NOT

5
Mathematics
Quarter 1 - Module 2
Lesson 1 and 2
Mathematics- Grade 5
Alternative Delivery Mode
Quarter 1 - Module 2: (Lesson 1-2)
First Edition, 2020

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i
 Mathematics
Quarter 1 - Module 2
5
Lesson 1 - 2

This instructional material was collaboratively developed and reviewed

by Teachers, School Heads, public school district supervisors and education
program supervisors of the Department of Education – Ozamiz City Division.

We encourage teachers and other education stakeholders to email their

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We value your feedback and recommendation.

Department of Education ● Republic of the Philippines

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 Table of Contents

What This Module is About .......................................................................................................... i

What I Need to Know...................................................................................................................... ii
How to Learn from this Module ................................................................................................. ii
Icons of this Module ....................................................................................................................... iii

What I Know......................................................................................................................................iii

Lesson 1: Stating, Explaining and Interpreting, Multiplication, Division, Addition

Subtraction (PMDAS) or grouping, Multiplication, Division, Addition,
Subtraction (GMDAS) rule.
What’s In ......................................................................................................................
What I Need to Know .................................................................................................
What Is New ...................................................................................................................
What Is It .........................................................................................................................
What Is More ................................................................................................................
What I Have Learned .................................................................................................
What I Can Do ...............................................................................................................

Lesson 2: Simplifying a Series of Operations on Whole Numbers Involving More

than Two Operations Using the PMDAS and GMDAS rule.
What’s In ..........................................................................................................................
What’s I need to Know ..............................................................................................
What’s New..................................................................................................................
What Is It ......................................................................................................................
What’s More ................................................................................................................
What I Have Learned ………………………………………………………….
What I Can Do ..........................................................................................................
Summary
Assessment: (Post-Test)
Key to Answers ...........................................................................................................................
References

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What This Module is About

This module is intended for the Grade 5 learners. This is written to respond the needs
of the time. The learners are expected to completely study this module on the second week
after the opening of the School Year. The activities of this module will help you discover the
rules and concepts of the PMDS and GMDAS.

Your parents or elder brothers and sisters play a very important role in learning the
activities. If there are instructions or activities which are not very clear for you, please ask
them to help you.

This module comprises of two lessons that cover the following areas namely;
• lesson 1 will help you state, explain, and interpret Parenthesis, Multiplication,
Division, Addition, Subtraction (PMDAS) or Grouping, Multiplication, Division,
Addition, Subtraction (GMDAS) rule.
• lesson 2 shall sharpen your ability to simplify a series of operations on whole
numbers involving more than two operations using the PMDAS or GMDAS rule.

What I Need to Know

After seriously but with enjoyment doing the activities of this module, you are
expected to state, explain, and interpret PMDAS or GMDAS rule.

The goals in Mathematics education is to help you become a critical thinker and a
problem solver individual. The activities of this module are written to further
improve your critical thinking and problem solving skills. These acquired skills
would soon be applied in your everyday lives.

So, find time to study this module because learning amidst COVID 19 pandemic
depends on you.

Good luck, stay safe and God bless.

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5|Page
 Stating, Explaining and
Interpreting Parentheses,
Multiplication, Division,
Addition, Subtraction
(PMDAS), or Grouping,
Lesson Multiplication, Division,
Addition, Subtraction
(GMDAS) Rules
1
What’s In

Teachers in elementary arithmetic or mathematics tell us that we should not

multiply, divide, add or subtract numbers within expressions loosely. We remember that
multiplication or division is done first before addition or subtraction. Take for instance the
simple expression 2 + 3 × 4 = 14. It is interpreted that 3 is multiplied by 4 first before 2 is
added to the product 12 to arrive at the sum of 14. If we mistakenly add 2 and 3 before
multiplying their sum by 4, we will get a wrong answer of 20.

As mentioned above, numbers can be grouped by parentheses. They are called

grouping symbols which denote that operations contained within them should be computed
separately from other operations in the whole expression. It is emphasized that these grouping
symbols are not operations themselves but are mere “containers” of operations.

The group of numbers inside parentheses are worded as “quantity of …” The

sample equation (2 + 3) x (4 ÷ 2) = 10 is therefore verbalized as the quantity of 2 plus 3
multiplied by the quantity of 4 divided by 2 equals 10. Additionally, brackets and braces can
be used in what is called “nested parentheses” (or parentheses within parentheses) to avoid
confusion.

