 # Order of Operation Cards    Subject
Resource Type
Format
PDF (163 KB|13 pages)
Standards
\$2.50
\$2.50

### Description

Have you found some of your students need a different way to work on more advanced Order of Operation problems? We have provided one way to get students engaged and working out to solve complex Order of Operation problems and Identify the types of operations found in problems. Included are charts (PEMDAS and GEMDAS based on what level the student is at), eight different problems with two different means of identifying understanding of Order of Operations. This set contains problems with exponents. Additionally, a page of teaching hints to help students work through solving the correct order of the problems to find the patterns is included if you pass this to a staff member who is not familiar with Order of Operations. **This is a product that requires some assembly, at minimum, some cut out of the different problems to move the cards around to get the correct order/choose the next step as appropriate **

Total Pages
13 pages
N/A
Teaching Duration
30 minutes
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### Standards

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Use square root and cube root symbols to represent solutions to equations of the form 𝘹² = 𝘱 and 𝘹³ = 𝘱, where 𝘱 is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s³ and A = 6 s² to find the volume and surface area of a cube with sides of length s = 1/2.
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.