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Mathematics
Quarter 2 – Module 5:
The GEMDAS Rule
Subject Area – Mathematics 6
Self-Learning Module (SLM)
Quarter 2 – Module 5: The GEMDAS Rule
First Edition, 2020
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[email protected] Introductory Message
This Self- Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each
lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.
Pre test are provided to measure your prior knowledge on lessons in each SLM.
-
This will tell you if you need to proceed on completing this module, or if you need
to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post test to self
- -
check your learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teachers are also
provided to the facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests.
Read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you
What I Know
Choose the letter of the correct answer. Write it on a separate sheet of paper.
1. What is 940 more than the product of 89 and 76?
a. 6 704 b. 7 704 c. 8 704 d. 9 704
2. Divide the product of 684 and 15 by 6.
a. 1 710 b. 1 720 c. 1 730 d. 1 740
3. Increase the product of 36 and 549 by 343.
a. 20 207 b. 20 117 c. 20 107 d. 20 701
4. Decrease the product of 856 and 23 by 1 627
a. 18 061 b. 18 106 c. 18 601 d. 18 610
5. Find the number that is 8 less than the product of 9 times the sum of 6 and 2.
a. 74 b. 64 c. 54 d. 44
6. Which should be solved first in the expression below?
32 x 6 ÷ 2 + 8 –
4
a. 8 –
4 b. 4 + 8 c. 32 x 6 d. 6 ÷ 2
7. What operation symbol should be written on the line to make the equation correct?
48÷6 ____ 4 x 3 + 9 = 15
a. - b. + c. x d. ÷
8. Which of the following sentences is true when n = 4?
I. (9 + 15) ÷ 2 + n x 6 = 32
II. (9 + 15) ÷ 3 + n x 6 = 32
III. (9 + 16) ÷ 3 + n + 6 = 32
a. I only b. I and II only c. II only d. I and III only
9. Which of the following sentences is true?
I. 7+4x9 –
3 = 66
II. (7 + 4) x 9 -
3 = 66
III. (7 + 4) x (9 - 3) = 66
a. I only b. II only c. II and III only d. III only
10. Simplify the expression [(25 -4 x 4) – (36 ÷ 9)] + 8²
a. 99 b. 89 c. 79 d. 69
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Interprets and explains the
Lesson Grouping, Exponent,
1 Multiplication, Division,
Addition, and Subtraction
(GEMDAS) Rule.
In this module, you will be provided with learning exercises that will help you
interpret and explain the Grouping, Exponent, Multiplication, Division, Addition, and
Subtraction (GEMDAS) Rule. Happy learning!
After this lesson, you should be able to interpret and explain the grouping,
exponent, multiplication, division, addition, subtraction (GEMDAS) rule. (M6NS-IIf-
148)
What’s In
Perform the indicated operations in each number.
1. 54 ÷ 6 x 8 6. 8x (32 ÷ 4)+15
2. 35 x 6 -18 7. (15 + 35) ÷ 5 x 4
3. 42 x 3 ÷ 2 + 9 8. (3 x 10) + (18÷6)
4. 89 – 6 x 4 9. 8 – (3 x 15) ÷ 9 + 2
What’s New
It is Athena’s 10th birthday. Nine children came early to attend the party. When the
party is about to start, the number of children tripled. After 10 minutes, 6 more children
arrived and joined the party.
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The total number of children who attended the party can be represented by this
expression: 9 x 3 + 6
Is it right for me to say that 33 children attended the party? How did I get it?
What is It
Let’s Learn!
GEMDAS is the acronym for the Groupings Exponent Multiplication Division Addition
Subtraction. The GEMDAS rule is often followed when solving numerical expressions
involving several operations, grouping symbols, and exponents.
The following rules can help in solving accurately a given expression.
1. Remove the grouping symbols (G) like ( ), [ ], { }, by simplifying first the enclosed
expressions, beginning in the innermost pair.
2. Simplify the expressions with exponents (E).
3. Perform all multiplication (M) and division (D) as they occur from left to right.
4. Perform all addition (A) and subtraction (S) as they occur from left to right.
Study These Examples!
1. 24 + 10 ÷ 2 x 8 → Divide first.
= 24 + 5 x 8 →Multiply before adding.
= 24 + 40 → Add.
= 64
2. 32 – 9 x (14 – 12) ÷ 3 → Do the operation inside the parentheses first.
= 32 – 9 x 2 ÷ 3 → Multiply
= 32 – 18 ÷ 3 → Divide
= 32- 6 → Subtract
= 26
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2 x 2 x 2=8
3. 55 – 24 ÷12 + 6 x 23 →Simplify the expression with exponent.
= 55 – 24 ÷12 + 6 x 8 →Divide.
= 55 – 2+ 6 x 8→Multiply.
