> { >bjbjzz 7f+2228j.2k:P<V jjjjjjj$mpnjvPPvvjHNk8 vj vj dj0nnjg>ojk<khp"p|jj4pKj$vv vvvvvjj vvvkvvvvpvvvvvvvvv : Mathematics sample unitOrder of OperationsStage 3Scope and sequence summaryDuration: 2 weeksSubstrand: HYPERLINK "http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content/1136/" S3 NA Multiplication and Division 2 (part)Detail: 8 activitiesOutcomesKey considerationsOverviewdescribes and represents mathematical situations inavariety of ways using mathematical terminology and some conventions MA31WM
selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM
gives a valid reason for supporting one possible solution over another MA33WM
selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation MA3-6WMKey ideas
Recognise and use grouping symbols
Apply the order of operations in calculations
Language
Students should be able to communicate using the followinglanguage:equals, operations, order of operations, grouping symbols, brackets, number sentence, is thesame as.
Grouping symbols is a collective term used to describe brackets [], parentheses()and braces{}. The term brackets is often used in place of parentheses.
Often in mathematics, when grouping symbols have one level of nesting, the inner pair is parentheses ()and the outer pair is brackets[], eg360[4((20"11)].
Background information
An operation is a mathematical process. The four basic operations are addition, subtraction, multiplication and division. Other operations include raising a number to a power and taking a root of a number. An operator is a symbol that indicates the type of operation, eg+,,( and.This unit of work encompasses:
some of the content of HYPERLINK "http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content/1136/" S3 Multiplication and Division
Links to learning across the curriculum
Students will practise their literacy skills as they read and interpret descriptions of real-life contexts in order to obtain the mathematical information necessary for the required calculation.
Students will employ critical and creative thinking as they develop knowledge, skills and understanding of the order of operations in mathematics and explain why completed number sentences are or are not correct.
Students will explore the functionality of a variety of calculators orcalculator applications to determine whether or not these information and communication technologies apply the orderofoperations automatically to obtain a result.
ContentTeaching, learning and assessmentResourcesExplore the use of brackets and the order of operations to writenumber sentences (ACMNA134)
use the term operations to describe collectively theprocesses of addition, subtraction, multiplication anddivision
investigate and establish the order of operations using reallife contexts, eg I buy six goldfish costing $10each and two water plants costing $4each. What is the total cost?; this can be represented by the number sentence 6(10+2(4 but, to obtain the total cost, multiplication must be performed before addition
write number sentences to represent real-life situations (Communicating, Problem Solving) Activity 1: Shopping List
Students use a real-life situation to establish the need for an agreedconvention to govern the order in which mathematical operations must be performed when there is more than oneoperation.
Discuss the notion of an operation in the mathematical sense as a process of combining numbers. Use the term operations to describe those operations already known to students, ieaddition, subtraction, multiplication and division. Students should be made aware that in future years of their mathematics study they will be introduced to other operations, such as squaring a number.
As a class, students create a shopping list of items for a classcelebration, choosing items advertised in supermarket catalogues and/or takeaway food menus. For the activity to work, students will need more than one of some items.
Discuss ways in which the total cost of the shopping list could be calculated, then form small groups to calculate the total cost. If necessary, students can be prompted to consider each of the operations and how they may (or may not) be used to find the total cost.
Groups create and write down possible number sentences tocalculate the total cost. Students should be encouraged towrite a few words to explain each part of their number sentences and keep track of what has already been calculated. Each group should create at least two different number sentences for the calculation.
A member of each group writes their number sentences on theboard. As a class, discuss the similarities and differences between each groups number sentences. It should be possible to identify two basic approaches:
the use of addition to add each item individually
the use of multiplication to calculate the cost of multiple items and then addition to obtain the total of each part.
The teacher summarises these approaches for comparison on the board by writing a single number sentence for each, working from left to right across the board, eg:
addition only: $5+$3+$3+$3+$3+$6+$6+$10+$10+$8
with multiplication: $5+4($3+2($6+2( $10+$8
Discuss how to go about using these number sentences to calculate the correct total cost, and how the numbers may bemisinterpreted to give an incorrect total cost. Possible promptsinclude:
How can you calculate the correct total cost using the first number sentence? (Responses could include: Just add them up, Add from left to right and Add in any order.)
How can you calculate the correct total cost using the second number sentence? (Responses could include: Youhave to do the multiplication first and Work out allthemultiplications and then add them up.)
What happens if you just work from left to right in each number sentence? Will you get the same total cost?
As a class, determine that there is a need for an agreed convention to govern the order in which mathematical calculations are performed when there is more than one operation. Introduce the order of operations as the convention used for the order in which operations are to be performed. Conclude that the class has just discovered one of the rules ofthe order of operations, ie that multiplication is performed before addition.Resources
Supermarket catalogues and/or takeaway food menus, OR supermarket and/or restaurant websitesActivity 2: Can You Crack the Order of Operations Puzzle?
Students work in pairs or small groups with a list of number sentences, each of which shows the correct answer. These numbersentences should be carefully selected to allow students todiscover the order of operations for number sentences involving the operations of addition, subtraction, multiplication and division. Inparticular, they should illustrate that multiplication and division need to be performed before addition and subtraction, and that when the question involves two or more operations of multiplication and division, these operations should be performed working from left to right. When a question involves two or more operations of addition and subtraction, these should also be performed working from left to right.
Students examine the number sentences provided and writeadescription (in words, using appropriate mathematical terminology) of the order in which each operation must be performed to obtain the correct answer. Teachers should provide a model of the type of description required, eg for 15+2(1030=5, students write First, multiply2 by10 toget20. Then add 15and20 to get35. Then subtract 30from35to get 5.
This provides an ideal opportunity to revise and reinforce correct mathematical terminology.
With teacher guidance, including appropriate prompts, students generalise what they have observed and develop the order of operations for number sentences involving addition, subtraction, multiplication and division. Possible prompts include:
What happens when the question involves an addition or subtraction and a multiplication?
Do you always perform multiplication before division?
What happens when there are only two operations, and bothof them are division? Does it matter which division youdo first?
Students record the order of operations that they have generated for questions involving addition, subtraction, multiplication and division, eg First, do multiplications and divisions, working from left to right. Then do additions and subtractions, working from left to right.
