Year 7 Unit 4

Order of operations
Year 7 Unit 4: Order of operations
Year 8
Students establish equal and unequal priority of the four operations, and understand brackets and vincula as tools to manipulate this
• Understand equal and unequal order of priority between addition, subtraction, multiplication and division
• Be able interpret and write calculations involving the four operations and brackets
order in more complex calculations. • Experience connecting ordered calculations to a variety of contexts and representations

L1: Function machines reveal the equal priority of with and
with compared with unequal priority of operations
combined across these pairs. Brackets are used to raise the
priority of and
L2: The function machine model is continued for student to
create more complex combined operations where students
can ‘build up’ written calculations to match these.
L3: Students connect distributivity to the priority order of
operations formalised in this unit using combined arrays to
represent various calculations.
Unit Overview
L4: Building on prior units students see unknown numbers
represented with letters to form ‘think of a number’
calculations. Written calculations can be ‘built up’ based on
steps in a written calculation.

• Understand the equal priority of addition and subtraction

• Understand the equal priority of multiplication and division
• Understand the higher priority of and over and
L1 Equal and non-equal priority • Be able to use brackets to manipulate the priority of operations
• Experience manipulating the order of operations to form equivalent and non-equivalent
calculations

• Be able to write calculations involving all four operations and brackets

L2 Combined operations • Be able to use brackets and vincula to establish the of operations within calculations
• Experience representing calculations as function machines and as written calculations

• Understand combined arrays as representing calculations

Distributivity and order of • Be able to write calculations to match combined arrays
L3
operations • Be able to express distributivity through the order of operations
• Experience representing combined calculations using arrays

• Understand that unknown values can be represented in calculations

Unknowns in written • Be able to write function machines from worded calculations
L4
calculations • Be able to match combined calculations to worded description
• Experience building written calculations through ordered steps
Year 7 Unit 4: Order of operations
Mathematics Mastery is a spiral curriculum where ideas are revisited and built upon. This document outlines key ideas that children have already met and which will be reinforced during this unit

• Opportunities to revisit these ideas are built into the lesson

Ideas students will be seeing again: • Further practice is provided in the Do Now and Explore tasks

Function machines Arrays and distributivity Calculation ‘stories’ Representing unknown numbers

Before you start…

e.g.

Start of unit quiz • You can use this quiz to help inform your planning for the unit Response signposts • Use these resources to help you plan how to respond to the quiz

Intervention materials
Step-by-step
Y7A Pack 2 Multiplication and division
Y7A Pack 3 Multiplication facts
Y7A Pack 4 Multiplication strategies
Y7A Pack 5 Addition key facts
Y7A Pack 6 Addition and subtraction key facts

Coaching
Y8L3 Multiplication and division
Y8L8 Order of operations

KS4 Ready Practice Packs

N03 Mental strategies for addition and subtraction of
whole numbers
N10 Mental multiplication of integers
N11 Division of integers
A02 Function machines
N29 Order of operations - Addition and subtraction
Arrays and distributivity: Year 7 Unit 2
N30 Order of operations - Multiplication and division
1. Complete these calculations (add subtract): 4. What are the outputs of these function machines?
a)
b) a) 2 +2 ×5
c)
d)
b) 4 ×5 +2
×5 −2

Start of unit quiz

c) 6
2. Complete these calculations:
a) d) 8 −5 ×2
b)
c) 5. Work out this calculation if
the number being thought of is:
d)
I think of a number.
3. Connect the pairs of matching cards. I multiply it by 4.
a) 3 Then I add 7.
half of 𝑎× 2 What number do I have
b) 5 now?
two times 𝑎÷ 2
c) 11
two divided by 2÷𝑎
1. Complete these calculations (add subtract): 4. What are the outputs of these function machines?
a)
b) a) 2 +2 ×5 20
c)
d)
b) 4 ×5 +2 22

