Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

6 Zest for Progress

Z Peal of artnership

MATHEMATICS
Quarter 2 – Module 6:
Order of Operations

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 2 – Module 6: Order of Operations
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Cristelyn A. Suganob
Editor: Agustina P. Magalso
Reviewer: Ismael K. Yusoph
Management Team:SDS Ma. Liza R. Tabilon, Ed.D CESO V
ASDS Ma. Judelyn J. Ramos
ASDS Armando P. Gumapon
ASDS Judith V. Romaguera
CID Chief Lilia E. Abello
EPS-LRMS Evelyn C. Labad
PSDS Maria Theresa M. Imperial
Principal Miela H. De Gracia

For inquiries or feedback, please write or call:

Department of Education
Schools Division of Zamboanga del Norte
Capitol Drive, Estaka, Dipolog City
Fax: (065) 908 0087 | Tel: (065) 212 5843, (065) 212 5131
[email protected]
 What I Need to Know

This module was designed and written with you in mind. It is

here to help you master the interpretation and explanation the
grouping, exponent, multiplication, division, addition, subtraction
(GEMDAS) rule and performs two or more different operations on
whole numbers with or without exponents and grouping symbols. The
scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module has two lessons, namely:

 Lesson 1 - Interpreting and explaining the grouping, exponent,
multiplication, division, addition, subtraction (GEMDAS)
rule.(M6NS-IIf148)
 Lesson 2- Performing two or more different operations on whole
numbers with or without exponents and grouping symbols.(M6NS-
IIf149)

After going through this module, you are expected to:

1. interpretand explains the grouping, exponent,
multiplication, division, addition, subtraction (GEMDAS)
rule.
2. perform two or more different operation on whole
numbers with or without exponents and grouping
symbols.

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 Interpreting & Explaining the Grouping,
Exponents, Multiplication, Division,
Lesson
Addition, Subtraction (GEMDAS) rule.
1-2 Performing two or more different
operations on whole numbers with or
without exponents and grouping symbols.

In any numerical expression that has more than one operation, GEMDAS rule
will be used to simplify or evaluate complicated numerical expressions easily.
GEMDAS stands for grouping, exponent, multiplication, division, addition and
subtraction. Perform the operation inside each pair of grouping symbols first
(parenthesis, brackets and braces). Then simplify the exponent and perform the
multiplication and division working from left to right. Lastly, perform addition and
subtraction working from left to right.

What’s In
A. Perform the indicated operation.
1. (12 + 3) - 7 = N 2.14 ÷ 2 - 3 + 2 x 6 = N 3.32 ÷ 2 x 2² = N

B. Place parenthesis in the equation to make each statement true.

1. 16 - 7 + 8 = 17 2.3 x 5 - 4 = 3 3.12 ÷ 2² + 2 = 2

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 What’s New

A teacher wrote the expression ( 4 + 2 x 5 ) ÷ 7 + 23 on the board and called two pupils
to solve it.
Below are the solutions of two pupils.
Pupil 1 Pupil 2
(4 + 2 x 5) ÷ 7 + 23 (4 + 2 x 5 ) ÷ 7 + 23
= (6 x 5) ÷ 7 + 23 = (4+10) ÷ 7 + 23
= 30 ÷ 7 + 23 = 14 ÷ 7 + 8
= 30 ÷ 7 +8 =2+8
= 30 ÷ 15 = 10
=2
Whose solution do you think is correct? Why? ___________________________________

Read the Problem:

Luisa a dressmaker had 4 boxes having 15 beads each and 8 more. She lost
9 beads when she left the box open and accidentally spilled it. Her youngest
daughter helped her look for the rest but failed to find them. Her husband who
came from the office brought 25 beads for her. After a while she said, she had 108
beads. Is she right? Why?

Answer the following:

a. What to find in the problem?
___________________________________________
b. What are the given facts?
___________________________________________
c. What operation are to be used?
___________________________________________
d. What is the numerical expression that can best represent the
problem?
e. What is your answer to the problem? ____________________

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 What is It

The expression above can be solved by following the rules on order of

operations. The GEMDAS rules.

Simple way to rememberGEMDAS rule :

G ----------------> Grouping (Parentheses, Brackets, and Braces)
The three (3) pairs of grouping symbols are: ( ) parenthesis, [ ] brackets ｛｝
braces
E ---------------> Exponents
M ---------------> Multiplication
D ---------------> Division
A ---------------> Addition
S ---------------> Subtraction

This acronyms GEMDAS helps you to remember the order to complete the multi-operation
expression.
1. The 'G' in the acronym stands for the group of symbols (parentheses, brackets and
braces) All operations within each pair of symbols get completed first.
2. The 'E' refers to any exponents; all exponents are calculated after the group or each
pair of symbols.
3. The 'M' and 'D' are interchangeable as one completes the multiplication and division in
the order that they appear from left to right.
4. The fourth and final step is to solve for the “A” addition and “S” subtraction in the order
that they appear from left to right.

