NOT

6
Mathematics
Quarter 2 – Week 6
Module 6
Numbers and Number Sense

Department of Education ● Republic of the Philippines

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 Published by the
Department of Education
Region X - Northern Mindanao
Division of Tangub City

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Published by the Department of Education – Region X – Northern Mindanao,

Division of Tangub City, Misamis Occidental
Schools Division Superintendent: Agustines E. Cepe , CESO V
Office Address: Anecito St. Mantic, Tangub City

2
Mathematics- Grade 6
Alternative Delivery Mode
Quarter 2 – Week 6 Module 6 (Numbers and Number Sense)
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.

Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Roy Angelo L. Gazo, PhD.,CESO V
Development Team of the Module
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 6
Mathematics
Quarter 2 - Week 6
Module 6
Numbers and Number Sense

This instructional material was collaboratively developed and reviewed

by select teachers, school heads, and education program supervisors. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
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We value your feedback and recommendations.

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 Table of Contents
What I Need to Know ............................................................................................................................. i
How to Learn from this Module ............................................................................................................. i
Icons of this Module .............................................................................................................................. i
PREFACE ................................................................................................................................................ 2
Grouping, Exponent, Multiplication, Division, Addition, and Subtraction (GEMDAS Rule) ................... 4
What I need to know ........................................................................................................................ 4
What’s New ...................................................................................................................................... 4
What is It ........................................................................................................................................... 5
Illustrative Example No. 1 ............................................................................................................. 5
Illustrative Example No. 2 ............................................................................................................. 7
Illustrative Example No. 3 ............................................................................................................. 9
Illustrative Example No. 4 ........................................................................................................... 11
Illustrative Example No. 5 ........................................................................................................... 13
Try this ........................................................................................................................................ 13
What’s More ................................................................................................................................... 14
Activity 1 ..................................................................................................................................... 14
Activity 2 ..................................................................................................................................... 15
What I Have Learned ...................................................................................................................... 15
Assessment ......................................................................................................................................... 16
Key To Answers ................................................................................................................................... 17
What is it… ...................................................................................................................................... 17
What’s more… ................................................................................................................................ 19
Assessment ..................................................................................................................................... 20
Appendices ......................................................................................................................................... 20
Activity Sheet 1 ............................................................................................................................... 21
Activity Sheet 2 ............................................................................................................................... 22
Activity Sheet 3 ............................................................................................................................... 23
Activity Sheet 5 ............................................................................................................................... 25
Activity Sheet 6 ............................................................................................................................... 26
Activity Sheet 8 ............................................................................................................................... 28
Activity Sheet 9 ............................................................................................................................... 29
Activity Sheet 10 ............................................................................................................................. 30

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 Activity Sheet 11 ............................................................................................................................. 31
Activity 1 ..................................................................................................................................... 31
Activity 2 ..................................................................................................................................... 32
Activity Sheet 12 ............................................................................................................................. 33
Activity Sheet 13 ............................................................................................................................. 34
Activity Sheet 14 ............................................................................................................................. 35
References .......................................................................................................................................... 36

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 What I Need to Know
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• take your time reading the lessons carefully.
• follow the directions and/or instructions in the activities and exercises diligently.
• answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment on the level of

knowledge to the subject matter at hand,
meant specifically to know prior related
knowledge
What’s In This part connects previous lesson to the
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented.

What is It These are discussions of the activities as a

way to deepen discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended to further practice in order to
master the competencies.

What I Have Activities designed to process what has been

Learned learned from the lesson.

What I can do These are tasks that are designed to show-

case the skills and knowledge gained, and
applied into real-life concerns and situations.

i
PREFACE
To My Dearest Pupils,

This Module 6 of Quarter 2 Mathematics 6, is made to further improve your

critical thinking and problem solving skills. These acquired skills would soon be applied
in your everyday lives.

This module contains lesson in Grouping, Exponents, Multiplication, Division,

Addition, Subtraction to two or more different operations on whole numbers with or
without exponents and grouping symbols. It starts with a real life problem that engages
you to explore, explain, and interpret this problem in relation to the topic that you are
about to learn. This topic is presented in such a way that it is easy to understand and
visualize. Lessons are explained in a straightforward and interesting approach through
the use of relevant life situations. Creative and critical thinking, as well as discovery of
problem solving strategies are developed through illustrative examples.

