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COOPERATIVE LESSON PLAN #1: MATH

TEACHER
Scott Washburn
Mercedes Pascaul
Breeanna Bryant
Jennifer
Schneidewind

INSTRUCTIONAL UNIT
GRADE
5th Grade

SUBJECT
Mathematics

STANDARDS AND OBJECTIVES

ACADEMIC OBJECTIVE
COMMON CORE
STANDARDS/ELD STANDARDS
The students will be able to solve
numerical expressions using the
order of operations.

CCSS.Math.Content.5.OA.A.1
Use parentheses, brackets, or
braces in numerical expressions,
and evaluate expressions with
these symbols.

ADAPTATIONS FOR
FOCUS STUDENT #1

English Language Learner:

Small groups with set roles

Having them be the scribe

Peer assistance

LEARNERS
RATIONALE
Small groups lowers
affective filter
Being the scribe gives the
student the opportunity to
hear how the problem is
solved and to work out the
problem with peer help.
Peers can re-teach the math
concepts with student
friendly language.

FOCUS STUDENT #2
Gifted Student:
The problems provided get
progressively harder
They have the role of
mathematician
Ability to teach and support
the rest of their group

RATIONALE
The problems getting harder
give the student the
opportunity to be
challenged.
Being the mathematician is
the more difficult job and
gives the student the
opportunity to guide the
group in answering the

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METHOD OF
ASSESSMENT
(outcome, product
based)

How they answer the

problems provided for
group work.

The group created

problems and how

they solved the

problem given to

them by a different
group.

The presentation of
how they solved the
problem given to
them by a different
group.

question correctly.
Teaching the group gives the
student the chance to lead
and support their group
members.

TOOLS AND
MATERIALS
Textbook
Elmo

Whiteboard

Individual white

boards

White board markers

Computer

Internet Connection
LCD Projector

Microsoft Office

Butcher paper

Markers

Index cards

VOCABULARY AND
ACADEMIC
LANGUAGE
Properties
Commutative
Associative
Distributive Property
Order of Operations
Computation
Compute
Additive Identity
Multiplicate Identity
Whole Numbers
Addition
Multiplication
Subtraction
Division
two-digit, facts
Recall

LESSON PLAN
ORIENTATION, DIRECT EXPLANATION + MODELING (INTO)
*Prior to this lesson, students have been given instruction on how to
use the order of operations as well as the acronym PEMDAS.
1. State the objective: [Today we are going to solving numerical
expressions using
the order of operations.]
2. Active prior knowledge: [What is the order of operations? What is
an easy
acronym to remember what the
order of operations
are?]
*Lets do an example: 4+(4x6)-2 [Students to on their own and
then share their
results with their partner.]
3. Grouping students: We are grouping our students in

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heterogeneous groups. Each group will have students with varying

abilities.
4. Cooperative jobs:
1. Scribe: Writes down everything the mathematicians
say to solve their
given problem.
2. Mathematicians: Work to find where the parenthesis go
to get the
correct answer.
3. Mathematicians: Work to find where the parenthesis go
to get the
correct answer.
4. Presenter/Fact check: Checks to make sure the
mathematicians did the
math correctly and presents how they solved
their problem to
the class.
5. Team Building Activity: Birthdates Math
*Each student gives their birthdate. They have to add the
month number and
the date number to make one large number. (example:
June 5 = 65) Using
the four numbers, the students have to find a way to use
the order of
operations to multiple, divide, add, and subtract the four
numbers to get the
largest number possible. [students have 5 minutes to
complete]
6. Preset Driving Question: Where do the parenthesis go to get the
answer
correct?
7. Give students their problem:
1. 3+2x(4/2)+10=17
2. (3+2)x4/2+10=20
3. 3^2+(2x4)/2+10=23
GUIDED PRACTICE (THROUGH)
1. Students work in their cooperative groups completing their own jobs
that were assigned to them.
2. The students will all begin with the first problem. When they finish
the first problem they have the teacher check their work. If their work
is correct, they will get the next problem. If their work is not correct
they will have to try again. [The teacher is looking for the correct use
of order of operations]
3. Students to get through all three problems.
4. Teacher will be available to all groups. Monitoring for cooperation,

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checking for understanding, and assessing student work. Helping

students when needed.
INDEPENDENT PRACTICE + FORMATIVE ASSESSMENT (BEYOND)
1. Once all groups have finished the three problems, the class will
come back together and briefly discuss the parenthesis placement on
the three problems.
2. In their groups, the students will create two of their own problems
that follow the order of operations. The students must make sure that
their problem can have different answers based on where the
parenthesis go. [All numbers used must be whole numbers. Students
may use exponents.]
* One problem should be easy with at least five WHOLE
numbers.
* The second problem should be more difficult with at most
ten WHOLE
numbers
*Each group will solve their own problem on their own piece
of paper. Once
they decide where they like the parentheses, they will write
that problem
on a new piece of paper with the correct answer and without
the
parentheses so that the new group can determine where the
parentheses
go to get the correct answer.
3. Groups will combine and give their problems to the other group to
solve.
4. Once the groups finish solving the problems, they will present the
way they solved the problem to the group who created the problem
stating the proper use of order of operations.
5. If time permits students can switch groups a second time to practice
more with order of operations.