Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
Division of Davao City Schools
MALAKEBA ELEMENTARY SCHOOL
MARILOG A DISTRICT
Sitio Malakiba, Brgy. Bantol Marilog, Davao City
School ID: 129616

LESSON PLAN IN MATHEMATICS 5

1ST Quarter Week 6

School MALAKEBA ELEMENTARY SCHOOL Grade Level FIVE

Grades 1 to 12 Teacher CHARLOTTE D. ALBOFERA Learning Area MATHEMATICS 5

DAILY LESSON Date & Time Quarter QUARTER 1
LOG

I.OBJECTIVES

A. Content
Standard The learner demonstrates understanding of divisibility, order of operations, factors and
multiples, and the four fundamental operations involving fractions.

B. Performanc The learner is able to apply divisibility, order of operations, factors and multiples, and
e Standard the four fundamental operations involving fractions in mathematical problems and real-
life situations.

C. Learning
Competencies
Mathematics 5 Week 6

Objectives:

A. Explain and interpret the PMDAS rule

B. Perform a series of more than two operations on whole numbers using PMDAS.

C. Show respect and cooperation in doing group activity

II. Subject
Matter:
MATHEMATICS V: PERFORMING SERIES OF OPERATIONS (PMDAS)

III. LEARNING RESOURCES

A. References
K TO 12 BOW Grade 5 Mathematics

B. Other Learning
Resources
Activity sheets, Pictures, charts, jigsaw puzzle pieces
 Visual Aids, Cards, Chalk & Erasers
Youtube video https://youtu.be/nfCl1j_J4XU?si=ukVvbjMT1dTMkZzz
Integration: VALUES , ARTS , MUSIC
IV. ACTIVITIES ANNOTATIO
PROCEDURE NS
S

Preliminary:
Preliminary Activities
This illustrates
Prayer
Prayer before class: Goodness of God indicator # 5:
Established
safe and secure
learning
Greetings: environments
to enhance
learning
through the
Good morning class consistent
implementatio
How are you today? n of policies,
guidelines and
procedures.

Before you sit down, kindly pick up the pieces of papers, candy wrappers
and please arrange your chairs.

Checking of Attendance:

Is there anyone who is not around this morning?

Warm-up before the class – Mathematics Dance

This morning we were going to tackle our previous lesson about

divisibility rules :

Preparatory:

Learners will be asked to answer the following

1. Even numbers are numbers that are divisible by ___________.

A) Reviewing previous 2. A whole number that ends with 0 or 5 is divisible by _______ and a
lesson or presenting the
whole number that ends with 0 is divisible by ________.
new lesson

3. If the some of whole digits of a number is divisible by 3, then the

number is divisible by _________.
4. If a number can be divided by both 2 and 3, then it is divisible by
 __________.
5. If the sum of all digits of a number can be divisible by 9, then that
This illustrates
number is divisible by ___________. Indicator# 2:
Used a range
6. If the last two digits of a number can be divided by 4, then the number of teaching
is divisible by __________. strategies that
enhance
learner
7. If the last three digits of a number can be divided by 8, then the number achievement in
is divisible by ___________. literacy and
numeracy
skills.
8. To determine if the number is divisible by 11, first get the alternating
sum of the digits. Then, find the difference of the sums. If the difference
is 0 or can be divided by 11, then we say that the number is divisible by
____________.
9. If a number can be divided by both 3 and 4, then the number is
divisible by ___________.

The teacher will introduce the four mathematical operations to the

learners by playing games.
Solve me! Jigsaw puzzle pieces
Mechanics:
1. Form a groups of pupils
2. Each group will receive a set of Jigsaw puzzle pieces
3. In two minutes learners need to solve the puzzle and answer the
hidden word using the puzzle as the clue
4. Groups will post their work on the board
5. Clean the workstation and maintain proper discipline.

