Order of Operations

LC: Perform more than two operations on whole numbers
a. with or without exponents
b. with or without parenthesis or other grouping symbols.

I. Learning Objectives: After the group reporting,
pupils shall be able to:
Eoc: state the rule for order of operations in solving more
than two operations.
Eop:find the value of expressions with two or more operations
accurately and systematically.
Eoa: Show obedience by following rules.

II. Learning Content:
A. Topic: Order of Operations
B.Concept:
To find the value of a mathematical expression, the following are the rules:
1. Perform first the operation within each pair of grouping symbols
parenthesis, bracket and braces beginning
with the innermost pair.
2. Simplify the expressions with exponents
3. Next, perform multiplication or division from left
to right or whichever operation comes first.
4. Lastly, perform addition or subtraction from left to right
or whichever comes first
C. Skill: Following the rules on standard order of operations of whole numbers
Simplifying and evaluating expressions with two or more operations
D. Values: Obedience
E. Material: calculator, rules on order of operations
F. Resources: Apistar, E. (2005), Soaring 21st Century, pp. 23
Glencoe, Mathematics Applications and Connections, pp. 26
Riel, T. (2009) Number Smart, pp. 89


III. Learning Experience:
Classroom Routine – checking of attendance, ID, etc.

A. Introduction:
1. Motivation: Washing Wisely
· Rearrange the steps in washing clothes in order.

a. put water on the basin
b. pour powder on the clothes
c. separate the white clothes from the colored ones
d. hang the washed clothes
e. put the clothes on the basin
f. wash the clothes

· How would the results differ if you hang the clothes before washing?
· Is there a need to follow the order in washing clothes?
· Why is the order in washing clothes important?
· How about in Math, if there is more than one operation in an expression, do we follow the order of the operations?

2. By pair:
Find the value of 5+8÷4x3-2 using the two methods
Method 1: Using a calculator
Method 2: Use paper and pencil

B. Interaction:
· Compare your answers. Are they the same?
· If so, why are they the same? If not, why are they different?

Discussion of Rules of Order of Operations.

C. Generalization:

1. Fill in the square with a statement in solving 5+8÷4x3-2.
1st step
2nd step
3rd step
4th step

2. Reflection:
What will happen if we don’t follow the rules of the school?

3. Evaluation: seatwork (Answer page 25 letter A of your book.)

IV. Assignment: Write a paragraph explaining the steps in finding the value of
9 x 15 ÷ 5 + 6