= 55 – 2+ 48 →Subtract.
= 53 + 48 →Add.
= 101
4. 4 x [(8 + 2) x 9] – 7 + 5 x 4 →Start with the innermost grouping symbol. = 4 x
[10 x 9] – 7 + 5 x 4 →Simplify the expression inside the
parenthesis.
= 4 x 90 – 7 + 5 x 4 → Multiply 4 x 90 and 5 x 4.
= 360 -7 + 20 → Subtract.
= 353 + 20 → Add.
= 373
What’s More
Let us sharpen your skill by doing the exercises below.
Perform the indicated operation to find the value of n.
1. (16 + 9) – 10 = n 6. (43 – 14) + (12 + 3²) = n
2. 8 (7 + 5) = n 7. (28 ÷ 7) + (15 × 4) = n
3. 45 ÷ 5 + 12 = n 8. 72 ÷ 3² x ( 8 +4) = n
4. 3² + 6÷ 3 - 4= n 9. (43 - 6) x 34 + 8 = n
5. 4 x [(7 +14) ÷ 3] -17 = n 10. (36+45) ÷ (9x3) =n
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What I Have Learned
In general, let us apply the rules that we have learned in the activities below.
A. Fill in the box with the correct number to make each equation true.
B. Place parentheses in the following equations so that each will be a true statement.
1. 25 – 9 + 12 = 4 6. 12 + 3 x 5 = 27
2. 45 × 24 –23 = 45 7. 42 –10 + 8 = 40
3. 72 ÷ 9 × 8 = 1 8. 30 ÷ 5 x 2 + 5= 8
4. 33 – 12 + 8 = 29 9. 6 x 4 ÷ 2 + 4 = 16
5. 24 ÷ 2 + 4 = 4 10. 18 ÷ 9 x 2 = 1
What I Can Do
To further enhance your knowledge and ability let us apply the GEMDAS rule in
problem solving.
Read the problems carefully. Write the expressions and solve for the answer.
1. At the beginning of the month, Michael had ₱250. He spent ₱75, received ₱90
from an aunt, spent ₱ 58 and ₱19 later and then received ₱105 from his father. How
much money did he have at the end of the month?
Expression: ________________ Solution:
2. Justine has 10 cats, sadly, one died and three of them were given to Jun. Of the
remaining cats, one gave birth to twice the number of the cats given to Jun. How many
cats does Justine have now?
Expression: ________________ Solution:
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Performs two or More
Lesson Different Operations on
Whole Numbers with or
2 without Exponents and
Grouping symbols.
Welcome to Lesson 2 of this module! I know you have learned a lot from our
previous lesson. Have you mastered the rules? Let’s get started! Good luck dear! You
can do this!
At the end of this lesson, you are expected to perform two or more different
operations on whole numbers with or without exponents and grouping symbols.
(M6NS-IIf-148)
What’s In
Determine the value of n
1. 82 + (15 x 8) -16 = n 6. (9² - 4²) ÷ 5 =n
2. 4² + 8 ÷ 8 + 4 = n 7. 3² x 7 -8 = n
3. 90 ÷3² ÷ 2 + 6 = n 8. 4 + 36 ÷ 3² = n
4. 54 ÷ (12 – 9) x 2 -14 = n 9. 20 + 8 ÷ 4 -6 = n
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Let’s Explore!
What’s New
Marie and Alex were tied going into the final round in the Math Challenge.
Ms.Samonte, the quiz master gave them the following expression and asked both
contestants to solve it on the chalkboard: 34 – 3 x 8 + 5 =
Marie answered 15 Alex answered 253
She multiplied 3x 8 = 24 He subtract 34 – 3 = 31
Then she subtract 34 – 24 = 10 Then he multiplied 31 x 8 = 248
Finally, she added 10 + 5 = 15 After which, he added
248 + 5 = 253
How did Ms.Samonte decide which pupil arrived at the correct answer?
What standard order of operations did she apply?
Who got the correct answer?
What is It
Let’s Study!
An expression with more than one operation, such as 28 – 4 x 5 + 6, cannot have two
different values. Rules are needed to make sure everyone gets the same result when an
expression is simplified. Mathematicians have established order of Operations:
1. Do all operations inside grouping symbols
2. Simplify all numbers with exponents.
3. Multiply and divide from left to right.
4. Add and subtract from left to right.
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Numbers and operations signs are used to write expressions. You simplify an
expression when you perform the operations and find the value. When there is more
than one operation, you must follow the Order of Operations.
A. Simplifying Expressions with No Parenthesis
To simplify expressions with no parenthesis, first multiply or divide in order from left
to right. Then, add or subtract in order from left to right.
