I.

OBJECTIVES
A. Content Standards The learners should have knowledge and
understanding of simplification of numerical
expression involving integers.

B. Performance By the end of the quarter, the learners are able to

Standards simplify numerical expressions involving integers.
(NA)

C. Learning By the end of the lesson, the learners are able

Competency/Objec to ...
tives 1. Simplify numerical expressions involving
integers using number properties and the order of
operations (GEMDAS)
II. CONTENT Simplifying Numerical Expressions using
GEMDAS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Laptop, PPT, and Projector or TV Screen
Materials from
Learning
Resources (LR
Portal)
B. Other Resources Smart Class 4 kids. (2024). Order of Operations in
Math. [Link]
operations/
Laing, L. (n.d.). Back -to-School Shopping:
Applying the order of operations. Math for
grownups. [Link]
school-shopping-applying-the-order-of-operations/
CueMath. (n.d.). GEMDAS.
[Link]
Pierce, R. (2023). Order of Operations: GEMDAS.
Math is Fun. [Link]
order-gemdas html
Basic Mathematics. (2021). Order of operations
word problems. [Link]
com/[Link]
IV. PROCEDURES Teacher’s Activity Student’s Activity

Preliminary Activities
 Greetings
 Prayer
 Checking of attendance
A. Reviewing previous (The teacher will recall prior knowledge of learners (Students can do
lesson or to assess the depth of their understanding of this in a separate
presenting the new addition and subtraction of integers and their worksheet
lesson concepts before engaging students in the new provided).
 lesson).

Short Review Answer:

Pretest: Perform the indicated operations on
integers and give the results. 1. 6 – 12 + 2
= -6 + 2
1. 6 – 12 + 2 = ___ = -4

Answer: 6 – 12 + 2 2. 11 + 14 – 2
= -6 + 2 = 11 + 12
= -4 = 23

2. 11 + 14 – 2 = ___ 3. -12 – 5 – 10
= -17 – 10
Answer: 11 + 14 – 2 = -27
= 11 + 12
= 23

3. -12 – 5 – 10 = ___

Answer: -12 – 5 – 10
= -17 – 10
= -27
B. Establishing a Write True if the statement is true and False if not. (Students will
purpose for the 1. ____ Always do multiplication first before answer true or false
lesson doing division. statements).

Answer: False 1. False

2. True
2. ____ In 8 – 3 + 2 = N. Subtract first than 3. False
add. 4. False
5. True
Answer: True

3. ____ In 12 × 4 + 9 ÷ 3 – 1 = N. The first

operation to perform is multiplication.

Answer: False

4. ____ In 3 + 6 × 4, it means that we must

multiply the sum of 3 and 6 by 4.

Answer: False

5. ____ Simplifying the operations in grouping

symbols should be prioritized.

Answer: True

C. Presenting (The teacher will explain the importance of

examples/instance learning GEMDAS). (Students will listen
s of the new lesson to the discussion
GEMDAS stands for Grouping, Exponents, and encourage to
Multiplication and Division, and Addition and ask questions if
Subtraction. This means that in simplifying needed).
 numerical expressions, follow the order of
operations according to the GEMDAS Rule.

Step 1. Any calculation that comes inside the

Grouping symbol should be done first. This
includes parenthesis ( ( ) ), brackets ( [ ] ), and
braces ( { } ). If you have all these three grouping
symbols perform first ( ), then [ ], and lastly { }.
Example: 18 + {2 + 3 (6 –1 × 2)}
= 18 + {2 + 3 (6 – 2)}
= 18 + {2 + 3 (4)}
= 18 + {2 + 12}
= 18 + 14
= 32

Step 2. After solving operations inside the

parenthesis or groupings (if any), exponents,
roots, and absolute valued will be calculated from
left to right.
Example: 3 × (5 – 2)² + 4
= 3 × 3² + 4
=3×9+4
= 27 + 4
= 31

Step 3. Perform multiplication or division,

whichever comes first when calculating from left to
right.
Example: 12 ÷ 3 × 4
= 12 ÷ 3 × 4
=4×4
= 16 is the correct answer. (rather than
12 ÷ 12 = 1).