The following are the special and unique features of this module.
1. There are icons used to match the flow of learning from the point where to start
up to the end which you can assess what you have learned.
2. The presentation of the lesson is simplified and detailed.
3. Activities given are objectives-driven presented from simple to complex to level
up comprehension. This is now the chance to review mathematical concepts and
use the skills learned.
4. Apart from the series of exercises that require higher level of thinking on your part,
it also sharpens emotional quotient to be more diligent, persevering, committed
and independent learner to your assigned task.
5. Word problems are true to life-based. It gives the opportunity to accept challenges
and to become more responsible.
6. Integration of learning is included in this module in which unique activities link to
cross over to other subject matter such as in Science, Arts, Technology and
Livelihood Education, and others.

It is fervently hoped that it will provide good avenue for making mathematics
more interesting, meaningful and fun to learn.

The Author

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 Grouping, Exponent, Multiplication,
Division, Addition, and Subtraction
Lesson (GEMDAS Rule)

1
What I need to know

Explains and performs the Grouping, Exponent, Multiplication, Division,

Addition, Subtraction (GEMDAS) rule to two or more different operations on
whole numbers with or without exponents and grouping symbols. (M6NSIIf-
148), (M6NSIIf-149)

What’s New

In this lesson learners will learn on how to explain and perform the Grouping,
Exponent, Multiplication, Division, Addition, Subtraction (GEMDAS) rule to two
or more different operations on whole numbers with or without exponents and
grouping symbols.
An expression is a combination of a series of operations or operation signs,
numbers, and grouping symbols. Grouping symbols show which operation should be
done first. Three commonly used grouping symbols are parentheses ( ), brackets
[ ], and braces { }.
When you simplify an expression with a series of operations, the following
rules can be used:
Rule 1: Simplify first all the operations inside the grouping symbols. Grouping
symbols are always done from the innermost to outward set.
Rule 2: Evaluate the exponential expressions or simplify the expression with
exponent.
Rule 3: Multiply and divide in the order that they appear from left to right.
Rule 4: Add and subtract in the order they appear from left to right.
This is what we call now the GEMDAS Rule (Grouping symbols, Exponents,
Multiplication, Division, Addition and Subtraction)

4
 What is It

Illustrative Example No. 1

Interpretation Mathematical
Expression Explanation (GEMDAS)
(Solution) Operation Used
4² x (5 – 2)² - 1 4² x (5 – 2)² - 1 Rule 1: Simplify first the Subtraction
operation inside the
parenthesis.
= 4² x 3² - 1 Rule 2: Simplify the Multiplication
expressions with
exponents.
= 16 x 9 - 1 Rule 3: Do the Multiplication
mathematical operation
from the left
(Multiplication or
Division)
= 144 – 1 Rule 4: Do the remaining Subtraction
mathematical operation
(Addition or Subtraction)
Answer: = 143

Try this
Activity 1
Perform and explain the given expressions. Write your answer on the attached activity sheet
1 on page 21.

Expressions Interpretation Explanation Mathematical

(Solution) (GEMDAS) Operation Used
1. 5² x (4 – 2)²

2. 3² x (6 – 2)²

Check your answer

on page 17

5
 Did you get the correct answers?

If yes, Congratulations! You can now proceed to the next activity.

If no, read and study again activity 1 and answer the table below.

Write your answer on activity sheet 2 page 22.

1. Expression: 5² x (4 – 2)²
What is your answer? What is the correct answer? What steps should you do to
get the correct answer?

2. 3² x (6 – 2)²
What is your answer? What is the correct answer? What steps should you do to
get the correct answer?

If all your answers are correct, you can now proceed to the next activity.
Congratulations!

6
 Illustrative Example No. 2
Mathematical
Expressions Interpretation Explanation
Operation Used
Simplify: 10 + [2(12 – 10 + [2(12 – 5) + 32] – 18 Rule 1: Simplify Subtraction
5) + 32] – 18 ÷ 3² ÷ 3² first the
expression inside
the parenthesis.
= 10 + [2(7) + 32] – 18 ÷ Next, multiply 2 by Multiplication
3² the number inside
the parenthesis
which is 7
= 10 + [14 + 32] -18 ÷3² Add the number Addition
inside the bracket.
= 10 + 46 – 18 ÷ 3² Rule 2: Simplify Multiplication
the expression
with exponent.
= 10 + 46 – 18 ÷ 9 Rule 3: Perform Division
the mathematical
operation with the
numbers from the
left (Multiplication
or Division)
= 10 + 46 – 2 Rule 4: Perform Addition
the mathematical Subtraction
operation with the
numbers from left
to right. (Addition
or Subtraction)
= 56 – 2 Subtraction
Answer: = 54

