School:
Teacher:
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Tumbaga II Elmentary Grade Level SIX
Julie Ann Fajarda Learning Area MATHEMATICS
Teaching Dates and Time SEPT 18-22, 2017 Quarter SECOND Week 6
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
Gives the meaning of exponent, Evaluates an expression States, explains, and interprets Evaluate an expression with two Evaluate an expression with more
and base involving exponents parenthesis, multiplication, division, different operations without than 2 operations with
Describes the exponent and the Gives the value of numbers addition, subtraction (PMDAS) or exponents and parenthesis/ exponents and
base in a number expressed in expressed in exponential grouping, multiplication, division, grouping symbols parenthesis/grouping symbols
exponential notation. notation. addition, subtraction (GMDAS) rule. M6NS-IIf-149 M6NS-IIf-149
M6NS-IIf-146 M6NS-IIf-147 M6NS-IIf-148
Exponent and base meaning of exponent and PMDAS and GMDAS Rule Evaluating expressions Evaluating an expression with
base more than 2 operations with
Evaluating expressions exponents and
involving exponents parenthesis/grouping symbols
Lesson Guide in Elem. Math Gr. Lesson Guide in Elem. Math Lesson Guide in Elementary . Math Textbook M6NS-IIf-149
6 p.6 Gr. 6 p.9 Mathematics Grade VI pages 14, 17, Curricilum Guide Math 6: Math Textbooks
DLP Gr. 6 Module 1 DLP Gr.4 Module 32 23-24, M6NS-IIf-149 Lesson Guide in Elem. Math Gr. 6
Curriculum Guide Math 6:. M6NS- p.13, 17, 21, 25, 28
IIf-148
Power point presentation Power point presentation
Power point presentation Power point presentation Power point presentation
Let the pupils describe the Drill A.Drill 1. Drill
a. Activity 1 – Game on
pattern shown. Game: Think and Try Evaluating the expression a. Activity 1 – Evaluating
Can you find a pair of numbers Mechanics: Numerical Expressions the Expression
whose sum is equal to their Form 4 groups of pupils. b. Activity 2 – Game on b. Activity 2 – Completing
product? The teacher flashes the cards with Naming the Word Expression the Evaluation
Fig. 1 Fig. 2 Fig. 3 Example: 2 + 2 = 2 x 2 = 4 expressions. c. Review past lessons (Refer to TG)
 Let them draw the next figure in
the pattern.
How many squares are there in
the 2nd figure? in the 3rd figure?
Discover the rule in finding the
next figure?
How many squares will be in
the fifth figure?
B. Establishing a purpose a) Show pictures of the
for the lesson map of the Philippines and of
General Emilio Aguinaldo and
let them read the following
sentences.
1) General Emilio
Aguinaldo is the First President
of the Philippine Republic.
2) The Philippines is in
Southeast Asia.
3) Most Filipinos
celebrate Christmas in the 10th
month of the year.
b) Ask them which
sentence is true or false. Let
them tell why.
c) If sentences can be
true or false, in mathematics
there are sentences that are
either true or false.
C. Presenting Activity 1: Present this problem
Examples/Instances of Rhoda has to sew a tablecloth 9
new lesson dm by 9 dm for their square-
shaped table in the living room.
How big is the area of the
tablecloth?
Expected Answers:
3 + 1.5 = 3 x 1.5 = 4.5
5 + 1.25 = 5 x 1.25 = 6.25
11 + 1.1 = 11 x 1.1 = 12.1
Ask: What are the different
dreaded diseases? (TB, cancer,
etc.)
Today we are going to read
something about cancer cells.
Present the selection below
In a particular clinical
research, a special type of
cancer cells affecting the skin
was discovered to exist as a
pair in the beginning and was
found out to double every 24
hours. The table shows the
The groups are given 60 seconds to (Refer to TG)
evaluate the expression.
One member of each group
simultaneously goes to the board
and writes the answer.
The teacher checks the answer.
The group with the most number of
correct answer wins
Sample item:
a.3×4+1 = b.62+3 =
c. (6+3) + 2 = e. (15 + 3) × 2 =
d. (16 ÷ 4) × 3 =
B.Have a review on the divisibility
rules. Provide exercises written on
the flash cards.
Ask pupils about the Ask the pupils about the What do you observe when
occupation of their parents. somebody in your home is sick?
occupation of their
Let them tell how they help Does he take medicine? Is it
parents. Let them tell their parents earn a living. liquid or tablets? How are tablets
kept?
how they help their
parents earn a living.
Present the situation to Activity 1 – Use of Role Play in a. Activity 1 – Use of Flats
a Sari-Sari Store and Longs
the class.
In a certain drugstore, the
Jethro was helping his mother pharmacist daughter of the
Lulu comes from school with a heavy
in their store when a delivery owner helps her mother account
heart because of homework. Her man delivered 20 dozens of the medicines for fever. She finds
eggs at 42 a dozen. If the specialized square holders of
elder brother gives her a helping
delivery man gave him 160, tablets. She has recorded 4

