PEMDAS: Order Up!

Fifth Grade Math

by Rhondra Lewis August 8, 2015

Teach students that order matters with this lesson about PEMDAS. Students will practice both in a group and
individually to ensure their understanding.

Learning Objectives

Students will be able to solve expressions using the order of operations.

Materials and preparation Key terms

Class set of Algebraic Expressions PEMDAS

Class set of Order of Operations: PEMDAS parentheses
Note cards

Attachments

PDF
Algebraic Expressions
PDF
Order of Operations: PEMDAS

Introduction (5 minutes)

Prior to conducting this lesson, gauge students' understanding of the order of operations.
Write a pair of equations on the board similar to: 5 × 3 + 6 and 5 + 3 × 6.
Discuss the rules that must be followed for this problem to be solved correctly.
Have students insert parentheses around the multiplication or division part in the expressions, and
define it as symbols used in mathematics to group things.
Discuss the similarities and differences in the problems and the change in results this would cause.
Explain that at the conclusion of this lesson, they will be able to solve problems that require them to
know the order in which operations should take place.
EL

Beginning

Allow students to use their home language (L1) or new language (L2) in their discussions.
Provide a definition for "order of operations" and "parentheses" and a visual to help them follow the
conversation. Refer to the visuals during your explanations.

Intermediate

Write the academic language they can use throughout the lesson on the board as you introduce the
language.
Model using comparative phrases and then write some of them on the board to help in their discussions
(e.g., "They are the same/different because...").

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Explicit Instruction/Teacher modeling (15 minutes)

Using the Algebraic Expressions worksheet, section 2, write an equation on the board.
Use parentheses to evaluate the expression in two different ways and explain the difference in the two
expressions.
Review the PEMDAS acronym and explain that it shows the order to follow when solving math
expressions with different operations. Model solving the expression using the PEMDAS as a reference.
Reveal the correct answer.
EL

.Beginning

Give students vocabulary cards and allow them to draw visuals for the new terms (e.g., "evaluate,"
"expression," "exponents," etc.). Provide them reference materials in their L1 to look up new terms.
Have them share how to solve the problem using their understanding of the order of operations in their
L1 or L2.

Intermediate

Provide vocabulary cards for the key terms and ask students to rephrase the definitions as they go.
Have ELs restate the difference between the two expressions.

Guided Practice (10 minutes)

Using the remaining problems on the Algebraic Expressions worksheet, section 2, have students use
parentheses to solve the equations. (Note: if you use the key that is provided to answer the questions,
you will have to provide parentheses that will equate to the correct answer.)
Allow students to work in small groups or pairs to solve each problem.
EL

Beginning

Have students work with sympathetic partners that can understand their L1.
Encourage them to use the vocabulary cards for assistance in their discussions.
Have them restate key information students shared during their explanations.

Intermediate

Ask students to say how they know where to add the parentheses. Challenge them to consider whether
they need to have a pair of parentheses or not and why.

Independent working time (25 minutes)

If your students have not yet learned exponents, explain them now or make the five questions on the
worksheet that requires them optional.
Using the Order of Operations: PEMDAS worksheet, have students use the order of operations to work
through each of the problems.
EL

Beginning

Review the directions with the students in a teacher-led small group and monitor their progress. Ask
comprehension questions throughout the worksheet, such as, "Why would you do ____?" or "How come
____?"

Intermediate

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 Have students restate the order of operations listed on the worksheet Order of Operations: PEMDAS.
Have them use their vocabulary cards while they restate the order used.

Differentiation

Support:

Have students create a PEMDAS foldable or cheat sheet that they can use as they work through each
problem.

Enrichment:

Allow students to create their own problems and solve them.

Assessment (5 minutes)

Have students identify the PEMDAS components.

Then, have students write the following equation on a note card: 5 – 3 [23 – 5 + 7 (-3)].
Have each student solve the equation individually and turn it in as an exit ticket.
If time permits, allow students to solve the equation using the whiteboard.
EL

Beginning

Give students a chance to share their answer orally to show comprehension and use sequencing terms.

Intermediate

Have students share their answers orally and emphasize using transition terms.

Review and closing (5 minutes)

Recap the day's lesson and emphasize the importance of the order of operations.
Allow students to ask questions that they still have and make comments about what they have learned
today.
EL

Beginning

Provide sentence stems to help their conversation, such as, "I wonder..." and ""How do I...?"
Have students use new vocabulary and visuals while they speak.

Intermediate

Ask students to restate the importance of the order of operations using examples from the assessment.

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