1. Created By: Ashley Luce

2. I MPORTANT Q UESTIONS ! What should you be thinking about when solving a math problem? Why is it important to use the order of operations? What operations are used in solving these kinds of problems? What is the correct order to the steps of the order of operations?

3. A LL A BOUT THE O RDER OF O PERATIONS !A LL A BOUT THE O RDER OF O PERATIONS !

4. P⇨ Stands for Parentheses!  Do everything in the parentheses first!  This is the first step of the order of operations. E⇨ Stands for Exponents (Powers and Roots)!  This is the second step to the order of operations.  This comes after everything in the parentheses, but before multiplying, dividing, adding and subtracting. M⇨ Stands for Multiplication! D⇨ Stands for Division!  Multiplication and division, combined, is the third step of the order of operations.  These come after everything in parentheses and all exponents, but before addition and subtraction. A⇨ Stands for Addition! S⇨ Stands for Subtraction!  Addition and subtraction, combined, is the last step of the order of operations.  These come after you have completed everything in parentheses, all exponents, and all multiplication and division.

5. ALWAYS multiply and divide from left to right!!! Also, ALWAYS add and subtract from left to right!!!

6. Chapter 111.23, Subchapter B- Middle School (b) Knowledge and Skills. (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is expected to: (A) compare and order integers and positive rational numbers; (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator; and (C) represent squares and square roots using geometric models. (2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; (B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; (D) use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio; (E) simplify numerical expressions involving order of operations and exponents; (F) select and use appropriate operations to solve problems and justify the selections; and (G) determine the reasonableness of a solution to a problem.

7. http://ritter.tea.state.tx.us/rules/tac/chapter1 11/ch111b.html http://www.mathgoodies.com/lessons/vol7/or der_operations.html http://www.mathisfun.com/operation-order- pemdas.html http://www.bridgeportmath.org/mathcartoons.html