Answer: Parenthesis Answer: Division Answer: Multiplication

This illustrates
indicator # 1.
Applied
B.)Establishing the
purpose for the lesson knowledge of
content within
and across
 curriculum
teaching areas.
Answer: Subtraction Answer: Addition (ARTS
INTEGRATION)

The teacher will show a video clip presentation in math SONG PMDAS
This illustrates
indicator # 1.
Applied
C) Presenting knowledge of
examples/instances of the content within
new lesson and across
curriculum
teaching areas.
Ask: what value emphasized in the video presentation?
(VALUES &
Besides the value instilled in the video, what other information was MUSIC
INTEGRATION )
conveyed?
According to the video how do we evaluate expressions?

The teacher will provide an example and further explain the following.
Teacher wrote the expression (4 + 2 x 5) ÷ 7 + 3 on the board and each
learner solve it
Observe the answer of two pupils in the same mathematical expression.
Below are the solutions of the pupils. Pupil A and pupil B.
A. ( 4 + 2 X 5 ) ÷ 7 + 3 B. ( 4 + 2 x 5 ) ÷ 7 + 3
=(6x5)÷7+3 = ( 4 + 10 ) ÷ 7 + 3
= 30 ÷ 7 + 3 = 14 ÷ 7 + 3
= 30 ÷ 10 =2+3
This illustrates
# 3: Applied a
=3 =5 range of
teaching
They answered different answer but the same expression. strategies to
develop critical
and creative
thinking, as
well as other
Who do you think got the correct answer? higher-order
thinking skills
Why do you think they got different answer but same expression?

The expression above can be solved by following the rules in order of

operations. This is called PMDAS rule. In any numerical that has more
than one operation, perform the operation inside the parenthesis first.
Then perform the multiplication and division from left to right. Lastly,
perform addition and subtraction working from left to right.
 (4+2x5)÷7+3 > solve operation inside the parenthesis
= ( 4 + 10 ) ÷ 7 + 3 > multiply 2 and 5 first
= 14 ÷ 7 + 3 > add 4 and 10
=2+3 > divide 14 by 7
=5 > add 2 and 3

Therefore pupil B got the correct answer.

D.Discussing new
concepts and practicing
new skills
The teacher will explain PMDAS rule .

Did you know that there is a rule that can help us when solving a series
of operations? The rule is called PMDAS,

This illustrates
What is PMDAS? observable # 2:
used a range of
teaching
PMDAS stands for . . . . . . strategies that
enhance
learner
achievement in
P  Parenthesis () literacy and
numeracy
skills

M
 Multiplication x

D
 Division ÷

A
 Addition +

S
 Subtraction -

The teacher will explain further PMDAS rule by asking questions and give
more examples. This illustrates
# 3: Applied a
range of
teaching
strategies to
* Why do we need to learn the PMDAS rule? develop critical
and creative
thinking, as
 * Why it is important to follow the order of operations? well as other
higher-order
thinking skills

The PMDAS rule tells us that in simplifying expressions involving

a series of operations, we
 First, simplify all operations inside the Parenthesis ( ),
 Second, perform Multiplication or Division, whichever comes
first from left to right.
 Third, do the Addition or Subtraction, whichever
comes first from left to right also.

Example:
A. ( 28 ÷ 2 ) x 6 + 13

B. 20 + ( 12 x 10 ÷ 2 ) – 7

C. 55 – ( 9 x 5 ) + 0

E) Developing Mastery
(Leads to Formative
Learner’s at work!
Assessment)

Solve the expression below by following the rules.

1. 9 + ( 13 x 3 ) =

2. (15-6)+(4-1)x23

3. 32÷2x2 This illustrates

observable # 2:
used a range of
teaching
strategies that
enhance
Perform the indicated operations. learner
achievement in
1, (12+3)-7=N literacy and
numeracy
skills
2. 5X5+1-14÷2= N

3. (7X7)÷(3+4)=

Learners will answer within 10 minutes.

Volunteers will present their work on the board as the other learners exchange
notebooks

The teacher will check if their answers are correct

F) Finding practical
application of concepts
and skills in daily
leaving GROUP ACTIVITY
This illustrates
indicator# 6
maintained
learning
The learners will work as a group environment
that promote
Each group shall receive activity sheets which states the instruction for their activity fairness,
respect and
They need to finish their work in 5 minutes care to
encourage
Each group shall choose a reporter for their activity learning.:

Group #1

Instruction: 1. Evaluate the given expression

2. for every answer more than one equation is correct

3. Show your solution of your answer on the sheet provided

5x5+1-14÷2=
4÷2x8+3=
5+7x2-1x2=
19
7x3+8x1-0=
7+7x2+4=
25-12-12+4=
8x2+9÷3-2=
25
5x5x5÷5=

Group #2
Instruction: 1. Determine what is needed to make the equation true.

