Lesson Plan – Order of Operations

Name: Connie Aphonephanh

Title of the Lesson: Order of Operations and Distributive Property

Date: Day 17

Length of Lesson: 50 minutes

Description of the class: High school level students

Name of the Course: Algebra I

Grade Level: 9-10

Honors or Regular: Both

TEKS addressed:

(b) Foundations for functions: knowledge and skills and
 performance descriptions.
 
(4) The student understands the importance of the
 skills required to manipulate symbols in order to
 solve problems and uses the necessary algebraic
 skills required to simplify algebraic expressions
 and solve equations and inequalities in problem
 situations.

 (A) The student finds specific function values,
 simplifies polynomial expressions, transforms
 and solves equations, and factors as necessary
 in problem situations.
 
 (B) The student uses the commutative, associative,
 and distributive properties to simplify
 algebraic expressions.

I. Overview

The students should form two important conclusions:

(1) the order of multiplying and adding makes a difference

(2) two different coding processes may result in equivalent results

II. Performance or learner outcomes

Students will be able to:

(1) apply the rules for order of operation and the distributive property to

the coding process

I. Resources, materials and supplies needed

Graphing calculator

II. Supplementary materials, handouts

Putting It Together (Order of Operation) worksheet

Practicing Distributing worksheet

Five – E Organization

Teacher Does Probing Questions Student Does

Engage: (10minutes) The teacher will engage the student with an activity “Order in the Code.” Either the number 1 or the number 2 will be placed on each student’s desk. This will split students into pairs. Before the teacher hands out the activity, the teacher will remind the students about safety with the scissors. The teacher will give each student a copy of Handout H2.5 (printed on heavy paper or card stock). The teacher will have different students read the directions on the worksheet. The teacher will write the instructions as well as the safety reminder on the board or have it on transparency so the students can refer to it during the activity. The teacher will then hand out scissors and instruct students to cut the shapes from the handout. The teacher will ask students to pair up according to their numbers (1’s with 2’s). The teacher will ask the students to represent the expression, p + 1. The teacher will walk around and see if students are able to come up with the correct representation. The teacher will go up to the projector and ask a student to volunteer their answer. The teacher will ask the students to come up with a representation, 2(p+1). The teacher will walk around and see if students are able to come up with the correct representation. The teacher will ask a different student to volunteer their answer. The teacher will ask the students to come up with a representation, 2p + 2. The teacher will walk around and see if students are able to come up with the correct representation. The teacher will ask a different student to volunteer their answer. The teacher will ask about the similarity and the differences between the two expressions.

“What are the directions on the worksheet? “Cut out the squares and shapes from the handout.” “Can you come up with a representation, p + 1? “Would someone like to volunteer their idea?” “How would you represent the following expression, 2(p+1)?” “Would someone different like to volunteer their idea?” “How would you come up with a representation for the expression, 2p +2?” “Would someone different like to volunteer their idea?” “What are the similarities and differences in the two expressions?”

The students should answer: “The square represents the variable p and the circle represents the constant, 1.” The students should answer: “One square and one circle.” Square and circle grouped together.. The students should answer: “Add another square and another circle.” Square and circle grouped together. Square and circle grouped together.. The students should answer: “Two squares and two circles.” Two squares grouped together. Two circles grouped together. The students should answer: “The two expressions are equivalent.”

Teacher Does Probing Questions Student Does

Explore: (20 minutes) The teacher will keep the students in pairs from the engagement activity. Now the teacher will review the rules for order of operation with the students by asking students to recall the rules. The teacher will call on different students. Before worksheet is given, the teacher will ask the students if they need clarification or extra explanation about the rules for the order of operation. The teacher will have the students work a couple of problems in pairs (Putting it Together worksheet will be given) The teacher will give the students 20 minutes to work on the worksheet. The teacher will circulate around the room to see if students are grasping the concept and answer any questions

“Can anyone tell me one of the four rules of the order of operation? Raise your hands please.” “Does anyone have any trouble or need help?”

The students should answer: (1) Evaluate expressions within the parentheses. (2) Simplify powers (apply exponents). (3) Perform multiplication and division as they occur from left to right. (4) Perform additions and subtractions as they occur form left to right.

Teacher Does Probing Questions Student Does

Explain: (15 minutes) The teacher will reintroduce “algebraic expressions” by asking the students if they can recall what an algebraic expression is and give an example of one. The teacher will review that c = 2p + 3 is an example of an algebraic expression well as the expressions we worked . An algebraic expression is a collection of variables and sometimes constants connected by several operations.” The teacher will ask the students what the word “equivalent” means. The teacher will give the students an example to verify if the expressions are equivalent. The teacher will ask students if they have a particular part of the worksheet that they would like to see the solutions for in class. The teacher will have students volunteer certain parts of the worksheet in the class. The teacher will give input/feedback as the students are working their solutions at the board to see if the students understand the process.

“What is an algebraic expression?” “Can you give me an example of an algebraic expression?” “What does it mean when two expressions are ‘equivalent’?” “Are these two expressions equivalent: c = 3(p +4) and c= 3p +4?. Why?” “Is there any particular part of the worksheet you would like to see worked out on the board?” “Does anyone like to volunteer their solutions to the class?” “Why did you do that?” “How did you come up with that?” “What rule for the order of operations did you use?”

Students’ responses will vary. Target Answer: “An algebraic expression is a collection of variables and sometimes constants connected by several operations.” Answers will vary. (It will be some type of expression.) That they are equal. Answers will vary. Answers will vary.

Teacher Does Probing Questions Student Does

Extend/Elaborate: (5 minutes) The teacher will extend the topic by giving a brief introduction to distributive property. The distributive property is a symbolic process for changing 2(p + 3) to 2p + 6. The teacher will show the students the generalized form a(b + c) = ab + ac where a, b, and c may represent constants or variables The teacher will demonstrate and work through a couple of examples with the students. The teacher will assign a couple of examples (Practicing Distributing worksheet) for the students to practice for the next lesson.

“Has anyone worked with or heard the term, distributive property, before?” “You will probably recognize once we do some examples together. Does this look familiar? 2(p + 3) = 2p + 6 “Let’s these examples together.” 3(2p + 4) And 5(9 + 3x) “What did you come up with?”

Answers will vary. Answers will vary. The students should answer: 3(2p) + 3 (4) = 6p + 12 5(9) + 5(3x) = 45 + 15x.