Students practise the order of operations by evaluating expressions that each involve two or more operations of addition, subtraction, multiplication and division.Scootle resources
HYPERLINK "http://www.scootle.edu.au/ec/viewMetadata.action?id=L6543&q=&topic=%22Order%20of%20operations%22&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=idCis&field=topics.all.text&contenttype=all&contenttype=%22Interactive%20resource%22&contenttype=%22Collection%22&contenttype=%22Image%22&contenttype=%22Moving%20image%22&contenttype=%22Sound%22&contenttype=%22Assessment%20resource%22&contenttype=%22Teacher%20guide%22&contenttype=%22Dataset%22&userlevel=all&userlevel=%280%20OR%201%20OR%202%29&userlevel=%283%20OR%204%29&userlevel=%285%20OR%206%29&userlevel=%287%20OR%208%29&userlevel=%289%20OR%2010%29&userlevel=%2811%20OR%2012%29&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&suggestedResources=M009028,M009027,M010509,M011492,M009636,M009044,M008826,M009235&fromSearch=true" L6543: Exploring order ofoperations (Levels1 and4 are appropriate prior to learning the role ofparentheses)
HYPERLINK "http://www.scootle.edu.au/ec/viewMetadata.action?id=M009636&q=&topic=%22Order%20of%20operations%22&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=idCis&field=topics.all.text&contenttype=all&contenttype=%22Interactive%20resource%22&contenttype=%22Collection%22&contenttype=%22Image%22&contenttype=%22Moving%20image%22&contenttype=%22Sound%22&contenttype=%22Assessment%20resource%22&contenttype=%22Teacher%20guide%22&contenttype=%22Dataset%22&contenttype=%22StillImage%22&contenttype=%22MovingImage%22&userlevel=all&userlevel=%280%20OR%201%20OR%202%29&userlevel=%283%20OR%204%29&userlevel=%285%20OR%206%29&userlevel=%287%20OR%208%29&userlevel=%289%20OR%2010%29&userlevel=%2811%20OR%2012%29&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&suggestedResources=M008826,M011492,M009235,M009027,M010509,M009028,M009636,M009044&fromSearch=true" M009636: Order of operations (teaching strategies)recognise that the grouping symbols ( )and [ ]are used innumber sentences to indicate operations that must be performed first
recognise that if more than one pair of grouping symbols are used, the operation within the innermost grouping symbols is performed first
perform calculations involving grouping symbols without the use of digital technologies, eg5+(2(3)=5+6=11(2+3)((16"9)=5(7=353+[20 (9" 5)]=3+[204]=3+5=8Activity 3: Let s Group It!
Students use a real-life situation to establish the need for a way toindicate that in some situations, addition (or subtraction) is to be performed before multiplication (or division) in a number sentence.
As a class, students consider a real-life situation where addition should be performed before multiplication, and consider how the situation can be represented using a number sentence, eg:
Potato chips come in variety boxes that contain 4packets ofsour cream and chive flavour, 3packets of sweet chilli flavour and 3packets of original flavour. Jay buys 6variety boxes. How many packets of chips does he have in total?
Students suggest possible strategies to solve the real-life situation. The teacher records these strategies on the board. Teachers may need to prompt students to consider an approach where addition is performed first and discuss the difficulty in writing that as a single number sentence that will result in the correct answer, since the convention for the order of operations means that multiplication would be performed before addition.
Using the previous example about potato chips, the answer canbe obtained by multiplying the number of each flavour by 6, and then adding, ieusing the expression 4(6+3(6+3(6, for which the correct order of operations means that multiplication is performed before addition in order to obtainthecorrect answer.
The answer can also be obtained by adding the number of packets in one box first, and then multiplying by 6. Students would need to calculate the result of the expression 4+3+3 first, and then multiply by6. Students should consider and discuss why the number sentence 4+3+3(6 is not an expression that will result in the correct answer.
Introduce the notion of grouping symbols as a way of indicatingthat a particular operation is to be performed first anddemonstrate their use by writing a single expression using() that will result in the correct answer for the real-life situation. Using the previous example about potato chips, the correct answer can be obtained using the single expression (4+3+3)(6, as the grouping symbols group the items to beadded and indicate that the operations in brackets must beperformed first.
Use the term grouping symbols to describe collectively parentheses(), brackets[] and braces{}. Recognise that theword brackets is often used instead of parentheses for(), andthat the term square brackets is often used when referring to[].
With teacher guidance, students discuss and record theplaceofgrouping symbols in the order of operations, egFirst,do operations in grouping symbols/brackets. Second, do multiplications and divisions, working from left to right. Thendo additions and subtractions, working from left to right. Some students may benefit from being shown a mnemonic device to assist them in remembering the order of operations.
With teacher guidance, students consider expressions involving more than one pair of grouping symbols and determine that in such situations, the operation within the innermost pair of grouping symbols is performed first, egfor20([16(5+7)], calculate 5+7 first, then subtract this result from16, then multiply by20.
Students practise the order of operations by performing calculations that each involve at least one pair of grouping symbols.Scootle resources
HYPERLINK "http://www.scootle.edu.au/ec/viewMetadata.action?id=L6543&q=&topic=%22Order%20of%20operations%22&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=idCis&field=topics.all.text&contenttype=all&contenttype=%22Interactive%20resource%22&contenttype=%22Collection%22&contenttype=%22Image%22&contenttype=%22Moving%20image%22&contenttype=%22Sound%22&contenttype=%22Assessment%20resource%22&contenttype=%22Teacher%20guide%22&contenttype=%22Dataset%22&userlevel=all&userlevel=%280%20OR%201%20OR%202%29&userlevel=%283%20OR%204%29&userlevel=%285%20OR%206%29&userlevel=%287%20OR%208%29&userlevel=%289%20OR%2010%29&userlevel=%2811%20OR%2012%29&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&suggestedResources=M009028,M009027,M010509,M011492,M009636,M009044,M008826,M009235&fromSearch=true" L6543: Exploring order ofoperations (Levels2 and3 use grouping symbols)apply the order of operations to perform calculations involving mixed operations and grouping symbols, without the use of digital technologies, eg
32+2 4=34"4=30 addition and subtraction only, therefore work from left to right
322(4=16(4=64 multiplication and division only, therefore work from left to right
32(2(4)=328=4 perform operation in grouping symbols first
(32+2) (4=34(4=136 perform operation in grouping symbols first
32+2(4=32+8=40 perform multiplication before addition
investigate whether different digital technologies apply the order of operations (Reasoning)
Activity 4: How to Operate in Mathematics
Students work in small groups to create a guide describing the order of operations in order to instruct others on how to operate in mathematics. The guide may take a variety of forms, such as a poster, multimedia presentation, song or poem.
