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Order
of Operations
Designed
by:
Tammy B. Hester
1)
Core Curriculum Objective:
Evaluate, demonstrate, and apply order of
operations (including the use of grouping
symbols). (7NR2-2)
[1.B.1]
[11G.1]
Restatement:
Students will solve expressions using the
order of operation rules.
Grade
level : 7th
Subject:
Math
2)
Overview:
Students will learn the order of
operations and practice using them in different
activities involving paper and pencil,
calculators, and computers.
3)
Focus Question:
If you were going to a friend's house for
the first time, what would you need?
Directions.
Why is it important to follow those in
the order given?
Do you think we have directions for
solving math problems?
4)
Time Frame:
Two 50 minute periods
5)
Resources:
Glencoe
course 2, Mathematics and Applications, pages
24-26
Computers
with Internet access
Website:
www.aplusmath.com
Scientific
calculators
6)
Assessment:
Students will solve 9 expressions.
5 points given for the work shown and 5
points for each correct answer.
Students will also write the rules for
order of operations. The rules are worth 10
points. See
attachment I, labeled Assessment for Order of
Operations.
Rubric
for Order of Operations
|
Problem |
Work
shown
5 Points |
Correct
ans.
5 Points |
Total
Points |
| |
Yes |
No |
Yes |
No |
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| Problem
one |
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| Problem
two |
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| Problem
three |
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| Problem
four |
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| Problem
five |
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| Problem
six |
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| Problem
seven |
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| Problem
eight |
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| Problem
nine |
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| Rules
stated |
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| Totals |
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Day
One
Activity
One
Students
will be asked to evaluate
4(3+5) - 2(7).
Students will use paper and pencil and
will show all work.
Then students will solve using a
calculator.
If answers are different students should
realize their calculators know the order of
operation rules.
Activity
Two
Students
will copy in their notebooks and discuss the
order of operation rules.
The
rules could be placed on an overhead
transparency.
Order
of Operation Rules
1.
Do all operations within grouping symbols first
2.
Evaluate all powers before other operations.
3.
Do multiplication and division from left to
right.
4.
Do addition and subtraction from left to right.
The
mnemonic device My Dear Aunt Sally will be
introduced as a memory tool. " M"
stands for multiplication, "D" stands
for division, "A" stands for addition,
and "S" stands for subtraction.
This
is used through out math class as a common
practice. The little statement helps children to
remember to do operations in that order as they
appear, after grouping symbols have been
completed. Students may have fun coming up with
their own devices as an extra credit assignment.
Activity
Three
Students
solve 6 problems working with a partner.
One student will do problems 1-3 using
paper and pencil while, the other student uses a
calculator.
Then problems 4-6 will be done with the
students reversing roles.
If the answers differ students will be
asked to explain and rework the problems,
helping one another to find mistakes.
(Use
attachment II, labeled Paper and Pencil vs.
Calculator)
Activity
Four
Students
will be assigned homework that consists of 10
problems. Students
must show the work for 7 out of 10 problems.
They may choose any 3 to do using a
calculator.
(See
Attachment III
labeled
Order of Operations
Homework.)
Day
Two
Activity
One
Review
Rules orally. Allow students to state the rules
in their own words as long as they are correct.
Activity
Two
Have
students check homework papers.
The teacher should display answers on the
overhead and monitor to see student's progress.
Allow time for students to go over
problems they missed and answer all questions. Encourage students to find their mistakes.
They may work with a partner during this
activity if they choose.
Activity
Three
Students
will work in groups of 2 or 3 of their choice
depending on the number of computers available.
Students will go to website (www.aplusmath.com)
to flashcards, and then order of operations.
Students will work 10 problems.
Students may use paper and pencil with
this activity, but no calculators.
When students have finished 10 problems
they will advise the teacher so that she can
acknowledge their success.
If success rate is below 70% students
will need additional practice.
Activity
Four
Closing
activity- students will write in their own words
in their journals why it is important to have
order of operations rules.
Ask students to explain how this might
carry over into Science class.
Attachment
I
Assessment for Order of Operations
1.
8 x 7 + 8 x 3
2.
8 - 6 / 3
3.
9 - 4 / 2 + 6
4.
18 - ( 7 - 7)
5.
90 - 16 / (4)
6.
( 24 - 10) - 3 x 3
7.
12 ( 5 - 5 ) + 3 x 5
8.
(34 + 46) / 20 + 20
9.
9 (3) + 8 / 4
10.
Write the order of operation rules.
Attachment
II
Paper and Pencil
vs. Calculators
1st Student's name
___________________________________________
2nd
Student's name
___________________________________________
|
| Problem
|
Paper
and pencil answer
|
Calculator
answer
|
| 3
+ 5 x 6
|
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| 10
- (3 + 4)
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| 4
+ 2(8 - 6)
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| (17
+ 3) / (4 + 1)
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| 12
- 3(4)
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| 4(6
+ 4) / 2
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Attachment
III
Order of Operations Homework
Name
______________________________
Do
all ten problems.
You may pick any three to do using a
calculator.
Show all of your work for the other seven
problems.
| 1.
7 x 3 + 8 x 2
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2.
(8 - 2 ) / 3
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| 3.
5 - 3 + 1
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4.
16 / 4 x 2
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| 5.
12 - 8 / 4 + 6
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6.
84 - 28 / (4 x 7)
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| 7.
2(14 - 9) - (17 -14)
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8.
(26 - 9) - 4 x 3
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| 9.
3 (24 - 7) - 2 x 13
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10.
82 - 43 - 6 /6
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