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Mathematics

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Mathematics: Grade 4
Alternative Delivery Mode
First Quarter : Module 1
Lesson 9 – Week 9: Performing Series of Operations Applying MDAS
First Edition, 2020

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Published by the Department of Education

Division of Lapu-Lapu City

Development Team of the Module

Writers’ Name : Gelyn S. Flores

Juliet L. Superales
Erlene A. Majo
Editors’ Name : Rebecca P. Toring, PSDS District 5
: Glenda B. Pogoy, Principal II
Reviewers’ Name : Melodina T. Wahing, Principal II
: Elvy I. Cabalhug, Principal I
: Joan Tampus, MT 1
Illustrator’s Name : Elizabeth M.Ababon
: Adelyn I. Horquita
Layout : Joan Tampus, MT 1
Plagiarism Detector Software : PlagiarismDetector.com
Grammarly Software : CitationMachine.com
Management Team:
Schools Division Superintendent : Wilfreda D. Bongalos, Ph.D., CESO V
Assistant Schools Division Superintendent : Marcelita S. Dignos, Ed.D., CESO VI
Curriculum Implementation Chief : Oliver M. Tuburan, Ed.D.
EPSVR- Mathematics : Cecilia O. Arcenal
EPSVR-LRMDS : Teresita A. Bandolon
ADM Coordinator : Marigold J. Cardente
: Jennifer S. Mirasol
Printed in the Philippines by:
Department of Education – Region VII, Central Visayas
Division of Lapu-Lapu City
Office Address: B.M. Dimataga St., Poblacion, Lapu-Lapu City
Contact No.: (032) 410-4525
Email Address: oliver.tuburan@deped.gov.ph

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Introductory Message

This learning module in Mathematics 4 is believed to be a functional and

meaningful instructional tool when used to facilitate the learners, especially in times
of crisis where pupils are unable to attend classes in school. It provides a means to
clarify the writers’ mission to provide quality learning opportunity in most accessible
means and mechanism. Furthermore, it provides a friendly guide to the teachers
complete with objectives, pre-activity, discussion of content, exercises and post-
activity.
This Module is a medium through which we can share and examine what we -
as developmental educators believe what we are learning from our experiences. This
output believes to underscore the dialectical relationship between theory and
practice. Therefore, it is hoped that this output will be a propeller to systematize the
understanding of an objective, teaching process, practice and application as well as
to provide increased understanding and guidance for the future conduct of similar
undertakings.
We invite you to enjoy using what we call “fruits of labor” from the
consolidated effort of the technical committee and writers. Remember that the best
instructional material is the one that works for pupils and teachers! We look forward
to your feedback.

For the Teachers

This module is self-paced and self-explanatory. Take time to read
and provide guidance to pupils who need clarifications in
answering the different activities of the module.

For the Pupils

This module is self-paced and self-explanatory. Take time to read
the instruction and its parts and go through with the sequential
order of the lesson. Comply all activities required in this lesson
and submit to your teacher. Do not write anything on the
module. Instead, write all your answers in a separate sheet of
paper or activity notebook required by the teacher.

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 For the Facilitator/Parent
This module is self-paced and self-explanatory. Take time to read
the instruction and its parts and go through with the sequential
order of the lesson. Make sure that there is a learning space at
home provided for your assigned pupil/child to work on. At most,
each module should be done two hours of reading and answering
time and maybe extended when necessary. The role of the
facilitator or the parent is to clarify any content that requires
further guidance and explanation.

Let your assigned pupil/child comply all activities required for this
lesson and submit to the teacher/school. Do not let your assigned
pupil/child write anything on the module. Instead, let the
assigned pupil/child answer in a separate sheet of paper or
activity notebook required by the teacher.

Standard Symbols/Icons used to represent some

parts of the module:

Introduction. It contains learning objectives to be developed in a

material. It introduces the topic/content of the module briefly.

Pre-Test. This is given to check what the learner knows about the
lesson to take. This contains instruction in whether to proceed or skip the
module.

Review. Connects the current lesson with the previous lesson by going
over concepts that were learned previously.

Activity. Introduces the new lesson through a story, a poem, song,

situation or an activity.

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Discussion. Provides questions that will help the learner discover and
understand the concept. It also provides a brief discussion of the lesson.

Enrichment Activities. This is a Guided/Controlled Practice.

Guided/Controlled Assessment. Independent Practice. Independent
Assessment

Generalization. A question, fill in the blank sentence/paragraph to

process what the learner learned from the lesson.

Application. An activity that shall transfer the skills/knowledge gained

or learned into real-life concerns/situations.

Assessment. This evaluates the learner’s level of mastery in achieving

the learning objectives. The task given shall validate the concepts and
provide more opportunities to deepen the learning.