D. Discussing new concepts Answering questions about the
and practicing new skills problem
#1 How will you find the area of
the table cloth?
What number sentence will be
used to solve the problem?
Are the two quantities equal?
Write the equation about the
problem. (9 x 9 = 81)
How many times did you
multiple 9 to get 81? The
product 9 x 9 can be written as
power of 92 where 9 is the base
and 2 is the exponent.
The exponent tells how many
times the base is used as a
factor to form a product.
The base is the factor which is
to be multiplied by itself the
number of times indicated in
the exponent to obtain the
listing of the number of cancer
cells present for the first 10
days.
What do you notice about the
cancer cells from day 1 to day
10? (They are doubled each
day.)
How is this obtained?
(The number of cancer cells in
a given day is obtained by
multiplying the number of
cancer cells present on the
preceding day by 2 since the
cancer cells double daily.)
If we try to rewrite this
product in terms of the
number of cancer cells
present on the first day, we
will have the following table:
hand. He has seen the following:
Evaluate the expressions:
12 – 3 + 18 ÷ 6 × 3
7×9–3+8
18 – 12 ÷ 6 + 7
9×9÷3–9+6
16 ÷ 4 × 5 – 7 + 8
Ask: What are the given data?
What operations must be done first?
second? next? last? Why?
Encourage the pupils to work in
pairs. Have each pair of pupils
evaluate the expressions.
Lead the pair of pupils to process
how to get the answer.
how much was his money?
Was he right in asking for a
change of 260, if his money
was 1,000? Why?
Ask the following questions:
Who helped mother in the
store?
Who delivered dozens of eggs?
How many dozens of eggs were
delivered to them ?
If you were Jethro:
will you help your family earn a
living? Why?
will you keep the change given
by the delivery man? Why?
Have each pair of pupils act it
out using play money and ask
them to answer the following:
What are the given data?
What are the operations to be
used?
.
Lead each pair of pupils to
think of an expression related
to the problem.
Let them evaluate the
expression they have
formulated.
160 + (20 x P42)
160 + P840
1,000 money of Jethro
Require them to analyze the
operations they used in
arriving at the exact change
groups of 10 layers of 10 tablets
on each side of the holders and 6
sets of 10 tablets. Is she right in
reporting that there are 40 060
tablets? Why?
1) Ask the pairs of pupils
the questions below:
a) What is the profession of the
daughter of the drugstore owner?
b) What does the pharmacist do?
c) What does she find?
d) If you were the pharmacist, will
you also have a systematic
arrangement of your medicines?
Why?
2)Have each pair of pupils use
flats and longs to visualize the
problem. Let them answer the
following questions:
a) What will you find in the
problem?
b) What are the data given?
c) What are the operations to be
used?
3) Lead each pair of pupils
to think aloud of a numerical
expression about the problem.
(4 x 103) + (6 x 10)
4) Ask them to decide on: Is
she right in reporting that they
have 40 060 tablets? Why? Have
them evaluate the expression as
in:
(4 x 103) + (6 x 10)
(4 x 1000) + (6 x 10)
4000 + 60
4060
 product.
In the problem, how big is the
tablecloth to be sewed by
Rhoda?
Write the equation for the
problem in exponential
notation of the problem.
Valuing:
a) Who has to sew a
tablecloth?
b) Where will she put the
tablecloth?
c) If you were Rhoda, will
you also sew a tablecloth?
Why?
E. Discussing new concepts Pair-share: Activity 2
and practicing new skills The side of a small cutout
#2 square is 7cm. What is its area?
Write an expression about the
problem.
What is the equation?
Can you write 7 x 7 in another
way? How?
What do you call 7 in 72? 2 in
72?
What is the exponent? base?
Let us focus our attention on
the expression that describes
the number of cancer cells in a
given day in terms of cancer
cells present on the first day.
This is seen in the second
column of table 2.
What can you say about how
the expression is written?
Why? (It becomes tedious
because we write the number
repeatedly.)
It is for this reason that in
1637, Rene Descartes, a
French mathematician,
introduced a system of writing
numbers indicating repeated
multiplication.
What can you say about Rene
Descartes? Do you want to be
like him someday? Why?
Now, here is another table,
let us study this table.
After all the pairs process their
answers, ask: “How did you find the
activity? How were you able to come
up with the correct answers? What
did you do?”
Discuss with the
pupils the rules on how they were
able to solve the order of
operations. Give more examples.
Solutions:
Discuss the presentation under
Group Activity– Use of Test
Items
Tita was absent for a week
because she was sick. When
she went to school, she had to
take a test. Few of the items
given are shown below.
a) 2x3+4
b) 7x9–3
c) 18 – 12  2
d) 35 – 6 x 3
e) 3x2+4
f) 48  12 + 8
Can you answer these? Let us
try to answer the items.
Ask each pair of pupils to
answer the following
questions:
What facts are given?
What operations are in each
problem? Which operations
come first? Which operation
will you do first?
Guide each pair of pupils to
evaluate the expressions
5) Draw from the pairs of
pupils through analysis which
operation should be done first,
second, next, and last. Include
also in the analysis the meaning
of parenthesis in the expression
and the direction it gives when
evaluating the expression.
b. Activity 2 – Use of
Illustration
Emma helps her mother arrange
the items in their store. Her
mother has specialized square
tray for quail eggs. She finds 4
groups of 5 rows with 5 quail eggs
placed in trays and 3 groups with
10 quail eggs. She informs her
mother that they have 1 030 quail
eggs. Is she right? Why?
Have the pairs of pupils answer
the following questions:
Who helps her mother in the
store?
What does Emma do to help her
mother?
If you were Emma will you also
arrange the items for sale in the
store of your mother? Why?
Ask each pair of pupils the
questions below. Use these
illustrations. (Refer to TG)
What facts are given?
What are the processes to be
used?

In general, if N is the number
of days the cancer cells have
been present, then the
expression for the number of
cells present during the nth
day is 2n. The letter n is called
an exponent of base 2.
In 22, what is the exponent?
What is the base? In 23? 24?
etc. What does the exponent
indicate?
(It indicates the number of
repeated multiplication.)
So, what does 23 mean?
(It means 2 x 2 x 2.)
How is it read? (“two to the
third power” or “two with the
exponent three.” (Give some
more examples).
F. Developing mastery Group Activity: Give the base Group Activity:
(Leads to Formative and the exponent in each of the Let us have 3 learning
Assessment) following orally. stations. Do the activity in
1.25 2. 42 3. 73 each learning station by
8 4
4. 1 5. 6 group. Once you have
Complete the equation. finished an activity, go to the
next station and do the
activity indicated there. Do
the activities as fast as you
can.
Explore and Discover on LM Then, Guide them to think aloud of the
give the following exercises. numerical expression that can
Ask the pupils to perform the series best represent the problem.
of operation. Let them think critically: Is Emma
1.(7 × 9) + (3 ×21) right? Why?
2. (18 – 5) + 6 + 2 Ask them to evaluate the
3. ( 3 + 5) × (42 ÷ 7) numerical expression.
4. 36÷ 2 + 4×(4-2) (4 x 52) + (3 x 10)
(4 x 25) + (3 x 10)
100 + 30
130
Have the pairs of pupils analyze
which operation should be used
first, second, next, and last to
arrive at the answer.
Group Activity: Group Activity: Evaluate the c.Activity 3: Group Activity
Ask pupils to work on items 1 to 5 expression. Bing asks her son to do his
under Get Moving and items 1-5 a) 8+42 homework and looks at his
under Keep Moving on LM Math b) 5x84 notebook. She finds the
c) 65 – 91  7 following:
d) 72  3 x 8 Evaluate the expressions:
e) 67 + 33  25 1) 6 + (2 x 7 + 52)
2) 3 x (4 x 82) – 8
3) 5 x [24  2 x (10 – 8)2 
10]
4) (15 – 6) + (4 – 1) x 23
5) 3 x [3 + 2 x (10 – 32)]
a) Ask each pair of pupils to
answer the questions below:
1) What are the facts
given?
2) Which operation should
be done first? second? third?
last? Why?

