21st Century Lessons

Evaluating ExpressionsThe Order of Operations

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Primary Lesson Designers:

Kristie ConnersSean Moran

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This project is funded by the American Federation of Teachers.

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*1st Time Users of 21st Century Lesson:Click HERE for a detailed description of our project.

21st Century Lessons – Teacher Preparation

• Spend AT LEAST 30 minutes studying the Lesson Overview, Teacher Notes on each slide, and accompanying worksheets.

• Set up your projector and test this PowerPoint file to make sure all animations, media, etc. work properly.

Please do the following as you prepare to deliver this lesson:

• Feel free to customize this file to match the language and routines in your classroom.

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Lesson Objective Lesson Objective: Students will be able to evaluate numerical expressions. Students will explore the same expression in four different ways to help determine the order of operations.

Student- Friendly Objective: Students will be able to identify and begin to follow the order of operations when evaluating expressions.

Language Objective: Students will be able to discuss and interpret why the order of operations are important and identify the words expression and evaluate.

Lesson Description This lesson is designed over two days. The lesson in this PowerPoint only covers Lesson 1. Lesson 1 is an exploration around the order of operations with practice. The goal for Lesson 1 is for students to gain an understanding that evaluating expressions has a particular order. Lesson 2 will cover all aspects of the order of operations, where majority of the lesson is an activity for the students to practice the order of operations. The goal for Lesson 2 is for students know and apply the order of operations.This lesson is the first lesson in the unit. As the unit progresses, students will be required to apply the order of operations, therefore, fitting to be introduced at this time.

Lesson Overview (1 of 3)

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Lesson Vocabulary 1) Exponent- shows you how many times to multiply the number by itself.

2) Expression- numbers and symbols grouped together that show the value of something.

3) Evaluate- to calculate the value.4) Operations- a mathematical process: the most common are

addition, subtraction, multiplication and division. Materials Required: All students will need a notebook and pencil or pen.

Board space may be needed if want to visually show students responses. Copies of the explore problem, class work assignment, exit slip, and homework. Optional: (Time permitting) Teacher may want to have students put their findings of the four students on chart paper to show the class. Therefore, chart paper and markers are needed.

Scaffolding There are several opportunities throughout the lesson to give student support. In the warm up and practice section, support is available to show more details in the lesson if needed. This will benefit students who are more visual learners and English Language Learners.

Enrichment During the class work assignment, teachers have the opportunity to assign a set of rigorous problems for students who may require the extra challenge.

Online Resources for Absent Students

Tutorial http://www.mahalo.com/order-of-operations/Video clip http://www.youtube.com/watch?v=JgQiCSgamU8Online practicehttp://www.ixl.com/math/grade-5/simplify-expressions-using-order-of-operations-and-parentheses

Lesson Overview (2 of 3)

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Lesson Overview (3 of 3)Common Core State Standard

Expressions and Equations6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.

6.EE.2c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).

Before and After Students will rely on their basic skills to better understand the topic of order of operations. Having a strong background of the four basic operations will benefit the students in fully gaining this concept.This lesson is the first lesson in the unit which builds student’s understanding of order of operations. Students will gain an understanding that all math problems need to follow a certain order. Through exploring the different methods one can approach to evaluate expressions, students will be able to explore the common mistakes and gain a true understanding of the order of operations.After this lesson, students will have a foundation to start evaluating expressions. They will continue using the order of operations, making this lesson a very crucial part of their learning and understanding of mathematics.

Topic Background http://www.youtube.com/watch?v=w0XkQ-Q8aDgNote: 3 minutes into the video is the connection to the order of operations.

Warm Up/Do NowOBJECTIVE: SWBAT indentify and begin to follow the order of operations when evaluating expressions.

Agenda7

Evaluate:4310

647

3520

)21(9

234

1) 2)

3) 4)

5)

34 1

5 3

13

Scaffolding

Agenda:

1) Warm Up 2) Launch

3) Explore

4) Practice

5) Assessment/Exit Slip

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Marvin’s Trick- Independent

Agenda

The Four Students Problem- Partners

Whole class

Partners

Independent

OBJECTIVE: SWBAT indentify and begin to follow the order of operations when evaluating expressions.LANGUAGE OBJECTIVE: SWBAT to discuss and interpret why the order of operations are important and identify the words expression and evaluate.

Independent

Discussion-Lesson-

Notes- Recourses for Your Notebook- Independent

Launch- Marvin’s Trick

Agenda10

has a challenge for you!Marvin the “Amazing Math Magician”

Hey class, bet you can’t make 75 with the numbers:

3 7 10 15

But, you must use all 4 numbers only once.

You can use any operation you like addition, subtraction, multiplication or division, more than once, and in any order you choose.

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3 7 10 15How did you make 75 with the 4 numbers?

Launch- Marvin’s Trick

Agenda

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A way to make

3 7 10 15

75

107 31575

70 5

using

Expression??????This is a way to write the work you did as one math expression.

Numbers and symbols grouped together that show the value of something.

Launch- Marvin’s Trick

Agenda

Explore- The Four Students Problem

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Agenda

Marvin challenged four students to evaluate this problem 2346

Your task with your partner is to determine how the students obtained their answer.

900346 2 Juan150346 2 Melinda

42346 2 Shawn

Student’s results90346 2 Ashley

Support your response with evidence, by listing the operations in the order in which the student did them.Your group is responsible for 2 or 4 students.

Evaluate?

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Marvin challenged four students to evaluate this problem.

JuanMelinda

Shawn

Click names

Ashley

Agenda

Online

Calculator

All studentsand summary

PC Users

Next slide

Discussion

Resources for Your Notebook

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Agenda

The Order of Operations

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1)

Think back to the warm up. Is there a problem that contained any symbol Shawn didn’t use?

1) Parentheses or Grouping Symbols

Click to open warm up.

2346 Shawn’s Work

2) Exponents

946 9

3) Multiplication/Division

36636

4) Addition/Subtraction(Left to Right)

(Left to Right)

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Practice- Partners

1) 2) 20 ÷ (6 – 1)

3) 10 + 23 – 5 4) 9 + 3 + 9 ÷ 3

5) 6 + 10 ÷ 2 – 1 6) 2 + 5 x 6 ÷ 2

Directions: Using the Order of Operations, evaluate the following expressions.

Agenda

4773

Let’s do number 1 and 2 together!!

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Directions: Using the Order of Operations, evaluate the following expressions.

Practice

Scaffolding

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4773

48

3 41)

Agenda

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Directions: Using the Order of Operations, evaluate the following expressions.

Practice

)5(4

)16(20 20

2)

AgendaScaffolding

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Practice

1) 2) 20 ÷ (6 – 1)

3) 10 + 23 – 5 4) 9 + 3 + 9 ÷ 3

5) 6 + 10 ÷ 2 – 1 6) 2 + 5 x 6 ÷ 2

Directions: Using the Order of Operations, evaluate the following expressions.

8 4

13 15

10 17

Agenda

4773

Assessment/Exit Slip

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2423 Amy

4315 Evaluate :1) 341 2 2)

3)Who is correct?

245220

400

1623 32335

Agenda

Jamal2423

3 14

Woops!! Amy added first

The goal of 21st Century Lessons is simple: We want to assist teachers, particularly in urban and turnaround schools, by bringing together teams of exemplary educators to develop units of high-quality, model lessons. These lessons are intended to:

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