Math Lesson Plan:

Review of Orders of Operation and Writing Numerical Expressions

Name: Karen Sanchez
Date: April 10, 2015
Grade Level: 5th
Arizona State Standards/ Common Core Standards: Write and interpret
numerical expressions.
5.OA.A.1. Use parentheses, brackets, or braces in numerical expressions,
and evaluate expressions with these symbols.
5.OA.A.2. Write simple expressions that record calculations with numbers,
and interpret numerical expressions without evaluating them. For
example, express the calculation add 8 and 7, then multiply by 2 as 2
(8 + 7). Recognize that 3 (18932 +921) is three times as large as 18932
+ 921, without having to calculate the indicated sum or product.
Mathematical Practices:

5.MP.1. Make sense of problems and persevere in solving them.

5.MP.5, Use appropriate tools strategically.
5.MP.8. Look for and express regularity in repeated reasoning.

Content Objectives:

I can solve a numerical expressions and word problems using order of

operations.

Language Objectives:

Students will discuss in small groups.

Students will share ideas in a whole class discussion.

Vocabulary: Parenthesis, brackets, braces, exponents, multiplication, division,

addition, subtraction, numerical expression, evaluate
Materials: Slate, dry erase marker, eraser, pencil, lined paper
Anticipatory Set: Students will discuss what the acronym PEMDAS stands for
with their groups and then with the whole class.
Teacher Actions:
Provides board work problems on the Smart board.
Asks volunteers to solve problems.
Engage students in the anticipatory set.

Ask each group to identify one word of the acronym PEMDAS.

Writes and discusses each word on the board.
Discusses objective.
Discuss materials with the class.
Provides directions and rules for the activity.
Provides review problems for students.
Solves review problems on the board with assistance from students.
Provides students with closure question and exit ticket.

Student Actions:
Individually solve board work problems.
Volunteers solve problems on the board.
Students follow a long as problems are being solved.
Discuss in groups what the acronym PEMDAS stands for.
One spokesperson from each group will share one word of the acronym.
Solves review problems individually on paper and with group on the slate.
Assists teacher in solving the problems on the board.
Answers closure question on exit ticket.
Variations:
Students could make their own word problems for other students to solve.
Modifications:
Teacher may need to provide more guidance to students who are having
difficulty solving the math problems.
Teacher may encourage students to write their own word problems.
Closure:
Exit ticket:
o Why does order matter when solving a numerical expression?
o Give one example where order matters in the real world.
Assessment:
Observation of students.
Collection of exit tickets.