Step 4. Lastly, perform addition or subtraction,

whichever comes first when calculating from left to
right.
Example: 12 – 3 + 4
= 12 – 3 + 4
=9+4
= 13 is the correct answer. (rather than 12
– 7 = 5).
D. Discussing new Example 1. Simplify 8 – 3 × 2. (The students will
concepts and solve the equation).
practicing new (Ask students to solve without introducing
skills #1 (GEMDAS). Answer:
8 – 3 × 2 = 2.
Solution: Following GEMDAS since there is no
Grouping and no exponent, we start with
Multiplication and Subtraction ( whenever comes
first, M or S). So, we start computing 3 × 2 = 6.
Simplify: 8 – 3 × 2 (Multiplication)
= 8 – 6 ( Subtraction)
=2
E. Discussing new (The teacher will divide the class into 2 groups to (The member of
concepts and solve the numerical expressions. Each group will every groups will
practicing new be given 5 items to answer). answer).
skills #2

Group Activity Answer for Group 1

Direction: Simplify the following numerical 1. 4 + 3 × 2
expressions. =4+6
= 10
Group 1
1. 4 + 3 × 2 = ____ 2. 7 – (2 × 3)²
= 7 – (6)²
Answer: 4 + 3 × 2 = 7 – 36
=4+6 = -29
= 10
3. 2⁴ + 8 ÷ (3 + 1)
2. 7 – (2 × 3)² = ____ = 16 + 8 ÷ (3 + 1)
= 16 + (8 ÷ 4)
Answer: 7 – (2 × 3)² = 16 + 2
= 7 – (6)² = 18
= 7 – 36 4. (6 + 2) × 3 – 25
= -29 = (8 × 3) –25
= 24 – 25
3. 2⁴ + 8 ÷ (3 + 1) = ____ = -1

Answer: 2⁴ + 8 ÷ (3 + 1) 5. 10 – 2 × (4 – 1)
= 16 + 8 ÷ (3 + 1) = 10 – (2 × 3)
= 16 + (8 ÷ 4) = 10 – 6
= 16 + 2 =4
= 18

4. (6 + 2) × 3 – 25 = ____ Answer for Group 2

1. 3² + (4 ÷ 2)
Answer: (6 + 2) × 3 – 25 = 9 + (4 ÷ 2)
= (8 × 3) –25 =9+2
= 24 – 25 = 11
= -1
2. 15 ÷ (2 + 1)– 4²
5. 10 – 2 × (4 – 1) = ____ = 15 ÷ (2 + 1) – 16
= (15 ÷ 3) – 16
Answer: 10 – 2 × (4 – 1) = 5 – 16
= 10 – (2 × 3) = -11
= 10 – 6
=4 3. 2 × (7 – 3) + 5⁰
= 2 × (7 – 3) + 1
= (2 × 4) + 1
Group 2 =8+1
1. 3² + (4 ÷ 2) = ____ =9

Answer: 3² + (4 ÷ 2) 4. 12 – 2 × (3² – 1)
= 9 + (4 ÷ 2) = 12 – 2 × (9 – 1)
=9+2 = 12 – (2 × 8)
= 11 = 12 – 16
= -4
2. 15 ÷ (2 + 1)– 4² = ____
5. (8 + 2)² ÷ 5 – 21
 Answer: 15 ÷ (2 + 1)– 4² = (10)² ÷ 5 – 21
= 15 ÷ (2 + 1) – 16 = (100 ÷ 5) – 21
= (15 ÷ 3) – 16 = 20 – 21
= 5 – 16 = -1
= -11

