Detailed Lesson Plan in Mathematics 6

I. Objectives:
At the end of the lesson pupils are expected to:
1. Determine the order of the operation;
2. perform operations of the given numbers with grouping symbols;
3. translate simple word problems into numerical expressions; and
4. value the need and use of ordering operations.

II. SUBJECT MATTER: Order of Operations with Grouping Symbols

Reference: Math for All Grade 6 (pages 184-189)
Materials: charts, flash cards
Value Focus: simplifying problems
Strategy: Problem Solving, Deductive

III. PROCEDURE

Teacher’s Activity Pupil’s Activity

A. Preparatory Activities
Prayer
Checking of Attendance
Energizer:

1. Drill
Good afternoon class! Good afternoon, teacher.
How are you today? Fine, teacher.
Good to hear that.
Before we will proceed, teacher has flash cards here.
All you have to do is to evaluate what is written on the
flashcards and tell me if it is greater than or less than.
23 ___ 32 52 ___25 33 ___22

42 ___24 102 ___ 93

Very good Grade 6.

2. Review
What did you discuss last meeting?
Now can you tell me how operations with powers should
be done?
Okay, to test your understanding, let’s have this activity.
Order of Operations with powers.
If a math expression involves a power or
powers in a series of operations, evaluate
first the powers in a series then perform
the operations using the MDAS rule.
B. Developmental Activities
1. Motivation
Class, can you name these symbols?
( ) { } [ ] \
Parentheses, bracket, braces and fraction
bar
Very good. Do you know the meaning or use of
these symbols in mathematics? They are grouping symbols, teacher.
Very good.

2. Presentation
Today, we will learn about Order of Operations
with Grouping Symbols.

a. Setting of Standard
But before that, what will you do if someone is
talking here in front? Listen, behave, and participate.
Can I expect that from you class? Yes, teacher.

1. Lesson Proper

Now we will play a game called “Please Excuse

My Dear Aunt Sally”

You will be divided into 6 groups.

1st group: Please (Parentheses, Bracket, braces)
2nd group : Excuse (exponent)
3rd group: My (x)
4th group: Dear (÷, /)
5th Group: Aunt (+)
6th Group: Sally (-)
 And of course teacher Jaysan is included in the
game. I will be the =n sign, meaning I will be the
missing number. Each group is holding stripe of
paper with a written symbol.
I will be giving problems about Aunt Sally. The
given numbers are already given. Each group will
analyze what will be their contributions to
transform the word problem into mathematical
sentence. All of the operations needed to solve
the problem are already written on your paper
stripes. The group who failed to put their part to
complete the problem will face the
consequences later.
Am I understood? Yes, teacher.

2. Discussion

1. Aunt Sally brought 3 cartoons of eggs to be

used for her baking class. . Each cartoon
consists of 10 eggs. She distributed these 3
cartoons to three mothers. If each mother
used 4 eggs to make her pastry, how many
eggs in all were left in the cartoons? 3 x (10-4)= n
3 x 6 = 18

How did you solve for this class? Let’s solve first inside the parentheses,
teacher because it means that they are
group together before we can proceed in
solving the entire operation.
Very good.

2. A week before the outreach activity, Aunt

Sally was able to gather 150 boxes of canned
goods for 50 families. When she received a
call that the number of families had
doubled, sponsors gave her another 50
boxes. How many boxes went to each
family? (150+50) ÷ (50 x 2) = n
200 ÷ 100 = 2

(150+50) 200
Or = =2
(50 x 2) 100
How did you solve for this class? The fraction bar is another grouping
symbol. We do all operations above and
below the bar before dividing.
Very good. The fraction bar is another
grouping symbol. If an expression contains a
fraction bar, do all operations above and
below the bar before dividing.
 Now can you solve for this?
What is
(52 +15)
( 4 x 2 ) + 50 ÷ 2
(10−6) (5 +15)
( 4 x 2 ) + 50 ÷
(10−6)

Work separately above and below

the bar:

(25+15)
( 4 x 2 ) + 50 ÷
(4)

Then, inside the parentheses:

(40)
( 8 ) + 50 ÷
(4 )

Then, perform eliminate the

expression with fraction to make
them as one.
( 8 ) + 50 ÷ 10

Follow the MDAS rule:

8 + 5 = 11
Excellent, Grade 6 pupils!

3. Comparison and Abstraction

Now, by looking at our examples, who can
tell me how will solve problems with
grouping symbols?
Before proceeding to any operation, check
for PEMDAS first. It means that parenthesis
should be done first, exponents will follow,
and then proceed to Multiplication,
What if not all operations are present?
division, addition and subtraction.
The same sequence will follow, teacher. If
one operation does not exist in the
problem, the operation next to it wil
Very good.
follow.
a. Valuing
Were you able to see the pattern easily?
No, teacher. You need to analyze what
should be done first for you to come up
Just like also in facing obstacles in life right?
with the right answer.
Yes, teacher. Often, we are faced with
obstacles that are difficult to hurdle but we
should only simplify things and proceed in
Very good. I hope that you will apply this in your daily
finding solutions.
lives.
C. Concluding Activities
1. Generalization
If the problem has parenthesis, brackets, braces,
and series of oeration, what are you going to
do?

Expressions in parentheses are considered

What if there is a fraction bar?
What if it has series of operations?
Excellent job, Grade VI!
as a single value, thus their operations
must be performed before the other
operations. Just like parentheses, brackets
and braces also are expressions telling a
single value, so they must also perform
first.
If an expression contains a fraction bar, do
all operations above and below the bar
before dividing.
The PEMDAS rule should be followed. It
stands for the order parentheses,
exponent, multiplication, division, addition,
and subtraction.

1. Application

The game “Please Excuse My Dear Aunt Sally” is

also an acronym for you to easily remember the
PEMDAS rule. It means Parentheses, Exponent,
Multiplication, Division, Addition, and
Subtraction. This is the pattern we should follow
in solving Order of Operation.
Now, using the PEMDAS Rule, solve the
following problem to reveal the missing title of
the poem.
IV. Evaluation
Open your book on page 186 and answer
the activity A.

V. Assignment
Answer the activity B on page 186 on your
Math book. All boys will answer the problem
1-5, and girls will answer 6-10.