Unit Plan on Order of Operations

UNIT 1:	TOPIC: Comprehension of Whole Numbers			TIME FRAME: 15days
Stage 1 DESIRED RESULTS / OUTCOMES
Content Standard: The learner understands the concept of exponents and base, order of operations (PEMDAS) of whole numbers and enjoys relating it to a variety of problem situation.			Performance Standard: The pupil solves real life problems involving order of operations of whole numbers and computes them using a variety of strategies.
Essential Understanding: - Math terms such as expression, equation, evaluate are very important terms for the succeeding lessons . Most of these terms are often use in giving instructions such as in order of operations and word problems. - In evaluating expressions with more than two operations, follow the PEMDAS rule. - There are various strategies in solving word problems.			Essential Questions: - Why do I need to know some Math Terms? - How does understanding order of operations rule help in performing expressions with more than two operations? - What information and strategies would you use to solve a multi-step word problem?
Prior Knowledge: Misconceptions: - In evaluating number with exponent, just multiply the base and the exponent. - In evaluating expressions with more than two operations, start performing from left to right. - Only one strategy can be used in solving word problems.			Transfer Goals: Use operations of whole numbers with more than two operations in solving real-life problems.
Students will know: (Cognitve) - Exponent and Base - Order of Operations - Multi-Step Word Problems The students must be able to: (Affective) - show honesty and precision in solving problems - manifest patience in solving problems - exhibit orderliness and cleanliness in one’s work - manifest thriftiness in budgeting money			Students will be able to do: (Psychomotor) - give the meaning of expression, equation, exponent, and base - translate the mathematical expression into word expression and vice-versa - find the value of a number involving exponents - use order of operations to find the value of a mathematical expression - apply the order of operations in solving two to three-steps word problems - use varied strategies in solving multi-step word problems - cite situations where order of operations whole numbers can be applied
Stage 2: ASSESSMENT EVIDENCE
Product or Performance Task Goal: Proficiency in performing operations of whole numbers and order of operations; develop strategies for selecting the appropriate computational and operational method in problem-solving situation. Role: Family Budget Manager Audience: Family Members Situation: You are responsible for managing your family’s checkbook for one month. During this time period, you will make deposits, make withdrawals from the ATM (Automatic Teller Machine) and write checks in order to pay various bills. You will begin with a balance of P45, 000. Your task is the following: 1. Solve the problems that require you to use your mathematical skills. 2. Order all of the transactions by date. 3. Enter each transaction in the checkbook register. 4. Tally your results. Be sure you are using the correct operation in your checkbook register. 5. Check your work. Remember, you must come out with the correct balance at the end of your register Rubric for the project will be used to score the output.		Evidence at the level of Understanding: Explaining the concept of exponent, expression, equation; the steps in solving expressions with more than two operations and steps in solving word problems. Interpreting diagrams, tables, pictures and problem situations involving whole numbers Applying operations of whole numbers and order of operations in solving word problems. Showing Empathy by describing how one feels when there are no orders/steps to be followed in solving problems. Manifest Self-Knowledge by suggesting ways to help improved one’s mathematical skills		Evidence at the level of Performance Calculation Skills Clear presentation of Solution Creative Accurate Drill: Completeness of Work Accurate Mange Time Wisely Oral/Written Explanation Correct Response Thorough-use vivid and precise language Illustrative Group work: Teamwork is visible Mange Time Wisely Complete and Correct Output Performance Task: - Creativity in Presenting the Solution - Concept Accuracy - Teamwork
OTHER EVIDENCES OF UNDERSTANDING - oral and written explanation - quizzes - boardwork - hands-on activity - simulation and games - drills - think-pair-share
Stage 3: LEARNING PLAN
TEACHING/LEARNING SEQUENCE: USE OF THREE Is INTRODUCTION OF ESSENTIAL QUESTIONS: Session 1: “MATH is FUN” 1. Ask the students to give a meaning to each letter of the word MATH. Then compose a CHANT using the acronym formed. In the content of the chant, they should include the math terms they will encounter and how are these terms relevant to them. Process the children after they have performed the chant. 2. Tell the students that they are going to learn order of operations of whole numbers in the whole unit and they are going to apply these to various situations. Introduce the essential questions and performance task to the students. Essential Questions: - How does understanding “order of operations rule” help in performing expressions with more than two operations? - What information and strategies would you use to solve a multi-step word problem? INTERACTIONS: Session 2: “ Expression, Equation, Exponent, and Base Guess the 4E’s Game” 1. Post pictures on the board. Tell the students to guess what each picture tells. Give a clue to the students. They are all math terms. 2. Ask each group to write the meaning of the words in a barbell diagram. Post their works on the board for other students to see and the teacher will lead the discussion. 3. The teacher will post numbers, operation symbols, grouping symbols on the board, tell the students to form an expressions and equations. Then ask them to differentiate expressions and equations. 4. In their math drill, students will write at least 2 math expressions and 2 math equations, then evaluate. Session 3: Translating Mathematical Expressions to Word Expressions and Vice-Versa “Translate My Words” July 15 – 17 1. Group Contest: Each group will be provided with quadrant chart. The quadrant chart has the symbol addition, subtraction, multiplication, and division. Ask each group to write terms related to addition, say, plus, increase of, more than, etc. The group who has the most number of terms given wins the game. 2. Divide the class into groups of four. Read an example equation to the class and as a group try to translate the equation using the number disks. Ex. The sum of x and 5 3. After everyone understands the task, read a different expression to the students. 