Friendship Academy of Engineering & Technology Subject: CCSS MATH 6 Date:

#339 Topic 1
Grade/Level: 6 Block 4
Lesson Plan Teacher: Holly
Assessment Focus: (Key Idea) Unit: Operations with Whole Numbers
6.EE.A.1 (Grade 6) Lesson Title: Order of Operations
Write and evaluate numerical expressions involving
whole-number exponents. Objectives:
Students will write and use expressions involving whole-
6.EE.A.2 (Grade 6) number exponents; and apply the Order of Operations
Write, read, and evaluate expressions in which letters correctly with positive rational numbers.
stand for numbers.

6.EE.A.02.c (Grade 6) **GOALS**

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). For example,
use the formulas V = s3 and A = 6 s2 to find the
volume and surface area of a cube with sides of length s
= 1/2.
Materials/Resources Needed:
1. Understand the meaning of exponents and
exponential notation such as 3^2 = 3 x 3.
2. Use appropriate terminology to explain how to
evaluate an expression.
3. Evaluate numerical expressions containing
exponents.
4. Help students concentrate on evaluating algebraic
expressions for a given value of a variable, using the
order of operations such as the following: Evaluate
the expression 2(x + 3) when x = 5.
5. Focus attention on the following vocabulary terms:
algebraic expressions, evaluate, sum, term, product,
factor, quantity, quotient, coefficient, constant, like
terms, equivalent expressions, and variable.
Lesson Summary

Computer with projection device The focus for this lesson is writing and evaluating
Differentiated Tasks numerical expressions involving whole number exponents,
HOT box finding the value of an expression using exponential
SAS notations such as 3 = 27, and using the appropriate
Video terminology to explain how to evaluate an expression.
SAS Students are applying the properties of operations to
Whiteboards generate equivalent expressions including the distributive
Markers property to produce equivalent representation.
Plastic bags/slips
Guided notes
Attachments

Related Standards: Standards for Mathematical Practice

5.OA.A.1 SFMP 2: Sixth graders decontextualize to manipulate symbolic
5.OA.A.2 representations by applying properties of operations.
7.EE.A.1 SFMP 4: Students model real-world scenarios with equations and
7.EE.B.3 expressions.
7.EE.B.4 SFMP 6: Students communicate precisely with others and use clear
mathematical language when describing expressions.

Prerequisite Skills Needed: Language Support:

All students should become proficient in using the core
To be successful with materials in this topic, vocabulary of prime, composite, prime factorization, least
students should understand the following common multiple, greatest common factor, exponent and
concepts: Order of Operations. The Distributive Property is
 Multiplication and division facts introduced here and formalized in a later topic.
Addition, subtraction, and multiplication
of whole numbers
Multiplication of multi-digit whole
numbers using base-ten reasoning and Assessment Tool(s):
illustrations Questioning
Formative assessment- gallery walk
Exit ticket
Classwork assignment
Thinbk-pair-share

Model of
Procedures/Instructional Activities: Mathematics
Instruction
Exploration Students will stand outside of the door and be walked into the classroom. They Review
: will sit in their assigned seats.
Automaticity
7 mins. Drill assignment is posted on the front board. (Attached).

Drill assignment is silent and students will complete individually.

Engagement: Students are reminded of the classroom norms where participation and
engagement are the expectations. Automaticity
8-10 mins.

Students will begin to go over classroom norms and review classroom polices
& procedures. (Again repetition) Review

Ongoing
Automaticity: Students will get into their chosen groups for this week to learning &
compete for the weekly winner of multiplication wars. practice

We will go over todays objective in detail.

We are at the start of a new unit where we will learn about expressions,
including expressions with exponents. Today were going to talk about
exponents for the first time. Well talk about what it means to be squared, what
it means to be to raise a number to the power of zero and whats the same as
saying 8 x 8 x 8 x 8 x 8 x 8. Then were going to talk about the order of
operations and how we ought to show work when simplifying expressions that
include a few different operations, so that no matter where you go in the
world, everyone will have the same answer to the fourth problem.

At the start of todays class students work alone on the TAB problem. After
work time, I ask students to share out their answers for Problem 1 and Problem
2. Then I say:
For Problem 3, some of you rewrote this expression as 5+5+5+5+5. Today,
we are learning about another way to rewrite this expression using an
exponent. Just like writing a repeated addition expression using a simpler
form, you can write an expression with repeated multiplication in a simpler
form. You would rewrite 5x5 as 52 and we are going to learn why.

