Lesson Plan:

# PEMDAS: Order Up!

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Subject
Standards
August 8, 2015

## Learning Objectives

Students will evaluate expressions using the order of operations.

## Lesson

### Introduction (5 minutes)

• Prior to conducting this lesson, gauge students' understanding of the order of operations.
• Write a pair of equations on the board similar to: 5 × 3 + 6 and 5 + 3 × 6
• Discuss the rules that must be followed for this problem to be solved correctly.
• Have students insert parentheses around the multiplication or division part in the expressions.
• Discuss the similarities and differences in the problems and the change in results this would cause.
• Explain that at the conclusion of this lesson, they will be able to solve problems that require them to know the order in which operations should take place.

### Explicit Instruction/Teacher Modeling (15 minutes)

• Using the Algebraic Expressions worksheet, section 2, write an equation on the board.
• Use parentheses to evaluate the expression in two different ways.
• Explain the difference in the two expressions.
• Then, use the order of operations to solve the equation.

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

• Using the remaining problems on the Algebraic Expressions worksheet, section 2, have students use parenthesis to solve the equations.
• If you use the key that is provided to answer the questions, you will have to provide parenthesis that will equate to the correct answer.
• Allow students to work in small groups or pairs to solve each problem.

### Independent Working Time (25 minutes)

• If your students have not yet learned exponents, explain them now or make the five questions on the worksheet that requires them optional.
• Using the Order of Operations: PEMDAS worksheet, have students use the order of operations to work through each of the problems.

## Extend

### Differentiation

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

## Review

### Assessment (5 minutes)

• Have students identify the PEMDAS components.
• Then have students write the following equation on a note card: 5 – 3[23 – 5 + 7 (-3)]
• Have each student solve the equation individually and turn it in as an exit ticket.
• If time permits, allow students to solve the equation using the whiteboard.

### Review and Closing (5 minutes)

• Recap today’s lesson, and emphasis the importance of the order of operations.
• Allow students to ask questions that they still have and make comments about what they have learned today.