Performance Task: Order of Operations Treasure Hunt by Tabatha Burcher
In this lesson students will review order of operations. Students will solve numerical expressions using order of
operations. Students will write a simple expression to share with a partner. Students will explain in their
journals how to solve a simple expression that they have created.
STANDARDS FOR MATHEMATICAL CONTENT
Write and interpret numerical expressions.
MCC5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with
these symbols.
MCC5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as
2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate
the indicated sum or product.
STANDARDS FOR MATHEMATICAL PRACTICE
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8.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
BACKGROUND KNOWLEDGE
Understanding the correct order of steps when performing order of operations problems is important in
completing this task. These skills help us to build our understanding of numerical equations with the use of
parenthesis, exponents, multiplication, division, addition, and subtraction.
COMMON MISCONCEPTIONS
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Students work the problem from left to right. Utilizing the correct order is imperative. The acrostic
“Please Excuse My Dear Aunt Sally” helps students remember to use parenthesis first, then exponents,
then multiplication and/or division and finally addition and/or subtraction.
Once completing the exponents step, students work all multiplication and then all division.
Multiplication and/or division are one step. Students should work from left to right solving whichever
multiplication or division problem arises.
Students work all addition and then all subtraction. As with multiplication and division, addition and/or
subtraction is one step. They should be worked out from left to right.
ESSENTIAL QUESTIONS
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How can an expression be written given a set value?
How can expressions be evaluated?
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How can I effectively explain my mathematical thinking and reasoning to others?
How can I use cues to remind myself of the order of steps to take in a multi-step expression?
How can we simplify expressions?
Why is it important to follow an order of operations?
MATERIALS
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Answer/Question cards in varying colors
Problem solving sheets in varying colors
Answer keys in varying colors
“Treasure”
Journals
Pencils
School or classroom map
Parents/volunteers
GROUPING
Individual/Partner/Small Group task
TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION
In this task students will work with order of operations to solve numerical expressions.
COMMENTS
 This activity can be contained to the classroom or be spread out at locations around the school that will
not disturb other teachers or students.
 To introduce this task review as a large group the correct order when using order of operations,
reminding students of the acrostic, “Please Excuse My Dear Aunt Sally” to help students remember to
use parenthesis first, then exponents, then multiplication and/or division and finally addition and/or
subtraction.
 Before starting this task
o Draw a map of your classroom or school, labeling important features such as door, window,
teacher’s desk, classroom numbers, cafeteria, etc.
o Hide the treasure somewhere in your classroom. It can be anything you like.
o Place answer/question cards around the classroom or school.
TASK
 Each student will receive a colored worksheet. The colors will allow for the differentiated questions.
The color of the worksheet will match the color of the question cards the students will look for.
 Students will solve the first expression on their own.
 If questions are posted in the classroom, students will choose a partner with the same color worksheet to
work with.
 If questions are posted around the school, students will work in small groups with all students who have
the same color card. They will be supervised by a parent/volunteer who will carry the map and an
answer key.
 Students will compare their solution with peer(s) to verify that their answer is correct. They will discuss
and correct any mistakes before moving on to find the next “clue” (which is their answer).
 Once the answer is verified, students will move on to find the card or room number that matches the
answer.
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Continue solving until question #7. Question 7 says to write your own expression for 335. Answer 335
is where they will find the treasure.
If they are moving around the school, make the solution for #7 be your classroom number. That is
where they will find the treasure.
The answer to question #8 is whatever you decide to have for your “treasure”.
Once each student has a piece of treasure, have them take out their journals and answer the following:
o “Write the expression you created for question #7. Explain how to solve using order of
operations. Show each step.”
FORMATIVE ASSESSMENT QUESTIONS
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Why did you do the parenthesis first in the task?
What will you do to try to figure out if the answer given is correct?
How will you demonstrate that it is correct?
How will you convince your partner when you think her answer is incorrect?
What strategies are you using to analyze the given problems?
What cues are you using to recognize the correct order of operations?