On Problem 4 students give a variety of answers. I call on students and record

 the different responses on the board. I ask, Is it possible for all of these to be
right? No! How confusing would it be if there were no agreed upon way of
simplifying expressions with multiple operations. Luckily mathematicians
have created an agreed upon order for us to follow.
As we get ready for new material I say, "We are going to practice following
the order of operations today as we learn to simplify numerical expressions
that have exponents!
Explanation: Opening the lesson
Each table of students will be given plastic bags of slips of paper that they will
use to sort and order in which they do first. I will use this activity in order to
20-25 mins.
introduce order of operations by relating it to everyday procedures.
In your zip lock bags are things you do every day. Put them in order of what
to do first, next, and then what to do last.
Select groups to come up and put their orders on the doc cam.
Framing questions
Are there steps you could do in another order? Why did you choose the
order you have?
Are there steps that have to be in the order you indicated? Why?
Explain to students this is why we have order of operations in math. "We
are going to practice following the order of operations today as we learn to
simplify numerical expressions that have exponents!
Lesson activities
Exploring "Order of Operations"
Page 1
Play the animation and engage students in understanding Gilbert's
expression for the area of the blue regions. Panel 2 introduces the
vocabulary of exponent. Your students may already know this term.
Use this panel to solidify understanding of what each number
represents in the expression 53.
Intro to New Material***
In this lesson, there is a lot of new material, including a number of new
vocabulary words. For this reason, I present the new material in the form
of cloze notes before working through problems with my students. I fill in the
key points in the Into-to-New-Material on the document camera as students fill
in their own pages. (See Key Points Key for the filled-in notes.)
After modeling Part a and Part b, by thinking aloud, I ask students to help me
with the remaining examples.
Students then complete the quick practice on their own. I cold-call students to
read each problem (ex four cubed), identify the base, identify the
exponent, express the problem as repeated multiplication (4*4*4), and
evaluate.
Next, we move on to the order of operations. I do not teach students
Commented [WU1]: By doing this, it was my thought process
to relate this mathematical process to something students do in real
Teaching life. I put 6-7 cut up strips of a process of someone getting in a car
and driving. For example, one strip said open the door and another
new concepts said put on seatbelt. It was my attempt to tap into students prior
knowledge and tying it into real-life experiences in hopes to connect
Ongoing it to order of operations & getting students to understand that there is
an order to how you do things and you cant do certain things before
learning &
another. A. Villegas & Lucas (2002) support my thinking by stating
practice To support students construction of knowledge, teachers must help
learners build bridges between what they already know and believe
about the topic at hand and the new ideas and experiences to which
they are exposed (p.25). I believe this was a great way to introduce
order of operations to my students.
Commented [WU2]: I asked these questions to students because
certain groups of students had things in different orders than other
groups. Certain groups put put on seatbelt before adjust mirrors
or vice versa. And there were certain steps that couldnt possibly be
in another order such as Put key in ignition and drive that couldnt
come before close the door. These types of questions, I believe,
includes all different types of learners. It allows all students, even
the lower leveled students, the opportunity to participate. The text
states This involves engaging students in questioning, interpreting,
and analyzing information in the context of problems or issues that
are interesting and meaningful to them. Because students bring
different knowledge frameworks to learning, they will not
necessarily construct the same understandings of any given topic.
(Villegas, 2002, p.25). This open discussion gave students to
explain their thinking or reason with their peers.
Commented [WU3]: Before getting into the topic, I think it
would have been beneficial to allow students to create their own
scenarios or strips for their classmates/other groups to piece together
or put into order. This would have extended students understanding
and connection to their prior knowledge while allowing students to
choose what they wanted to create and take ownership of their
learning. If teaching involves assisting students to build bridges
between their preexisting knowledge and experiences and the new
material they are expected to learn, then teachers must know not
only the subject matter they teach but also their students. (Villegas,
2002, p.26). By doing so, I may have allowed students to tap into
their own personal experiences and allowed them to develop more
understanding on their own terms. I think it would have also been
fun and interesting to see what my students would have come up
with.
Commented [WU4]: By using cloze notes I am making sure all
students are engaged, using my instructional time wisely by only
allowing students to fill in key* parts, and I am also allowing
students to become familiar with essential vocabulary. These notes
help my special needs students by providing notes for the students
(which is built into their IEPs) but still making them take ownership
of their own learning by making them participate to fill in the
missing parts. This also assists students who read word by word,
with little or no comprehension.
Commented [WU5]: By thinking aloud, you share a thought
process that may be too sophisticated for them to come up with on
their own, but one which they are able to comprehend by hearing.
Once such a solution is learned and practiced by children, they can
begin to apply it independently to other math problems they
encounter (Silbey, p.1). Doing think-alouds have been extremely
beneficial with my ALL students including my special needs
students. Students are able to crawl inside your brain and see how
they should be thinking when they approach these types of
problems. They follow the steps you took to solve a problem and are
able to see the tools you used in your toolbox to solve and execute.
 PEMDAS or Please Excuse My Dear Aunt Sally, because I feel that students
get confused later in math when suddenly P/Please means braces, brackets,
radicals, etc. Instead, I teach that grouping symbols are the first step.