Students consolidate their knowledge, skills and understanding of the order of operations by evaluating a wide variety of expressions in appropriate worksheets and/or games.Scootle resources
HYPERLINK "http://www.scootle.edu.au/ec/viewMetadata.action?id=L6543&q=&topic=%22Order%20of%20operations%22&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=idCis&field=topics.all.text&contenttype=all&contenttype=%22Interactive%20resource%22&contenttype=%22Collection%22&contenttype=%22Image%22&contenttype=%22Moving%20image%22&contenttype=%22Sound%22&contenttype=%22Assessment%20resource%22&contenttype=%22Teacher%20guide%22&contenttype=%22Dataset%22&userlevel=all&userlevel=%280%20OR%201%20OR%202%29&userlevel=%283%20OR%204%29&userlevel=%285%20OR%206%29&userlevel=%287%20OR%208%29&userlevel=%289%20OR%2010%29&userlevel=%2811%20OR%2012%29&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&suggestedResources=M009028,M009027,M010509,M011492,M009636,M009044,M008826,M009235&fromSearch=true" L6543: Exploring order of operations (Levels 1to4)
Other online resources
Online games, eg
HYPERLINK "http://www.crosswordtools.com/numbers-game/" Numbers Game Solver based on theSBS TV program Letters and Numbers in order to practise the order of operations, instruct students to write a single number sentence to obtain thetarget
HYPERLINK "http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.NUMB&ID2=AB.MATH.JR.NUMB.INTE&lesson=html/object_interactives/order_of_operations/use_it.html" Exploring Order of Operations " Use It from LearnAlberta Interactives
HYPERLINK "http://www.supermathsworld.com/" Super Maths World, then select Number and BODMAS
Extension
The Four Fours problem: Students express each of the integers from 1to20 using only the digits 4,4,4 and4 and the operations +,",( and(, grouping symbols and decimal points, eg1=44(442=4(4+4(413=(4".4)(.4+4.
This activity can be extended further to include all integers from 1to100 if it is believed that students can manage the use of square roots, powers and factorials, eg97=4(4!+4(4.
Solutions to the Four Fours problems are readily available online, eg HYPERLINK "http://www.mathsisfun.com" www.mathsisfun.com.Activity 5: Jump to It!
Use chalk to write a series of expressions on concrete in the playground. Expressions should include all four operations andgrouping symbols. Write the answer to each expression ona card that is placed facedown on the concrete beside theexpression.
Students work in pairs or small groups taking turns within the pair or group to calculate the expression by (physically) jumping to the relevant operation of the expression in the order required to achieve the correct answer. Another member of the pair or group checks the answer on the card. Once the correct answer is obtained, the pair or group moves to the next expression.Resources
Chalk
Cards on which to writeanswers to the expressionsActivity 6: Do Calculators Use the Order of Operations?
Review the order of operations used to correctly evaluate number sentences with more than one operation and/or grouping symbols.
The teacher explains that calculators (either handheld oronacomputer, mobile phone or other device) are each programmed to work in a particular way, and that some are notprogrammed to apply the accepted order of operations, egifyou enter 5+4(2, some calculators will simply work fromleft to right (iedo the addition before the multiplication) andtherefore give the incorrect answer. So, you cant trust every calculator to get the order of operations correct!
The teacher explains that the class will test a variety of calculators to see if they use the order of operations by designing a set of number sentences. The teacher models anexample and explains which part of the order of operations itis designed to test, eg To test that multiplication is performed before addition, we need a question that will identify a calculator that simply works from left to right. Such calculators would do addition before multiplication and therefore give an incorrect answer. However, if a calculator we test uses the order of operations, it will perform multiplication before addition and giveus the correct answer. So a number sentence to test is 4+8(2=20.
Working in small groups, students create a set of number sentences to test whether various calculators use the order oroperations, or just complete the operations in the order thatthey are entered (ie from left to right).
Students use their number sentences to test a variety of calculators to see whether or not they use the order of operations.
Resources
A variety of calculators, including:
standard school calculators
calculator tools on computers
calculator tools on mobile phones or tablets
online calculators
basic large-key calculators (this type of calculator typically does not use the order of operations)recognise when grouping symbols are not necessary, eg32+(2(4) has the same answer as 32+2(4
Activity 7: Brackets or No Brackets
Part 1
Students are presented with a variety of completed number sentences involving mixed operations and at least one set ofgrouping symbols. Some of the grouping symbols included should be grouping symbols that are actually not necessary.
As each number sentence is shown, the teacher points at eachset of grouping symbols and asks the class if they are necessary in order to obtain the answer. Students use actions torespond, such as holding up their arms as if to show biceps when grouping symbols are necessary, and holding their arms crossed in front of their bodies when grouping symbols are notnecessary.
Part 2
Students are presented with a variety of number sentences involving mixed operations but no grouping symbols. Some ofthe number sentences are correct, but some require one or more sets of grouping symbols in order to make them correct.
Students are required to place the minimum number of pairs ofgrouping symbols in the given number sentences to make incorrect number sentences into correct number sentences.Activity 8: Match the Word Problem
Students are provided with a set of 12 cards that consist ofsixword problems (all requiring more than one operation tofind the solution) and six number sentences that can be used to calculate the solution to the six word problems. The word problems involve the same numbers combined using different operations to prevent students from guessing by simply matching numbers from the word problem instead of thinking about the operations required. A possible set of word problems and related number sentences is:
Slavek wants to buy a pair of jeans marked $60 and a shirt marked $40. At the cash register, the attendant tells him thatthe store is having a pay only half sale. How much will Slavek need to pay? (60+40)2
For a complete school uniform, Alex needs a pair of trousers and a shirt. A pair of trousers costs $60 and a shirt costs $40. Alex buys two complete school uniforms. How much willshe need to pay? (60+40)(2
At the school clothing shop, trousers are sold for $60 and shirts are sold for $40. In February, the shop sold 20 pairs oftrousers and 30 shirts to new students. What was the totalamount of money that the clothing shop received? 60(20+40(30
Jing-Wei wants to buy a jacket marked $60 and two pairs ofjeans each marked $40. How much will she need to pay? 60+40(2
Rasheed wants to buy a pair of jeans marked $60 and a shirt marked $40. At the cash register, the attendant tells him that the store is having a half-price shirts sale. How much will he need to pay? 60+40(2
Each school in the region ordered 20 Year 6 jerseys that cost $60 each. The delivery charge for each school was $40. There are 30 schools in the region. What was the total cost of the jerseys for the region? (60(20+40)(30
Students work in small groups to match the number sentences to theork in small groups to match tion to s that consist of school was-567<=aijkuvw ͻ͇͜͜ugOu__>d(($If^>`gd3Tqd(($Ifgd3Tqykd$$Ifl4FJ-F8)
t44
lapCDNOlm^_OբlM<jhph3TqCJOJPJQJU^JaJmHnHsH u-h3TqCJOJPJQJ^JaJmHnHsH u<jhph3TqCJOJPJQJU^JaJmHnHsH u<jhph3TqCJOJPJQJU^JaJmHnHsH u& jhg%h3TqCJOJQJ^JaJ,hg%h3TqCJOJPJQJ^JaJnH tH &h3TqCJOJPJQJ^JaJnH tH OPQj DENOklTU^_abjkstuʶ& jhg%h3TqCJOJQJ^JaJh3TqCJOJQJ^JaJ hg%h3TqCJOJQJ^JaJ&hg%h3Tq56CJOJQJ^JaJ,hg%h3TqCJOJPJQJ^JaJnH tH <j1hph3TqCJOJPJQJU^JaJmHnHsH u3Qk+`D~> *!""
