MGE Lesson Plan Template – Mathematics

Complete this lesson plan in enough detail so that another teacher or substitute can replicate it. This lesson plan
serves as a representation of your content and pedagogical knowledge, so be thorough.
Be sure to consider your learner as you plan this lesson: You are teaching young adolescents, so recall information
from EDUC 2130, EDMG 3300, and other coursework. You are encouraged to provide citations often (when
appropriate) and a reference list to develop the habit in preparation for your edTPA

Name: Elizabeth Dillard Grade & Subject: 6th Grade/ Math

Class Duration: 55 minutes School & CT:

I. Context for Learning

The middle school (grades 6-8) was built in 1972 and renovated in 2005, is on 24.40
partially-wooded acres in a diverse, constantly changing suburban area in the Southeast United
States. It has 1,295 students, with a student/teacher ratio of 17.8. It has 3 portable classrooms in
use. The school serves students in grades 6th, 7th, and 8th. The Student Ethnicity is, 49%
Hispanic, 30% Black, 15% White, 3% Asian (3%), and 3% two or more races. The Student
Gender Distribution is 51% Female and 49% Male = 49%. The Student Mobility Rate is 16.2%.
Economically Disadvantaged = 20%; Students with Disabilities = 14%; English Language
Learners = 29%. The school’s overall performance is higher than 46% of schools in the state, but
slightly lower than the county average. The school’s academic growth is higher than 28% of
schools in the state and lower than the county average, with a CCRPI Score of 71. There are 859
students eligible for free lunch and 93 students eligible for reduced-price lunch. (School Search,
2017-2018). The school requires teachers to teach the Georgia Standards of Excellence, give a
formal county-devised assessments at the end of every unit.
The first period class for this lesson consists of students in 6th Grade, 11-12 years of age,
15 males and 14 females. The class meets every day during the whole school year for 55
minutes. Out of 29 students, there are 27 identified gifted, eight multilingual students, but no EL
students. Fifteen of the students are white; eight are Hispanic, two are black; two are Asian, two
are multiracial; four are economically disadvantaged, and none have disabilities. No students
have gaps in academic knowledge, and none have IEPs or 504 plans. MY CT does not use a
textbook for this class; however, she assigns Khan Academy online for homework. The school
does track students based on performance in previous math classes, and the MI test (mathematics
inventory). This tracking for math starts in upper elementary school and puts kids on a “track” in
middle school to be ready to take 9th grade Algebra 1 in 8th grade and be able to test for the IB
high school program during their 8th grade year. This can place a lot of stress on students,
especially students who are recommend to “drop down” a level of math during any given school
year. Students who do not get accepted for the IB program can feel they aren't good enough and
are going to be separated from their friends who did get into the program.
One of the outstanding impacts of this lesson will be to provide stimulus for students to
model real-world scenarios with equations, expressions, and order of operations which can tap
into their Funds of Knowledge as they construct viable arguments for presentation and critique
the reasoning of others, thus meeting the process standard. Two of my students’ fathers’ ae
architects so we can relate this real word example to calculations with exponents and the
importance of accurate calculations. Pressing students to explain why a mathematical concept

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Mathematics 1 rev. 10 apr 2019
 works and how it applies in their life are good extensions for students identified as gifted, as well
as the whole class.

II. Mathematical Content

A. Central Focus
This lesson contributes to the development of students being able to explain and justify
the use of order of operations in writing and evaluating exponential expressions for equivalence.
Students will apply and extend previous understandings of arithmetic to algebraic expressions.
They will participate in an activity that requires them to understand how exponents are used in
order of operations to evaluate expressions. In future lessons, students will have to apply all
aspects of order of operations learned in this lesson to write, read, and evaluate expressions in
which letters stand for numbers. Students will develop the conceptual understanding that
exponents represent the operation of repeated multiplication then the procedural fluency of how
to apply exponentiation as represented multiplication to accurately rewriting statements in
equivalent and often simpler forms. For example, students will have no trouble with the notation
that 73 * 75 = (7*7*7)*(7*7*7*7*7) = 78. Students will use reasoning to justify the equivalence
of various forms of a number and expressions. Finally, students will engage in problem solving
by figuring out generalizations for the order of operations and rules of exponents and why a
calculator may not produce the right answer.

