##
* *Reflection: Checks for Understanding
PEMDAS PIZZA - Section 5: Group Share

Students were having a hard time replacing variables in an expression. I didn't think this would be an obstacle. I wouldn't have known that they were struggling if we hadn't taken the time to do a group share.

I learned that if the expression said 3b and b = 2, some students were replacing the b with a 2 to create 32. I was under the impression that they knew it was multiplication, because when we had just 3b, they would tell me that they knew the operation was multiply. At least four students were not making that connection within their own thinking.

Tomorrow, as I incorporate more challenging numbers, I have to make sure all students are comfortable replacing variables with the value that is stated.

*Replacing variables*

*Checks for Understanding: Replacing variables*

# PEMDAS PIZZA

Lesson 5 of 13

## Objective: SWBAT solve simple expressions using the order of operations.

#### Warm Up

*7 min*

I start today with the lesson I learned from my student who didn't want to use the pizza approach to solving expressions.

I show the students that an expression is only representing 1/2 of an equation. My focus is to develop their understanding of why it is important to solve one part, then move downward to continue to simplify an expression.

I write 2x + (13 - 2 x 4) = 15 / 5 + 3

This model show the students the importance of organization while simplifying expressions. I make two PEMDAS pizzas on the board when I have simplified each side.

I cross out the terms that I solve to keep myself organized. One student adds to this idea and says that it looks like cheese and the circled answer makes a pepperoni. The students have fun with this analogy.

*expand content*

#### Now You Try It

*40 min*

Students have an extended amount of time to practice simplifying expressions. I have the students work with partners and check in frequently. I know that the next few lessons are adding to the complexity of these expressions, so I want students to have a strong foundation.

As I circulate the room to check for understanding, I notice that for the most part, students are organized, and careful when checking which operation to solve first. Because of this, I decide that I want to extend their understanding and ask them to simplify a more complex expression than the *now you try it *examples. However, I'm not asking students to do this on their own, because I wanted them to feel successful and I want to hear, and make explicit, their thinking.

I ask two students who need extension/enrichment (they have completed more problems than any other pair and have most problems correct) to create two expression each. I give them parameters:

- More then one operation in the parenthesis
- No negative numbers
- Somewhat tricky - "thinking" problems
- Please simplify and show your work

I use their problems to ask pairs of students to consider evaluating an expression when there is more than one operation within the parenthesis. These problems incorporate decimals as well, so it extends understanding because it includes applications from lessons prior to this.

*expand content*

#### Group Share

*10 min*

Today, the group share is longer because the students have worked on simplifying many expressions. I ask students to share any challenges, mathematical arguments, or discoveries.

As students share, I capture their comments on chart paper. These charts are references we can use later.

#### Resources

*expand content*

Julie,

Great lesson. I love the questions you pose to your students during their group share, particularly the one asking if there were any mathematical arguments.

Thanks for sharing,

Johanna Bradley

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- LESSON 1: Numerical Expressions and Patterns Introduction Lesson
- LESSON 2: Evaluating Expressions
- LESSON 3: Revisiting Day
- LESSON 4: Strength of Operations
- LESSON 5: PEMDAS PIZZA
- LESSON 6: Order of Operations
- LESSON 7: Order of Operations & Decimals
- LESSON 8: What is the 100th Step?
- LESSON 9: Relationships & Rules
- LESSON 10: Graphing Patterns
- LESSON 11: The Challenge of Directions
- LESSON 12: Choice Time Continued
- LESSON 13: Write About Math the Way You Talk About Math