Republic of the Philippines
Department of Education
Division of Pampanga
Mexico West District
PANDACAQUI RESETTLEMENT ELEMENTARY SCHOOL
SEMI-DETAILED LESSON LOG IN MATHEMATICS V
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT / TOPIC
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(Drill)
B. Establishing a purpose for the
Lesson
Document Code:
SDO-QF-CID -00XX
Region III
Revision:
00
Effectivity Date:
Mexico, Pampanga 05/08/2018
Name of Office:
PRES
July 3, 2019
 The learner demonstrates understanding of divisibility, order of operations, factors and
multiples, and the four fundamental operations involving fractions.
 The learner is able to apply divisibility, order of operation, factors and multiples, and the four
fundamental operations involving fractions in mathematical problems and real life situations.
 The learner sates, explains, and interprets Parenthesis, Exponent, Multiplication, Division,
Addition, Subtraction (PEMDAS) or Grouping, Exponent, Multiplication, Division, Addition,
Subtraction (GEMDAS) rule. SSP_M5NS-Ic-1
(7. Plans, manages and implements developmentally sequenced teaching & learning
processes to meet curriculum requirements & varied teaching contexts)
Lesson 10: Stating, Explaining, and Interpreting Parenthesis, Multiplication, Division, Addition,
Subtraction (PEMDAS)
Mathematics 5 TG, http://guroako.com/2017/05/14/tgteachingguideforgrade5teachingguide/
Mathematics 5 LM, https://www.slideshare.net/lhoralight/k-to-12-grade-5-learners-material-in-
mathematics-q1q4
Understanding Mathematics 5, pages 30 – 39
Level Up with Math 6, pages 57 – 62
Go Math 5, pages 47A - 50
PowerPoint presentation, activity worksheets, flashcards, jigsaw puzzle pieces
Web-based Application: http://www.softschools.com/math/order_of_operations/games/
YouTube Video: https://www.youtube.com/watch?v=rHGAZeyOghU
(8. Selects, developments, organizes, & uses appropriate teaching and learning resources,
including ICT, to address learning goals.)
Boards Up!
Mechanics:
1. Form 5 groups of pupils.
2. The teacher flashes expressions using the PowerPoint presentation.
3. The groups are given 10 seconds to evaluate the expression.
4. One member of each group simultaneously writes the answer in the show me board.
5. The teacher checks the answer.
6. The group with the most number of correct answer wins.
Sample items.
a. 3×4+1 = 13
b. (6+3) + 2 = 11
c. (15 + 3) × 2 = 36
d. 62+3 = 65
e. (16 ÷ 4) × 3 = 12
Give the winning group “Ang Galing-galing Ninyo Clap”.
(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. PRAISING LEARNERS)
Solve Me!
IM to be used: jigsaw puzzle pieces
Mechanics:
1. Each groups will receive a set of jigsaw puzzle pieces.
2. In two minutes learners need to solve the puzzle and answer the hidden word using the
puzzle as the clue.
3. Groups will post their work on the board.
4. Clean the workstation and maintain proper discipline.
(4. Manage classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning
environment. GROUP ACTIVITY and DISCOVERY)
(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. PROVIDING MOTIVATION)
Answer: Parentheses Answer: Exponent Answer: Multiplication
 Answer: Division Answer: Addition Answer: Subtraction

(1. Applies knowledge of content within and across curriculum teaching areas.
ARTS INTEGRATION)

Ask:
What symbols were formed by the jigsaw puzzle pieces?
What do the symbols indicate or show?
Who can arrange the symbols as to which is to be solved first?
What do we call such arrangement? (Use the clue slide as needed.)

C. Presenting examples/ Watch This!

instances of the new lesson IM to be used: video presentation

The teacher will show a video clip of Orders of Operation. (https://www.youtube.com/watch?

v=rHGAZeyOghU)

Ask:
What value was emphasized in the video presentation?
How is such value important to our daily lives?
(1. Applies knowledge of content within and across curriculum teaching areas. VALUES
INTEGRATION)

(3. Applies a range of teaching strategies to develop critical & creative thinking, as well as
other higher-order thinking skills. TECHNOLOGY BASED INSTRUCTION)

Beside the value instilled in the video, what other information was conveyed?
According to the video how do we evaluate expressions?
What rule can we apply in evaluating expression?
(2. Uses a range of teaching strategies that enhance learner achievement in literacy &
numeracy skills. LITERACY)

The teacher will provide an example and further explain the following.
Remember This!
RULES IN THE ORDER OF OPERATION
1. Perform the operations within each pair of parentheses.
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.

Who can give the rules in order of operation?

Ask learners if they have questions.
(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. ENCOURAGING LEARNERS TO ASK QUESTIONS)
What’s Next!
IM to be used: ICT (Online Activity)

Learners will practice order of operations.

Web-based Game: http://www.softschools.com/math/order_of_operations/games/
Mechanics:
1. The teacher needs 5 volunteers.
2.Each volunteer will have the chance to play the online game, the rest of the class will
 check if their classmate is performing the correct order of operation.
3. Find the order of operations for each expression.
4.Click on the operation for each step and express the answer aloud.

(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. SETTING GUIDELINES)

(1. Applies knowledge of content within and across curriculum teaching areas.
ICT INTEGRATION)

(2. Uses a range of teaching strategies that enhance learner achievement in literacy &
numeracy skills. NUMERACY)

E. Discussing new concepts and Story Time!

practicing new skills #2 IM to be used: PowerPoint presentation

Lulu comes from school with a heavy heart because of homework. Her elder brother gives her
a helping hand. He has seen the following:
(3. Applies a range of teaching strategies to develop critical & creative thinking, as well as
other higher-order thinking skills. PROBLEM BASED INSTRUCTION)

Evaluate the expressions:

a. 12 – 3 + 18 ÷ (6 × 3)
b. 7 × 9 – 3 + 8
c. 18 – (12 ÷ 6)3 + 7
d. 9 × 9 ÷ 3 – 9 + 6
e. 42 ÷ 4 × (5 – 7) + 8

Ask:
Do you want to help Lulu and her brother?

Think-Pair-Share!
1. Encourage the pupils to work in pairs.
2. Have each pair of pupils evaluate the expressions.
Group 1 Pairs: 12 – 3 + 18 ÷ (6 × 3)
Group 2 Pairs: 7 × 9 – 3 + 8
Group 3 Pairs: 18 – (12 ÷ 6)3 + 7
Group 4 Pairs: 9 × 9 ÷ 3 – 9 + 6
Group 5 Pairs: 42 ÷ 4 × (5 – 7) + 8
(3. Applies a range of teaching strategies to develop critical & creative thinking, as well as
other higher-order thinking skills. COOPERATIVE LEARNING)

(4. Manage classroom structure to engage learners, individually or in groups, in meaningful

exploration, discovery and hands-on activities within a range of physical learning
environment. PAIRED ACTIVITY and DISCOVERY)
F. Developing mastery (leads to Learner’s At Work!
formative assessment ) IM to be used: individual activity sheet

Learners will individually answer Get Moving and Keep Moving on the Learner’s Material
provided to them.

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

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

Learners will answer within 10 minutes.

Volunteers will present their work on the board as the other learners exchange notebooks.
The teacher will check if their answers are correct.
(2. Uses a range of teaching strategies that enhance learner achievement in literacy &
numeracy skills. NUMERACY and LITERACY)

(4. Manage classroom structure to engage learners, individually or in groups, in meaningful

exploration, discovery and hands-on activities within a range of physical learning