B. State Standards
MGSE6.EE.1 Write and evaluate expressions involving whole-number exponents.
Practice Standard 3: Construct viable arguments and critique the reasoning of others.
ELAGSE 6W1 Write arguments to support claims with clear reasons and relevant evidence

C. Learning Objectives

1. Mathematics Content: Students will write and evaluate exponential expressions for
equivalence by using order of operations to evaluate expressions involving whole
number exponents.

2. Mathematics Practice: Students will explain the necessity for Order of Operations in
math and in solving real-world problems by examining expressions that produce
different solutions when solved in different steps. Students will explain their process
of solving expressions and defend this answer to other students who received
different answers.

3. Interdisciplinary/Integrative Objectives: Students will write arguments to support

claims about the order of operations used to evaluate expressions including
expressions with whole number exponents by using clear reasons and relevant
evidence from the class exploration worksheet.

D. Mathematical Understanding
Procedural Fluency- Order of operations were used to solve problems first with only
multiplication and addition; then students were asked to apply what they learned to
expressions with all 4 operations including exponents and parentheses.

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Mathematics 2 rev. 10 apr 2019
 Conceptual understanding- Students will learn that exponentiation is repeated
multiplication; therefore, it is also before addition and subtraction within the same
grouping symbols. Students will experiment with and learn how grouping symbols can
change the answer of an expression.
Reasoning- Students will explain order of operations and how it is useful in solving
mathematical and real world problems in their own words

III. Instructional Strategies and Learning Tasks

A. Anticipatory Set – i.e. Launch (about 10 minutes)
Opening:
(Students will be instructed to not flip over the worksheet I will be handing out)
When students are walking into the classroom have the question up on the whiteboard: “Where
have you seen exponents used in math and beyond the math classroom” in the launch. Have
students write answers on the board with whiteboard markers, refer back to this list during the
summary phase.

Teacher Verbal: Class I will be reading a scenario outlook, let’s get ready to listen.
One day while doing homework, Michele and Amber both used calculators to find the solution
to the expression 3+4x5. Michele’s calculator showed the answer 35 while Amber’s calculator
showed the answer 23. Take a minute to think individually and write down some ideas about
what you wonder about the answers being different.
[Possible Student responses: “One of the students is smarter than the other.” or
“The calculator (or one of them) is broken -- or needs a new battery.” “One student
made a mistake”] Note: I used two students name from the class this launch will be
rehearsed on

*Display question up on the board on PowerPoint while students are having individual think
time*

Teacher Verbal: Here is a picture of both calculators. On the left is the basic calculator Michele
was working with; on the right is a scientific calculator which Amber had (Show on the screen).
This is to ensure collective understanding of the two different calculators that will be used during the task,
and which calculator is which.

Verbal: With your A-B partners from yesterday….. (take a minute to regroup students if needed, if a
student is/was absent) the A partner hold up a basic calculator up high in the air. Now B partner
hold up the scientific calculator in the air.

Now work with your A-B partner and both of you type in the expression 3+4x5. Watch your
partner type in their expression and ensure that the A partner received the answer 35 and the B
partner received 23. Talk to your partner about any thoughts you are having about the
differences between the answer.

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Mathematics 3 rev. 10 apr 2019
*whole class* Did every pair of partners get the answer 23 on the scientific calculators and 35
on the basic calculator? Let me see a thumbs up if your group got both 23 and 35 or thumbs
down if you group did not.
If just one or two pairs gave a thumbs down I will help these groups individually as the
launch starts. If a majority of the class is showing a thumbs down I have 2 students who
had a thumbs up show how they received 23 and 35, if needed I will work both under the
document camera.

Verbal: When I finish instructions, you will flip over the paper in front of you. With your A-B
partner, record the solutions to the rest of the expressions on the first sheet, but do not move
onto the next page until instructed to do so. (Show directions on board while students are
working )
If pairs are having trouble with the “what do you notice?” question at the end of the first sheet,
ask students to circle rows that have the same answer. Students should recognize that the
solutions are the same when multiplication comes first in the expression and that the solutions
are different when addition proceeds multiplication. The teacher should have a student share
with the whole class this noticing, pick the student based on the teacher listening into groups
during the work session into groups.