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Example 1:
According to the GEMDAS rule, Pupils 2’s solution is correct for the above presentation:
(4 + 2 x 5) ÷ 7 + 23 Solve the operation inside the parenthesis
Multiply 2 and 5 first.
= (4 + 10) ÷ 7 + 23
Add 4 and 10

= 14 ÷ 7 + 23
Simplify the exponent.
2 x 2 x 2= 8
=14 ÷ 7 +8
Divide 14 by 7
= 2+8
Add 2 and 8.
= Answer is 10.

Example 2: Evaluate the expression 9 + (15 ÷ 3 x 5) - 3²x 4 ÷ 2

Solution: 9 + (15 ÷ 3 x 5) - 3² x 4 ÷ 2 (Evaluate first the number inside the
parenthesis)
=9 + (5 x 5) - 3² x 4 ÷ 2 (from left to right, we have division first, so we
divide 15 by 3 then multiply by 5 ( Grouping; Parenthesis)
=9 + 25 - 3²x 4 ÷ 2 (Simplify the exponent 3 x 3 = 9) (Exponent)
=9 + 25 - 9 x 4 ÷ 2 (multiply 9 and 4) (Multiplication)
=9 + 25 - 36 ÷ 2 (divide 36 by 2) (Division)
=9 + 25 -18 ( add 9 and 25) (Addition)
=34 -18 (subtract 34-18) (Subtraction)
= Answer is 16.

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 What’s More

A. Evaluate the expressions and give your answer.

1. 15 ÷ 3 x 5 - 4² = _____________________

2. (93 + 15) ÷ (3 x 4) - 4 + 8 = _____________________

3. 6 + [(16 - 4) ÷ (22 + 2)] – 2 = _____________________

B. Evaluate the expression if :

D=3 ,K=4 ,E=2
1. 96 ÷ K x 6 - D + 9 = ____________________
2. 102 -(K x E)+ 16 ÷ 8 = ____________________
3. K x[( 15 ÷ D)-(K-2)] + 6 – K = ____________________

What I Have Learned

Following the GEMDAS rules is the way to perform

numerical expression that has more than one operation. Perform
the operation inside or within each pair of grouping
symbols(parenthesis, brackets, and braces) first. Then perform the
exponent, then the multiplication and division whichever comes first
from left to right. Lastly, perform addition and subtraction working
from left to right whichever comes first.

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 What I Can Do

Match column A to column B by writing the letter of the correct answer

in the line before each number.
A. B
_____1. 25 ÷ 5 + (14 -13) = a. 2
_____2.(92 + 4²) ÷ (3² x 4) b.6
_____3. [2 x (6 + 1) -5 +3] ÷ 6 c. 67
_____4. (6 ÷ 3) x4 - 8 = d.0
_____5. 12 x [ 24 ÷ (3 + 1)] -5 e. 3
_____6. 7+ (2+6) -18 ÷ 3² f. 13

Assessment

A. Simplify the following expression. Encircle the letter of the correct answer.
1. 27 - 9 ÷ 3 x (4 x 1)
a. 18 b. 15 c. 24 d. 25
2. 4x (27 ÷ 3²)
a. 72 b. 12 c. 9 d. 15
3. [2 x (6 + 1) -5 +3]
a. 21 b. 11 c.12 d. 8
4. 48 ÷ 2² + 12 x 3 =
a. 48 b. 36 c. 72 d. 12
5. What operation would you perform first? 24 ÷ (4 + 2) -1 x 10
a. 4 + 2 c. 1 x 10
b. 24 ÷ 4 d. 2 – 1
6. 6² ÷ 3 x 2 + 5 - 1 = N
a. 48 b. 38 c. 28 d. 18

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7. 3 x [4 -2 x (10 - 8) + 12 ÷ 6 x 1] = N
a. 2 b. 4 c. 6 d. 8
8. 16 ÷ 4 x 5 - 7 + 8 =N
a. 21 b. 20 c. 19 d. 18
9. 1200 ÷ 200 x 4 -8 + 9 = N
a. 125 b. 25 c. 135 d. 35
10. (36 - 6) + [(3 x 42) + 7] = N
a. 140 b. 138 c. 150 d. 163