Try this
Activity 2
Perform and explain the given expressions. Write your answer on the attached activity sheet
3 on page 23.
Expressions Interpretation Explanation Mathematical
Operation Used
1. 15 + [2(10 – 5) + 32] – 16 ÷ 2³

2. 8 + [3(15 – 5) + 22] – 27 ÷ 3²

Check your answer

on page 17

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 Did you get the correct answers?

If yes, Congratulations! You can now proceed to the next activity.

If no, read and study again activity 2 and answer the table below.

Write your answer on activity sheet 4 page 24.

1. 15 + [2(10 – 5) + 32] – 16 ÷ 2³
What is your answer? What is the correct answer? What steps should you do to
get the correct answer?

2. 8 + [3(15 – 5) + 22] – 27 ÷ 3²
What is your answer? What is the correct answer? What steps should you do to
get the correct answer?

If all your answers are correct, you can now proceed to the next activity.
Congratulations!

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 Illustrative Example No. 3
Expression Interpretation Explanation Mathematical
Operation
Used
(-5)² - [(4+ 2 x 2³) ÷10] (-5)² - [(4+ 2 x 2³) ÷10] Rule 1: Simplify first Multiplication
the expression with
exponent inside the
parenthesis.
=(-5)² - [(4 + 2 x 8) ÷ 10] Next, do the Multiplication
mathematical
operation inside the
parenthesis
(Multiplication or
Division).
= (-5)² - [(4 + 16) ÷ 10] Do the mathematical Addition
operation in the
parenthesis that was
in the bracket
= (-5)² - [20 ÷ 10] Do the mathematical Division
operation left in the
bracket
= (-5)² - 2 Rule 2: Simplify the Multiplication
expression with
exponent.
= 25 – 2 Rule 4: Then, do the Subtraction
remaining
mathematical
operation left.
Answer: = 23

Try this
Activity 3
Perform and explain the given expressions. Write your answer on the attached activity sheet
5 on page 25.
Expressions Interpretation Explanation Mathematical
Operation Used
1. (-6)² - [(2 + 2 x 3²) ÷10]

2. (-4)² - [(4+ 3 x 1³) ÷2]

Check your
answer on page
18.

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 Did you get the correct answers?

If yes, Congratulations! You can now proceed to the next activity.

If no, read and study again activity 3 and answer the table below.

Write your answer on activity sheet 6 page 26.

1. (-6)² - [(2 + 2 x 3²) ÷10]

What is your answer? What is the correct answer? What steps should you do to
get the correct answer?

2. (-4)² - [(4+ 3 x 1³) ÷2]

What is your answer? What is the correct answer? What steps should you do to
get the correct answer?

If all your answers are correct, you can now proceed to the next activity.
Congratulations!

10
 Illustrative Example No. 4
Expression Interpretation Explanation Mathematical
Operation Used
Subtract 2 from 10, (10 – 2) ( 24 ÷ 12 )² Rule 1: Simplify Division
then multiply by the first the expression Subtraction
quotient of 24 and 12 inside the
which is raised to the parenthesis
power of 2. (Multiplication or
Division) (Addition
or Subtraction).
=(8) (2)² Rule 2: Simplify Multiplication
the expression with
exponent inside the
parenthesis.
= (8)(4) Rule 3: Do the Multiplication
mathematical
operation
Answer: = 32

Try this
Activity 4
Perform and explain the given expression. Write your answer on the attached activity
sheet 7 on page 27.
Mathematical
Expressions Interpretation Explanation
Operation Used
1. Add 5 from 10, then
multiply by the
quotient of 24 and 8
which is raised to
the power of 2.

Check your
answer on page
18.

11
 Did you get the correct answer?

If yes, Congratulations! You can now proceed to the next activity.

If no, read and study again activity 4 and answer the table below.

Write your answer on activity sheet 8 page 28.

1. Add 5 from 10, then multiply by the quotient of 24 and 8 which is raised to
the power of 2.
What is your answer? What is the correct answer? What steps should you do to
get the correct answer?

