Rachel+Kiley

Rachel Kiley


 * Content for text set: ** These resources are to teach and practice order of operations in an equation. This lesson would be taught in a 6-8th grade Algebra class. Students will be learning how to use operations in order to solve equations. Students should have background knowledge on how to add, subtract, multiply, divide, use parentheses and solve exponents.

[|CCSS.MATH.CONTENT.6.EE.A.2.C] : Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. 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).
 * Learning Objectives **

Objective: Students will be able to evaluate expressions by performing arithmetic operations in the proper sequence.

[|CCSS.ELA-LITERACY.RST.6-8.4] : Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to //grades 6-8 texts and topics//.

Objective: Students will be able to determine the meaning of symbols such as parentheses and exponents and use them to solve expressions.

Text#1 Citation: //PEMDAS.// (n.d.). Retrieved March 24, 2015, from Mr. R’s World of Math and Science website, [|http://mathstory.com/Poems/pemdas.aspx#.VRPmsvnF-Hi] Text Summary: This text is a poem about the acronym PEMDAS which is used to remember the order of operations. This is a fun way for students to see mistakes others make and how they were corrected. It talks about a strict teacher and a student who was making mistakes, but once he learned his order of operations he was alright. Rationale: I chose this text because it is a funny story/poem about the order of operations. It tells the students about PEMDAS as well as showing how mistakes can be made and fixed. Use of Text: I would use this text as a transition from in-class lesson to independent practice. It will remind students of the acronym PEMDAS and remind them of what to do. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Attachment: [|http://mathstory.com/Poems/pemdas.aspx#.VRPmsvnF-Hi]
 * <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Print Resources **

<span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text#2 <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Citation: riKKaeLAruBY .<span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;"> (May 2,2004). //Order of operations//. Retrieved March 24, 2015, from All Poetry website, []. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text Summary: This is a poem about the order of operations. This is a fun way to remember the order of operations. It talks about what to do when solving an equation. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Rationale: I chose this text because it is a fun approach on learning the order of operations. I also liked this because it does not use the acronym PEMDAS in it. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Use of Text: I would use this text as a transition from in-class lesson to independent practice. It will remind students of the order of operations and remind them of what to do when solving an equation. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Attachment: [].

<span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text#3 <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Citation: Wu, H. (September 13, 2007). “Order of operations” and other oddities in school mathematics (PDF document). Retrieved from University of California Berkeley Math Professor’s website: [] <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text Summary: This is an article written by a math professor at the University of California Berkeley. The author explains the importance of learning the order of operations and where the steps are derived from. He also shares how to solve an equation using the order of operations. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Rationale: I chose this text because it analyzes the order of operations and explains why we do the steps in this order. Also this text is not a textbook and has the author’s opinion in it. This will not be as overwhelming as a textbook section, for students. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Use of text: I would take sections of this article to share with my students why we use the order of operations in this sequence, and share with them the author’s opinion on why we are learning it. This will be beneficial from the students to hear an opinion separate from my own. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Attachment: []

<span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text #4 <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Citation//: How will I ever use math in the real world?//(n.d). Retrieved March 24, 2015, from freeMATHhelp website, []. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text Summary: This article explains how math is used in everyday life, why it is important and why we use it. Students are able to get a glimpse of why they become good at math <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Rationale: I chose this text to show an outside source discussing why math is important to everyday life. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Use of text: I will have the students read this short article in the beginning of the school year. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Attachment: [].

<span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text#5 <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Citation: Larson, Boswell, Kanold, & Stiff, (2004). 1.3 Order of Operations. //Algebra 1 concepts and skills// (pp. 15-17). Boston, MA: McDougal Littell. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text Summary: This is a section in a textbook about the order of operations. It shows how to complete the steps with examples and then provides equations for the students to try. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Rationale: I chose this text because it has many practice problems and gives the students something to look back on for help. If a student is not a strong note taker, this will be beneficial for them because everything is very clearly labeled. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Use of text: I will have the students use this text for independent practice and homework because of the many practice problems. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Attachment: Could not attach textbook.


 * <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Media Resources **

<span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text#6 <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Citation: Khan Academy. (May 26, 2010). Introduction to order of operations. Retrieved March 24, 2015 from []. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text Summary: This video takes the students step by step through examples of solving equations using the order of operations. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Rationale: I chose this video because it uses technology to help students learn the order of operations. This will give students a different point of view then my own. Also, this will give them a chance to take a break from the in-class lesson to watch a short video, and they will still be learning. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Use of text: I will show this video after I have completed my in-class lesson. This will give students a chance to ask questions and further their thinking. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Attachment: [].