×5 −2

Start of unit quiz

c) 6 28
2. Complete these calculations:
a) d) 8 −5 ×2 6
b)
c) 5. Work out this calculation if
the number being thought of is:
d)
I think of a number.
3. Connect the pairs of matching cards. I multiply it by 4.
a) 3 19 Then I add 7.
half of 𝑎× 2 What number do I have
b) 5 27 now?
two times 𝑎÷ 2
c) 11 51
two divided by 2÷𝑎 ANSWERS
Put each of the numbers below into this function Put each of the numbers below into this function
machine and work out the answer: machine and work out the answer:

a) 4 ×3 ÷ 2 a) 2 ×5 +3
b) 8 b) 3
c) 10 c) 5

Do Now
Put each of the numbers below into this function Put each of the numbers below into this function
machine and work out the answer: machine and work out the answer:

a) 4 ÷ 2 ×3 a) 2 +3 ×5
b) 8 b) 3
c) 10 c) 5
Put each of the numbers below into this function Put each of the numbers below into this function
machine and work out the answer: machine and work out the answer:

a) 4 6 4 ×3 ÷ 2 6 a) 2 2
13 ×5 +3 13
b) 8 12 b) 3 18
c) 10 15 c) 5 28

Do Now
Put each of the numbers below into this function Put each of the numbers below into this function
machine and work out the answer: machine and work out the answer:

a) 4 64 ÷ 2 ×3 6 a) 2 2
25 +3 ×5 25
b) 8 12 b) 3 30
The order in which you do the The order of the operations
c) 10 15 multiplication and division c) 5 40 matters this time.
does not matter.
ANSWERS
 Function machines
Work out the answers to these function machines and matching written
calculations.

Starting Starting

New Learning
number Answer number Answer

5 ×3 +6 5 +6 ×3
5 ×3+ 6=¿ (5+6) ×3=¿
Why are brackets necessary for one calculation but not the other?
Write out a similar pair of function machines and calculations.
 Function machines Answers
Work out the answers to these function machines and matching written
calculations.

Notes and Guidance

Starting Starting
number Answer number Answer

5 ×3 +6 21 5 +6 ×3 33
5 × 3+ 6= 21 ( 5+6 ) × 3= 33
Why are brackets necessary for one calculation but not the other?
In written calculations we do multiplication (and division) ahead of addition (and
subtraction) unless brackets are used to change the order.
In this case we needed brackets to ‘+6’ first.
Write out a similar pair of function machines and calculations.
 Same or different answers?
Use the cards below to fill the two gaps in the function machine.
How many different function machines can you make?
How many different answers?

+6 − 4 ×3 ÷ 2

Talk Task
12 ?
When do function machines give the same answers?
When do function machines give different answers?
 Same or different answers? Answers
Use the cards below to fill the two gaps in the function machine.
How many different function machines can you make?
How many different answers?

Notes and Guidance

+6 − 4 ×3 ÷ 2
12 ?
When do function machines give the same answers?
When do function machines give different answers?
Using + with – or × with ÷ the answers will be the same in any order.
When mixing × or ÷ with + or – the order of changes the answer.
 Written Calculations
Write out a matching calculation for each possible function machine.
Remember to use brackets where necessary.

Develop Learning
Example:

+6 − 4 ×3 ÷ 2
12 +6 ÷ 2 ?
( 12+6 ) ÷ 2= 9
 Which of the calculations produces the same result as this
function machine:

Quick Check
6 × 4 +1

A B C D

6× 4+1 (6×4)+1 6×(4+1)

More than 1 of

© Copyright text
them
 Which of the calculations produces the same result as
this function machine:

Quick Check
10 +6 ÷ 2

A B C D

10+6÷2 (10+6)÷2 10+(6÷2)

More than 1 of

© Copyright text
them
 Quick Check
Below, brackets have been added in 4 ways.
Which of them gives a different answer the expression
above.

A B C D
More than 1 of

8+(6×3)−4 8+(6×3−4) (8+6)×3−4

© Copyright text
them
Independent Task
 Always, sometimes or never true?
Consider each of the following statements and equations.
Decide for each if it is always, sometimes or never true.

1 +4 ÷ 2= ( 1 + 4 ) ÷ 2
⊿+∎− ◊= ∎− ◊ +⊿

Plenary
𝑎 × ( 7 +3 )=10 × 𝑎
5 ÷ 𝑎=𝑎 ÷ ( 8 − 3 )
 Always, sometimes or never true? Answers
Consider each of the following statements and equations.
Decide for each if it is always, sometimes or never true.

