BODMAS.

Date: 22/02/16

Topic: BODMAS

In regards to my SK Audit, I recognised that I need to familiarize myself of BODMAS, I beleive this is an important startegy, especially for KS2 as it allows them to understand the order of operations which could essentially lead onto algebra, in preparation for secondary school.

A whole pepperoni pizza divided into quarters

The term ‘BODMAS’ has allowed me to remember the order of operations. This acrostic strategy may allow children remember the order as they are associating each term with a name ‘BODMAS’.

With this acrostic strategy in mind I practiced questions to evaluate the benefits of this stragey. Depending on the key stage, some children could struggle with the sum, place value or solution to the equation, even if they know the order of operations.This may lead to the incorrect answer. An example of this appeared on professional practice phase 1A who understood inverse operations such as 23 = 7+ ?. The child explained their understanding of  the equal signs still meaning  ‘equal to’ even though it was inversed, however the child struggled with addition and subtraction at times, this led to them getting the answer of ’18’. It appears important to introduce BODMAS once their understanding in other topic areas has developed. As teachers it is essential to recognise misconceptions early on, understand each childs indvidual needs and be familar with the National Curriculum expectations.

 

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Test taken on bitesize.

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This shows my development after understanding BODMAS.

 

What I knew before: That operations have a specific order, however I did not particularly know what this order was.

What I learnt: The context of BODMAS and how it can support memory in relation to operation orders.

What I now want to know: How can this be developed on placement and what activities could take place around this? What resources could be used?