Zoey Weber

September 24, 2015

Algebra IA
Michigan Curriculum Framework Content Standards and Benchmarks
CCSS.MATH.CONTENT.HSA.SSE.A.1.A- Interpret parts of an expression, such as terms, factors,
and coefficients.
CCSS.MATH.CONTENT.HSA.SSE.A.2- Use the structure of an expression to identify ways to
rewrite it.
Unit Outcome
The learner will be able to evaluate expressions using order of operations.
The learner will be able to evaluate expressions by using substitution of given values.
The learner will be able to simplify expressions by combining like terms.
Lesson Outcome
The learner will be able to state the proper order of operations.
The learner will be able to apply their knowledge of order of operations to solve problems.
Rationale/ Purpose for Lesson
This lesson will serve as a building block for students for future lessons. Having a solid grasp on order
of operations will benefit students when they start applying the information to solve equations.
Assessment
There will be no formal assessment as a part of this lesson. During the lesson, the students will
complete a series of informal assessments. The first activity in this lesson is a warm up. After students
complete the warm up, as a class we will discuss the problems in detail. This will serve as a formative
assessment as the students will walk me through each problem and explain their thought process. The
next formative assessment will take place during the class discussion over the new material. Students
will come to class having prepared notes for section 1.2 and as a class, we will review the information
as a class. The final formative assessment will be an order of operations puzzle that students will work
on together in their groups.
Resources/ Materials Required
Order of Operations Puzzles
Order of Operations Puzzle Worksheet
Introduction
As students enter the classroom, the warm up will be projected onto the front board. The routine has
been established that as students come to class, they drop their cell phones in the cell phone box and
then start working on their warm up. Students have to option to work do their warm up in their
notebooks, on white boards, or on their desks using a dry-erase marker and rag. This warm up will
review equations and expressions, information that was covered the day before. This warm up is
intended to get students' mathematical thinking skills started as well as show where students are in their
comprehension of the previous day's material.
Procedures
Students will enter the classroom and start working on their warm up, which will be projected

on the front board. After students finish their warm up, we will discuss as a class.
10 minutes
As a class, we will discuss the notes that students took on the material. We will highlight the
important information about the concept of order of operations, such as what the actual order is,
why it is important, and the importance of reading left to right while completing problems.
Examples will be given and discussed to show students how switching the order can change the
answer.
30 minutes
Students will each be given a worksheet and a set of puzzle pieces. Working together, students
will complete the puzzle and worksheet.
15 minutes
For the remainder of the class, students will start working on their homework assignment. This
will give students the opportunity to ask any last minute questions before they take their work
home with them.
20 minutes

Homework
Section 1.2 #14, 19-35 odds, 38, 45, 47, 51, 53, 54, 59, 60
Closure
With a few minutes left in class, I will put the answers on the SmartBoard so that students can check
their work. If they have a piece in the incorrect position, I will encourage them to look back at their
work and determine where they went wrong. If they are still unable to determine where they made
their mistake, I will help them identify their mistake so that they can learn from their mistake and
understand how to prevent it in the future.