If all your answers are correct, you can now proceed to the next activity.
Congratulations!

12
 Illustrative Example No. 5
Problem: Queenie had P45,500 in her bank account. Over the summer period, she made 3
withdrawals of P7,500 each and a deposit of P15, 800. How much money was left in Queenie’s
bank account? Simplify the order of operations to represent this situation.
Mathematical
Expression Interpretation Explanation Operation
Used
[45,500- 3(7,500)] + = [45,500- 3(7,500)] + Rule 1: Simplify Multiplication
15,800 15,800 first the operation
inside the
parentheses
= [45,500 – 22,500] + Perform the Subtraction
15,800 operation inside
the bracket
= 23,000 + 15,800 Rule 4: Do the Addition
mathematical
operation left.
Answer: = 38,800

Try this
Activity 5
Perform and explain the given expression in the problem. Write your answer on the attached
activity sheet 9 on page 29.
Expression Interpretation Explanation Mathematical
Operation Used
Betty had P54,500 in
her bank account.
Over the summer
period, she made 4
withdrawals of
P8,500 each and a
deposit of P18,800.
Find the total amount
of money left in his
bank account.
Simplify the order of
operations to
represent this
situation.

Check your
answer on page
19.

13
 Did you get the correct answer?

If yes, Congratulations! You can now proceed to the next activity.

If no, read and study again activity 5 and answer the question below.

Write your answer on activity sheet 10 page 30.

1. Betty had P54,500 in her bank account. Over the summer period, he made 4
withdrawals of P8,500 each and a deposit of P18,800. Find the total amount of
money left in his bank account? Simplify the order of operations to represent this
situation.
What is your answer? What is the correct answer? What steps should you do to
get the correct answer?

If your answer is correct, you can now proceed to the next activity.
Congratulations!

What’s More

Activity 1
Read and understand the problems below. Write the expression that represent the situation.
Solve for the correct answer and explain the steps you have taken using GEMDAS Rules. Do
it on the attached activity sheet 11 on page 31.
Example:
Expression Interpretation Explanation
Simplify: Ken had P15,000 in [15,000- 5(2,200)] + Rule 1: Simplify first the
his GCash account. Over the 25,880 operation inside the
summer period, he made 5 parentheses which is
payouts of P2,200 each and a multiplication
cash in of P25, 880. Find the = [15,000 – 11,000] + Perform the operation inside
total amount of money left in his 25,880 the bracket which is
GCash account? Simplify the subtraction.
order of operations to represent = 4,000 + 25,880 Rule 4: Add.
this situation. = P 29,800.00

1. John bought 4 T-shirts and 2 pairs of pants for P1,344. If the t-shirts costs P150 each,
what is the cost of each pair of pants.

2. Mr. Santos bought 20 mangoes at 35 pesos each and 25 apples at 25 pesos each. He
sold each mango for P45 and each apple for P30. Find the profit made for selling all the
mangoes and apples.

3. An internet café owner paid a total of P240,700 for 10 monitors and 10 CPU’s, all of the
same brand. Each monitor cost P4,500. Find the cost of each CPU.

14
Activity 2
Insert a pair of parentheses or brackets in each of the following mathematical expressions
to make it correct. Do it on the Attached activity sheet 11, Activity 2, on page 32.

Example:
Expression Answer
2 + 4 x 3 – 6 ÷ 2 = 11 2 + (4X3) – (6÷2) = 11

Expressions Answers
1. 12 – 7 + 2 = 7
2. 50 ÷ 25 x 2 = 1
3. 15 – 3 x 3 ÷ 3 + 3 = 15
4. 8x8+8–8÷8=8
5. 8+2x3÷2=7

Check your
answer on page
19 - 20._______

What I Have Learned

“Big Questions” – important points to remember.

1. How to solve more than one arithmetic operation?

- By following the order of performing mathematical operations called the
GEMDAS rule.

2. What does GEMDAS rule mean?

G ………..Perform or simplify first the operation within the grouping
symbols (parentheses, brackets, and braces).
E ………..Simplify the expressions with exponents.
M ……….Perform multiplication and division in the order they appear from
D left to right.
A ………Lastly, perform addition and subtraction in the order they appear
S from left to right.

15
 Assessment

A. Perform the following mathematical expressions. Do it on the attached activity sheet

13 on page 33.

