Treasure Hunt: Order of Operations

Day 1- Whole Group and Independent work: Teacher will write a numerical expression on the board. Underneath this problem the teacher will draw a circle map on the chart paper. Teacher will ask students one question only, “What do we know about this problem?” Teacher will allow students to work together to solve the problem and answer his/her question aloud to the entire group. The teacher will write student thoughts in the circle map. After the whole group is finished questioning, the teacher will teach students the correct order of operations using the acronym Pirates Eventually Make A Sandwich on the smart or white board (whichever is available to the teacher). Model how to solve a numerical expression using parenthesis, exponents, multiplication and division, addition and subtraction for the students and give them a problem or two to solve independently. Use these completed problems as exit slips. Use these exit slips to group the students for the activity the next day. 

Day 2- Students will be in groups. Each group will be given 4 math problems to solve. The teacher needs to type up and print these problems. Students should solve their problems using the correct order of operations. (Parenthesis, Exponents, Multiplication and Division, Addition and Subtraction). They should use the acronym taught the previous day. Once their group has answered these questions they will bring them to the teacher to check; if they are correct then they will receive a clue to find the next set of problems. If they are wrong, then the teacher will scaffold the group on how to solve the problems and try again. The point of the activity is for the students to work together to find the answers to the problem and eventually find all of the clues which lead to the treasure. Once a group has found the treasure the teacher will instruct students to complete the problems they are currently working on, and then to stop. During this activity the group must keep up with their work in a secure place (iPads), because they will need them the next day. 

Day 3- The groups will create a presentation with their problems to share with the class using the work from their iPads. They should reference to the pirate acronym and explain how they worked together to solve the problems, what issues they had, and what they learned. The last group to present will reveal their treasure in the presentation. Treasure can be some type of reward for the entire class (ex: Favorite math game, math centers, etc.)

Teacher needs to type out numeric expressions and clues for students for this activity.The clues lead to different locations in the room to find and work on more problems which lead to more clues to the treasure. Teacher should also come up with a “treasure” for the class. An example of a numeric expression would be: 2x4 (16-12)-3

Differentiation: Pull students to give timely feedback. Be on the look out for misconceptions with addition and subtraction or multiplication and division (ex. always thinking that addition comes before subtraction). Confirm students have prerequisite skills to successfully complete the problems while applying the order of operations.

Extension: Have students come up with a real-world scenario to illustrate the expression. Give students a number and have them create an expression that simplifies to the number.

Day 1: Exit slips will be your way of assessing what they know and will be used to group students. 
Day 2:  Make a checklist of which groups solve the problems correctly. 
Day 3: Take observation notes while groups present their work.