DIFFERENTIATION
Extension
 Have students use the worksheet with question #1: 3 + (122 + 6) + 52 x 2 + 28 =. Questions on this
sheet are more advanced.
Intervention
 Have students use the worksheet with question #1: 102 + (4 x 5 + 6) =. Questions on this sheet are less
difficult. Parent/volunteer for this group can help guide problem solving as needed.
On Level Difficulty
START:
Group 1:
We will now begin our
Pirate Treasure Hunt!
Good Luck!
Question:
Answer:
Room Number:
252
(location: ie. gym, teacher, principal)
Question:
2 (4 x 52) + 90 ÷ 3 =
202 – (75 x 2) + 2 =
Answer:
Room Number:
230
Answer:
Room Number:
119
(location: ie. gym, teacher, principal) (location: ie. gym, teacher, principal)
Question:
6 + (82 ÷ 2 x 3) – 23 + (50 ÷ 2) =
Question:
(2 x 102) + 52 + 6 =
Answer:
Room Number:
231
Answer:
Room Number:
126
(location: ie. gym, teacher, principal) (location: ie. gym, teacher, principal)
Question:
Question:
102 ÷ 2 (48 ÷ 24) + 52 + 1 =
2 x 112 – (48 ÷ 2) =
Answer:
Room Number:
218
Answer:
Room Number:
335
(location: ie. gym, teacher, principal)
(or homeroom teacher’s room
number)
Question:
Write an equation that
equals 335. Have your
partner solve it!
Question:
What kind of bootie does
a pirate steal from a
pilgrim?
Name ___________________________________________________
Order of Operations Treasure Hunt
Directions:
1. Solve the Start question and write the answer in box 1.
2. To find the next question, you have to hunt for the classroom number that matches the answer in box 1.
Hint: If you get to the classroom and there’s not another clue there, you need to re-work the problem.
3. Write down each question and answer in the boxes below then go on to the next stop in your hunt.
4. You will know you’ve found the last answer when you reach the Pirate’s Treasure!
Start Question:
A pirate has stolen your treasure!
Quick! Go find it!
202 – (75 x 2) + 2 =
Question 2:
Answer 1:
Question 3
Answer 2:
Answer 3:
Question 5:
Answer 4:
Question 6:
Answer 5:
Question 7:
Answer 6:
Question 8:
Answer 7:
Answer 8:
Question 4:
Intervention
START:
Group 2:
We will now begin our
Pirate Treasure Hunt!
Good Luck!
Answer:
Room Number:
126
(location: ie. gym, teacher, principal)
Question:
Question:
102 + (4 x 5 + 6) =
50 x 4 + (5 x 4) – 2 =
Answer:
Room Number:
218
Answer:
Room Number:
231
(location: ie. gym, teacher, principal) (location: ie. gym, teacher, principal)
Question:
(2 x 102) + 52 + 6 =
Question:
8 ( 20 + 5) + 45 – 15 =
Answer:
Room Number:
230
Answer:
Room Number:
252
(location: ie. gym, teacher, principal) (location: ie. gym, teacher, principal)
Question:
Question:
202 – (75 x 2) + 2 =
23 – 4 + (20 x 5) =
Answer:
Room Number:
119
Answer:
Room Number:
335
(location: ie. gym, teacher, principal)
Question:
Write an equation that
equals 335. Have your
partner solve it!
(or homeroom teacher’s room
number)
Question:
What kind of bootie does
a pirate steal from a
pilgrim?
Name ___________________________________________________
Order of Operations Treasure Hunt
Directions:
1. Solve the Start question and write the answer in box 1.
2. To find the next question, you have to hunt for the classroom number that matches the answer in box 1.
Hint: If you get to the classroom and there’s not another clue there, you need to re-work the problem.
3. Write down each question and answer in the boxes below then go on to the next stop in your hunt.
4. You will know you’ve found the last answer when you reach the Pirate’s Treasure!
Start Question:
A pirate has stolen your treasure!
Quick! Go find it!
