A SEMI-DETAILED LESSON PLAN IN MATHEMATICS 6
I. Objectives
At the end of the lesson, students will be able to:
a. interprets and explains the Grouping, Exponent, Multiplication, Division, Addition,
Subtraction (GEMDAS) rule,
b. performs two or more different operations on whole numbers with exponents and
grouping symbols.
II. Subject Matter
a. Topic: The GEMDAS Rule
b. References: DLP Gr. 6 Module 2, BEAM LG Gr. 6 Module 1 – Order of Operations
c. Materials: Chalk, cartolina, printed answer sheet
III. Learning Proper
a. Preparation
Prayer
Greetings
Class Routine
Checking of attendance
Review on the previous lesson
b. Motivation
The teacher will group the class into three (3) groups and will give ten (10) equations
regarding the four (4) basic arithmetic operations in Mathematics. The group that will get
highest score will be given reward.
c. Presentation of the Topic
(The teacher will show an equation with 2 or more operations.)
(10 x 5) + 32 - 4 ÷ 2 x 1
(The teacher will introduce what is GEMDAS Rule.)
What is the GEMDAS Rule?
It tells us the order of operation that we need to follow step by step in order to solve a
numerical expression with more than two operations.
What is G stands for? Grouping symbols (), [], {}
What is E stands for? Exponents n2
What is M stands for? Multiplication (x)
How about D? Division (÷)
What does A stand for? Addition (+)
How about S? Subtraction (-)
(The teacher will let the students repeat the meaning of GEMDAS.)
Very Good!!!
(The teacher will go back to the equation and show how to solve it using GEMDAS rule.)
Rule 1 – Grouping symbols: (10 x 5) = 50
50 + 32 - 4 ÷ 2 x 1
Rule 2 – Exponents: 32 = 3 x 3 = 9
50 + 9 - 4 ÷ 2 x 1
Rule 3 – Multiplication and Division: Perform multiplication and division as they occur
from left to right.
Division: 4 ÷ 2 = 2
50 + 9 – 2 x 1
Multiplication: 2 x 1 = 2
50 + 9 – 2
Rule 4 – Addition and Subtraction: Perform addition and subtraction as they occur from
left to right.
Addition: 50 + 9 = 59
59-2
Subtraction: 59 – 2 = 57
The final answer will be 57.
(The teacher will give another example and will let the students try to solve it on the
board.)
3
2 ÷ 4 x (5+9)
(The teacher will ask students questions regarding to their lesson.)
Did you learn a lot from our lesson?
What rule would you follow in order to perform the order of operation?
IV. Evaluation:
A. Read the items below. Write the letter of the correct answer on your answer sheet.
1) Which operation should be done first in the expression 8 + (9 x 5) ÷ 5 – 2?
A. addition B. subtraction
C. multiplication D. division
2) Using the GEMDAS rule, which should be done first in the expression 25 + (33 – 6) x 5
– 5?
A. simplify 33 B. subtract
C. multiply D. add
3) Which should be performed first in the expression 15 + (4 – 1) x 4 – 3?
A. 4 – 1 B. 4 – 3
C. 15 + 3 D. 3 x 4
4) Which operation would you perform first in the expression 12 ÷ (4 + 2) – 1 x 10?
A. 4 + 2 B. 12 ÷ 4
C. 1 x 10 D. 2 - 1
5) Which should be done first in the expression 23 x 32 ÷ 1 + (6 – 5)?
A. 23 B. 32
C. 1 + 6 D. 6 – 5
B. Directions: Solve the following expressions using the GEMDAS rule. Write your
solution on your answer sheet.
1. (54 - 4) ÷ 10 + 22
2. 5 x (11 – 5) + 32
3. (65 – 5) ÷ 5 - 6 2
4. 72 + 5 x (8 + 3)
5. (6+ 2)2 + (12 ÷ 2 )
V. Assignment:
Make an advance reading about how to identifies real-life situations that make use of
integers.
Prepared by:
Jolina B. Imatong
