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Class: Math Teacher: Mr. Watts


Unit:
Lesson Topic:
Time: 70 min

Curriculum Expectations: Planning:


- Laminated “Order
of Operations”
cutout
Learning Targets:
- OofO Dominoes,
1) Adding Brackets
worksheet
-Internet Connection
/ Projector (The order
of Operations game)
-Mini whiteboards w/
markers (6-8 total)

Introduction will include a brief explanation of all stations. Students will also be Groupings:
[] Individual
provided with a worksheet (Exit slip) to provide answers/calculations on throughout [] Pairs
the class. Both the Student and Teacher copy of the exit slip can be found at the [x] Small Groups (4-6)
back of this document (pg. ) [] Whole class
Teaching Strategies:
Stations Include: [x] Conferencing
1. Order of Operations Riddles: [] Graffiti
At this station, students will be provided a laminated cutout showing the [] Guided Reading
[] Guided Writing
numbers “3 7 12 2” that they can freely write on with a dry-erase marker. The
[] Investigation
objective is to use the laminated cutout and add functions using the dry-erase [] Jigsaw
marker to create an equation that equals a provided product/answer. For [] Lecture
example, if the equation is set to equal “45”, the correct answer would be “3 + [] Numbered Heads
[] Placemat
7 x 12 ÷ 2”. Students will be provided with eight different answers to attempt to [] Read Along/
solve for. Questions 1-4 will be at a Level 1 difficulty, requiring only DMAS of Aloud
BEDMAS to solve. Questions 5-8 will be at a Level 2 difficulty, requiring BDMAS to [x] Seminar
[] Socratic
solve. Students will be expected to focus on and complete the Level 1 [] Textbook
questions while at this station, and are encouraged to move on to the Level 2 [] Video
questions if they have extra time. Students will write their answers directly on [] Think/Pair/Share
[] Other: Rapid
their exit slip, but will be provided loose-leaf/scrap paper to complete rough Writing
work on. All necessary sheets can be found at the back of this document (pg. [] Other: Academic
4-6). Controversy
Assessment
2. Order of Operations Dominoes worksheet: Strategies:
At this station, students will be provided with both an Order of Operations [] Homework Check
Dominoes “Practice A”, and a “Practice D” worksheet. Students will be [x] Formative Check
(Handout)
expected to complete the “D” worksheet, and are encouraged to move on to
[x] Exit Slip
the “A” worksheet if they have extra time. Students will complete the first [x] Observation
question on the worksheet, then use this answer to fill in the blank in the next [x] Participation
question. This will repeat until the last question, where the students answer [] Pres./
Dramatization
should match the answer provided. If the students answer does not match the [] Post-Assessment
provided answer, then the student will have to look for their mistake. Students Quiz
will write their answers directly onto the handout, but will be asked to provide a [] Quiz/ Test
[] Self/Peer Edit
certain question and answer onto their exit slip. You can find copies of both [] Summative Check
Practice D and A, along with their respective answer keys at the back of this
document (pg. 7-10).
3. “The Order of Operations” online game:
Using the SmartBoard at the front of the class, Students will play “The Order of
Operations” online game. The objective of the game is to rescue the royal
family, using BEDMAS. There is no component of this activity that students will
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be required to provide onto the exit slip, however this activity is one way of
integrating technology into the lesson while still having students focusing on
BEDMAS. http://mrnussbaum.com/orderops/
4. Adding Brackets/Parenthesis worksheet:
Students will be provided an “Adding brackets” worksheet. Students are
provided with 5 equations that are each missing one set of brackets. The
objective of this worksheet is to determine where within the equation the
brackets belong, in order to make the equation true. Students will complete
work directly onto the handout, but will be asked to provide an answer from
this worksheet onto their exit slip. You can find a copy of this worksheet and the
answer key at the back of this document (pg. 11-12).
5. “What do we do first/next” station:
This station will be controlled by the Teacher. Either improvised or with a list of
practice equations, the teacher will write an equation onto their mini
whiteboard. Teacher will then ask the question “What do we do first/next?”
and ask students to complete the next step of the equation on their individual
whiteboard. This station will allow the teacher to work directly with students in a
smaller group setting. There is no component of this activity that students will
required to provide onto their exit slip. A list of sample problems can be found
at the back of this document (pg. 13).
6. ‘Make 24’ station:
At this station, students will be provided with eight que cards, with each card
showing four unique numbers. The objective of this station is to have students
‘Make 24’ with each set of numbers by adding brackets, and including division,
multiplication, addition, and subtraction (BDMAS); Exponents will not be
required to solve any of these problems, and students must use all numbers at
least once. (Ex. Question 5. 9 5 2 1. The correct answer would be (9-1) x (5-2) =
24.) Some questions will have more than one possible correct answer. Students
simply solve their equation to prove that it is true. Students will focus on
completing all questions during this time, and will be required to provide three
of their answers onto their exit slip. Questions along with answers can be found
at the back of this document (pg. 14)

Students should be placed into equal sized groups (Full class = 24, 6 groups of 4).
Grouping method for 7C will be to number students 1-6, and have students start at the
station corresponding with the number they have been provided. (7C will have no
problems working with new people. With 7B, create specific groups, and have these
students start at their respective stations.

Groups will work at each station for a total of 10 mins. Therefore 7B (45 min class) will
start the lesson in one class, and finish all stations the following class. 7C (90 min class)
will have the opportunity to complete all stations within the allotted 90 min time-
period.

Conclusion:
Make sure to COLLECT ALL EXIT SLIPS before students exit the class.

7B should get through 4 stations the first day (5 min introduction, 40 min at 4 stations)
and finish the lesson at the bell. Depending on timing, there may be a small window of
time between the completion of a station and the end of the class. In this case, bring
the attention of the students to the front of the classroom, and engage students in
questions such as
 “Did everyone enjoy the stations they got to experience today?”
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 “Which station was your favorite? Why”


 “Would anyone like to share something that they learned today?”

7C will complete all stations within the 90 mins of class time. For the remainder of the
class time, bring the attention of the students to the front of the class and go over the
same questions above for 7B. With 10-15 mins remaining in class, allow students to
grab an iPad and log onto Mathletics for the remainder of the classtime.
Sponge (5 minutes):
Allow students to log onto Mathletics via the class iPad cart
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Name: Adding Brackets/Parenthesis Worksheet___________ Date: _____________________________________

1.
0.4 + 0.6 * 0.5 – 0.2 = 0.58

2.
1.2 / .3 * 2 = 2

3.
0.8 + 0.3 * 6 - 4 – 0.1 = 1.3

4.
1.5 * 32 – 23 = 1.5

5.
23 - .7 * 4 = 29.2

Add 1 set of brackets/parenthesis to each equation to make it true. For each problem, prove that your answer is
correct.
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