Republic of the Philippines

Department of Education
Quarter : 1ST

I. OBJECTIVES
A. Content Standards  The learner demonstrates understanding of divisibility, order of operations, factors and
multiples, and the four fundamental operations involving fractions.
 The learner is able to apply divisibility, order of operation, factors and multiples, and the four
B. Performance Standards
fundamental operations involving fractions in mathematical problems and real life situations.
C. Learning Competencies/  The learner performs a series of more than two operations on whole numbers applying
Objectives Parentheses, Multiplication, Division, Addition, Subtraction (PMDAS) or Grouping,
Multiplication, Division, Addition, Subtraction (GMDAS) correctly. M5NS-Ic-1
II. CONTENT / TOPIC
Performing a Series of Operations Using PMDAS or GMDAS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Mathematics 5 TG, http://guroako.com/2017/05/14/tgteachingguideforgrade5teachingguide/
Mathematics 5 LM, https://www.slideshare.net/lhoralight/k-to-12-grade-5-learners-material-
2. Learner’s Materials pages
inmathematics-q1q4

3. Textbook pages Understanding Mathematics 5, pages 30 – 39

4. Additional materials from Mathematics Quarter 1 – Module 5 : Performing a Series of Operations Using PMDAS or
LRMDS portal GMDAS
B. Other Materials PowerPoint presentation, activity worksheets, flashcards, jigsaw puzzle pieces
Web-based Application:
(8. Selects, developments, organizes, & uses appropriate teaching and
learning resources, including ICT, to address learning goals.)

IV. PROCEDURES
A. Reviewing previous lesson or Math O’Clock
presenting the new lesson IM to be used: Number clock & chalkboard
(Drill)
Mechanics:
1.Form 2 groups of pupils.
2.The teacher stick on the clock the number to be added, subtracted, or multiplied on.
3.The groups are given 60 seconds to fill all the numbers to be answered.
4. The teacher checks the answer.
5. The group with the most number of correct answer wins.

Give the winning group “Deserve Clap”.

(5. Manages learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments. PRAISING
LEARNERS)

B. Establishing a purpose for the Solve Me!

Lesson IM to be used: jigsaw puzzle pieces

Mechanics:
1.Each group will receive a set of jigsaw puzzle pieces.
2.In two minutes learners need to solve the puzzle and answer the hidden word using the
puzzle as the clue.
3.Groups will post their work on the board.
4.Clean the workstation and maintain proper discipline.
(4. Manage classroom structure to engage learners, individually or in
groups, in meaningfulexploration, discovery and hands-on activities within a
range of physical learning environment. GROUP ACTIVITY and DISCOVERY)
 (5. Manages learner behavior constructively by applying positive and non-
violent discipline toensure learning-focused environments. PROVIDING
MOTIVATION)

Answer: Parenthesis Answer: Multiplication

Answer: Division Answer: Addition Answer: Subtraction

(1. Applies knowledge of content within and across curriculum teaching areas.
ARTS INTEGRATION)

Ask:
What symbols were formed by the jigsaw puzzle pieces?
What do the symbols indicate or show?
Who can arrange the symbols as to which is to be solved first?
What do we call such arrangement? (Use the clue slide as needed.)

C. Presenting examples/ Listen and Learn!

instances of the new lesson IM to be used: PowerPoint presentation

The teacher will show the Order of Operations using PMDAS and GMDAS rules.

(3. Applies a range of teaching strategies to develop critical & creative

thinking, as well as other higher-order thinking skills. TECHNOLOGY BASED
INSTRUCTION)

(2. Uses a range of teaching strategies that enhance learner achievement in

literacy & numeracy skills. LITERACY)

The teacher will provide an example and further explain the following.

Remember This!
RULES IN THE ORDER OF OPERATION
1. Perform the operations within each pair of parentheses or group.
2. Perform multiplication and division as they occur from left to right.
3. Perform addition and subtraction as they occur from left to right.

Give some examples and let the learners try to answer.

Ask learners if they have questions.
(5. Manages learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments. ENCOURAGING
LEARNERS TO ASK QUESTIONS)

D. Discussing new concepts and What’s Next!

practicing new skills #1 IM to be used: ICT (Online Activity)

Learners will practice order of operations.

 Web-based Game: joinmyquiz.com
Mechanics:

1.Form 5 groups of pupils.

2.The teacher flashes expressions using the Quizizz Application.
3.The groups are given 10 seconds to evaluate each expression.
4. The teacher checks the answer.
5. The group with the most number of correct answer wins.