G. Finding practical a. Rewrite each of the following
applications of concepts using exponents. Determine the
and skills in daily living numerical value.
1. second power of 7
2. fourth power of 5
3. 2 x 2 x 2 x 2 x 2 x 2
4. 8 x 8 x 8
5. 15 x 15
b. Write the >, < or = in the box
to make the statement true.
1)52  25
2)72  3  2 (70) + 3
3)2(32 + 22)  82
4)32 + 32 + 32  3 (32)
5)6 (2 + 3)2  3 + 72
H. Making generalizations What is an exponent? base?
and abstractions about -The exponent tells how many
the lesson times the base is taken as a
factor.
The base is the bottom part of
anything. It is the number used
as the factor.
Based on tables 1, 2, and 3,
how many cancer cells have
grown on the fifteenth day?
The exponent tells the
number of times the base is
used as a factor.
The base is the number used
as a factor.
Ask pupils to do items under Apply
Your Skills on LM.
Guide the pupils to give the
following generalizations by asking:
What rule would you follow in order
to perform the order of operation?
Rules in the Order of Operation:
Perform the operations within each
pair of grouping symbols
(parenthesis, brackets, and braces)
beginning with the innermost pair.
Simplify the expression with
exponents.
Perform multiplication and division
as they occur from left to right.
Perform addition and subtraction as
they occur from left to right.
Write an expression about the
problems. Then evaluate the
expression.
1)In a certain eatery, there are
5 glass racks having 24 glasses
and 8 left over. The answer
says there are 130 glasses in
all. Is it right? Why?
2)Use numbers less than 7
once to make the expression
right.
(Refer to TG)
How do we evaluate an
expression with two different
operations without exponents
and parenthesis/grouping
symbols?
b) Have each pair of pupils
evaluate the expressions.
Evaluate the ff. expressions:
a) (114 – 4) x (12  4)2 + 3
b) 16 + 82  (4 + 4)
c) (36 – 6) x (3 x 4)2 + 7
d) 122 x 30 + (890  2)
e) 62 x 23 + (400  2)
How do we evaluate an
expression with more than two
operations with exponents and
parenthesis/grouping symbols?
I. Evaluating Learning A. Evaluate A.Complete the following Evaluate the following expressions Evaluate the following 1.Evaluate the following
1.) 6  22 + 7 sentences: by following the rules: expressions. expressions:
2.) 3  72 + 5  52 1) In 53, _____ is the base and (9 – 2) + (3 × 21) 1) 4x3+8 a) (9 – 2) + (32 x 21)
3.) 92 - 72 + 10 ______ is the exponent. (18 + 14) ÷ (6 + 2) 2) 84  3 x 4 b) (18 + 14)  (6 + 2)
4.) 25  52 - 32  43 2) 62 is the exponential form (36 ÷ 22 + 4 × (4 – 2) 3) 76 – 8 + 5 c) 36  22 + 4 x (4 – 2)
5.) (10 + 2)2 - 102 of 6 x _____. (36 – 6) + [(3 × 42) + 7] 4) 53 + 7 – 20 d) (36 – 6) + [(3 x 42) + 7]
3) 144 is the ___ power of 12. (72+ 15) × 4 – (625 ÷125) 5) 3 x 5  25 e) (72 + 15) x 4 – (625  125)
B. Find the value of n to 4) 22 means 2 multiplied by _. 4 × (15 – 32) + 16 6) 7 x 8 + 130 f) 4 x (15 – 32) + 16
make the statement true 5)74 means _____ is multiplied (93 + 7) × 6 + 10 7) 195  3 x 5 g) (93 + 7) x 6 + 10
1.) 2n = 16 by itself four times. 12 × 30 +(890 ÷10) 8) 3 + 83 – 73 h) 12 x 30 + (890  10)
2.) 4  5n = 4  125 B.Give the value of the ff: [(144 ÷ 12) 2 × 3] ÷ 3 × 6 9) 76 – 8 x 9 i) [(144  12)2 x 3]  3 x 6
3.) 73 = n 1)63 = __ 4)92 = __ (16 + 82) ÷ (4 + 4) 10) 90 x 5  75 j) (16 + 82)  (4 + 4)
4.) 2  10n = 2 000 2)45 = __ 5)74 = ___ (Refer to TG for the 2.Evaluate the expression if:
5.) 3  2n = 192 3)27 = __ Continuation) a) R=2
C.Write the base, exponent, 2.[(6 + R x 8)  13] – 5 + R
R
value, equation, and the b) S=3
meaning of the following [(7S – S) x 6] + 6S – S x 5
expressions. Number 1 is done
for you.

J. Additional activities for Evaluate
application and
remediation
Write the equation for this
problem.
Olive has some cookies. If she
gave 5 cookies each to some
girls, she would have 14 left. If
she gave 9 cookies each to
some girls, she would be short
of 14 cookies. How many girls
did Olive give the cookies to?
Ans. (5 x n) + 14 = (9 x n) - 14
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
Fill in the blanks.
1) 9 = 3 x 3 = 3_
2)16 = _____ x _____ = _____2
3)8 = 2 x 2 x 2 = 2-
4)102 = 10 x 10 = _____
5)103 = _____ x _____ x
______ = _____
Evaluate the following expressions
by following the rules:
63 ÷ 7 + 5 + 2 – 6 + 3
6 + (2 × 7 + 5)
3 × (4 + 82) – 8
37 + 3 × 2 ÷ 6
14 ÷ 2 – 3 + 2 × 2
Enrichment
Evaluate the following expressions.
(114 – 4) × ( 12 ÷ 4) + 3
16 + 82 ÷ (4 + 4)
(36 – 6) × ( 3 × 4) + 7
122 × 30 + (890 ÷ 2)
6 × 23 + (400 ÷ 2)
1. Evaluate the following 1. Evaluate the following
expressions. expressions:
(See TG) (34 – 4) x (75  52)
(35 – 3) x 32 + 9
(38 – 7) + 6  (2 x 3)
2.Insert an operation symbol and
parenthesis to make a whole
number that is the:
highest possible answer
least possible answer
22  3  4  6
3.Write a problem. Make an
expression about it. Then
evaluate.
 earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
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 this work?

F. What difficulties did I

encountered 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?
Meaning of Power, Exponent, and Base
Week 6 Day 1

I. Learning Objectives

Cognitive: Give the meaning of exponent, and base

Describes the exponent and the base in a number expressed in exponential notation.
Psychomotor: Evaluate an expression in solving exponent and base
Affective: 1. Appreciate beauty
2. Be clean and orderly

II. Learning Content

Skill: Giving the meaning of exponent, and base
Reference: Math Textbook, BEC PELC A.1.1.1/ M6NS-IIf-146

Materials: chart, roulette

Value: Be clean and orderly

III. Learning Experiences

A. Preparatory Activities
1. Review/Drill
a) Activity 1 – Spinning the Roulette 3 15

18 5
Spin the double roulette and give the answer. + -
b) Activity 2
÷ x
36 24

12 8
 Let the pupils describe the pattern shown.