&F
UUd(($If^U`gd3Tqm$"
&F
99d(($If^9`gd3Tqm$d(($If^gd3Tqm$> ! !)!*!!!!!"""""##A#B#C#a#b#龧閈閈viUD h3Tq56CJOJQJ^JaJ&hg%h3Tq56CJOJQJ^JaJhg%h3TqCJOJQJ#hg%h3Tq6CJOJQJ^JaJh3TqCJOJQJ^JaJ hg%h3TqCJOJQJ^JaJ,hqh3TqCJOJPJQJ^JaJnH tH ,hm h3TqCJOJPJQJ^JaJnH tH &h3TqCJOJPJQJ^JaJnH tH ,hg%h3TqCJOJPJQJ^JaJnH tH ""A#B#C##a&Q;;d(($If^gd3Tqm$|kd$$IflFJ-F8)
t244
lap"
&F
88d(($If^8`gd3Tqm$d(($Ifgd3Tqb#u#v######7$9$A$C$$$%%&&&&'''''''''''''''((
((g(h(Z)[)))))))#*$*X*[*\*^*ʼʼʼʼʼʼʼʼʨʼʼʼʼʼʼʼʼʼʼʍh3TqhVh3Tq&hw+Gh3Tq56CJOJQJ^JaJ& jhg%h3TqCJOJQJ^JaJh3TqCJOJQJ^JaJ hg%h3TqCJOJQJ^JaJ h3Tq56CJOJQJ^JaJ&hg%h3Tq56CJOJQJ^JaJ6a&(h([)))f*}+!,3,~~~hd(($If^gd3Tqm$"
&F
UUd(($If^U`gd3Tqm$"
&F
99d(($If^9`gd3Tqm$9d(($If^9gd3Tqm$'
&F
99d(($If^9`gd3Tqm$o ^*e*f***{+|+++!,2,3,4,///////////000003秊}l^^^^K$h}h3Tq0J!CJOJQJ^JaJh3Tq0J!CJOJQJaJ hg%h3Tq0JCJOJQJaJ/jhg%h3Tq0J!CJOJQJUaJ hg%h3Tq0J!CJOJQJaJ)jhg%h3Tq0J!CJOJQJUaJ#hg%h3Tq6CJOJQJ^JaJh3TqCJOJQJ^JaJ&hg%h3Tq56CJOJQJ^JaJ hg%h3TqCJOJQJ^JaJ3,044:|kd+$$IflFJ-F8)
t244
lap"
&F
88d(($If^8`gd3Tqm$'
&F
88d(($If^8`gd3Tqm$o33333444-4.45464C4D444y5z5556Ұ{g{g{g{H{4{4{& jhg%h3TqCJOJQJ^JaJ<jW,hph3TqCJOJPJQJU^JaJmHnHsH u&h3TqCJOJPJQJ^JaJnH tH ,hg%h3TqCJOJPJQJ^JaJnH tH hg%h3TqCJOJQJ hg%h3TqCJOJQJ^JaJ hg%h3Tq0J!CJOJQJaJ hg%h3Tq0JCJOJQJaJ)jhg%h3Tq0J!CJOJQJUaJ/j#hg%h3Tq0J!CJOJQJUaJ44566-889;<i9d(($If^9gd3Tqm$o'
&F4d(($If^4`gd3Tqm$'
&F
99d(($If^9`gd3Tqm$od(($If^gd3Tqm$
&F
>>d(($If^>`gd3Tq 666666F7H77788&9(9<9=9T9U9a9b9|9}9999:;:;;;;8<9<@<A<H<I<<<<<<<==I>J>Z>[>r>s>>>>>????쟑쟑쟑h3TqCJOJQJ^JaJ hg%h3TqCJOJQJ^JaJ h3Tq56CJOJQJ^JaJ&hg%h3Tq56CJOJQJ^JaJ,hg%h3TqCJOJPJQJ^JaJnH tH & jhg%h3TqCJOJQJ^JaJ9<1>(@+ABDDDiH"
&F
88d(($If^8`gd3Tqm$d(($If^gd3Tqm$"
&F
99d(($If^9`gd3Tqm$9d(($If^9gd3Tqm$???@@5@6@F@G@@@@@@@@@@@@@@@AAaAbAgAhAjAkAAAAAAABBTBUBYCCCCCDYD]DDDDʰʜ#hg%h3Tq6CJOJQJ^JaJ&h3TqCJOJPJQJ^JaJnH tH 2 jhg%h3TqCJOJPJQJ^JaJnH tH ,hg%h3TqCJOJPJQJ^JaJnH tH h3TqCJOJQJ^JaJ hg%h3TqCJOJQJ^JaJ3DDHHH"H#H7H8HJHKHLHMHhHiHjHJJJJJJzK|KLLLL٤٤٤ٓo[oGoGoGo[Go& jhg%h3TqCJOJQJ^JaJ&h3TqCJOJPJQJ^JaJnH tH ,hg%h3TqCJOJPJQJ^JaJnH tH hg%h3TqCJOJQJ hg%h3TqCJOJQJ^JaJh3Tq0J!CJOJQJaJ hg%h3Tq0JCJOJQJaJ+j1hmh3TqCJOJQJUaJ hg%h3Tq0J!CJOJQJaJ)jhg%h3Tq0J!CJOJQJUaJiHjHHJa=$
>d(($If^`gd3Tqo"
&F
>R
>d(($If^>`gd3Tq|kd5$$Ifl
FJ-F8)
t244
lapJjKKELLLLLLLLL}}gggg(($If^gd3Tqod(($Ifgd3Tqo%
&F
Wd(($If^`Wgd3Tqo%
>7{d(($If^`{gd3Tqo
>7{d(($If^`{gd3TqLLLLMLLLLLLLLLLLLx]M2M4j=hph3TqCJOJQJUaJmHnHsH uh3TqCJOJQJaJnH tH 4j:hph3TqCJOJQJUaJmHnHsH u$hg%h3TqCJOJQJaJnH tH ,hph3TqCJOJPJQJ^JaJnH tH <ji6hph3TqCJOJPJQJU^JaJmHnHsH u&h3TqCJOJPJQJ^JaJnH tH ,hg%h3TqCJOJPJQJ^JaJnH tH & jhg%h3TqCJOJQJ^JaJLLLLLLLLLLLLL'MNN"
&F
99d(($If^9`gd3Tqm$d(($If^gd3Tqm$(($If^gd3Tqd(($If^gd3Tqm$o(($If^gd3TqoLLLMMMM'MMMMMNNNNQRRRSRXRYRRǶǶǥ~mW~F~m hg%h3Tq0JCJOJQJaJ+j DhdPh3TqCJOJQJUaJ hg%h3Tq0J!CJOJQJaJ)jhg%h3Tq0J!CJOJQJUaJ#hg%h3Tq6CJOJQJ^JaJ hg%h3TqCJOJQJ^JaJ h3Tq56CJOJQJ^JaJ&hg%h3Tq56CJOJQJ^JaJ,hg%h3TqCJOJPJQJ^JaJnH tH h3TqCJOJQJ^JaJNNRRRRSXU`"
