
Learning
Objective(s):

understandvarious
meaningsofmultiplication
anddivision

understandtheeffectsof
multiplyinganddividing
wholenumbers

identifyanduse
relationshipsbetween
operations,suchas
divisionastheinverseof
multiplication,tosolve
problems

understandanduse
propertiesofoperations,
suchasthedistributivityof
multiplicationover
addition.

Thestudentswillbeabletocorrectlyidentifytheorderofoperations.
Thestudentswillapplytheirknowledgethroughgroupdiscussion,
cooperativelearninggroupwork,andpractice.

Additional
Learning
Objective(s):

Approximate
Durationof
theLesson:

61to90Minutes

Materialsand
Equipment:

Chartpaper,markers,numbercards,sentencestrips,dice

Technology
Resources
Needed:

ComputerwithInternetaccess,LCDprojector,digitalimageror
overheadprojector,computerlaboraccesstocomputers

Background/P
reparation:

TeacherTheteachershouldbecomefamiliarwiththecorrectusage
oftheorderofoperations.
Theteachershouldhavenumeralcardspreparedinordertodivide
thestudentsintocooperativelearninggroups.
Thestudentswillneedtohaveanunderstandingofthefourbasic
mathematicaloperationsandthemeaningofanexponent.

Procedures/A
ctivities:

Engage
Beforebeginningthelesson,writePEMDASontheboard.Askthe
studentstowriteintheirjournalwhattheythinktheseletters
represent.Allowthemtosharewiththeirshoulderpartnerwhatthey
thinktheacronymmeans.Theteacherwilldividethestudentsinto
cooperativelearninggroupsbyusingnumeralcardslabeled1
through5.Theteacherwillgiveeachstudentanumeralcard.The
studentswillthenworkwithotherstudentswhohavethesame
numbercard.Giveeachgroupapieceofchartpaperandmarkers.
Havethestudentsdividetheirchartpaperinto4sections.Ineach
section,thestudentswillrecordtheirresultstoBowlAFact
(attachedsheetofinstructions).Oncethestudentsarefinished,they
willsharetheirresultswiththeclass.Havethestudentsexplainto
theirFacePartner(thepersonfacingthem)howtheygottheir
answer.Posttheirresultsintheclassroom.
Explore

Givethestudentsasimplealgebraicexpression,3+4x2andallow
themtoworkintheirgroupstosolvethisequation.Allowthemto
discusstheorderinwhichtheythinkitshouldbesolved.Whenthey
arefinished,discussthevariouswaysinwhichtheysolvedthe
problemandwhytheymighthavegottendifferentanswers.This
shouldleadtoadiscussionoftheimportanceoffollowingstepsina
particiularorder.Somegoodquestionstoaskare:
Whydidsomeof
yougetadifferentanswer?Isthereanywaywecouldbesurethat
weallgetthecorrect,sameanswer?

Explain:
Atthispoint,sharewiththestudentsthepresentationon
orderofoperations(seeattached).Taketimetodiscusseachslide
andallowthestudentstoaskquestionsduringthistimetoclarify
theirthinking.Makesurethatthestudentsunderstandthemeaning
ofeachletterintheacronym:Pparentheses,Eexponents,
Mmultiplication,Ddivision,Aaddition,Ssubtraction.Toassistthe
studentsinlearningthecorrectorderofoperations,theycanlearn
thephrase"PleaseExcuseMyDearAuntSally".
Explain:(Itisimportantforthestudentstoexplaintheir
thinking)
Giveeachgroupasentencestripwithanexpressionwrittenonit.
Seeattachment,SentenceStripExpressions,forexamplesof
expressions.(Ifadigitalimagerisnotavailable,placethe
expressionsonoverheadcells).Allowthestudentstoworktogether
tosolvetheexpression.Havethestudentsthensharetheir
expressionwiththeclassbyplacingitonthedigitalimageror
overheadprojector.Allowtheclasstodiscusstheorderinwhichthe
expressionwassolved.Thisisagreatopportunitytoclarifyany
misunderstandings.
Extend:
Asanextensiontothislesson,thestudentscanplayOrder
ofOperationsBingo.Seeattachments,NumberCardsand
Expressions.
Extend:
Asanalternativeextension,thestudentscanplaythe
OrderofOperationsgamefound
at
http://www.funbrain.com/algebra/index.html
.Thisgamecanbe
adjustedtoeachstudent'sindividualskilllevel.
Evaluate:

Evaluationshouldbeanongoingprocess.Observethestudentsas
theyworktogethertocheckforunderstandingofconcepts.Asthe
students'swork,usetheattachedChecklisttoensurethateach
studentisunderstandingtheconcept.
Asaformalevaluation,usetheOrderofOperationsEvaluation
page(attached).

Attachments:
*
*Somefileswill
displayina
newwindow.
Otherswill
promptyouto
download.

OrderOfOpBingoASNumbersAndCards.pdf
OrderofOperationsChecklist.rtf
OrderOfOpBingoExpressions.pdf
BowlAFact.rtf
OrderOfOpBingoSentenceStripExpressions.pdf
OrderofOperationsEvaluation.rtf
OrderOfOperations.ppt

Assessment
Strategies:

Asaformalassessment,usetheOrderofOperationsEvaluation
page(attached).

Extension:

Studentswhoalreadyhaveanunderstandingoforderofoperations
cancreatetheirownexpressionsfortheclasstosolve.Theycan
alsoplayanorderofoperationsgamewhichrequiresthemtosolve
theexpressioninalimitedamountoftime.Thegamecanbefound
at
http://cemc2.math.uwaterloo.ca/mathfrog/english/kidz/order.shtml

Remediation:

Studentswhoneedextrahelpinunderstandingtheorderof
operationscanreceiveatutorialandextrapractice
at
http://www.mathgoodies.com/lessons/vol7/order_operations.html

Eachareabelowisadirectlinktogeneralteachingstrategies/classroom
accommodationsforstudentswithidentifiedlearningand/orbehaviorproblemssuch
as:readingormathperformancebelowgradeleveltestorclassroom
assignments/quizzesatafailinglevelfailuretocompleteassignmentsindependently
difficultywithshorttermmemory,abstractconcepts,stayingontask,orfollowing
directionspoorpeerinteractionortempertantrums,andotherlearningorbehavior
problems.