A DETAILED LESSON PLAN IN MATHEMATICS 5

I. OBJECTIVES

Learning Objectives:

At the end of 60-minute discussion, the learner will be able to:

 Represent and explain Parenthesis, Exponent, Multiplication, Division,
Addition and Subtraction correctly;
 Follow the PEMDAS rules in solving series of operation; and
 Simplify expression using PEMDAS rules.

II. SUBJECT MATTER

Topic: Series of Operation

Reference/s: textbook in Mathematics 5
Materials:Visual aids, Chalk, Chalkboard, Calculator, Operation cube, Number cube,
Recording sheet.

III. PROCEDURE

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Preliminary Activities
1. OPENING PRAYER

: Prayer leader, please do come in front. L: Are you ready to pray now, classmates?

C: Yes, we are

All: In the name of the Father, and of the Son,

and of the Holy Spirit. Amen.

(Prayer)

All: In the name of the Father, and of the Son,

and of the Holy Spirit. Amen.

2. GREETINGS
: Good morning, teacher Arine! It’s nice to see
: Good morning! you!

3. CLASSROOM MANAGEMENT
: Before you sit down, kindly pick up any piece * The students will pick up the pieces of trash
of trash around you and arrange your chairs around them, and will arrange their chairs
before you take your seat. before they sit down.

4. CHECKING OF ATTENDANCE

: Is there any absent today? : None.

: Very good! Give yourselves5 claps for a perfect
attendance!

B. Review

: Before we proceed to our new lesson, let us

first have a review about your previous topic.

: Will you please tell me what our previous : It is all about the division of whole numbers.
lesson was?

: Very good! What are the three components of : The three components of Division are:
Division? quotient, dividend and divisor.

: exactly!

C. Motivation

: Before we proceed to our discussion, let us

first have a game. Listen carefully to my
instructions, is it clear? : Yes, teacher!

: I’ll group you into groups and will be asked to

form a line. I’ll give you a simple mathematical
expressionand each member standing in front
of the line will have to go to board to solve the
given expression. The first one to answer
correctly will gain a point for the group. The
next member on the line will have to do the
same on the next round until everyone gets to
solve on board. Is it clear? : Yes, teacher!

* The teacher will group the students *The learners will form a line with their group
mates.

: Are you ready? : Yes, we’re ready!

Okay let’s start!

: 1. 12 x 2 ÷ 2 = ? 1. 12 x 2 ÷ 2 = 12
2. 5x6÷2+3=? 2. 5 x 6 ÷ 2 + 3 = 18
3. 10 ÷ 2 + 5 = ? 3. 10 ÷ 2 + 5 = 10
4. 2+4x3÷2=? 4. 2 + 4 x 3 ÷ 2 = 8
5. 3 + 4 x 2= ? 5. 3 + 4 x 2 = *students may get the answer
14 or may get the correct answer which is 11*

:Time’s up! Do you have fun? : Yes, teacher!

: Every one of you did a great job! You may now

go to your chair.

* The teacher will announce the winner.

: The activity that we performed would be

related to our topic for today which isSeries of
Operation.

D. Presentation of the lesson

: But before we proceed to our discussion, let us

first know the lesson objectives.
: will you please read, _______________.

: represent andexplain Parenthesis, Exponent,

Multiplication, Division, Addition and
Subtraction correctly;
: follow the PEMDAS rules in solving series of
operation; and
: simplify expression using PEMDAS rules.

E. Discussion

: A while ago, I asked you to solve

expressioninvolving four (4) fundamentals
operation. What are those four (4)
fundamentals operations? Kindly state it.
: Multiplication, Division, Addition and
Subtraction.
: Good job! Now let us go back to our activity a
while ago. Some of you may think that the
correct answer in number five question is 14.
Am I right?
: Yes, teacher.
: Okay, let us use a calculator to see the correct
answer. * the teacher will enter 3 + 4 x 2 and
got 17 as the answer *
: Look! It says here that 11 is the answer. Maybe
I just input a wrong expression, let’s give it
another try * the teacher will enter 3 + 4 x 2
again and got the same answer *

: Well, actually the correct answer is 11.

That’swhy we need a set of rules in solving
expression involving more than one
mathematical operation. Always remember
when an expression has more than one
mathematical operations, we have to follow
rules for the order of operations.

: Here are the rules, please read, _______.

: 1. Perform any calculation inside grouping

symbols.
2. Work on exponent
3. Multiply and divide from left to right
4. Perform all addition and subtraction from left
to right.
: To make simple, this rules are also called the
PEMDAS rule. The symbols first or the
Parenthesis, then Exponent, the Multiply and
Divide and lastly, Addition and Subtraction. This
explains why the calculator keeps giving us 11
every time we enter the expression 3 + 4 x 2.
We solve first the 4 x 2 which is 8 then we add 3
and it is equal to 11.