&F
8<d(($If^<`gd3Tqm$'
&F
SSd(($If^S`gd3Tqm$o
&F
8d(($If`gd3Tqm$"
&F
88d(($If^8`gd3Tqm$d(($If^gd3Tqm$RRRRRRRRRRRRSSSSS"S5S9SSSS۸|n]nO=OO#h9h3Tq0J!6CJOJQJaJh3Tq0J!CJOJQJaJ hg%h3Tq0JCJOJQJaJh3Tq0JCJOJQJaJ+jHhdPh3TqCJOJQJUaJ hg%h3Tq0J!CJOJQJaJ)jhg%h3Tq0J!CJOJQJUaJ'hg%h3Tq0J!6CJOJQJ^JaJh3Tq0J!6CJOJQJaJ#hg%h3Tq0J!6CJOJQJaJ$hg%h3Tq0J!CJOJQJ^JaJSSSTTTUUXUZUUUUUUUUVVVV V"V&VցiVFFFFh3Tq0J!CJOJQJ^JaJ$hg%h3Tq0JCJOJQJ^JaJ/j[KhdPh3TqCJOJQJU^JaJ$hg%h3Tq0J!CJOJQJ^JaJ$h^h3Tq0JCJOJQJ^JaJ-jhg%h3Tq0J!CJOJQJU^JaJ/jIhdPh3TqCJOJQJU^JaJ-jh^h3Tq0J!CJOJQJU^JaJ$h^h3Tq0J!CJOJQJ^JaJXU$V&V:VXXRY8d(($If^8gd3Tqm$'
&F
88d(($If^8`gd3Tqm$o'd(($If^gd3Tqm$"
&F
<d(($If^<`gd3Tqm$&V8V:V~VVNWPWZW\WWWWWWWXXXXXXXXXYY'Y9Y;Yʹrr`rOr hqO
h3TqCJOJQJ^JaJ#jh3TqCJOJQJU^JaJh3TqCJOJQJ^JaJ& jhg%h3TqCJOJQJ^JaJ& jhg%h3TqCJOJQJ^JaJ hg%h3TqCJOJQJ^JaJ h}h3TqCJOJQJ^JaJ h}h3Tq0J!CJOJQJaJ#h}h3Tq0J!6CJOJQJaJ#hg%h3Tq0J!6CJOJQJaJ;Yh3Tq6CJOJQJ^JaJ&hg%h3Tq56CJOJQJ^JaJ hg%h3TqCJOJQJ^JaJ&h3TqCJOJPJQJ^JaJnH tH #Idmdtd_efffg|h}h"
&F
66d(($If^6`gd3Tqm$d(($If^gd3Tqm$"
&F
88d(($If^8`gd3Tqm$d(($If^gd3Tqm$ }h~hhhjs_>
&F
7d(($If^`gd3Tqd(($If^gd3Tqd(($Ifgd3Tq{kdN$$Ifl4FJ-F8`)
t244
laptkukGlHl5m6m?m@mmmnnnlomowoxo|oooop;?LM䱪䙊vdS h,h3TqCJOJQJ^JaJ#h,h3Tq6CJOJQJ^JaJ#*h7vh3TqCJOJQJ^JaJUh3Tq<CJOJQJ^JaJ hg%h3TqCJOJQJ^JaJ jh3Tq h"_h3TqCJOJQJ^JaJ jh3TqCJOJQJ^JaJ jh3TqCJOJQJ^JaJh3TqCJOJQJ^JaJh3TqCJOJQJ^JaJ jxkKlDmmn|oO{d(($Ifgd3Tqd(($If^gd3Tqm$
&F
d(($Ifgd3Tqm$$
&F
55d(($If^5`gd3Tqm$%
&F
55d(($If^5`gd3Tqm$
$40. There are 30 schools in the region. What was the totathe word problems.
Students explain, verbally or in writing, how each component ofthe number sentence matches the related word problem.
Resources
Matching activity consisting of six word problems and six related number sentences. Each word problem uses the same whole numbers and requires more than one operation to find the solution.
Extension
Students can complete the same activity with more complex expressions, decimal values and/or where there is more than one correct expression that represents each word problem, and/or where there are some expressions that do not match any of the given word problems.
Assessment overview Students calculate the value of each of a number of expressions involving more than one operation and/or pair of grouping symbols.
Students are given a range of completed number sentences. They are asked to determine if these are correct, and to explain why or why not, egA student calculated the answer to 3+4(8 to be 56. Is the student correct? Explain why or why not.
Students select ten whole numbers between 1 and 100. They express each of the numbers using four other numbers and at least three different operations inanumber sentence, eg65=3(22"4(4.
