Design for Learning

Instructor: Autumn Combs Area: Math

Title: Order of Operations Date: April 10, 2014
Grade Level: 3rd Estimated Time: 30 min

Standards Connection:

8.) Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the reasonableness
of answers using mental computation and estimation strategies including rounding. (This
standard is limited to problems posed with whole numbers and having whole-number
answers; students should know how to perform operations in the conventional order when
there are no parentheses to specify a particular order (Order of Operations).) [3-OA8]

Learning Goals:

Students will complete an exit slip listing one thing that they learned and one question that
they still have about using the order of operations to solve problems.

Learning Objectives stated in kid-friendly language:

Today we will practice solving math problems that have more than one step to complete.

Evaluation of Learning Goal:

The exit slip will prompt the student to write one thing that they learned and are confident
about after the lesson. It will also prompt the student to write one thing that they are still
struggling with. Students should complete the exit slip to receive credit.

Engagement:

The teacher will show the class a blank thank you card. Today class I need to write my
Uncle a thank you letter because he sent me a gift for my birthday. I was wondering if you
could help me with what to write to him. As the students volunteer answers or ideas for the
letter, put the blank letter in the envelope and seal it. Make sure that the class can see that
you have done this step first without writing anything down. Once the card is in the
envelope, the teacher will ask the students for their ideas of what to write. Ok I am ready for
your ideas now but Ive already put the card in the envelope to send it. That is what Im
supposed to do right? Well now where do I write down what I want to say to him? Ensure
that the students realize that you have made a mistake and forgotten to take the proper
steps to correctly fill out the letter. So where exactly am I supposed to write down
everything? Inside the card? But that is in the envelope? What did I do wrong? Allow the
students time to tell you that you went out of order with the steps. So you mean to tell me
that I am supposed to write in the card and THEN put it in the envelope?! Oh my! I think I
got ahead of myself instead of sticking with the order that these things were suppose to
happen didnt I? How silly of me! Well today we are going to talk about a different order that
you all must learn in order to do math. Does anyone know what I am talking about? Allow
the students time to answer. Thats right! I am talking about the order of operations. When
we have more than one math problem to work to get one answer, there is a specific way
we have to solve them. Lets get started.

Learning Design:

Teaching:

Does anyone know the order that we do math operations in already? Wait for responses.
Thats right, we start with parentheses, then any exponents, then we move to multiplication
and division, and then addition and subtraction. As these are being called out, the teacher
should place each flash card with the appropriate operation in the hanging pocket folder for
the students to see the order. Place one or two of the cards out of order. Now we have the
order that we do math problems! How does that look to everyone. Allow time for students to
notice the ones that are out of order. Now we didnt do something like Ms. Combs did at the
beginning did we? Are all of our operations in order? I sure hope we didnt put the card in
the envelope without writing the letter first! Did we? Allow student to answer. Make mental
note of those who do not seem to have an opinion of what order they are in. It is ok if
students do not know. Well it looks like I need help remembering the correct order! There is
a very helpful phrase that we can memorize that will help us remember the order. It is
Please Excuse My Dear Aunt Sally Put the flash cards in the hanging folder below the
previous cards. Look at this phrase. I want you all to take the next 30 seconds to talk with
your group about why this phrase is helpful. What about this phrase helps us to remember
the correct order? Give students time to talk. Choose one person from each group to share
what their group talked about. What did you all come up with? Good! Did everyone hear
their answer? The beginning letters of each word in the phrase matches with the first letter
of each operation in that order. So now we can put the cards in the correct order. Ask
students to help put the cards in the correct order. Ok great, now lets talk a little more about
these operations. I am going to pass out some construction paper that I have already folded
and cut. Please leave it on your desk until I give you further instructions. The teacher will
pass out the foldables to the class. This is called a foldable and we are going to use it today
to take notes about our operations. So who can tell me what will go on our first flap? Call on
a student to give an answer. That is right. Parentheses goes on the first flap because it is
the operation that we do first. What comes next? Exponents! Then the next two we are
going to put on the same flap. What are they? Call on student to give answer. Right.
Multiplication and Division. Which two will be on the last flap? Call on student. Good!
Addition and Subtraction. Now, I want you to think for a second. Why does multiplication
and division and addition and subtraction share tabs? Think about it. Give students 15
seconds. Now take the next 30 seconds to talk to your group about why they share a tab.
After the groups talk, allow them to share their ideas with the whole class. (Students name)
what did your group talk about? Good conversation! When you have addition and
subtraction in a problem you start with the first one and work your way across. Same goes
for multiplication and division. Now, lets look at some examples for each of these flaps so
that when you are working them on your own you will have an example. Give students
examples for each flap allowing them to contribute examples. Great now we are going to
practice our own problems. Teacher will use the attached worksheet to practice with
everyone. Thank you for working hard today! Now you are going to have a chance to
practice some problems with your table group.

Opportunity for Practice:

Teacher will put the practice problems up for the students on the document camera. I want
you to copy these into your journal. You can copy one and work it and then come back to
the next one if you want. This work is just for practice so you and your partner can work
together if you would like. Please make sure that both people are giving ideas and answers.
This is a team effort! Allow students time to work with their partner on the problems.
Teacher will walk around the classroom during this time, listening to conversation and
asking important questions to get students to think at deeper levels. Ok, now that we are all
finished, lets go through these together so we understand what is happening. Teacher and
students will work through the problems together.

Assessment:

Put the prompt on the overhead and pass out journals. In your journal for today I want you
to answer these two things. Listen to me as I read them to you right now. Read the two
prompts aloud and give students time to answer them. Share some of your questions and
understandings with your table group. Allow enough time for ideas to be shared. Ok pass up
your journals so I can take a look at them later.

Closure:

You all did a great job today. I was impressed with how many operations you already knew!
Lets review the phrase one more time that helps us remember the correct order of the
operations. Say it with me. Teacher should point to the flash cards in the hanging folder as
they say Please excuse my dear Aunt Sally so that the students have another visual
before the end. Great job everyone!


Content and Resources:

Hanging Pocket Folder
Flash Cards for Pocket Folder
(Pre-Made) Foldables
Foldable Example
White board
Document Camera
Promethean Board
Example problems
Practice Problems
Exit Slip Prompt
Journal




Extensions/Accommodations:
H: Students will be able to create their own phrase to remember the order of operations.
L: Students will be able to use a list of the order for their assignments.

Data Analysis:
I was unable to give the assessment.

Reflection:
This lesson was a fun lesson to teach. I feel as though the students were engaged through the
entire lesson and were eager to learn. The foldable was a great addition to have. It helped the
students visualize the methods and provided them a reference to keep in their math journal for
the future. If I were to do this lesson over again I would have to think about different ways to
present the first word problem in the practice. It stumped the children and I was unprepared to
give them multiple ways to figure out the answer and why it was the answer.


























Examples

1. 5 x 7 +1 = a


2. 2 + 5 x 2 = a


3. 9 ___ 3 ___ 7 = 34



4. Alyssa sold half of her comic books and then bought 9 more. She now has 12. How
many did she begin with?




5. 8 ___ 2 ___ 5 = 9



Practice

1. 12 ____ 2 _____ 10 = 16

2. 18 - 5 x 2 = a

3. 3 x 8 - 12 = a

4. 18 - 7 x 9 = a

5. Emily had five pies. She divided each pie into four pieces. How many pieces did she
have?

If two of Emilys friends came over, how many slices could each friend get evenly?







Name: _________________

Exit Slip

One thing that I learned today is




One question that I still have is...