Notes and Guidance

1 +4 ÷ 2= ( 1 + 4 ) ÷ 2 Never

⊿+∎− ◊= ∎− ◊ +⊿ Always

𝑎 × ( 7 +3 ) =10 × 𝑎 Always

5 ÷ 𝑎=𝑎 ÷ ( 8 − 3 ) Sometimes
 Exit ticket
 1. Work out the answers to the calculations and complete the
matching function machines.

a) ______ 6 … … …

Exit ticket
b) ______ 6 … … …

2. Add a single pair of brackets to each calculation below to make

them true.

a)

b)
 Exit ticket Answers
 1. Work out the answers to the calculations and complete the
matching function machines.

Notes and Guidance

a) 4 6 +10 ÷ 4 4

b) 34 6 ×5 +4 34

2. Add a single pair of brackets to each calculation below to make

them true.

a)

b)
Calculate the answers to the following: True or false? Work out the answers:

a) a)

b) b)

c) c)

d) d)

Do Now
Insert a single pair of brackets into each Draw a function machine to work out the
calculation below to make it true: following:

a)

b) What is the answer?

Calculate the answers to the following: True or false? Work out the answers:

a) 32 a) True 15

b) 16 b) True 15

c) 42 c) False 15, 9

d) 22 d) True 15

Do Now
Insert a single pair of brackets into each Draw a function machine to work out the
calculation below to make it true: following:

a)

b)
3 ×6 +8 26
or
6 ×3 +8 26
What is the answer? 26

ANSWERS
 Prize draw
To play prize draw you are given 12 cookies and draw four tickets.
You then choose the order of tickets to use to increase your cookies.

Here is a set of tickets.

New Learning
Lose 10
cookies Double your Lose half your
Add 10 cookies cookies cookies

12 cookies cookies

What is the maximum number of cookies you could get using these tickets? Write a
calculation to match the order of tickets you used.
 Prize draw Answers
To play prize draw you are given 12 cookies and draw four tickets.
You then choose the order of tickets to use to increase your cookies.

Notes and Guidance

Here is a set of tickets.

Lose 10
cookies Double your Lose half your
Add 10 cookies cookies cookies

e.g. 12 cookies ÷2 +10 ×2 −10 cookies

What is the maximum number of cookies you could get using these tickets? Write a
calculation to match the order of tickets you used.
e.g.
 A

9
B

25
C
Work out

30
D

48

© Copyright text Quick Check

 A

9
B

25
C
Work out

30
D

48

© Copyright text Quick Check

 A

9
B

25
C
Work out

30
D

48

© Copyright text Quick Check

 A

9
B

25
C
Work out

30
D

48

© Copyright text Quick Check

 Which set of tickets is best?
Charlie, Ava and Mark are playing a ‘prize draw’.
They draw the sets of tickets below.
They each start with 12 cookies.

Talk Task
Triple your
Add 30 cookies Lose half your Add 20 cookies Triple your
Lose 5 cookies cookies
cookies
cookies

Add 20 cookies Double your Lose 5 cookiesLose half your

cookies Double your
Add 15 cookies
cookies cookies

Try different orders of tickets for each set to find the maximum.
Which set of tickets would you rather have? Why?
 Which set of tickets is best? Answers

Triple your
Add 30 cookies Lose half your Add 20 cookies Triple your
cookies

Notes and Guidance

Lose 5 cookies cookies
cookies

Add 20 cookies Double your Lose 5 cookiesLose half your

cookies Double your
Add 15 cookies
cookies cookies

Same in any order as Same in any order as × and ÷ have Order impacts total as × & ÷ are
+ and – have equal priority. equal priority. combined with + & –.
 Written calculations
How many different totals is it possible to get using Mark’s tickets?
Find as many totals as you can and write a matching calculation.

Develop Learning
Add 20 cookies Triple your
cookies

Lose 5 cookies Lose half your

cookies

12 cookies cookies
 Written calculations Answers
How many different totals is it possible to Possible answers:
get using Mark’s tickets? * e.g.
e.g.
Find as many totals as you can and write a

Notes and Guidance

e.g.
matching calculation. e.g.
e.g.
* e.g.
Add 20 cookies Triple your cookies e.g.
e.g.
* e.g.
e.g.
Lose 5 cookies Lose half your
* e.g.
cookies
* e.g.

