Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Sta. Rosa Del Norte, Pasacao, Camarines Sur 4417
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Email Address: [Link]@[Link]
Trunkline: (054) 513-9519

DETAILED LESSON PLAN IN MATHEMATICS

Simplifying Numerical Expressions Involving
Integers Using GEMDAS
Grade 7
3rd Quarter
October 15,2025
CONTENT STANDARD
The learners demonstrate knowledge and understanding of the concept of simplification of
numerical expressions involving integers.

PERFORMANCE STANDARD
By the end of the quarter, the learners are able to simplify numerical expressions involving
integers. (NA)

LEARNING COMPETENCY
The learners simplify numerical expressions involving integers using number properties
and the order of operations (GEMDAS). LC11

I. LEARNING OBJECTIVES
At the end of the lesson, at least 75% of the students are expected to:
a. describe the use of GEMDAS;
b. apply the GEMDAS rule in solving expressions involving integers; and
c. incorporate the concept of GEMDAS by solving real-world problems.

II. SUBJECT MATTER

a. Topics: Simplifying Numerical Expressions Involving Integers Using GEMDAS
b. References:
• 1.02 Simplifying numerical expressions involving integers | Grade 7 Math |
Florida BEST 7 - 2022 Edition | Mathspace.
(n.d.).[Link]
• Generalao, M. J. (n.d.). Q3_LE_Mathematics-7_Lesson-7_Week-7. Scribd.
[Link]
• TEACHER MJ - MATH TUTORIAL. (2025, February 9). Simplifying numerical
expressions involving integers using GEMDAS | Explain in detailed | GR7
| Q3 | [Video]. YouTube. [Link]
c. Materials: Visual aid, PowerPoint, calculator, marker, projector, activity sheets
d. Skill to be integrated: Computing, Analyzing, Logical reasoning, critical thinking
e. Values to be integrated: Perseverance, Accuracy, Teamwork
f. Methodology: 7Es (Elicit, Engage, Explore, Explain, Elaborate, Evaluate, Extend)
g. Concept:
Simplifying Numerical Expressions Involving Integers Using GEMDAS
GEMDAS (Grouping, Exponents, Multiplication, Division, Addition, Subtraction)
𝟖 + (𝟔 − 𝟐)𝟐 ÷ 𝟐 × 𝟑 − 𝟒
G (Grouping): (6 − 2)
E (Exponents): (6 − 2)2
MD (Multiplication/Division): result of the exponent is divided by 2 and then
multiplied by 3 (from left to right)
AS (Addition/Subtraction): final steps, adding 8 and subtracting 4 (also left to
right)

Time Teacher’s hint Teacher’s activity Students’ activity IMs

Frame
2 mins. Preliminary
activities

Greetings Good afternoon class! Good afternoon, ma’am!

How are you doing today? We’re fine, ma’am!

 That’s good to hear!

Prayer Before anything else, class, please

stand and let us pray.
Charize, will you please lead the
prayer? Yes, ma’am.

(The students will pray)

Praise be the name of our Lord
Jesus Christ, now and forever.
Amen
Students’ Class, before you take your seat,
management kindly pick up the pieces of trash
under your chair and arrange it
properly. (The students will pick up the
pieces of dirt and will arrange the
chairs)

Checking of Where is our class beadle? I’m here, ma’am!

the attendance
Okay Glenn, please check the (The beadle will check the
attendance
attendance)
3 mins. Elicit (Recapitulation) PPT

In our previous meeting, what have

we discussed? (anyone from the
class) Ma’am, last meeting we tackled
about the Operations on Integers.
Very good retention!

Class it is correct that last meeting

we discussed about the Operations
on Integers and we get to
understand the positive and negative
integers.

Now, may I ask a volunteer to

share his/ her further knowledge
about Operations on Integers?

Yes, you’re raising your hand,

Yoshin? Last meeting we also solve
problems with the addition,
subtraction, multiplication, and
division with integers and most
importantly, we apply rules for
combining integers, ma’am.

Very good answer, Yoshin!

To further clarify, do you have any

questions, clarifications or violent
reactions about our last topic?
None ma’am!
Okay, it seems that you already
learned our previous lesson, we can
now move on to our next topic. Yes, ma’am!
3 mins. Engage Before we proceed, let us play a PPT
game called What Should You Put
First?
Instruction: Observe the picture
carefully.

(The students will observe the

image)
 What does the image shows? Ma’am, the pictures show a
Filipino dish, an Adobo.
Yes, we can see the that the image
shows a Filipino dish which is the
Adobo.

Now, have you ever wondered how

to cook Adobo? Or, do you know
how to cook this one? Yes ma’am!

Nice! Now, who wants to share the

idea or the order of what should we
put first when cooking Adobo? (Any
representative from the class) Student A
Ma’am, when I cook Adobo, I first
Okay class, based on the activity put the oil, then sauté the garlic,
you did, what do you think our topic onion, and ginger. After that, I add
will be for today’s discussion? the sliced chicken and let it
Yes, Kenneth? simmer so it can absorb the
flavors. Once the chicken has
absorbed the ingredients, I add
the soy sauce and wait for about
five minutes. Then, I put in the
bay leaves and vinegar. Finally, I
adjust the taste by adding oyster
sauce and a little bit of sugar to
balance the flavor.
Wow, what a detailed one!

How about the others? Student B

Ma’am, when I cook Adobo, I
usually marinate it first by mixing
all the ingredients together for
about an hour. After that, I put it in
the pan and just wait for the
chicken to cook.
Very good strategy also!

Now, what have you observed/ Student C

realized when we are cooking? I’ve noticed that we are doing the
right order, ma’am. Like, we put
first this ingredient before the
others.
Exactly!
When we are cooking, we noticed
that we these ingredients to put first
and put last in order to make our
dish taste good and delicious.

Now, do you think this also have a

connection in our topic? Yes, ma’am!

What do you think our lesson for Student D

today? I think our lesson for today is have
a connection with the right order,
sir.

Presentation of In connection with that, our topic will

the topic be all about the Simplifying
Numerical Expressions Involving
Integers Using GEMDAS
Presentation of
the lesson For today’s discussion, here are the
objectives following objectives. (Students will read the
objectives.)
 LEARNING OBJECTIVES

At the end of the lesson, at least

75% of the students are expected
to:
a. describe the use of
GEMDAS;
b. apply the GEMDAS rule
in solving expressions
involving integers; and
c. incorporate the concept
of GEMDAS by solving
real-world problems.

8 mins. Explore Before we proceed to our lesson, PPT

let’s have an activity called “Akala
Ko Tama… Mali Pala!”

Directions:
The class will be divided into four
groups. Each member from the
group has the chance to answer and
choose the box for the question.
Each box contains a question that
they need to answer. However, the
teacher will not automatically give
the points, as the group must decide
whether to pass the box to another
group or keep it. Each question must
be answered within one minute,
including the group’s decision
regarding their score.

Your activity will be graded using

the points you earned from the
activity.

(You can now go to your respective

group.)

(Students will play the game while

earning the concept of the topic)
2 mins. Explain Thank you, class.

Now, how was the activity? It was fun and mind blowing,
ma’am!
That’s good to hear!

Class, what did you notice about our

game? Any representative from the
class? Student A
Ma’am, we use the right operation
to get the correct answer.
Very good!

As you all know, in the game, we’ve

just put the right operation and solve
the given equation.

Now, how do you come up with the

right answer? Anyone who wants to
share his/her knowledge? Yes Nica!
Ma’am, I only performed what
was asked in the equation. I
solved it from left to right.
 Well said, Nica!

Apparently, Nica said that she

solved what was asked and that she
did it from left to right.

Yes, that’s correct. When we solve,

we always start from the left side to
the right side to get the correct
answer.

However, we still need to be careful,

as there are cases in an equation
where a certain operation must be
performed first, even if it is not the
first term from the left.

And now, for you to be able to

understand what we have just did,
let us discussed it deeper.
20 Elaborate In our activity, you are asked to Laptop,
mins. solve for the given expressions, and Ppt.
put the appropriate operation, right? Yes ma’am!

Very good!

As you all observed, we applied the

correct order of operations to obtain
the correct answer.

And that having the correct order

matters. Thus, we should apply and
follow the GEMDAS rule.

