Mge Lesson Plan Final
Mge Lesson Plan Final
Mge Lesson Plan Final
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
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.
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.
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.
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.
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.
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
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”
3. Write an expression using all order of operations including a whole number exponent.
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.
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)
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
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
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).
B. Resources
Rules for Exponents. GSE Grade 6, Unit 3: Expressions (2017-2018). Georgia Standards of
3.pdf
C. Attach
Student Sheet:
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
https://www.jstor.org/stable/10.5951/mathteacmiddscho.22.issue-6
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.
from
https://www.nctm.org/Publications/Mathematics-Teacher/2016/Vol109/Issue9/Teaching-
Mathematics-and-Language-to-English-Learners/