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6th Grade Math Mod 4 Video Lesson 6 Order of Operations Distance/Flipped/Remote

Mason Math Method
110 Followers
Grade Levels
4th - 8th, Higher Education, Adult Education, Homeschool, Staff
Standards
Formats Included
  • Streaming Video
    (cannot be downloaded)
  • Supporting Information
Duration
31:50
$5.00
$5.00
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Mason Math Method
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Supporting Information
This is an additional download that supports the video.

Description

6th Grade Math Module 4 Lesson 6 Video Lesson covering Order of Operations is ready to go! Are you considering Flipped Learning this coming year? Will students be learning virtually, and you want them to have access to video lessons they can refer to for extra help? Do you plan on having your students home-schooled this coming year and you want them to get the same instruction they would if they were attending an in-person classroom? Teachers, do you sometimes wonder what you will do if and when you need to miss school due to an illness, or for some other reason, you can have your substitute use these video lessons to help keep your students on track.

I used the PowerPoint lesson I created and used in my classroom to teach students virtually. I talked directly to students throughout, as if they were actually right there with me AND tried to anticipate misconceptions by making sure I pointed those out. I am NOT a perfect person, NOR do I claim to be the best math teacher in the world BUT I did my best and used various different methods to help students the best way I possibly could given that those who watch and learn from video lessons will get the best I can offer as a 6th grade math teacher.

This video lesson includes the objective, I can, vocabulary, various exercises/examples, summary, and exit ticket. As with all my video lessons, this video is made for a 60-minute class. You may ask how a video with a duration of 31:49 can be a 60-minute lesson. Well, I ask students to pause throughout the lesson to solve problems on their own and that is where the extra time goes, individual student work.

**I do not use Please Excuse my Dear Aunt Sally. Instead, I created my own which I call P.E.M.A. please see sample section in the video where I explain P.E.M.A.**

I used Engage NY/Eureka using CCSS to inspire this video lesson. Students don’t need anything except a piece of paper and pencil to follow along.

Below I have listed what you will be getting in this download.

Duration example: 24:32 means 24 minutes and 32 seconds)

Module 4: Special Notations of Operations Video Lesson

  • Lesson 6: Order of Operations (31:49)

If you are interested in obtaining my Module 4 Topic A-H Video Lessons Bundle please CLICK HERE

If you are interested in my 6th Grade Math Video Lessons GROWING BUNDLE (Current and Future 6th Grade Math Video Lessons totaling 94 that can be used to teach for the entire year please CLICK HERE

If you are interested in obtaining my full Module 1-6 PowerPoint Bundle for the entire year in which you can use to teach yourself please CLICK HERE.

If you are interested in obtaining my full year Module 1-6 Topic Quizzes and Mid-and-End of Module Tests please CLICK HERE

If you are interested in obtaining my full year Module 1-6 Interactive Notebook/Booklets please CLICK HERE

If you are interested in obtaining my full year Module 1-6 Editable Weekly Lesson Plans please CLICK HERE

If you are interested in my 6th Grade Math Entire Year GROWING BUNDLE (Everything you will need for the ENTIRE 6th Grade Math Year); which includes not only this amazing video lesson, but all the video lessons I have already created and those to come as well as the PowerPoint’s used to create the video lessons, Module 1-6 topic quizzes, mid-module, and end-of-module tests, interactive notebook/booklets, Know & Show Teacher Guide, and editable Lesson Plan Template, various 6th practice worksheets, activities, and all other material I will be including please CLICK HERE

COPYRIGHT TERMS: This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives, unless the site is password protected and can only be accessed by students. Violations are subject to the penalties of the Digital Millennium Copyright Act.

Attention Districts and Departments: If you are purchasing for your school’s department, please buy the appropriate amount of licenses. If you are a large school district and you are interested in a full district license, please contact me for a district-wide quote.

LICENSING TERMS: This purchase includes a license for one teacher only for personal use in their classroom. Licenses are non-transferable, meaning they cannot be passed from one teacher to another. No part of this resource is to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in transferable license to accommodate yearly staff changes, please contact me for a quote

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Standards

to see state-specific standards (only available in the US).
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
Write and evaluate numerical expressions involving whole-number exponents.
Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s³ and A = 6 s² to find the volume and surface area of a cube with sides of length s = 1/2.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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110 Followers