This interactive whiteboard/panel resource works on any brand of device.
In this lesson students investigate the impact of the order in which they calculate number sentences. They will use mental arithmetic strategies to solve problems and use a logical understanding of the order of operations to find the “correct” solutions. Students will be given number sentences which require a specific solution and asked to insert brackets to ensure the calculation is completed in the correct order to arrive at this result.
Australian Curriculum Links:
•Use efficient mental and written strategies and apply appropriate digital technologies to solve problems(ACMNA291)
•Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions (MA3-1WM)
•Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations (MA3-2WM)
•Gives a valid reason for supporting one possible solution over another (MA3-3WM)
•Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size (MA3-5NA)
UK Curriculum Links:
•Use the four operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative
•Use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals
•Use integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations
•Use a calculator and other technologies to calculate results accurately and then interpret them appropriately
USA Curriculum Links:
•Write and interpret numerical expressions. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols (CCSS.MATH.CONTENT.5.OA.A.1)
•Perform operations with multi-digit whole numbers and with decimals to hundredths. Fluently multiply multi-digit whole numbers using the standard algorithm (CCSS.MATH.CONTENT.5.NBT.B.5)
•Use place value understanding and properties of operations to perform multi-digit arithmetic. Fluently add and subtract multi-digit whole numbers using the standard algorithm (CCSS.MATH.CONTENT.4.NBT.B.4)
•Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models (CCSS.MATH.CONTENT.4.NBT.B.5)
Begin with the starter questions to “fill in the blanks” and make each equation correct. Drag the hedgehog across the screen to reveal the answers. Assess students’ ability to interpret equations when the answer is known.
Next display the three equations for students to answer and discuss answers as a class. Did everyone get the same answers? Why/Why not?
Introduce the concept of having an international order for operating in so that all Mathematics can be interpreted in the same way by everyone. Reveal the order on the screen.
Using this order, practice some questions together first and then use the assessment screen.
Using ProConnect to share your screen with student devices, or using mini whiteboards, students are then given the operations and an answer and must fill in the equation using the given numbers only once.
Introduce the concept of brackets to direct someone to calculate a specific part of an equation first. Look at the practice questions together as a class.
Students then draw their own brackets on the screen or use brackets on cards, to make the given equations correct.
Summarise with a text message conversation to describe their learning and if they are still lacking confidence in any aspects.
•Provide students with a print out or poster of the order of operations
•Introduce scientific calculators vs non-scientific and how brackets can be added to ensure calculations are computed correctly.
•Question and answer throughout the lesson
•Peer assessment opportunities during screen sharing activity
•Self reflection opportunities
•Independent working opportunity
•Student devices with access to the internet
•Calculators non-scientific and scientific (optional)