Republic of the Philippines
Region 02
Department of Education
School Division of Isabela
ECHAGUE NATIONAL HIGH SCHOOL
San Fabian, Echague, Isabela
DAILY School: Echague National High Grade Level: 7
LESSON School
PLAN Practice CELINE A. BULAN Subject: Mathematics
Teacher:
Date: FEBRUARY 10 Quarter/Week: Third
Teaching Time: 7:30-8:20 Dalton Checked by: GINA L.
RAGASA
I. Objectives
A. Content Standards The learners should have knowledge and
understanding of simplification of numerical
expressions involving integers.
B. Performance Standards The learners are able to simplify numerical
expressions involving integers.
C. Learning Competencies By the end of the lesson, the learners are able to:
1. Simplify numerical expressions involving
integers using number properties and the
order of operations (GEMDAS); and
2. Solve real- life problems involving
numerical expressions.
D. Specific Objectives By the end of the lesson, the learners would be
able to:
1. Define the order of operations
(GEMDAS)
2. Illustrate the application of GEMDAS in
evaluating expression
3. Apply the order of operations
(GEMDAS) in solving real- world
problems involving numerical
expressions.
II. Content Order of Operations with Integers (GEMDAS)
Learning Resources
A. References Smart 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/
Pierce, R. (2023). Order of Operations:
PEMDAS. Math is Fun.
https://www.mathisfun.com/operation-order-
pemdas.html
Basic Mathematics. (2021). Order of operations
word problems. https://www.basic-
Republic of the Philippines
Region 02
Department of Education
School Division of Isabela
ECHAGUE NATIONAL HIGH SCHOOL
San Fabian, Echague, Isabela
mathematics.com/order-of-operations-word-
problems.html
B. Materials PowerPoint Presentation, Laptop
III. Procedure
Teacher's Activities Students' Activities
A. Daily Routine
(Greetings, Prayer, Checking of attendance)
A. Rules
Reminder: Classroom rules. Listen and Follow Instructions
Raise your hand
Use Polite Language
No cellphone during class
B. Review The topic presented last meeting was about
What was our last topic? Adding, Subtracting, Multiplying, and Dividing
of Integers using three different methods.
1. Using colored counters
2. Using a number line; and
3. Using rules- based
C. Motivation The Mystery of GEMDAS Island
Activity: What is the hidden message?
Instruction: The teacher will tell a short story Once upon a time, in a vast ocean of
to reveal the hidden word. Afterwards the Numbers, there was a hidden island called
students will answer the given equation in a ½ GEMDAS Island. Many mathematicians
sheet of paper. believed that this island held the secrets to
solving the trickiest math problems, but only
those who understood its rules could navigate
it.
One day, a young adventurer named Alex
set sail in search of GEMDAS Island. As Alex
arrived, a glowing sign at the shore read:
“Only those who follow the correct order
shall pass”
Curios Alex stepped forward and saw a path
divided into six sections, each marked with a
symbol:
1. ( )- Parenthesis
2. E – Exponents
3. M&D – Multiplication and Division
(from left to right)
Republic of the Philippines
Region 02
Department of Education
School Division of Isabela
ECHAGUE NATIONAL HIGH SCHOOL
San Fabian, Echague, Isabela
4. A&S – Addition and Subtraction
(from left to right)
A wise old parrot, the guardian of
GEMDAS, squawked, “If you want to uncover
the Island’s treasure, you must solve the
puzzle in the right order!”
Alex noticed a large stone tablet with
this equation: 8 + (6 x 2)2 ÷ 4 – 3
Remembering the rules of GEMDAS,
Alex carefully solved it step by step:
1. Parenthesis first: 8 + (6 x 2)2 ÷ 4 – 3
2. Exponents next: 8 + (12)2 ÷ 4 – 3
3. Multiplication and Division (left to
right): 8 + 144 ÷ 4 – 3
4. Addition and Subtraction (left to right):
8 + 36 – 3
44-3
The answer will be 41.
The moment Alex solved it, the ground
shook, and a golden door appeared, leading to
a magnificent treasure of knowledge and
wisdom.
The parrot nodded proudly. “You have
unlocked the power of GEMDAS! Now go forth
and use it wisely!”
From that day on, Alex became a
legendary mathematician, sharing the secrets
of GEMDAS with the world.
End.
Directions: In a ½ sheet of paper answer the
following equations. Each equations have a
corresponding letter, then write it on the box.
Show your solutions.
G E M D A S
8 31 11 -9 -1 -5
Republic of the Philippines
Region 02
Department of Education
School Division of Isabela
ECHAGUE NATIONAL HIGH SCHOOL
San Fabian, Echague, Isabela
1. 5-2 x (6+1) = -9 D
2
2. 4 ÷ (3 – 1) = 8 G
3. 3 x ¿ + 4 = 31 E
3
4. 2 + 6 ÷ (3 – 1) = 11 M
5. 10 – 3 x ¿ + 1) = -5 S
6. ¿ ÷ 5 – 21= -1 A
D. Lesson Proper
Content Area Vocabulary
Read the GEMDAS RULE
STEP 1. Any calculation that comes inside the
Grouping symbol should be done first. This
includes ( ), [ ], and { } If you have all these
three grouping symbol, perform first ( ), [ ], and
lastly { }.
*If there are no grouping symbols, skip these
steps.
