Project AMP
Dr. Antonio Quesada – Director, Project AMP
Beth Bishop-Norton High School
Pam Kilgore-Innes Middle School
Stacey Tassone-Norton Middle School
Created June 2000
Overview Lesson Lab 1
Subject/Strand:
Mathematics/Number and Number Relations
Grade:
6
Topic:
Using calculators to evaluate Order of Operations expressions.
Summary/Objectives:
To familiarize students with the difference between a scientific
calculator and an arithmetic calculator in doing Order of
Operations expressions.
Materials:
Explorer Plus calculator, overhead projector, overhead
calculator, and student worksheet
Time:
One 40 minute lesson
Project AMP
Dr. Antonio Quesada – Director, Project AMP
LESSON LAB
Concept Statement:
1. Using the calculator is helpful when doing Order of Operations.
2. Scientific calculators follow the correct order of operations.
3. Order of Operations includes the following four steps:
A. Do all operations within parentheses.
B. Do all work with exponents.
C. Multiply and/or divide in order from left to right.
D. Add and/or subtract in order from left to right.
Learning Objectives:
 Using a calculator, the student will be able to evaluate expressions using the order of operations.
 The student will be able to tell the difference between scientific and arithmetic calculators.
 Ohio Sixth Grade Proficiency Outcomes 3, 6, 14, 22
 #3. Apply appropriate notations and methods for symbolizing the problem statement and solution
process.
 #6. Compute with whole numbers, fractions and decimals.
 #14. Explain and reflect differences between calculators with arithmetic logic and calculators with
algebraic logic when symbolizing a keying sequence and identifying the display as each key is
pressed.
 #22. Read, interpret, and use tables, charts, maps, and graphs to identify patterns, note trends, and
draw conclusions.
Project/Task:
 Each student in the 6th grade math class will participate in activities that promote better
understanding of the basic use of a calculator to do order of operations.
 Student will be paired to work on the assignment.
Learning Strategies/Classroom Management:
 Before starting the unit, students must have prior basic calculator operation knowledge.
 Review the steps of order of operations with the students.
 Ask students to recite the steps. (PEMDAS)
 Identify acronym and how it applies to steps of order of operations. (Please Excuse My Dear Aunt
Sally)
 Teacher gives examples using paper and pencil, then moves to calculator.
 Explain steps to follow.
 Place parentheses as they appear.
 Hand out calculators to each student.
 Do one problem with class, students mimicking teacher’s steps.
 Give sample problem for students to try individually.
Project AMP
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Dr. Antonio Quesada – Director, Project AMP
Check student progress.
As students show success, give two or three more difficult expressions.
Students who appear to be having trouble could be paired with a successful student.
More advanced application:
 Have students insert parentheses to make an expression correct.
 Discuss with students where/when parentheses are not needed because of order of operations.
 Pair students to work on problems.
Which statement is correct?
Example:
Given: 25 – 3 x 2 + 4 = 7, (no)
Try: (25 – 3) x 2 + 4 = 7, (no)
Try: 25 – 3 x (2 +4) = 7, (yes)
Enrichment:
 In groups of four, students will create a game/game board illustrating knowledge of order of
operations.
 As a review before chapter test, groups will trade games to play.
Tools and Resources
 Overhead Projector
 Overhead Calculator
 Student Calculator- Explorer Plus
 Worksheet
 Additional web sites to look up:
www.ti.com
http://unite.ukans.edu/
Results
 Students will develop their own sample expression to be done by classmates.
 The class will evaluate the suitability of expressions made by partner.
Sharing
 The students will generate their own problems to share with the class and be chosen for the quiz.
 There will be student-teacher discussion on the meaning of the steps of order of operations.
Assessment
 Type I- Standard quiz; Student generated problems (check and challenge partner)
 Type II- Student explains step by step procedure on the calculator
 Type III – Students create a game/game board illustrating knowledge of order of operations
Project AMP
Dr. Antonio Quesada – Director, Project AMP
 ORDER OF OPERATIONS LESSON LAB WORKSHEET
Scientific calculators follow the correct order of operations.
Example : 18 + 3 x ( 2 - 5 ) =
Enter the expression above into your calculator.
1
8
+
3
x
(
2
-
5
)
=
Example: Evaluate 13 + 2 x 3 =
If the display is 19, then the calculator follows the correct order of
operations (Scientific calculator). If the display is 45, then the calculator is an
arithmetic calculator.
Use the calculator to find the value of each expression.
 5=
1.
25 - 4 x 3 =
2.
25 + 10 - 5
3.
3 x 15  ( 7 - 2 ) =
4.
6 + ( 10 - 4 ) x 5  2 =
6.
12
Place parentheses where needed.
5.
24 + 3 x 4 - 2 = 30
 6 - 2 x 5 = 15
The table shows the number of fat grams in one scoop of various ice cream flavors.
7. Susan built a super sundae. She
used 2 scoops of Bishop
Blueberry, one scoop of Kilgore
Kiwi, 3 scoops of Tassone
Tangerine, and 5 scoops of Zac
Zucchini. Find the total number
of fat grams in Susan’s Super
Sundae.
THE ICEBOX
FAT (g)
Bishop Blueberry
18
Kilgore Kiwi
15
Tassone Tangerine
8
Zac Zucchini
5
Project AMP
Dr. Antonio Quesada – Director, Project AMP
 ORDER OF OPERATIONS LESSON LAB WORKSHEET--KEY
Scientific calculators follow the correct order of operations.
Example : 18 + 3 x ( 2 - 5 ) = 9
Enter the expression above into your calculator.
1
8
+
3
x
(
2
-
5
)
=
Example: Evaluate 13 + 2 x 3 =
If the display is 19, then the calculator follows the correct order of
operations (Scientific calculator). If the display is 45, then the calculator is an
arithmetic calculator.
Use the calculator to find the value of each expression.
1.
25 - 4 x 3 = 13
3.
3 x 15  ( 7 - 2 ) = 9
2.
25 + 10 - 5
 5 = 34
4.
6 + ( 10 - 4 ) x 5  2 = 21
6.
12
Place parentheses where needed.
5.
24 + 3 x (4 – 2 ) = 30
The table shows the number of fat grams in one
scoop of various ice cream flavors.
7. Susan built a super sundae. She used 2
scoops of Bishop Blueberry, one scoop of
 ( 6 - 2 )x 5 = 15
THE ICEBOX
FAT (g)
Bishop Blueberry
18
Kilgore Kiwi
15
Tassone Tangerine
8
Zac Zucchini
5
Project AMP
Dr. Antonio Quesada – Director, Project AMP
Kilgore Kiwi, 3 scoops of Tassone Tangerine, and 5 scoops of Zac Zucchini. Find the total
number of fat grams in Susan’s Super Sundae.
2 x 18 + 15 + 3 x 8 + 5 x 5 = 100 g