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Order of Operations (Day 2)
Lesson 16 of 19
Objective: Students Will Be Able To simplify expressions and equations with multiplication and division using order of operations working from left to right. Students Will Be Able To simplify expressions and equations with addition and subtraction using order of operations working from left to right. Students will be able to solve expression and equations using order of operations, working from left to right.
Language Objective: Students will be able to explain using academic language they steps the take to solve a mathematical expression or equation.
Prior Knowledge: Students in 4^{th} grade do some work with Order of Operations. Students use basic addition, subtraction, multiplication and division skills.
Math Blast 25 Number of the Day
Math Blast is a quick, fun, fastpaced math game! Every day starts with a Number of the Day. This is the tool I use to not only recall, reteach and preteach but it is my way to start classroom management. Students know the expectations of how to come in and get right to work. I do not have to spend any time waiting for students to get ready. Class starts immediately. And since I include music students are really engaged. I also encourage students to support each other for those struggling learners. This is also a great vehicle to expose students to concepts that I know will show up in state testing so that when we do get to these lessons students have already seen the work. Math Blast’s progression goes from easy to hard on the difficulty scale!
Students use a white board and divide it up as follows:
This space students write in the number of the day.

This section is the factors of the number of the day. 
This section the students put the number of the day over 100.

This section students write if the number is Prime, Composite or Square. 
Using the fraction, students write it as a decimal and a percentage. 
This section the students put the above fraction in Lowest Terms if possible.

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See, Think, Wonder
Andy Warhol's CocaCola 210 bottles
I end Math Blast and lead into my lesson with a See, Think, Wonder. The art is choose always relates to the unit I am teaching. It is a real fun way to get your students to think deeper about a subject without them knowing that they are doing it.
The SEE part is pretty basic thinking, I see….
The THINK part gets them thinking a little deeper. This art makes me think about….
And the WONDER gets them really thinking deeper. This art makes me wonder if….
It is my way to getting their brains ready to think about math and I find that the transition is great. It is also a quick chance to expose my students to different types of art.
Note: You don’t have to use art; I use art because I am passionate about art. Use examples of things that ignite your passion!
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The Elevator Speech
Concept: Order of Operations has students do multiplication/division work in an expression first before addition/subtraction. I no longer teach PEMDAS as I find it confuses students. They think that multiplication comes before division. Order of Operations dictates that either comes first when working left to right. If you’re going to teach PEMDAS please make sure to explain this to students.
(*PEMDAS = Parenthesis, Exponents, Multiplication, Division, Addition and Subtraction or Please Excuse My Dear Aunt Sally)
Script, if needed: Today we’re going to introduce the idea of using Parenthesis. This is a tough concept for students to wrap their heads around and I like to take a day to practice this, especially those struggling learners.
Start with a simple expression and have student pull out their calculators to do the work (we’re going to use the same expression from yesterday but add parenthesis) example: (3 + 12) ÷ 3. Ask student if they got 5 or 7. Explain that in mathematics we have a formula for working. Unlike yesterday, today’s answer is 5 instead of 7.
Just like in reading, we work from left to right in math. Explain that we are going to only work on multiplication and division first.
Work It Out
Have students work in teams, with calculators. Give them the problems to work with instead of making up their own. It is more about using the right process.
4 + (16 ÷ 4) and (4 + 16) ÷ 4
20 – (10 ÷ 5) and (20 – 10) ÷ 5
(12 x 4) – 2 and 12 x (4 – 2)
After about 1520 minutes, bring the class back together. Give them instructions for creating a Four Square with these instructions:
In this box create an addition/subtraction expression. 
In this box create a multiplication/division expression. 
In this box create an expression that includes both multiplication and addition. 
In this box create an expression that includes parenthesis, multiplication (or division) and subtraction. 
Closing The Deal
Stress how important it is to multiplication/division first and then look at addition/subtraction. Show them an example, (30 – 20) ÷ 5 and 30 – (20 ÷ 5), ends up being two very different problems if not correctly.
The Closing It section of the lesson is very important. This opportunity allows you to bring the class back together and have them make the connection to the learning objective of the day. You should also make sure that you make a connection to the word of the day. This closing gives students the opportunity to make the connection to the launch and they work that they did. It is also another chance to give a quick formative assessment to check for understanding.
Quick Assessment
The PostIt Poster: check to see who is listening and give (10 + 12) ÷ 3.
The Quick Assessment is supposed to be quick and on the easy to medium difficulty level. You are checking to see if students understand the basic concept of the lesson. If you make the problem difficult you are adding a different level of assessment. If you are teaching a higher level class adding a difficult layer might be appropriate but please note that I do not find it necessary to add this level.
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 LESSON 2: Using a Calculator Properly: Great Tool for Checking Your Work!
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 LESSON 4: Multiplying by 10s: The Power of 10s (Day 1)
 LESSON 5: Multiplying By 100s: The Power of 100s (Day 2)
 LESSON 6: Multiplying by 1000s: The Power of 1000s (Day 3)
 LESSON 7: Multiplying by 2Digit Numbers (Day 1)
 LESSON 8: Multiplication by 2Digit Numbers (Day 2)
 LESSON 9: Dividing by 10s, Power of 10s (Day 1)
 LESSON 10: Dividing by 100s, Powers of 10s (Day 2)
 LESSON 11: Dividing by 1000s, Powers of 10s (Day 3)
 LESSON 12: Dividing by 2Digit Numbers (Day 1)
 LESSON 13: Dividing by 2Digit Numbers (Day 2)
 LESSON 14: Dividing by 2Digit Numbers (Day 3)
 LESSON 15: Order of Operations (Day 1)
 LESSON 16: Order of Operations (Day 2)
 LESSON 17: Real World Word Problems with Multiplication and Division (Day 1)
 LESSON 18: Real World Word Problems with Multiplication and Division (Day 2)
 LESSON 19: Reviewing Multiplication and Division Unit