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The following is a sample of the Lesson Plan format used by the University.
Lesson Topic/Focus:

Order of Operations - BODMAS



AusVELS Domain(s):


Year level(s):


AusVELS strand (s):

Number and Algebra

Lesson duration:

60 minutes

AusVELS sub-strand(s):

Patterns and Algebra

AusVELS Dimension(s) or
Religious Education
Learning Standard(s)/Outcome(s):
Students will learn the order of operations and how to use them with equations.
- Students will be able to answer the equations on the board using the appropriate
- Students should be able to do at least one of the extension activities.

outcome/goal for the

Teaching focus:
(Chosen by Associate Teacher)
- Make sure everyone in the class is watching and paying attention.
- Dont be afraid to stop the lesson.
- Go slowly so students understand.
(Your personal choice of skill development)
- I want to make sure I dont go too fast with explaining everything on the slides of the power point.
- I want to make sure that students do not immediately start talking when they go back to their desks to
start working.
Background to the learning:
Teacher (Teacher resources to inform your content knowledge)

Maths Fun (2013) Order of Operations BODMAS, Retrieved 10 of June, 2014, from source:
Maths resource booklet and powerpoints provided by Associate Teacher.

National Council of Teachers of Mathematics (2008) Order of Operations Bingo, Retrieved 10 of June,
2014, from source:

Student (Identify Students background and current knowledge of topic)


Students have heard about BODMAS many times, however they have never applied it
knowingly to their own work.
Students also have knowledge of all of the operations. For example, Addition, subtraction,
multiplication and division.

Lesson resources:
(List in dot point)

BODMAS Bingo sheets
Pens and/or pencils.

- Whiteboards/Whiteboard markers
- Maths books

Lesson content:

5 mins
The teacher will explain that in this lesson they will be working on the order of operations.
The teacher will ask if students can explain what an operation in maths is.
The teacher will also ask if students have heard of BODMAS before, and if they can explain
what it is.
(6 steps each with a focus question)

____ mins

1. The teacher will get a student to read the first and second slides, which explain why we need
BODMAS. The teacher will also discuss the dot points on the page in between the student
reading. The teacher will also ask students what they think needs to be calculated first.
Do you think we go from left to right? Or from Right to left? Why do you think so?
What part do you think we should solve first in this equation?
2. The teacher will read off the What is BODMAS slide and explain each of the initials and
what they stand for. The teacher will then go to the Brackets slide and get a student to read
through the dot points. The teacher will then ask students why they think the first example is
right and why the second example is wrong.
Why do you think this first example is right?
Why do you think this second example is wrong?
3. The teacher will then do the same for the next few slides. When the teacher is on the also
Exponents slide, it will be explained that they wont be focusing too much on it in this lesson,
however they will still look at it so they know what it means/is.
The teacher will have a student read the Multiplication and Division slide, and then have
students explain why the equations are right or wrong. The teacher will also go over the
examples in the Addition and Subtraction slide with students, and explain the steps.
4. The teacher will then use the whiteboard to model the first 4 equations on the Lets work on
these together slide with students. Students can also follow along by using their mini
Students will also have two equations to work on individually on their whiteboards. They will
be asked if they have the answer and told to discuss what steps they took to get the answer.
Can anyone tell me what answer they got for the first equation?
Would you be able to tell us what steps you took to get this answer?
Would you like to show the class on the board what you did?
5. The Teacher will then introduce the game BODMAS Bingo to students and will instruct
students how to play the game as a class.
6. Once the game is finished, students will be instructed how to do the first extension activity,
and told that if they finish that activity they need to go to the teacher and then the teacher
would explain the second one. They will then be told to go back to their tables and complete
the equations and activities from the last slide.
Before students move to go back to their tables, the teacher will ask students if they
understand what needs to be done, and advise them to go to their tables quietly.

Consolidation, practice, extension

(4 to 6 steps)

____ mins

Students will then quietly go to their tables and take their books out to start answering the
While students are working on their equations the teacher will be monitoring the classroom to
make sure everyone is on track, and to help anyone who may be struggling.
If any students finish the first extension activity they are advised to put their hand up so the
teacher can then explain the second extension activity to them.

Early Finishers- Extension Activities

The two extension activities are on the slide that will be projected onto the board.
The first activity is to write as many number sentences as they can to explain the modelled
diagram that is on the slide.
The second extension activity is the opposite; where students need to model the number
sentence that is on the slide with materials such as unfix cubes, which can be found in the
These two activities might be challenging for students, so if they are having trouble they can
work in pairs.

____ mins
- Students will have time to show their answers to the student beside them and see if they have the
same answers or not.
- If there is time, the class will be able to come together and share their answers and discuss what
they found easy and what they found hard.

This shows my ability to meet

standard 3.1, by providing extension
activities who found the original task
too easy and breezed right through it.
This task can be quite challenging for
grade 5/6 though so they were able to
work in partners if they were having
any difficulties.