Lesson: Order of Operations
Lesson Objective
Lesson Plan
Wednesday
Teacher

Course

Lesson Date

Unit


Ms. Shear

6^{th} Grade Math


1.1


Board Configuration


Standard

6.NSOC.17. Apply the order of perations for expressions involving addition, subtraction, multiplication, and division with grouping symbols. 

Objective

Essential Question


SWBAT use the order of operations to solve problems with 80% accuracy 
What will happen if there is no order to solving a problem? 

Lesson Agenda


Agenda Item/ Time (Board Configuration)

5 E’s

Learning Activities




Teacher will do…

Students will do …

10 minutes 
Daily Math Review (WarmUp/ Do Now)

1. Find the value of the expression 3 + 5 x 2 2. what answer do you get to question 1 if you multiply before adding? If you add before multiplying? 3. How does the order in which you do the operations affect your answer? 4. Where in your life is the order you do something important? 
Complete the Do Now Problems For question 4 expect answers like putting on clothes, cooking, building furniture house etc. 
10 minutes 
Engage/hook

Give students cards with the numbers 1 2, 3, and 4 as well as cards for multiplication, division, addition, and subtraction (if you have a large class each student can have one card if you have a smaller class each student can have a number card and an operation card (if this is the case make the number cards one color and the operation cards another color so they can easily distinguish between the two) Have them create 5 equations that equal 510 using as many of these cards as possible and have them write it down on the guided notes 
Work with a partner/group to create five equations to get a result of every whole number from 5 to 10 we will go around the room and allow each table to give one example and we will record it on chart paper 
15 minutes 
Explore (intro to new material)

Give students the problem 3+4x5 and explain that if you add before you multiply you will get a different answer. There is an order to solving mathematical equations just like there is an order for building a house or piece of furniture. You would not put the roof on a house if you did not have the walls up and you would not add before you multiplied…. It just does not make sense. The order of operations is commonly know as PE(MD)(AS). Which we know as Please Excuse My Dear Aunt Sally Ask students to volunteer if they know what mathematical operation each letter represents. As they volunteer write them on the board Parenthesis Exponents (Multiplication /Division) (Add/Subtract) We put parenthesis around M/D and A/S because this is one single step from left to right. Because we will work with exponents later in the year we are going to exclude them from our steps and focus on the three steps to solving mathematical problems. Order of operation steps 1. parenthesis 2. multiply and divide from left to right 3. add and subtract from left to right Give two examples And show each step as you go… 4 + 15 ÷ 3 Step 1: no parenthesis Step 2: 15 ÷ 3 = 5 4 + 5 Step 3: 4 + 5 = 9 9 (note I would do the steps on one side and use lines to show how each step connects)

Actively listening and taking notes 
10 minutes 
Explain
(Guided Practice)

1. Find the value of the expression:
3 + 4 x 5 Step 1 Step 2 Step 3 2. Find the value of the expression 7 – 2 + 5 Step 1 Step 2 Step 3 3. Find the value of the expression (5+13) ÷ (137) Step 1 Step 2 Step 3 CFU after each problem or step with a fist to 5 or asking thumbs up or down for correct answers.

Students help teacher find the value of each expression using the steps provided.

15 minutes 
Extend (Independent
Practice)

Make sure to work with those students that did not have a clear understanding during the guided practice. Give them the following 8 questions. Make sure they show their work by writing step 1 step 2 and step 3 under each problem. 1. 3 + 6 x 4 2. 35 ÷ 7 – 2 3. 21 – 13 + 8 4. 2 x 2 + 2 x 4 5. 12 – 8 ÷ 2 + 3 6. 2 + 3 x 8 ÷ 6 7. 2 ( 15 – 9) x 3 8. (6 + 2) ÷ 4 Cold call or have volunteers share their answers with the class after 10 minutes Explain that students should give a thumbs up if agree and thumbs down if disagree. If there are a few disagrees have the student come show their work on the board. 
Students will work independently. Give students 10 minutes to complete independently. Students will volunteer or respond to cold call by giving their answers to the questions. If students agree with answer thumb up if disagree thumb down 
8 minutes 
Evaluate
(Assessment/ Closure)

1. 11 x 7  (10 + 6) ÷ 3 2. (2 + 3 x 6) ÷ (8 – 3) 3. 8 – 4 x 6 ÷ ( 2 + 6)
1 = basic 2 = proficient 3= advanced 
Complete the exit slip 
Homework

Order of operations worksheet (prealgebra workbook) 

Core

Order of operations 

Lesson

Have students highlight parts of an expression in different colors, according to the order of operations. For example, what you do first , highlight in green; next highlight in yellow, and last highlight in pink For students having difficulty during the extend portion I will work with them more independently on problems like (6+2) x (53) 6+2 x (53) (6+2) x 53 6 + 2 x 5 – 3
For students that master the problems given during the independent practice give them the numbers 3, 4, and 5 and have them create their as many problems as they can that equal less than 20. 
Lesson Resources
Order of Operations Guided Notes Classwork 
4,349

Order of Operations WS 1 Homework 
3,110

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