Valkyrie Progar

4th Grade
Lesson Plan 1
24 January, 2017

Ch.7 Operations and Algebraic Thinking -- L.7 Order of Operations

Background Information
Subject: Mathematics
Grade: 4th
Number of Students: 28
Allocated Time: 11:55am-1:10pm
Grouping: Whole-class; Independent
Goals and Rationale
Goals: Students will identify the four order of operations and will be able to
correctly solve multi-step problems using the proper operation sequence.
Rationale: Through the education, practice, and development of mathematical
skills dealing with order of operations, students will become more strategic and
analytical thinkers. Students will enhance distributive and organized processes
and functions, in regards to numbers, and will develop their ability to be strategic
in mathematics.
Learning Objectives and Standards
Learning Objectives:
When provided with a blank G.E.M.S. template, students will
correctly restate the four operations and place them in the accurate spot.
Throughout guided practice instruction, students will apply
order of operations rules to complete 6 sections of problems, then will
share a correct answer with the class, when called on.
When instructed to complete 10 multi-step problems for
homework, students will correctly answer each question by properly using
the order of operations; students will use colored pencils to show their
work.
Standard: Use the four operations with whole numbers to solve problems.
CCSS.MATH.CONTENT.4.OA.A.3: Solve multistep word
problems posed with whole numbers and having whole-number answers
using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter
standing for the unknown quantity. Assess the reasonableness of answers
using mental computation and estimation strategies including rounding.
Teacher Preparation
Materials:
1. GEMS document
2. GEMS template
3. PEMDAS document
4. Colored pencils (4 different colors per student)
5. MyMath workbook (Grade 4 Chapter 7 Lesson 7)
6. DOC Cam/Projector
 Knowledge: As a teacher, I must be familiar with multi-step math problems and
proficient in addition, subtraction, multiplication, division, as well as in the use of
the order of operations. Because this lesson is the the last new-content lesson of
the unit, I will work in strategies and processes from prior lessons, with this new
material. I will need to relate this lesson back to what has already been covered
in chapter, and make it clear how this problem solving strategy will be useful to
them in future computations. I will prepare my knowledge on order of operations
by completing the workbook problems before working on them together with the
class.
Preparation: In order to prepare to teach this lesson, I must have all the supplies
ready and make sure there are enough items for each student. Before the
lesson, I will need to make sure the supplies are set out, so that no instructional
time is wasted during the school day. I will print out the GEMS template during
morning prep-time.
Assessment Plans
Assessment of prior knowledge: Because students have already worked with
multiplication, division, addition, and subtraction, I plan to ease into my lesson by
asking students if they have ever acknowledged that math problems are
performed in a specific order. I do not expect students to have used PEMDAS or
GEMS before, so I will then introduce these tools.
Assessment of objectives on content knowledge: Students will complete a 10-
question homework assignment, at the end of the lesson, that will be corrected
and graded. I will also keep a mental note of students who struggle to provide
correct answers during the whole-class instruction time.
Instructional Procedures
1. Introduction
a. Mad Minute
b. Calendar Time -- students should silently take out colored
pencils/crayons during this time, to prepare for the lesson
c. Have any of you noticed that you perform math in a specific
way? Has it occurred to any of you that there might be a right and wrong
way to solve problems? How do we know if we are solving a problem
right?
2. Explain PEMDAS/GEMS
3. Example 1
4. Key Concept (1. Perform operations in parentheses. 2. Multiply and divide
in order from left to right. 3. Add and subtract in order from left to right.)
5. Example 2
6. Example 3
7. Guided Practice (on their own, then correct together)
8. Independent Practice 4, 6, 8, [10, 11], [12, 13], 16, 17
9. Problem Solving 18, 20
10. Hot Problems 21 = BONUS
11. Closure
a. Spiral to review what GEMS means and how to correctly
implement the Order of Operations
 b. Complete homework, check answers at the green table, and
put it in the Math turn-in slot
i. Teachers will be walking around to assist
struggling students
c. XtraMath
d. Scootpad
Differentiation and Accommodations
General Differentiation Plan: I have created a lesson that includes a variety of
teaching styles and appeals to a variety of learning styles. Rather than solely
working from the book, I will incorporate an Order of Operations template/cheat-
sheet for students to use as a guide. In order to implement art into my lesson, I
will instruct students to use different colored crayons/colored pencils to represent
each operation step, as they show their work (Red = Grouping Symbols, Green =
Exponents, Blue = Multiply & Divide, Purple = Subtract & Add).
Plans to Reteach: Students who receive a C or lower on their homework
assignment will have a 1-on-1 reteach meeting with either Mrs. Kolb or Miss
Progar. This meeting will be an opportunity to correct their mistakes and raise
their scores. Students will either receive this reiterated instruction during Panther
Period, at the end of the day, or the following day during Math.
Plans to Extend: Students may work at their own pace, while the rest of the class
works through each problem in the 6 workbook sections for this lesson. If
students finish all questions, including Hot Problems, they may move on to
starting the homework. When students finish their homework, they must check
their answers before turning the assignment in, then may take a Chromebook to
practice XtraMath and Scootpad.
Accommodations: Students will be provided with 1-on-1 assistance to complete
the homework assignment for this lesson. Students may cross off certain
problems if Miss Progar notices everyone is paying attention and working hard.
Other accommodations will be met for need-based students.