1. 9 x (2 + 4)² - 3 2. 3² ÷ (2 + 5 – 4)² + 5 3. 11 + 6 x (5 – 3)²

= = =

B. Answer the problems. Show your solution and state your final answer. Do it on the
attached activity sheet 13 on page 34.

4. Ram, Rio, and Ria got different answers for this problem: 40 – 2 x [(8 x 3 ÷ 6) +
12 ÷2]. Ram’s answer was 26. Rio’s answer was 20 and Ria’s answer was 18.
Who got the correct answer? Show your solution.

C. Write the expression that represent the situation. Solve for the correct answer and
explain the steps you have taken using GEMDAS Rules. Do it on the attached
activity sheet 13 on page 34.

5. Divide the sum of 24 and 4 by 7 then subtract from the cube of 5.

Check your
answer on
page 20.
14

16
 17
Expressions Interpretation Explanation (GEMDAS) Mathematical
(Solution) Operation Used
1. 15 + [2(10 – 5) + 15 + [2(10 – 5) + 32] Rule 1: Simplify the Subtraction
32] – 16 ÷ 2³ – 16 ÷ 2³ expression inside the
parenthesis in the bracket.
= 15 + [2(5) + 32] - Multiplication
16÷2³
= 15 + [10 + 32] – 16 Addition
÷ 2³
= 15 + 42 – 16 ÷ 2³ Rule 2: Simplify the Multiplication
expression with exponent.
= 15 + 42 – 16 ÷ 8 Rule 3: Do the Operation Division
= 57 – 2 Rule 4: Do the remaining Subtraction
operation
Answer: = 55
2. 8 + [3(15 – 5) + 8 + [3(15 – 5) + 22] – Rule 1: Simplify the Subtraction
22] – 27 ÷ 3² 27 ÷ 3² expression inside the
parenthesis in the bracket
= 8 + [3(10) + 22] – Multiplication
27 ÷ 3²
= 8 + [30 + 22] – 27 ÷ Addition
3²
= 8 + 52 – 27 ÷ 3² Rule 2: Simplify the Multiplication
expression with the
exponent.
= 8 + 52 –27 ÷ 9 Rule 3: Do the operation Division
= 60 – 3 Rule 4: Do the remaining Subtraction
operation
Answer: = 57
Activity 2
Expressions Interpretation Explanation (GEMDAS) Mathematical
(Solution) Operation Used
1. 5² x (4 – 2)² 5² x (4 – 2)² Rule 1: Simplify the Subtraction
operation inside the
parenthesis
= 5² x (2)² Rule 2: Simplify the Multiplication
expression with exponent
inside the parenthesis
= 25 x 4 Rule 3: Perform the Multiplication
operation
Answer = 100
2. 3² x (6 – 2)² 3² x (6 – 2)² Rule 1: Simplify the Subtraction
operation inside the
parenthesis
= 3² x (4)² Rule 2: Simplify the Multiplication
expression with exponent
inside the parenthesis
= 9 x 16 Rule 3: Perform the Multiplication
operation
Answer: = 144
Activity 1
What is it…
Key To Answers
 18
Activity 4
Expression Interpretation Explanation Mathematical
(Solution) (GEMDAS) operation Used
(10 + 5) (24 ÷ 8)² = (10 + 5) (24 ÷ 8)² Rule 1: Simplify the Divide
operation inside the
parenthesis
= (15) (3)² Rule 2: Simplify the Multiplication
expression with
exponent.
= (15) (9) Rule 3: Do the Multiplication
operation
Answer: = 135
Activity 3
Expressions:
Activity 3 Interpretations Explanation (GEMDAS) Mathematical
(Solution) Operation
Used
1. (-6) ² - [(2 + = (-6) ² - [(2 + 2 x Rule 1: Simplify the Multiplication
2 x 3²) ÷10] 3²) ÷10] expression with exponent
inside the parenthesis in the
bracket.
= (-6)² - [(2 + 2 x 9) Simplify the operation inside Multiplication
÷ 10] the parenthesis
= (-6)² - [(2 + 18) Do the operation inside the Addition
÷ 10] bracket
= (-6)² - 20 ÷ 10] Rule 2: Simplify the Multiplication
expression with exponent
