LEARN NC

K–12 teaching and learning · from the UNC School of Education

Please Excuse My Dear Aunt Sally

Students will learn and practice the correct order of operations. The lesson will begin with a motivational group-art activity. Students will then take notes and do a "pass the paper" activity for practice. This will be followed by students creating their own problems.

A lesson plan for grades 6–8 Mathematics

By Shirley Powell

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Learning outcomes

Students will be able to evaluate algebraic expressions.

Teacher planning

Time required for lesson

2 hours

Materials/resources

Each group will need a large piece of construction paper and markers.

I use worksheet 1.3 from the Glencoe Algebra I practice masters. However, you are free to use any worksheet or page in your book since all Algebra I books cover this topic.

Technology resources

none

Pre-activities

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.

Activities

1. After the pre-activity, I begin the lesson by introducing the phrase “Please Excuse My Dear Aunt Sally”. (Parenthesis, Exponents, Multiply and Divide from left to right, and finally, Add and Subtract from left to right.)

2. Students are then encouraged to create and share a phrase of their own to help them remember the correct order of operations.

3. I then give examples being sure to include examples that contain fractions and decimals.

4. Students then do ten problems on their own.

5. Students then get in their pre-assigned pairs and are given a practice worksheet. Person one will do problem one and pass it to person two. Person two will check problem one and do problem two and then pass the paper back. This will continue until the problems are complete. I will grade them in class as each pair finishes and it will count as a grade.

6. Students will begin the activity written on the board as they finish the pair activity. The activity is to create a five question quiz and answer sheet based on the order of operations.

7. When all groups are finished with the pair activity and have started on the “Board Activity”, I then collect what they have created at that point. Depending on time, we either exchange papers or I just keep them and use the problems on the test.

8. The last ten minutes of class is used to work on homework from the book.

9. A bonus assignment is given that will be due the day of the test. Students are to create five problems that can NOT be done simply as written but must truly be evaluated by using the order of operations. For example, (2+4)^2 +5 can be done as seen but 5+(6/3)^2/9 will require the use of the order of operations.

Assessment

Group Activity: Students choose the color marker they would like to work with that day. Their name is written on the back of the poster with that color. Thus, I can tell who did what. I give a weekly conduct/participation grade which will be affected if participation is not obvious.

Note Taking: I do not grade notebooks, but I do often stop and walk around the room to assure that students are copying the notes. Once again, the conduct/participation grade will be affected.

Partner Activity: It is the responsibility of both students to do a good job on the worksheet either by correcting or by doing a problem correctly. Both students receive the same grade. However, I must see different hand writings in order to grade the paper.

Homework: I collect and grade homework every day.

Bonus: A maximum of five points will be added to test for correct examples.

Supplemental information

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Related websites

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Comments

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North Carolina Curriculum Alignment

Mathematics (2004)

Grade 6

  • Goal 5: Algebra - The learner will demonstrate an understanding of simple algebraic expressions.
    • Objective 5.01: Simplify algebraic expressions and verify the results using the basic properties of rational numbers.
      • Identity.
      • Commutative.
      • Associative.
      • Distributive.
      • Order of operations.
    • Objective 5.02: Use and evaluate algebraic expressions.

Grade 7

  • Goal 5: Algebra - The learner will demonstrate an understanding of linear relations and fundamental algebraic concepts.
    • Objective 5.02: Translate among different representations of algebraic expressions, equations and inequalities.
    • Objective 5.03: Use and evaluate algebraic expressions, linear equations or inequalities to solve problems.

Grade 8

  • Goal 5: Algebra - The learner will understand and use linear relations and functions.
    • Objective 5.03: Solve problems using linear equations and inequalities; justify symbolically and graphically.