Performance Task: Order of Operations Treasure...

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

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. 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

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

How can an expression be written given a set value?

How can expressions be evaluated?

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

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.

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

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) + 5

2 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:

202 – (75 x 2) + 2 =

Answer:

Room Number:

252 (location: ie. gym, teacher, principal)

Question:

2 (4 x 52) + 90 ÷ 3 =

Answer:

Room Number:


Question:

6 + (82 ÷ 2 x 3) – 23 + (50 ÷ 2) =

Answer:

Room Number:


Question:

(2 x 102) + 52 + 6 =

Answer:

Room Number:


Question:

102 ÷ 2 (48 ÷ 24) + 52 + 1 =

Answer:

Room Number:


Question:

2 x 112 – (48 ÷ 2) =

Answer:

Room Number:


Question:

Write an equation that

equals 335. Have your

partner solve it!

Answer:

Room Number:

335 (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!

202 – (75 x 2) + 2 =

Answer 1:

Question 2:

Answer 2:

Question 3

Answer 3:

Question 4:

Answer 4:

Question 5:

Answer 5:

Question 6:

Answer 6:

Question 7:

Answer 7:

Question 8:

Answer 8:

Intervention

START:

Group 2:



Good Luck!

Question:

102 + (4 x 5 + 6) =

Answer:

Room Number:


Question:

50 x 4 + (5 x 4) – 2 =

Answer:

Room Number:


Question:

(2 x 102) + 52 + 6 =

Answer:

Room Number:


Question:

8 ( 20 + 5) + 45 – 15 =

Answer:

Room Number:


Question:

202 – (75 x 2) + 2 =

Answer:

Room Number:


Question:

23 – 4 + (20 x 5) =

Answer:

Room Number:


Question:



partner solve it!

Answer:

Room Number:

335 (or homeroom teacher’s room

number)

Question:



pilgrim?







Start Question:


Quick! Go find it!

102 + (4 x 5 + 6) =

Answer 1:

Question 2:

Answer 2:

Question 3

Answer 3:

Question 4:

Answer 4:

Question 5:

Answer 5:

Question 6:

Answer 6:

Question 7:

Answer 7:

Question 8:

Answer 8:

Extension

START:

Group 3:



Good Luck!

Question:

3 + (122 + 6) + 52 x 2 + 28 =

Answer:

Room Number:


Question:

102 ÷ 2 (48÷24) + 52 + 1 =

Answer:

Room Number:


Question:

2 x 112 - (48 ÷ 2) =

Answer:

Room Number:


Question: 6 + (82 ÷ 2 x 3) - 23 + 50/2 =

Answer:

Room Number:


Question:

5 + 152 =

Answer:

Room Number:


Question:

2(53) + 2 =

Answer:

Room Number:


Question:



partner solve it!

Answer:

Room Number:

335 ( or homeroom teacher’s room

number)

Question:



pilgrim?







Start Question:


Quick! Go find it!

3 + (122 + 6) + 52 x 2 + 28 =

Answer 1:

Question 2:

Answer 2:

Question 3

Answer 3:

Question 4:

Answer 4:

Question 5:

Answer 5:

Question 6:

Answer 6:

Question 7:

Answer 7:

Question 8:

Answer 8:

Order of Operations Treasure Hunt

Answer Key

Intervention On Level Extension

Question 1

102 + (4 x 5 + 6) =

202 – (75 x 2) + 2 =

3 + (122 + 6) + 52 x 2 + 28 =

Answer 1 126 252 231

Question 2

50 x 4 + (5 x 4) – 2 =

2 (4 x 52) + 90 ÷ 3 =

102 ÷ 2 (48÷24) + 52 + 1 =

Answer 2 218 230 126

Question 3

(2 x 102) + 52 + 6 =

6 + (82 ÷ 2 x 3) – 23 + (50 ÷

2) =

2 x 112 - (48 ÷ 2) =

Answer 3 231 119 218

Question 4

8 ( 20 + 5) + 45 – 15 =

(2 x 102) + 52 + 6 =

6 + (82 ÷ 2 x 3) - 23 + 50/2 =

Answer 4 230 231 119

Question 5

202 – (75 x 2) + 2 =

102 ÷ 2 (48 ÷ 24) + 52 + 1 =

5 + 152 =

Answer 5 252 126 230

Question 6

23 – 4 + (20 x 5) =

2 x 112 – (48 ÷ 2) =

2(53) + 2 =

Answer 6 119 218 252

Question 7



partner solve it!



partner solve it!



partner solve it!

Answer 7 335 335 335

Question 8



pilgrim?



pilgrim?

What kind of bootie does a

pirate steal from a pilgrim?

Answer 8 Whatever the treasure is Whatever the treasure is Whatever the treasure is

Performance Task: Order of Operations Treasure...

Documents

Transcript of Performance Task: Order of Operations Treasure...