StudxjlƄƄƄpƄƄƄp\& jhg%h3TqCJOJQJ^JaJ& jhg%h3TqCJOJQJ^JaJ hg%h3TqCJOJQJ^JaJ#hg%h3Tq5CJOJQJ^JaJhg%h3TqCJOJQJ#*h7vh3TqCJOJQJ^JaJh3TqCJOJQJ^JaJh,h3Tq6CJOJQJ h,h3TqCJOJQJ^JaJh,h3TqCJOJQJ9d(($If^9gd3Tqm$"
&F
7""d(($If^"`gd3Tqm$d(($Ifgd3Tq"
&F
"9d(($If^9`gd3Tqm$wgd(($Ifgd3Tqd((gd3Tq{kdSO$$Ifl4FJ-F8 )
t244
lap@nl'
&F
>>d(($If^>`gd3Tqm$o"
&F
>>d(($If^>`gd3Tqm$JkdP$$Ifl@8
t244
lap
ents insert grouping symbols, but only where necessary, to make number sentences correct, eg9+3"2(8=17.
PAGE \* MERGEFORMAT 1
.0246:<>ǿwsh3Tq,jh#h3TqCJOJQJUmHnHuhUCJOJQJmHnHuh#h3TqCJOJQJ!jh#h3TqCJOJQJUh/fjh/fUhg%h3TqCJOJQJht@h3TqCJOJQJaJ jhg%h3TqU ht@h3TqCJOJQJ^JaJ68:<>$a$gd3Tq dgd3Tqd((gd3TqEkdP$$Ifl@8
t44
lap
51h0:p3TqA .!n"n#S$%77$$If!vh#v~#v#vt#v
:Vl
t5 5X5_5///ap($$If!vh#v~#v!
#v
#vt#v
:Vl
t5 555_5///ap2t$$If!vh#vk #v::Vl
t5a5'/apDyKyKhttp://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content/1136/$$If!vh#vk #v::Vl4
t+,5a5'////ap$$If!vh#vk #vt#v
:Vl4
t+5a5_5/////ap$$If!vh#v~#v!
#v
#vt#v
:Vl
t5 555_5//ap2$$If!vh#v~#v#v::Vl
t5 5X5'/apDyKyKhttp://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content/1136/$$If!vh#v~#v#v::Vl
t5 5X5'/2ap$$If!vh#v#v9#v
:Vl4
t55)5/apDd
A.?.L-ICON-literacy 300dpiPicture 7L-ICON-literacy 300dpibC>'Suy= ~^)nvC>'Suy= PNG
IHDR/$8 pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxԗs@Fr!wJ݅t!4T@
P$
!Y|t.̓6-ΒlÍƖv[Fc0:i֓Ucֻt8|YUs9? c,~t!V,ӼjU/JI9`*4t(}x*Mqֳh}`촲Mjos
j\@5CK#\l`l4
ɻ֭Mu`h8uKbHƁ2v4oAv=u="}?c#ۼ4kk6cgI>ģ
%
fc#}(f+6ZL!`2QĢͣp/y9\|n<8蓀EsagK03mS IpmKD N4cԝ6b>W_x0!1"]^SjJjPC?F48)+KKwvsHMJ"$7o)-4$:km!mR1
/́Ez*ǐۥVXTH-tj6YzFj؊::;Y A_ q6Q-=W%[%?AB_ķˣq*
$
fףQLAFeR@r;}VXa@>R}^,?p 4 GAKi
i IENDB`%Dd
AV?VCCT-ICON-critical creative thinking-300dpiPicture 3CCT-ICON-critical creative thinking-300dpib/Vj|BCr0
)n/Vj|BCr0PNG
IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7
//
W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU
:1`L$~d?8{LPf!Ct!D03@ (/ɯŹT6_njnnǹ
zfsl<~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX
Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo
A٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDkVgO,uK._wdBWiKbA^jor)# D"+IENDB`2Dd
A<?<WE-work and enterprise-300dpiPicture 10WE-work and enterprise-300dpibk!rN'kaXC)nk!rN'kaXPNG
IHDR#$ pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<FIDATx̗S@Ƒ;Cg3tjtW(v^hxuhg쌝v:B819p|3$a_D>)^o|[4Bi;Y2mG:RJ.o%iHf^n$IRUշR.ҽ`j!e0+A4B"|89#F\Qa#%czoK$;AȰapv,_w!痣y,
x{g{bR)4 aU[R2Y`,ۧϱu%dA
DbΙ_0==$Bd!!̵ÂtzV4JRmZUclWYxN)x.~Ia`tMC1VMǰ$
$?e>-v19E7uL^WS梐l6"{K,bkNU!cNt !l p "m<6O`4ödscM>tք]'Suy= ~u)nvC>'Suy= PNG
IHDR/$8 pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxԗs@Fr!wJ݅t!4T@
P$
!Y|t.̓6-ΒlÍƖv[Fc0:i֓Ucֻt8|YUs9? c,~t!V,ӼjU/JI9`*4t(}x*Mqֳh}`촲Mjos
j\@5CK#\l`l4
ɻ֭Mu`h8uKbHƁ2v4oAv=u="}?c#ۼ4kk6cgI>ģ
%
fc#}(f+6ZL!`2QĢͣp/y9\|n<8蓀EsagK03mS IpmKD N4cԝ6b>W_x0!1"]^SjJjPC?F48)+KKwvsHMJ"$7o)-4$:km!mR1
/́Ez*ǐۥVXTH-tj6YzFj؊::;Y A_ q6Q-=W%[%?AB_ķˣq*
$
fףQLAFeR@r;}VXa@>R}^,?p 4 GAKi
i IENDB`$$If!vh#v#v9#v
:Vl
t55)5/2ap[DyKyKhttp://www.scootle.edu.au/ec/viewMetadata.action?id=L6543&q=&topic=%22Order%20of%20operations%22&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=idCis&field=topics.all.text&contenttype=all&contenttype=%22Interactive%20resource%22&contenttype=%22Collection%22&contenttype=%22Image%22&contenttype=%22Moving%20image%22&contenttype=%22Sound%22&contenttype=%22Assessment%20resource%22&contenttype=%22Teacher%20guide%22&contenttype=%22Dataset%22&userlevel=all&userlevel=%280%20OR%201%20OR%202%29&userlevel=%283%20OR%204%29&userlevel=%285%20OR%206%29&userlevel=%287%20OR%208%29&userlevel=%289%20OR%2010%29&userlevel=%2811%20OR%2012%29&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&suggestedResources=M009028,M009027,M010509,M011492,M009636,M009044,M008826,M009235&fromSearch=trueyX;H,]ą'cDyKyKdhttp://www.scootle.edu.au/ec/viewMetadata.action?id=M009636&q=&topic=%22Order%20of%20operations%22&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=idCis&field=topics.all.text&contenttype=all&contenttype=%22Interactive%20resource%22&contenttype=%22Collection%22&contenttype=%22Image%22&contenttype=%22Moving%20image%22&contenttype=%22Sound%22&contenttype=%22Assessment%20resource%22&contenttype=%22Teacher%20guide%22&contenttype=%22Dataset%22&contenttype=%22StillImage%22&contenttype=%22MovingImage%22&userlevel=all&userlevel=%280%20OR%201%20OR%202%29&userlevel=%283%20OR%204%29&userlevel=%285%20OR%206%29&userlevel=%287%20OR%208%29&userlevel=%289%20OR%2010%29&userlevel=%2811%20OR%2012%29&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&suggestedResources=M008826,M011492,M009235,M009027,M010509,M009028,M009636,M009044&fromSearch=trueyX;H,]ą'c$$If!vh#v#v9#v
