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    Inverse and Order of Operations - Knowledge Organiser

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    Manimekalai

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    Inverse and Order of Operations - Knowledge Organiser

    Uploaded by

    Manimekalai
    9 views3 pages

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    Inverse and Order of Operations – Knowledge Organiser

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    © All Rights Reserved
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    9 views3 pages

    Inverse and Order of Operations - Knowledge Organiser

    Uploaded by

    Manimekalai

    Copyright:

    © All Rights Reserved
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    of 3

    Inverse and Order of Operations Knowledge Organiser

    Topics Key Skills Key Vocabulary


    • Confidently use the four operations • Calculate powers and roots. • addition
    as well as powers and roots. • Perform long and short multiplication. • brackets
    • Apply the correct order of operations • Use the bus stop method for division. • bus stop method
    to calculations. • Use the column method for addition and • division
    • Solve problems by applying the subtraction (with and without carrying and • function
    correct order of operations. borrowing). • grid method
    • Use inverse operations to find • Know the correct order of operations. • indices
    missing numbers and check answers. • Apply the correct order of operations to • inverse
    Key Rule calculations.
    • long multiplication
    We must follow the correct order • Justify why a particular answer is correct
    • multiplication
    of operations when completing by using and applying the correct order of
    calculations. We can remember this operations. • operation
    order by using the acronym BIDMAS/ • Add in brackets or operations to make a number • order
    BODMAS. sentence true. • power
    • Be able to make certain numbers with particular • root
    Brackets digits and operations. • short division

    Indices/Order • Reverse and undo a series of steps to make an • short multiplication


    inverse function. • subtraction
    Division • Identify the inverse for each of the four operations
    Multiplication and be able to find missing numbers.
    • Solve ‘I think of a number’ problems.
    Addition
    • Begin to use algebra to solve
    Subtraction ‘I think of a number problems’.

    Page 1 of 3 visit twinkl.com


    Inverse and Order of Operations Knowledge Organiser

    All those things you need to remember… GCSE Corner


    • To set up a bus stop, the number you’re dividing by will go on the outside of the bus stop. Bronze
    Remember to add a decimal point and zeros to the number inside the bus stop if you run out Calculate:
    of numbers to place your remainder on. 2×6÷3+6
    • 42 is equal to 4 × 4 and not 4 × 2.
    • You can use the grid method or column method for multiplication. Worked solution:
    • When subtracting, don’t forget you need to ‘borrow’ from next door if the number you’re 2 × 6 = 12
    subtracting is larger than what you’re subtracting from. 12 ÷ 3 = 4
    • Multiplication and division actually have equal priority but when they appear next to each 4 + 6 = 10
    other in a number sentence, they should be performed, in order, from left to right.
    • BIDMAS stands for brackets, indices, division, multiplication, addition and subtraction. It
    Silver
    helps us to remember the correct order of operations that we must apply to calculations.
    Jack thinks of a number. He adds half of
    For example: 2 + 6 × 5 the number to a quarter of the number. The
    Here, you must complete the multiplication first: 6 × 5 = 30. Then, you complete the addition: result is 60. What was the number Jack first
    2 + 30 = 32. Completing the addition first would give an incorrect answer: 8 × 5 = 40.
    thought of?
    • Addition is the inverse operation to subtraction and vice versa.
    • Multiplication is the inverse operation to division and vice versa. Worked solution:
    • You can use inverse operations to find missing numbers and check answers. 1/2 + 1/4 = 3/4
    For example: 654 + = 1506
    3/4 of the number = 60
    You are able to do a subtraction to find the missing number: 1506 – 654 = 852
    However, you must always check whether using the inverse operation will give you the correct 1/4 of the number = 20
    answer you need.
    20 × 4 = 80
    For example: 452 – = 314
    If you were to use the inverse to subtract (addition) and added together 452 and 314, the
    answer would be 766. This would mean you are subtracting a larger number than what you
    started with. Therefore, always look at the answer and make a judgement as to which
    operation you will need to use to find the correct missing number.

    Page 2 of 3 visit twinkl.com


    Inverse and Order of Operations Knowledge Organiser

    In this question, you would use a subtraction to find the missing answer: Gold
    452 – 314 = 138 452 – 138 = 314 Using the numbers 5, 8 and 10, create a
    calculation with the answers below:
    • To solve ‘I think of a number’ problems, you start with the answer and work backwards through
    the instructions. As you are working in ‘reverse’, you must ‘reverse’ each operation as you go. 30 130

    For example: I think of a number. I double it and add 7. The result is 19. What was the You must use 5, 8 and 10 in each calculation.
    number that I thought of? You may not simply place digits next to
    each other, for example 58. You may use any
    So, start with 19 and subtract 7: 19 – 7 = 12
    operation as many times as needed in each
    Now, halve the answer: 12 ÷ 2 = 6 calculation.
    The original number is 6.
    Worked solution:
    • You may need to use algebra to solve some ‘I think of a number’ problems.
    Start by looking at your target number and
    For example: I think of a number. If I double the number and add 15, I get the same think about how you could make it. For
    answer as multiplying the number by 5 and subtracting 12. example, 30 can be made by 6 × 5 or 3 × 10
    Begin by substituting the number you are trying to find for n: I think of a number = n or 130 can be made by 130 by 13 × 10.
    Now, write out what you are told: If I double a number: (2n) and add 15 (2n +15), I get the Now, see if you can make those numbers with
    same as multiplying the number by 5 (5n) and subtracting 12 (5n – 12). the digits you have been given. Don’t forget to
    You can then write this out as: 2n + 15 = 5n – 12 use brackets if you need to:

    Your task is to now find out the value of n. 8–5=3


    3 × 10 = 30
    Start by subtracting 2n from both sides: 15 = 3n – 12
    (8 – 5) × 10 = 30
    Now, add the 12 to both sides: 27 = 3n
    (Note how the inverse is being done to both sides.) 8 + 5 = 13
    13 × 10 = 130
    The final step is to divide 27 by 3: 9 = n
    (8 + 5) × 10 = 130
    The original number is 9.

    Page 3 of 3 visit twinkl.com

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