Fig. 1 Fig. 2 Fig. 3

Let them draw the next figure in the pattern.
How many squares are there in the 2nd figure? in the 3rd figure?
Discover the rule in finding the next figure?
How many squares will be in the fifth figure?

2. Motivation
a) Show pictures of the map of the Philippines and of General Emilio Aguinaldo and let them read the following sentences.
1) General Emilio Aguinaldo is the First President of the Philippine Republic.
2) The Philippines is in Southeast Asia.
3) Most Filipinos celebrate Christmas in the 10th month of the year.
b) Ask them which sentence is true or false. Let them tell why.
c) If sentences can be true or false, in mathematics there are sentences that are either true or false.

B. Developmental Activities
1. Presentation

a) Activity 1

Rhoda has to sew a tablecloth 9 dm by 9 dm for their square-shaped table in the living room. How big is the area of the tablecloth?

Answering questions about the problem

a. How will you find the area of the table cloth?
b. What number sentence will be used to solve the problem?
c. Are the two quantities equal?
d. Write the equation about the problem. (9 x 9 = 81)
e. How many times did you multiple 9 to get 81? The product 9 x 9 can be written as power of 92 where 9 is the base and 2 is the exponent.
The exponent tells how many times the base is used as a factor to form a product.
 The base is the factor which is to be multiplied by itself the number of times indicated in the exponent to obtain the product.

f. In the problem, how big is the tablecloth to be sewed by Rhoda?

g. Write the equation for the problem in exponential notation of the problem.

*Valuing:

a) Who has to sew a tablecloth?

b) Where will she put the tablecloth?

c) If you were Rhoda, will you also sew a tablecloth? Why?

b) Activity 2

The side of a small cutout square is 7cm. What is its area?

Write an expression about the problem.

What is the equation?

Can you write 7 x 7 in another way? How?

What do you call 7 in 72? 2 in 72?

What is the exponent? base?

c) Activity 3 – Use of Illustration

Look at the figure. Use detachable cubes

2 cm

2 cm

2 cm
 How many are there in the figure?

Write a number sentence to find the number of in the figure.

Give the equation.

What is meant by 23?

Identify the base and the exponent.

The expressions 92,72, and 23 are called powers. 92 is the second power of 9, 72 is the second power of 7 and 23 is the third power of 2. How will you write the fourth power of 3? What is its
numerical value? How will you write the fifth power of 7? What is its numerical value?

2. Fixing Skills
a. Give the base and the exponent in each of the following orally.
1. 25 2. 42 3. 73 4. 18 5. 64

b. Complete the equation.

a) 18 -  = 5 + 6 d) 96 -  =  + 24

 = 11 72 = 72

b) 2 = 10 x  e) 1++=x1

100 = 100 6=6

c) 3 = 8 
 64 = 64

3. Generalization

What is an exponent? base?

C. Application
a. Rewite each of the following using exponents. Determine the numerical value.

1. second power of 7

2. fourth power of 5

3. 2 x 2 x 2 x 2 x 2 x 2

4. 8 x 8 x 8

5. 15 x 15

b. Write the >, < or = in the box to make the statement true.
1.) 52  25
2.) 72  3  2 (70) + 3
3.) 2(32 + 22)  82
4.) 32 + 32 + 32  3 (32)
5.) 6 (2 + 3)2  3 + 72

IV. Evaluation
A. Evaluate

1.) 6  22 + 7
 2.) 3  72 + 5  52

3.) 92 - 72 + 10

4.) 25  52 - 32  43

5.) (10 + 2)2 - 102

B. Find the value of n to make the statement true

1.) 2n = 16 4.) 2  10n = 2 000

2.) 4  5n = 4  125 5.) 3  2n = 192

3.) 73 = n

C. Write the base, exponent, value, equation, and the meaning of the following expressions. Number 1 is done for you.

Base Exponent Meaning Value Equation

1) 53 5 3 5x5x5 125 5 x 5 x 5 = 125

or 53 = 125

2) 34

3) 63

4) 25

5) 105

6) 93

7) 82

V. Assignment
A. Give at least 5 applications of exponent in daily life.
B. Evaluate

1 3
1.) ( )2 4.) ( )3
2 4
 2.) (18)3 5.) (0.1)4

3.) (1 + 0.5)2

C. Write the equation for this problem.

Olive has some cookies. If she gave 5 cookies each to some girls, she would have 14 left. If she gave 9 cookies each to some girls, she would be short of 14 cookies. How many girls did Olive give the
cookies to? Ans. (5 x n) + 14 = (9 x n) - 14

Expressions involving Exponents

Week 6 Day 2

I. Learning Objectives

Cognitive: Evaluate an expression involving exponents

Psychomotor: Write numbers in exponent form
Affective: Show love, care and concern for people with terminal illness

II. Learning Content

Skill: 1. Giving the meaning of exponent and base

2. Evaluating expressions involving exponents
Reference: BEC PELC II A.1.1.1.2, A.1.1.1.3/ M6NS-IIf-147

Materials: flash cards, charts, activity cards

Value: Care and Concern for patients

III. Learning Experiences

A. Preparatory Activities
 1. Drill

Game: Think and Try

Can you find a pair of numbers whose sum is equal to their product?
Example: 2+2=2x2=4
Expected Answers: 3 + 1.5 = 3 x 1.5 = 4.5
5 + 1.25 = 5 x 1.25 = 6.25
11 + 1.1 = 11 x 1.1 = 12.1
2. Motivation
Ask: What are the different dreaded diseases? (TB, cancer, etc.)
Today we are going to read something about cancer cells.

