DAILY School: MABUHAY ELEMENTARY Grade Level: III-ROSE

LESSON SCHOOL
LOG Teacher: MARIEL T. SANGA Learning Area: MATH
Teaching Dates & Time: APRIL 12, 2022
(8:15-9:05) Quarter: Fourth
I. OBJECTIVES
A. Content Standards Demonstrates understanding of bar graphs and outcomes of an event using the
terms sure, likely, equally likely, unlikely, and impossible to happen.
B. Performance is able to create and interpret simple representations of data (tables and single bar
Standards graphs) and describe outcomes of familiar events using the terms sure, likely, equally
likely, unlikely, and impossible to happen.
C. Learning collects data on one variable using existing records;
Competencies/Objectiv collect and organize data in a table.
es
Write the LC code for M3SP-IVg-1.3
each
II. CONTENT Collecting Data on One Variable Using Existing Records
III. LEARNING
RESOURCES
A. References Mathematics 3 Textbook
1. Teacher’s Guide Pages 323-328
Pages
2. Learner’s Materials Pages 314-321
Pages
3. Textbook pages
4. Additional Materials PowerPoint, pictures, strips, chart
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous * Classroom Prayer
lesson or presenting * Warm-up
the new lesson * Setting of Classroom Rules

The pupils are grouped into four. Each group will be given a chart and a different picture
of animals. All they need to do is to paste the picture of the animal as they hear the
sound. (The teacher will play the sound of the animal one by one.)
The highest number of points wins.
Indicator 1 (Apply knowledge of
content within and across
curriculum teaching areas)

https:// https:// https://www.istockphoto.com/photo/

Tokay_gecko#/media/
artincontext.org/how-to- www.orkincanada.ca/ young-pig-on-white-background-
File:Tokay_gecko_@Vnm.jpg
draw-a-rooster/ pests/rodents/rats/ gm1139789449-304769483

Indicator 4 (Establish safe and

secure learning environment
to enhance learning through
the consistent
implementation of policies,
https:// https:// https://
www.istockphoto.com/ www.istockphoto.com/ www.collinsdictionary.com/
https://www.dkfindout.com/us/
search/2/image? photo/frog-gm175397596- animals-and-nature/dogs/what-is-
20342447 dog/
phrase=running+horse+side+vi

guidelines and procedures)

https:// https://www.cdc.gov/importation/
www.britannica.com/topic/ bringing-an-animal-into-the-united-
list-of-cow-2059061 states/cats.html
 (Science & English Integration)

Retrieval Practice & Dual Coding

B. Establishing a
purpose for the
lesson
Indicator 1 (Apply knowledge of
content within and across
curriculum teaching areas)
Indicator 9 (Adapt and use
culturally appropriate teaching
strategies to address the needs
of learners from indigenous
groups
The teacher shows pictures of farms with animals (1 cow, 4 goats, 2 carabaos, 2 horses, 3
ducks, 7 chicken and 3 pigs) pasted on it. Let the pupils identify its name and the number
of each animal has.
Ask:
1. What have you seen in the
picture?
2. How many
cow/goats/carabaos/horses/duc
ks/chicken/pigs have seen?
3. Do you have animals at home
too?
4. How do you take care of your
animals at home?
5. What are the importance of
having animals at home?
https://www.megapixl.com/agriculture-and-farming-
summer-landscape-illustration-27949404

(Science & Values Integration)

Dual Coding & Elaboration

C. Presenting Ask:
examples / instances of Using the picture presented.
the new lesson Can you easily tell how many chicken/goats/carabaos/horses/ducks or pigs are there in a
farm?
If yes, can you tell or present us your idea on how to organize the given information?
D. Discussing new Call pupils to collect and organize the animals based on its kind using the given picture
concepts and practicing above. (English & Science Integration)
new skills # 1
Animal Pictures of an Animal Tally Total
Cow
Indicator 1 (Apply knowledge of
content within and across Goat
curriculum teaching areas) Carabao
Horse
Indicator 9 (Adapt and use
culturally appropriate teaching
Chicken
strategies to address the needs Duck
of learners from indigenous Pig
groups
Dual coding

