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You are on page 1of 13

MIXED OPERATIONS

In this chapter,

34 8 2 = ?

Introduction

Examples of mixed operation situation

The conventional in mixed operations

- Addition and Subtraction

- Multiplication and Division

- Addition and Multiplication

- Subtraction and Multiplication

- Addition and Division

- Subtraction and Division

- Bracket.

Summary

LEARNING OUTCOMES

At the end of the topic, the students are able to

to plan teaching and learning activities to

- state basic facts for the four numbers (mixed) operations spontaneously

- perform the four numbers (mixed) operations in the standard form

- solve daily problems involving the four number (mixed) operations.

- Perform micro/macro teaching and make reflection.

INTRODUCTION

CONCEPT

In this chapter, we will see questions like these:

3 + 7 x 4 = 12 - 6 2 =

Can you see that these questions involved more than one mathematical operations. Yes,

they are known as mixed operations. Mixed operations are the combination of more than one

basic operations ( +, - , x and ) in one mathematical sentence.

In the example of 3 + 7 x 4 = , there may be two possible ways to solve it.

First, you add 3 to 7. You will get the total of 10. Then 10 is multiplied to 4 giving the answer

40.

Or

Multiply 7 to 4, then add 3 to the product, that is 28, giving you the answer 34

Which one is correct?

This is the focus of our discussion in this chapter which are mostly based on the

convertion that had been agreed by the mathematicians.

1.1 Examples of Mixed Operational Situations;

Situations that involved mixed operations

Can be introduced to students to give

them the ideas of what mixed operations

are all about.

Here are some situations that involved

addition and subtraction

Activity 1.1 To introduce an example of

mixed Operation

Teacher prepares a series of pictures as

in Figure 3.2.75

For each picture,

(a) tell story of what has happened

in the picture

(b) write it in a mathematical

sentence

For picture series (Figure 3.2.75)

Students are to refer to the pictures

A,B, and C in the Figure 3.2.75

Students are guided in writing a story

for each picture and then translate it

into a mathematical sentence.

What can you see in picture A?

( 2 group of birds,containing 4 birds

and 3 birds respectively are flying

to rest on the electrical wire).

What can you see in picture B?

(The birds were sitting on the electrical

wire).

What can you see in picture C?

(Two of the birds were flying away

from the electrical wire).

Then the students are asked to write

one mathematical sentence for the

above situation based on the pictures

in diagram 1.1

Figure 3.2.75

4 + 3 2 = ?

Diagram 1.1

For picture series Figure 3.2.76

Students are to refer to pictures

A,B and C in Figure 3.2.76

For each picture,

(c) tell story of what has happened

in the picture

(d) write it in a mathematical sentence

Students are guided in writing a story

for each picture and then translate it

into a mathematical sentence.

What can you see in picture A?

What can you see in picture B?

What can you see in picture C?

Then the students are asked to write

one mathematical sentence for the

above situation based on the pictures

in Figure 3.2.76

6 + 5 - 3 = ?

Figure 3.2.76

For picture series Figure 3.2.77

Students are to refer to pictures

A,B C and D in Figure 3.2.77

As before,students are guided

in writing a story for each picture

and then translate it into

a mathematical sentence.

What can you see in picture A?

What can you see in picture B?

What can you see in picture C and D?

Then the students are asked to write

one mathematical sentence for the

above situation based on the pictures

in Figure 3.2.77

7 - 3 + 5 = ?

Diagram 1.3

Figure 3.4.77

For picture series (Figure 3.4.78)

Students are to refer to pictures

A,B C and D in the (Figure 3.4.78)

As before, students are guided

in writing a story for each picture

and then translate it into

a mathematical sentence.

What can you see in picture A?

What can you see in picture B?

What can you see in picture C and D ?

Then the students are asked to write

one mathematical sentence for the

above situation based on the pictures

in (Figure 3.4.78)

8 5 = _____ + ____ = 9

Diagram 1.4

Figure 3.4.78

For each pictures series, we can write one mathematical equation involving mixed

operation.

EXTRA ACTIVITIES

In reverse, try to make a story if you are given a mathematical equation

Examples:

(a) 7 + 5 6 = ?

(b) 13 4 + 7 = ?

For each mathematical equation that involved mixed operations, we can make a story out of

it.

1.2 Conventional method in Mixed Operations

All mathematician had came to cosensus to use one fixed procedure on

the steps in solving the mixed operations

(a) For mixed operations that involved +,and , do it from left

to right.

Examples:

(i) 8 + 4 - 5 = 12 5

= 7

(ii) 9 5 + 2 = 4 + 2

= 6

(iii) 16 9 2 = 7 2

= 5

( b) For mixed operations that involved x,and , do it from left

to right.

(i) 3 x 8 4 = 24 4

= 6

(ii) 18 3 x 2 = 6 x 2

= 12

( c) For mixed operations that involved +,and x

The following situation can be used

To solve the problem, we have to solve for the x first, then followed by the operation + ,

no matter whether we use equation (i) or (ii).

