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Week and Date

The document outlines a lesson plan for Week 7, focusing on teaching students the rules of operations in mathematics, specifically the MDAS (Multiplication, Division, Addition, Subtraction) sequence. It includes activities such as reviewing previous lessons, discussing traffic light rules as a metaphor for following operation sequences, and providing practice problems for students to solve. The lesson concludes with an evaluation and homework assignments to reinforce the concepts learned.

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Jay Vee Almira
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17 views1 page

Week and Date

The document outlines a lesson plan for Week 7, focusing on teaching students the rules of operations in mathematics, specifically the MDAS (Multiplication, Division, Addition, Subtraction) sequence. It includes activities such as reviewing previous lessons, discussing traffic light rules as a metaphor for following operation sequences, and providing practice problems for students to solve. The lesson concludes with an evaluation and homework assignments to reinforce the concepts learned.

Uploaded by

Jay Vee Almira
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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Week and Date Week 7 and October 1, 2019 Time Allotment: 50 minutes

A. Introduction
1. Preliminaries:
 Opening Prayer
 Checking of attendance
 Maintaining classroom cleanliness.
 Review of previous lesson

B. Lesson Proper
Motivation/Integration:
 Ask the students how they cross intersections with traffic lights. Tell them to explain the
meanings of the different colors of the traffic lights. Point out the importance of following rules to
avoid disasters. Explain also that like the sequence of the traffic lights, there is a sequence of
rules to follow when performing series of operations.

1. Delivery
 Write the given equations below on the board and discuss it with the students.
A. 9 + 8 ÷ 4 x 3 B. 56 – 30 + 9 x 4 ÷ 6
 Talk about the given equations then guide the students how to get the answer. Tell the
students the rules in solving series of operations or the MDAS: always start from left to write
when performing the operations and multiply or divide first, before adding or subtracting.
 Give the following examples on the board and discuss how to get the answer.
 6 x 7 + 5 – 40 ÷ 8
 20 – 12 ÷ 3 x 2 + 9
 25 – 3 x (10 – 7)

2. Practice
 Lead the students in answering each question on Check Your Understanding on page 126.
1. Study the given sentence. Explain why the answer is 40. (6 x 7 + 9 ÷ 3 – 5 = 40)
2. Tell what operation you will do first to find the value of each expression.
a. 9 + 6 x 2 ÷ 4 b. 34 – 27 + 3 – 2
c. 14 ÷ 2 + 7 – 5 d. 2 x 10 + 24 ÷ 3
3. Write a number statement to solve these problems.
a. What number will result if you subtract 4 rom 20 and then divide the difference by 8?
b. What number will you get if you add the quotient of 28 and 4 to the product of 9 and 6?

3. Evaluation:
 Let the students answer Test Yourself A on page 127 (1-10) as their seatwork. Write their
solutions on their math notebook and their final answer on their math book.
A. Find the value of each expression. Write the answer in each blank.
1. 72 – 2 + 18 – 9 = _____
2. 68 – 7 x 6 + 35 = _____
3. 24 + 8 – 12 ÷ 4 = _____

C. Closure
1. Show of Hands: Ask the students to show their hands if they really understand the lesson for
the day.
2. Homework: Perform the indicated operations. Write your complete solutions and answers on
a one whole sheet of paper.
1. 9 + 16 ÷ 4 – 2 6. 25 – 3 x 4 + 7
2. 18 ÷ 3 x 5 + 7 7. 24 – 15 + 8 x 3 ÷ 6
3. 15 ÷ 3 + 4 x 2 – 5 8. 38 + 4 x 5 – 64 ÷ 4
4. 6 x 4 + 8 – 10 ÷ 2 9. (15 – 9) x (48 ÷ 8)
5. 100 – 72 ÷ 6 + 25 10. 8 x (9 + 5) ÷ 16

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