The absence of any operation signs directly before or after parentheses or any
similar grouping symbols is implied that it involves multiplying the numbers or group of
numbers adjacent to them. For example, the expression 3 x (8 - 2) = 18 can also be stated as
3 (8 - 2) = 18.
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What I need to know

For this lesson, try to recall your knowledge on four basic operations of
arithmetic, namely, multiplication, division, addition and subtraction. They are called
binary operators (meaning relating to, composed of or involving two numbers or
groups of numbers) because they take two numbers or groups of numbers to produce
a third number.

In numerical expressions, numbers are grouped to define their relationships

needed in determining their final values. On that note, you have to understand the
mechanics of PMDAS, an acronym for Parentheses, Multiplication, Division,
Addition, Subtraction. It is more appropriately referred to as GMDAS (Grouping,
Multiplication, Division, Addition, Subtraction) because aside from parentheses ( ),
other grouping symbols such as brackets [ ] and braces { } are also used especially on
more complex expressions.

It is hoped that at the end of this lesson, you will know how to state, explain
and interpret the operations of whole numbers and/or groups of whole numbers in
numerical expressions under the rules of PMDAS/GMDAS.

What’s New

Pupils have been taught that multiplication and division take precedence
over addition and subtraction. Furthermore, they were taught that multiplication takes
precedence over division as addition precedes over subtraction, notwithstanding their
order of occurrence in a numerical expression. Old mnemonics like My Dear Aunt
Sally were coined in the past to help us recall the order of precedence. However, this
was confusing especially in dealing with complex operations and is not consistent with
the Order of Operations as discussed in this lesson.

Mathematicians in the 16th century started developing an Order of

Operations to analyze numerical expressions properly. This conceptual process on
PMDAS/GMDAS has since evolved in solving mathematical equations with multiple
operators. In this regard, the following order of operations is observed, as may be
applicable:

RULES ON ORDER OF OPERATIONS UNDER PMDAS/GMDAS:

RULE 1 = First, perform the operations within each pair of grouping symbols. In
expressions with nested parentheses, begin with the innermost pair, moving outward.

RULE 2 = Perform multiplication and division as they occur from left to right.

RULE 3 = Perform addition and subtraction as they appear from left to right.

*Important Note: For more advance lessons, another RULE is added whenever
exponents (or powers) or roots are included.

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 PMDAS does not mean multiplication before division, and addition before
subtraction even though it may appear that way. These two sets of operations have
equal priority. With RULES 2 and 3 above, this has been clarified that the order should
be based on whichever symbol appears first from left to right. In other words, PMDAS
should really be presented as P- MD - AS.

In instances wherein it is desired to override the foregoing order in line with

RULE 1, or even simply to emphasize them, symbols of groupings can either indicate
an alternative order or reinforce the default order to avoid confusion. Take for instance
in this example: (2 + 3) × 4 = 20. The parentheses force the addition of the numbers
2 and 3 first before multiplying them by 4 for a product of 20. If we make the mistake
of multiplying 3 by 4 first before adding 2, the erroneous answer will be 14.
Numerically, the operations are expressed this way:

(2 + 3) × 4
= (5) x 4
= 20
In the similar case of the expression: (8 - 2) ÷ 2 = 3, the parentheses force
the subtraction of 8 by 2 to precede over dividing the sum by 2 to get the correct
quotient of 3. If we divide 2 by 2 before subtracting it from 8, we will end up with
the wrong answer of 7. This is numerically laid down as:

(8 - 2) ÷ 2
= (6) ÷ 2
=3

What Is It

The PMDAS/GMDAS Rules on Order of Operations have to be learned by heart to

avoid errors in solving numerical expressions especially as they get more complex. A
single misstep in applying the said rules in interpreting the expressions will result to
wrong values.

