Many students will be tempted to do this in their minds and write down their answers. I declare that I will not examine any work that does not show progressive progress. I explain that to understand what they have done (right or wrong), I need to see their work. Here it is crucial that students use MP6: rely on accuracy. I think you should change your message to reflect that the order of operations is purely arbitrary and not necessarily the order that “makes the most sense.” Parentheses give us a way to replace the existing order, so P must come before anything else so that we can more easily solve the problems of words like, “How many ounces of vegetables are there in three bags of mixed vegetables, each containing four ounces of carrots and six ounces of peas?” (Answer: $3 times (4 + 6)$ oz = 3 x 10 oz = 30 oz.) Without parentheses, we would have to write $3times 4 + 3times $6, with the parentheses essentially expanded. Imagine if the parentheses contained a much more complicated expression – we would have to write it in full several times if the parentheses were not available. A little background: Why have a sequence of operations at all? I think the third aspect is the most important because mathematics is made to model different things that we encounter in real life. Not all mathematics is abstract. If you take the operations and change their priorities, you will get results that do not correspond to reality.

When you follow the steps to simplify this expression, use the reference for the order of operations in the right column of this page. The first step in the order of operations is to simplify the parentheses and parentheses from the inside out. You need to remember to use the order of operations when simplifying the inside of the staples, but we do not have to worry about it in this problem, since there is only one operation in parentheses 3 – 1. In this case, only the subtraction of 1 and 3 should be performed. The answer is presented below. Let`s take a closer look at the order of operations and try another problem. This one may seem complicated, but it`s mostly simple arithmetic. You can solve it with the order of operations and some skills you already have.

The purpose of this assignment is to help students think about the reason for the mathematical convention known as the “Order of Operations.” The task could be used in two ways: to represent a seemingly intractable mathematical situation that can lead to a class discussion about the need for an order of operations, or to help students who already know the order of operations pause and think more deeply about why they are needed. For students to take full advantage of this task, they need to hear a little more from the teacher about the idea of mathematical conventions and why we need to have them when a mathematical statement would otherwise be ambiguous. The order of operations is arranged as it is simply by convention (agreement).. . . .