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Pemdas DLP in Math

The document outlines a detailed lesson plan for a Grade 6 mathematics class focused on the Order of Operations using PEMDAS. It includes objectives, subject matter, teaching strategies, and a structured approach to classroom activities, evaluations, and assignments. The lesson aims for students to understand and apply the PEMDAS rules effectively by the end of the session.

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jennife.nietes
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67 views4 pages

Pemdas DLP in Math

The document outlines a detailed lesson plan for a Grade 6 mathematics class focused on the Order of Operations using PEMDAS. It includes objectives, subject matter, teaching strategies, and a structured approach to classroom activities, evaluations, and assignments. The lesson aims for students to understand and apply the PEMDAS rules effectively by the end of the session.

Uploaded by

jennife.nietes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

PROVINCE OF BUKIDNON
Municipality of Don Carlos

DON CARLOS POLYTECHNIC COLLEGE


Purok-2 Poblacion Norte, Don Carlos, Bukidnon
Official website: dcpc.edu.ph
Date: March 3,
2024
A Detailed Lesson Plan in Mathematics in Grade 6

I. Objectives:
At the end of the lesson, 75% of the learners will be able to:
a. Identify problem using PEMDAS;
b. Appreciate the PEMDAS rules in solving series of operation; and
c. Perform expression using PEMDAS rules.

II. Subject Matter:


Topic: Order of Operation
References: Textbook in mathematics 5

Materials: Visuals aids, PowerPoint, chalk, chalkboard, Calculator, Recording sheets.


Teaching Strategies: cooperative learning approach and practical approach
Values: Cooperation and attentiveness

III. Preparation:

Teacher’s Activity Student’s Activity


A. Preparation
1. Opening Prayer
Everyone please stands up for our prayer.
Repeat after me.

Lord God, I pray that I will have the wisdom and strength to
know your goodness and provision. I pray I can place my Amen…
identity in You. Amen

2. Greetings Good morning teacher, good morning


Good morning class? classmate

Feeling good teacher.

How are you today?

By the way, I’m teacher Jeramae Tinoy. You can call


me teacher Mimi together with my co-teachers,
teacher Mark Lee Felisilda and teacher Ninvie Lora
your math teachers for this morning.

3. Classroom Management
Before we will start, kindly arrange your chairs, pick up Yes teacher.
some pieces of garbage.

Are we done? no absent teacher.

4. Checking of attendance
Any absent from the class?

Okay very good.

B. Review
What was your topic last meeting? DPMA teacher

What is DPMA or Distributive property of multiplication under


addition by the way?
Anyone from the class? (A student will raise his/her hand)
Yes? (Maranova) The distributive property states that
when the sum of two or more
addends is multiplied by a number, it
gives the same result as multiplying
each addend individually by the
same number and then adding the
products together.

Okay very good. Thank you (Maranova) for sharing your (students will do the 5 claps and say
answer. Let’s give her 5 claps and say hurry. hurray)

1,2,3,…1,2,3 hurray!

C. Motivation

At this moment, I’m requesting everybody to stand up for the


warm up.

(the teacher will show the video and demonstrate the dance (the students are participating)
steps)

D. Lesson Proper

By the way class do you have any idea what is Order of (the students will listen)
Operation? (the student will raise his/her hands)
Before anything else I need two students to be here in front.
Anyone?
Yes? (Maranova & Jeysa come in front)

(Students are participating & solving)

Okay very good!


Thank you, students!
Let’s give Maranova & Jeysa a 3 claps and say very good.
1,2,3… very good!!! 1,2,3…. Very good!!!
In order to solve the problems with more than one operation
mathematicians came up to with a rule called the ORDER OF
OPERATIONS.

(the students will listen)

Given: 32 + 6 (5+4) ÷ 3 – 7=

32 + 6 (5+4) ÷ 3 –7
32+ 6 (9) ÷ 3-7
27+6 (9) ÷ 3-7
27+54÷ 3-7
27+18-7
45-7
=38

Before we proceed, do you have any questions? None so far teacher.


Then if there’s not, I will give the floor to teacher Ninvie to
explain and review Order of Operations

E. Application

Let’s have a short recap.


Can I request 2 students to be here in front to solve this
problem using PEMDAS.

52 + 5 (2x2) ÷ 3 – 5=

SOLUTION:

52 + 5 (2x2) ÷ 2 – 5=
52+5 (4) ÷ 2 – 5
25+5 (4) ÷ 2 – 5
25 + 20 ÷ 2 – 5
25 + 10 – 5
35-5
=30

(after solving the problem the student will explain their answer)

F. Generalization

1. Drill (Mental Computation)


Pass, Pick and Answer me!

Song
Let’s Play a game! I have here a box contains problem to solve
using PEMDAS. This will pass around by the pupils with a
music. When I stop the song/music, whoever the pupil holding (the student will listen and
the box should pick a piece of paper and answer the given participate)
equation. The pupil will answer the given equation in 5
seconds, failure to get the correct answer will show their talent
at the end of the class, either to sing or dance.

What’s inside the box:

(4+4)+2= 10+20÷2=

5+4+1= 50÷10=

102= 100-50(2x3)

Excellent performance class!

I. Evaluation:

Get ½ crosswise and answer the following problem.


ANSWER KEY:
1. 52+2(2x1) ÷2-5= 1. 25
2. 32+2(4x4) ÷2-4= 2. 21
3. 200-[(5x21)+(2x7)]= 3. -339
4. 17+3-42= 4. 4
5. 4x7+9÷3= 5. 31

Are you done? Yes teacher


Pass your paper in the front.
J. Assignment:

Read in advance PRIME AND COMPOSITE NUMBER.

I think that all for today, Goodbye class! Goodbye teacher, see you tomorrow
morning.

Prepared by:

TINOY, JERAMAE I.
FELISILDA, MARK LEE
LORA, NINVIE GLICEL C.

Checked by:
CHRISTIAN RAY BAYSA

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