| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Order of operations |
| What length (min) | 30 |
| What age group | Year or Grade 7 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Order of Operations
Grade 7
Mathematics
20 students
This lesson aligns with the Common Core State Standards for Mathematics, specifically in understanding and applying the order of operations (CCSS.MATH.CONTENT.7.EE.A.1).
| Step Number | Step Title | Length (Minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Briefly introduce the topic of the lesson and explain the importance of the order of operations using a real-life example. |
| 2 | Check Homework | 5 | Collect and quickly review the homework assignment from the previous lesson. Go over it without calling on students, providing general feedback. |
| 3 | Direct Instruction | 10 | Explain the order of operations (PEMDAS/BODMAS) on the whiteboard. Use examples to demonstrate how to apply the rules step-by-step. |
| 4 | Guided Practice | 5 | Distribute printed cards to each student. Students will work on filling them out individually, applying the order of operations to given problems. |
| 5 | Collect/Check Student Cards | 3 | Randomly check or collect the cards to assess understanding. Provide immediate feedback on their work. |
| 6 | Independent Practice | 5 | Hand out worksheets with additional problems for students to solve independently, reinforcing the lesson's concepts. |
| 7 | Assign Homework | 2 | Explain the next homework assignment to be completed at home, emphasizing its relevance to the lesson and its importance for mastery of the topic. |
Ensure to engage students throughout the lesson by asking questions and facilitating discussions.
"Good morning, everyone! Today, we are going to dive into an important topic in mathematics: the order of operations. Can anyone tell me what you think the order of operations means? Great thoughts! The order of operations helps us know which calculations to perform first when solving a math problem. It's kind of like following a recipe in cooking; you must follow the steps in the right order to get the best results. Let's explore how this concept is not only crucial in math but also in real-life situations, like scheduling your day effectively or following directions precisely."
"Now, let's take a moment to check the homework from our last class. I've collected your assignments, and I'll briefly review some key points. Remember, the main focus was on the previous topics we discussed. While I go over them, think about any questions you might have, and we will address those afterward. Okay, let me give you some feedback..."
"Now that we've reviewed the homework, let’s delve into the order of operations in detail. The order of operations can be remembered using the acronym PEMDAS, which stands for Parentheses, Exponents, Multiplication and Division (from left to right), and Addition and Subtraction (from left to right).
Let’s write this down:
For example, take the equation 3 + 5 × 2. If we follow PEMDAS, we should multiply first: 5 × 2 equals 10. Now, add 3, which gives us 13. If we didn’t follow the order, we might incorrectly add first, which would lead to a wrong answer.
Let’s try another example together on the board..."
"Now, it's time for you all to practice a bit. I have printed cards with problems on them for each of you. I want you to take a card, and individually work on the problems using the order of operations. Remember to think about PEMDAS as you solve these problems. I’ll set a timer for 5 minutes to give you some focus."
"Time's up! Now, I’m going to collect your cards and check your work. I’ll be looking at a few of them randomly to see how you applied the order of operations. Don’t worry if there are mistakes; that’s how we learn. I’ll give you immediate feedback on your answers."
"Great job, everyone! Now, I have a worksheet for you to complete that has additional problems to help reinforce what we learned today. You'll work on these independently, so take your time and make sure you apply PEMDAS correctly. If you finish early, check your work! I’ll be walking around to assist if you have any questions."
"Before we wrap up, I want to assign your homework for tonight. You will be given another set of problems to practice the order of operations at home. It's important to practice what you’ve learned today to really master these skills, so please make sure to review the concepts we covered. I’ll hand out the homework assignment now. Remember, if you have any questions, you can ask me during homeroom or the next class. Thank you for your hard work today!"
What does the acronym PEMDAS stand for? Break it down and explain each term.
Solve the following expression: 4 + (3 × 2) - 5. Show your work and justify the order of operations you used.
Using the order of operations, calculate the following: (6 + 2) × 3 - 4².
Create your own mathematical expression using at least three different operations (addition, subtraction, multiplication, or division) and parentheses. Solve your expression and explain the steps you took.
Explain why it’s important to follow the order of operations in mathematics. Give an example of how not following it can lead to incorrect results.
Simplify the following expression step by step: 5 × (2 + 3) ÷ (1 + 4) - 2.
Identify the mistake in the following calculation: 10 - 2 + 3 × 4. Explain why the answer is incorrect.
Provide a real-life example of where you might need to use the order of operations. Describe the scenario and the calculations involved.
Given the expression 12 ÷ 4 + 1 × 3, calculate the result and explain each step.
Complete the worksheet provided in class, focusing on solving problems that require strict adherence to the order of operations. Make sure to show all your work.
| Question | Answer |
|-------------------------------------------------------------------------------------------|--------|
| What does the acronym PEMDAS stand for in the order of operations? | |
| Why is it important to follow the order of operations when solving math problems? | |
| Can you give an example of a calculation where the order of operations changes the result?| |
| What is the first step you take according to PEMDAS? | |
| How would you solve the equation 6 + 2 × (3 + 1) using the order of operations? | |
| What mistake might someone make if they don't follow the order of operations? | |
| How can the concept of the order of operations be applied outside of mathematics? | |
| What should you do if you finish your independent practice worksheet early? | |
| Describe the process you went through when solving the problems on your printed card. | |
| Why is it helpful to think of the order of operations like following a recipe? | |