Detailed Lesson Plan

Mathematics 5

I. OBJECTIVES

At the end of the lesson, the pupils are expected to:

1. To state, explain and apply the Parenthesis, Multiplication, Division, Addition,

Subtraction (PMDAS) rule or the Grouping, Multiplication, Division, Addition,
Subtraction (GMDAS) rule.
2. To simplify series of operations on whole numbers involving more than two
operations using the PMDAS or GMDAS rule.
3. To solve problems involving series of operations.
4. To create a short story/dialogue that involves the concept of series of
operations.

II. SUBJECT MATTER:

A. Topic: Series of Operations

B. Reference: Spiral Math 5 (page 42-47)
C. Materials: Visual Aids
D. Values Integrated: Patience

III. PROCEDURE (Gagne’s Events of Instruction)

Teacher’s Activity Student’s Activity

A. PRELIMINARY ACTIVITY

 Good morning class.  All: Good morning Teacher.

 Stand up, let us pray. Lead the  Mike: In the name of the Father and of
prayer Mike. the Son and of the Holy Spirit … Amen.

 Thank you Mike. Please take your  All: Thank you teacher.
seat class.

 Who are absent today?  All: None teacher.

 Before we proceed to our new topic  Pupil: Our last topic is about the
who can recall the last discussion? Divisibility Rules teacher.

 Very good! Let us have a review

first about the past topic. What do  Pupil: Divisible by means when you
we mean by “Divisible by”? divide one number by another, the
result is a whole number.

 Amazing! It seems that you already

master the topic last meeting.
  Are you ready for our new topic for  All: Yes teacher.
today?

 But before that, we will have an

activity first.

B. MOTIVATION

 I am going to paste a situation on  All: Yes teacher.

the board and you are going to
determine which of them has the
correct answer and why do you
think it is the correct answer.
Understand children?

Kathlyn and Daniel are arguing over a

problem. Kathlyn says her solution is
correct while Daniel also says his
solution is correct.

Kathlyn Daniel

24 ÷ 6 + 2 × 4 – 3 24 ÷ 6 + 2 × 4 – 3
=6+2×4–3 =4+2×4–3
=8×4–3 =4+8–3
= 32 – 3 = 12 – 3
= 29 =9
Possible Answer:

 Which of them has the correct  Pupil: The correct answer is Daniel’s
answer? answer.

 Why do you think so?  Pupil: Because Kathlyn did not solve
the operation of division.

 Thank you. We will check that later

during our discussion.

C. PRESENTATION AND DISCUSSION

 Our topic for today is about “Series

of Operations”

 Under this, we have two (2) rules to

be followed.

 The first rule is PMDAS. What does  Pupil: P for Parenthesis, M for
PMDAS stands for? Multiplication, D for Division, A for
Addition and S for Subtraction.

 Very good!

 It is very important to determine

what operation to do first and what
to do next. When computing
multiple operations we can use
PMDAS. To calculate first the
 operation inside the parenthesis.
Next step are the Multiplication and
Division from left to right. And the
last step is Addition and Subtraction
from left to right to get the correct
answer.

 What is the symbol of Parentheses?  Pupil: ( ) that is the symbol of

Draw it on the board. Parenthesis teacher.

 Very good! This symbol “(“ is also  Pupil: Open Parenthesis teacher.
known as?

 Very Good! How about this one “)”?  Pupil: Close Parenthesis teacher.
 Excellent!

 Let us go back to the problem of

Kathlyn and Daniel. The problem is:

24 ÷ 6 + 2 × 4 – 3
 Our first step is to look for?  Pupil: Parentheses teacher.

 Is there any parenthesis in the  Pupil: None teacher.

problem?

 It means, we are going to move to  Pupil: Compute for the problem of

the second step. What is the Multiplication and Division.
second step?

 What will be the operation we are  Pupil: Division teacher.

going to solve first?

 Why Division?  Pupil: Because it comes first before the

multiplication.

 Awesome! The rule says any of the  Pupil: Yes teacher.

two will be computed first. Let us
just stick to the rule from “left to
right”. Understood?

 Now, let us compute for the  Pupil: 4 teacher.

division. 24 ÷ 6 is equal to?

 Very good!

 We have now.

4+2×4–3
 Next, we are going to multiply 2 × 4  Pupil: 8 teacher.
is equal to?

 Correct! We have now this

equation.

4+8–3
 Our third step is?  Pupil: Compute for the problem of
Addition and Subtraction teacher.

 That’s right! What will be the  Pupil: Addition teacher.

operation we are going to solve
first?

 Correct! It is because it comes first

from the left than the subtraction.