* denotes only one possible order of tickets to get this total.

Equivalent calculations can still be written differently.
Independent Task
 What’s the order?
For each written calculation, write out a function machine and work out the
answer. An example has been done for you.

Example:
9+10 ×11 10 ×11 +9 119

Plenary
(12 − 2 ) × 10 15 − 7  
+3
25 2

( 7 ×6 − 6 ) ÷ 9 ( 7+8 ) × 9
Which calculation can only have one possible function machine?
 What’s the order? Answers
For each written calculation, write out a function machine and work out the
answer. An example has been done for you.

Notes and Guidance

Example:
9+10 ×11 10 ×11 +9 119
Only one
(12 − 2 ) × 10 15 − 7   possible
+3 function
25 2
machine for
e.g. 8 +7 × 9 135 15 −7 ÷ 2 +3 7 this
calculation

( 7 ×6 − 6 ) ÷ 9 ( 7+8 ) × 9
e.g. 6 ×7 −6 ÷ 9 4 e.g. 12 −2 ×10 ÷ 25 4
 Exit ticket
 
1. Work out the answers to the calculations below.

a) ____

b)

Exit ticket
2. Complete the trio of worded description, function machine and written calculation so
that they form equivalent calculations.

I started with 24 then subtracted 6. Then I 24 …. ÷3 +8

__________________, then
___________. I finished with ___.
 Exit ticket Answers

1. Work out the answers to the calculations below.

a) 63

Notes and Guidance

b)

2. Complete the trio of worded description, function machine and written

calculation so that they form equivalent calculations.

I started with 24 then subtracted 6. Then 24 −6 ÷ 3 +8 14

I divided by 3, then ( 24 − 6 )
+8 =14
I added 8. I finished with 14. 3
Calculate: Same or different?

a) Group together the calculations that give the

same answer:
b)

c)

d)

Do Now
Draw a function machine for the following and
work out the answer:
Which is the odd one out?
I started with 50 then subtracted 10. Then I
divided by 8, then I added 7.

50
Calculate: Same or different?

a) 48 Group together the calculations that give the

same answer:
b) 20

c) 8 20 60
d) 10

Do Now
28
Draw a function machine for the following and
22
work out the answer:
Which is the odd one out?
I started with 50 then subtracted 10. Then I
divided by 8, then I added 7.

50 -10 ÷8 +7 12

ANSWERS
 Different calculations

We can use the order of operations to help communicate our calculations

clearly. Arrays can be used to emphasise this.

New Learning
What calculations can you write for each of these arrays?
6 3
e.g.
The arrays are
4 different, so the
calculations should be
different.
6 3
1
4
 Different calculations Answers
6 3

Notes and Guidance

• etc.

6 3
1
4
• etc.
 Which of these calculations does not represent this array?

7 2

Quick Check
3

A B C D

7×3+2×3 7+2×3 ( 7+2 ) ×3 3×2+3×7

© Copyright text
 Which of these calculations does not represent this array?

2 4

Quick Check
3

A B C D

4+3×3+2 3×(4+2) 2×3+3×4 3×4+3×2

© Copyright text
 Which of these calculations does not represent this array?

3 5

Quick Check
5

A B C D

3×5+3×5 3×(3+5) 3×5+5×5 5 +3×5 2

© Copyright text
 How do you know?

Two students attached the same calculation to both arrays.

Talk Task
3 3
1
5 2 5 2
• Who do you agree with? Why?
• Write a correct calculation for the other
array.
 How do you know? Answers

5+2 ×3=11 ( 5+2 ) ×3=21

Notes and Guidance

3 3
1
5 2 5 2
The difference of 10 can be seen by
3 comparing the arrays. (A shaded
1 array highlights this.)
5 2
 Written calculations

12 15 5

Develop Learning
0.2
5 60
0.8 5
2 15
30
 Written calculations Answers
12 15 5
5 60 0.2

Notes and Guidance

0.8 5
2 15
E.g. E.g. 30 E.g.