= 36 -2 Rule 4: Do the Operation Subtraction
Answer: = 34
2. (-4)² - [(5 + 3 x (-4)² - [(5 + 3 x 1³) Rule 1: Simplify the Multiplication
1³) ÷ 2] ÷ 2] expression with exponent
inside the parenthesis in the
bracket.
= (-4)² - [(5 + 3 x 1) Perform the operation inside Multiplication
÷ 2] the parenthesis in the
bracket
= (-4)² - [(5 + 3) ÷ Addition
2]
= (-4)² - [8 ÷2] Perform the operation inside Division
the bracket
= (-4)² - 4 Rule 2: Simplify the Multiplication
expression with exponent
= 16 – 4 Rule 4: Do the operation Subtraction
Answer: = 12
 19
Activity 1:
Expression Interpretation Explanation
1. [1,344 – (4 x = [1,344 – (4 x 150)] ÷ 2 Rule 1: Simplify the operation
150)] ÷ 2 inside the parenthesis
= [1,344 – 600] ÷ 2 Perform the operation inside the
brackets.
= 744 ÷ 2 Rule 3: Divide.
= 372
2. 20(45 -35) + = 20(45 -35) + 25(30 – Rule 1: Simplify first the
25(30 – 25) 25) operations inside the
parenthesis
= 20(10) + 25(5) Multiply
= 200 + 125 Rule 4. Add
= 325
3. [240,000 – [240,000 – (4,500 x Rule 1: Simplify first the
(4,500 x 10)] ÷ 10)] ÷ 10 operation inside the
10 parenthesis
= [240,000 – 45,000] Perform the operation inside
÷10 the bracket
= 195,000 ÷ 10 Rule 3:Divide
Answer: = 19, 500
What’s more…
Activity 5
Mathematical
Interpretation Explanation
Expression Operation
(Solution) (GEMDAS)
Used
Betty had P54,500 in her = [54,500 – (8,500 x Rule 1: Perform Multiplication
bank account. Over the 4)] + 18,800 the operation
summer period, she made inside the
4 withdrawals of P8,500 parenthesis
each and a deposit of
P18,800. Find the total = [54,500 – 34,000] Perform the Subtraction
amount of money left in her + 18,800 operation inside
bank account. Simplify the the
order of operations to
represent this situation.
= 20,500 + 18,800 Rule 4: Do the Addition
operation
Answer: = 39,300
 20
Assessment
1. 9 x (2 + 4)² - 3 2. 3² ÷ (2 + 5 – 4)² + 5 3. 11 + 6 x (5 – 3)²
= 9 x (6)² - 3 = 3² ÷ (3)² + 5 = 11 + 6 x (2)²
= 9 x 36 – 3 = 3² ÷ 9 + 5 = 11 + 6 x 4
= 324 - 3 =9÷9+5 = 11 + 24
= 321 =1+5
= 35
=6
4. Ram, Rio, and Ria got different answers for this problem: 40 – 2 x [(8 x 3
÷ 6) + 12 ÷2]. Ram’s answer was 26. Rio’s answer was 20 and Ria’s
answer was 18. Who got the correct answer? Show your solution.
Solution: 40 – 2 x [(8 x 3 ÷ 6) + 12 ÷2].
= 40 – 2 x [4 + 12 ÷ 2]
= 40 – 2 x [4 + 6]
= 40 – 2 x 10
= 40 – 20
= 20
Therefore, Rio got the correct answer.
5.
Expression Interpretation Explanation
5³ - [(24 + 4) ÷ 7] 5³ - [(24 + 4) ÷ 7] Rule 1: Simplify first the
operation inside the
parenthesis which is
addition
= 125 – [28 ÷ 7] Rule 2: Perform the
operation inside the
bracket which is division
= 125 - 4 Rule 4: Subtract
= 121
Activity 2:
Expressions Answers
1. 12 – 7 + 2 = 7 (12 – 7) + 2 = 7
2. 50 ÷ 25 x 2 = 1 50 ÷ (25 x 2) = 1
3. 15 – 3 x 3 ÷ 3 + 3 = 15 15 – [(3 x 3) ÷ 3] + 3 = 15
4. 8x8+8–8÷8=8 (8 x 8) +( 8 – 8) ÷ 8 = 8
5. 8+2x3÷2=7 [8 +( 2 x 3)] ÷ 2 = 7
 Appendices

Activity Sheet 1
Name: ________________________ Grade/Section:__________
School: _______________________ Date: _________________
Teacher: ______________________ Score: ________________

Directions: Perform and explain the given expressions.

