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Data Assignment: Order of Operations

Cassidy Dooly

UED 496: Field Experience E-Portfolio

Dr. Jenny Sue Flannagan

Regent University 

November 12, 2021

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Part I

Data Assignment: Order of Operations

This data assignment will focus on six 5th grade students who learned Order of

Operations during the fall 2021 school year. Their class has 21 total students in an inclusion

classroom. The data will follow two high level learners, one ELL student, and three SPED

students. These students were chosen at random, but show the wide range of differentiation and

levels of progress.

The Standards of Learning for this unit are:

M. A. 5.7 The student will simplify the whole number of numerical expressions using the order

of operations.

The order of operations pre-assessment assessed the students in their ability to understand

PEMDAS (Parenthesis, Exponents, Multiplication, Division, Addition, and Subtraction. The first

three questions on the test had the students solve for the answer, including a question with two

sets of parentheses. The second three questions asked the students to circle which step came first

in the expression. The results showed (as we expected) that they did not understand this concept.

The students who did score one or two correct, did not know how to do the process. They just

happened to guess correctly.

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Part II

Data Assignment: Order of Operations

Description of activities:

After reviewing the students pre-assessments, it was clear this was an entirely new

concept for all of the students in the class. Starting from the basics, we learned as a class the

proper way to solve order of operations math problems and the students' scores jumped

significantly with their post assessment.

Activity I: Order of operations doodle notes and practice problems as a class.

The doodle activity was used to engage the students in their note taking and introducing

PEMDAS. The students each had a “doodle” sheet that was black and white. As we discussed

each letter of PEMDAS they would color it a specific color and follow along with the teacher to

finish their work. Once done, the students glued their doodle note sheet into their math journals.

After understanding the order, the class worked together to work through some basic

questions on a google slide to practice and check for understanding on the new concept. This was

a great time to encourage students to look back to their doodle notes.

Activity II: Pizza method (inverted triangle) and independent worksheet 1

The students started to understand this concept pretty well, but they often forgot to bring

down the problem as they worked. After the second day, we worked on the “Pizza” method.

Looking at a problem, underlining the step, then bringing down the rest of the problem. Once

finished, it creates an inverted triangle, like a pizza.

3 x 7 + 12 x 2

21 + 12 x 2

21 + 24
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The students then went on to practice PEMDAS and the new underlying and pizza method with

their independent worksheets.

Activity III: Facebook problems and worksheet 2

For one of the hooks the students became the teacher and as a class solved the express

and said which facebook name was right. The common problem in each scenario were the people

not following the correct order. The students' job was to see which step came first, then solve

how each person messed up. (I do not have the images of the math problems as I lost them when

my VB email was deactivated).

After our class hook and review, the students moved on to worksheet #2 on their own.

“Based on PEMDAS, select the first step in simplifying the expression

Activity IV: Guess my number and worksheet #3

Towards the end of the unit, I gave the students a random number (54) and then we rolled

a virtual dice four times. The students then worked on their whiteboards to try and see if they

could come up with an expression that was as close to my number as possible. One of my

students was able to get fifty. They thought this hook was fun and then took turns during

morning meeting and free time to ask for numbers and gave each other numbers.

For worksheet 3 they practiced by finding errors again. Part of learning is learning from

your own or others mistakes, so this worksheet was a great way to get their brains working and

helped them understand how easy it is to make mistakes.

Extra:

For students who finished early, I had an Order of Operations Maze and an order of

operations mystery signs worksheet.

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Part III

Data Assignment: Order of Operations

Post Assessment Description:

The post assessment for this assignment assessed the same six questions as the pre-

assessment, as well as a few more in depth questions. Questions seven and eight assessed the

students ability to find mistakes. Question 9 was a challenge question that tested the students

skill in placing parentheses in the right place, to find a specific answer.

Total scores:

KJ - 8/9 = 89

CK- 3/9 = 50

RC- 5/9 = 50

SC- 9/9 = 100

HCJ- 9/9 = 100

WC- 6/9 = 67
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Pre Assessment Graph

Post Assessment Graph

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For students who had not been in a classroom since March of 2020, I was amazed at how

well and quickly the students picked up this concept. Three of the six students I assessed were

SPED and one was ELL. I didn’t exactly have a plan going in on which specific students I would

pull, but this grouping gave me a good idea of all my learners. As a whole class (twenty-one

students), over half of my students passed their final assessment with above an 80. My SPED

students, who did not get above an 80, still doubled their scores between the pre and post

assessment. When working one on one and with their doodle notes, even my low students knew

the correct order and could eventually get the right answer.

The common theme of misconceptions or missed questions were the ones that had double

sets of parentheses. The students knew if there were two of any symbol, they worked left to right.

However, if they came across two sets of parentheses, they did something different each time.

Next time, I will be sure to emphasize that ANY double symbol means they work LEFT TO

RIGHT. I would also spend more time on having the students work in groups, since reciprocal

teaching is a great strategy in students learning. With covid, that was hard to implement, but I

think it would’ve been very beneficial to have the students working together to solve the

problems.

We all loved the doodle notes and I hope, no matter what grade I teach, to impediment

them more. Students (especially in the higher grades) don’t always know how to take notes.

Other students just do better when given permission to doodle. These notes helped them

highlight important information while also giving them the freedom to be creative at the same

time. They used them through our entire unit and my CT made sure to save a copy in her

notebook to use for review later in the year!