Explore Flipsnack. Transform boring PDFs into engaging digital flipbooks. Share, engage, and track performance in the same platform.
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Here are eight reasons why you should consider choosing interactive, digital flipbooks instead of boring and static PDFs. Check them out!
2 8 minutes 9 minutes 4 minutes 2. Have students share their answers. Discuss the different answers and how they were calculated. If all answers are the same, ask students to talk about why they calculated it that way. Does the order that we calculate matter? Why/why not? (Completing in the wrong order will give an incorrect answer). Lesson Steps 3. The Rules - Mathematicians decided that we need a set of rules to make sure that this confusion doesn’t happen, and these rules are called the order or operations. The goal of today’s lesson is to b e able to understand and use the rules that mathematicians have developed, so that we can be sure we always calculate in the correct order. 1. The first rule is that you perform a calculation inside brackets first. 2. Next you solve any indices outside the brackets. 3. The next step is to solve multiplication and division in order from left to right, emphasise that multiplication and division are equally important and must be done together from left to right. 4. The final step is to solve the addition and subtraction calculations from left to right, again, emphasise that addition and subtraction are equally important and must be done together from left to right. 4. Some people use the BIMDAS model to help them remember the order of operations, but it is important to remember that multiplication and division go together, and addition and subtraction go together. Draw BIMDAS on the board, and circle MD and AD separately and emphasise equal importance. Discuss this with students. 5. For the challenge question from the introduction, how would our knowledge of these rules affect our answer? How would we need to carry out this calculation? Solve the challenge question as a class. (Discuss the fact that if there are no brackets or indices, we can move on to the next step). 6. Whole class example – Demonstrate another two step equation on the board together. (5 2) x 4. Have students contribute what they think needs to come next, and clearly demonstrate how to solve one part at a time, and how to show our working out sequentially. Emphasise that showing our working out helps to keep us on track, organize our thoughts and identify where we went wrong if we make a mistake. (5 2) x 4 = 7 x 4 = 28 7. Practice – Ask students to complete section 1a-1f of the worksheet to practice this new skill. For students who finish quickly, they can go on and try the challenge questions. Once the class has started working, move to the lower group to provide assistance if necessary, and go over the rules again. If necessary, work through the first one or two examples with them to provide more scaffolding. Visit the other two groups throughout this time at least once to make sure they are on track and that there are no misconceptions. 8. Once students have finished, go through the answers together. If there is a question where a number of students answered incorrectly, go through this on the board to identify where they went wrong (eg. they did multiplication before division rather than giving them both equal importance).
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