Practice is essential. Below are sample guided exercises:

1) 25 ÷ 5 x 3 + 6 - 2 = 19

Solution Guide
Only Rules 2 and 3 apply in this case.
25 ÷ 5 x 3 + 6 – 2
Apply Rule 2 first by dividing 25 by 5 to get the
=5x3+6–2 quotient of 5.
Then, multiply 5 by 3 for a product of 15.
= 15 + 6 – 2
Applying Rule 3, add 15 and 6 for a sum of 21.
= 21 – 2
Finally, subtract 2 from 21 to get a difference of 19.
= 19

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2) 12 ÷ (4 x 3) + 7 - 5 = 3

Solution Guide

Applying Rule 1, solve the equation inside

12 ÷ (4 x 3) + 7 – 5 parentheses first which is to multiply 4 by 3
to produce 12.
Applying Rule 2, divide 12 by 12 to get 1.
= 12 ÷ 12 + 7 – 5
Applying Rule 3, add 1 and 7 to get 8.
=1+7–5
Lastly, subtract 5 from 8.
=8–5
The difference is 3.
=3

REMINDER: Work from left to right when there are only multiplications and
divisions. If a division comes before multiplication in an expression,
do that first. Similarly, if a multiplication comes first, do it first. The
same is true for the final two operations, addition and subtraction.
Perform subtractions before additions if the former come first in the
expression and vice versa.

What’s More

To apply the rules in life situations, below is a problem-solving exercise.

1) My brother bought 4 large cavendish bananas for 10 pesos each and 1 green mango
for 5 pesos. Write a numerical expression to represent this situation and then find
the total cost in pesos.
Solution: 4 × 10 + (1 x 5) - parentheses

= 4 x 10 + 5 - multiply

= 40 + 5 - add

= 45 pesos

Therefore, the total cost is 45 pesos

2) Our family is engaged in repacking business. Mother bought 18 full baskets of

garlic from a wholesaler. Each basket contains 100 pieces of raw garlic bulbs. If
we are to place them inside small plastic bags containing 5 bulbs each, how many
bags are we going to produce (the resulting value being
“n”)?
4
 Solution: We need to know the total number of garlic bulbs in all the
baskets. Since there are 18 baskets containing 100 bulbs, multiply 18
by 100. After that, divide the lot by 5.

(18 x 100) ÷ 5 = n 1,800 ÷ 5 = 360

Therefore, we are able to repack garlic in a total of 360 smaller plastic bags.

What I Have Learned

So far, we are informed that there is a certain discipline in solving numerical

expressions. However, we have to be cautious in applying the rules because far
too many pupils misunderstand the order of operations. A single mistake in
prioritizing the operations will affect the resulting values.

What I Can Do

We need to continue analyzing similar expressions even at home especially during

these times when alternative learning experiences and home-based assignments are
essential. If we have access to the internet, spend time reading and acquiring new
knowledge on solving mathematical problems. The more complex they are, the better
to sharpen our skills. We can even apply our learning as we do chores like helping our
parents manage household finances. With continued practice we gain mastery and we
may even draw faster ways of analyzing numerical expressions without going through
those usual detailed steps.

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 Simplifying Series of
Operations on Whole Numbers
Lesson
Involving More than Two
Operations using PMDAS or
GMDAS Rules
2
What’s In

In this lesson, we will learn to simplify expressions with multiple operators

and solve their final values. There will be more exercises on nested parentheses in
varying degrees of complexity to challenge our comprehension on the rules of
PMDAS/GMDAS.

What I Need to Know

Banking on the knowledge gained under Lesson 1, we will simplify a

series of operations on whole numbers with more than two operations. We will still
pay attention to the order of operations according to the PMDAS/GMDAS rules as
laid down in Lesson 1.

Moving forward, we will analyze more complex expressions particularly

with nested parentheses, meaning those expressions with operators inside parentheses
within other parentheses or grouping symbols and so on. This is a good staging ground
for future learning on far more advanced branches of mathematics, applied sciences,
technology and many computer programming languages.

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What’s New

As mentioned in Lesson 1, brackets and braces are used alternatively with parentheses
to avoid confusion in numerical expressions with multiple operators. Typically,
parentheses enclose the innermost grouping of numbers first, then brackets, followed
by braces like in this example: 2 x {1 + [4 x (2 + 1) + 3]} = 32.

The same equation can also be written as 2{1 + [4(2 + 1) + 3]} and should derive the
same product of 32. The absence of any sign before or after the grouping symbols
denotes multiplication.

In applying RULE 1 in the case of multiple groups of numbers inside nested

parentheses like the previously given expression 2 {1 + [4 (2 + 1) + 3]} = 32, the
innermost grouping, which in this case is the quantity of 2 + 1, is done first. This is
followed by multiplying the sum by 4, then adding 3 before adding 1 and ultimately
multiplying by 2. The interpretation is illustrated below:

Expression Guide

Apply Rule 1 by getting the sum of quantity 2 plus

2 {1 + [4 (2 + 1) + 3]} 1 inside the innermost parentheses.