0.8
Possible 15
0.2
manipulations: 30 60
Independent Task
 Is equal to…
Add brackets to one side of the following equality statements to make
them all true.

5 × 5 +2 =7 × 5
𝑎+ 𝑏

Plenary
=𝑎+ 𝑏 ÷ 𝑐
𝑐
⊿× ∎− ⊿× ◊=⊿×∎ − ◊
𝑎 × 2+3 × 𝑎=10 − 5 ×𝑎
 Is equal to… Answers
Add brackets to one side the following equality statements to make them
all true.

Notes and Guidance

𝑥 × ( 5 +2 ) =7 × 𝑥
𝑎+𝑏
=(𝑎 +𝑏 )÷ 𝑐
𝑐
⊿× ∎− ⊿× ◊=⊿×(∎− ◊)
𝑎 × 2+3 × 𝑎= (10 − 5 ) × 𝑎
 Exit ticket
 1. For each shaded shape write down two different calculations that you can attach
to the arrays:

Exit ticket
40 12

2. Sketch an array that you can attach to:

 Exit ticket Answers
  1. For each shaded shape write down two different calculations that you can attach
to the arrays:

Notes and Guidance

E.g. E.g.
40 12

2. Sketch an array that you can attach to: E.g.

15
60
Write down two different calculations that you Write down two different calculations that you
can attach to this array and work out the answer: can attach to this array and work out the answer:

27 5

Do Now
Sketch an array that you can attach to : Find the odd one out:

and work out the answer.

Write down two different calculations that you Write down two different calculations that you
can attach to this array and work out the answer: can attach to this array and work out the answer:

e.g. e.g.

27 5

Do Now
Sketch an array that you can attach to : Find the odd one out:

and work out the answer.

e.g.
8 =320

ANSWERS
 Written three ways
We don’t know what the starting number is. We can call it for now.
Write a function machine and at least one calculation to match the ‘think of a
number’ statements below.

New Learning
Think of a number,
Think of a number and then add 2.
then divide by 2,
Next, square your answer, subtract 1
next add 10,
and finally divide by 2.
and finally multiply by 4.

𝑥 … … … ? 𝑥 … … … … ?
… …
 Written three ways Answers
We don’t know what the starting number is. We can call it for now.
Write a function machine and at least one calculation to match the ‘think of a
number’ statements below.

Notes and Guidance

Think of a number,
Think of a number and then add 2.
then divide by 2,
Next, square your answer, subtract 1
next add 10,
and finally divide by 2.
and finally multiply by 4.

𝑥 ÷ 2 +10 × 4 ? 𝑥 +2 ❑2 −1 ÷ 2 ?
( 𝑥
2
+10 × 4 ) ( 𝑥 +2 )2 − 1  
2
 I think of a number. I multiply it by 3. Then I subtract 2.

Quick Check
Which of these expressions represents my new number?

A B C D

𝑥+2×3 𝑥×2+3 𝑥+3×2 𝑥×3+2

© Copyright text
 I think of a number. I add 3. Then I divide by 2.

Quick Check
Which of these expressions represents my new number?

A B C D

𝑥+2÷3 𝑥
×3
𝑥 +3

© Copyright text
None of these
2 2
 I think of a number. I divide it by 4. Then I add 15

Quick Check
Which of these expressions represents my new number?

A B C D
𝑥 +15 𝑥 𝑥
𝑥÷(4+15) +15

© Copyright text
4 4 4 +15
 Spot the mistakes
Which of the calculations below correctly match
the ‘think of a number’ calculation? Explain how Think of a number,
you know. then subtract 5,
next multiply by 6,
For those that don’t match, write a correct ‘think next add 5,

Talk Task
of a number’ calculation. and finally divide by 6.

( 𝑥 – 5 ) × 6 +5
6 ( 𝑥 –5 ) ×(6+5)÷6
( 𝑥 –5 ) ×6+5÷6 5+ 6 ×( 𝑥 – 5)
6
6 × ( 𝑥 – 5 ) +5 (𝑥 – 5) ×6
+5
6 6
 Spot the mistakes Answers
Which of the calculations below correctly match
the ‘think of a number’ calculation? Explain how Think of a number,
you know. then subtract 5,

Notes and Guidance

next multiply by 6,
For those that don’t match, write a correct ‘think next add 5,
of a number’ calculation. and finally divide by 6.

