Math+Lesson+Plan

3102.1.3 Apply properties to evaluate expressions, simplify expressions, and justify solutions to problems.
 * ​​​​Algebra I Lesson Plan**
 * Topic:** Order of Operations
 * Grade Level:** High School Freshman
 * Time Frame:** 90-minute block schedule
 * State Performance Indicators (SPI):**

Students will use the established order of operations.
 * Purpose/Goals/Objectives:** Teacher A - general education teacher, Teacher B - special education teacher


 * Set:** “Imagine that you are playing basketball. You make 8 goals and 2 free throws. Your friend makes half as many goals as you and no free throws. How many points ahead are you than your friend?” “Today, you will find out how to calculate this real-life situation and other real-life situations. Teacher A First, we need to get some numbers to use in these equations. I need to number you off into teams. Team 1 and Team 2 will line up on each side of the room. Team 1 will shoot paper wads into the wastebasket while Team 2 rebounds the missed shots. I need two score keepers and we will all be cheerleaders." Teacher B

The teacher will: 1. count off students into two teams. Teacher A 2. instructs students to throw paper wad, score keepers record, cheerleaders praise. Teacher B 3. models how to set up equation and solve following order of operation rules. Teacher A 4. prompt students to brainstorm real life scenarios where steps are involved. Teacher A & B 5. ** completes a window pane template - Teacher B instructs and Teacher A demonstrates **** (students with visual impairments will be given a semi-completed copy of the window pane, they will need to add specific information when prompted.) ​ 6. instructs students to follow along and complete the window pane graphic organizer with the 3 rules of order of operations. -T**** eacher B instructs and Teacher A demonstrates/monitors ** **10. monitors each group, checks for understanding and gives immediate feedback.** Teachers A & B monitor The student will: 1. throw paper wads, keep score, and cheer each other. Teacher B 2. solve equation created from the paper wad throwing activity. Teacher A 3. brainstorm real life situations where steps must be taken to complete a specific task. Discuss and accept all reasonable answers. Teacher A facilitates discussion and Teacher B records answers 4. Using a window page graphic organizer, the students will write the acronym and the 3 rules to follow for order of operations.** Teacher B instructs and Teacher A demonstrates/monitors ** 5. log on to WebQuest URL: http://zunal.com/webquest.php?user=38042 Teachers A & B assists 6. log on to Discovery Education http://assignments.discoveryeducation.com Teachers A & B assists 7. participate in a probe for independent practice. Teachers A & B monitor
 * Procedures:**
 * 7. prompts students to answer questions to check for understanding. ** Teachers A & B
 * 8. models examples to solve order of operation problems. **** Teacher A instructs and Teacher B demonstrates/monitors **
 * 9. ** **instructs students to Partner Up** ** - (partners were already decided by teacher) to work on guided practice. ** Teachers A & B monitor
 * 11. instructs students to get a laptop from the cart and proceed to Discovery Education website ** T eacher B instructs and Teacher A demonstrates

1. graphic organizer – window pane (projected on SmartBoard) 2. ** word problem strips ** 3. computer and SmartBoard 4. ** individual laptops ** ** and headphones **
 * Materials**:


 * Technology integration:** Students will utilize technology in the classroom during guided practice using the SmartBoard. Then during independent practice, students will complete a 5 problem probe on Discovery Education website using individual laptops. The probe provides research-based data to determine mastery of a particular SPI skill.

Identified students with special needs have accommodations and modifications as prescribed in their IEP.
 * Accommodations/modifications:**
 * Chunking information, peer tutoring, provide copied notes, use colored paper, giving smaller amounts on instruction at one time, and assistive technology. ** Both teachers implements


 * Guided Practice:** Use about 15 to 18 word problems, cut into separate strips and number them. Break students into pairs. Send one person from each group back to their seat with problem number one. When a solution is reached, each group must approach the teacher to present solution. If the answer is not correct, the teacher simply sends students back to their seat to try again. This repeats until students provide a correct solution. At this point they may exchange their first strip for number two and so on. If students continue to struggle or get frustrated on one problem, point out errors and allow them to fix it and move on. This is not a Race. ** Teachers A & B monitor **


 * Alternative Guided Practice**: Students will use the WebQuest to reinforce the order of operations skill. Students will work with a partner to gain understanding of the skill. Teacher B facilitates


 * Independent Practice:** The probe on Discovery Education will serve as independent practice.

[] Teacher A
 * Re-teach** for struggling students:


 * Closure:**
 * Depending on how many problems the students have worked in class, sometimes my closure is something like, ask students to restate the 3 rules to solve order of operations. I don’t think of closure as an evaluation. ** Teacher A facilitates and Teacher B records for visual learners

Assign students to create their own story from PEMDAS to share with the class tomorrow. Teacher B facilitates
 * Enrichment activities:**


 * Here are the word strip problems for guided practice:

Order of Operations**
 * Please complete the problems below. ||


 * 1. 92 + (42 + 72 × 7) || 2. 8 − (3 × 8 − 9) ||
 * 3. (2 ÷ 1 × 8) || 4. (8 − 2) + 4 ||
 * 5. 12 + (32 × 22 + 6) || 6. 8 × (82 ÷ 32 + 5) ||
 * 7. (22 ÷ 4 × 32 ÷ 9) || 8. (3 + 5 × 5) ||
 * 9. 2 × (62 − 2) ÷ 8 || 10. (4 ÷ 5) + (7 × 42 × 7) ||
 * 11. 6 × 2 × (3 × 62 − 9) || 12. (62 × 8 × 32 − 5 + 1) ||
 * 13. (7 + 32 + 7 × 4 × 3) || 14. 1 ÷ (4 × 8 ÷ 7) + 2 ||
 * 15. (9 + 5 − 8) || 16. 7 + 22 + (9 ÷ 82 + 2) ||
 * 17. (52 ÷ 32) × (1 × 7) − 5 || 18. 52 − (1 + 2) ÷ 2 − 8 ||