Additional Activity. An activity in any form that can increase the

strength of the response and tends to induce repetitions of
actions/learning

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 What I Need to Know

The lesson in this module was created, designed and written with you
in our mind. This will help you master the process in adding and subtracting
fractions, mixed fractions and solving problems involving addition and subtraction of
fractions. The scope of this lesson permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of pupils. The
lessons are arranged to follow the standard sequence of the course.
The Most Essential Learning Competencies:
Performs a series of two or more operations applying Multiplication,
Division, Addition, Subtraction (MDAS) correctly

The lesson in this module has one sub lesson:

Lesson 9.1. Performs a series of two or more operations applying Multiplication,

Division, Addition, Subtraction (MDAS) correctly

In this lesson, you are expected to:

1. perform a series of two or more operations applying Multiplication, Division,

Addition and Subtraction MDAS correctly
2. give the meaning of MDAS and explain the MDAS rule

What I know

Take the test to determine whether you have a solid background of the
topic. If you get perfect, you may skip this part and proceed to next lesson . If not,
go through with the meaningful learning journey of the lesson. Check your answer
with the answer key at the back portion of this module. Identify the answer to the
following question.

Evaluate each expression and write the letter of the correct answer on a separate
sheet of paper.

1. What is 10 + 2 x 5 equal to?

A. 60 B. 20 C. 17 D. 15

2. Solve the expression 6 + 30 ÷ 6 = N.

A. 6 B. 11 C. 12 D. 31

3. Evaluate the expression (50 – 5 x 6 )

A. 20 B. 30 C. 220 D. 270

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4. What is the answer to the given expression 8 + 3 x 4 – 10 =N
A. 66 B. 34 C. 10 D. 2

5. What is the simplest form of 20 – 20 ÷ 5 + 6 = N

A. 22 B. 10 C. 6 D. 1

6. How to solve (6 x 2 + 16 ÷ 4 – 8)?

A. 8 B. 21 C. 27 D. 60

7. What is (9 ÷ 3 + 6 x 6 ) equal to?

A. 5 B. 6 C. 39 D. 54

8. What is the answer to the expression (25 – 15 ÷ 3 + 2 x 4 )?

A. 8 B. 10 C. 28 D. 88

9. Solve the expression 6 x 4 – 10 ÷ 2 + 1 =N

A. 21 B. 20 C. 19 D. 8

10. Evaluate the expression 8 + 4 – 2 x 3 ÷3.

A. 10 B. 12 C. 15 D. 20

Lesson 5.1
Performs a Series of Two or More Operations
Applying Multiplication, Division, Addition,
Subtraction (MDAS) Correctly

What’s In

Give the correct answer to each equation inside the fruit.

3+5 9-2 2x5 10:2 3x3

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 What’s New
Read and understand the situation.
Ben and Mae are studying in preparation for their Math Challenge.
They wanted you to help them solve these equations so that they will qualify for the
final round:
1) 2x4÷4
2) 8–4+3
3) 10 -6 ÷ 2
4) 5 x 2 – 10 ÷ 5
5) 10 – 8 ÷ 2 + 3

Can you help them solve these equations? How do you feel when you have helped
someone? Why?
.

What is It

Let us try to answer the equations for Ben and Mae.

1) 2 x 4 ÷ 4 4.) 5 x 2 – 10 ÷ 5
2)
8 ÷ 4 10 – 2
2 8_

3) 8 – 4 + 3 5. 10 – 8 ÷ 2 + 3
4+ 3 10 – 4 + 3

7 6 +3
9__
4) 10 – 6 ÷ 2

10 – 3
7_

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 To solve equations involving series of operations, we need to apply the
MDAS rule.

In solving mathematical problems involving a series of operations, certain rules must

be followed to arrive at one specific answer. Here, the MDAS rule must be followed
correctly to get the right answer. MDAS stands for the four basic operations
(MULTIPLICATION, DIVISION, ADDITION, and SUBTRACTION). The rule says
that:
(1) multiply or divide first in the order as they come from left to right, this means that
either of the 2 operations comes first will be solved first. (see example no. 1)
(2) add or subtract in the order as they come from left to right, which means either
addition or subtraction comes first will be solved first. (see example no. 2)

Remember: Do first all multiplication or division before you do

addition or subtraction.

What’s More

Activity 1.1
Direction: Evaluate the following expressions. Fill in the blank with the number to
arrive at the correct answer.
1) 5 × 2 ＋ 6 4. 7+9÷3
___ + 6 7 + ____
_____ _____

2) 12 ÷ 3 × 6 5. 6 x 4 + 7
___ x 6 ____ + 7
____ _____

3) 18 ＋ 10 ÷ 2
18 + _____
_____

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Activity 1.2
Direction: Write the correct operation symbol on the blank to make the expression
correct.

