TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |1st 6 Weeks |PLAN CODE: | |

|Teacher: |Winton |Course/subject: |Mathematics |

|Grade(s): |7 |Time allotted for instruction: |1 – 1 ½ hours |

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|Title: |Order of Operations ~ Does It Really Matter?? |

|Lesson TOPIC: |Simplifying numerical expressions using the order of operations |

| | |

|TAKS Objective: |Objective 1: |

| |The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.|

|FoCUS TEKS and Student Expectation: |(2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or |

| |divides to solve problems and justify solutions. The student is expected to: |

| |(E) simplify numerical expressions involving order of operations and exponents |

|Supporting TEKS and Student Expectations: |(2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or |

| |divides to solve problems and justify solutions. The student is expected to: |

| |(F) select and use appropriate operations to solve problems and justify the selections |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

| |Order of operations refers to the order in which the operations are done within an expression. |

|Order of operations | |

| |To simplify is to change a mathematical expression to its simplest form. |

|Simplify | |

| |An expression is a mathematical phrase that combines operations, numerals, and/or variables to name a |

|Expression |number. |

| | |

| | |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

Prior to class, put the following on the board: “Woman without her man is nothing.” After students are seated, have them work in pairs to punctuate the sentence properly. Discuss how punctuation can change the meaning of a sentence. “Woman, without her man, is nothing.” “Woman: without her, man is nothing.” Next, place the following on the board: 10 + 2 * 3 - 1

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Ask students to simplify the expression. Write down the various answers calculated. Discuss the need for a standard order of performing operations so that there is no ambiguity about the value of an expression. Discuss the steps of the standard order of operations and show how they would be used to simplify the problem on the board.

10 + 2 * 3 – 1

10 + 6 – 1

16 – 1

15

C. Guided activity or strategy

Ask your students to work with a partner to simplify the following expression: 2 x 3² - (4 / 2) + 5. Students will come up with an answer and defend it by writing down on paper why they ordered in a particular way. Work the problem on the board so that students can check answers.

D. Accommodations/modifications

Students requiring modifications will be paired with a peer to work on the order of operations concept.

E. Enrichment

Students requiring enrichment may explain steps for simplifying expressions to a peer who requires modification during paired work.

II. STUDENT PERFORMANCE

A. Description

Students will complete Order of Operations ~ Does It Really Matter?? worksheet.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Students will complete Order of Operations ~ Does It Really Matter?? worksheet individually.

B. Rubrics/grading criteria

Grades may be taken based on the Students will complete Order of Operations ~ Does It Really Matter?? grading rubric/answer key.

C. Accommodations/modifications

Students requiring modifications may have the number of problems to simplify reduced.

D. Enrichment

E. Sample discussion questions

• Why is it important that we utilize the order of operations?

• Do we still have to use order of operations when putting problems in a calculator?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the students in a discussion of how order of operations/simplification problems may look in test format by placing the TAKS questions below on the board.

B. Sample TAKS questions

1. What is the value of the expression (3 + 3)² / 6 – 2 x 4?

F. -18

G. -2

H. 0

J. 16

2. Simplify the expression below.

4 + 2(13 – 4) / 3²

F. 7

G. 6

H. 2

J. 8

V. Key Vocabulary

Order of operations, simplify, expression

VI. Resources

A. Textbook

Math Advantage, Middle School II

Chapter 6: Writing and Simplifying Expressions

• Evaluating Expressions, pp. 126-129

B. Supplementary materials

• Order of Operations ~ Does It Really Matter?? worksheet

• Order of Operations ~ Does It Really Matter?? grading rubric/answer key

C. Technology

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

• Take students to the computer lab utilize Excel formulas to simplify expressions. The rules of order of operations must be followed to get the correct answer from the formulas entered.

VIII. Teacher Notes

After completing this lesson, students should know the standard order of operations.

One nice way to remember the order of operations is the following mnemonic:

|Please |Excuse |My |Dear |Aunt |Sally |

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|Parentheses |Exponents |Multiplication |Division |Addition |Subtraction |

Online practice available at:

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