KDPM 3.2/2.

The teaching of number operation Mixed Operations

MIXED OPERATIONS

34 8 2 = ?

In this chapter,

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

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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.

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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+32=?

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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

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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

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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

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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) (b) 7+56=? 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

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( c)

For mixed operations that involved +,and x 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 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

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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)

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
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= 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) (2) (3) (4) (5) 4+8 (9x6) (10 8 (4 7 = 15 4 = 58 5) + 14 = 16 4 2 = 10 3) 9 =3

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(6) (7) (8)

(8 9 24

3) 2 4

7 = 35 4 = 72 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. 3. Then solve for x and , from left to right Lastly,solve for + and , from left to right

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 { }

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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

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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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