Georgia Department of Education

Georgia Standards of Excellence Framework

GSE Grade 6 Mathematics • Unit 3

Rules for Exponents Back to Task Table

In this task, students will use the order of operations to evaluate exponential expressions for
equivalence. Students will also discover the necessity for the order of operations.

STANDARDS FOR MATHEMATICAL CONTENT

MGSE6.EE.1 Write and evaluate expressions involving whole-number exponents.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them. Students make sense of expressions
using grouping symbols to rewrite expressions to obtain a different answer.
3. Construct viable arguments and critique the reasoning of others. Students explain how the
order of operations is useful in solving real-world problems.
5. Use appropriate tools strategically. Students determine which algebraic representations are
appropriate for given contexts.
6. Attend to precision. Students use the correct order of operations to evaluate expressions.
8. Look for and express regularity in repeated reasoning. Students will notice patterns in
solutions for expressions based on the order in which operations are presented.

ESSENTIAL QUESTIONS
• How are exponents used when evaluating expressions?
• How is order of operations used to evaluate expressions?

INTRODUCTION
There are two conventions of symbolism that must be learned. The first is that an exponent
applies to its immediate base. For example, in the expression 3 + 42 the exponent 2 applies
only to the 4 so the expression is equal to 3 + 4 × 4. If we write (3 + 4)2 , the 2 is an exponent of
the quantity 3 + 4 and is evaluated (3 + 4) × (3 + 4) or 7 × 7. Likewise, in the quantity 3x2, only
the x is squared (3 ● x ● x).
The other convention involves the order of operations: Multiplication and division are always
done before addition and subtraction within the same grouping symbols. Since exponentiation is
repeated multiplication, it is also done before addition and subtraction within the same grouping
symbols. NOTE - Multiplication does not always come before division. Division and
multiplication are worked left to right. Also, addition does not always come before
subtraction. Subtraction and addition and are worked left to right, whichever comes first.
MATERIALS REQUIRED
• Basic (four-function) calculators
• Scientific calculators
• Student sheet

Mathematics Grade 6 Unit 3: Expressions

Richard Woods, State School Superintendent
July 2016 Page 22 of 100
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 6 Mathematics • Unit 3

TIME NEEDED
• 1 day
BEFORE THE LESSON
Have students work in pairs to find the solutions to the problems in the table below. It is
important to allow one student to use a basic four-function calculator and one student to use a
scientific calculator. After completing the table, have students circle the rows that yield the same
solution in both calculators and ask them to conjecture about why this happens. This is a great
context for discussing why an order of operations is important.

Basic Scientific
Expression Calculator Calculator
Solution Solution

3+4×5 35 23

3×4+5 17 17

3+5×4 32 23

3×5+4 19 19

4+3×5 35 19

4×3+5 17 17

4+5×3 27 19

4×5+3 23 23

5+3×4 32 17

5×3+4 19 19

5+4×3 27 17

5×4+3 23 23

Mathematics Grade 6 Unit 3: Expressions

Richard Woods, State School Superintendent
July 2016 Page 23 of 100
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 6 Mathematics • Unit 3

Ask: “What do you notice?”

Students should recognize that the solutions are the same when multiplication comes first in
the expression and that the solutions are different when addition precedes multiplication.

Now, present the following problem:

James and Alexis used calculators to simplify the expression 5 + 42 − 6 ÷ 3. James’ calculator
showed 10, while Alexis’ calculator showed 19. Whose calculator is correct?

Have students work independently and then ask for each of the steps:

Teacher note: If you have some students evaluate this expression with a four-function
calculator, and others with a scientific calculator, they will arrive at different solutions
because the four-function calculator does not apply order of operations (=10) and the
scientific calculator does (=19). James probably had a four-function calculator while Alexis
likely had a scientific calculator. This leads to discovery of the need for the convention of
order of operations.

Solution
𝟒𝟐 and 𝟔 ÷ 𝟑 must be evaluated first to give us the new expression 5 + 16 – 2.
Then, we do addition and subtraction in the order they appear from left to right
21 – 2 = 19.

If I rewrite the expression in this way (5 + 4)2 − 6 ÷ 3 will we get a different answer?

EXPLORATION
With a partner determine if the following expressions are equivalent

a. 22 ∙ 32 − 23 − 1
b. 22 ∙ (32 − 23 ) − 1
c. (2 ∙ 3)2 − 23 − 1
1. Write an expression of your own using all the operations as well as exponents.
2. Rewrite the expression using grouping symbols to give a different answer.
3. Explain the Order of Operations and how it is useful in solving mathematical and real
world problems.

SUMMARY
Have students share solutions and the expressions that they have written.
Solutions
The first expression is equal to 27, the second expression is equal to 3, the third expression is
equal to 27, so the second expression is not equivalent to either of the other two expressions
(but the first and third expressions are equivalent.)
Mathematics Grade 6 Unit 3: Expressions
Richard Woods, State School Superintendent
July 2016 Page 24 of 100
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 6 Mathematics • Unit 3

Solutions will vary on the second part of the exploration. Make sure that the order of
operations is correct. One way to do this is to have students swap created problems with
another pair and check the work.

Mathematics Grade 6 Unit 3: Expressions

Richard Woods, State School Superintendent
July 2016 Page 25 of 100
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 6 Mathematics • Unit 3

Name_____________________________________

Rules For Exponents

Basic Scientific
Expression Calculator Calculator
Solution Solution

3+4×5
3×4+5
3+5×4
3×5+4
4+3×5
4×3+5
4+5×3
4×5+3
5+3×4
5×3+4
5+4×3
5×4+3

What do you notice?

Mathematics Grade 6 Unit 3: Expressions

Richard Woods, State School Superintendent
July 2016 Page 26 of 100
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 6 Mathematics • Unit 3

1. James and Alexis used calculators to simplify the expression, 5 + 42 − 6 ÷ 3. James’

calculator showed 10, while Alexis’ calculator showed 19. Whose calculator is correct?

2. With a partner determine if the following expressions are equivalent

a. 22 ∙ 32 − 23 − 1

b. 22 ∙ (32 − 23 ) − 1

c. (2 ∙ 3)2 − 23 − 1

3. Write an expression of your own using all the operations as well as exponents.

4. Rewrite the expression using grouping symbols to give a different answer.

5. Explain the Order of Operations and how it is useful in solving mathematical and real world
problems.

Mathematics Grade 6 Unit 3: Expressions

Richard Woods, State School Superintendent
July 2016 Page 27 of 100
All Rights Reserved