B. Learning Tasks – i.e. Explore (about 20 minutes)

Now, the teacher will present the following problem: James and Alexis used calculators to simplify
the expression 5 + 4^2 − 6 ÷ 3. James’ calculator showed 10, while Alexis’ calculator showed 19.
Whose calculator is correct? Have students work independently and then ask students for each of
the steps:
If you have some students evaluate this expression with a four-function calculator, and others
with a scientific calculator, they will arrive at different solutions because the four-function
calculator does not apply order of operations (=10) and the scientific calculator does (=19).
Students should come up with the conclusion that James probably had a four-function calculator
while Alexis likely had a scientific calculator. This leads to discovery of the need for the
convention of order of operations. Solution 𝟒^𝟐 and 𝟔 ÷ 𝟑 must be evaluated first to give us the
new expression 5 + 16 – 2. Then, we do addition and subtraction in the order they appear from left
to right 21 – 2 = 19.
Now ask students: If I rewrite the expression in this way (5 + 4)^2 − 6 ÷ 3, will we get a different
answer?
Have students work number 2 on the worksheet individually with their A-B partner. These
answers to question number 2 will be checked by the teacher and classmates during the
summary phase. Students will fill out questions 3-5 individually, and these answers will be
shared during the summary phase.

Response to predictable sticking point for a group: How are exponents used when
evaluating expressions? How are order of operation used to evaluate expressions?
Extension question: Can you write a better numeric than PEMADS for order of operations?
Extension problems could be given with harder order of operations to see if students can
arrive at the correct answer.

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 C. Closure – i.e. Summarize (25 minutes)
Actions: the teacher will ask students: On 2a,b,c, which expressions were equivalent?
Why were a and c equivalent? Why was b not equivalent? …. “How are exponents used in
order of operations?” Students will be chosen from their raised hands, and some will be
chosen from the teacher’s discretion.
“Do grouping symbols change the answer?” “How does this relate to order of
operations?”
Have students sharing expressions they wrote to #3 and #4 first with their A-B partners
(partners: Make sure that the order of operations is correct). Then have a few students
share answer on the board, picking from volunteers with their hands raised and some
teacher selected from listening to groups working. Also, ask for a student who feel they
wrote a very challenging problem. Again, ask students “Do grouping symbols change the
answer?” “How does this relate to order of operations?”

Student answers will vary on #3-#5 on the Explore Task.

For #5 relate this back to students answers to the question “Where have you seen
exponents used in math and beyond the math classroom?” in the launch.
Final Statement Summary from the teacher: Since exponentiation is repeated
multiplication, it is also done before addition and subtraction within the same grouping
symbols. NOTE - Multiplication does not always come before division. Division and
multiplication are worked left to right. Also, addition does not always come before
subtraction. Subtraction and addition and are worked left to right, whichever comes first.
An exponent applies to its immediate base. For example, in the expression 3 + 42, the
exponent 2 applies only to the 4 so the expression is equal to 3 + 4 × 4. If we write (3 +
4)2, the 2 is an exponent of the quantity 3 + 4 and is evaluated (3 + 4) × (3 + 4) or 7 × 7.
Furthermore, if expressions are not worked out in the correct order of operations, you will
sometimes get an incorrect answer. When using a calculator, be careful of the order and
symbols used when typing in an expression.

IV. Assessments
A. Assessment of Prior Knowledge
N/A

B. Formative Assessments

1. Informal Formative
During the Anticipatory Set the whole class will be asked : Did every pair of partners get the
answer 23 on the scientific calculators and 35 on the basic calculator? Let me see a thumbs up if
your group got both 23 and 35 or thumbs down if you group did not.
This thumbs up/thumbs down strategy informed my teaching instruction, right there in the
moment, on how to proceed to if there was collective understanding of the task. If just one or
two pairs gave a thumbs down, I moved to help these groups individually at the beginning of the

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Mathematics 5 rev. 10 apr 2019
launch. If a majority of the class is showing a thumbs down, I have 2 students who had a thumbs
up to show how they received 23 and 35. Then, if needed, I will work both processes under the
document camera. Additional informal formative assessments like the thumbs up/thumbs down
method, asking students questions, and listening to student discourse in the classroom while
having a class list and putting a -/+ by each student's name for if students are understanding the
task while I listen to discussions will inform me if students are understanding each step of the
lesson to obtain the learning objectives, and which groups/students need more assistance, or if I
need to make changes while I am teaching.
Finally, students will turn in the student worksheet so I can see how every student did and
clear up any common errors at the beginning of class the next day. This will also help me
adjust the lesson for the next day as needed based on the common errors on the student
sheets.