Examples:
1. Simplify 5+9÷3x8
Divide 5+9÷3x8
Multiply 5+3x8
Then add 5 + 24
29
The value of 5 + 9 ÷ 3 x 8 = 29
2. Simplify 36 ÷ 6 – 1 x 3
Divide 36 ÷ 6 – 1 x 3
Multiply 6 –1x3
subtract 6 - 3
Then
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The value of 36 ÷ 6 – 1 x 3 = 3
B. Simplifying Expressions with Grouping Symbols
To simplify expressions with parentheses or brackets, do first what is in the innermost
grouping symbol. Then follow the Order of Operations.
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Example1:
Simplify (6 x 4) + (8 x 5) + 17
Do the operations in the parentheses (6 x 4) + (8 x 5) + 17
Then add 24 + 40 + 17
81
The value of (6 x 4) + (8 x 5) + 17 = 81
Example 2:
Simplify 10 + (4 + 9 x 4) ÷ 8
Do the operation in the parenthesis 10 + (4 + 36) ÷ 8
10 + 40 ÷ 8
Divide
10 + 5
Then add
15
The value of 10 + (4 + 9 x 4) ÷ 8 = 15
Example 3
Simplify [32 - (7 x 3)] x 6
Do the operation within the innermost grouping symbol [32 - (7 x 3)] x 6
Subtract and simplify within the bracket [32 - 21] x 6
Multiply 11 x6
66
The value of [32 - (7 x 3)] x 6 = 66
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C. Simplifying Expressions with Exponents
In simplifying expressions always simplify the powers first. If there are grouping
symbols, do the operations within the parentheses followed by the operations within the
brackets. Then follow the order of operations.
Example 1:
Simplify 5 x (6 + 4³)
Find the value of the power 5 x (6 + 4³)
4³ = 4 x 4 x 4 = 64
Add and simplify within the parenthesis 5 x (6 + 64)
Multiply by 5 5 x 70
350
The value of 5 x (6 + 4³) = 350
Example 2:
Simplify [4 + (8 + 1)² - 12] x 9
Begin with the parenthesis and add [4 + (8 + 1)² - 12] x 9
Simplify the power [4 + (9)² - 12] x 9
9² = 9 x 9 = 81
Simplify within the bracket and add then subtract [4 + 81 - 12] x 9
[85 - 12] x 9
73 x9
Multiply
657
The value of [4 + (8 + 1)² - 12] x 9 = 657
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What’s More
Try these out!
Simplify each expression and solve for the value of n.
1. (1 + 3 + 5) (7+ 37+3) = n
2. 3 (4 + 2 + 3) ÷3 = n
3. 8 [5 + 3 (2³ + 4)] = n
4. 25 - 6² ÷ (2³ + 2²) = n
5. 42 [7²- (5² + 3²) + 3] = n
6. [(9 + 6) ÷3] + (8²- 23) = n
7. [(25 – 5 x 3) – (12 ÷ 6) + 9² = n
8. 8 + 5 [(2 + 2)³ - 24] = n
9. [(6 + 4) ÷ 2 + (2 - 8)] = n
10. (5 + 9)² ÷ 4 = n
What I Have Learned
Let’s Sum It Up!
REMEMBER: In performing the Order of Operations:
1. Do all operations inside grouping symbols
2. Simplify all numbers with exponents.
3. Multiply and divide from left to right.
4. Add and subtract from left to right.
A. Simplifying Expressions with No Parenthesis
To simplify expressions with no parenthesis, first multiply or divide in order from
left to right. Then, add or subtract in order from left to right.
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B. Simplifying Expressions with Grouping Symbols
To simplify expressions with parentheses or brackets, do first what is in the
innermost grouping symbol. Then follow the Order of Operations.
C. Simplifying Expressions with Exponents
In simplifying expressions always simplify the powers first. If there are grouping
symbols, do the operations within the parentheses followed by the operations within the
brackets. Then follow the order of operations.
Do these!
A. Insert operation symbols +, -, x, ÷, and ( ) to make the equation correct.
1. 5 8 20 = 33 6. 8 12 16 = 112
2. 19 6 5 = 125 7. 15 3 8 = 40
3. 4 8 3 = 28 8. 8 4 9 = 18
4. 5 7 9 = 315 9. 24 3 7 = 189
5 7 3 10 = 11 10 18 2 3 = 60
B. Complete the given solution.
1. 60 ÷ 12 + 9 2. 42 ÷ 7 + 8 x 3
= + 9 =
15 = = 4. 8 x (6 + 5) ÷ 11
3. x 7 - 30 ÷ 3
= - = 8x ÷ 11
= ÷ 11
=
14
=
5. 24 + (3 x 4) - 12
= 24 + -12
= -12
What I Can Do
Let’s Apply!
Below are learning activities wherein you can apply your skill in performing two
different operations on whole numbers with or without exponents and grouping
symbols.
