Effective Lesson Plan: Teaching PEMDAS with Mnemonics

Lesson Plan Template: Strategy Instruction Justification: In classrooms of students with learning disabilities, educators must take account of the difficulties that these students can have with mathematical computations and the possible obstacles that each student must overcome to reach proficiency. The use of mnemonic devices in the classroom can promote better conceptual understanding of mathematical concepts and procedures by helping students to better remember the procedures that we are teaching to them (Fulton, Collins, Poeltler, & Pearson, 2018). Throughout this lesson, I will be introducing a mnemonic device, “Please Excuse My Dear Aunt Sally”, to teach solving order of operations to my students with disabilities, to overall provide them support throughout the process of learning and solving problems in this area. References Fulton, L., Collins, L. W., Poeltler, E., & Pearson, L. (2018). SCIENCE IS “RAD”..Science and Children, 56(2), 45-50. https://www.proquest.com/scholarly- journals/science-is-rad/docview/2092791719/se-2?accountid=28089 Goal: By the end of the lesson, students will be able to solve problems using the mnemonic strategy. Students will be able to solve grade appropriate order of operations problems with PEMDAS, Please Excuse My Dear Aunt Sally. IEP Goal: The student will be able to use the mnemonic to solve Order of Operations (PEMDAS) problems with 95% accuracy. Objective: Instructional objective Given various Order of Operations (PEMDAS) problems, the student will complete the problems with 95% accuracy using the “Please Excuse My Dear Aunt Sally” mnemonic. Learning Target I will use the Order of Operations mnemonic to solve PEMDAS problems. 1. Students will create a Venn Diagram that will lay out the types of problems they will be using PEMDAS to solve to use as a reference sheet.

2. Students will be assessed on their understanding and completion of the PEMDAS problems given during the instructional period through guided practice. 3. Students will be assessed on their understanding and completion of the PEMDAS problems given during the instructional period through independent practice. 4. Students will be assessed on their understanding and completion of the PEMDAS problems on the Exit Ticket. Students will monitor their learning in a Self-Assessment Chart Students will evaluate their understanding of the lesson by rating their learning and explaining their rating. They can rate their learning 1-4 from no understanding to maximum understanding. On the teacher graph, I will know if the students met the objective criterion because on the progress monitoring chart, students will be rated on each Part from 1-5, 1 being that the students show little understanding to 5, students show high comprehension of the lesson. Assessments: (ALL ATTACHED) Final Assessment on Order of Operations Assessment of Student Understanding (Verbal) Monitoring students throughout lesson/providing feedback Exit Ticket Standard(s): New York State Next Generation Mathematics Learning Standards: NY-5.OA.1 Apply the order of operations to evaluate numerical expressions. Materials/Resources/Instructional Technology: Students will be given a powerpoint as a visual aid. The powerpoint will introduce the mnemonic “Please Excuse My Dear Aunt Sally”, and the problems we will be solving. (Attached) Students will be given a Venn Diagram graphic organizer worksheet that we will fill out as a class where I will pose questions and they will classify the types of problems in the diagram. Guided Practice with multisensory options available (read to them, can be given in hands-on format)

Independent with multisensory options available (read to them, can be given in hands-on format) Exit Ticket with multisensory options available (read to them, can be given in hands-on format) Student Self-Assessment Chart Poster Handout I will be able to adapt these to multisensory learning approach based on student needs, whether they may need someone to read to them, they may need larger print worksheets, use of technology, or might need a hands-on format like flashcards or items to grab and understand the content better. ** These materials and resources are especially useful for students with disabilities in the classroom because the students are given a variety of resources that target a multi-sensory approach, which is especially important for students with disabilities as it will provide them with a better, more accessible learning experience through visuals, representational, and concrete resources to better aid their learning. Venn Diagram is a graphic organizer that will help these students to organize the concepts taught throughout the lesson, the Order of Operations poster provides a visual representation of the words discussed on the mnemonic device so the students can both see and hear the information to make it more comprehensible and concrete, and the powerpoint will aid understanding as the words on the paper in front of the students are also up on the board so the students can visualize and conceptualize the material. An instructional technology that is use for assistive instruction that I will provide in this lesson is Describe an appropriate assistive or instructional technology with a research-based rationale for its use. Prerequisites/Academic Language and Procedures to Support Language: 1. Students will need to know how to add and subtract. 2. Students will need to know basic multiplication and division facts/tactics. 3. Students will need to know how to recognize parenthesis and exponents.

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