E. Discussing new Group Activity: Make a table based on the given data. (MTB-MLE & Arts Integration)
concepts and practicing Paborito nga Kolor sa Grade 3 – Ilang-ilang
new skills # 2 Asul Puti Puti Pula Pula
Pula Rosas Asul Dalag Puti
Asul Pula Rosas Pula Dalag
Rosas Dalag Asul Rosas Asul
Indicator 1 (Apply knowledge of
content within and across Pula Rosas Pula Asul Asul
curriculum teaching areas) Dalag Rosas Asul Asul Pula

Color Tally Total

 Indicator 7 (Apply a range of
successful strategies that
maintain learning environments
that motivate learners to work
productively by assuming
responsibility for their own
learning)
F. Developing Mastery
(Leads to Formative
Assessment)
Indicator 8 (Design, adapt and
implement teaching
strategies that are responsive
to learners with disabilities,
giftedness and talents)
Total
Questions:
1. What is the information about?
2. What is the most favorite color of Grade 3 – Ilang-ilang pupils?
3. What about the less favorite color?
Interleaving
Each group will be given a blank chart. All they have to do is to collect and organize the
scores from highest to lowest as shown in the upper part of the chart given by using a
table. Scores will be based on the given rubrics below.
Indicators Score
Correct arrangement of scores and got 14 or perfect score 10
Correct arrangement of scores and got 9-13 points 8
Incorrect arrangement of scores and got 12-14 points 7
Incorrect arrangement of scores and got 8-11 points 6
Correct arrangement of scores and got 6-8 points 5
5-7 points of incorrect arrangement and below 3-5 points of 4
correct arrangement
Below 4 points of incorrect arrangement and below 2 points of 3
correct arrangement

Scores in Achievement Test in Mathematics

15 17 20 16 19
18 17 15 17 20
17 18 18 18 20
18 20 19 19 19

Scores in Achievement Test in Mathematics

Score Tally Total

G. Finding practical
applications of
concepts and skills in
daily living
Indicator 9 (Adapt and use
culturally appropriate teaching
strategies to address the needs
of learners from indigenous
groups)
H. Making
generalizations
Total
Collaborative Practice
The teacher presents the following materials
Ask:
1. What have you seen in the picture?
2. Do you have these at home?
3. What do you think are the pictures for?
4. Do you use soap, alcohol or sanitizer
regularly?
5. Is it necessary to have these nowadays? Why?
https://www.google.com/search?q=soap+clipart&tbm=isch&hl=en&rlz=1C1CHBD_enPH974PH974&sa=X&ved=2ahUKEwiBu4_-
lIH3AhWjJqYKHXwfDmQQrNwCKAB6BAgBEGE&biw=1263&bih=609#imgrc=GnSb2SiemAowOM
Directions: Complete the answers by filling on the blank using the given words inside the
box.
table analyze easier interpret
 1. How do we organize the information given?
Answer: We organize the information or data using _________.

2. Why is there a need to organize the information in a table?

Answer: So that it will be ___________ to see, ____________ and

_____________.

Retrieval Practice Strategy

I. Evaluating learning Looking back to the last pictures presented to you. You are going to collect and organize it
using a table. (Science & Health Integration)

Indicator 9 (Adapt and use

culturally appropriate teaching
strategies to address the needs
of learners from indigenous https://www.google.com/search?
groups) q=alcohol+clipart&tbm=isch&hl=en&rlz=1C1CHBD_enPH974PH974&sa=X&ved=2ahUKEwiBu4_-

Things That Can Be Used to Avoid Covid 19 Pandemic

Tally Total
Hand sanitizer
Alcohol
Soap
Face mask
Face shield
Total
lIH3AhWjJqYKHXwfDmQQrNwCKAB6BAgBEGE&biw=1263&bih=609#imgrc=GnSb2SiemAowOM

J. Additional activities Let pupils conduct an interview among their family members about their favorite food.
for application or Ask them to organize their data using a table. Create two problems based on their table.
remediation Inquiry-Based Approach
V. REMARKS
VI. REFLECTION
32 out of 34 pupils
A. No. of learners who
learned 80% in the
evaluation
B. No. of learners who
require additional
activities for 2 out 34 pupils

remediation who
scored below 80%
C. Did the remedial
learning work? No. of
Yes, 2 out 2 learners had caught up the lesson
learners who have
caught up with the
lesson.
D. No. of learners who
None
continue to require
remediation
E. Which of my
teaching strategies Dual Coding and Collaborative Practice

worked well? Why did

this work?
F. What difficulties did I
encounter which my Time allotment and giving repeated instructions

principal or supervisor
can help me solve?
H. What innovation or
localized materials did I Using audio-visual materials

use / discover which I

wish to share with
other teachers?
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
Division of Zamboangadel Sur
Molave East District

