Siop Lesson Plan Teachers Name Katy Long Grade 6 Subject Cla

Siop Lesson Planteachers Namekaty Longgrade6thsubjectclassmathd

Siop Lesson Planteachers Namekaty Longgrade6thsubjectclassmathd

Teacher’s Name: Katy Long

Grade: 6th

Subject: Math

Lesson Topic: The Order of Operations

Rationale: Completing tasks in the correct order is an essential life skill. Proper sequencing in daily activities such as following recipes, assembling furniture, or lawn care highlights the importance of understanding and applying logical steps. In mathematics, if students do not follow the correct order of operations in multi-step problems, they risk obtaining incorrect solutions. Teaching students this sequence not only enhances their procedural fluency but also supports critical thinking and problem-solving skills applicable beyond the classroom.

Content Area Standard: CCSS Math 6.EE.2 - Write, read, and evaluate expressions in which variables are known.

English Language Proficiency Standard: IV-LS-1:B-6 - The student will listen actively to ideas of others to acquire knowledge by following multi-step instructions containing academic vocabulary.

Objectives:

  • Content Objective: Solve expressions using the order of operations.
  • Language Objective: Write and explain solutions to multi-step problems using key math vocabulary such as parentheses, exponents, and PEMDAS, in complete sentences and in collaboration with peers.

Learning Strategies: Direct instruction, think-alouds, team discussions, role cards, numbered heads cooperation, visual aids.

Key Vocabulary: order of operations, add, subtract, multiply, divide, parentheses, exponent, evaluate, PEMDAS, expression, multi-step problem.

Materials: PowerPoint presentation, PEMDAS graphic organizer, visual gestures for each operation, worksheets with practice problems, manipulatives for group work, video explaining PEMDAS.

Motivation (Building Background):

Begin by engaging students with real-life tasks that require sequencing, such as making a sandwich or planting a garden. Discuss the importance of following steps in order, writing each step on the board, and asking students how doing steps out of order could lead to problems. Show the PEMDAS rap video and introduce the acronym as a way to remember the order of operations. Elicit student ideas for gestures or symbols representing each letter, reinforcing understanding through physical movement and visual cues.

Presentation:

Introduce the order of operations with the PEMDAS acronym, discussing each letter’s meaning (Parentheses, Exponents, Multiplication and Division, Addition and Subtraction). Model solving simple expressions aloud, using think-aloud strategies to demonstrate applying PEMDAS. Incorporate visuals and gestures to clarify each step, and ask targeted questions to check for understanding. Provide opportunities for students to practice the steps with guided examples, emphasizing the importance of the sequence in solving multi-step problems accurately.

Practice/Application:

Distribute PEMDAS squares or cards to small groups of students. Assign roles (e.g., P, E, MD, AS) for each member to solve different parts of the problem collaboratively. Each student models their step aloud and explains their reasoning, integrating language objectives by using the target vocabulary in context. Circulate to provide feedback, prompt discussions, and correct misconceptions. Encourage students to coach each other when disagreements arise, fostering peer learning and cooperative problem-solving.

Review/Assessment:

Facilitate a class discussion with prepared questions: - What is the proper order of operations? - How does PEMDAS help you solve multi-step expressions? - Which operations do you perform first when both multiplication and division are present? - Can you solve a problem and explain your steps using complete sentences? Hand out independent practice worksheets for students to demonstrate their understanding. Use formative assessments such as targeted questioning and observing group work to gauge mastery. Provide timely feedback to reinforce correct procedures and rectify errors.

Extension:

  • For students who master the content: create posters illustrating the steps of solving expressions with PEMDAS, or write and illustrate their own multi-step word problems, including solutions and explanations.
  • For students needing additional support: access online tutorials and videos, work in small groups with a teacher, or complete modified worksheets with visual cues and guided steps. Pair struggling students with peers who demonstrate proficiency to foster peer tutoring.

This lesson plan framework is adapted from: Echevarria, J., Vogt, M., & Short, D. J. (2007). Making content comprehensible for English learners (3rd ed.). Boston: Pearson Education.

Paper For Above instruction

Understanding the order of operations is fundamental in mathematics, as it ensures consistency and accuracy when evaluating complex expressions. The lesson designed by Katy Long aims to teach sixth-grade students the correct sequence for solving multi-step problems, focusing on the PEMDAS acronym—Parentheses, Exponents, Multiplication and Division, Addition and Subtraction. This instruction corresponds to the Common Core standard 6.EE.2, which emphasizes writing, reading, and evaluating algebraic expressions. Additionally, it aligns with English Language Proficiency Standards by fostering active listening, speaking, reading, and writing with academic vocabulary related to operations and expressions.

The rationale of this lesson underscores the relevance of sequencing skills beyond mathematics, highlighting their significance in everyday life tasks and problem-solving activities. By connecting classroom learning to real-world applications, students develop a deeper appreciation for the importance of procedure and order. Such understanding enhances their procedural fluency and builds critical thinking skills necessary for higher-level math and practical decision-making.

The lesson begins with motivating students through relatable activities that require following a set order, such as cooking or gardening. These activities serve as analogies for mathematical operations, emphasizing the importance of sequencing. The teacher then introduces PEMDAS, providing visual aids and gestures to make the concept memorable. This initial presentation involves modeling a few example problems, encouraging student participation through think-aloud strategies and questioning that promote higher-order thinking.

In the practice phase, students work collaboratively in groups with roles assigned to each member, promoting peer interaction and communication. Each student models their part in solving expressions, demonstrating both content mastery and language skills. The teacher observes and provides formative feedback while enhancing comprehension through guided questions that reinforce understanding of the sequence.

The lesson culminates with a comprehensive review consisting of a class discussion, questioning students’ understanding of key concepts, and independent practice worksheets. These assessments verify mastery and identify areas needing reinforcement. Extension activities offer differentiation, allowing advanced students to create visual representations or original problems, while support activities help struggling learners access the core concepts through tutorials and peer support.

Overall, this lesson combines cognitive and language development strategies, ensuring students grasp the procedural and conceptual aspects of the order of operations. It integrates visual, auditory, and kinesthetic modalities to address diverse learning needs and promotes active student engagement, collaboration, and critical thinking—skills essential for success in mathematics and in life.

References

  • Becker, H. J. (2007). The importance of sequencing in cognitive development. Journal of Educational Psychology, 99(3), 456-467.
  • Common Core State Standards Initiative. (2010). Mathematics Standards.
  • Echevarria, J., Vogt, M., & Short, D. J. (2007). Making content comprehensible for English learners (3rd ed.). Boston: Pearson Education.
  • Larson, M. (2014). Effective strategies for teaching the order of operations. Mathematics Teaching in the Middle School, 20(4), 220-226.
  • Vogt, M. Echevarria, J. (2008). Making Content Comprehensible for English Learners. Pearson Education.
  • National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. The National Academies Press.
  • Smith, J., & Stein, M. (2011). 5 Practices for Orchestrating Productive Mathematics Discussions. NCTM.
  • Slavin, R. E. (2015). Cooperative Learning: Improving Elementary and Secondary Schools. Pearson.
  • Stiggins, R. (2005). From Formative Assessment to Assessment FOR Learning. Phi Delta Kappan, 86(4), 324-328.
  • Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.

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