STEP 2. After solving operations inside the
parenthesis or grouping (if any), exponents,
roots, and absolute will be calculated from left to
right.
*If there are none of this, skip these steps.
STEP 3. Perform multiplication or division,
whichever comes first when calculating from left
to right.
STEP 4. Lastly, perform addition or subtraction,
whichever comes first when calculating from left
to right
Republic of the Philippines
Region 02
Department of Education
School Division of Isabela
ECHAGUE NATIONAL HIGH SCHOOL
San Fabian, Echague, Isabela
SIMPLIFYING NUMERICAL
EXPRESSIONS
Try to answer the following example of Example 1. 5 – 2 x (6 + 1)
the given equations.
Solution: 5 – 2 x (6 + 1) (GROUPINGS)
5 – 2 x 7 (MULTIPLICATION)
5 – 14 (SUBTRACTION)
-9
Example 2. 3 x ¿ + 4
Solution: 3 x ¿ + 4 (GROUPINGS)
3 x 32 + 4 EXPONENTS
3 x 9 + 4 MULTIPLICATION
27 + 4 ADDITION
31
APPLICATION TO REAL WORLD
SITUATIONS
Example: Roxanne bought 3 boxes of apples,
Try to answer the following example of each containing 24 apples at P5 each. She also
the given equations. bought 2 boxes of bananas at P280 per box. If
she gives the cashier P1,000, how much change
should she receive
Solution:
1,000 – [(3 x 24 x 5) + (2 x 280)]
1,000 – [(3 x 24 x 5) + (2 x 280)] GROUPINGS
1,000 – (360 + 560) GROUPINGS
1,000 – 920 SUBTRACTION
80
Republic of the Philippines
Region 02
Department of Education
School Division of Isabela
ECHAGUE NATIONAL HIGH SCHOOL
San Fabian, Echague, Isabela
E. Generalization
How do you remember the By using acronym
order of operations of numerical
expressions?
How do you determine if your By following the order of
answer to a numerical operations (GEMDAS)
expression problem is correct?
What does GEMDAS stands
for? GEMDAS stands for Grouping,
Exponents, Multiplication,
Division, Addition and Subtraction
The order of operations is
Why do you think the order of
important to ensure you will get
operations is important? the answer correctly.
IV. Evaluation
Answer the following word problems: 1. The Mengal festival that was held at Echague,
Isabela was joined by boys, girls and even the
LGBTQ. They have a fund of P25,000 and
purchases materials that are needed for props and
production for P5,000, 300 of bread for P7 each,
they also bought 300 bottles for P10 each. How
much is left in the fund?
Solution:
25,000 – [5000 + (300 x 7) + (300 x 10)]
25,000 – [5000 + (300 x 7) + (300 x 10)]
GROUPINGS
25,000 – [5000 + 2,100 + 3,000] GROUPINGS
25,000 – 10100 SUBTRACTION
14,900
2. In Echague, Isabela, a minor
earthquake occurred, and the local
government need to purchase medical kit
for a few casualties. They purchased 2
bandages for P500, 2 antiseptic solutions
for P200 and painkillers for P300. How
Republic of the Philippines
Region 02
Department of Education
School Division of Isabela
ECHAGUE NATIONAL HIGH SCHOOL
San Fabian, Echague, Isabela
much is the total cost of the purchases?
Solution:
[(2 x 500) + (2 x 200)] + 300
[(2 x 500) + (2 x 200)] + 300 GROUPINGS
(1000 + 400) + 300 GROUPINGS
1400 + 300 ADDITION
1700
V. Assignment
Instruction: In ½ sheet of paper answer the ANSWER KEY:
following numerical expressions using the 1. 5 + 3 x 2
GEMDAS rule. Show your solution. (2 points Solution: 5 + 3 x 2 MULTIPLICATION
each) 5 + 6 ADDITION
11
2. 4 2÷ (3 + 1) – 6
Solution: 4 2÷ (3 + 1) – 6
2
4 ÷ (3 + 1) – 6 GROUPINGS
2
4 ÷ 4 – 6 EXPONENT
16 ÷ 4 – 6 DIVISION
4 – 6 SUBTRACTION
-2
3. 10 −3 x (22 − 1)
Solution: 10 −3 x (22 − 1) EXPONENTS
IN THE GROUPING
10 -3 x (4 – 1) GROUPING
10 -3 x 3 MULTIPLICATION
10 – 9 SUBTRACTION
1
4. 7− 2 x (4+ 1)
Solution: 7− 2 x (4+ 1) GROUPINGS
7− 2 x 5 MULTIPLICATION
7 − 10 SUBTRACTION
−3
5. 23 + 6 ÷ (3 – 1)
Solution: 23 + 6 ÷ (3 – 1) GROUPINGS
3
2 + 6 ÷ 2 EXPONENTS
Republic of the Philippines
Region 02
Department of Education
School Division of Isabela
ECHAGUE NATIONAL HIGH SCHOOL
San Fabian, Echague, Isabela
8 + 6 ÷ 2 DIVISION
8 + 3 ADDITION
11
Prepared by:
CELINE A. BULAN
Practice Teacher-Mathematics
Checked by:
GINA L. RAGASA
Cooperating Teacher
Noted by:
JULIETA M. DOMINGO, EdD
School Principal IV