( 𝑥 – 5 ) × 6 +5
6 ( 𝑥 –5 ) ×(6+5)÷6
( 𝑥 –5 ) ×6+5÷6 5+ 6 ×( 𝑥 – 5)
6
6 × ( 𝑥 – 5 ) +5 (𝑥 – 5) ×6
+5
6 6
 Think of a number…
In the expressions below, ‘’ represents an unknown starting number.
For each expression write a ‘think of a number’ statement.

Develop Learning
7 × 𝑥+ 2 7 ×(𝑥 −2)

(7+ 𝑥) ×2 2 × 𝑥 −7

7+2 × 𝑥 7 ×(𝑥 +2)

 Think of a number… Answers
For example:

7 × 𝑥+2 Think of a number, multiply by 7, add 2

Notes and Guidance

7 ×(𝑥 −2) Think of a number, subtract 2, multiply by 7

(7+ 𝑥)×2 Think of a number, add 7, multiply by 2

2 × 𝑥 −7 Think of a number, multiply by 2, subtract 7

7+27+2
× 𝑥× 𝑥 Think of a number, multiply by 2, add 7

7 ×(𝑥 +2) Think of a number, add 2, multiply by 7

Independent Task
 Written calculations
Write out calculations to match the function machines.

5 +𝑥 ×2 ÷ 4 𝑚 ÷ 5 −2 ×6

Plenary
10 −6 ÷ 𝑦 +3 12 ÷𝑛 +3 ÷4

𝑧 ×8 −2 ÷ 7 𝑝 ×𝑝 +𝑞 ÷𝑟
 Title Answers
Write out calculations to match the function machines.

5 +𝑥 ×2 ÷ 4 𝑚 ÷ 5 −2 ×6

Notes and Guidance

E.g. E.g.

10 −6 ÷ 𝑦 +3 12 ÷𝑛 +3 ÷4
E.g. E.g.

𝑧 ×8 −2 ÷ 7 𝑝 ×𝑝 +𝑞 ÷𝑟
E.g. E.g.
 Exit ticket

1. Write a ‘think of a number’ statement for the function machine below.

𝑥 −5 ×8 ÷ 2 …

Think of a number and then _________________________________________

Exit ticket
____________________________________________________________________
____________________________________________________________________

2. Write down a written calculation to match the function machine and ‘think of a
number’ statement above.

3. Work out the finishing number if you start the ‘think of a number’ calculation with:
a) 12 b) 100
 Exit ticket Answers

1. Write a ‘think of a number’ statement for the function machine below.

𝑥 −5 ×8 ÷ 2 …

Notes and Guidance

Think of a number and then subtract 5, multiply by 8 and divide by 2.

2. Write down a written calculation to match the function machine and ‘think of a
number’ statement above.

E.g.

3. Work out what the finishing number if you start the ‘think of a number’ calculation
with:
a) 12 b) 100
Use the numbers 2, 3, and 4 once each to fill the calculation frames.

What different calculations can you write? 2 3 4

Explore
How many different answers are possible? Why?
Complete the trios of worded descriptions, function machines and calculations.
Then create your own trios.

I started with 12 then added 6.

I multiplied the answer by 2 then
12 +6 ×2 ÷ 4
divided by 4. I finished with ___.
( 12+6 ) × 2 ÷ 4=¿

Explore
I started with 12 then …. 12 ×3 ÷ 2 − 4
….
… subtracted 4. I finished with ___.
¿
I started with 12 then …. 12
….
…. I finished with ___. 5 × ( 12 ÷ 3 −2 ) =¿
How many different equivalent calculations can you write that are linked
to this array?

5 5 5
5

Explore
5

5
Look at the ‘think of a number’ statement below.
Try different starting numbers and see what answers you get.

Find a starting number that results in an answer between:

• 50 and 100
• 100 and 150

Explore
Think of a number,
• 240 and 260 then divide by 2,
next add 10,
and finally multiply by 4.

How else could you express the ‘think of a number’ statement?