2. Formal Formative
Exit Ticket
1. What did you learn about order of operations today?
“Order of operations determines which steps you take first in solving an
expression.”
“First you look at grouping symbols, then exponents, then multiplication/division,
then Addition/subtraction”

2. Why do you think order of operations are important?

“It can determine if you arrive at the wrong solution for a problem”
“If we did not have order of operations no one would be getting the same answers
to problems, this could result in failure of infrastructure if you’re an architect, engineer,
or construction worker.

3. Write an expression using all order of operations including a whole number exponent.

4. Evaluate the expression 32* (33– 22) + 7

5. How could this expression be solved incorrectly to obtain another solution?.

Student answers will vary, they will arrive at an incorrect expression by doing
order of operations “out of order”

The exit ticket asks specific questions at the end of class to find evidence of student thinking,
assess where students are with respect to the learning goals, and help to inform the next day’s
lesson. This links to my learning objective by making a “commitment to teaching through
interaction” (Black and Wiliam, 1998, p. 146) connected to the learning objective, which is to
understand the order of operations in evaluating expressions which involve whole number
exponents.

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Mathematics 6 rev. 10 apr 2019
 The exit tickets pinpoint any misunderstandings students may have at several different stages of
the process, including multiple probes to assess student patterns of thinking about relationships
between order of operations and evaluating exponential expressions for stating equivalency.
(Accardo and Kuder, 2017, pp. 354-355). In analyzing the exit tickets, this formative assessment
can be used to assign flexible grouping for class wide peer tutoring, targeting instruction,
explicit feedback, and monitoring students over time (Accardo and Kuder, 2017, p. 358).
Analysis of the Exit Ticket can inform future teaching decisions regarding peer grouping
(flexible or mixed ability groups), class wide peer tutoring, targeted instruction, and monitoring
students over time by using a Chart to analyze student data, listing the lesson objectives, and an
indicator (+ or -) by each student’s name indicating mastery of concepts involved in each Exit
Ticket question.
One of the outstanding impacts of this assessment will be to provide stimulus for students to
model real-world scenarios with equations and expressions, which can tap into their Funds of
Knowledge as they construct viable arguments for presentation and critique the reasoning of
others, thus meeting the process standard (Baron, 2016).

C. Summative Assessments
This lesson will not conclude with a summative assessment. However, the objectives in this
lesson will be summatively assessed at the end of the unit (6th grade Unit 3), with a unit test on
expressions and equations.

V. Academic Language
A. Language Functions
Explain -students will take what they have read, heard from other students who are sharing
their work, and thinking, concluded from their own experience during this lesson and real
world experiences to explain/defend the need for order of operations both orally and
written
Write- students will take what they have learned from working examples on this worksheet
and seeing examples worked out by peers and verified by the teacher to create (write) their
own expression using exponents and grouping symbols
Evaluate- students will read expressions on the student worksheet and solve it

B. Vocabulary
Vocabulary in the lesson with different meanings across subject areas
Expression:
1. the process of making known one's thoughts or feelings.
2. a look on someone's face that conveys a particular emotion.
3. a word or phrase, especially an idiomatic one, used to convey an idea.
4. the production of something, especially by pressing or squeezing it out.
5. the appearance in a phenotype of a characteristic or effect attributed to a particular gene.
(genetics)

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 Math: a variable or combination of variables, numbers, and symbols that represents a
mathematical relationship