We read the steps chorally together, and then work through the first
example. This first problem includes five different operations. The purpose of Commented [WU6]: Engaging all students!
this model will be to show the order and the logical steps we use to show the
work as well as how to neatly organize ones work.
Example 1: 5 x 22 - 8 2
1. First, we look for any grouping symbols. Parentheses, absolute value,
brackets. Do we have any here?
2. Next, we look for exponents. Underline the part of the expression with
an exponent.
3. What is 22?
4. Rewrite 5 x 4 8/2
5. So far, weve looked for grouping symbols, and exponents. Now, we
look for multiplication and division, and evaluate from left to right.
What do we see first?
6. Underline 5 x 4. What is 5 x 4
7. Rewrite 20 8/2.
8. What would we do next? Vote. Division. Why division and not
subtraction? Because we do division before we subtract according to
the order of operations.
9. What is our final step? Subtraction.
Example 2: 10 - 4 x 2 + 2 x 52
1. Are there any grouping symbols?
2. What do we do next? Exponents. Underline and evaluate. Rewrite.
3. What do we do next? Multiplication. How many instances of
multiplication do we have? Which do we do first?
4. What do we do next? Subtraction and addition. Which do we do first?
Subtraction. Why? Because it comes first from left to right.

For the third example, students are posed with students answers. For one
answer, someone does it the correct way, and someone does it the incorrect
way.
Students Turn-and-Talk to discuss which answer they think is correct and
explain why. I will Cold Call students for answer as a final share out.
Guided Practice***
10 min
For this lesson, I made the decision to not have students work in partners. I
want to be sure that they are carefully following the order of operations and
also organizing their work as expected. We work through the Guided
Practice problems together, much like in the intro to new material section. As
students get more comfortable with the process, they take on more of the work
with me asking fewer guiding questions.
Extension: Students will be put in their groups for their independent classwork. Students
will have differentiated assignments I will pull specified students for small
30-35 mins.
group instruction. In this group, I will identify gaps in a student's knowledge
by tracing a standard back through its logical pre-requisites & build student
understanding by linking together concepts within and across grades. I will
Commented [WU7]: Turn and Talk is a quick strategy that
gets everyone participating and beginning to take ownership for their
new learning while also helping inform my teaching of what to do
next and why. I can listen in on a few comments and get a quick
assessment of their understanding without even having to ask
anyone to share out back to the group. By consistently reviewing
students work, teachers can gain an understanding of whether the
kids are getting the material as intended, Fergus-Arcia says. Then
they can hone in on linking their teaching to the learning thats
actually happening, as opposed to relegating some kids to
permanent catch-up mode (Rebora, 2012, p. 36). Turn and talks are
a quick, easy, and non-evasive way to assess students and redirect
misconceptions.
Ongoing
Learning &
Practice
Assessment
pull my high-fliers (students I already know that will struggle & use the
knowledge I gained during dicussions, turn & talks, questions, and formative
assessments to help pull the students for small group instruction.)

Medium tiered- guided RDW strategies built into the CW

High tiered-grade level content with little to no support.

If extra time students can log onto agile mind and complete assigned practice
problems in guided practice in My Agile Mind tab. Commented [WU8]: To address the specific needs of each and
every student, I have tiered my assignments to provide support and
rigor for each individual student. The text states, academic
interventions, in the form of individual or small-group instruction, to
provide added support for students who are at risk of falling behind.
Check for Understanding and Independent Practice Indeed, there is at least some isolated evidence that the response-to-
intervention modela tiered instructional-support frameworkcan
significantly reduce special education referrals for minority
Students complete the final check for understanding problem on their own. I students (Rebora, 2012, p.36).
pull a popsicle stick for student work to be displayed on the document
camera. The lucky student talks through the steps (s)he took to evaluate the
expression. I then open it up for feedback from the class on how the problem
can be improved. Feedback here is usually focused on neatness and
organization, if the student has completed all of the steps correctly.
Then, I will ask my students to work on Independent Practice for 15 minutes.
As they work, I circulate and look to see:
Are scholars accurately following the order of operations?
Are students organizing their work correctly by writing new
expressions after each operation is performed?
Are students correctly evaluating exponents by multiplying the base by
itself the number of times the exponent indicates?
I also check in with students and ask them:
How did you know which operation in the expression to simplify
first??
What would happen if you started calculating out of order?
When do you subtract before you add? Divide before you multiply?
What is the base? What does it indicate? What is the exponent? What
does it indicate?