:Vl
t55)5/2apDd
A.?.L-ICON-literacy 300dpiPicture 7L-ICON-literacy 300dpibC>'Suy= ~,)nvC>'Suy= PNG
IHDR/$8 pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxԗs@Fr!wJ݅t!4T@
P$
!Y|t.̓6-ΒlÍƖv[Fc0:i֓Ucֻt8|YUs9? c,~t!V,ӼjU/JI9`*4t(}x*Mqֳh}`촲Mjos
j\@5CK#\l`l4
ɻ֭Mu`h8uKbHƁ2v4oAv=u="}?c#ۼ4kk6cgI>ģ
%
fc#}(f+6ZL!`2QĢͣp/y9\|n<8蓀EsagK03mS IpmKD N4cԝ6b>W_x0!1"]^SjJjPC?F48)+KKwvsHMJ"$7o)-4$:km!mR1
/́Ez*ǐۥVXTH-tj6YzFj؊::;Y A_ q6Q-=W%[%?AB_ķˣq*
$
fףQLAFeR@r;}VXa@>R}^,?p 4 GAKi
i IENDB`DyKyKFhttp://www.scootle.edu.au/ec/viewMetadata.action?id=L6543&q=&topic=%2522Order%20of%20operations%2522&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=idCis&field=topics.all.text&contenttype=all&contenttype=%2522Interactive%20resource%2522&contenttype=%2522Collection%2522&contenttype=%2522Image%2522&contenttype=%2522Moving%20image%2522&contenttype=%2522Sound%2522&contenttype=%2522Assessment%20resource%2522&contenttype=%2522Teacher%20guide%2522&contenttype=%2522$$If!vh#v#v9#v
:Vl
t55)5/2ap2Dd
A<?<WE-work and enterprise-300dpiPicture 10WE-work and enterprise-300dpibk!rN'kaX6)nk!rN'kaXPNG
IHDR#$ pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<FIDATx̗S@Ƒ;Cg3tjtW(v^hxuhg쌝v:B819p|3$a_D>)^o|[4Bi;Y2mG:RJ.o%iHf^n$IRUշR.ҽ`j!e0+A4B"|89#F\Qa#%czoK$;AȰapv,_w!痣y,
x{g{bR)4 aU[R2Y`,ۧϱu%dA
DbΙ_0==$Bd!!̵ÂtzV4JRmZUclWYxN)x.~Ia`tMC1VMǰ$
$?e>-v19E7uL^WS梐l6"{K,bkNU!cNt !l p "m<6O`4ödscM>tք])n/Vj|BCr0PNG
IHDR,#` pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxėOA!$Yn7
//
W5ȭƒ$C=P$٥Ztöٙyxoozbrjzuu;/HR H?,.u,Ɩԯ++@?NN۩ٹ䯁!$ve3T$~|8o/TU
:1`L$~d?8{LPf!Ct!D03@ (/ɯŹT6_njnnǹ
zfsl<~qwdv=ݷXq-t &t73rBF}9<*r̡ to,)'0*NX
Ւ% g~,1Svww?*Vmx:V*UYQQYYϞmy|mmYYb"S w7.^0ѩBU|XSo
A٧ITQ+-*roMwrPn@CвpA1%]#ï;#<5ď;zQݭV,hGDkVgO,uK._wdBWiKbA^jor)# D"+IENDB`DyKyKFhttp://www.scootle.edu.au/ec/viewMetadata.action?id=L6543&q=&topic=%2522Order%20of%20operations%2522&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=idCis&field=topics.all.text&contenttype=all&contenttype=%2522Interactive%20resource%2522&contenttype=%2522Collection%2522&contenttype=%2522Image%2522&contenttype=%2522Moving%20image%2522&contenttype=%2522Sound%2522&contenttype=%2522Assessment%20resource%2522&contenttype=%2522Teacher%20guide%2522&contenttype=%2522DyKyKXhttp://www.crosswordtools.com/numbers-game/DyKyKJhttp://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.NUMB&ID2=AB.MATH.JR.NUMB.INTE&lesson=html/object_interactives/order_of_operations/use_it.htmlDyKyK@http://www.supermathsworld.com/DyKwww.mathsisfun.comyK4http://www.mathsisfun.com$$If!vh#v#v9#v
:Vl4
t+55)5/2ap$$If!vh#v#v9#v
:Vl4
t+55)5/2ap$$If!vh#v#v9#v
:Vl
t55)5/2ap$$If!vh#v#v9#v
:Vl4
t+55)5/2ap$$If!vh#v#v9#v
:Vl4
t+55)5////2apn$$If!vh#v7:Vl
t5/24ap
e$$If!vh#v7:Vl
t5/4ap
j(666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH J`JNormaldCJ_HaJmH sH tH DA`DDefault Paragraph FontRi@R
0Table Normal4
l4a(k (
0No Listtt8
Table Grid7:V0dZ@Z B0Balloon TextdCJOJQJaJmHsHtHNoNB0Balloon Text CharCJOJQJ^JaJ>">c[0HeaderdB#.1.c[0Header Char> `B>@0Footer
B#d:/Q:@0Footer CharCJaJtH T@bTWf Colorful List - Accent 1 ^m$:/q:0UOW ActivitiesF 4o40UOW ContentFDoD0UOW Activities ListF4U`4 Hyperlink >*phrefOmoOmn$$nowrap*W`*lDrStrong5\FV`F
Vh`0FollowedHyperlink>*B*ph&o&whitem_id`^@"` J60Normal (Web)"ddd[$\$CJOJPJQJaJtH B'1B
60Comment ReferenceCJaJ<@B<
%60Comment Text$CJaJBQB$60Comment Text CharCJaJHj@ABH
'60Comment Subject&5CJ\aJNqN&60Comment Subject Char5CJ\aJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$!)O^rC$y@/yH*)UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f
W+Ն7`gȘJj|h(KD-
dXiJ؇(x$(:;˹!I_TS1?E??ZBΪmU/?~xY'y5g&/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ
x}rxwr:\TZaG*y8IjbRc|XŻǿI
u3KGnD1NIBs
RuK>V.EL+M2#'fi~Vvl{u8zH
*:(W☕
~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4=3N)cbJ
uV4(Tn
7_?m-ٛ{UBwznʜ"ZxJZp;{/<P;,)''KQk5qpN8KGbe
Sd̛\17 pa>SR!
