PEMDAS Order of Operations Computation Strategy Game

Grade Levels
6th - 8th, Homeschool
Formats Included
  • PDF
12 pages
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  1. Math Games Galore Bundle is a collection of my favorite math strategy games. These year-round games are differentiated and accessible to students in 4th-8th grade. They work well in centers, as a solitaire activity when students are finished, as team challenges or homework (when you want students t
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PEMDAS Computation Bowling Game is a fun order of operations math strategy game. If you’re looking for an opportunity for students to gain math fact fluency while practicing building multi-step equations, this is it!

Your kids will enjoy the challenge of building different equations to increase their bowling score.

PEMDAS Bowling can be used in several different ways- solitaire, small groups, or whole class. It makes a great go-to activity, can be used in centers or as a Problem of the Week. One teacher uses it as a daily warm-up!

With easy-to-read instructions and a scoring practice activity, this game is a sure win with your kids.

Back in the 'olden days'… we used to have to figure out our own bowling score, but now computers do all the thinking for bowlers. For this reason, the game includes a mini-lesson in how to score in bowling.

Also included-

♦ Extensive teacher notes

♦ A shortened "How to Play" version of instructions

♦ Sample of game being played

♦ Student pages

♦ Built-in differentiation (just added- a new scoring option if the traditional method is difficult for students)

♦ Extension ideas for data analysis

♦ Ideas for starting your very own in-class bowling league!

♥♥♥ You can also find this game as part of the bundle, Math Games Galore.

♥♥ Click HERE for additional order of operations activities.


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Total Pages
12 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Write and evaluate numerical expressions involving whole-number exponents.
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.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.


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