Name:
Date:
Version (A / B):
How to use this worksheet. There are two practice versions below (A and B). Your mentor may assign one now and save the other for review — the two work exactly the same way.
- Circle one answer where it says (circle one). Write your answer on the line for the fill-in questions.
- Every part has a Clarify hint. Try the part first; read the hint only if you get stuck. It gives you a strategy, never the answer.
- In Part 3, always look for × or ÷ first — do that step before any + or −.
VERSION A
Order of Operations Practice
PART 1
The Rules
Circle the correct answer.
1.In math, what do we do first? (circle one)
a)Multiplyb)Add
2.In math, what do we do first? (circle one)
a)Subtractb)Divide
3.True or False: You simply read math from left to right like a book.
4.What does the "M" in PEMDAS stand for?
5.What does the "A" in PEMDAS stand for?
Clarify — Walk through PEMDAS in order in your head: Parentheses, Exponents, Multiply/Divide, Add/Subtract. The pair that comes earlier in that list is the one you handle first. Reading left-to-right is only the tie-breaker within a pair.
PART 2
Circle the First Step
Don't solve yet. Just circle the part of the problem you would do FIRST.
6.4 + 2 × 3 (circle
4+2 or 2×3)
7.10 − 5 × 1 (circle
10−5 or 5×1)
8.6 ÷ 2 + 8 (circle
6÷2 or 2+8)
9.3 × 3 − 2 (circle
3×3 or 3−2)
10.5 + 10 ÷ 2 (circle
5+10 or 10÷2)
Clarify — Scan each problem for a × or ÷ sign. That operation always gets done before + or −, no matter where it sits in the line. Circle the little chunk around that sign.
PART 3
Solving (Watch Out!)
Solve the problems. Remember to Multiply/Divide first.
11.2 + 3 × 4
12.10 − 2 × 3
13.4 × 2 + 1
14.8 ÷ 2 + 3
15.5 + 5 × 2
16.20 − 10 ÷ 2
17.3 + 4 × 2
18.6 ÷ 3 − 1
Clarify — Rewrite each problem in two steps. First do the ×/÷ part and replace it with its result; then finish the +/−. Going straight left-to-right is the trap here.
PART 4
Challenge
19.Which answer is bigger? (circle one)
a)2 + 3 × 5b)(2 + 3) × 5
20.Why did you choose that answer?
Clarify — Work out each choice separately, then compare the two totals. Notice what the parentheses change about which step you must do first — that is the whole point of the question.
VERSION B
Order of Operations Practice
PART 1
The Rules
Circle the correct answer.
1.In math, what do we do first? (circle one)
a)Addb)Multiply
2.In math, what do we do first? (circle one)
a)Divideb)Subtract
3.True or False: Multiplication is "stronger" than Addition.
4.What does the "D" in PEMDAS stand for?
5.What does the "S" in PEMDAS stand for?
Clarify — Walk through PEMDAS in order in your head: Parentheses, Exponents, Multiply/Divide, Add/Subtract. The pair that comes earlier in that list is the one you handle first — that is what "stronger" means.
PART 2
Circle the First Step
Don't solve yet. Just circle the part of the problem you would do FIRST.
6.5 + 3 × 2 (circle
5+3 or 3×2)
7.12 − 4 × 2 (circle
12−4 or 4×2)
8.8 ÷ 4 + 2 (circle
8÷4 or 4+2)
9.2 × 5 − 3 (circle
2×5 or 5−3)
10.6 + 12 ÷ 3 (circle
6+12 or 12÷3)
Clarify — Scan each problem for a × or ÷ sign. That operation always gets done before + or −, no matter where it sits in the line. Circle the little chunk around that sign.
PART 3
Solving (Watch Out!)
Solve the problems. Remember to Multiply/Divide first.
11.3 + 2 × 5
12.10 − 3 × 2
13.5 × 2 + 4
14.6 ÷ 2 + 5
15.4 + 4 × 2
16.30 − 10 ÷ 5
17.2 + 6 × 2
18.9 ÷ 3 − 2
Clarify — Rewrite each problem in two steps. First do the ×/÷ part and replace it with its result; then finish the +/−. Going straight left-to-right is the trap here.
PART 4
Challenge
19.Which answer is bigger? (circle one)
a)4 + 2 × 3b)(4 + 2) × 3
20.Why is the order important?
Clarify — Work out each choice separately, then compare the two totals. Notice what the parentheses change about which step you must do first — that is the whole point of the question.
💡 Tips for You: Beating the PEMDAS Trap
- Hunt the signs first. Before you write anything, find every × and ÷. Those steps go before any + or −.
- One step per line. Rewrite the whole problem after each step. It feels slower, but it stops the most common mistakes.
- Parentheses jump the line. Anything inside ( ) gets done first — even before multiply and divide.
Reflection
Which problem tricked you into going left-to-right? Write one sentence about how you will remember to do multiply and divide first next time.
FOR MENTOR USE — STUDY THIS TOGETHER
Mentor Guide
How to work through order of operations with your student
1. What this worksheet builds
It trains one core habit: doing multiply and divide before add and subtract, and letting parentheses jump to the front of the line. Part 1 checks the rule, Part 2 isolates just the first step so the student practices spotting it without the pressure of a final answer, Part 3 puts it to work, and Part 4 shows why parentheses matter. The goal is a reliable process, not speed.
2. Run it with gradual release: I do → we do → you do
- I do: Work one Part 3 problem aloud, pointing at the × or ÷ and saying "this goes first" before you touch the +.
- We do: Do Part 2 together — they find the first step, you confirm the reasoning, no solving required yet.
- You do: Let them run the rest of Part 3 alone, stepping in only when they reach for a Clarify hint.
3. Using the Clarify hints
Let the student attempt each part first; read the Clarify box only if they stall. The hints coach method ("hunt for × and ÷ first," "rewrite in two steps"), never the answer or which option to circle. Over time, ask the student to say the strategy back to you before reading it — that is the skill becoming their own.
4. Watch for the classic slip
- The number-one error is solving strictly left-to-right (e.g. treating 2 + 3 × 4 as 5 × 4). When you see it, don't just give the number — ask "which sign do we handle first?"
- Have them rewrite each line after one operation. Showing the step catches errors the mental shortcut hides.
- Two versions (A and B) are provided on purpose: assign one now, keep the other for a fresh re-test or homework so the practice isn't memorized.
5. Reviewing it together — without an answer key
- Check the method, not just the total. Ask the student to talk you through each problem: "What did you do first? Why?" Correct reasoning almost always produces the right answer.
- Re-derive together when you disagree. Rather than declaring an answer wrong, redo the problem side by side, one step per line, and see where the two paths part.
- Use the "does it change?" test for Part 4. Compute both choices aloud together; if the two totals differ, the parentheses did their job and the point is made.
- Celebrate a correct process even on a slip in arithmetic — the process is what this week is teaching.