Lesson Plan Title: Please Excuse My Dear Aunt Sally

Date: November 22, 2014

Subject: Math

Number of Days Covered: 1

Grade Level: 9

Standards Addressed: (Ohio Common Core Standards, or Ohio Content Area

Standards)
The standards Addressed:
HSA-REI.A.1
HSA-CED.A.4
Specific Observable/Measurable Learning Objectives:
85% of students should be able to:
Describe the characteristics and steps of the order of operations.
Remember the steps of Order of Operations through and acronym Please
Excuse My Dear Aunt Sally (PEMDAS).
Evaluation of Student Learning:
What Evaluation Strategies Will You Use?
How Does Evaluation Align With Goals?
Evaluation strategies that I will use will be simple but adequate. Verbal evaluations in
the classroom and walk through will help me evaluate my students progress. These
alignments compliment the goals that I have for students because it helps with
confidence throughout the instruction and confidence is what my goal is for students.
The students will be able to connect with lesson plan on a past, present, and future
basis. In the past they should have learned the foundations of mathematics.
Connections: Identify the instructional connections between past, present and future
learning?
The present material is the usage of Parenthesis, Exponents, Multiplication, Division,
Addition, and Subtraction which is this lesson. The students will be able to connect with
lesson plan on a past, present, and future basis.

Required Materials Needed for Lesson:

(List materials to be used and where materials are located? How much time will
be needed to set up for lesson?)
Large construction paper
Five markers
Writing materials
Students Background/Prior Knowledge/Experience: (Pre-Assessment)

Assessments will be given to students at the beginning of the lesson as well as at the
end. Extra material such as homework will be given for practice.

Main Ideas:
The main idea of this lesson is to help students remember and understand the order of
operations on a high school level with the help of an acronym.
Key Vocabulary:
The key vocabulary includes but is not limited to:
Exponents
Addition
Subtraction
Parenthesis
Multiplication
Division
Motivational Strategy/Anticipatory Set for Lesson:
(How will you hook student interest?)
I will hook my students interest by relating the math problems to real life experiences.
Sine these are high school students they will be able to relate to things such as how to
calculate to pay bills and etc.

Content:
The students will begin class by getting into their pre-assigned groups. Each group will
be given a piece of large construction paper and five markers. The leader of the group
is to divide the poster into four equal rectangles. Then each student chooses the color
marker they will use for the activity. They are then instructed to draw a real world
example of an event that must be done in a certain order. For example, the steps
involved in taking a shower or the steps involved in baking a cake. Students share their
posters with the class and we discuss the importance of the order of events which leads
to my introduction of Order of Operations.
By using PEMDAS the students will learn to do order of operations with math. First
step is parenthesis, solving any expression in parenthesis. Second step is exponents,
Third step is multiply or divide (going from left to right). Fourth step is adding or
subtracting (going from left to right).
The object of the bingo order of operations game is to help students practice the
connect order with a motivating game of bingo. The students will be more eager to be
accurate in their calculations. The object of the game is to get five numbers in a row,

vertically, horizontally, or diagonally, just as in the regular game of bingo. ( None of the
expressions contain exponents or parentheses).
We will be distributing a bingo card to each student before starting the game. While
give the students the following instructions:
Choose one space on the board as the "free" space and write the word FREE.
Choose numbers to write into the other 24 boxes on your Bingo card. Make sure
you choose numbers in the ranges given at the top of each column. That is,
numbers in the first column ("B") must be in the range 1 - 10, numbers in the
second column ("I") must be in the range 11- 20, and so on. [This ensures better
distribution of the numbers.]
You are not allowed to repeat any numbers.
As the teachers we will be placing all of the expression strips in a bowl, jar, or hat, and
choose them one at a time. After each selection, write the expression on the board or
overhead so students can evaluate it. Students should copy down and evaluate the
expression on their own paper. For the first few turns, you may want to model how the
numerical value is determined for the expression by writing in any applicable
parentheses and going through the steps of evaluation. Make sure you write out the
steps, just as you'd like to see the students do themselves. Once the number is
determined, students can look for the number on their Bingo card and mark it with a
pencil or a chip. The students should be coming up with something that looks like this
Ex: 2x3+4x5 as the expression and the answer should be 25
Differentiated Instructional Support:
There will be one-on-one help offed for the students who are having problems with
understanding the lesson. I will have hand typed vocabulary words for the students who
are not great note takers. For my students who need behavioral accommodation I will
give those students frequent breaks. Guided notes will be given out to the students who
have short-term memory deficits. I will simplify oral directions. I will offer a color coding
sheet if the students will like to use one.
Integration of Technology:
N/A
Homework or Home Connections:
N/A
Transitions:
N/A
Closure:

For the closing of the lesson students will work on these problems and I will go over
anything that may have needed some extra help on.
Culminating Activity:
Student Learning Based on Data: (What does your data tell you about student
learning? In terms of what they have learned, what will you do next for the whole group
or individual students?)
Reflections/Self Evaluation:
a) Effectiveness of Lesson: (How effective was your lesson? What went well?
What did not go so well? Did you feel the students were engaged and
developing new learning? Where your teaching/learning strategies
appropriate? How did they encourage new learning? What parts of the
lesson did the students seem to really enjoy? What parts of the lesson need
improvement with regard to planning or delivery?)
b) Effectiveness of Teacher: (Describe your strengths and areas that need
improvement. Document your development as a teacher.)
c) Next Steps to Consider: (Do you need to re-teach any part of the lesson
and how will you teach it differently? Would you change any part of the
lesson? If so, how? What do you need to address in your next lesson?)
Central State University
College of Education
Department of Professional Education
Lesson Plan Scoring Rubric

