Kimberly Medina and Guadalupe Copo

Subject: Mathematics

Class: Standard V

Topic: Numbers and Number Operation

Sub-topic: Order of Operation

Time: 45 minutes

Materials: typing sheet, markers, scissors, PDMAS bookmarks, bristol board, square

tiles

Reference:
Order of Operations PEMDAS (2018, March 4). In Math is Fun. Retrieved April 4, 2018,
from https://www.mathsisfun.com/aboutmathsisfun.html

Haenisch, S. (2004). Mathematics Pathway (pp. 138-139). N.p.: AGS Pushbling.

Pervious Knowledge: Students can solve problems using mathematical operation.

(Addition, multiplication, subtraction, division)

Content Standard: 7.Numbers operation and computation

Learning Outcomes: 7.13 Perform computation with combine operations: use

parenthesis; order of operations; use associative, commutative, distributive properties to

simplify operation.

Objectives: Through the use of manipulative, videos and meaningful class discussion on

the order of operation, students will be able:

1. List the order of the operation when solving a problem. (C)

2. Create a chart on the order of operation (PDMAS). (P)

3. Solve at least four-word problem on order of operation. (P)

 4. Appreciate the importance of numbers on our daily life uses. (A)

Concepts:

Order of Operation (PMDAS)

Operation mean things like add, subtract, multiply, divide, squaring.

P- Parentheses first
M- Multiplication
D - Division
A- Addition
S - Subtraction

EXAMPLE 1:

(3+6) X2 =?

First (3+6)= 9, then 9x2= 18

EXAMPLE 2

24 – 5 x 3

First multiply 5 x 3 = 15, then subtract 24 – 15 = 9

Skills:
Identifying the order of number operation
Solving problem using number operation order
Creating a number operation chart

Attitude:
Appreciate the of use of number
Cooperate with other children
Willingness to participate in class discussion

Linkages:
Language Arts (reading to solve problem)
Expressive arts (drawing)
Before:

1. Students will be divided in groups of four.

2. Students will be given four word-problem based on addition, subtraction, division

and multiplication. Along with their square tiles they will attempt to correctly
illustrate the problems. (worksheet A)

3. Students will be given 2 minutes to illustrate the problems using their square

tiles.

4. Students will solve the word problem to get to the answer

5. Have students share their findings and the steps they use to get to the answer.

During:

1. Students will be provided with half a shape.

2. Students will be asked to stand and find the person that has the other half

corresponding to there one. Each of the half sheets will have a part of a

mathematical operation. When they join it, they will get the full mathematical

operation (activity A)

3. Students will be provided with a bookmark on PMDAS and will be asked to read

it and share how this can be used to solve the problem on the shapes they have.

They will follow the steps in order to get the answer for the problem. Students

will be chosen at random to share their answers

4. Students will be given another word problem.

Jose has $450. He spends $210 on food. Later he divides all the money into four

parts out of which three parts were distributed and one part he keeps for

himself. Then he found $50 on the road. Write the final expression and find the money

he has left? First ($450 - $210), then /4 , and he +$50 it will look as follows:
 Step 1. Write out the problem $450 – $210 ÷ 4 + $50

Step 2. Parenthesis first ($450 – $210) ÷ 4 + $50

Step 3. divide $240 ÷ 4 + $50

Step 4. Add $60 + $50

$110.

5. Students will be asked to illustrate the problem in writing and solve for the answer

6. Students will be asked to explain how they solve the problem.

7. Students will be guided to solve the problem step by step.

8. Students will ask to return to their group of four.

9. Students will be given time to visit the different stations (2 minutes each) and

solve the word problem assigned to their group. (6 Station)

After:

1. Students will be called on randomly to solve a problem from a station and explain

the steps to reach to the answer.

2. Teacher will make correction where needed

3. Students will be given 2-word problem to solve on their own.

4. Students will orally share their finding.

Extended Activity: Students will be given the material to create their bookmark on

PDMAS and solve three-word problem on number operation.

Lesson Reflection:
 Worksheet A

Dan's cat had kittens. He gave five to Fred and Kathleen starts with 20 erasers. She gives
seven to Sara. He now has nine kittens left. How 5 to Miriam and 7 to Therese. How many
many kittens did he have to start with ? erasers does Kathleen end with?

Sandy bought five dozen eggs from the grocery Nancy has one hundred and eight muffins. If
store to bake some cakes. How many eggs did she puts them in boxes by the dozen, how
Sandy buy ? many boxes will she need for her muffins?
 Activity A

(15 - 7) + 22 (61 - 10) + 5

(15 - 7) + 22 (61 - 10) + 5