3. 2 × (7 – 3) + 5⁰ = ____

Answer: 2 × (7 – 3) + 5⁰
= 2 × (7 – 3) + 1
= (2 × 4) + 1
=8+1
=9

4. 12 – 2 × (3² – 1) = ____

Answer: 12 – 2 × (3² – 1)
= 12 – 2 × (9 – 1)
= 12 – (2 × 8)
= 12 – 16
= -4

5. (8 + 2)² ÷ 5 – 21 = ____

Answer: (8 + 2)² ÷ 5 – 21
= (10)² ÷ 5 – 21
= (100 ÷ 5) – 21
= 20 – 21
= -1
F. Finding practical Maria bought 3 boxes of pencils each containing 8 (Students may
applications of pencils at ₱2 per pencil. She also bought 2 answer the problem
concepts and skills notebooks at ₱5 each. If she gives the cashier solving).
in daily living. ₱100, how much change should she receive?
Answer:
Answer: 100 – [2 × (24)] – (5
₱100 – [₱2 × (3 × 8)]–(₱5 × 2) ×2) = 42
= 100 – [2 × (24)]–(5 × 2)
= 100 – (48) – (5 × 2)
= (100 – 48) – 10
= 52 – 10
= 42
G. Making (The teacher may ask students to give a (Students may write
generalizations and generalization statement). or oral their
abstractions about reflection about the
the lesson 1. Why do you think the order of operations is importance of the
important? lesson).
2. What is the purpose of operation order?
3. How do we simplify numerical expressions? Possible Answer:
1. The order of
operations is
important because it
ensures that
everyone gets the
same answer when
solving math
 problems.

2. The purpose of
an operation order is
to ensure that
subordinate unit
execute a mission
safely and
effectively.

3. To simplify a
numerical
expression, you can
use the order of
operations to
perform the
operations on the
correct order.
H. Evaluating learning Formative Assessment (Students may
answer this on
A. Simplifying numerical expressions separate worksheet
Direction: Answer the following numerical provided).
expressions with solutions. (2 points each).
1. Solve 5 + 3 × 2. Answer:
A.
Answer: 5 + 3 × 2 1. 5 + 3 × 2
=5+6 =5+6
= 11 = 11

2. Evaluate 4² ÷ (3 + 1)– 6. 2. 4² ÷ (3 + 1) – 6
= 16 ÷ (3 + 1) – 6
Answer: 4² ÷ (3 + 1) – 6 = (16 ÷ 4) – 6
= 16 ÷ (3 + 1) – 6 =4–6
= (16 ÷ 4) – 6 = -2
=4–6
= -2 3. 3 × (5 – 2)² + 4
= 3 × (3)² + 4
3. Simplify 3 × (5 – 2)² + 4. = (3 × 9) + 4
= 27 + 4
Answer: 3 × (5 – 2)² + 4 = 31
= 3 × (3)² + 4
= (3 × 9) + 4 4. 7 – 2 × (4 + 1)
= 27 + 4 = 7 – (2 × 5)
= 31 = 7 – 10
= -3

4. Calculate 7 – 2 × (4 + 1). 5. 10 – 3 × (2² – 1)

= 10 – 3 × (4 – 1)
Answer: 7 – 2 × (4 + 1) = 10 – (3 × 3)
= 7 – (2 × 5) = 10 – 9
= 7 – 10 =1
= -3
B.
5. Evaluate 10 – 3 × (2² – 1). 1. 1000(5 × 3 × 24)
– (2 × 280) = 80.
Answer: 10 – 3 × (2² – 1)
 = 10 – 3 × (4 – 1)
= 10 – (3 × 3)
= 10 – 9
=1

B. Word Problem.
Direction: Write the numerical expression to
represent the situation and then solve it. (5 points).
1. Roxanne bought 3 boxes of apples, each
containing 24 apples at ₱5 each. She also
bought 2 boxes of bananas at ₱280 per
box. If she gives the cashier ₱1000, how
much change should she receive?

Answer: ₱1000 – (₱5 × 3 × 24) – (2 × ₱280)

= 1000 – (5 × 3 × 24) – (560)
= 1000 – (5 × 72) – 560
= (1000 – 360) – 560
= 640 – 560
= 80 or ₱80.
I. Assignment/ None
Agreement
J. Remarks
K. Reflection

Prepared by:

GUEN FLORIAN N. LEONES

BSED - MATHEMATICS