:Let us give another example.

Evaluate the expression 16 + 12 ÷ 3.

: Who wants to answer on the board?

: Okay, _______. Please do come in front. : *students will raise their hand.

: Very good! *the teacher will check the : *the student will answer the given equation.
answer*

: What if the given expression is 8 – 6 + 12, are

you going to add 6 and 12 first then subtract if
from 8 or subtract 8 and 6 then add 12?

: Exactly! If the given expression has operation : Subtract 8 and 6 then add 12.
with the same priority or same power such as
multiplication and division or addition and
subtraction, apply the LEFT-TO-RIGHT RULE.

Thus, 8 – 6 + 12
= 2 + 12
= 14
: I have here another example of an expression
with grouping symbols. The most commonly
used grouping symbols are parenthesis (),
brackets {} and fraction bars.
: We solve first the numbers inside the
Example. (16 + 4) x 3 – 5 =? parenthesis which is equal to 20.
: Please do tell me what to solve first.
: multiply its answer to 3 then subtract 5.

: Great job! Start with the parenthesis then : 55, teacher.

what is the next step?

: Very good! So what is the answer?

: Nice! Another example.

7 + (6 x 52 + 3) =?
: To solve this expression we are going to start
inside the parenthesis and work with the
exponent first.
7 + (6 x 25 + 3) =?
Then multiply 6 and 25
7 + (150 + 3) =? * student will answer the expression on the
Then add 150 and 3. It gives us; board.
7 + (153) 8 x (32 +1)
:
= 160 16+4 2−3 x 4
8 x (9+ 1)
8 x (32 +1) =
: 16+16−3 x 4
16+4 2−3 x 4 8 x 10
=
To solve this expression we’re going to evaluate 16+16−12
exponent or power. Then, add 9 and 1 which is 80
=
inside the grouping symbol and perform 20
multiplication. Work from left to right. =4
Who wants to try this on the board?

: 1. Perform any calculation inside grouping

symbols.
2. Work on exponent
3. Multiply and divide from left to right
4. Perform all addition and subtraction from left
to right.

: Perfect!

F. Generalization
: What are the rules in solving expression with
the series of operation, _____?

: Very good!

G. Application/Enrichment

Directions:
1. Roll the operation cube twice, the roll the
number cube for three times. Record
them on the record sheet.
2. Arrange the numbers and operations to
create a numerical expression that has the
largest solution possible.
3. Record and solve your numerical
expression.

*First two groups to finish will present their

work in front*

III. EVALUATION

DIRECTION:
I. Insert grouping symbols to make the given value of each expression correct.
1. 16 + 6 ÷ 3 + 3 = 17
2. 20 – 2 + 1 x 2 = 14
3. 6 x 3 – 2 x 5 = 8
4. 8 + 16 ÷ 2 x 2 = 6
5. 7 + 2 ÷ 7 – 4 = 3
6. 10 – 3 + 1 x2 = 5
7. 9 + 7 – 2 x 4 + 2 = 6
8. 10 x 2 – 5 ÷ 4 + 3 – 2 = 3
9. 6 + 32 ÷ 3 x 2 + 2 = 20
10. 15 ÷ 3 + 23 – 6 x 3 ÷ 32 = 11
II. Evaluate the expression. Then simplify the answer.
4 x6
1.
4+ 32−1
2 x 52
2. 2
6 −12+1
 4 x 52+(32 +1)
3. 2
7 −(5 x 3+ 2)

V. ASSIGNMENT
Answer the following.
A. Write 2-digit number using the digits 1, 2, 3, and 4 only once. Then find the sum of the
numbers. A.) what is the greatest possible sum that can be made this way? B.) what is
the least possible sum that can be made in this way? C.) what is the difference between
the greatest possible sum and the least possible sum?
B. Two calculators were used to find the value of the expression. Determine which
calculator performed the correct order of operation.
Calculator A Calculator B
1. 15 – 6 ÷ 3 x 4 = 12 7
2. 8 + 2 x3 – 9 = 21 5
3. 15 + 10 ÷ 5 +4 = 21 9
4. 4 x 3 + 6 ÷ 2 = 15 9
5. 15 – 9 ÷ 3 + 7 = 19 9

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

CLOSING PRAYER

: Let us all stand up for the closing prayer.

: ______, please lead the prayer. L: Are you ready to pray now, classmates?

C: Yes, we are

All: In the name of the Father, and of the Son,

and of the Holy Spirit. Amen.

(Prayer)

All: In the name of the Father, and of the Son,

and of the Holy Spirit. Amen.

: Goodbye, class! : Goodbye, ma’am!

PREPARED BY: ARINE BELLE P. BLANCO