MABUHAY ELEMENTARY SCHOOL

Mabuhay, Molave, Zamboanga del Sur

SY: 2021-2022

4th Quarter_Mathematics 3
2nd CO Annotation

The rest of the indicators like:

Indicators 2 – Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning;

Indicator 3 – Use effective verbal and non-verbal classroom communication strategies to

support learner understanding, participation, engagement and achievement;

Indicator 5 – Maintain learning environments that promote fairness, respect and care to
encourage learning; and

Indicator 6 – Maintain learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning.

are can be seen/visible during class discussions and even in group or individual
activity.

MARIEL T. SANGA

DAILY
LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
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
B. Establishing a purpose
for the lesson
C. Presenting examples /
instances of the new lesson
Teacher III
School: MABUHAY ELEMENTARY SCHOOL Grade Level: III-ROSE
Teacher: MARIEL T. SANGA Learning Area: MATH
Teaching Dates AUGUST 29, 2018 (WEDNESDAY)
& Time: 9:20 – 10:10 Quarter: SECOND
Demonstrates understanding of multiplication and division of whole numbers
including money.
Able to apply multiplication and division of whole numbers including money in
mathematical problems in real –life situations.
Multiplies three –digit numbers by using the associative property of multiplication.
M3NS – IIb- 40.6
Associative Property of Multiplication
125 - 127
Power point
Let the pupils find the product of the given distributive property of multiplication in
the box.
a. 210 b. 49 c. 72 d. 130 e. 624
__1. (30 x 2) + (6 x 2) __3. (20 x 5) + (6 x 5) __5. (100 x 6) + (8 x 3)
__2. (10 x 4) + (3 x 3) __4. (50 x 4) + (5 x 2)
Show a number sentence. Let them identify the missing number.
1.) 9 x (4 x 5) =( 9 x _) x 5 2.) (8 x _) x 2 = 8 x (6 x 2) 3.) _ x (8 x 3) = (9 x 8) x 3
4.) ( 4 x 5) x _ = 4 x (5 x 7) 5.) 7 x (8 x _) = (7 x _) x 2
Divide the class into three groups. Let them listen to you and ask them to follow the
directions carefully.
Like for example:
Using 6, 5 & 2.
Draw a box on a piece of paper.
Write the given numbers in the box.
Then, put a multiplication symbol in between of the numbers.
Multiply the first and second number. Then multiply your answer to the third
number .What is the answer?
Like for example: using 6, 5 & 2,
6x5x2 = 60
This could also be written using a parenthesis; this is called Associative Property of
Multiplication.
(6 x 5) x 2 = 6 x (5 x 2) = 60
D. Discussing new concepts Divide the class into three groups. Each group will be given three numbers and instruct
and practicing new skills # them to follow the directions pasted on the board.
1 Group 1 = 6, 7 & 3 Group 2 = 8, 4 & 2 Group 3 = 9, 5 & 3
E. Discussing new concepts Check and discuss the answer of each group.
and practicing new skills #
2
F. Developing Mastery Let the pupils answer Buluhaton 4, A on LM pages 126-127.
(Leads to Formative
Assessment)
G. Finding practical Why do we need to follow directions? What will happen if we will not follow
applications of concepts directions?
and skills in daily living
H. Making generalizations Ask the pupils on how is Associative Property of Multiplications be formed?
How did you get the product of the given factors?
I. Evaluating learning Answer Buluhaton 4, B on LM page 127. Find the missing factor then get the product.
J. Additional activities for Answer Buluhaton 5. Refer to LM page 127.
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
learned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial
learning 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
encounter which my
principal or supervisor can
help me solve?
H. What innovation or
localized materials did I use
/ discover which I wish to
share with other teachers?
 DAILY School: MABUHAY ELEMENTARY SCHOOL Grade Level: IV - NEPTUNE
LESSON LOG Teacher: MARIEL T. SANGA Learning Area: FILIPINO
Teaching Dates & NOVEMBER 22, 2022
Time: 7:35 – 8:35 Quarter: IKALAWA
I. OBJECTIVES

