Lesson Plan 1
Running head: LESSSON PLAN:
Lesson Plan:
Lisa Burley, Darcia DeLoach, Jackie Garcia, & Jeana McMath
University of Phoenix
MTE 532
Curriculum Constructs and Assessment: Science and Mathematics
Sharon Stone
January 10, 2010
Lesson Plan 2
Lesson Plan:
In this lesson, we chose the material from chapter 24, "The other convention involves the
order of operations: Multiplication and division are always done before addition and subtraction.
Since exponentiation is repeated multiplication, it also is done before addition and subtraction. In
the expression 5 + 4 × 2 - 6 ÷ 3, 4 × 2 and 6 ÷ 3 are done first. Therefore, the expression is
evaluated as 5 + 8 - 2 = 13 - 2 = 11" (deWalle, 2005).
Title: Using the PEMDAS System
Author: Team A
Grade Level: 5
Duration: 3 sessions 45 min. each
Overview: Students will be introduced to the proper sequence of operations and will be
able to demonstrate mastery of simple algebraic formulas using the PEMDAS model.
Standards:
TN- Tennessee Curriculum Frameworks
Subject : Mathematics
Level : Grade Five
Standard : Standard 3 – Algebra
RemoveLearning
Expectation : GLE 0506.3.1 Understand and use order of operations
Objectives:
Students will be able to become familiar with each step of the order of operations and
accurately apply it to various examples.
Lesson Plan 3
Resources/Materials:
Instructional Activities/Procedures:
1.) Teacher will explain to students that today we will learn how to start writing basic
algebra formulas. She will ask the class, “Who can tell me what parts are needed in a
sentence?” After answers are taken, she then will ask, “Who thinks it is possible to
write a sentence in math?”
2.) The teacher will then instruct students to page. 114 in their Houghton Mifflin text
which shows the PEMDAS operations. She will ask for volunteers to read pg. 114
and which explains what the PEMDAS operation is.
3.) She will then write a sample sentence on the board, “The boy ran quickly.” and ask
the students what part each word is and how it makes up the sentence. Answers will
be taken until students identify the main parts of the sentence such as the subject,
verb, adjective, and adverb.
4.) She then will write a basic algebraic formula on the board such as, “(5+4) – (1x2)= “
and state that this is still a sentence except it is written in math.
5.) She will then ask the students to read and repeat after her what each letter stands for
“Parenthesis, Exponents, Multiplication and Division, Addition and Subtraction”.
Students will then be instructed to copy this down into their math journals.
6.) The teacher will then explain we are going to learn a song to help us remember how
to use the order of operations. She will ask if anyone knows the song, “Fere Jacques”.
She will then write the 4 steps on the board and explain to the students that they will
be singing along to the tune of Fere Jacques. She will start singing, “Parenthesis,
Parenthesis, Exponents, Exponents, Multiply, Divide, Multiply, Divide, then Add ,
Lesson Plan 4
Subtract, Add, Subtract.” She will lead the class in a round robin style singing the
steps with the whole class repeating a few times.
7.) When most of the children seem to have the tune and words understood she will then
ask the students to stand up at their tables and get ready to start the song. She will
then explain that in the order the math sentences are solved you have to move from
left to right. She will tell the students as they sing they will need to take one step to
the right so they will be moving from left to right until the song is complete. The
students will repeat this exercise twice.
8.) Next, the students will return to their seats, and she will demonstrate several problems
on the board. The first example will be solving the math sentence she wrote on the
board. She will demonstrate with 3 other basic examples. Students will then be
instructed to try the first three in their book.
9.) Exit ticket for math, will be their attempts at solving the problems.
Day 2
1.) Warm- U: Students will be able to use their math text, math notebooks, and will be
passed out drawing paper and asked to draw list the steps of the order or operations.
2.) After warm-up is complete, the students will be asked to stand and sing the song and
move to the left. Song will be repeated once.
3.) Teacher will then introduce the acronym, “Please Excuse My Dear Aunt Sally” and
explain that if one uses the first letter of the sentence it will help them remember the
order operations,
4.) Students will break into groups no more than 4 and worksheets with practice
problems will be distributed.
Lesson Plan 5
5.) Teacher will circulate around the room and work with groups.
6.) Exit ticket will be a team’s completed worksheet.
Day 3
1.) Warm-up will be five practice problems on the board to be completed in math
journals.
2.) Students will be handed drawing paper and will be asked to make a poster outlining
all the steps of the order of operations and the acronym listed somewhere on their
poster.
3.) When students are finished with poster they will begin worksheet with 15 problems to
solve.
10.)
Assessments:
Extension Activities
Lesson Plan 6
References
deWalle, 2005) Our math book, etc…