Grade 4Mathmedium
Order of Operations
Order of Operations — Order of Operations worksheet for Grade 4.
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What Your Child Will Learn
- Apply the correct order of operations (PEMDAS/BODMAS) to solve multi-step arithmetic problems involving addition, subtraction, multiplication, and division
- Identify which operation to perform first when given expressions with mixed operations and parentheses
- Solve problems containing parentheses and at least two different operations by following the established sequence of steps
- Evaluate whether answers are correct by explaining the order of operations used to solve each problem
How to Use This Worksheet
- Step 1: Review the order of operations acronym with your student before starting. Write PEMDAS on a reference sheet (or just PMDAS for Grade 4) and keep it visible while working through the 10 problems.
- Step 2: For each problem, have the student identify all operations present (addition, subtraction, multiplication, division, and parentheses) by circling or underlining them in different colors.
- Step 3: Ask your student to write out which operation should be done first based on the order of operations rules, then solve just that one step. Have them rewrite the simplified expression after each step.
- Step 4: Continue with Step 3 for each remaining operation until the problem is completely solved. This step-by-step approach builds understanding and prevents rushing through multiple operations at once.
- Step 5: Review the completed worksheet together, discussing any problems where the student made errors. Have them explain what operation they should have done first and why, reinforcing the order of operations concept.
Tips for Parents & Teachers
Use the acronym PEMDAS (Parentheses, Exponents, Multiplication/Division, Addition/Subtraction) or teach it as "Please Excuse My Dear Aunt Sally" to help students remember the sequence. For Grade 4, focus primarily on Parentheses, Multiplication/Division (left to right), and Addition/Subtraction (left to right), as exponents are not yet introduced.
Watch for the common mistake where students solve equations from left to right without following order of operations. For example, they might solve 2 + 3 × 4 as (2 + 3) × 4 = 20, when it should be 2 + (3 × 4) = 14. Have students circle or underline the operation they should do first before solving.
When parentheses are present, emphasize that students must solve what's inside the parentheses completely before moving to the next operation. Use color-coding or highlighting to visually separate the parenthetical expressions from the rest of the problem.
Encourage students to rewrite problems step-by-step on paper rather than trying to solve them mentally. This helps them practice the sequential thinking required for order of operations and makes it easier to catch errors.
Frequently Asked Questions
Why can't my student just solve the math problem from left to right?
Solving left to right doesn't work because multiplication and division are more powerful operations than addition and subtraction. The order of operations ensures everyone gets the same correct answer. For example, 2 + 3 × 4 should equal 14 (not 20) because we must multiply 3 × 4 first, then add 2. This rule is like a universal language in math that everyone follows.
What should my student do when there are parentheses in a problem?
Parentheses tell us to do that operation first, before anything else. For example, in (2 + 3) × 4, the student must add 2 + 3 to get 5, then multiply by 4 to get 20. Parentheses are like saying 'Do this part first!' It's the highest priority in the order of operations.
My student keeps getting different answers when solving the same problem twice. What's happening?
This usually means your student isn't following the order of operations consistently. They might be doing operations in a different order each time they solve it. Have them write out each step and circle the operation they're doing at each stage. This creates a checklist they can follow the same way every time, leading to consistent correct answers.
Should my student memorize PEMDAS, or is understanding the concept more important?
Understanding is more important than memorizing the acronym. At Grade 4, your student should understand why we do certain operations first (like multiplication before addition), not just memorize a phrase. The acronym is just a helpful tool. Focus on having them explain their thinking: 'I did multiplication first because that's the rule.' As they practice, the pattern will become automatic.
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