 Solve, 4 + 8. What is the answer?  Pupil: 12 teacher.

4 + 8 = 12
 Last operation is subtraction. 12 – 3  Pupil: 9 teacher.
is equal to?

12 – 3 = 9
 So the answer is?  Pupil: 9 teacher.
 Therefore, who among Kathlyn and  Pupil: Daniel got the correct answer
Daniel got the correct answer? teacher.
 Do you now understand our first  Pupil: Yes teacher.
rule?

 Let’s come now to our second rule.

The GMDAS.

 What does GMDAS stands for?  Pupil: G for Grouping, M for

Multiplication, D for Division, A for
Addition and S for Subtraction.
 Good! In this rule you are going to
encounter different symbols.

 The first symbol is this:

()
 What do we call this symbol again  Pupil: Parentheses teacher.
class?

 How about this one?  Pupil: Brackets teacher.

[]
 And lastly, what do we call this  Pupil: Braces teacher.
symbol?

{}
 These symbols are important
because this will help you to
determine what operation to do first.
 You are going to solve first the
problem inside the Braces second
is the problem inside the Brackets
and third is the problem inside the
parentheses.

 Let us compute the example on

your book. The problem is:

(19+6)÷5+4×(2×3)–10
 Do we have any symbols in the  Pupil: Yes teacher.
problem?

 What is that symbol?  Pupil: Parentheses teacher.

 Very good! It means, we are going  Pupil: (19+6) and (2×3) teacher.
to solve first the problem inside the
parentheses. What are the
problems inside the Parentheses?

 That’s right! Let us solve the  Pupil: 25 teacher.

problem. 19+6 is equal to?

 Correct! How about 2×3 is equal to?  Pupil: 6 teacher.

 Very good! Now, our problem is:

25 ÷ 5 + 4 × 6 – 10

 What is our next step now?  Pupil: Compute for the problem of
Multiplication and Division.

 In the problem, what operation we  Pupil: Division teacher.

will solve first?

 Why?  Pupil: Because it comes first from left

to right than the multiplication.

 Very good! Let us solve it, 25÷5 is  Pupil: 5 teacher.

equal to?

25 ÷ 5 = 5
 Correct! Let us compute for the  Pupil: 24 teacher.
problem in multiplication. 4×6 is
equal to?

4 × 6 = 24
 Our problem now is:

5 + 24 – 10

 What is our next step?  Pupil: Compute for the problem of

Addition and Subtraction teacher.
 In the problem, what will be the first  Pupil: Addition teacher.
operation that we are going to
compute?

 Why?  Pupil: Because it comes first in the

problem than the subtraction.

 Very good! Let us compute it. 5+24  Pupil: 29 teacher.

is equal to?

5 + 24 = 29
 We have now:

29 – 10
 29 – 10 is equal to:  Pupil: 19 teacher.

 Correct! The answer in the problem  Pupil: 19 teacher.

(19+6)÷5+4×(2×3)–10 is?

 Do you now understand our second  Pupil: Yes teacher.

rule?

D. APPLICATION

 Get your notebook and answer this

problem. Answer:

 15 + 4 × [9 – (20 ÷ 5)] 15 + 4 × [9 – (20 ÷ 5)]

= 15 + 4 × [9 – 4]
= 15 + 4 × 5
= 15 + 20
= 35

 Excellent!

 Clap your hands children. You all

did a great job.

E. GENERALIZATION

 According to what we’ve just  Pupil: P for Parenthesis, M for

discussed. Anyone from the class Multiplication, D for Division, A for
can state the PMDAS? Addition and S for Subtraction.

 How about the GMDAS?  Pupil: G for Grouping, M for

Multiplication, D for Division, A for
Addition and S for Subtraction.

 Very good! What are the different  Pupil: Brackets, Braces and
symbols used? Parentheses.

 What are the steps in PMDAS?  Pupil: Calculate first the problem
inside the parentheses. Multiply and
Divide from left to right. Add and
 Subtract from left to right.

 What are the steps in GMDAS?  Pupil: Calculate first the problem
inside the braces next brackets and
parentheses. Multiply and Divide from
left to right. Add and Subtract from left
to right.

 Exactly!

 Is everything clear children?  All: Yes teacher.

F. EVALUATION

 Open your book on page 44.

Answer the questions under “I can
do this!” and “I can do this better!”.

IV. Assignment:

1. Answer the questions in “I can do this challenge” in your book on page 45-
46.
2. Read in advance the Lesson 7 – Recognizing Factors and Multiples. (page
48-51)

Reference: Spiral Math 5