B. Developmental Activities

1. Presentation
Read the selection below (written on the chart).
In a particular clinical research, a special type of cancer cells affecting the skin was discovered to exist as a pair in the beginning and was found out to double every 24 hours. The
table shows the listing of the number of cancer cells present for the first 10 days.
TABLE 1
Day Number Number of Cancer Cells
1 2
2 (2) (2) = 4
3 (4) (2) = 8
4 (8) (2) = 16
5 (16) (2) = 32
6 (32) (2) = 64
7 (64) (2) = 128
8 (128) (2) = 256
9 (256) (2) = 512
 10 (512) (2) = 1024

 What do you notice about the cancer cells from day 1 to day 10? (They are doubled each day.)
 How is this obtained?
(The number of cancer cells in a given day is obtained by multiplying the number of cancer cells present on the preceding day by 2 since the cancer cells double daily.)
 If we try to rewrite this product in terms of the number of cancer cells present on the first day, we will have the following table:

TABLE 2

Expression in Terms of the Number

Day Number Number of Cells Present
of Cells
1 2 2
2 2 (2) 4
3 2 (2) (2) 8
4 2 (2) (2) (2) 16
5 2 (2) (2) (2) (2) 32
6 2 (2) (2) (2) (2) (2) 64
7 2 (2) (2) (2) (2) (2) (2) 128
8 2 (2) (2) (2) (2) (2) (2) (2) 256
9 2 (2) (2) (2) (2) (2) (2) (2) (2) 512
10 2 (2) (2) (2) (2) (2) (2) (2) (2) (2) 1024

 Let us focus our attention on the expression that describes the number of cancer cells in a given day in terms of cancer cells present on the first day. This is seen in the second
column of table 2.
 What can you say about how the expression is written? Why? (It becomes tedious because we write the number repeatedly.)
 It is for this reason that in 1637, Rene Descartes, a French mathematician, introduced a system of writing numbers indicating repeated multiplication.
What can you say about Rene Descartes? Do you want to be like him someday? Why? Now, here is another table, let us study this table.

TABLE 3
Expression in Terms of
Day Number Number of Cells Present
Number of Cells
 1 21 2
2 22 4
3 23 8
4 24 16
5 25 32
6 26 64
7 27 128
8 28 256
9 29 512
10 210 1024

 In general, if N is the number of days the cancer cells have been present, then the expression for the number of cells present during the nth day is 2n. The letter n is called an
exponent of base 2.
 In 22, what is the exponent? What is the base? In 23? 24? etc. What does the exponent indicate?
(It indicates the number of repeated multiplication.)

 So, what does 23 mean?

(It means 2 x 2 x 2.)
 How is it read? (“two to the third power” or “two with the exponent three.” Give some more examples.

2. Fixing Skills
Let us have 3 learning stations. Do the activity in each learning station by group. Once you have finished an activity, go to the next station and do the activity indicated there. Do
the activities as fast as you can.

Learning Station 1
Write the number using an exponent then answer.

1) 7 x 7 x 7 = 4) two to the seventh power

2) 8 x 8 x 8 x 8 x 8 x 8 = 5) six with the exponent nine
3) 6 x 6 x 6 x 6 =
 Learning Station 2
Write the factored form and the answer.

1) 63 4) 342
2) 38 5) 75
3) 104

Learning Station 3
Write 2 expressions and the exponent form for each numeral.

N Expression Exponent Form

1. 16
2. 81
3. 100
4. 125
5. 144

3. Generalization
The exponent tells the number of times the base is used as a factor.
The base is the number used as a factor.

C. Application

Based on tables 1, 2, and 3, how many cancer cells have grown on the fifteenth day?

IV. Evaluation

A. Complete the following sentences:

1) In 53, _____ is the base and ______ is the exponent.

2) 62 is the exponential form of 6 x _____.
 3) 144 is the _____ power of 12.
4) 22 means 2 multiplied by ______.
5) 74 means _____ is multiplied by itself four times.

B. Give the value of the following:

1) 63 = _____ 4) 92 = _____
2) 45 = _____ 5) 74 = _____
3) 27 = _____

V. Assignment

A. Fill in the blanks.

1) 9 = 3 x 3 = 3_
2) 16 = _____ x _____ = _____2
3) 8 = 2 x 2 x 2 = 2-
4) 102 = 10 x 10 = _____
5) 103 = _____ x _____ x ______ = _____

B. Complete the pattern.

31 32 33 34 35 36 37 38
3 9 27 _____ _____ _____ _____ _____
TG: Stating, Explaining, and Interpreting Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS) or Grouping, Multiplication, Division, Addition, Subtraction
(GMDAS) rule.

WEEK 6 Day 3
Objective: States, explains, and interprets parenthesis, multiplication, division, addition, subtraction (PMDAS) or grouping, multiplication, division, addition,
subtraction (GMDAS) rule.

Value Focus: Helpfulness

Prerequisite Concepts / Skills:
 Performing four fundamental operations
Materials: Flash cards, marker pen and manila paper
References: Lesson Guide in Elementary Mathematics Grade VI pages 14, 17, 23-24,
Curriculum Guide Math 6:. M6NS-IIf-148

Instructional Procedure:
A. Preliminary Activities
1. Drill
Evaluating the expression
Mechanics:
1. Form 4 groups of pupils.
2. The teacher flashes the cards with expressions.
3. The groups are given 60 seconds to evaluate the expression.
4. One member of each group simultaneously goes to the board and writes the answer.
5. The teacher checks the answer.
6. The group with the most number of correct answer wins
Sample item:
 a. 3×4+1 = c. (6+3) + 2 = e. (15 + 3) × 2 =
b. 62+3 = d. (16 ÷ 4) × 3 =

2. Review
Have a review on the divisibility rules. Provide exercises written on the flash cards.

3. Motivation
Ask pupils about the occupation of their parents. Let them tell how they help their parents earn a living.

B. Developmental Activities
1. Presentation
Present the situation to the class.

Lulu comes from school with a heavy heart because of homework. Her elder
brother gives her a helping hand. He has seen the following:

Evaluate the expressions:

a. 12 – 3 + 18 ÷ 6 × 3
b. 7 × 9 – 3 + 8
c. 18 – 12 ÷ 6 + 7
d. 9 × 9 ÷ 3 – 9 + 6
e. 16 ÷ 4 × 5 – 7 + 8
Ask: What are the given data?
What operations must be done first? second? next? last? Why?

2. Performing the Activities

Encourage the pupils to work in pairs. Have each pair of pupils evaluate the expressions.
Solutions:
 a. 12 – 3 + 18 ÷ 6 × 3 b. 7 × 9 – 3 + 8 c. 18 – 12 ÷ 6 + 7
12 – 3 + 3 + 3 63 – 3 + 8 6÷6+7
12 – 3 + 9 60 + 8 1+7
9–9 68
18

d. 9 × 9 ÷ 3 – 9 + 6 e. 16 ÷ 4 × 5 – 7 + 8
81 ÷ 3 – 9 + 6 4×5–7+8
27 – 9 + 6 20 – 7 + 8
18 + 6 13 + 8
24 21
Lead the pair of pupils to process how to get the answer.

3. Processing Activities
After all the pairs process their answers, ask: “How did you find the activity? How were you able to come up with the correct answers? What did you do?”
Discuss with the pupils the rules on how they were able to solve the order of operations. Give more examples.