Checklist: All Goals/Objectives Are:

Clearly Stated
Developmentally Appropriate Given Classroom Context
Aligned with National, State or District Standards
Described in Terms of Student Performance NOT Activities
Learning Objectives are Based Upon Blooms Taxonomy

Checklist: Assessment
Assessment Instructions are Understandable to ALL Students
Assessment Adaptations are Made for Special Needs Students
Explains the Minimal Level of Acceptable Student Performance
in Measureable Terms

Not
Met (0 pts)

Partially
Met (1 pts)

Met (2 pts)

Not
Met (0 pts)

Partially
Met (1 pts)

Met (2 pts)

Not

Partially

Checklist: Instructional Design & Implementation

Learning Goals & Learning Objectives Are Aligned with Standards
Follows a Logical Sequence
Includes Evidence of Deliberate Checking for Understanding
Is Developmentally Appropriate (intellectually, socially & physically)
Takes Into Account Students Background/Prior
Knowledge/Experience
Uses Creative Motivational Strategies &/or an Anticipatory Set at
Beginning of Lesson
Step-by-Step Procedures for Lesson Presentation are Provided.
Sample Questions and Correct Responses are Provided.
Modifications/Accommodations are Made as Required to Meet
Needs of Various Students
Required Materials for Lesson are Listed.
Main Ideas of Lesson Are Clearly Presented to Students
Key or New Vocabulary Terms are Clearly Presented to Students
Resources are Appropriately Cited.
Homework or Home Connections are Provided
Closure of Lesson is Provided
Identifies connections between past, present and future learning

Total Checklist Points ________/48

Total Rubric Points ________/32
Total Points
Rubric:
Rating
Indicator
Distribution of
Objectives

Assessment
Criteria

Multiple
Learning
Strategies

Met (0 pts) Met (1 pts)

80-75 points
74-67 points
66-57 points
55 points & below

Met (2 pts)

A = 100% - 94%
B = 93% - 83%
C = 82% - 71%
D = unacceptable

________/80
Element 2
Not Met (0pts)
All objectives are
factual
knowledge
objectives.

Element 2
Partially Met (1 pt)
More than half of the stated
objectives are knowledge
objectives versus application
and reasoning objectives.

Element 2
Met (2pts)
Knowledge objectives represent
1/3 or less of stated objectives
OR a rationale defends use of
mainly knowledge-based
objectives.

No evidence
provided.

Response includes only 2 of

the criteria listed to the right,

Measurable assessment
criteria is described in
measurable terms.
Comprehensive covers all
essential content & skills. Does
not assess irrelevant content &
skills.
Criteria Level- Specifies level of
successful attainment of learning
objectives.

Only 1 or 2
strategies are
incorporated
throughout the
lesson &/or the

A variety of instructional
strategies are incorporated
throughout the lesson. The
strategies reflect a variety of
types/levels of learning but most

Multiple instructional strategies

using multiple types/levels of
learning are incorporated throughout
the lesson. Application of multiple
intelligences & learning styles is

Indicator
Score
____x2

____x2

____x2

Active Inquiry &

Learner
Centered

Technology

Critical
Thinking

Student
Learning Based
on Data

Reflection/Self
Evaluation

strategies reflect
only the more
common/traditional
types/levels of
learning (e.g., relies
mostly on direct
instruction, visual,
verbal-linguistic,
paper-pencil).
Lesson does not
include procedures
for engaging
student in active
inquiry.
Instruction does
not include
technology or a
rationale why it is
inappropriate to use
technology with
their students.
No evidence that
critical thinking is
encouraged.
Provides no
rationale for why
some activities or
assessments were
more successful
than others.
No evidence
provided.

are of the more

common/traditional type.

evident. Most strategies actively

involve students in critical thinking,
problem solving, or authentic
performance.

Lesson design includes some

procedures for engaging
students in active inquiry but
most procedures rely on passive,
rote, recall strategies for the
learner.
Use of technology is limited
(e.g., one time or for only short
periods) or is used w/o regard to
learning outcomes (i.e., an addon just to full requirement) or a
limited rationale is given why it is
inappropriate to use technology
with their students.

Lesson design includes a majority of

procedures that actively engage
students in questioning concepts,
developing learning strategies,
seeking resources & conducting
independent investigations.
Technology is integrated throughout
instruction or makes a meaningful
contribution to learning (i.e., it had a
purpose or was needed) or a
rationale is given why it is
inappropriate to use technology with
their students.

Encourages critical thinking

when situations occur naturally
in the classroom. Teacher does
NOT deliberately explore ways to
enhance critical thinking.
Identifies successful and
unsuccessful activities or
assessments & superficially
explores reasons for their
success or lack of success.

The teacher deliberately

incorporates into the lesson critical
thinking techniques and encourages
independent exploration of student
ideas to enhance critical thinking
Identifies successful & unsuccessful
activities & assessments & provides
plausible reasons for there success
or lack of success.

Provides ideas for redesigning

instruction but offers no rationale
why these changes would
improve student learning.

Provides ideas for redesigning

instruction and explains why these
modifications would improve student
learning.

____x2

____x2

____x2

____x2

____x2