Order of operations sequencing

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Early last week, I was trying to think of a different kind of activity to help my middle school math students who needed more reinforcement with order of operations, and I decided to make a sequencing activity. I hadn't tried this before, so I wasn't sure about the best way to design it, but the activity ended up working quite well. Here's how I put this math activity together and used it with my 6th grade math classes:
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Order of Operations Activity Design
​For this math activity, I created 8 different
expressions, and then typed out the steps to simplify each expression. I copied the expressions and steps onto different colored papers, so that two expressions would be on the same color. I cut the steps apart into strips, and then put two expressions and their steps (of the same colored paper) into a baggie...I figured if I put only one equation in a baggie, the activity would be too simple. If I put two expressions of two different colors, it would be too easy. So I went with two expressions in the same color. That way they'd have to do some sorting of the expressions.:-)

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Using the Order of Operations Activity
I put 3 baggies (6 different expressions and their steps) into a manila envelope for each group. Groups were mostly just partners, with an occasional group of 3.

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I typed directions to include in the envelopes, and asked students to do their best to follow those directions before asking for clarification (some of the students worked on this activity, while others completed different activities, so I needed them to try to work through the directions themselves before I got to each group to discuss with them). Some students needed additional instruction, while others did not.

After students put the steps into the correct sequence (shown in the image above), they had to write those steps onto a recording sheet, pictured below.

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In each of my math classes, students worked on this activity for about 15-20 minutes. Some groups completed all 6 expressions, while others completed only 2-3. A few more minutes would have been helpful for those students who didn't complete as many expressions, but I can revisit the activity with those students this week.
I will definitely use this again next year:)

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