4. Reinforcing the Concept and Skill not yet done

Discuss the presentation under Explore and Discover on LM. Then, give the following exercises.
Ask the pupils to perform the series of operation.
1. (7 × 9) + (3 ×21) 2. (18 – 5) + 6 + 2 3. ( 3 + 5) × (42 ÷ 7) 4. 36÷ 2 + 4×(4-2)
Ask pupils to work on items 1 to 5 under Get Moving and items 1-5 under Keep Moving on LM Math.

5. Summarizing the lesson

Guide the pupils to give the following generalizations by asking: What rule would you follow in order to perform the order of operation?
Rules in the Order of Operation:
1. Perform the operations within each pair of grouping symbols (parenthesis, brackets, and braces) beginning with the innermost pair.
 2. Simplify the expression with exponents.
3. Perform multiplication and division as they occur from left to right.
4. Perform addition and subtraction as they occur from left to right.

1. Applying to New and Other Situations

Ask pupils to do items under Apply Your Skills on LM Math.

C. Evaluation
Evaluate the following expressions by following the rules:
 1. (9 – 2) + (3 × 21)
2. (18 + 14) ÷ (6 + 2)
3. (36 ÷ 22 + 4 × (4 – 2)
4. (36 – 6) + [(3 × 42) + 7]
5. (72+ 15) × 4 – (625 ÷125)
6. 4 × (15 – 32) + 16
7. (93 + 7) × 6 + 10
8. 12 × 30 +(890 ÷10)
9. [(144 ÷ 12) 2 × 3] ÷ 3 × 6
10. (16 + 82) ÷ (4 + 4)

D. Home Activity
Evaluate the following expressions by following the rules:
1. 63 ÷ 7 + 5 + 2 – 6 + 3
2. 6 + (2 × 7 + 5)
3. 3 × (4 + 82) – 8
4. 37 + 3 × 2 ÷ 6
5. 14 ÷ 2 – 3 + 2 × 2

Enrichment
Evaluate the following expressions.
1. (114 – 4) × ( 12 ÷ 4) + 3
2. 16 + 82 ÷ (4 + 4)
3. (36 – 6) × ( 3 × 4) + 7
4. 122 × 30 + (890 ÷ 2)
5. 6 × 23 + (400 ÷ 2)
 LM: Stating, Explaining, and Interpreting Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS)
or Grouping, Multiplication, Division, Addition, Subtraction (GMDAS) rule. . M6NS-IIf-148
WEEK 6 Day 3-Learning Materials

Explore and Discover!

Study the rules in the order of operations.
1. Perform the operations within each pair of grouping symbols
(parenthesis, brackets, and braces) beginning with the innermost pair.
2. Simplify the expression with exponents.
3. Perform multiplication and division as they occur from left to right.
4. Perform addition and subtraction as they occur from left to right.

Examples:
1. 12 ÷ 6 × 2 + 4 – 5
2. 6 ÷ 3 × 2 + 5 – 1
3. 3 ×[4 - 2 × (10 -8) + 12 ÷ 6 × 1]

How will you solve the order of operations?

To solve the order of operations, follow the rules listed above.
Solutions:

1. 12 ÷ 6 × 2 + 4 – 5

Rule 3
2×2+4–5

Rule 3
4 + 4 -5

8-5 Rule 4
3
2. 6 ÷ 3 × 2 + 5 – 1

2× 2 + 5 – 1 Rule 3

Rule 3
4+ 5 – 1

9– 1 Rule 4
3×2
8
3. 3 ×[4 - 2 × (10 -8) + 12 ÷ 6 × 1]

3 × [4 - 2 × 2 + 12 ÷ 6 × Rule 1
1]
Rule 3
3 × [4 – 4 + 12 ÷ 6 ×
1] Rule 3
3 × [4 – 4 + 2 × 1]
Rule 4

3 × [4 – 4 + 2] Rule 1

3 × [o + 2] Rule 3

3×2

6
Get Moving
Solve the expression below by following the rules.
1. 32 ÷ 2 × 2
2. 6 ÷ 2 +1 × 4
3. (15 – 6) + (4 – 1) × 23
4. 3 × [3 + 2 × (10 -3)]
5. 12 + 3 × 3 {3 × [4 +(9 – 8) – 2] – 3}

Keep Moving
Perform the indicated operations.
1. (12 + 3) – 7 = N
2. 4 (6 + 8) = N
3. 25 ÷ 5 + 9 = N
4. (18 – 4) + (5 + 3) = N
5. (6 ÷ 3) + (10 × 3) = N

Apply Your Skills!

A. Place parenthesis in the equation so that each equation will be a true statement.

1. 16 – 7 + 8 = 1
2. 3×5–4=3
3. 18 ÷ 6 × 3 = 1
4. 16 – 7 + 8 = 17
5. 12 ÷ 2 + 4 = 2

B. Use the numbers 3, 4, 6, and 8 once in each exercise to make a true statement.

( ______ × _______ ) ÷ ( _____ + ______ ) = 2

______ × _______ ÷ ( ______ × _______ ) = 1

______ × ( ______ × ______ ) ÷ _______ = 18

______ ÷ ( _______ - _______ ) + _______ = 14

Expressions with Two Different Operations without Exponents and Parenthesis/Grouping Symbols
Week 6 Day 4

I. Learning Objectives

Cognitive: Evaluate an expression with two different operations without exponents and parenthesis/grouping symbols
Psychomotor: Write a solution in evaluating an expression
Affective: 1. Be helpful in the family
2. Be honest

II. Learning Content

Skill: Evaluate an expression with two different operations without

exponents and parenthesis/grouping symbols
Reference: Math Textbook

M6NS-IIf-149

BEC PELC II A.1.1.3

Materials: flash cards, chart

Value: 1. Being helpful in the family

2. Being honest

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation: Drill on Giving the Expression for the Situation

 a. Activity 1 – Game on Numerical Expressions
Mechanics:
1) Form 4 groups.
2) The teacher flashes the situation, (e.g. six multiplied by two, twelve squared). Each group decides within 60 seconds on the corresponding numerical expression for the given
situation. One member of each group simultaneously goes to the board and writes the numerical expression.
3) The teacher together with the class checks the answer.
4) The group with the highest number of correct answers wins.

b. Activity 2 – Game on Naming the Word Expression

Mechanics:
1) Form 4 groups.
2) The teacher flashes numerical expressions, e.g., 32 + 2, (7 – 2)2. Each group answers within 60 seconds.
3) One member of each group simultaneously goes to the board and writes the word expression.
4) The teacher checks the answer.
5) The group having the most number of correct answers wins.
2. Review
a. Activity 1
Direction: Use any of the four fundamental operations in giving the
possible equation
Example: 20
Possible Answers: 20 = 4 x 5; 20 = 1 x 20; 2 x 10 = 20; 40  2 = 20;
100  5 = 20; 15 + 5 = 20; 18 + 2 = 20; 17 + 3 = 20;
25 – 5 = 20; 200  10 = 20
Mechanics:
1) Form 4 groups.
2) The teacher flashes a card having a 2-digit number.
3) Each group decides within 60 seconds for their answer.
4) One member of each group simultaneously goes to the board and writes their answers within 60 seconds.
5) The group with the most number of correct answers wins.
 b. Activity 2 – Stating the Equation
Direction: State an equation for a situation
Example: In 7 years, Minerva will be 27 years old. How old is

she now?