4. After reading the expression, have the students show the expression using their group’s manipulative. 5. Have one person from each group raise their hand when the group has an answer and the teacher can check for correctness. 6.After a correct answer is found, have all of the groups correct their answer and discuss any questions that might arise. 7. 7. 7. 7.Continue giving expressions to the groups until you feel that they have an understanding of the translations. 8. Pair work: Ask students to answer page 18-19 “Let’s Work Together” of their book. Session 4 : Drill ( July 18 ) 1. Test the understanding of the students by asking them to answer page 19-20. 2. Showing of solution through board work. Ask two or three students to explain their work. 3. Summarize the concept learned on Expression and Equation in foldable form: Format is hamburger fold. Session 5: Exponent and Base 1. Show a multiplication sentence such as 6 x 6 x 6 x 6. And ask: How many times does the digit 6 used as a factor? What is the shortcut way in writing repeated multiplication? 2. Ask volunteer to write 6x6x6x6 in another way using exponents. Point out which is the base, and exponent. 3. Brain Buzz: With their partner, share their knowledge on what they have understood about exponent and base. 4. Give examples on the board and ask students to evaluate the given expression. Remind them that the given example is a mathematical expression. Ask volunteer to demonstrate how to evaluate numbers with exponent. 5. Play expo-bingo for drills. 6. Group work: Give a word problem to each group involving exponents. 7. Challenge the students to do the activity for mastery provided by the teacher. 8. Journal Log: How is the use of exponents relevant to me? Session 6: Order of Operations 1. Instruct the students to read what they have written in their journal log about exponents. 2. Ask: Did you help your mother in some household chores? If so, what kind of household chores were you involved in? Write down the steps you take in doing the household chores. Ex. Washing Clothes. And ask how does the order of the steps you take affect the result? How about in Math, if there is more than one operation in an expression, what do we do? 3. Pair work: Give a mathematical expression, say, 4 + 5 x 9 – 4, first ask the students to use paper and pen method in solving the expression. The second one is to use scientific calculator. Let them compare the answers. Ask: Are they the same? If so, why are they same? If not, why are they different? 4. Tell the students that there is a rule to follow in performing more than two operations with whole numbers. The acronym is PEMDAS. Ask the students what does the acronym stand for? What does this mean? In what instance do we apply PEMDAS? 5. Works in group of three. Look at the five number sentences in the table. Pupil A is to work them out from left to right without using a calculator. Pupil B is to work without using a calculator. Pupil C is to work them out using a calculator by keying in the number sentences from left to right. Have them discuss the results. 6. After answering the activity, process the students by asking: a. What have you realized after performing the activity? b. How many operations are involved? c. Which operation was done first? d. Which operation was done next? e. Were you able to follow PEMDAS thoroughly? What would happen if you don’t follow it? 7. Drill on performing expression with four operations. Name which operations should be done first, second, third, and so on. 8. Challenge the students to do mental math in answering the given expressions as shown in the flashcard. Give the students another exercise for mastery. 9. Solicit ideas from the students: What grouping symbols do you know? How are they used? Post an expression containing grouping symbols and exponents on the board, and ask the students to do it by pair. Have them discuss the problem. Ask volunteer to demonstrate how to perform expressions with grouping symbols. Then process the children for further understanding. 10. By pair: Ask each student to make an expression with four operations then solve. Have one student explain his work while the other one listens, then exchange role. After that answer some exercises on the book for mastery. 11. Tell the students that in the next activities, they will apply the understanding they have gained on order of operations. Session 7: Problem Solving: 1. Discuss and illustrate some of the problem-solving strategies below. a. Make an equation b. Solving Backwards c. Draw a Picture or Graph d. Look for Patterns e. Block Model Approach f. Make an Organized List 2. Read the problems on the board. Identify the strategies that are more appropriate for solving problems. How do you know which strategy is best used for the given problem? Specify that making an equation is the most appropriate. Discuss and illustrate the four steps in problem solving: a. Explore b. Plan c. Solve d. Examine 3. Let us now apply the strategy in solving problem. Give the students the worksheet for activity 15. Allow them to work in groups of three. Ask the students to to present and explain their answers on the board. How useful is order of operations in solving problems? 4. Discuss another strategy in solving problems. Handout word problems to the students. Allow them to discuss the problems with their group mates. INTEGRATION: 1. In the next activities, we will fuse what we have learned. With your foldables, summarize the concept learned on expressions, equations, exponents, order of operations. Write down their applicability to real life. 2 . Time to reflect. What did you learn from the previous lessons? What topic do you like most? What topic do you like least? 3. Students will share their reflections in their group. Ask some volunteers to share it in the class. 4. The students will have 3 weeks to complete the project at home. They were encouraged to complete their tasks prior to the due date. Closure: Close the topic and relate back to how order of operations is used in real life situations.