Sample items.
a.3×4+1 -2 = 9
b.(6+3) + 2 = 11
c. (15 + 3) × 2 = 36
d.62+3x4 = 74
e.(16 ÷ 4) × 3 = 12

(5. Manages learner behavior constructively by applying positive and non-

violent discipline to ensure learning-focused environments. SETTING
GUIDELINES)

(1. Applies knowledge of content within and across curriculum teaching

areas.
ICT INTEGRATION)

(2. Uses a range of teaching strategies that enhance learner achievement

in literacy &numeracy skills. NUMERACY)

E. Discussing new concepts and Story Time!

practicing new skills #2 IM to be used: PowerPoint presentation

Lulu comes from school with a heavy heart because of homework. Her elder brother gives her
a helping hand. He has seen the following:
(3. Applies a range of teaching strategies to develop critical & creative
thinking, as well as other higher-order thinking skills. PROBLEM BASED
INSTRUCTION)

(1. Applies knowledge of content within and across curriculum teaching

areas. VALUES INTEGRATION)

Evaluate the expressions:

a. 12 – 3 + 18 ÷ (6 × 3)
b. 7 × 9 – 3 + 8
c. 18 – (12 ÷ 6) + 7
d. 9 × 9 ÷ 3 – 9 + 6
e. 42 ÷ 4 × (5 – 7) + 8

Ask:
Do you want to help Lulu and her brother?

Think-Pair-Share!
1. Encourage the pupils to work in pairs.
2. Have each pair of pupils evaluate the expressions.
Group 1,6Pairs: 12 – 3 + 18 ÷ (6 × 3)
Group 2,7 Pairs: 7 × 9 – 3 + 8
Group 3,8Pairs: 18 – (12 ÷ 6) + 7
Group 4,9 Pairs: 9 × 9 ÷ 3 – 9 + 6
Group 5,10 Pairs: 4 ÷ 4 × (5 – 7) + 8
(3. Applies a range of teaching strategies to develop critical & creative
thinking, as well asother higher-order thinking skills. COOPERATIVE
LEARNING)

(4. Manage classroom structure to engage learners, individually or in

groups, in meaningfulexploration, discovery and hands-on activities within a
range of physical learning
environment. PAIRED ACTIVITY and DISCOVERY)
F. Developing mastery (leads to Learner’s At Work!
formative assessment ) IM to be used: Individual Activity sheet

Learners will individually answer the learner’s material provided to them.

Independent Activity 1
Directions: Fill in the blanks to complete each solution. The first item is done for you to serve
as a guide.
1. (12 – 3) + (18 ÷ 6) x 3 2. (7 x 9) – 3 + 8 3. 18 – (12 ÷ 6) +7
=9+3x3 = __ – 3 + 8 = 18 – __ + 7
=9+9 = __ + 8 = __ + 7
= 18 = ___ = ___
4. 7 – 5 + 8 x (16 ÷ 4) 5. (10 x 6) ÷ (9 - 3 + 6)
= 7 – 5 + 8 x __ = 60 ÷ (9 - 3 + 6)
= 7 – 5 + __ = 60 ÷ (__ + 6)
= 2 + __ = 60 ÷ __

Independent Activity 2
Directions: Put ☺if the numerical expression is simplified correctly and put  if the numerical
expression is solved incorrectly.

___1) 15 – 3 + 20 ÷ 5 × 3 ___2) (6 × 6) – 9 + 8 ___3) 22 – 15 ÷ 7 + 10

= 15 – 3 + 4 x 3 = 36 – 9 + 8 = 7 ÷ 7 + 10
= 15 – 3 + 12 = 36 – 17 = 1 + 10
= 12 – 12 = 19 = 11
=0
____4) (4 × 6 ÷ 3) – 7 + 7 ____5) 25 ÷ 5 × 4 – 15 + 12

= (24 ÷ 3) – 7 + 7 = 25 ÷ 20 – 15 + 12
=8–7+7 = 25 ÷ 5 + 12
=1 + 7 = 5 + 12
=8 = 17

Learners will answer within 10 minutes.

Volunteers will present their work on the board as the other learners exchange answer sheets.
The teacher will check if their answers are correct.

(2. Uses a range of teaching strategies that enhance learner achievement in

literacy & numeracy skills. NUMERACY and LITERACY)

(4. Manage classroom structure to engage learners, individually or in groups,

in meaningful exploration, discovery and hands-on activities within a range of
physical learning environment. INDIVIDUAL ACTIVITY)

(5. Manages learner behavior constructively by applying positive and non-

violent discipline toensure learning-focused environments. GIVING EQUAL
OPPORTUNITIES)

(6. Uses differentiated, developmentally appropriate learning experiences

to address learners'gender, needs, strengths, interests & experiences.)

G. Finding practical applications Let’s Team Up!

of concepts and skills in daily IM to be used: group activity sheet
living
The learners will work as a group.
Each group shall receive activity sheets which states the instruction for their activity.
They need to finish their work in 5 minutes.
Each group shall choose a reporter for their activity.
Remind the learners to maintain proper discipline as they do their activity.
(6. Uses differentiated, developmentally appropriate learning experiences to
address learners' gender, needs, strengths, interests & experiences.)

(2. Uses a range of teaching strategies that enhance learner achievement in

literacy & numeracy skills. NUMERACY and LITERACY)

(4. Manage classroom structure to engage learners, individually or in groups,

in meaningful exploration, discovery and hands-on activities within a range of
physical learning environment. GROUP ACTIVITY)
Group #1
The Ladder Activity
Instructions: 1. Evaluate the expressions in the space provided on each card.
2. The first card says, “START”.
3. Then match the card to the answer that is on the top of another card.
4. Continue in this fashion, making a ladder.
5. Tape the completed ladder together.