But before that, we must first define

what is GEMDAS. (Students will read the definition
of GEMDAS)
GEMDAS is an acronym that
helps us remember the order of
operations when solving
mathematical expressions. It
stands for:
G - Grouping (Parentheses or
Brackets)
E - Exponents (Powers and
Roots, like ² or √)
MD – Multiplication/Division
AS – Addition/Subtraction
Okay thank you!

GEMDAS rule which stands for

Grouping, Exponents,
Multiplication/Division,
Addition/Subtraction. This rule tells
us the correct order in which to
perform operations when solving a
math expression.

Now as what we have observed, the

multiplication and division, and the
Addition and subtraction have the “/”,
it is because these two pairs of
operations may interchange when
solving depending on what comes
first in the given expression.
 Like they can solve whatever
Exactly! comes first, right ma’am?

Now, to give the full visual

representation of this one goes, let’s
try to solve an example.
20÷4×5

With this example, you only need to

solve it base on the order of the
GEMDAS. Remember its acronym
and what it is.

Now, who wants to try our first

example?

Any representative from the brilliant

class? Yes, Jovan?
20 ÷ 4 × 5
=5×5
Very good, Jovan! = 25

Your work is correct since you follow

the rule.

Now, let’s have the other example. I

need 4 volunteers in front to try
these examples.

Anyone from the class, who wants to

try?
(Student A, B, C, and D raises
Yes, go in front and try to solve this. their hand)

1. 2 + 8 ÷ (3 + 1)

1. 2 + 8 ÷ (3 + 1)
=2+8÷4
=2+2
2. 15 − 10 + 6 =4

2. 15 − 10 + 6
3. 7 + 8 × 9 =5+6
= 11
3. 7 + 8 × 9
= 7 + 72
4. 4 − (5 × 3)2 = 79
4. 4 − (5 × 3)2
= 4 − (15)2
= 4 − 225
= −221
Excellent, class!

You’ve got to solve it correctly.

I hope everyone is coping with what

we are discussing.

Any questions so far?

SUMMARIZATION None ma’am!

(The teacher will ask the students
about their takeaways about the
lesson)
 Now, who wants to summarize the
concept and/or relate what you have
learned from today’s discussion to a
real-life situation?

Yes Bles?
(Bles raises her hand)

We learned how to simplify

numerical expressions that
involve integers by following the
GEMDAS rule: G – Grouping
Symbols (Parentheses, Brackets),
E – Exponents, MD –
Multiplication and Division (from
left to right), and the AS –
Addition and Subtraction (from left
Precisely, Bles! to right)

Furthermore, why do you think is the

importance of knowing this kind of
topic? Anyone from the class?
(Barbie raises her hand)

Knowing this topic is essential,

most specially for our everyday
living since math is everywhere.
Just like the identifying and
applying the correct order of
operations to avoid mistakes
when simplifying expressions.
Also, our lesson today shows that
in real-world situations, applying
GEMDAS is a great help in
calculating our expenses
Absolutely, Barbs! accurately.

Remember that Math is everywhere

and so the correct order of operation
like using the GEMDAS rule is in
everywhere.

5 mins. Evaluate Directions:

A. Directions: Simplify the following numerical expressions by applying the correct
order of operations (GEMDAS). Show your solution step-by-step. (2 points each)

1. (8+2) × 3
2. 15 − 3 × 2 + 5
3. 24 ÷ (5 + 1) − 5
4. 3 × 4 + 92
5. 200 − [(60 + 5) + (2 × 7)]2

B. Solve for the given problem below applying the GEMDAS rule. Show your
solution. (10 points)

Carla has ₱2,500 for her weekly budget. She spends: ₱150 on transportation
daily for 5 days, ₱100. on food daily for 5 days, and ₱300 for a school project. How
much money will she have left after all her expenses?

2 mins. Extend Assignment

I. Computation
Directions: Solve the given problem. (10 points)

John receives a weekly allowance of ₱1,200. This week, he spent: ₱80 on

snacks per day for 5 days, ₱150 on transportation for 3 days, and bought a T-shirt
that was on sale: originally ₱500, but he got 20% off. How much money does John
have left by the end of the week?
II. Study about the absolute value of integers. Focus on:
1. What absolute value means?
2. How to write and read absolute value (e.g., |–5| = 5)?

Prepared by:
ROSE R. ALVAREZ
BSEd-Math 4B