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Lesson Plan of Order of Operation

The document provides a lesson plan for teaching students about the order of operations using the BODMAS rule. It includes 3 activities: 1) solving example equations step-by-step using BODMAS, 2) rewriting equations with parentheses and solving, and 3) forming equations with random numbers to equal specific targets using BODMAS. The goal is for students to learn that operations in parentheses must be performed first, then exponents, multiplication/division (left to right), and finally addition/subtraction (left to right).

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1K views

Lesson Plan of Order of Operation

The document provides a lesson plan for teaching students about the order of operations using the BODMAS rule. It includes 3 activities: 1) solving example equations step-by-step using BODMAS, 2) rewriting equations with parentheses and solving, and 3) forming equations with random numbers to equal specific targets using BODMAS. The goal is for students to learn that operations in parentheses must be performed first, then exponents, multiplication/division (left to right), and finally addition/subtraction (left to right).

Uploaded by

abid
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson Plan of Order of operation: BODMAS rule

Mathematics Grade V
Students’ Learning Outcomes

 Recognize BODMAS rule, using only parentheses ().


 Carryout combined operations using BODMAS rules.

Information for Teacher


BODMAS: is a supportive abbreviation meaning brackets, order, division, multiplication, addition and
subtraction, confirming that equation steps are completed in the correct order. A mathematical question
with manifold operations may give different answers be liable on the order in which it is solved.

Concept Map

Operations
 "Operations" mean things like add, subtract, multiply, divide, squaring, etc. If it isn't a number it
is perhaps an operation.
 But, when you see something like...
 7 + (6 × 52 + 3)
 ... What part should you calculate first?
 Start at the left and go to the right?
 Or go from right to left?
 Calculate them in the wrong order, and you will get a wrong answer!
 So, long ago people agreed to follow rules when doing calculations, and they are:

Order of Operations
 Do things in Brackets First
 yes 6 × (5 + 3) = 6×8 = 48
 not 6 × (5 + 3) = 30 + 3 = 33 (wrong
 Exponents (Powers, Roots) before Multiply, Divide, Add or Subtract
 yes 5 × 22 = 5×4 = 20
 not 5 × 22 = 102 = 100 (wrong)
 Multiply or Divide before you Add or Subtract
 yes 2+5×3 = 2 + 15 = 17
 not 2+5×3 = 7×3 = 21 (wrong)
 Otherwise just go left to right
 yes 30 ÷ 5 × 3 = 6×3 = 1
 not 30 ÷ 5 × 3 = 30 ÷ 15 = 2 (wrong

How Do I Remember It All...? BODMAS!

 B: Brackets first
 O: Order (i.e. Powers and Square Roots, etc.)
 D: Division (left to -to - right)
 M: Multiplication (left -to - right)
 A: Addition (left -to - right)
 S: Subtraction (left -to - right)
 What about 7 + (6 × 52 + 3)?
 7 + (6 × 52 + 3)
 7 + (6 × 25 + 3) Start inside Brackets, and then use "Orders" First
 7 + (150 + 3) Then Multiply
 7 + (153) Then Add
 7 + 153 Brackets completed, last operation is add
 160 DONE!
 Parentheses are used in math to show a part of a math expression or equation that must be
solved first, before any other calculation are done.
 In this lesson we will use only parentheses () as brackets.
 While teaching the lesson, also consult textbook at all steps where and when applicable.

Material / Resources
Board, marker, textbook

Worm up activity
 Introduce to the students that math operations tell whether to add, subtract, multiply or divide
and parentheses tell which operation is to be done first.
 Write 3 + 2 x 4 = ------- on board
 Write 20 as answer and ask who is agreeing?
 Write 11 as answer and ask who agrees or disagree?
 What are we to do – how can there be two answers in math?
 Explain the rule that we do multiplication first, addition second.
 Ask can I make 3 + 2 x 4 = 20? True
 Tell the students that we follow the order like:
1. B: brackets first
2. O: orders (Powers and Square roots etc.)
3. D: Division
4. M: Multiplication
5. A: Addition
6. S: Subtraction
 Explain to the students that:
 Parentheses (), can be used in math to show which part of the math expression should be done
first. i.e. 8 – 5 + 1 and 8- (5+1). The only difference between these two expressions is the
parentheses.
 Operation given in parentheses should be solved first.

Development

Activity 1
 Tell the students that we do operation on numbers. We add, subtract, multiply divide, but what
to do if we have more than one operation to do at a time?
 How do we solve this: 3 – 5 ÷ (1 + 4) =?
 Let’s put BODMAS into practice.
 Repeat the acronym with whole class i.e. (), OF, ÷,x, +,-,
 All is to do calculations in this order and solve the question.
 Write following examples on the board and solve with help of the students:
21 + 14 ÷ 7 = (21 + 2 = 23)
21 + 14 ÷ 7 = (35 ÷ 7 = 5)
3 x (5 – 2) = (3 x 3 =9)
3 + 5 – (2 + 4) = (3 + - 6 = 2)
 Write first example on the board refer to the BODMAS rule and ask
o Do we have any (parenthesis)? (No)
o Do we have any order or powers? (No)
o What to do first addition or division? (division)
 Similarly discuss all the examples on board with students.

Activity 2
 Write on the board and explaining (8 – 4) + 5 x 8
 Parentheses come first, so 8 – 4 = 4.
 Replace in the expression with 4, where (8 – 4) was, so: 4 + 5 x 8.
 This contains addition and multiplication. Multiplication comes before addition, so 5 x 8 = 40.
Replace 40 with 5 x 8 in the sentence
 That leaves 4 + 40. Finally, add 4 + 40 = 44. Sole few more same examples on the board with help
of the students.
 Divide class in groups of four and distribute mathematical sentences written on paper pieces.
Each group will get the required result by applying brackets e.g.

 Groups will swap their sheets after completing for the peer checking.

Activity 2
 Divide class into pairs
 Write numbers from 2 - 9 on paper slips fold them and put them in a box.
 Ask each pair to take one paper slip.
 Give them instruction that they have to use the number and operations to get the answer equal
to 1.
 For example if they have got 4, they have to use 4 four times and get answer equal to like: ( 4 ÷
4) + 4 – 1
 Similarly find an expression to make the number equal to 0.
 Time the activity.
 If students don’t get the answers. Solve on the board with the help of the students.
 This will give them extensive practice with application of BODMAS.

Sum up / Conclusion
 Parenthesis is used to show what should be done first in arithmetic expression.
 Parenthesis ( ) are the most frequently used group symbol.

Assessment
 Give the following questions to solve individually.

Follow up
 Make 5 different arithmetical expressions using all operations and parenthesis, giving answer
equal to 5 for each expression

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