Operations:
1. the fact or condition of functioning or being active.
1. an act of surgery performed on a patient.
2. a piece of organized and concerted activity involving a number of people, especially
members of the armed forces or the police.
3. a business organization; a company.
4. an activity in which a business is involved.
5. preceding a code name for an organized military or police activity.
6. MATH a process in which a number, quantity, expression, etc., is altered or manipulated
according to formal rules, such as those of addition, multiplication, and differentiation

Base:
1. the lowest part or edge of something, especially the part on which it rests or is supported.
2. a conceptual structure or entity on which something draws or depends.
3. CHEMISTRY - a substance capable of reacting with an acid to form a salt and water, or
(more broadly) of accepting or neutralizing hydrogen ions.
4. Linguistics - the root or stem of a word or a derivative.
5. Baseball - one of the four stations that must be reached in turn to score a run
6. a place used as a center of operations by the armed forces or others; a headquarters.
7. have as the foundation for (something); use as a point from which (something) can
develop.
Math - Base of an Exponent - the number used as the factor in exponential form
Subject-specific vocabulary
Simplify: combine like terms and apply properties to an expression to make
computation easier
Equivalent: having the same value
Exponents: the number that tells how many equal factors there are
Grouping Symbols: parentheses , braces, or brackets indicating grouping terms in an
expression
Order of Operations: rules describing what sequence to use in evaluating expressions
Evaluate: to find the value of a math expression

The vocabulary is used in the instructions of the worksheet and is essential to students’
understanding how to do the task. Most vocabulary in this lesson is not new to the students. The
newer vocabulary is order of operations, which they would have learned in 5th grade, exponents
learned briefly in 5th grade, and base. The support for this older vocabulary would be provided
on the class word wall and anchor charts. an article from the Mathematics Teacher states,
“Having a word wall and visuals updated to reflect current units of study can help students
quickly recall important concepts and language when completing classroom activities. Anchor

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charts with guidance on the use of mathematical expressions or sequencing words can occupy
prominent space as well” (Leith, Rose, and King, 2016, pp. 676-678). Additionally, students can
help in creation of these word walls or anchor charts. The word wall will be kept fresh for the
current unit of study and have some terms from the periodic unit of study as well. These old
terms would be defined and have representations on my Word Wall and anchor charts if they are
terms or concepts that will be used in every unit. Additionally, at the beginning of the year I
would establish a classroom procedure for how student/teams are encouraged to visit the word
wall when reading directions and working on tasks.

C. Syntax
This lesson does have syntax to be taught, Order of Operations. However, this syntax will be
taught in the next lesson; on this day the emphasis of this lesson is the NEED for the syntax,
order of operations.

D. Discourse
Students will work in A-B pairs to fill out the basic calculator and scientific calculator
chart. In their A-B pairs, students will conjecture why certain rows yield the same solution
in both calculators. These conjectures will be then shared out with the whole class on a
volunteer basis by at least students volunteering by raising their hand in their seat, and the
teacher choosing hands that are raised. Teachers should get some conjectures from 5-7
pairs. If no hands are raised (or not enough), the teacher will pick a few “B” students to
summarize the groups conjectures.

Students will work independently to solve an expression will all operations ( the previous
chart only had multiplication and addition) then they will share the answers with their
partner and be asked to explain each step and their reasoning, with the A partner sharing
their answer first. Depending on the order of the step’s students will arrive at different
answers. Students will be asked why they think this happens which will lead into a student-
student discussion of the need for the agreed-upon convention on the order to solve
expressions (i.e. the need for order of operations).

Students will then work again in their A-B pairs to determine if expressions listed on the
student sheet are equivalent.

Students will then work individually to write an expression of their own using all
operations and then rewrite this expression with grouping symbols to gain a different
answer. Students must include exponents in the expressions they create.

Students will share these solutions and expressions that have written on the whiteboard by
writing the expressions, the steps to solve the expression and the answer. Students will
need to define dither steps to their classmates. Students will be picked based on a volunteer

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Mathematics 9 rev. 10 apr 2019
 basis with some students being asked to share based on the teacher’s observations while
walking around while the students are working. The teacher may pick a student who wrote
an equation with a common error, a student who made a particular complex expression, a
student who forgot grouping symbols so the class could help them add the grouping
symbols, or a student who used exponents correctly, etc. Students sharing answers on the
board should help to spark the summary part of the lesson by the teacher.