102 + (4 x 5 + 6) =
Question 2:
Answer 1:
Question 3
Answer 2:
Answer 3:
Question 5:
Answer 4:
Question 6:
Answer 5:
Question 7:
Answer 6:
Question 8:
Answer 7:
Answer 8:
Question 4:
Extension
START:
Group 3:
We will now begin our
Pirate Treasure Hunt!
Good Luck!
Question:
Answer:
Room Number:
231
(location: ie. gym, teacher, principal)
Question:
3 + (12 + 6) + 5 x 2 + 28 =
102 ÷ 2 (48÷24) + 52 + 1 =
Answer:
Room Number:
126
Answer:
Room Number:
218
Question:
2 x 112 - (48 ÷ 2) =
Question:
2
2
(location: ie. gym, teacher, principal) (location: ie. gym, teacher, principal)
6 + (82 ÷ 2 x 3) - 23 + 50/2 =
Answer:
Room Number:
119
Answer:
Room Number:
230
Question:
5 + 152 =
Question:
2(53) + 2 =
Answer:
Room Number:
252
Answer:
Room Number:
335
(location: ie. gym, teacher, principal) (location: ie. gym, teacher, principal)
(location: ie. gym, teacher, principal)
Question:
Write an equation that
equals 335. Have your
partner solve it!
( or homeroom teacher’s room
number)
Question:
What kind of bootie does
a pirate steal from a
pilgrim?
Name ___________________________________________________
Order of Operations Treasure Hunt
Directions:
1. Solve the Start question and write the answer in box 1.
2. To find the next question, you have to hunt for the classroom number that matches the answer in box 1.
Hint: If you get to the classroom and there’s not another clue there, you need to re-work the problem.
3. Write down each question and answer in the boxes below then go on to the next stop in your hunt.
4. You will know you’ve found the last answer when you reach the Pirate’s Treasure!
Start Question:
A pirate has stolen your treasure!
Quick! Go find it!
3 + (122 + 6) + 52 x 2 + 28 =
Question 2:
Answer 1:
Question 3
Answer 2:
Answer 3:
Question 5:
Answer 4:
Question 6:
Answer 5:
Question 7:
Answer 6:
Question 8:
Answer 7:
Answer 8:
Question 4:
Order of Operations Treasure Hunt
Answer Key
Intervention
On Level
Extension
Question 1
Answer 1
102 + (4 x 5 + 6) =
126
202 – (75 x 2) + 2 =
252
3 + (122 + 6) + 52 x 2 + 28 =
231
Question 2
Answer 2
50 x 4 + (5 x 4) – 2 =
218
2 (4 x 52) + 90 ÷ 3 =
230
102 ÷ 2 (48÷24) + 52 + 1 =
126
Question 3
(2 x 102) + 52 + 6 =
2 x 112 - (48 ÷ 2) =
Answer 3
231
6 + (82 ÷ 2 x 3) – 23 + (50 ÷
2) =
119
Question 4
Answer 4
8 ( 20 + 5) + 45 – 15 =
230
(2 x 102) + 52 + 6 =
231
6 + (82 ÷ 2 x 3) - 23 + 50/2 =
119
Question 5
Answer 5
202 – (75 x 2) + 2 =
252
102 ÷ 2 (48 ÷ 24) + 52 + 1 =
126
5 + 152 =
230
Question 6
Answer 6
23 – 4 + (20 x 5) =
119
2 x 112 – (48 ÷ 2) =
218
2(53) + 2 =
252
Question 7
Answer 7
Write an equation that
equals 335. Have your
partner solve it!
335
Write an equation that
equals 335. Have your
partner solve it!
335
Write an equation that
equals 335. Have your
partner solve it!
335
Question 8
Answer 8
What kind of bootie does
a pirate steal from a
pilgrim?
Whatever the treasure is
What kind of bootie does
What kind of bootie does a
a pirate steal from a
pirate steal from a pilgrim?
pilgrim?
Whatever the treasure is Whatever the treasure is
218