1. 30 – 10 __ 2
=30 __ 5
= 25

2. 15 __ 8 ÷ 2
= 15 __ 4
= 19

3. 12 – 4 __ 2
= 12 __ 8
=4

4. 25 __ 6 ÷ 3
= 25 __ 2
= 27

5. 15 – 5 __ 2
= 15 __ 10
=5

Activity 1.3
Direction: Evaluate the following expressions and write the correct answer.
1) 8 × 10 ＋ 9 =
2) 27 － 8 ÷ 4 =
3) 3 × 8 － 4 =
4) 7 ＋ 6 × 4 ÷ 6 =
5) 2 × 5－ 9 ÷ 3 ＋ 8=

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Activity 1.4
Direction: Evaluate the expression by substituting the variable with the given value.

1) A = 3
A×9－A÷A＋7

2) B = 2
5×B－3

3) C = 4
9×C＋5

4) D = 5
D×2＋8－D

5) T = 10
90 ÷ T × 2 － 2

What I Have Learned

Fill in the blanks with the correct answer.
Question: How to evaluate expressions with a series of operation?

To perform expressions with a series of operation, the MDAS rule must be followed.

MDAS stands for the 4 basic operations. These are _____, ______, _____, and
______.

To evaluate expressions having 3 or 4 operations, the rule says that: (1) _____ or
_____(operation) will be solved first in the order as they come from left to right. This
will be followed by (2) ____ or _____ (operation) in the order as they come from left
to right or either of the 2 operations that comes first will be solved first.

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 What I Can Do

A. Solve the following problems.

1. Use the digits 3, 5, and 6 once to make the statement true.
x - = 27
2. Write the correct operation symbols in the box to make the expression right.
20 12 4
= 20 3
= 17
3. Evaluate the expression: 3x 9÷3–7+8
4. 2xR-3÷3.
Evaluate this expression by substituting the variable R with the value of 5.
5. Find the value of N in the equation: 2+5x2- 4=N

Assesment
Multiple Choice. Encircle the letter of the correct answer.
1. In the number sentence, 2 + 5 x 2 – 4 = N, what is N?
A. 14 B. 10 C. 8 D. 6

2. Evaluate the expression, 4 x 3 ÷ 2 + 6 – 3 =

A. 9 B. 10 C. 11 D. 12

3. In the equation, 2 x 10 – 6 ÷ 3 = N, what is N?

A. 20 B. 18 C. 8 D. 4

4. Evaluate this expression: 9 ÷ 3 x 5 =

A. 3 B. 9 C. 12 D. 15

5. In the number sentence, 6 + 2 x 4 = N, what is N?

A. 32 B. 20 C. 14 D. 12

6. Evaluate the expression, 10 – 7 + 5 =

A. 2 B. 3 C. 5 D. 8

7. In the equation, 8 + 5 - 3 = N, what is N?

A. 10 B. 13 C. 16 D. 18

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 8. Evaluate this expression: 10 x 2 + 5 ÷ 5 - 9 =
A. 4 B. 5 C. 12 D. 21

9. In the equation, 40 ÷ 8 x 4 + 6 - 5 = N, what is N?

A. 1 B. 20 C. 21 D. 45

10. Evaluate this expression: 2 x 3 + 5 – 10 ÷ 5 =

A. 7 B. 9 C. 12 D. 14

Additional Activities

Evaluate each expression. Then use the code below to answer the trivia.

Trivia:
It is the only number that is spelt with letters arranged in alphabetical order.

T = 11
F = 12
Y=3
R = 15
O = 40
___________ _________ __________ ________ _____
20-3x3+4÷4 100÷10+6x5 20+5x1-30÷3 3+5x2-4÷2 15-4×3

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Assessment Generalization
Additional Activity 1. Multiplication,
1. C
FORTY Division, Addition,
2. A
3. B Subtraction
4. D 2. multiplication or
5. C division
6. D 3. addition or subtraction
7. A
8. C
9. C
10. B
Activity 1.3
Activity 1.4
1. 89
1. 33
Application 2. 25
2. 7
1. 5 x 6 -3 =27 or 6x5- 3. 20
3. 41
3=27 4. 13
4. 13
2. 20 – 12 ÷ 4 5. 15
20-3 5. 16
17
3. 10
4. 9
5. 8
Activity 1.2 Activity 1.1 Pretest
1. ÷ - 1. 10, 16
2. +, + 2. 4, 24 1. B
3. x, - 3. 5, 23 2. B
4. +, + 4. 3, 10 3. A
5. x, - 5. 24 31 4. C
5. A
6. A
7. C
8. C
9. B
10.A
ANSWER KEY
REFERENCES

Tabilang, Alma R., Ian jay B. 2015. Mathematics Learners Materials 4. Quezon City: Lexicon Press,
Inc.

https://www.math-only-math.com/worksheet-on-four-basic-operations.html
https://www.math-aids.com/Order_of_Operations/
https://www.coolmath.com/prealgebra/05-order-of-operations/03-order-of-operations-more-MDAS-01

For inquiries or feedback, please write or call:

Division of Lapu-Lapu City

Department of Education
B.M. Dimataga St., Poblacion, Lapu-Lapu City

Contact No: (032) 410-4525

E-mail Address: oliver.tuburan@deped.gov.ph

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