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The students are getting up and dancing, and still are learning in a fun way.

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The kids are up and moving and relating it to what they are learning.

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The kids are up and moving and relating it to what they are learning.

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I would probably use this during stations time as my teacher station. 

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I would probably use this during stations time as my teacher station. 

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it relates to something they already know

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it relates to something they already know

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It's related to emojis in their technology world so it makes it fun for them while they are learning. It transfers easily to the order of operations

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It's related to emojis in their technology world so it makes it fun for them while they are learning. It transfers easily to the order of operations

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I would implement this like we did in this room. A small group activity in stations.
There would need to be smaller groups, so the students don't get confused.

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More simple examples first for ELL or SPED. GT students can make up their own or help lead a small group

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More simple examples first for ELL or SPED. GT students can make up their own or help lead a small group

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Maybe tie it into the Strong and weak concept and use emojis that represent strong and weak instead of a heart and a smiley emoji

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Maybe tie it into the Strong and weak concept and use emojis that represent strong and weak instead of a heart and a smiley emoji

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You can use actual emojis to represent the actions instead of the words.

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to help them move on from the pictorial models, have students begin labeling each of the operations.

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to help them move on from the pictorial models, have students begin labeling each of the operations.

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Use emojis that relate to their lives, like if they love sports and you're working one on one with the student, you could use a basketball and a football or something. 

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Use emojis that relate to their lives, like if they love sports and you're working one on one with the student, you could use a basketball and a football or something. 

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This engagement is kinesthetic but also engages students through emojis! This will help students understand order of operations better and connect to the steps. 

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This engagement is kinesthetic but also engages students through emojis! This will help students understand order of operations better and connect to the steps. 

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The movement and emojis make it interesting and fun for the students.

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The kids are up and moving and then making the connections to the order of operations- at first it seems it has nothing to do with math which gets their attention.

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The students are engaged and involved with their learning. They are acting put the steps.

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The students are engaged and involved with their learning. They are acting put the steps.

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It would also make a great quick review before assessments.

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It would also make a great quick review before assessments.

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I like the idea of introducing it in smaller groups rather than whole group.

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I would use this as a hook or intro into order of operations to get students engaged. 

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I would use this as a hook or intro into order of operations to get students engaged. 

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I would use this with a small group for sure when introducing the order of operations.

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I think I would do it in small groups, adding a piece/slide a day to build up to the final product.

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I think I would do it in small groups, adding a piece/slide a day to build up to the final product.

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Have students create their own examples to check for understanding. Give a template to lower level students to fill in to start, then move away from that.

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Have students create their own emoji operations as an extension. 

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Have students create their own emoji operations as an extension. 

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Addresses different levels of multiple intelligences. Great way to "turn up the dial".

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Addresses different levels of multiple intelligences. Great way to "turn up the dial".

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I would use the same strategies that we used and model the steps with the students.

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I would use the same strategies that we used and model the steps with the students.

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GT could create their own emoji revolution
SpEd could use some sort of fill in graphic organizer

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Simplify the steps and model and participate with the students.

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Simplify the steps and model and participate with the students.

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Use as a intro and assess knowledge before adding in numbers.

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Use as a intro and assess knowledge before adding in numbers.

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Make cards with different examples as practice to use in small group for RTI.

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Make cards with different examples as practice to use in small group for RTI.

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Students are engaged, they can relate to emojis and bring it back to the math.

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I loved this activity and it is a great way for the kids to make connections.

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I loved this activity and it is a great way for the kids to make connections.

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I would probably use this in my classroom the same way we did today.  

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I would probably use this in my classroom the same way we did today.  

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I might have kids talk about what they are going to do first to help some of my lower students.

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I would do this as a day three or four review. It allows struggling students a chance to gain understanding.

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It gets the kids up and moving.

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GT could create their own emoji equations.

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GT could create their own emoji equations.

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ELL and SpEd might need more simple examples before moving to levels 2 and 3

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I would do it in small groups to ensure that everyone is engaged and are showing understanding.

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For GT I would make the steps harder, and for my SpEd students I would make the expressions

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The GT students could lead the activity. For SpEd, they could get extra time to do the activity. For ELLs, the words could be in their language and be teacher led.

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Something kids can relate to and will remember.

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Something kids can relate to and will remember.

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Loved the fun emojis!! The students will be able to connect to that and have fun!!

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Start out with basic steps first then add more as you get to the next "order" of operation.

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Start out with basic steps first then add more as you get to the next "order" of operation.

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Maybe pre-teach this to some student groups and plan with the special ed teacher, so she's aware of it, too.