Group #2:
Pumpkin Puzzles
Instructions: 1. Calculate the value of the expression given on the top of each pumpkin.
2. Find the bottom pumpkin piece that has the correct answer.
3. Using the expression and its correct answer for the pumpkins.
4. Using any adhesive, stick the pumpkins on the paper provided.

Group #3:
Orders of Operation Crossword Puzzle
Instructions: 1. Complete the crossword puzzle by evaluating the expressions.
2. Use the Across and Down clue to solve the puzzle.
Group #4:
It’s Mine Activity
Instructions: 1. Evaluate the given expression.
2. For every answer more than one equation is correct.
3. Using a crayon, color the expression that will satisfy the given answer.
4. Show the solution of your answer on the sheet provided.

Group #5
Missing Parentheses
Instructions: 1. Determine what is needed to make the equations true.
2. Write in parentheses where needed.
3. Solve the expression to check your answer.

7 x 6 – 14 + 11 + 8 ÷ 2 = 21
80 – 40 ÷ 10 x 6 - 2 + 45 = 46
15 + 12 – 9 ÷ 3 = 6

Each group will be graded based from the rubric below.

 (9. Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.
PERFORMANCE RUBRICS)

H. Making generalization and Guide the pupils to give the following generalizations by asking:
abstraction about the lesson What rule would you follow in order to perform the order of operation?

Let the learners practice the song “P/GMDAS” (Watermelon tune)

Parentheses or Grouping
Multiplication, multiplication
Division, addition, division, addition
Subtraction, subtraction

(5. Manages learner behavior constructively by applying positive and non-

violent discipline to ensure learning-focused environments. ALLOWING
LEARNER’S TO EXPRESS THEIR IDEA)

I. Evaluating learning Directions: Solve the expressions given below applying PMDAS and GMDAS rules.
1) 60 x 3 ÷ 4 + 5 = ____
A. 50 B. 65 C. 75 D. 180

2) (14 – 6) + (3 – 1) x 24 = ____
A. 34 B. 56 C. 111 D. 240

3) (3 x 30) + (100 ÷ 5) = ____

A. 90 B. 185 C. 110 D. 140

4) 2 x [3+2 x (10 - 3)] = ____

A. 70 B. 35 C. 34 D. 40

5) 11 + 3 x [4 + (9 – 8) – 2] = ____
A. 45 B. 20 C. 27 D. 63

6) 18 ÷ 6 x 4 – 3 + 6 = ____
A. 15 B. 11 C. 3 D. 20

7) 14 – 8 + 3 + 8 x 24 ÷ 8 = ____
A. 27 B. 33 C. 43 D. 37

8) 4 x 5 + (14 + 8) – 36 ÷ 6 = ____
A. 56 B. 95 C. 36 D. 86

9) (28 ÷ 4) + 3 + (10 – 8) x 5 = ____

A. 20 B. 60 C. 51 D. 77

10) (17 – 7) x 6 + 2 + 56 – 8 = ____

A. 66 B. 21 C. 110 D. 63
 (9. Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements. FORMATIVE
TEST)
J. Additional activities for Evaluate the following expressions by following the rules:
application / remediation 1. 63 ÷ 7 + 5 + 2 – 6 + 3
2. 6 + (2 × 7 + 5)
3. 3 × (4 + 82) – 8
4. 37 + 3 × 2 ÷ 6
5. 14 ÷ 2 – 3 + 2 × 2

(9. Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.
REINFORCEMENT ACTIVITY)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned __: Number of learners who earned 80% and above.
80% in the evaluation
B. No. of learners who require __: Number of learners who requires additional activities for remediation.
additional activities for
remediation
C. Did the remedial lessons __: Number of learners who caught up the lesson.
work?
D. No. of learners who continue __: Number of learners who continue to require remediation.
to require remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why  Group collaboration
did this work?  Games
 Solving Puzzle/ Jigsaw
 Answering preliminary activities/exercises
 Carousel
 Diads
 Think-Pair-Share (TPS)
 Rereading of paragraphs/Poems/Stories
 Differentiated Instruction
 Role Playing/Drama
 Discovery Method
 Lecture Method
Why?
 Complete IMs

 Availability of Materials
 Pupil’s eagerness to learn
 Group member’s cooperation in doing their task
F. What difficulties did my  Bullying among pupils
Principal or supervisor can  Pupil’s behavior/attitude
help me solve?  Unavailable Technology Equipment (AVR/LCD)
 Science/Computer
 Internet Lab
 Additional Clerical Works
G. What innovation or localized Planned Innovations:
materials did I use/discover  Localized Videos
which I wish to share with  Making big books from views of the locality
 Recycling of plastics to be used as instructional Materials
other teachers?
 Local Poetical composition
Prepared by: Reviewed and Observed by: