7

Quarter 13
Lesson Exemplar Lesson 1
Lesson

for Mathematics 7

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 7
Quarter 3: Lesson 7 (Week 7)
SY 2024-2025

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• Clemente M. Aguinaldo Jr. (Philippine Normal University – North Luzon)

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MATHEMATICS / QUARTER 3 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of simplification of numerical expressions involving integers.
Standards

B. Performance
By the end of the quarter, the learners are able to simplify numerical expressions involving integers. (NA)
Standards

C. Learning Learning Competency

Competencies By the end of the lesson, the learners are able to …
and Objectives 1. simplify numerical expressions involving integers using number properties and the order of operations (GEMDAS)
2. solve problems involving numerical expressions

D. Content GEMDAS (Grouping, Exponents, Multiplication and Division, Addition and Subtraction)
Application to real-life situations

E. Integration

II. LEARNING RESOURCES

Smar Class 4 Kids. (2024). Order of Operations in Math. https://smartclass4kids.com/order-of-operations/

Laing, L. (n.d.). Back-to-School Shopping: Applying the order of operations. Math for grownups. https://mathforgrownups.com/back-to-
school-shopping-applying-the-order-of-operations/
ChatGPT. (2022). https://chat.openai.com/c/ba996feb-6668-459c-9c2e-2460f7ff2683
CueMath. (n.d.). PEMDAS. https://www.cuemath.com/numbers/pemdas/
Pierce, R. (2023). Order of Operations: PEMDAS. Math is Fun. https://www.mathsisfun.com/operation-order-pemdas.html
Basic Mathematics. (2021). Order of operations word problems. https://www.basic-mathematics.com/order-of-operations-word-
problems.html

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Teachers in this part will recall

Knowledge 1. Short Review prior knowledge of learners to
Pretest or activity to review. Let the learners answer the short activity. assess the depth of their
Perform the indicated operations on integers and give the results. understanding of addition and

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 1) 6 – 12 + 2 = _____ = –4 9) 8 (−9) = _____ = –72 subtraction of integers and their
2) 11 + 14 – 2 = _____ = 23 10) (−12) (12) = _____ = –144 concepts before engaging
3) –12 – 5 – 10 = _____ = –27 11) −24 ÷ 12 = _____ = –2 students in the new lesson.
4) 5 + 13 + 6 = _____ = 24 12) −45/9 = _____ = –5 If the teacher is not satisfied
5) 3 (−4) = _____ = –12 13) −80 ÷ −4 = _____ = 20 with the response of the learners
6) (−5) (−9) = _____ = 45 14) −75 ÷ 25 = _____ = –3 to the short review activity, the
7) −3 (4) = _____ = –12 15) −60 ÷ −30 = _____ = 2 teacher may add activities to
8) −7 (−8) = _____ = 56 16) −68 ÷ −2 = _____ = 34 cultivate their necessary
knowledge.
Students can do this in a
2. Feedback (Optional) separate worksheet provided.
The teacher should provide
feedback on every activity

B. Establishing 1. Lesson Purpose

Lesson Purpose Consider the following scenario: Maria bought 3 boxes of pencils, each In this part, the teacher will
containing 8 pencils at P2 per pencil. She also bought 2 notebooks at P5 each. explain the importance of
If she gives the cashier P100, how much change should she receive? learning GEMDAS.
Essential Questions:
1. How many pencils are there?
2. How many operations do you think there are in this problem? The teacher may also use the
3. Can you solve this problem using only one numerical expression? essential questions to engage
To solve this problem, it is important to understand the order of operations students on why it is crucial to
and the concept of GEMDAS. learn the lesson.

2. Unlocking Content Area Vocabulary

GEMDAS stands for Grouping, Exponents, Multiplication and Division, and The teacher has the discretion to
Addition and Subtraction. This means that in simplifying numerical use other appropriate methods.
expressions, the operation one should work on first is the Grouping symbols
(parenthesis, brackets, or braces), then Exponents, Multiplication and Division
next, and lastly Addition and Subtraction. That is, in simplifying numerical
expressions, the order of operations should follow GEMDAS.

C. Developing and SUB-TOPIC 1: Simplifying numerical expressions involving integers

Deepening 1. Explicitation
Understanding GEMDAS stands for Grouping, Exponents, Multiplication and Division, and Make sure that students already
Addition and Subtraction. This means that in simplifying numerical expressions, learned the four fundamental
follow the order of operations according to the GEMDAS Rule. operations of integers.

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 For easy memory, use these mnemonics: Grace, Excuse My Dear Aunt Sally
The teacher discusses GEMDAS
Step 1. Any calculation that comes inside the Grouping symbol should be done thoroughly after presenting
first. This includes ( ), [ ], and { }. If you have all these three grouping symbols, Example 1.
perform first ( ), then [ ], and lastly { }.
If there are no grouping symbols, skip this step.

Step 2. After solving operations inside the parenthesis or groupings (if any),
exponents, roots, and absolute values will be calculated from left to right.
If there are none of these, skip this step.

Step 3. Perform multiplication or division, whichever comes first when

calculating from left to right.
Example: 12 ÷ 3  4
12 ÷ 3  4
4  4 = 16 is the correct answer (rather than 12 ÷ 12 = 1)

Step 4. Lastly, perform addition or subtraction, whichever comes first when

calculating from left to right.
Example: 12 – 3 + 4
12 – 3 + 4
9 + 4 = 13 is the correct answer (rather than 12 – 7 = 5)

2. Worked Example
Example 1. Simplify 8 – 3  2.
(Ask students to solve without introducing GEMDAS) The teacher may ask students to
Solution: Following GEMDAS, since there is no Grouping and no Exponent, we answer this before introducing
start with Multiplication and Division (whichever comes first, M or D). So, we GEMDAS.
start computing 3  2 = 6.
Simplify: 8 – 3  2 = 8 – 6 (Multiplication) The teacher explains these
= 2 (Subtraction) examples step by step, focusing
on the importance of GEMDAS.
DAY 2
Example 2. Simplify the following.
1) 5 – 2  (6 + 1)
Solution: 5 – 2  (6 + 1) = 5 – 2  7 (Grouping: Step 1)
= 5 – 14 (Multiplication: Step 3)
=–9 (Subtraction: Step 4)
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 2) 42 ÷ (3 – 1) + 6
Solution: 42 ÷ (3 – 1) + 6 = 42 ÷ 2 + 6 (Grouping)
= 16 ÷ 2 + 6 (Exponent)
= 8 + 6 (Division)
= 14 (Addition)
3) 3  (5 − 2)2 + 4
Solution: 3  (5 − 2)2 + 4 = 3  32 + 4 (Grouping)
= 3  9 + 4 (Exponent)
= 27 + 4 (Multiplication)
= 31 (Addition)
4) 23 + 6 ÷ (3−1)
Solution: 23 + 6 ÷ (3−1) = 8 + 6 ÷ 2 (Grouping and Exponent)
= 8 + 3 (Division)
= 11 (Addition)
5) 10 – 3  (22 + 1)
Solution: 10 – 3  (22 + 1) = 10 – 3  (4 + 1) (Exponent in the Grouping)
= 10 – 3  5 (Grouping)
= 10 – 15 (Multiplication)
= – 5 (Subtraction)

3. Lesson Activity
Practice/Drill 1. Simplify the following numerical expressions. Students may answer this on a
1. 4 + 3  2 = _____ = 10 6. 32 + (4 ÷ 2) = _____ = 11 separate worksheet provided.
2. 7 − (2  3)2 = _____ = – 29 7. 15 ÷ (2+1) – 42 = _____ = – 11
Collaborative Learning:
3. 24 + 8 ÷ (3 + 1) = _____ = 18 8. 2 × (7 − 3) + 50 = _____ = 9 The teacher has the discretion to
4. (6 + 2)  3 – 25 = _____ = – 1 9. 12 – 2 × (32 − 1) = _____ = –4 provide groups with 1 or 2 or 3
5. 10 – 2 × (4 − 1) = _____= 4
10. (8 + 2)2 ÷ 5 − 21 = _____ = –1 expressions each and instruct
them to solve and discuss their
strategies.
DAY 3
SUB-TOPIC 2: Application to Real-Life Situations Students may answer this on a
1. Explicitation separate worksheet provided.
We often do problems involving numerical expressions, without even
thinking of the order of operations. And that’s because we are not writing 1000 – 300 – 50 – (3  40) – (2 
equations or expressions to solve problems. We simply use common sense. Here 200) = P130
are some examples. P100 – [P2  (3  8)] – (P5  2) =
P42

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2. Worked Example
Example 1. Let us say you are shopping for school supplies. You have chosen 5 Option: Collaborative learning
notebooks that are ₱50 each and 2 pens at ₱30 each. But the notebooks are ₱5
off. What is the total amount you must pay?

Solution: You probably will not write an equation for this, right? You probably
just do it in your head, and scribble some on scrap paper or use a calculator.
So, you might have done something like this:
First, the pens: there are 2 pens at P30 each, which is a total of ₱60 because
2  ₱30 = ₱60.

Now for the notebooks: there are 5 notebooks at ₱50 each, but they are ₱5
off. So, notebooks cost ₱45 (50 – 5). Hence, the total for notebooks is
5 x ₱45 = ₱225.

Finally, simply add the cost of the pens and the cost of the notebooks:
₱60 + ₱225 = ₱285.

This is easy, right? And surprise, surprise! It used the order of operations.
Did you realize that? Here’s how:
2 pens  ₱30 + 5 notebooks  (₱50 – P5) = 2  30 + 5  45 (Grouping)
= 60 + 225 (Multiplication)
= ₱285 (Addition).
Therefore, you have to pay a total of ₱285.

Example 2. Maria paid ₱500 for the ingredients of her special milk tea. She made
20 milk teas and sold 12 milk teas for ₱30 each. The other 8 milk teas were sold
for ₱40 each. How much is Maria’s profit?

Solution: Profit is Revenue minus Cost or P = R – C

Revenue is (the number of items sold) times (the price per item)

Profit = [(12 milk teas  ₱30) + (8 milk teas x ₱40)] – P500

= (₱360 + ₱320) – ₱500
= ₱680 – ₱500
= ₱180 Maria’s profit.
Therefore, Maria’s profit is ₱180.

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 3. Lesson Activity
Practice/Drill 2. Write a numerical expression to represent the situation and
then solve it.
1. John withdrew ₱P1000 from his bank account. He used ₱300 for gas, ₱50
to buy a cellphone load, bought 3 pens for ₱40 each, and sponsored to
watch a movie with a special friend at a cinema for ₱200 each. How much
money is left for John?
2. Maria bought 3 boxes of pencils, each containing 8 pencils at ₱2 per pencil.
She also bought 2 notebooks at ₱5 each. If she gives the cashier ₱100, how
much change should she receive?

D. Making 1. Learners’ Takeaways

Generalizations A. Generalization Questions
1. How do you remember the order of operations of numerical expressions? The teacher may ask questions
2. How do you determine if your answer to a numerical expression problem that lead to abstractions of the
is correct? lesson.
3. Why do you think the order of operations is important?

B. General Statements
GEMDAS stands for Grouping, Exponents, Multiplication and The teacher may ask students to
Division, and Addition and Subtraction. This means that in simplifying give a generalization statement.
numerical expressions, the operation one should work first is the Grouping
symbols (parenthesis, brackets, braces) then Exponents, Multiplication and
Division next, and lastly Addition and Subtraction. That is, in simplifying
numerical expressions, the order of operations should follow GEMDAS
according to the steps outlined in this lesson. In this part, students may write
For easy memory, use these mnemonics: Grace, Excuse My Dear Aunt Sally a reflection about the importance
of the lesson in real-life
2. Reflection on Learning (Optional) representation.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4
Learning 1. Formative Assessment
A. Simplifying numerical expressions Students may answer this on a
Answer the following numerical expressions with solutions. (2 points each) separate worksheet provided.

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 1) Solve 5 + 3  2. = 11 The teacher has the discretion to
2) Evaluate 42 ÷ (3 + 1) − 6. = –2 use other methods.
3) Simplify 3  (5 − 2)2 + 4. = 31
4) Find the value of 23 + 6 ÷ (3 − 1). = 11
5) If x = 4 and y = 2, what is the value of x2 + 2  y? = 20
6) Calculate 7 – 2  (4 + 1). = –3
7) Simplify 9 ÷ (2 + 1) + 22. = 7
8) If a = 3 and b = 2, find a2 + b  3 − 1. = 14
9) Evaluate 10 – 3  (22 − 1). = 1
10) What is the result of (5 + 1)2 ÷ 4 − 2? = 7

B. Word Problems
Write the numerical expression to represent the situation and then solve it.
(5 points each)
1. Peter withdrew P10,000 from his bank account. He used P3,000 to fix his
car, P500 for gas, and bought 4 new tires for P1,600 each. How much 10,000 – 3000 – 500 – (4  1600)
money is left for Peter? = P100
2. Roxanne bought 3 boxes of apples, each containing 24 apples at P5 each.
She also bought 2 boxes of bananas at P280 per box. If she gives the 1000 – (5  3  24) – (2  280) =
cashier P1,000, how much change should she receive? P80

2. Homework (Optional)

B. Teacher’s Note observations on any of Effective Practices Problems Encountered The teacher may take note of
Remarks the following areas: some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials
used, learner engagement, and
materials used other related stuff.

Teachers may also suggest ways

to improve the different activities
learner engagement/
explored/lesson exemplar.
interaction

others

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C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for the
• students LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?
What can I explore in the next lesson?