##
* *Reflection: Connection to Prior Knowledge
Learning About the Orders of Operations - Section 2: Explaining the orders of operations

I continued my talk about order by giving the following example:

When I go to work in the morning I have to get into my car in a certain order.

First, I have to open the door.

Second, I have to sit down.

Third, I have to start the car.

Fourth, I have to put my foot on the brake.

Fifth, I put my car in gear.

It would be impossible for me to get to work without doing the steps in order. In math, we have to solve numerical expressions in order so we can get to the correct solution.

This example is something the students can relate to and apply. Other examples I've used: fixing a sandwich, doing the laundry, feeding their pets,

*Helping them understand the importance of order*

*Connection to Prior Knowledge: Helping them understand the importance of order*

# Learning About the Orders of Operations

Lesson 2 of 14

## Objective: SWBAT to use the orders of operations to solve numerical expressions

*85 minutes*

#### DO NOW

*15 min*

I chose this problem because it can be solved without using exponents. Students can draw a diagram or use a table to solve. I’m going to have students work independently on this problem, at first. While students are working on the problem, I’m going to walk around to see how they are solving it. If students are not using exponents, then I’m going to ask them if they notice anything about what is happening in their table or diagram. Is there a method that might work that would be easier? **(SMP 2)** When students have finished working on the problem, I’m going to have them share at their tables using a Round robin share. **(SMP 3)**

*expand content*

I have two vocabulary words and a table to help explain what the orders of operations are. I begin by asking the students what the word “orders” means? I take a few responses. When we have established that order can mean step by step or maintaining peace, I like to ask them “what if our society didn’t have order”. Again, they say things like it would be chaotic or out of control. I explain that this is what happens when we have numerical expressions that don’t get solved using the orders of operations. We have chaos! I go through the steps with them. Be sure to emphasize that Multiplication and Division (step 3) and Addition and Subtraction (step 4) should be solved left to right. I like to say, “it’s like reading a story.” What you see first (step 3 or step 4) is what you solve first.

*expand content*

#### What comes first?

*15 min*

I chose to identify the first step to help students establish a starting point **(SMP 1). **I’ve included several examples that have different steps to begin the problem. The hardest part for the students is to remember that step 3 and step 4 use left to right to solve. (keep reminding them of this).

#### Resources

*expand content*

Now we will apply all of the steps to several problems. Again, I’ve chosen several problems that have a different first step. When I teach the students about orders of operations, I tell them that we do one step, one line. **(SMP 6)**. The reason we do this is because we won’t get all mixed up within the problem. Our problem will be easy to follow and neat. We can go back at anytime and fix our errors if we continue to re-write the problem after each step.

#### Resources

*expand content*

#### White board problems

*15 min*

At this point, I want to check for understanding. I like to use the white boards because it allows me to assess a large group at once. I’ve chosen four problems for them to work out independently. As students are working out the problems, I will be walking around the room. I will be looking for the first step to be correct, proper execution of the exponents, and the solution. **(SMP 1,2,3,6). **When students have finished working out their problem, have them turn their white boards over (this will signal who is done). Once all students are done, have them all raise their boards when you say “white boards up”. If there are any incorrect answers, call a student to the board (with a correct answer) to explain their solution.

#### Resources

*expand content*

#### Closure

*10 min*

The students will be writing about their learning for the day. They will be explaining the how, why, when to use orders of operations. The format for their writing will be to an absent student. If time permits, have students partner share their reflections. **(SMP 3)**

#### Resources

*expand content*

*Getting ready to use this lesson tomorrow! Â I really appreciate how your lessons are engaging for the students, AND ME! Â I have been teaching a long time and it is refreshing to see solid teaching practice out there that recognizes the social development and needs of our sixth grade students during a long 80-90 minute lesson. | 5 months ago | Reply*

Are you familiar with the acronym, PEMDAS? Â It stands for the order of operations--parentheses, exponents, multiplication, division, addition, subtraction, or Please Excuse My Dear Aunt Sally. Â I learned of these just this year!

| 2 years ago | Reply

Ashley,

I just posted the notes to this lesson under the second tab

| 2 years ago | Reply

Do you have the notes for this lesson? I didn't see them attached. You can email me the notes at msuforus@gmail.com Thanks!

| 2 years ago | Reply

Hi Pamela,

I just added it to the 2nd section. Â Let me know if it's not there. Â I'm also going to send it to your email.

Â

Sorry about that.

| 2 years ago | Reply

Hi Michelle, Â Is there any way you might be able to send me your power point? Â I found such success with my students using your power points last year. Â It seemed like the students would be able to stay focused so much easier!! Â If not, no worries:) Â Thanks for all of the help with switching over to common core! Â Pam kevnpam2002@yahoo.com

| 2 years ago | Reply*expand comments*

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- LESSON 1: Exploring Exponents
- LESSON 2: Learning About the Orders of Operations
- LESSON 3: Orders of Operations - Stations
- LESSON 4: What is Algebra?
- LESSON 5: Evaluating Expressions and Not the Emotional Kind!
- LESSON 6: Writing Expressions the Right Way!
- LESSON 7: Working with the Properties!
- LESSON 8: Area and Expressions
- LESSON 9: Exploring the Distributive Property
- LESSON 10: Are We Alike?
- LESSON 11: Expressions in the Real World
- LESSON 12: Review 6.EE.1, 6.EE.2, 6.EE.3, and 6.EE.4
- LESSON 13: Assessment Day!
- LESSON 14: Deepening our understanding