<span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text#7 <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Citation: Mathantics (April 16, 2012). Mathantics- order of operations. Retrieved March 24, 2015 from [] <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text Summary: This video shows two people solving an equation is two different ways, not using the order of operations. It explains why we need them and how to complete the sequence in order. It also explains the use of exponents and parentheses as a refresher. Then the video reviews a couple of examples. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Rationale: I chose this video because there is some humor in it and vital information. The people in the video explain the steps of order of operations in a simple way and then go over some examples. It also reviews the basic math functions and how to use them. This gives students another point of view separate from their teachers. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Use of text: I would use this video as an introduction to the in-class lesson, or for additional review and practice. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Attachment: []


 * <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Online Interactive Resources **

<span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text#8 <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Citation: Softschools.com. (2005-2015). Order of operations quiz. Retrieved from [] <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text Summary: This online quiz has eight questions where you must imply the order of operations. It gives students a chance to solve equations as well as analyze properties of the equation, such as where the parentheses should be. At the end of the quiz it will tell the quiz taker what answers they got correct or incorrect and gives them a chance to look back on what they did wrong. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Rationale: I chose this online quiz because it gives students a chance to practice math in a different way than just pencil and paper. Using technology makes students excited and gives them a different perspective on learning. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Use of text: I would use this online quiz during class time, for homework or, for additional practice at home. My class could be held in the computer lab or we could borrow iPads to complete it. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Attachment: []

<span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text#9 <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Citation: Popvici, D. (n.d.). //The order of operations millionaire game.// Retrieved from [] <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text Summary: This is an online game to practice the order of operations. The students can play as individuals or against a peer. The students choose their character and create a team name. The game is very similar to Who Wants to be a Millionaire. The player completes seven levels of math questions based on the order of operations. The players can use “available helplines” where they can either eliminate half of the answers, “phone a friend,” or take a poll of which answer is correct. They must complete the levels in order and even if they get an answer wrong, they will still move on. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Rationale: This online game is really fun to play! It gives students a chance to practice their order of operations skills and be challenged by the harder questions. This would be a good use of technology in the classroom and a chance for the students to practice math in a fun way. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Use of text: I would reserve the computer lab for my class periods, or borrow laptops, or iPads. The students can work together versus a partner, or individually. This will give them a fun way to practice. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Attachment: []


 * <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Instructional Resources **

<span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text#10 <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Citation//: Lesson plan: order of operations//. Retrieved on March 24, 2015 from [] <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Text Summary: This lesson plan is for a middle school Algebra class. The teacher uses big ideas and essential questions to guide her lesson. She starts with an introduction of how to make a peanut butter and jelly sandwich and how it relates to order of operations in math. You ask the students what to do first and ensure detail. If the student says first get a piece of bread, how will we get the bread? First we must open the bag. If the student says to put peanut butter on the bread, put the whole jar on the bread because he did not indicate to open the jar. This opens discussion for the importance of order. Then you relate it to the lesson. The teacher gives different segments of the lesson such as why the calculator may be wrong, and then has a game. The teacher provides worksheets and practice problems. For the quiz, the teacher asks the students to write out all their steps and explain why they’re doing so. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Rationale: I chose this lesson plan because it gave a great introduction on why order is important and provides fun games for students to plan while learning, in addition to many practice worksheets. The teacher is able to connect real life and what they’re learning in class. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Use of text: This lesson plan could help me assemble my own lesson plan for this section. There are many sources and practices to incorporate in my classroom. I really like how the teacher has different games and connects to the real world. <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Attachment: []

<span style="color: #202020; font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Students with Matching Assets: Text numbers:5, 6, 7. These texts support learners of all levels by having a short review on the basics and learning grade level content. It gives the learner a chance to receive extra help if they’re struggling, or push ahead if they’re succeeding. <span style="color: #202020; font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Students with Matchup Gaps: Text numbers: 1, 2, 5, 6, 7, 8, 9, 10. These texts allow students to use connections with math to the outside world or other subjects. <span style="color: #202020; font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Students with Mismatches: Text numbers: 6,7. These videos take math step by step and can be watched again and again if it’s needed. <span style="color: #202020; font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Non-native English speakers: Text numbers: 5, 6, 7, 8, 9. These texts match with ELL students because the steps are written out using symbols. If the student understands symbols in the expressions, they will comprehend how to do it.
 * <span style="color: #202020; font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Matching to Learners **

<span style="color: #202020; font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">I would use all of these texts to foster learning about the order of operations by using the lesson plan as a guide. In the beginning of the school year, the students will read the article on why math is important. When starting the order of operations section of the unit, I will take facts from Wu’s document on why we use the order of operations and why the sequence is that way. The students will not read this text, but they will learn the information. Then, the students will watch the Mathantics video and do the examples along with the video. We will read Mr. R’s PEMDAS poem after the video and do problems from the textbook for classwork and homework. The Khan Academy video will be posted on my homework website as a guide for help. The online quiz will be posted for addition practice at home. When the students have mastered the order of operations, the class will participate in the millionaire game. The other order of operations poem will be posted in my classroom but the students will not read it in class. The lesson plan will be a source for me if I get stuck or need ideas for practice problems or other games if my students are still not proficient. All of these texts teach about the order of operations in different ways and each text can cater to an individual student’s learning style.
 * <span style="color: #202020; font-family: &#39;Times New Roman&#39;,serif; font-size: 12pt;">Using the Texts Together **