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 Answer Key

What’s in What’s More What I can do

A. 1.)8 A. 1. 7 B. 1. 150 1.b 4. d
2.)16 2. 13 2. 100 2.e 5.c
3.) 64 3. 9 3.16 3. a 6.f
B. 1.)(16 -7) + 8 = 17 What’s New
2.) 3 x (5 - 4 ) = 3 Pupil2, because you have to do multiplication first
3.) 12 ÷ (2² + 2) = 2 inside the parenthesis than addition.
Problem: a. Is Luisa is right that she lost 108 beads?
b. 4 boxes having 15 beads, additional of 8 beads
lost 9 beads, 25 beads brought by his husband

c. multiplication, addition and subtraction

d. 4 x 15 + 8 - 9 + 2
e. No, because she only had 88 beads left.
Assessment What’s More What I Can Do
1. b 6. c A.1. 9 B 1. 150 1. b 4. d
2. b 7. c 2. 13 2. 94 2. e 5. c
3.c 8. a 3. 6 3.14 3. a 6. f
4.a 9. b
5.a 10. d

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 I AM A FILIPINO
by Carlos P. Romulo

I am a Filipino – inheritor of a glorious past, hostage to the It is the mark of my manhood, the symbol of my dignity as a
uncertain future. As such, I must prove equal to a two-fold task – human being. Like the seeds that were once buried in the tomb
the task of meeting my responsibility to the past, and the task of of Tutankhamen many thousands of years ago, it shall grow and
performing my obligation to the future. flower and bear fruit again. It is the insigne of my race, and my
I am sprung from a hardy race – child many generations removed generation is but a stage in the unending search of my people
of ancient Malayan pioneers. Across the centuries, the memory for freedom and happiness.
comes rushing back to me: of brown-skinned men putting out to I am a Filipino, child of the marriage of the East and the West.
sea in ships that were as frail as their hearts were stout. Over the The East, with its languor and mysticism, its passivity and
sea I see them come, borne upon the billowing wave and the endurance, was my mother, and my sire was the West that
whistling wind, carried upon the mighty swell of hope – hope in came thundering across the seas with the Cross and Sword and
the free abundance of the new land that was to be their home the Machine. I am of the East, an eager participant in its
and their children’s forever. struggles for liberation from the imperialist yoke. But I know
This is the land they sought and found. Every inch of shore that also that the East must awake from its centuried sleep, shake
their eyes first set upon, every hill and mountain that beckoned off the lethargy that has bound its limbs, and start moving
to them with a green and purple invitation, every mile of rolling where destiny awaits.
plain that their view encompassed, every river and lake that For I, too, am of the West, and the vigorous peoples of the
promised a plentiful living and the fruitfulness of commerce, is a West have destroyed forever the peace and quiet that once
hollowed spot to me. were ours. I can no longer live, a being apart from those whose
By the strength of their hearts and hands, by every right of law, world now trembles to the roar of bomb and cannon shot. For
human and divine, this land and all the appurtenances thereof – no man and no nation is an island, but a part of the main, and
the black and fertile soil, the seas and lakes and rivers teeming there is no longer any East and West – only individuals and
with fish, the forests with their inexhaustible wealth in wild and nations making those momentous choices that are the hinges
timber, the mountains with their bowels swollen with minerals – upon which history revolves. At the vanguard of progress in this
the whole of this rich and happy land has been for centuries part of the world I stand – a forlorn figure in the eyes of some,
without number, the land of my fathers. This land I received in but not one defeated and lost. For through the thick, interlacing
branches of habit and custom above me I have seen the light of
trust from them, and in trust will pass it to my children, and so on
the sun, and I know that it is good. I have seen the light of
until the world is no more.
justice and equality and freedom, my heart has been lifted by
I am a Filipino. In my blood runs the immortal seed of heroes – the vision of democracy, and I shall not rest until my land and
seed that flowered down the centuries in deeds of courage and my people shall have been blessed by these, beyond the power
defiance. In my veins yet pulses the same hot blood that sent of any man or nation to subvert or destroy.
Lapulapu to battle against the alien foe, that drove Diego Silang
and Dagohoy into rebellion against the foreign oppressor. I am a Filipino, and this is my inheritance. What pledge shall I
give that I may prove worthy of my inheritance? I shall give the
That seed is immortal. It is the self-same seed that flowered in pledge that has come ringing down the corridors of the
the heart of Jose Rizal that morning in Bagumbayan when a centuries, and it shall be compounded of the joyous cries of my
volley of shots put an end to all that was mortal of him and made Malayan forebears when first they saw the contours of this land
his spirit deathless forever; the same that flowered in the hearts loom before their eyes, of the battle cries that have resounded
of Bonifacio in Balintawak, of Gregorio del Pilar at Tirad Pass, of in every field of combat from Mactan to Tirad Pass, of the
Antonio Luna at Calumpit, that bloomed in flowers of frustration voices of my people when they sing:
in the sad heart of Emilio Aguinaldo at Palanan, and yet burst
forth royally again in the proud heart of Manuel L. Quezon when “I am a Filipino born to freedom, and I shall not rest until
he stood at last on the threshold of ancient Malacanang Palace, freedom shall have been added unto my inheritance—for
in the symbolic act of possession and racial vindication. The seed myself and my children and my children’s children—forever.”
I bear within me is an immortal seed.
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