Read the following problems carefully. Then solve for the answer.
1. Mang Kanor harvested 230 potatoes on the first day, 125 on the second day, and
64 on the third day. He planned to divide his harvest evenly among his 5 children.
However, nine of the potatoes were spoiled. How many potatoes should each child
receive?
2. Miss Silva owns a poultry farm. She gathers a total of 3,270 eggs weekly. These
are placed in a tray of 30 eggs each. If she sells each tray for ₱145.00, how much does
Miss Silva earn in a week?
3. Aldrin bought 88 bags of mangoes with 12 pieces in each. He repacked these into
smaller bags with 4 pieces each. How many smaller bags of mangoes did he make?
You are brilliant! Keep it up!
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Assessment
Direction: Encircle the letter of the correct answer.
1. Which numerical expression has the value of 60?
a. (12 + 4) 3 b. 12 + (4 + 3) c. 4 x (12 + 3) d. 12 – 4 + 3
2. Simplify the numerical expression: 54 ÷ (3 + 6) x 7
a. 22 b. 32 c. 42 d. 52
3. What is the product of 6² and 4³?
a. 2 304 b. 3 204 c. 3 402 d. 4 203
4. What is the product of 9 and 8 subtracted from the sum of 57 and 86?
a. 117 b. 107 c. 71 d. 17
5. The sum of the ages of Maxine and Irish is 32 years. If Maxine is 8 years older than
Irish, How old is Maxine?
a. 20 b. 12 c. 18 d. 22
6. In the equation [(45 - 3) ÷ 7] + (9²- 3) = n, what is the value of n?
a. 48 b. 84 c. 184 d. 548
7. Find the value of n in the equation: (68 + 4) ÷ 8 + (4 x 2)² = n
a. 84 b. 73 c. 54 d. 45
8. Twenty chicos weigh 3 kilograms. If Aling Susan paid ₱ 195.00 for the 3 kilograms,
how much is the cost of one chico?
a. ₱ 8.95 b. ₱ 9.25 c. ₱ 9.75 d. ₱ 9.15
9. Arnold bought a pair of shoes for ₱1946.00 and 6 shirts for ₱587.00 each.
If he gave the cashier ₱6000.00, how much change did he receive?
a. ₱652.00 b. ₱593.00 c. ₱532.00 d. ₱395.00
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10.A cargo truck travelled 703 kilometres the other day, 629 kilometres yesterday and
125 kilometres today. The total distance that the truck had to travel is 1604
kilometres. How far did it still have to go after three days of travel?
a.157 b.147 c. 117 d.174
Additional Activities
Brain Teaser!
Number Code Puzzle
Solve each number sentence to decode the message. Write each letter above the value
in the code.
1. o= 1637- 512 + 642 6. g = 6019 ÷ 13
2. a= 607 + 952 7. u = 1697 + 642 + 316
3. n= 1653 ÷ 3 x 4 8. e = 2655 ÷ 15 x 47
4. i= 1362 - 132 + 461 9. s = 2643 ÷ 3 + 352
5. r= 639 x 34 - 692 10. y = 1642– 639 + 186
Answer: _____ _____ _____ _____ _____ _____ _____
1189 1767 2655 1559 21034 8319 1559
_____ _____ _____ _____ _____ _____
463 8319 2204 1691 2655 1233
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Answer Key
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References
Joemarie A. Bandejas, et.al, Phoenix Math for the 21st Century Learners 5 Second
Edition, (927 Quezon Ave., Quezon City: Phoenix Publishing House, Inc., 2020),
pp 31-35.
Alen L. Tuliao, et.al, Realistic Math Scaling Greater Heights 6, (Phoenix Bldg., 927
Quezon Avenue, 1104 Quezon City: Sibs Publishing House, Inc. , 2016), pp
167-173.
Emolyn G. Gromio et.al, Realistic Math Scaling Greater Heights 5, (Phoenix Bldg., 927
Quezon Avenue, 1104 Quezon City: Sibs Publishing House, Inc., 2016), pp 51-
64.
Norma Infante-Olivares, Math Journeys 6, (373 Quezon Avenue, Quezon City: Bookman,
INC., 2011), pp 22-26.
Gertudes F. Ubaňa, Math Links 6, (4655 Arellano Ave., Palanan, Makati City,
Philippines: ARMVET Printing Company, Inc., 2011), pp 3-20.
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EDITOR’S NOTE
This Self-Learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on
DepEd’s Most Essential Learning Competencies (MELC). This is a
supplementary material to be used by all learners of SOCCSKSARGEN
Region in all public schools beginning SY 2020-2021. The process of LR
development was observed in the production of this module. This is Version
1.0. We highly encourage feedback, comments, and recommendations.
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
