Order of Operations Bingo

5th Grade MathOrder of Operations4 pages

About this worksheet

Order of operations practice packaged as a bingo game for 5th grade math (Common Core 5.OA.1). A 4-by-4 board headed with the letters M, A, T, H sits beside sixteen numbered expressions that mix parentheses and brackets, from 4 + (6 × 3) through [2 + (3 × 4)] − 5 to 100 − [5 × 12]. Students evaluate each expression on lined workspace, hunt the answer on their board, and cross it off, with four in a row in any direction winning. The answer key lists every intermediate step, so disputed squares settle themselves.

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Curriculum objectives covered

5.OA.1

Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

All sixteen problems evaluate expressions with parentheses and brackets, including nested grouping in [2 + (3 × 4)] − 5.

5.OA.2

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

No question asks students to write or interpret an expression without evaluating; the game is pure evaluation practice, so pair the sheet with a translation task if this standard is the goal.

What's inside this worksheet

MATH Bingo Board

A 4-by-4 grid of answer squares under the header letters M, A, T, H holds the sixteen target values, including 22, 9, 35 and 40.

Bingo Problems

Students evaluate sixteen expressions with worked steps: bracketed cases such as [12 ÷ 3] × 7 = 28 and 50 − [2 × 15] = 20 alongside two-step chains like (15 - 5) ÷ 2 + 7 = 12. Four crossed squares in a row, column or diagonal wins.

Answer key

Every expression is expanded through its middle step, such as [30 - 20] ÷ 2 = 10 ÷ 2 = 5, which makes checking a contested bingo fast.

How teachers use it

Friday consolidation game

Sixteen problems is a full round. Call out problem numbers in random order so neighboring students cannot copy a march down the list, and require shown steps before any square gets crossed.

Strategic problem choice

Let students pick which of the sixteen to solve next. Watching who chases the squares they need teaches you who can predict an answer's rough size before computing it.

Rainy-day pairs

In pairs, one student evaluates while the other verifies against the key's middle steps, swapping each problem. The verifier role gets the better practice, so make sure both sit in it.

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