UMU Lesson Plan Template

Name: Mackenzie Thomas Date: 9/9/21

Grade Level: 7th grade Class Period:
Subject: Math Lesson # & Title: #1 Order of Operations
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching

Context for Learning and Planning Rationale:

Classroom Makeup: There are 24 students in the classroom. There are 7 girls and 17 boys. There are eight students that are
on IEP’s and one student with a 504 plan. Five of these students are identified as a Specific Learning Disability, two of them
are identified as ADHD, and one of them is identified as dyslexia. Of these students, seven have math goals that are all
different. The goals include word problems, fractions, decimals, percents, and multiplication with multi-digit decimals. Each
of these students are allowed small groups, breaks, and extended time during assessments. This class is a co-teach 7th grade
room. There are students from various races and socioeconomic backgrounds.

Classroom Environment: This classroom has a smart board in the center of the front, and whiteboards on the sides of the
room. The teachers’ desk and area is in the front of the room on the left. The student’s desks are in three rows and all pushed
together. My cooperating teacher uses an assigned seating chart. Students are spread out to the best of the teacher’s ability
due to COVID-19. The teacher sets up a small table by the doorway for students to pick up papers daily.

Content Standards:
7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Computations with
rational numbers extend the rules for manipulating fractions to complex fractions.

Rationale: I chose this standard because it aligned most with the area my cooperating teacher and I recently began teaching.
Students have already been introduced to the four operations and rational numbers, but this will be the first time they put
them all together. I will begin with review of the most recent operations we have taught, multiplication and division, and then
we will do guided notes over order of operations.

Learning Objectives:
Students will be able to use the order of operations to simplify numerical expressions with integers with 80% accuracy.

Academic Language:
Numerical expression: made up of numbers and operations
Order of operations: rules that must be followed and agreed on by mathematicians in order to get the same answer
PEMDAS: parenthesis, exponents, multiply/divide, add/subtract
Simplify: reduce an expression to a simpler term by using order of operations
Evaluate: solve for the value of the expression

Assessment Plan, Formative Assessment:

Students will complete a pretest over order of operations. They will receive a paper copy and then enter their answers on
Formative.com. By using formative.com, I will receive instant feedback of the students’ scores, and it will analyze the
results. This will show us where students are at now and what they have previously learned. At the end of the chapter, they
will complete a posttest that will show the progress students have made.

Assessment Plan, Summative Assessment:

Revised January 2018

The following Tuesday, one week after this lesson, there will be a chapter quiz. It will cover absolute value, addition,
subtraction, multiplication, division, and the order of these operations with integers.

Procedures, Lesson Introduction (10 min):

1. As students come into the room, I will have a packet with notes and the pretest on the table for them to pick up. On
the board will be instructions telling them to grab papers from the table, complete the pretest on paper then enter
their answers on formative.com, and when they are finished, they should get out a pencil for notes. On their way into
the room, I will tell them to read the board and get started on their work.
2. I will give students a few minutes to complete these problems. I will tell them that if they are not sure how to do it to
take their best guess. I will assure them that it is okay, and we will learn how to do the problems today.
3. After they have finished the pretest, I will remind them to get out a pencil and wait patiently for everyone to be
done. When the majority is done, we will begin the notes.

Procedures, Lesson Body (35 min):

1. After a moment to get ready to take notes, I will call on a student to read the learning target at the top of the notes.
Then I will ask another student, “After hearing our learning target, what do you think we are going to learn today?” I
want them to answer order of operations. I will then reiterate, today we will be learning the order of operations with
integers.
2. Next, I will go over the important vocabulary terms at the top of the notes. I will also go through each step of
PEMDAS. I will stop and ask if anyone has any questions so far.
3. On the front of the notes packet there are seven example problems. I will lead them through the first example
problem. Then we will do the next two example problems together. Last, I will give them roughly five minutes to
complete the other problems independently. During this time, I will check on the students who may need more
support and continually walk around the room.
4. After the five minutes are up, we will check the answers as a whole class. When we are done checking answers we
will move on to the next page of notes.
5. At the top of this page is an important note that students must understand. I will read the note aloud and explain
what it means by using the example problem below it. I will lead the example problem and then have students try
the next two problems on their own. We will go over the answers as a class.
6. Next, we will complete the first word problem. I will read the problem aloud and then ask students to solve it
independently. I will ask students to share their answers. When a student gives the correct answer, I will ask them to
explain how they found their answer. As they tell us how, I will write their steps on the board for those who did not
get it. I will repeat this for the second word problem.
7. Then we are going to skip to the bottom questions on the last page of notes. Together we are going to complete the
first question in the model section.

Procedures, Lesson Closure (10 min):

1. On the last page of notes there are five questions that state to simplify the expression. I will ask students to complete
at least three of these questions. If they finish the three, I will have them continue to solve the other example
problems on that page for extra practice.
2. Before students leave, I will ask them one thing they took away from today’s lesson. After a few responses, I will
restate the student learning target for the day.
3. I will share with students that tomorrow we will be doing a scavenger hunt using order of operations. I will remind
them to bring these notes with them tomorrow.

Differentiation, Individualized Instruction, and Assessment:

1. When we are reviewing and answering questions about the lesson, I will allow students who struggle extra time
before calling on them.
2. For the students on IEPs, my co-teacher and I will check on them periodically during the independent work to be
sure they understand what we are working on.
3. At the end of the lesson each student is required to finish three problems which would be the developing target.
Students who complete five questions would be the mastery and students who complete all the questions would be
exceeding the target.
Revised January 2018
Instructional Materials and Support:
• Guided notes: Order of Operations Guided Notes
• Chromebook: students will need this for the pretest
• Pen/pencil: students will need this to take notes
• Smartboard: I will use this for the guided notes, students will follow along on the board
• Pretest: Order of Operations Pretest

Research and Theory Commentary:

• Piaget’s Theory of Constructivism: This theory states that people produce knowledge and form meaning based upon
their experiences. The act of using real life example problems will form an experience in students’ mind. They will
be able to think of these situations in their lives and connect them to the math we are doing in class. For this concept,
many students are able to connect it to money. For example, if they have $100 and then spend $150, they can think
100 – 150 which would give them a -$50.
• I do, we do, you do: This strategy includes demonstration, prompt, and practice. I will begin the lesson by
demonstrating for the students, then we will do the problems together, and last students will do the problems
independently. This is a gradual release of responsibility from teacher to student

Cultural Responsiveness, Equity, and Inclusion Commentary:

Each student will be given the materials needed for the lesson. Students who may need extra support during the lesson will be
given support by myself or my co-teacher. Based on the variety of cultures in the class, I used a variety of example problems
to give each student a relatable situation. During whole group instruction, I will call on a mixture of students to include as
many as possible.

Use of Technology Commentary (if applicable):

Students will use their Chromebooks to complete the bellringer. I will use the smartboard for the guided notes and
instructions for students as they enter the room. I will use Smart Notebook to display the notes and instructions. During the
notes, I will use Screencastify to record the lesson and it will be posted on google classroom for any students out of school.

Reflection and Instructional Commentary (if applicable):

Revised January 2018