Order of Operations: PEMDAS Practice and Parentheses Puzzles

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Mathematics · Math 6-7
SP-MATH68-006 · Free to print and use in your classroom · substituteplans.com
Page 2
Order of Operations: PEMDAS Practice and
Parentheses Puzzles
Mathematics · Math 6-7 · Grades 6 · 45 minutes
Time needed
45 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write the order of operations on the board.
Technology
None. Calculators are not needed.
Student
independence
High. Students work alone, then compare with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Whiteboard or chalkboard
Goal for today: Students will evaluate numerical expressions using the order of operations and will insert
parentheses to make an equation true.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: “1) Parentheses first. 2) Exponents. 3) Multiply and divide, left to right. 4) Add and
subtract, left to right.”
☐ Beside it write: 3 + 4 × 2 = 3 + 8 = 11 (multiply BEFORE adding).
☐ Keep the answer key on your desk. You do not need to solve anything yourself.
Say this to start
Good morning! In math, everyone follows the same order when solving a long expression, so that everyone gets the
same answer. The order is on the board. Today you will practice it and then solve some puzzles about where to put
parentheses. Work on your own first, and we will check answers near the end.

SubstitutePlans.com
Mathematics · Math 6-7
SP-MATH68-006 · Free to print and use in your classroom · substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance the way the school requires. Hand out the
worksheet face down and ask students to wait.
Settle in, take out a pencil, and wait for
directions.
5–10
Read the four steps on the board aloud. Work 3 + 4 × 2
together. Show that (3 + 4) × 2 gives 14, a different
answer.
Follow along. Copy the example in the
margin if they like.
10–25
Tell students to complete questions 1–8 in the work boxes.
Walk the room. If a student is stuck, ask, “What do we do
first?”
Solve each expression and write the
answer. Show the steps.
25–35
Tell students to complete questions 9–11 (parentheses
puzzles) and the Error Detective table. Partners may
compare answers quietly.
Place parentheses to make each equation
true and decide if sample work is right.
35–41
Read the answers for questions 1–11 aloud from the key.
Students mark each one right or wrong.
Check their work and fix mistakes in a
different color if possible.
41–45
Tell students to finish questions 12 and 13. Then collect all
worksheets.
Answer the last two questions and hand in
the worksheet.
If things go wrong
• If students say, “We have not learned this,” tell them it is practice and the example on the board shows every
step. Pair them with a neighbor who is comfortable.
• If a student works strictly left to right, point to the board and ask, “Which operation comes first, adding or
multiplying?”
• If a student finishes in under 15 minutes, check that every problem shows the steps, then use the early
finisher list.
• If the class is noisy, remind them it is quiet individual work time.
Early finishers
• Make up an expression that uses parentheses, an exponent and all four operations. Solve it and trade with a
neighbor.
• Write an expression whose answer is 20 that uses at least three different operations.
Support and challenge
• Support: Let students rewrite the expression after each step so it gets shorter. Ask them to complete
questions 1–4, 9 and 12.
• Challenge: Ask students to evaluate 3 × (4 + 2)² − 5 × 2 and show every step. (Answer: 98.)

SubstitutePlans.com
Mathematics · Math 6-7
SP-MATH68-006 · Free to print and use in your classroom · substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: