Teacher Education Lesson Plan Template

Teacher: Ms. Madison Date: 9/30-10/4

Title of Lesson: Order of Operations Cooperating Teacher: Lauren Taggart

Core Components
Subject, Content Area, or Topic
Math, Order of Operations, Addition, Subtraction, Division, Multiplication, Parenthesis
Student Population
Taggart: 23 Students/mixed/ inclusion Rankin: 14/20 Students/mixed/inclusion
Learning Objectives
MA.5.2.9 – ​The student will simplify whole number numerical expressions using the order of
operations.
Virginia Essential Knowledge and Skills (SOL)
5.7 The student will simplify whole number expressions using the order of operations.
VDOE Technology Standards
N/A
English Language Proficiency Standards (ELPS)
N/A
Materials/Resources
View Sonic Board, Go Math book, Slate, Expo Marker, Chromebook, various Google Applications

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Audio Visual 20%
Reading 10%
Lecture 05%

Safety ​(if applicable)

N/A

Time
(min.)
Process Components
Mon *Anticipatory Set
Pre-Assessment.
-
TTW ask the students “What activities or projects do you do that has steps that must be
Thur done in a specific order?” TTW give an example of baking. “Does it have to be done in a
certain order to come out right? Do you have to defeat certain things or get certain things
before you can win a game? Why do these things have to be done in order?“
**Consider this: Greg and Hudson are solving a problem. The problem is 45 ÷ 5 x 9. Greg
says the answer is 1, Hudson says the answer is 81. Who is correct and why?**
**Hannah uses the order of operations to evaluate the following expression: 15 + (20 – 4 x
4) What should be the last step Hannah performs? Answer: C A. 20-4 B. 4x4 C. 15+4
D. 15+64**
*State the Objectives (grade-level terms)
Mo I can simplify a mathematical expression by using the order of operations.

n
*Instructional Input or Procedure
M TTW show TS a problem. TTW ask “What do you notice about the problem?” TTW ask

O what TS think the first step in the problem would be. TTW ask “Why? How do you know?
What else do you think you should do?” TTW complete a few problems to see if the

N students can figure out the order of operations. TTW explain what PEMDAS is and help
them draw out the hopscotch.
Mon *Modeling
TTW model PEMDAS problems. TSW follow along on their slates to help the teacher
-
complete the basic math equations.
Thur
Mon *Check for Understanding
TTW lead the students in practice of PEMDAS problems. TTW ask students to come to
-
the board and help complete the problems as needed. TTW take note of the students who
Thur are understanding and who are not. TTW also observe this during small groups when
working with the students.
Mon *Guided Practice
TTW lead the students on more whole group lessons. TTW also conduct small groups one
-
day and part of another day. Small groups will allow the students to get more
Thur individualized teaching.
Mon *Independent Practice
- During the whole group lessons, TSW be completing problems by themselves to show to
TT for correctness.
Thur TSW complete online GO Math Interactive PEMDAS. TSW also complete Bracket Basis
as well. Homework throughout the week.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Mon Assessment
Formal: TSW take a test on the order of operations on 10/4/19
-
Informal: TTW observe the students who need extra small group or 1-1 practice. TTW
Fri observe during the checking for understanding part and change math groups according to
what is needed. TTW also assess during small groups to see if students need any more
practice.
*Closure
Fri TSW take a post-assessment.

Differentiation Strategies ​(enrichment, accommodations, remediation, or by learning style).

TTW coordinate different small groups according to the needs of the learners. The GO Math
personal trainer will also differentiate according to how the students are doing throughout their
learning. During whole group lessons, TTW work more with individual students to make sure that
they are understanding what needs to be done in the problem. TS with special accommodations
such as calculator use will be using their calculators for the problems.
Classroom Management Issues ​(optional)
TTW make sure that the students are paying attention and make sure they are staying on task.
TTW address the class as a whole to make sure that they are staying on task and that there will not
be any drawing or writing on slates that does not go along with math. TTW also monitor the
students if needed on GoGuardian for their Chromebooks.
Lesson Critique. ​To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*​Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015