2. Write in parenthesis where needed.

3. Solve the expression to check your answer.

 7x6-14+11+8÷2=21
80-40÷10x6-2+45=46
15+12-9÷3=6

Each group will be graded from the rubric below

GROUP WORK ACTIVITY RUBRICS

CRITERIA 4 3 2 1
CONTRIBUTE Consistently and Works Works Works
TO THE actively works forward forward group forward
GROUP toward group group goals goals group
goals willingly without occasional goals only
accepts and occasional prompting when
promotion; prompted.
accepts and
fulfils
individuals
role within
the group
CONSIDERAT Show respect to Show and Show Needs
ION OF the feelings and expresses sensitivity to occasional
OTHERS learning needs of sensitivity to the feelings of reminders
others; values the the feelings others to be
knowledge, of others; sensitive
opinion and skills encourage to the
of all group the feelings of
members participation others.
of others
WORKING Helps the group Willingly Participates in Participate
AND identity participates needed s in
SHARING necessary in needed changes with needed
WITH changes and changes; occasional changes
OTHERS
encourages usually does prompting; when
group for change the assigned often needs prompted
work and reminding to and
rarely needs do the encourage
reminding. assigned , always or
work. often
relies on
others to
do the
work.
GROUP Group output is Group output Group output Group
OUTPUT done correctly is done is done attempts
among correctly correctly to
themselves among among produce
without adding themselves themselves their
help from the without while asking output but
teachers in the asking help help from the gives up
given amount of from the teachers readily.
time teachers in beyond the
 the beyond given amount
the given of time.
amount of
time.
TOTAL
SCORE

This illustrates
indicator# 5
Established
safe and secure
learning
environments
to enhance
learning
through the
consistent
implementatio
n of policies,
guidelines and
procedures.

What I have Learned?

Supply the missing term in the blank.
G) Making generalization
and abstractions about the In performing a series of operations on whole numbers involving more
lesson This illustrates
than two operations using the (PMDAS) rule, you must; # 3: Applied a
range of
First, perform all operations inside the (1) _____________ or (2) teaching
strategies to
_____________ symbol, provided that you will multiply or divide first, develop critical
whichever comes first, from left to right before adding or subtracting, and creative
thinking, as
whichever comes first, from left to right; well as other
higher-order
Second, perform all (3) ______________ and (4) _______________, thinking skills
whichever comes first from left to right; and

Third, perform all (5) _______________ and (6)

_____________, whichever comes first from left to right.

Each letter stands of what?

P-
M-
D-
A-
S-
H) Evaluating Learning
 Perform the indicated operations to solve the following expressions
by following the PMDAS rules. Write your answers on your paper.

1.9 + ( 13 x 3 ) = _________________

2. ( 28 ÷ 7 ) x 10= _____________________ This illustrates

# 3: Applied a
range of
teaching
strategies to
3. ( 25 x 3 ) ÷ 5 = _____________________ develop critical
and creative
thinking, as
well as other
higher-order
4. ( 80 – 4 ) x 10 = ____________________ thinking skills

5. ( 14 x 5 ) – 50 = _____________________

I) Additional activities for

application or remediation Evaluate the following expressions by following the rules

This illustrates
# 3: Applied a
1. 63÷7+5+2-6+3 range of
teaching
strategies to
2. 6+(2x7+5) develop critical
and creative
3. 3x(4+82)-8 thinking, as
well as other
higher-order
4. 37+3x2÷6 thinking skills

5. 14÷2-3+2x2

V. REMARKS

VI.
REFLECTIONS

A. No. of learners who

earned 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
teachers?

Prepared by

CHARLOTTE D. ALBOFERA
Teacher I

Observed by:

EDITHA A. CALAMBA
Master Teacher I