Possible Answers: N = 27 – 7
Mechanics:
1) Form 4 groups.
2) The teacher flashes the situation.
3) Each group thinks aloud and decides within 60 seconds for their answers.
4) The teacher checks the answer.
5) The group with the most number of correct answers wins.

3. Motivation
Ask the pupils about the occupation of their parents. Let them tell how they help their parents earn a living.

B. Developmental Activities

1. Presentation

a. Activity 1 – Use of Role Play in a Sari-Sari Store

Jethro was helping his mother in their store when a delivery man delivered 20 dozens of eggs at 42 a dozen. If the delivery man gave him 160, how much
was his money? Was he right in asking for a change of 260, if his money was 1,000? Why?

1) Ask the following questions:

a) Who helped mother in the store?
b) Who delivered dozens of eggs?
c) How many dozens of eggs were delivered to them ?
d) If you were Jethro:
 will you help your family earn a living? Why?
 will you keep the change given by the delivery man? Why?
2) Have each pair of pupils act it out using play money and ask them to answer the following:
 a) What are the given data?
b) What are the operations to be used?
3) Lead each pair of pupils to think of an expression related to the problem.
4) Let them evaluate the expression they have formulated.
160 + (20 x P42)
160 + P840
1,000 money of Jethro
5) Require them to analyze the operations they used in arriving at the exact change.

b. Activity 2 – Use of Counters in Evaluating Expressions

Sample:
A 5-item test is equivalent to 10 points if each item receives 2 points. Dangdang says she missed 1 point in the test. Was Dangdang correct?

1) Ask the following questions:

a) Who is the pupil in the problem?
b) How many items does the test have?
c) How many points is each item?
d) If you were Dangdang will you also study hard? Why? Can you help your family if you study hard? Why?
2) Have each pair of pupils use counters to visualize the problem. Let them answer the following questions.
a) What facts are given?
b) What are the processes to be used?
3) Guide each pair of pupils to think of an expression in relation to the problem.
4) Let them think: Can Dangdang be wrong? Ask them to evaluate the expression.
10 – 2 x 4
10 – 8
2
5) Require each pair of pupils to analyze the operations they used in arriving at the missed points.

c. Activity 3 – Use of Test Items

Tita was absent for a week because she was sick. When she went to school, she had to take a test. Few of the items given are shown below.
a) 2 x 3 + 4 d) 35 – 6 x 3
b) 7 x 9 – 3 e) 3 x 2 + 4
c) 18 – 12  2 f) 48  12 + 8
 Can you answer these? Let us try to answer the items.
1) Ask each pair of pupils to answer the following questions:
a) What facts are given?
b) What operations are in each problem? Which operations come first? Which operation will you do first?
2) Guide each pair of pupils to evaluate the expressions.
a) 2x3+4= b) 7x9–3 c) 18 – 12  2
6+4 63 – 3 18 – 6
10 60 12

d) 35 – 6 x 3 e) 3x2+4 f) 48  12 + 8
35 – 18 6+4 4+8
17 10 12
3) Lead each pair of pupils to analyze how to arrive at the answer.

2. Practice Exercises/Fixing Skills

Evaluate the expression.

a) 8+42 d) 72  3 x 8

b) 5x84 e) 67 + 33  25

c) 65 – 91  7

3. Generalization

Expected Question: How do we evaluate an expression with two different operations without exponents and parenthesis/grouping symbols?

C. Application

Write an expression about the problems. Then evaluate the expression.

1) In a certain eatery, there are 5 glass racks having 24 glasses and 8 left over. The answer says there are 130 glasses in all. Is it right? Why?
 2) Use numbers less than 7 once to make the expression right.

x  - 

 - 

27

3) Write the operation in the box to make the expression right.

81  9  7

81  63

18

IV. Evaluation
Evaluate the following expressions.

1) 4 x 3 + 8 6) 7 x 8 + 130

2) 84  3 x 4 7) 195  3 x 5

3) 76 – 8 + 5 8) 3 + 83 – 73

4) 53 + 7 – 20 9) 76 – 8 x 9

5) 3 x 5  25 10) 90 x 5  75

Evaluate the expressions if L is equal to 2.

 11) 35 + 7L

12) 108

6L

Write the operations to make the expression right.

13) 60  42  14 14) 16  8  4

60  3 16  2

57 8

15) Write an expression for the problem, then evaluate.

Tickets for children in a carnival cost 150. A teacher of a class of 48 pupils gets for the whole class but only 43 pupils buy. Is it right for the teacher to say that she has 6,350 for the tickets of
the children? Why?

V. Assignment

1. Evaluate the following expressions.

a) 8 x 15 – 9 d) 27 – 8  4

b) 44 + 56  7 e) 3x86

c) 67 + 3 x 9

2. Write a problem. Make an expression about it. Then evaluate.

Expressions with More Than Two Operations with Exponent and Parenthesis/Grouping Symbols
Week 6 Day 5

I. Learning Objectives

Cognitive: Evaluate an expression with more than 2 operations with exponents and parenthesis/grouping symbols
Psychomotor: Write the solution in evaluating the expression
Affective: 1. Be clean and orderly
2. Be helpful

II. Learning Content

Skill: Evaluating an expression with more than 2 operations with

exponents and parenthesis/grouping symbols
Reference: BEC PELC II.A.1.1.4

Math Textbooks

Materials: flash cards, charts

Values: 1. Being clean and orderly

2. Being helpful

III. Learning Experiences

A. Preparatory Activities

1. Drill
a. Activity 1 – Evaluating the Expression
Materials: flash cards
Mechanics:
1) Form 4 groups of pupils.
 2) The teacher flashes the cards with expressions.
3) The groups are given 60 seconds to evaluate the expression.
4) One member of each group simultaneously goes to the board and writes the answer.
5) The teacher checks the answer.
6) The group with the most number of correct answers wins.
Sample item:
a) 3 x 4 + 1 = c) (6 + 3) + 2 = e) (15 + 3) x 2 =
b) 62 + 3 = d) (16  4) x 3 =

b. Activity 2 – Completing the Evaluation

Materials: numbered rolled papers (1, 2, 3, 4)
8 81 sheets of manila paper with incomplete evaluation of

expression
Example:
a) 7+3x4 b) 73 – (8 – 5)3

7+  - (3)3

 -

334
Mechanics:
a) Form 4 groups. Each leader of the group draws a numbered rolled paper.
b) The leader who has drawn number 1 is the first to get 2 sheets of manila paper followed by the 2 nd, 3rd, and 4th.
c) The group is given 2 minutes to complete the evaluation of the expression on the manila paper.
d) The group claps to signify that they are through and have posted their output on the board.
e) The teacher together with the class process the answer.
f) The group having the highest points wins.