Further questions
Would the Order of Operations change if the numbers involved in the
operations were decimals or fractions?

For early finishers.

Suggested assignment
Block 4 Student Activity Sheet, questions 7a-f, 8a-c, and 9a-b
Guided practice, pages 6-7
During independent/group practice I will pull K. Scott, A. Murray, J. Shaw,
R.McKiver and A.Catlette (M.Davis, T.Morrison, A. Parson, Jemia, M.Blue in
601) to provide them with some prerequisite activities focusing on exponents
and operations in order with simplicity.
Commented [WU9]: These students are my high-fliers and they
struggled during whole group instruction. When they were pulled
into small group instruction and were given work to build their
capacity. I used coherence mapping to provide them with tasks that
build student understanding by linking together concepts within and
across grades. Maybe it was a skill/standard that missed out on that
is preventing them from understanding this grade level content. I
was able to identify gaps in some of the students knowledge by
tracing a standard back through its logical pre-requisites.
The instruction within this small learning environment help to
supports the students learning and pushed them closer to mastery of
this specific skill/standard and their goals/objectives.
Evaluation/Su Exit ticket
mmary: Assessments
Summary & Exit ticket
Review
To make the most of the conversation in today's class, I begin the lesson
closing by asking students to analyze the work of our (imaginary) friend BoBo
(see Error For Student Analysis). I give them 45 seconds of silent think time
to determine what mistake BoBo made. Students then have 30 seconds to turn
and talk with their neighbor about the mistake. I ask one student to share out
the error (BoBo evaluated three squared as 6, and not 9). Finally, I ask for
someone to share the correct answer, and display their work on the document
camera.

Finally, students work on their Exit Ticket to end the lesson.
Homework: working with exponents ditto
Students will complete todays exit ticket. All exit tickets are placed in the
hanging folders on the closet door. Students select which category they feel
they belong.
Students will place calculators, pencils, manipulatives, and all other materials
back in their table cattys, pack up their belongings and clean up any trash
around their seats and wait to be dismissed.
Reflections/Accommodations:
K.S. small group instruction, use of visual aids, modified assignment, use of a calculator, word bank, extended time (if
needed).
Commented [WU10]: I assess students overall
understanding/mastery of todays objectives and goals by the exit
ticket. Did the master todays goals/objectives? Do they know the
process? Which students need more support? Do I need to re-teach
to the whole group? Which students will be pulled for small group
instruction tomorrow? Which students just need a little more
practice? These are all questions that are answered by me evaluating
the data and using it to monitor student progress. At the classroom
level, meanwhile, access to well-parsed progress-monitoring data
has been shown to help teachers make better decisions about special
education referrals,. (Rebora, 2012, p.36) Instead of labeling all
students special needs, certain students just require more support and
more isolated instruction to meet their needs. Hard data give
teachers a solid basis for responding to students learning needs and
gauging their development (Rebora, 2012, p.36) This data helps
guide my planning and implementation to address misconceptions
and misunderstandings.

T.M. redirection, immediate feedback, use of a calculator, small group instruction, word bank, process charts

T.G. small group instruction, use of visual aids, modified assignment, use of a calculator, word bank, extended time (if
needed).
 References

Rebora, Anthony. (2012, Oct 12) Keeping Special Ed in Proportion. Education Week. Retrieved
fromhttp://www.edweek.org/tsb/articles/2011/10/13/01disproportion.h05.html

Silbey, R. (n.d.). Math Think-Alouds | Scholastic.com. Retrieved November 27, 2016, from
http://www.scholastic.com/teachers/lesson-plan/math-think-alouds

Villegas, A. & Lucas, T. (2002). Preparing Culturally Responsive Teachers, Rethinking the Curriculum.
Journal of Teacher Education. Retrieved
from:http://culturallyresponsiveteaching.weebly.com/uploads/1/8/1/5/18153535/__villegas_and_lucas.pdf