# GEMDAS: Order of Operations

• Math
• 55 minutes
• Standards: 5.OA.A.1
• no ratings yet
August 8, 2015

If your students understand PEMDAS and its role in the order of operations, GEMDAS will be a breeze. The “P” is replaced with a “G” to represent a wider range of grouping symbols.

### Learning Objectives

Students will evaluate expressions with parentheses, brackets, or braces in numerical expressions.

## Lesson

### Introduction (5 minutes)

• Review PEMDAS as an acronym for order of operations.
• Write an expression on the board that includes parenthesis only. Example: 60 – 4 x (7 -2) + 23 + 32
• Discuss the rules that must be followed and evaluate the expression.
• Rewrite the expression on the board.
• Explain to students that brackets, braces, and other symbols are often used in mathematical expressions as well.
• Have students insert other grouping symbols to this expression.
• Discuss the similarities and differences in the problems.
• Explain that in today’s lesson, they will use a new and more accurate acronym, GEMDAS, to solve problems that have grouping symbols.

### Explicit Instruction/Teacher Modeling (5 minutes)

• Write an expression on the board. Example: 60 – {[4 x (7 -2)] + 23} + 32
• Use the GEMDAS acronym to work through the expression.
• Have students create a second expression.
• Use GEMDAS to work through their expression.
• Answer any questions that students have.

### Guided Practice/Interactive Modeling (10 minutes)

• Using the GEMDAS Guided Practice worksheet, have students work in small groups or pairs to solve the expressions.
• Have the students follow the acronym GEMDAS as they work through each of the sections until they solve the expressions.
• Use the key to check if students have the correct answers.
• Guide students who need additional help.

### Independent Working Time (25 minutes)

• Using the GEMDAS Independent Practice worksheet have students use the order of operations acronym, GEMDAS, to work through each of the problems.
• Remind students that this activity is to be completed alone.
• Tell students to follow the order according to GEMDAS.
• Use the key to check student answers.

## Extend

### Differentiation

• Enrichment: Allow students to create their own problems and solve them.
• Support: Have students create a GEMDAS foldable that they can use as they work through each problem.

## Review

### Assessment (5 minutes)

• Have students identify the GEMDAS components.
• Have students write the following expression on an exit ticket: {[(5 x 6) ÷ (12 x 3)] – 8} + 4
• Have each student solve the expression and turn it in for a quick assessment.
• If time permits, allow students to solve the expression using the interactive whiteboard.

### Review and Closing (5 minutes)

• Recap today’s lesson.
• Remind students that PEMDAS and GEMDAS are both common acronyms used for remembering the order of operations.
• Allow students to ask questions that they still have and make comments about what they have learned.