Download 7.2E Plan1.Order.of.operations

Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
Teacher:
1st 6 Weeks
PLAN CODE:
Winton
Course/subject:
Mathematics
Grade(s):
7
Time allotted
for instruction:
1 – 1 ½ hours
Title:
Order of Operations ~ Does It Really Matter??
Lesson TOPIC:
Simplifying numerical expressions using the order of operations
TAKS Objective:
Objective 1:
The student will demonstrate an understanding of numbers, operations,
and quantitative reasoning.
(2) Number, operation, and quantitative reasoning. The student adds,
subtracts, multiplies, or divides to solve problems and justify solutions.
The student is expected to:
(E) simplify numerical expressions involving order of operations and
exponents
(2) Number, operation, and quantitative reasoning. The student adds,
subtracts, multiplies, or divides to solve problems and justify solutions.
The student is expected to:
(F) select and use appropriate operations to solve problems and
justify the selections
FoCUS TEKS and
Student Expectation:
Supporting TEKS and
Student Expectations:
Concepts
Order of operations
Enduring Understandings/Generalizations/Principles
The student will understand that
Order of operations refers to the order in which the operations are done
within an expression.
To simplify is to change a mathematical expression to its simplest form.
Simplify
Expression
An expression is a mathematical phrase that combines operations,
numerals, and/or variables to name a number.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
I.
Sequence of Activities (Instructional Strategies)
A.
Focus/connections
Prior to class, put the following on the board: “Woman without her man is nothing.” After students are
seated, have them work in pairs to punctuate the sentence properly. Discuss how punctuation can
change the meaning of a sentence. “Woman, without her man, is nothing.” “Woman: without her, man is
nothing.” Next, place the following on the board: 10 + 2 * 3 - 1
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active
learning experience, art, music, modeling, discussion, reading, listening, viewing,
etc.)
Ask students to simplify the expression. Write down the various answers calculated. Discuss the need
for a standard order of performing operations so that there is no ambiguity about the value of an
expression. Discuss the steps of the standard order of operations and show how they would be used to
simplify the problem on the board.
10 + 2 * 3 – 1
10 + 6 – 1
16 – 1
15
C.
Guided activity or strategy
Ask your students to work with a partner to simplify the following expression: 2 x 3² - (4 / 2) + 5. Students
will come up with an answer and defend it by writing down on paper why they ordered in a particular way.
Work the problem on the board so that students can check answers.
D.
Accommodations/modifications
Students requiring modifications will be paired with a peer to work on the order of operations concept.
E.
Enrichment
Students requiring enrichment may explain steps for simplifying expressions to a peer who requires
modification during paired work.
II.
STUDENT PERFORMANCE
A.
Description
Students will complete Order of Operations ~ Does It Really Matter?? worksheet.
B.
Accommodations/modifications
C.
iii.
Enrichment
Assessment of Activities
A.
Description
Students will complete Order of Operations ~ Does It Really Matter?? worksheet individually.
B.
Rubrics/grading criteria
Grades may be taken based on the Students will complete Order of Operations ~ Does It Really Matter??
grading rubric/answer key.
C.
Accommodations/modifications
Students requiring modifications may have the number of problems to simplify reduced.
D.
Enrichment


E.
Sample discussion questions
Why is it important that we utilize the order of operations?
Do we still have to use order of operations when putting problems in a calculator?
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
IV.
TAKS Preparation
A.
Transition to TAKS context
The teacher will lead the students in a discussion of how order of operations/simplification problems may
look in test format by placing the TAKS questions below on the board.
B.
Sample TAKS questions
1. What is the value of the expression (3 + 3)² / 6 – 2 x 4?
F. -18
G. -2
H. 0
J. 16
2. Simplify the expression below.
4 + 2(13 – 4) / 3²
F. 7
G. 6
H. 2
J. 8
V.
Key Vocabulary
Order of operations, simplify, expression
VI.
Resources
A.
Textbook
Math Advantage, Middle School II
Chapter 6: Writing and Simplifying Expressions
 Evaluating Expressions, pp. 126-129
B.
Supplementary materials
 Order of Operations ~ Does It Really Matter?? worksheet
 Order of Operations ~ Does It Really Matter?? grading rubric/answer key
C.
Technology
VII.

follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
Take students to the computer lab utilize Excel formulas to simplify expressions. The rules of
order of operations must be followed to get the correct answer from the formulas entered.
VIII.
Teacher Notes
After completing this lesson, students should know the standard order of operations.
One nice way to remember the order of operations is the following mnemonic:
Please Excuse My Dear Aunt Sally
Parentheses Exponents Multiplication Division Addition Subtraction
Online practice available at: http://www.math.com/school/subject2/practice/S2U1L2/S2U1L2Pract.html
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District