LESSON PLAN: Order of Operations – PEMDAS Lesson 2
SUBJECT:
Math
UNIT:
Order of Operations
GRADE:
Six
TIME:
50 minutes
DEVELOPED BY:
Kristin Swanlund
Essential Question:
How are equations affected by the order in which we solve them?
Outcomes:
General Outcome: Develop Number Sense
 Specific Outcome: Explain and apply the order of operations, excluding exponents, with and
without technology (limited to whole numbers).
Assessments:
Formative:
 Observations: Students will complete equations on their personal whiteboard, and hold them
up for observation.
 Ticket Out the Door at the end of class
Materials and Resources:
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Interactive Smartboard presentation
Individual whiteboards for students (in students’ desks, extras available just in case)
Organizer to be used in whiteboards
Worksheet booklets to be completed by students as practice
Ticket out the door papers
Learning Objectives:
Students will be able to use the order of operations (PEMDAS) to solve two- and three-step equations.
2
Lesson: Scope and Sequence
Introduction:
11:00 – 11:15
Activate prior knowledge through “30 second know-it-all”.
Key points to review:
- We use PEMDAS to decide which order to solve an equation in
- We need PEMDAS because otherwise we could get different answers
- Snowflake example (the order matters!)
Have students pull out Math survival guides, and individual whiteboards.
On Smartboard, quickly discuss goal for today’s class.
Using Smartboard, present class question:
- Example student solved this equation: 2 + 6 x 4 = 32
Is this correct? How did they find this answer?
- Students will work with elbow partners to work with the equation, and figure
out how the example student came to their answer.
- How should they have solved it?
Volunteer students can show proper equation on the board.
(Use popsicle sticks to ask students, if reluctant – 1 pass allowed)
Group Practice:
Have handout managers pass out the PEMDAS organizers to be used in whiteboards.
Teacher modelling:
- Teacher will roll three dice on the smartboard, and will write each number in
the blank space in the equation (in any order), and add in operations.
The first goal will be to try to create an equation that produces the largest
number possible.
Student practice:
- Teacher will roll the dice, and students will create their equations and solve.
- Look for largest answer, and then smallest answer.
- 1 student will show their equation on the board, each time.
- Start with + and - , and then move into other operations:
Explain to students: Mount Columbia uses + and Mount Logan uses x too
Mount Everest uses ÷ too!
11:15 – 11:30
3
Independent Practice:
11:30 – 11:45
Use thumbs up & down for a quick check for understanding.
Practice: Students can work on their booklets independently
As handout managers are passing the booklets out, explain today’s levelled goals in
kid-friendly terms.
- Equations with 2 steps = Mount Columbia
- Equations with Parentheses = Mount Logan
- Equations with 3 steps & parentheses = Mount Everest
Note to students: They do not have to complete the entire booklet today (relieving
for anxiety students), we will continue tomorrow.
During independent practice time, students with a thumbs down will work in small
group with teacher at table
Closing:
11:45 – 11:50
Come back together as a group – Solve first 2 equations together.
- As we keep going through this unit, PEMDAS will help us solve equations that
are more and more complex.
- Please put your booklet in your math binder, we will continue our work
tomorrow.
Ticket Out the Door:
First, write name!
Second, solve equation: 2 x (3 + 4) + 3
solve on half-sheet of paper
Students can go get their lunch once they have handed in their ticket out the door.