Having students work in A-B pairs promotes the method of Think Pair Share. This s a
collaborative learning strategy where students have individual think time to activate
background knowledge, then work together to solve a problem or answer a question with a
peer. Then students share their thinking with a pattern and the teacher expands this sharing
into a whole class discussion. This maximum participation in a classroom (Think-Pair-
Share, 2019). If students are in pairs and talking then at one given time 50% of the class is
talking and the other half is listening to their partner. This gets more participation than the
teacher asking a question and picking a raised hand for an answer (only one student would
be talking and the rest (maybe) would be listening).

VI. Support for Varied Student Learning Needs

A. Build on student resources
Using two students name in the launch “scenario” problem
Explain the order of operations and how it is useful in solving mathematical and real world
problem. Have students share where they have used order of operations in their daily
lives or on other subjects. Answers are open ended. Some students might think of
architecture, or construction examples, other sounds might think of recipes, gardening,
or laying out a sports field (can connect to their FOK).

B. Respond to learning needs of the whole class

Hint cards could be given about what's the difference between 3x2 and 32. Interpreting 32 as
3 x 2 is a common error. Using a number line to representation to model the expression for
this more abstract concept. Also, writing the expanded notation of 3 2= 3x3 helps students.
(Your Mathematics Standards Companion, Grades 6-8 pg. 86).
Different groups could be given different charts for the launch, where more operations
were given (for gifted), or more operations were given but still in small chunks to be able
to see the order of operations sequence in smaller chunks (only two operations at a time).
This differentiates content
Students then can choose to create their examples to share with the class using this format
or not.

C. Respond to learning needs of individuals and groups with similar needs

Extension problems could be given with harder order of operations to see if students can
arrive at the correct answer. Once various FOK are emerge from student examples,
extension problems could reflect FOK scenarios or real-world applications.

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Mathematics 10 rev. 10 apr 2019
VII. Preparation
A. Materials Needed
● Basic (four-function) calculators (one for every pair of two students)
● Scientific calculators (one for every pair of two students)
● Student sheet, one per student
● Exit Ticket, one per student
● Projector (for PowerPoint)
● Whiteboard and markers for students to write/share their expressions

B. Resources
Rules for Exponents. GSE Grade 6, Unit 3: Expressions (2017-2018). Georgia Standards of

Excellence Curriculum Frameworks: Mathematics. Georgia Department of Education, pp. 22-27.

Retrieved from https://www.georgiastandards.org/Georgia-Standards/Frameworks/6th-Math-Unit-

3.pdf

C. Attach
Student Sheet:

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VIII. Reference List

Accardo, A. and Kuder, S. (February 2017). Multi Step algebra problems and formative

assessment are the focus of two middle level classrooms. Mathematics Teaching in

the Middle School, Vol. 22, No 6. Retrieved from

https://www.jstor.org/stable/10.5951/mathteacmiddscho.22.issue-6

Baron, L. (August 2016). Formative assessment at work in the classroom. Mathematics

Teacher, Vol. 110, no. 1. National Council of Teachers of Mathematics.

Retrieved from https://www.jstor.org/stable/10.5951/mathteacher.110.1.0046

Black,P. and Wiliam, D.(Oct., 1998). Raising standards through classroom assessment.

The Phi Delta Kappan, Vol. 80, No. 2, pp. 139-144, 146-148. Retrieved from

http://www.jstor.org/stable/20439383

Leith, C., Rose, E. and King, T. (2016). Teaching Mathematics and Language to English Learners.

Mathematics Teacher, Vol.109 (9). National Council of Teachers of Mathematics.Retrieved

from

https://www.nctm.org/Publications/Mathematics-Teacher/2016/Vol109/Issue9/Teaching-

Mathematics-and-Language-to-English-Learners/

Miles, R. and Williams, L. (2017). Your Mathematics Standards Companion. National

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 Council Teachers of Mathematics, p. 84.

Think-Pair-Share (2019). Adolescent Literacy.AdLit. Washington, D.C. WETA, Carnegie Corporation.

Retrieved from .http://www.adlit.org/strategies/23277/

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