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how to make a foldable for a order of operations math lesson? Answered

I need to come up with activities and foldables for a math lesson and the subject is order of operations


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5 years ago

How to teach Foldable to Tamil Nadu State Board Syllabus. I would like to teach those students if it is extremely useful to them.



9 years ago

i was always just taught "PEMDAS" or the mnemonic of "please excuse my dear aunt sally" or parenthesis, exponent, multiplication, division, addition, subtraction. maybe you dont want to confuse them with those extra operations that they dont [need] to know yet, but thats the way i learned it and it didnt require me to learn anything new when i went to pre-algebra. and i still use it to this day as a mech. engineering student. and the left to right shouldnt matter for equal operations since 1+2+3 is still the same as 3+2+1 and the same with mult. it only gets tricky when you have mult and addition in the same equation (i.e., 3+1x4) but thats where parenthesis are useful and necessary. I think the simplest way to do it is just teach pemdas and let them know that there are things in there they dont know how to use yet but will see down the road.
Note: i dont like the idea of the caret sign being used simply for the reason that its the way it's entered on a calculator. teach them how to write it then let them figure out how to enter it on a calculator


11 years ago

This seems like two questions:

But let me answer the latter one...

I would start by reading the Wikipedia article on the order of operations for arithmetic.

Now, I have a pet peeve about how the order of operations is taught; the lessons I have seen almost invariably treat parentheses as if it were somehow an operation like addition is. Do not do this. Instead, present three separate precedence rules:

1) Operations enclosed by more sets of grouping symbols are done before ones enclosed by fewer sets of grouping symbols. ("Deepest first")
2) When two operations are equally enclosed, the exponent is done first, then multiplication, then addition. ("EMA")
3) Otherwise equal operations are done from left to right. ("left to right")

(I am not including roots, division, and subtraction in those rules because the students need to become comfortable with the idea that those are just types of exponents, multiplications, and additions.)

First get students to rewrite the problem:
  • Write a plus or minus sign on the front of each number
  • Write all multiplication signs
  • Do not write unnecessary parentheses
  • Write exponents with a caret sign, as it is on some calculators
  • Put spaces before each plus or minus sign (not after!), but only if that sign is at the beginning of a term
  • Write -( as -1*(
  • Write, on one line, problems with a fraction bar by adding a set of parentheses around the numerator, a set around the denominator, and a division sign between

Then tell the students to put the operations of the problem in order before they even start to work it out.

Next, tell the students to copy the entire expression down to the next line, erase the one operation and pair of numbers that they are currently working on, and only after this write the answer to this operation.

Finally, as they work out the problem, insist that when they recopy the expression, they write each operation directly underneath the previous copy, so that they form neat columns down the page. Writing on graph paper makes this much easier.

So 3-(5+7*2)(-3)2-7(5-1) becomes:

(Larger image)