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Subject

Math, Science & Technology

Description

This lesson is an introductory lesson for teaching order of operations. Students will have to have prior knowledge of exponents.

Resource/Materials

Order Of Operations Power Point
Quiz that was used after lesson
Order of Operations - SMART Notebook File
Order of Op Clip

Duration

1 Period

Objectives

The learner will be able to:

Cognitive –
~evaluate expressions using the order of operations.
explain the process of order of operations.

Affective-
~communicate effectively with teacher and other students.

Psychomotor-
~write out the steps in solving an expression using the Order of Operations.
~use graph paper to organize the steps of Order of Operations.

Materials

• SMART Board
• Graph paper
• Unitedstreaming movie clip

Procedures

Capture and Motivate:
Do now:

• Solve: 4 to the 3rd power, 2 to the 5th power and 3 to the 3rd power
• Solve this problem 5+3 x 4
• Think about what would happen if you didn’t follow a recipe when you’re making a cake and put the pan in the oven without all the ingredients, would it turn out right?

Lesson

• The teacher will ask for a student’s answers to the first part of the “do now.”
• The teacher will ask the students what would happen if they didn’t follow the recipe when making a cake.
• Students will tell the teacher that the cake wouldn’t come out correctly.
• The teacher will tell the students that they will be studying the order of operations over the next few days.
• The students will watch a three minute clip on the order of operations.
• The teacher will review what was viewed in the video.
• The teacher will review the pneumonic PEMDAS with the students.
• The students will take notes from SMART Notebook (or PowerPoint).
• The teacher will remind students of the problem that they did as part of their do now 5 +3 x 4
• The teacher will ask them to look at the problem again and solve it to see if their answers changed.
• The teacher will tell the students that in order to solve the problems we are going to write the pneumonic on top of the problem and cross off each letter when we have done it.
• The students will evaluate a problem on the SMART Board with the teacher.
• The students will be reminded that solving this problem, they will use the pneumonic and you solve from left to right just like when you read a book.
• The students will be reminded to rewrite the problem as they solve each portion.
• The students will help the teacher solve a series of questions as practice.
• The students will then complete problems on their own as independent practice.

Closure

Why is it important to follow the order of operations when solving a math problem?

Assessment

Students will be evaluated on participation during class, class work and homework.

HW: Worksheet-Study guide 1-3 #’s 1-3 and 7-10

Quiz to be given two days following lesson.

Related Academic Standards

New York State

NY-5.NBT.2 Use whole-number exponents to denote powers of 10. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10.

NY-6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.

5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.

MST3.6.N.22 Students evaluate numerical expressions using order of operations (may include exponents of two and three.)

MST3.6.N.25 Students evaluate expressions having exponents where the power is an exponent of one, two, or three.