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Lesson Planning Sheet Title: BODMAS Learning Objectives: By the end of the lesson: All students should be able to use the order of operations to evaluate calculations in the form a + b x c Most students should be able to insert brackets into a calculation in order to evaluate it. Some students should be able to make a calculation true through organising its operations including brackets. Key words: BODMAS, Order of operations Learning Activities Starter/Introduction The starter is intended to illustrate to the class the various solutions that can be obtained when using different operations for fixed numbers. Students should consider the various ways of obtaining the values one and zero as they are key in accomplishing this task. Encourage the use of brackets when breaking down the calculations. Have students work in pairs and present their solutions at the end to ensure unique solutions are shared. Development Have the class attempt the first question with no help. Typically, students evaluate the calculation from left to right given that is how it is read. The most common response would therefore be 5 +1 x 3 = 16. Have the class attempt the same problem using a calculator. The difference in solutions often intrigues the students. Without explaining what is happening pose the second question 11 2 x 5 and repeat. Encourage the class to determine the order in which the calculator is processing the calculation so students ultimately derive the majority of the order of operations for themselves. State BODMAS and explain each term. BODMAS is often confused with BIDMAS. However, the O represents all Other operations including trigonometric functions and such, rather than just indices as represented by the I. Have the students attempt the last two questions on slide 2 using mini-whiteboards to assess and feedback. At this point the class should be able to progress though the third slide independently. Questions g to l on the third slide could be attempted through a method of trial and error. The tarsia activity can be attempted in pairs once the third slide is completed. Plenary The plenary is intended to extend the learning of the lesson by deepening the application of BODMAS through arranging operations to make a calculation true. Whereas in the starter students were encouraged to use brackets for the plenary they should consider more carefully the formal order of operations. Have students present their solutions on mini-whiteboards for assessment and feedback. Differentiation More able: Students could use indices within calculations. Rewriting the calculations from the starter without brackets would show the progress that has been achieved. Less Able Students may benefit from checking each calculation on a calculator for instant feedback. The use of a times table grid would prevent lack of achievement due to poor mental arithmetic. Resources: Calculator, Mini-whiteboards Time table grid Tarsia Activity

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