Expressions Interpretation Explanation Mathematical

(Solution) (GEMDAS) Operation Used
1. 5² x (4 – 2)²

2. 3² x (6 – 2)²

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 Activity Sheet 2
Name: _________________________Grade/Section: _________
School: ________________________ Date: _________________
Teacher: _______________________ Score: ________________

1. Expression: 5² x (4 – 2)²
What is your What is the correct What steps should
answer? answer? you do to get the
correct answer?

2. 3² x (6 – 2)²
What is your What is the correct What steps should
answer? answer? you do to get the
correct answer?

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 Activity Sheet 3
Name: ________________________ Grade/Section: __________
School: _______________________ Date: _________________
Teacher: ______________________ Score: ________________

Perform and explain the given expressions.

Expressions Interpretation Explanation Mathematical

Operation
Used
1.15 + [2(10 – 5) +
32] – 16 ÷ 2³

2. 8 + [3(15 – 5) +
22] – 27 ÷ 3²

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 Activity Sheet 4
Name: ________________________ Grade/Section:__________
School: _______________________ Date: _________________
Teacher: ______________________ Score: _________________

1. 15 + [2(10 – 5) + 32] – 16 ÷ 2³
What is your What is the correct What steps should
answer? answer? you do to get the
correct answer?

2. 8 + [3(15 – 5) + 22] – 27 ÷ 3²
What is your What is the correct What steps should
answer? answer? you do to get the
correct answer?

24
 Activity Sheet 5
Name: ________________________ Grade/Section:__________
School: _______________________ Date: _________________
Teacher: ______________________ Score: ________________

Directions: Perform and explain the given expressions.

Mathematical
Expressions Interpretation Explanation Operation
Used
2. (-6)² - [(2 + 2 x 3²)
÷10]

2. (-4)² - [(4+ 3 x 1³)

÷2]

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 Activity Sheet 6
Name: ________________________ Grade/Section:__________
School: _______________________ Date: _________________
Teacher: ______________________ Score: ________________

1. (-6)² - [(2 + 2 x 3²) ÷10]

What is your What is the correct What steps should
answer? answer? you do to get the
correct answer?

2. (-4)² - [(4+ 3 x 1³) ÷2]

What is your What is the correct What steps should
answer? answer? you do to get the
correct answer?

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 Activity Sheet 7
Name: ________________________ Grade/Section:__________
School: _______________________ Date: _________________
Teacher: ______________________ Score: _______________

Directions: Perform and explain the given expression.

Mathematical
Expressions Interpretation Explanation Operation
Used
2. Add 5 from
10, then
multiply by the
quotient of 24
and 8 which is
raised to the
power of 2.

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 Activity Sheet 8
Name: ________________________ Grade/Section:__________
School: _______________________ Date: ________________
Teacher: ______________________ Score: ________________

1. Add 5 from 10, then multiply by the quotient of 24 and 8

which is raised to the power of 2.
What is your What is the correct What steps should
answer? answer? you do to get the
correct answer?

28
 Activity Sheet 9
Name: ________________________ Grade/Section:__________
School: _______________________ Date: ____ _____________
Teacher: ______________________ Score:____ _____________

Direction: Perform and explain the given expression in the problem.

Mathematical
Expression Interpretation Explanation Operation
Used
Betty had
P54,500 in her
bank account.
Over the
summer
period, he
made 4
withdrawals of
P8,500 each
and a deposit
of P18,800.
Find the total
amount of
money left in
his bank
account.
Simplify the
order of
operations to
represent this
situation.

29
 Activity Sheet 10
Name: ________________________ Grade/Section:__________
School: _______________________ Date: _________________
Teacher: ______________________ Score: ________________

1. Betty had P54,500 in her bank account. Over the summer

period, he made 4 withdrawals of P8,500 each and a
deposit of P18,800. Find the total amount of money left in
his bank account. Simplify the order of operations to
represent this situation.
What is your What is the correct What steps should
answer? answer? you do to get the
correct answer?

30
 Activity Sheet 11
Name: ________________________ Grade/Section:__________
School: _______________________ Date: _________________
Teacher: ______________________ Score: ________________
Activity 1
Directions: Read and understand the problems below. Write the expression that represents
the situation and simplify. Explain the rules you are taken on the opposite side.