Then, apply Rule 2 by multiplying 4 by 3.

= 2 {1 + [4 x 3 + 3]}

Apply Rule 1 by getting the sum of the quantity

= 2 {1 + [12 + 3]} of 12 (product of previous step) plus 3 which are
left inside the brackets.
Then, apply Rule 1 again by getting the sum of the
= 2 {1 + 15} quantity of 1 plus 15 left inside the braces.

Lastly, multiply 2 by 16.

= 2 x 16
The product derived is 32.
= 32

Note that after completing the operations of numbers inside the parentheses, brackets
or braces, the grouping symbols may be removed to simplify the remaining elements
of the expression.

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What Is It

Let us take a couple of examples on multiple operations with nested parentheses to

work on.

1) 4 [6 - 1 x (12 - 7) + 12 ÷ 6 x 2] = 20

Expression Guide

Operate the numbers inside the innermost

parentheses first – that is, subtract 7 from
4 [6 - 1 x (12 - 7) + 12 ÷ 6 x 2] 12 to get the difference of 5.
Of those inside the brackets, apply Rule 2
= 4 [6 - 1 x 5 + 12 ÷ 6 x 2] by multiplying 1 by 5 to produce 5.

Divide 12 by 6 to derive a quotient of 2.

= 4 [6 - 5 + 12 ÷ 6 x 2]
Multiply 2 by 2 to produce 4.
= 4 [6 - 5 + 2 x 2]
Applying Rule 3, subtract 5 from 6 to get
= 4 [6 - 5 + 4] 1.
Then add the quantity of 1 and 4 inside the
= 4 x [1 + 4] bracket for the sum of 5.
Lastly, multiply 4 by 5.
=4x5
The resulting product is 20.
= 20

2) 1{2 (9-1+9) + [(81÷ 9) – 6]} ÷ (5 – 2 x 2) = n

Solution:

= 1{2 (9-1+9) + [9 – 6]} ÷ (5 – 4)

= 1{2 (8+9) + 3} ÷ (1)

= 1{2 x 17 + 3} ÷ 1

= 1{34 + 3} ÷ 1

= 1 x 37 ÷ 1

= 37

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What’s More

To test our retention of the knowledge on PMDAS or GMDAS rules, we apply them
in stating and analyzing the sample case described below:

Situation: The school principal asked a group of pupils to join the welcoming team for
5 officials from a regional government office who are visiting the school.
The team was tasked to buy 5 boxes of dried candied squid which will
be apportioned as tokens.

Each box contains 20 small individual packs with each pack weighing 10 grams. The
principal donated 2 additional boxes of dried candied squid that contain
the same number of packs with each pack also weighing 10 grams.
However, at the last minute, the pupils are told to set 1 box aside for other
persons who might be joining the visitors.

If the pupils divide the remaining lot equally to the 5 visitors, how much dried candied
squid expressed in grams will each person receive? State the equivalent
numerical expression.

Solution: First, the pupils need to know the total weight of all the boxes. Initially, there
are a total of 7 boxes, 5 of which I bought plus 2 donated boxes. But they
have to set aside 1 box as instructed so only 6 are made available.

Since there are 20 10-gram packs of dried candied squid inside each box, they have
to multiply 20 by 10 to derive the total weight per box. Then, they
multiply that by 6 to get the total weight of all boxes. Lastly, they have
to divide the total weight by 5.

The given situation as presented can be numerically expressed this way:

[(5 + 2 - 1) x (20 x 10)] ÷ 5

= [(7 – 1) x 200] ÷ 5

= [6 x 200] ÷ 5

= 1,200 ÷ 5

= 240

Therefore, each visitor will receive 240 grams of dried candied squid.

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 What I Have Learned

You have learned that the PMDAS/GMDAS rules are even more useful in
simplifying complex expressions.

This entails knowing that there is a predetermined order in doing operations

on sets of numbers. This also comes in handy whenever we do tasks that require
worksheet preparations like calculating expenses for marketing or even doing simple
errands.

What I Can Do

Mathematical processes require getting used to. The only way to be

proficient in simplifying expressions under PMDAS/GMDAS is to practice the
application of the rules regularly. With the help of teachers and parents, we need to
ask questions whenever we doubt our understanding on the subject as well as immerse
ourselves with interesting practical activities. The series of assessment tools later in
this module are good starting points.