G. Finding practical applications
of concepts and skills in daily
living
environment. INDIVIDUAL ACTIVITY)
(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. GIVING EQUAL OPPORTUNITIES)
(6. Uses differentiated, developmentally appropriate learning experiences to address learners'
gender, needs, strengths, interests & experiences.)
Let’s Team Up!
IM to be used: group activity sheet
The learners will work as a group.
Each group shall receive activity sheets which states the instruction for their activity.
They need to finish their work in 5 minutes.
Each group shall choose a reporter for their activity.
Remind the learners to maintain proper discipline as they do their activity.
(6. Uses differentiated, developmentally appropriate learning experiences to address learners'
gender, needs, strengths, interests & experiences.)
(2. Uses a range of teaching strategies that enhance learner achievement in literacy &
numeracy skills. NUMERACY and LITERACY)
(4. Manage classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning
environment. GROUP ACTIVITY)
Group #1
The Ladder Activity
Instructions: 1. Evaluate the expressions in the space provided on each card.
2. The first card says, “START”.
3. Then match the card to the answer that is on the top of another card.
4. Continue in this fashion, making a ladder.
5. Tape the completed ladder together.
Group #2:
Pumpkin Puzzles
Instructions: 1. Calculate the value of the expression given on the top of each pumpkin.
2. Find the bottom pumpkin piece that has the correct answer. 
3. Using the expression and its correct answer for the pumpkins.
4. Using any adhesive, stick the pumpkins on the paper provided.
Group #3:
Orders of Operation Crossword Puzzle
Instructions: 1. Complete the crossword puzzle by evaluating the expressions.
2. Use the Across and Down clue to solve the puzzle.
Group #4:
It’s Mine Activity
Instructions: 1. Evaluate the given expression.
2. For every answer more than one equation is correct.
3. Using a crayon, color the expression that will satisfy the given answer.
4. Show the solution of your answer on the sheet provided.

Group #5
Missing Parentheses
Instructions: 1. Determine what is needed to make the equations true.
2. Write in parentheses where needed.
3. Solve the expression to check your answer.

7 x 6 – 14 + 11 + 8 ÷ 2 = 21
80 – 40 ÷ 10 x 6 - 2 + 45 = 46
15 + 12 – 9 ÷ 3 = 6
Each group will be graded based from the rubric below.

H. Making generalization and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for
application / remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work?
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
(9. Designs, selects, organizes, and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements. PERFORMANCE RUBRICS)
Guide the pupils to give the following generalizations by asking:
What rule would you follow in order to perform the order of operation?
Let the learners share their answer.
(5. Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments. ALLOWING LEARNER’S TO EXPRESS THEIR IDEA)
Evaluate the following expressions by following the rules:
1. (9 – 2) + (3 × 21)
2. (18 + 14) ÷ (6 + 2)
3. 62 ÷ 6 + 4 × (4 – 2)
4. (36 – 6) + (3 × 42) + 7
5. (72+ 15) × 4 – (625 ÷125)
6. 4 × (15 – 32) + 42
7. (93 + 7) × 6 + 10
8. 12 × 30 +(890 ÷10)
9. (144 ÷ 12) 2 × 3 ÷ 3 × 6
10. (16 + 82) ÷ (4 + 4)
(9. Designs, selects, organizes, and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements. FORMATIVE TEST)
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
(9. Designs, selects, organizes, and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements. REINFORCEMENT ACTIVITY)
30: Number of learners who earned 80% and above.
05: Number of learners who requires additional activities for remediation.
05: Number of learners who caught up the lesson.
00: Number of learners who continue to require remediation.
Strategies used that work well:
 Group collaboration
 Games
 Solving Puzzle/ Jigsaw
 Answering preliminary activities/exercises
 Carousel
 Diads
Think-Pair-Share (TPS)
 Rereading of paragraphs/Poems/Stories
 Differentiated Instruction
 Role Playing/Drama
 Discovery Method
 Lecture Method
Why?
 Complete IMs

F. What difficulties did 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?
Prepared by:
MARIS GRACE A. CARVAJAL
Teacher I
 Availability of Materials
 Pupil’s eagerness to learn
 Group member’s cooperation in doing their task
 Bullying among pupils
 Pupil’s behavior/attitude
 Unavailable Technology Equipment (AVR/LCD)
 Science/Computer
 Internet Lab
 Additional Clerical Works
Planned Innovations:
 Localized Videos
 Making big books from views of the locality
 Recycling of plastics to be used as instructional Materials
 Local Poetical composition
Reviewed and Observed by:
MARISSA M. MENESES
Master Teacher I
Master Teacher In-charge of Instructional Supervision