Example:

Expression Interpretation Explanation

Simplify: Ken had P45,500 in his [45,500- 3(7,500)] Rule 1: Simplify first the operation
GCash account. Over the summer + 15,800 inside the parentheses which is
period, he made 3 withdrawals of multiplication
P7,500 each and a deposit of P15, = [45,500 – 22,500] Perform the operation inside the
800. Find the total amount of money + 15,800 bracket which is subtraction.
left in his GCash account. Simplify = 23,000 + 15,800 Rule 4: Add.
the order of operations to represent = P 38,800.00
this situation.

Problems Expression Simplify Explain

1. John bought 4 T-shirts and 2
pairs of pants for P1,344. If the t-
shirts costs P150 each, what is
the cost of each pair of pants.

2. Mr. Santos bought 20 mangoes

at 35 pesos each and 25 apples
at 25 pesos each. He sold each
mango for P45 and each apple
for P30. Find the profit he would
make by selling all the mangoes
and apples.

3. An internet café owner paid a

total of P240,700 for 10 monitors
and 10 CPU’s, all of the same
brand. Each monitor cost
P4,500. Find the cost of a CPU.

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Activity 2

Insert a pair of parenthesis or brackets in each of the following expressions to

make the resulting statements true.

Example:
Expression Answer
2 + 4 x 3 – 6 ÷ 2 = 11 2 + (4X3) – (6÷2) = 11

Expressions Answers
1. 12 – 7 + 2 = 7
2. 50 ÷ 25 x 2 = 1
3. 15 – 3 x 3 ÷ 3 + 3 = 15
4. 8x8+8–8÷8=8
5. 8+2x3÷2=7

32
 Activity Sheet 12
Name: ________________________ Grade/Section:__________
School: _______________________ Date: _________________
Teacher: ______________________ Score: ________________

A. Perform the following mathematical expressions.

1. 9 x (2 + 4)² - 3 2. 3² ÷ (2 + 5 – 4)² + 5 3. 11 + 6 x (5 – 3)²

= = =

33
 Activity Sheet 13
Name: ________________________ Grade/Section:__________
School: _______________________ Date: _________________
Teacher: ______________________ Score: ____ ____________
B. Answer the problems. Show your solution and state your final answer.

4. Ram, Rio, and Ria got different answers for this problem: 40 – 2 x [(8 x 3 ÷ 6)
+ 12 ÷2]. Ram’s answer was 26. Rio’s answer was 20 and Ria’s answer was
18. Who got the correct answer? Show your solution.

C. Write the expression that represent the situation. Solve for the correct answer and
explain the steps you have taken using GEMDAS Rules. Do it on the attached
activity sheet 13 on page 29.

5. Divide the sum of 24 and 4 by 7 then subtract from the cube of 5.

Expression Interpretation Explanation
5³ - [(24 + 4) ÷ 7]

34
 Activity Sheet 14
Name: ________________________ Grade/Section:__________
School: _______________________ Date: _________________
Teacher: ______________________ Score: ________________

35
References
BEAM Lesson Guide Grade 6 Module 1-Order of Operations
Elmer M. Apistar, Jose L. Caberte, Genesis G. Camrista, Esther Jane Y. Uy,
Marlene Ortiz, Elenita T. Boo, Soaring 21st Century Mathematics Grade 6
(Quezon City, Phils.: Phoenix Publishing House, Inc., 2016), 28-33
Grade 7Learning Module in MATH Slideshare.net
K to 12 Mathematics Curriculum Guide August 2016
Lesson Guide in Elem. Mathematics Grade 6.2012.pp.13-28
Lesson Guide in Elementary Math Grade 6.2010.pp.13-28
Marjoseph H. Perez,Donnel P. Placer, Jaime R. Burgos, Arsenio S. Dimaranan, 21st
Century Mathletes 6, Edited by: Mercurio T. Elenzano, Chin Uy (Quezon City,
Phils.:Vival Group, Inc., 2016), 180-183S
097-6 GEMDAS-You Tube.com
https://www.univesalclass.com.math
https://www.mathisfun.com
https://www.khanacademy.org.math
https://www.education.com
https://www.teacher.org.lessonplan
https://lrmds.deped.gov.ph
https://www.mathgoodies.com.vol7
www.montereyinstitute.org.courses
https://www.purplemath.com.order

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For inquiries and feedback, please write or call:

Department of Education – Division of Tangub City

Anecito St., Mantic, Tangub City

Telefax: (088) 395 – 3372
Website: www.depedtangub.net

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