So for the mixed operation that involved + and x, solve for x (multiplication) first then

followed by the + (addition)

Example 2:

(i) 5 x 6 + 4 = 30 + 4

= 34

(ii) 5 + 6 x 4 = 5 + 24

= 29

(d) For the mixed operation that involved and x, first solve for x

(multiplication) then followed by the

(subtraction).

(i) 7 x 8 6 = 56 6

= 50

(ii) 12 6 x 2 = 12 8

= 4

(e) For mixed operations that involved +,and , the following situation can

be used

Alina has 7 marbles. She received another 8 boxes of marble

containing 3 marbles in each box. How many marbles does Alina

has now?

7 + 8 x 3 = _________ ....... (i)

or

8 x 3 + 7 = _________ ........(ii)

To solve the problem, we have to solve for the first, then followed by the operation + ,

no matter whether we use equation (i) or (ii).

So for the mixed operation that involved + and , solve for (division) first then

followed by the + (addition)

Examples:

(j) 24 6 + 2 = 4 + 2

= 6

(ii) 24 + 6 2 = 24 + 3

= 27

(g) For the mixed operation that involved and , first solve for

(division) then followed by the (subtraction).

Examples:

(i) 48 8 4 = 6 4

= 2

(ii) 48 8 4 = 48 2

= 46

(h) For the mixed operation that involved +, , x and ,

Solve for x and , from left to right

Solve for + and , from left to right

Examples:

(i) 7 x 9 + 6 4 2 = 63 + 6 2

Azmi and Anwar are the school badminton team. Before the final

game, Azmi has RM4.00. The couple has won the final game and

received the cash prize of RM26.00.The money was divided

equally between them.How much money that Azmi has now?

4 + 26 2 = _________ ....... (i)

or

26 2 + 4 = _________ ........(ii)

= 69 2

= 67

(ii) 27 3 2 x 4 + 3 = 9 8 + 3

= 1 + 3

= 4

(iii) 7 7 + 9 3 x 3 = 1 + 9 9

= 10 9

= 1

(i) For the mixed operation that involved bracket, solve using the following steps:

Bracket ( )

Solve for x and , from left to right

Solve for + and , from left to right

Examples:

(i) 15 5 ( 9 7) = 15 5 2

= 3 2

= 1

(ii) 12 ( 6 + 4) 2 = 12 10 2

= 12 5

= 7

(iii) (9 3 x 2) x 7 = ( 9 6 ) x 7

= 3 x 7

= 21

1.3 Sample exercises on mixed operation

Example 1:

Complete the following mathematical equation by filling in the basic

operation in the spaces provided.

(1) 4 + 8 7 = 15

(2) ( 9 x 6 ) 4 = 58

(3) (10 5) + 14 = 16

(4) 8 4 2 = 10

(5) ( 4 3 ) 9 = 3

(6) ( 8 3 ) 7 = 35

(7) 9 2 4 = 72

(8) 24 4 2 = 4

SUMMARY

1. The correct procedure to solve mixed operations without bracket

Solve for x and , from left to right

Then solve for + and , from left to right

2. The correct procedure to solve mixed operations with bracket

First solve the operation in the bracket

If there are some other brackets in the bracket, start with the innest bracket.

Then solve for x and , from left to right

Lastly,solve for + and , from left to right

3. The following Mnemonik can be used to recall on the operation procedure

BODMAS (Bracket Of Division Multiplication Addition Subtraction)

4. The bracket can be in the form of () or [ ] or { }

Glossory

Subtraction

Minuend

Subtrahend

Remainder

Difference

Take away

Part-whole

Partitioned

Comparative Subtraction

Missing addeng subtraction

Subtraction fact

Adding

Undoing

Subtraction matrix

Subtraction Algorithd

No Regouping

Regrouping

Decomposition

Addition, Basic facts

Addition table

Associative property

Compensation

Counting on

Doubles

Indentity

Make-a-ten

Near doubles

One-more

Sharing numbers

Sum families

Addition, checking and estimation

Excess of nines

Upper and lower boundaries

Addition, problems solving

Addition, whole number algorithms

Basic facts algorithm

Counting algorithm

Decade facts

Low-stress addition

No-regrouping

Partial sums

Regrouping

Scratch

Three addends

Addition models

Naming a set

Union of disjoint sets

Addition properties and patterns

Associative property

Commutative property

Identity property

Whole number multiplication

Whole number division

Whole number subtraction

Basic fact strategies

Addition

Division

Multiplication

subtraction

Bibliography

Bahagian Pendidikan Guru Kementerian Pendidikan Malaysia (1998). Konsep dan

Aktiviti Pengajaran Pembelajaran Matematik: Nombor Bulat untuk sekolah rendah .

Kuala Lumpur : Dewan Bahasa Dan Pustaka.

C. Alan. Riedesel. (1990). Teaching elementary School mathematics. PrenticeHall

Randall,J. Souviney (1989) Learning To Teach Mathematics. Merrill Publishing

Company

Schminke, C.W. (1981) Math Activities for Child involvement.London: Allyn and Bacon

Thomas R. Post. (1985). Teaching mathematics in Grades k-8. Allyn and Bacon, Inc

Willians, Elizabeth & Shuard, Hilary ( 1979). Primary Mathematics Today.

ELBS Edition, London: Longman Group.

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