MAY D.

TANDAS PLTMES
Grade 5 LUNA June 26, 2018 / 8:00 – 8:50

Daily Lesson Log (DLL) in Grade 5 Mathematics

FIRST QUARTER
Lesson 13: Simplifying a series of operations on whole numbers involving
more than two operations using the PMDAS or GMDAS rule.
Week 3-Day 5/ M5NS- Id-62.2
I. OBJECTIVES
Demonstrates understanding of divisibility, order of
A. Content
operations, factors and multiples, and four
Standards:
fundamental operations involving fractions
Is able to apply divisibility, order of operations,
B. Performance factors and multiples, and four fundamental
Standards: operations involving fractions in mathematical
problems and real-life situations
Simplifies a series of operations on whole numbers
involving more than two operations using the
C. Learning
PMDAS or GMDAS rule /
Competencies
K to 12 CG (Aug. 2016), p. 136 / M5NS-Id-62.2

1. Simplify a series of operations on whole

numbers involving more than two operations
using the PMDAS or GMDAS rule.
2. Evaluate/Perform a series of operations on
D. Lesson Objectives
whole numbers involving more than two
operations using PMDAS or GMDAS rule
3. Appreciate others help

Simplifying a series of operations on whole numbers

involving more than two operations using the
II. CONTENT
PMDAS or GMDAS rule

III. LEARNING
RESOURCE
A. References
Lesson Guides in Elementary Mathematics 6, pp.
1. Teacher's 22-25
Guide pages K to 12 CG (Aug. 2016), p. 136
LCTG by DepEd Cavite
2. Learner’s LAA by DepEd Cavite
Materials pages

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 3. Textbook pages Math for Life 6, pp.103-106
4. Additional
Materials from
Learning
Resource Portal
B. Other Learning flashcards, activity sheet, show-me-board, chart of
Resources / SIM exercises, real objects
IV. PROCEDURE
1. Drill
Conduct a drill on the four fundamental operations.
Strategy: Advancing Forward
Mechanics:
a. Divide the class into 4 groups.
b. One member from each group will stand at the
back of the room.
c. As the teacher flashes a card they answer, and
A. Reviewing Previous the one who gives the correct answer first moves
Lesson/ Presenting forward.
the New Lesson d. The group that reaches the finish line first wins.
(Introductory Activity) .2. Review
Let the pupils answer the following questions.
● In solving 12-6÷2x3+10, what is the first
operation to be solved?
● What operation is the last to be performed
in solving 10+8÷4x16-2?

Song: “Are You Solving” (Tune: Are you sleeping)

Are you solving, problem solving
B. Establishing a
More than one operations
Purpose for the
Use PMDAs rule
Lesson (Motivation)
Follow them correctly
You’ll be fine and be right
(Repeat)
C. Presenting Use of Real Objects in Acting Out
Examples/Instances Group the children into five working teams.
of the New Lesson Distribute activity sheet and ask them to work
(Demonstration / cooperatively in finding the answer to the problem.
Modeling) Activity
Aling Nena, a dressmaker, had 4 boxes
having 15 beads each and 8 more. She lost 9 when
she left the box open and accidentally spilled it. Her
youngest daughter helped her look for the rest but
failed to find them. Her husband who came from the
office brought 25 beads for her. After a while she

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 said, she had 108 mongo seeds. Is she right? Why?
a. Who is the dressmaker?
b. What does she have?
c. Why has she lost some beads?
d. What to find in the problem?
e. What are the given facts?
f. What are the operations to be used?
g. Let each group use counters in acting out and
visualizing the problem.
h. Let them think of a numerical expression that
can best represent the problem.
i. Analyze which operation should be done first,
second, next and last to get the answer.
j. State your final answer

D. Discussing New Ask the groups to present and discuss

Concept and their answers.
Practicing New ⮚ How did you find the activity?
Skills #1 ⮚ Did you share your ideas in doing the
(Analysis) activity?
⮚ How were you able to answer all the
questions in the activity?
⮚ What is asked in the problem?
⮚ What are the information needed to
find the answer?
⮚ What operation will be used?
⮚ Transform the problem into number
sentence.
⮚ What is the answer?
⮚ Is she right that she had 108 beads?
Why?
⮚ What rule did you follow so that you
arrived with the correct answer?
⮚ Who helps mother look for the lost
seeds?
⮚ If you were the youngest daughter will
you also help your mother? Why?
⮚ What character traits does it show?
(Guide the pupils on how to simplify and evaluate a
series of operations on whole numbers involving
more than two operations using PMDAS or GMDAS
rule. Provide immediate feedback/remedial
instructions to those with incorrect answers.)

● Another example
Evaluate the expression.

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 24-2x8+2 = N
What operation is to be solved first? (2x8)
What operation is the last to be
performed? (Addition)

E. Discussing New Simplify the expressions below and solve.

Concept and 1. 5 x (12+3)-7 = N
Practicing New 2. 6 + (2x9÷3)=N
Skills #2 3. 37+3x2÷6 =N
(Guided Practice) 4. 14÷2-3+2x2
5. 6÷(2+1) x 4

Use the needed operation symbol to make each

F. Developing Mastery statement true. Put it inside the box.
(Independent 1. (4 16) 2= 10
Practice) Use parenthesis to make each number sentence
true.
2. 6 + 16 x 4 – 5+2 = 81
3. 5+4 x 8 ÷ 2 = 36
Write an equation then evaluate.
G. Finding Practical
1. The product of 12 and 60 added to the
Applications of
difference of 86 and 36 will give what number?
Concepts and Skills
2. Multiply 9 by 25 and divide the product by the
in Daily Living
difference of 20 and 17. What is the quotient?
(Application)
3. Subtract the quotient of 540 and 9 from the
product of 15 and 6. What is the resulting
number?

How do we simplify/evaluate a series of operations

on whole numbers involving more than two
operations using the PMDAS or GMDAS rule?
H. Making
To simplify/evaluate a series of operations on
Generalizations and
whole numbers involving more than two
Abstractions about
operations, with parenthesis or other grouping
the Lesson
symbols, follow the order of operations starting
(Generalization)
with the innermost part of the equation. Multiply
and divide from left to right in order of their
appearance. Add and subtract from left to right in
the order of their appearance.

I. Evaluating Learning Evaluate the following expression.

(Evaluation) 1. 30 ÷( 5 x 6) +37 - 9 x 3
2. 11 + 5 x 16 ÷ 40 - 7
3. 6 x 2- 12÷3+15
4. The product of 5 and 2 added to the

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 difference of 9 and 6 will give what number?
5. Multiply 5 by 9 and divide the product by the
difference of 7 and 6.

J. Additional Activities Write the operation in the box to make

for Application or subsequent expression right.
Remediation 1. (42 7) 32 7
(Assignment) 35 32 7
3 7
10

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned at least 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teacher?

EABERNAL, MAY 2017