Applying BIDMAS Rules

Overview

This 60-minute lesson is designed for a small class of 8 students (although planned for 11) aged 10-11 (Year 6), aligned with the UK National Curriculum expectations for Mathematics (Number - Addition, subtraction, multiplication, and division). The focus is on mastering BIDMAS (Brackets, Indices, Division and Multiplication, Addition and Subtraction) as a key order of operations principle to confidently solve numerical expressions. This fits within the unit "Navigating Numbers: Mastery" (lesson 7 of 20).

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Curriculum Links

• National Curriculum (England) - Mathematics
  • Number: Pupils should be taught to use the order of operations to carry out calculations involving the four operations. (Key Stage 2)
  • Develop fluency in the use of mental and written methods of calculation, including solving problems involving addition, subtraction, multiplication and division.
• Mathematical Reasoning & Problem Solving: Reasoning about order of operations fosters deeper conceptual understanding.
• Mathematical Communication: Explain reasoning clearly and justify answers based on BIDMAS.

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Explain what BIDMAS stands for and why the order of operations is important.
• Correctly solve multi-step numerical expressions using BIDMAS.
• Use reasoning to justify the steps taken when solving expressions.
• Apply BIDMAS confidently to problem-solving scenarios.

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Resources Needed

• Whiteboard and markers
• Printed BIDMAS cards (Brackets, Indices, Division, Multiplication, Addition, Subtraction)
• Individual mini whiteboards and pens for students
• Pre-prepared worksheet with progressive BIDMAS problems
• Interactive electronic activity (optional) - e.g., a digital BIDMAS quiz or game
• Dice or number cards for a group game

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Lesson Structure

1. Starter Activity - “Order Detective” (10 minutes)

• Write a jumbled expression on the board, e.g., 3 + 6 × 2 - 4 ÷ 2.
• Ask students to evaluate it left to right and then using BIDMAS order, discussing differences in answers.
• Introduce BIDMAS acronym using visual cards on the board, explaining the hierarchy clearly with examples.
• Show how brackets and indices take precedence, followed by division/multiplication (at the same level, left to right), then addition/subtraction similarly.

2. Teacher Modelling and Explanation (10 minutes)

• Work through 3 different sample expressions aloud, using a step-by-step approach on the whiteboard:
  Example 1: (5 + 3) × 2
  Example 2: 10 ÷ 2 + 6 × 3
  Example 3: 2³ + 4 × (6 - 2)
• Emphasise how to identify order and annotate expressions (e.g., underline brackets first).
• Pause to encourage student questions and collective reasoning.

3. Guided Group Practice (15 minutes)

• Distribute mini whiteboards and a set of BIDMAS problems differentiated for varying ability levels:
  • Basic: Simple brackets and operations, e.g., (4 + 2) × 3
  • Intermediate: Inclusion of indices and all operations, e.g., 2 × (3 + 4)² ÷ 7
• Students solve problems individually but discuss in pairs after each one.
• Circulate and scaffold reasoning; challenge students who finish early with “what if” variations changing operation order or bracket placement.

4. Interactive Group Game — “BIDMAS Relay” (15 minutes)

• Divide the class into two small teams. Each team takes turns selecting a BIDMAS card in sequence (B, I, D, M, A, S) from a shuffled deck.
• They must solve a problem relevant to that operation (e.g., if they draw “I” for indices, expression might include powers).
• Successfully solved problems win points for the team.
• Include “challenge rounds” where teams explain their reasoning to the class for extra points.
• Encourage use of correct mathematical vocabulary and justification.

5. Plenary and Reflection (10 minutes)

• Ask students to verbalise why BIDMAS matters in everyday maths and problem solving.
• Show one complex expression and invite volunteers to walk through the solution stepwise using the learned order.
• Collect mini whiteboards to gauge mastery; identify common errors for follow-up.
• Set a reflective task: write one new thing they learned about BIDMAS and one area they find tricky.
• Provide positive feedback and outline the next lesson’s progression.

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Assessment & Differentiation

• Formative Assessment: Observations during pair work and the relay game; questioning.
• Summative Checks: Worksheet accuracy; plenary explanations.
• Support: Provide visual prompts and worked examples for SEN students. Use scaffolded prompts for lower-attaining pupils.
• Extension: Challenge with algebraic expressions applying BIDMAS or tasks involving negative numbers and decimals.

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Cross-Curricular Link

• PSHE: Group work promotes collaboration and communication skills; reasoning tasks encourage critical thinking.
• Computing: Use of digital quiz/games optionally fosters engagement and application of technology.

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Final Notes

This lesson plan emphasises active learning, social interaction, and reasoning over rote memorisation, consistent with current UK pedagogy frameworks such as the “Maths Mastery” approach endorsed by the Department for Education. By incorporating games, discussion, and multi-modal explanations, the lesson aims to captivate and firmly embed BIDMAS understanding, preparing students for increasingly complex numerical reasoning.