3K4'+rzQ
TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn
R!y+Un;*&/HrT >>\
t=.Tġ
S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv
u"xA@T_q64)kڬuV7t'%;i9s9x,ڎ-45xd8?ǘd/Y|t&LILJ`& -Gt/PK!
ѐ'theme/theme/_rels/themeManager.xml.relsM
0wooӺ&݈Э5
6?$Q
,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧60_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-!
ѐ' theme/theme/_rels/themeManager.xml.relsPK]
f ***- Ob#^*36?DLLRS&V;Y]Gdtk>8<BCFGIKMOQSTWY[\^_cfiot<j @ SQ"a&3,4<iHJLNXURYhZ%\bcId}hj>9:;=>?@ADEHJLNPRUVXZ]`abdeghjpqruvl"G&M&&n*v*9O=U=
BEEE!F7FFGGGH HFJoJJfXXXXXXXXXX$&-!T #@H 0(
0(
B
S ?
_Hlt338279304
_Hlt338279305
_Hlt215890116
_Hlt338684621
_Hlt338684622
_Hlt214595572
_Hlt215913438
9%F%FFuJf@@@@@@@
X=&F&FGvJf&IJ J
JJ
JJ%JJ
KK5LYMxMSTTTT)TkUUVV`qacccffffffffffffffff99HHfffffffffff333fffff[}{F5M|9*qfb;J[jxd9f*y]e0 2~^< ,ή)?,BZm8q2"FOY5\\3b75na';p(
<!3?3G3H3I3a3e3ff@ @6p@J@TV@@UnknownMichelle Nichols G*Ax Times New Roman5Symbol3.*Cx Arial7.@Calibri5..[`)Tahoma?= *Cx Courier New;Wingdings9 WebdingsACambria Math"1hjj*gRTW
4RTW
4nS24rfrfKqHP $P82!xxYear 6
Emma CampbellMelissa Kennedy|
Oh+'0T
(4<DLYear 6Emma CampbellNormalMelissa Kennedy2Microsoft Office Word@@tRu@a@a
RTW՜.+,D՜.+,Php
The Office of Board Of Studies4rfYear 6TitleH 8@_PID_HLINKSA<6)http://www.mathsisfun.com/h< http://www.supermathsworld.com/@http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.NUMB&ID2=AB.MATH.JR.NUMB.INTE&lesson=html/object_interactives/order_of_operations/use_it.html-~,http://www.crosswordtools.com/numbers-game/pt#http://www.scootle.edu.au/ec/viewMetadata.action?id=L6543&q=&topic=%2522Order%20of%20operations%2522&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=idCis&field=topics.all.text&contenttype=all&contenttype=%2522Interactive%20resource%2522&contenttype=%2522Collection%2522&contenttype=%2522Image%2522&contenttype=%2522Moving%20image%2522&contenttype=%2522Sound%2522&contenttype=%2522Assessment%20resource%2522&contenttype=%2522Teacher%20guide%2522&contenttype=%2522pt#http://www.scootle.edu.au/ec/viewMetadata.action?id=L6543&q=&topic=%2522Order%20of%20operations%2522&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=idCis&field=topics.all.text&contenttype=all&contenttype=%2522Interactive%20resource%2522&contenttype=%2522Collection%2522&contenttype=%2522Image%2522&contenttype=%2522Moving%20image%2522&contenttype=%2522Sound%2522&contenttype=%2522Assessment%20resource%2522&contenttype=%2522Teacher%20guide%2522&contenttype=%2522i8 http://www.scootle.edu.au/ec/viewMetadata.action?id=M009636&q=&topic=%22Order%20of%20operations%22&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=idCis&field=topics.all.text&contenttype=all&contenttype=%22Interactive%20resource%22&contenttype=%22Collection%22&contenttype=%22Image%22&contenttype=%22Moving%20image%22&contenttype=%22Sound%22&contenttype=%22Assessment%20resource%22&contenttype=%22Teacher%20guide%22&contenttype=%22Dataset%22&contenttype=%22StillImage%22&contenttype=%22MovingImage%22&userlevel=all&userlevel=%280%20OR%201%20OR%202%29&userlevel=%283%20OR%204%29&userlevel=%285%20OR%206%29&userlevel=%287%20OR%208%29&userlevel=%289%20OR%2010%29&userlevel=%2811%20OR%2012%29&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&suggestedResources=M008826,M011492,M009235,M009027,M010509,M009028,M009636,M009044&fromSearch=true;xihttp://www.scootle.edu.au/ec/viewMetadata.action?id=L6543&q=&topic=%22Order%20of%20operations%22&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=idCis&field=topics.all.text&contenttype=all&contenttype=%22Interactive%20resource%22&contenttype=%22Collection%22&contenttype=%22Image%22&contenttype=%22Moving%20image%22&contenttype=%22Sound%22&contenttype=%22Assessment%20resource%22&contenttype=%22Teacher%20guide%22&contenttype=%22Dataset%22&userlevel=all&userlevel=%280%20OR%201%20OR%202%29&userlevel=%283%20OR%204%29&userlevel=%285%20OR%206%29&userlevel=%287%20OR%208%29&userlevel=%289%20OR%2010%29&userlevel=%2811%20OR%2012%29&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&suggestedResources=M009028,M009027,M010509,M011492,M009636,M009044,M008826,M009235&fromSearch=trueGIhttp://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content/1136/GIhttp://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content/1136/
!"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvxyz{|}~Root Entry F0+oData
wP1TablezqWordDocument7SummaryInformation(DocumentSummaryInformation8CompObjr
F Microsoft Word 97-2003 Document
MSWordDocWord.Document.89q__