2. Motivation
What do you observe when somebody in your home is sick? Does he take medicine? Is it liquid or tablets? How are tablets kept?
B. Developmental Activities
1. Presentation

a. Activity 1 – Use of Flats and Longs

Sample:

In a certain drugstore, the pharmacist daughter of the owner helps her mother account the medicines for fever. She finds specialized square holders of tablets. She has recorded 4 groups of 10
layers of 10 tablets on each side of the holders and 6 sets of 10 tablets. Is she right in reporting that there are 40 060 tablets? Why?

1) Ask the pairs of pupils the questions below:

a) What is the profession of the daughter of the drugstore owner?

b) What does the pharmacist do?

c) What does she find?

d) If you were the pharmacist, will you also have a systematic arrangement of your medicines? Why?

2) Have each pair of pupils use flats and longs to visualize the problem. Let them answer the following questions:

a) What will you find in the problem?

b) What are the data given?

c) What are the operations to be used?

3) Lead each pair of pupils to think aloud of a numerical expression about the problem.

(4 x 103) + (6 x 10)

4) Ask them to decide on: Is she right in reporting that they have 40 060 tablets? Why? Have them evaluate the expression as in:

(4 x 103) + (6 x 10)

(4 x 1000) + (6 x 10)

4000 + 60

4060

5) Draw from the pairs of pupils through analysis which operation should be done first, second, next, and last. Include also in the analysis the meaning of parenthesis in the expression and the
 direction it gives when evaluating the expression.

b. Activity 2 – Use of Illustration

Sample:

Emma helps her mother arrange the items in their store. Her mother has specialized square tray for quail eggs. She finds 4 groups of 5 rows with 5 quail eggs placed in trays and 3 groups with
10 quail eggs. She informs her mother that they have 1 030 quail eggs. Is she right? Why?
1) Have the pairs of pupils answer the following questions:
a) Who helps her mother in the store?
b) What does Emma do to help her mother?
c) If you were Emma will you also arrange the items for sale in the store of your mother? Why?
2) Ask each pair of pupils the questions below. Use these illustrations.

a) What facts are given?

b) What are the processes to be used?
3) Guide them to think aloud of the numerical expression that can best represent the problem.
4) Let them think critically: Is Emma right? Why?
5) Ask them to evaluate the numerical expression.
(4 x 52) + (3 x 10)

(4 x 25) + (3 x 10)

100 + 30
 130
6) Have the pairs of pupils analyze which operation should be used first, second, next, and last to arrive at the answer.

c. Activity 3

Bing asks her son to do his homework and looks at his notebook. She finds the following:

Evaluate the expressions:

1) 6 + (2 x 7 + 52)

2) 3 x (4 x 82) – 8

3) 5 x [24  2 x (10 – 8)2  10]

4) (15 – 6) + (4 – 1) x 23

5) 3 x [3 + 2 x (10 – 32)]

a) Ask each pair of pupils to answer the questions below:

1) What are the facts given?

2) Which operation should be done first? second? third? last? Why?

b) Have each pair of pupils evaluate the expressions.

1) 6 x (2 x 7 + 52) 2) 3 x [(4 x 82)  8] 3) 5 x [32  2 x (10 – 8)2]  10

6 x (2 x 7 + 25) 3 x [(4 x 64)  8] 5 x [32  2 x 22]  10

6 x (14 + 25) 3 x [256  8] 5 x [32  2 x 4]  10

6 x 39 3 x 32 5 x [32  8]  10

234 96 5 x 4  10

20  10 = 2
 4) (15 – 6) + (4 – 1) x 23 5) 3 x [3 + 2 x (10 – 32)]

9+3x8 3 x [3 + 2 x (10 – 9)]

9 + 24 3 x [3 + 2 x 1]

33 3 x [3 + 2]

3x5

15

c) Lead the pairs of pupils process how to arrive at the answer.

2. Practice Exercises/Fixing Skills

a) (114 – 4) x (12  4)2 + 3 d) 122 x 30 + (890  2)

b) 16 + 82  (4 + 4) e) 62 x 23 + (400  2)

c) (36 – 6) x (3 x 4)2 + 7

3. Generalization

How do we evaluate an expression with more than two operations with exponents and parenthesis/grouping symbols?

C. Application
1) Write an expression about the problem. Then evaluate.

Rolly helps his father arrange the baked cheese cakes placed in a specialized square box. He has arranged 5 groups of 8 cheese cakes on each side and 3 sets of 7 cheese cakes in a tray in a display
cabinet.

2) Write the operation in the box to make the subsequent expressions right.

(42  7)  32  7

35  32  7

37

10
 3) Insert a parenthesis/grouping symbols to make the expression correct.

3 x 42 + 9  15 = 9

IV. Evaluation

1. Evaluate the following expressions:

a) (9 – 2) + (32 x 21) f) 4 x (15 – 32) + 16

b) (18 + 14)  (6 + 2) g) (93 + 7) x 6 + 10

c) 36  22 + 4 x (4 – 2) h) 12 x 30 + (890  10)

d) (36 – 6) + [(3 x 42) + 7] i) [(144  12)2 x 3]  3 x 6

e) (72 + 15) x 4 – (625  125) j) (16 + 82)  (4 + 4)

2. Evaluate the expression if:

a) R=2

[(6R + R x 8)  13] – 5 + R

b) S = 3

[(7S – S) x 6] + 6S – S x 5

V. Assignment
1. Evaluate the following expressions:
a) (34 – 4) x (75  52)
b) (35 – 3) x 32 + 9
c) (38 – 7) + 6  (2 x 3)
2. Insert an operation symbol and parenthesis to make a whole number that is the:
a) highest possible answer
b) least possible answer
22  3  4  6

3. Write a problem. Make an expression about it. Then evaluate.