Summary

Lessons 1 and 2 teach us to write word problems into numerical

expressions, interpret them and learn how to solve them using the Order of Operations
prescribed under PMDAS/GMDAS rules. In summary, the basic rules to follow are:

1. Parentheses: Anything in parentheses must be simplified first. In the case of nested

parentheses, perform the innermost ones first then proceed outward.

2. Multiplication and Division: Once parentheses have been dealt with, solve any
multiplication and division in order from left to right.

3. Addition and Subtraction: Once parentheses, multiplication, and division have

been dealt with, solve any addition and subtraction from left to right.

If any of these elements are missing (for example, we have a math problem without
parentheses), simply skip that step and move on to the next one. We should always
review our work afterwards.

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Assessment: (Post-Test)

I. Let us perform the given operations and find their final values.

a. 4 + 2 – 3 + 5 = __________

b. 15 ÷ 3 – 2 x 2 = __________

c. 84 – 3 x 5 x 2 = __________

d. 69 + 4 - 11 x 6 ÷ 3 = __________

e. 40 x 6 ÷ (9 + 21) = __________

f. 15 – 3 x 12 ÷ (3 + 1) = __________

g. (17 – 6 ÷ 2) x (12 + 11) = __________

h. [(18 + 15) - 3] – 2 x 5 = __________

i. 3 [(19 – 15 ÷ 3) + (4 – 2)] = __________

j. 2 + 7{31 - [4 (2 ÷ 1 + 3)]} = __________

II. Solve each problem and express them numerically.

a. Gina pays 20 pesos for materials to make ice candy. She makes 10 ice
candies and sells 7 for 5 pesos and 3 for 2 pesos. Write a numerical
expression to represent this problem and then find out how much is Gina’s
total profits.

b. John’s father buys him a shirt. The price is 100 pesos but the store gives a
discount of 50 pesos. John’s uncle buys 4 shirts and then share the cost
equally with his brother. Write a numerical expression to represent this
situation and then find the price paid by each brother.

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 Key to Answers

Compare our responses in the assessment tools with the correct ones indicated below.

I. Answers to given expressions.

a. 8
b. 1
c. 54
d. 51
e. 8
f. 6
g. 322
h. 20
i. 48
j. 79

II. Solutions to the problems and their numerical expressions.

a. 7 × 5 + 3 × 2 - 20
= 35 + 6 - 20
= 41 - 20
= 21
Therefore, Gina made 21 pesos net of cost of materials.

b. (100 - 50) × 4 ÷ 2
= 50 × 4 ÷ 2
= 200 ÷ 2
= 100

The actual price paid by each brother is 100 pesos. This is a trick situation.
References:

Bronstein, Ilja Nikolaevič; Semendjajew, Konstantin Adolfovič (1987) [1945]. "2.4.1.1.".

In Grosche, Günter; Ziegler, Viktor; Ziegler, Dorothea (eds.). Taschenbuch der
Mathematik (in German). 1. Translated by Ziegler, Viktor. Weiß, Jürgen (23 ed.). Thun
and Frankfurt am Main: Verlag Harri Deutsch (and B. G. Teubner Verlagsgesellschaft,
Leipzig). pp. 115–120. ISBN 3-87144-492-8.

Mathematics 5 1st Quarter Teacher’s Guide and Learner’s Material

Evangelista, Maria Pilita and Ma. Lyn T. Quimboy. iMath 5: K to 12 Curriculum
Series. iBook Publishing, Inc. 2017
Ledesma, Lynnie B. and Juanito D. Yusingco. Today’s Math 6. 927 Quezon
Avenue, Quezon City: Phoenix Publishing House, 1995.
Fisico, Misael Jose S. et. al. 21st Century Mathematics 6. 927 Quezon
Avenue, Quezon City: Phoenix Publishing House, 1999.
Burgos, Jaime R. et.al. 21st Century MATHletes. 1253 G. Araneta Avenue,
Quezon City: Vibal Group, Inc., 2016.

"Rules of Arithmetic" (PDF). Mathcentre.ac.uk. Retrieved 2020-06-17.

Ursua, Alvin C., et, al. 21st Century MATHletes 5. Quezon City, Philippines: Vibal
Group, Inc., 2016.
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Department of Education - Division of Ozamiz City

Office Address: IBJT Compound, Carangan, Ozamiz City

Telefax: (088)545-09-90

Website: deped1miz@gmail.com