GEMDAS: Order of Operations

Explicit instruction/Teacher modeling

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

Guided practice/Interactive modeling

• 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

• 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.

• 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.

• 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.

• 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.