A. Content Standards Naipamamalas na ng mga mag-aaral ang kakayahan sa pagbasa, pagsulat at

pakikipagtalastasan nang wasto upang maipahayag ang kaalaman, ideya at damdaming
angkop sa kaniyang edad at sa kulturang kinabibilangan at nakikilahok sa pagpapaunlad
ng pamayanan.
B. Performance
Standards
C. Learning Nagagamit ng wasto ang pang-uri (lantay, paghahambing, pasukdol) sa paglalarawan ng
Competencies/Objectives tao, lugar, bagay at pangyayari sa sarili, ibang tao at katulong sa pamayanan.
Write the LC code for F4WG-IIa-c-4
each
II. CONTENT Wastong Paggamit ng Pang-uri
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 106-107
2. Learner’s Materials
Pages
3. Textbook pages GOP5_112-117
4. Additional Materials Pictures, power point, fact sheets
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Manalangin.
lesson or presenting the Magbigay ng mga pamantayan sa klase.
new lesson Mag-eehersisyo.

Magpakita ang guro ng iba’t ibang larawan at ilarawan ito ng mga bata.

1. 2. 3.

https://bit.ly/ https://bit.ly/3Ez0I0y https://bit.ly/3AJFkVk

Retrieval Practice & Dual Coding

B. Establishing a purpose Ano-anong mga salita ang ginamit ninyo kanina sa paglalarawan?
for the lesson Alam ‘nyo ba na may mga katawagan ang mga salitang binuo ninyo kanina lamang?
Alam ‘nyo rin ba na mayroon itong tatlong kaantasan?
C. Presenting examples / Kaya, sa umagang ito, makinig kayong mabuti dahil ating tatalakayin ang tungkol sa
instances of the new “Wastong Paggamit ng Pang-uri.
lesson
D. Discussing new Ang pang-uri ay mga salitang naglalarawan sa tao, bagay, hayop, lugar o pangyayari. Ito
concepts and practicing ay may tatlong antas.
new skills # 1 1. Lantay – Ito ay lantay kung ang isang tao, bagay, at pangyayari ay inilalarawan.
 Halimbawa: Maamo ang kanyang aso.

2. Pahambing – Ito ay pahambing kung dalawang tao, bagay, lugar at pangyayari ay

pinaghahambing. Ginagamitan ito ng mga katagang mas o higit kung nakahihigit
ang isa sa dalawang pinaghahambing. Kung pareho naman ang katangian,
ginagamit ang kasing- o magkasing-/magkasin-.
Halimbawa: Si Marlo ay mas makulit kaysa ni Jino.
Magkasintalino ang dalawang magkapatid.

3. Pasukdol – Ito ay pasukdol kung inihahambing ang isang tao, bagay, lugar at
pangyayari sa kalahatan o nagsasaad ng kasukdulan. Ginagamitan ito ng mga
katagang pinaka/napaka, ubod ng at inuulit na salitang naglalarawan.
Halimbawa: Pinakamabait sa Lisa sa kanilang klase.
Kay bango-bango ng mga bulaklak.
Inquiry-Based Approach
E. Discussing new Boardwork:
concepts and practicing Panuto: Basahing mabuti ang mga pangungusap. Isulat sa tsart ang mga pang-uri at
new skills # 2 kilalanin kung sa anong antas ito ng pang-uri napabilang.
HALIMBAWA: Higit na mayaman si Vice Ganda kaysa ni Vhong Navarro.

1. Sariwa ang hangin sa dalampasigan.

2. Akin pa ring bisikleta ang pinakabago.
3. Ubod ng ganda si Ivana.
4. Mas mabait si Juan kaysa ni Allan.
5. Magkasinlaki ang bahay nila sa Amerika.

Mga Pang-uri Antas ng Pang-uri

higit na mayaman Pahambing
1.
2.
3.
4.
5.
Inquiry-Based Approach & Interleaving
F. Developing Mastery
(Leads to Formative Pangkatang Gawain:
Assessment) Panuto: Punan ng angkop na pang-uri ang patlang at hanapin ito sa loob ng kahon.
Pagkatapos, isulat sa kahon bago ang bilang kung ito ay lantay, pahambing o pasukdol.

Pinakamaingay Mas mabilis napakaganda

magaling Higit na matibay

1. Si Perla ay ______________ kumanta.

2. ___________________ ang konkretong bahay kaysa sa kahoy.

3. _____________________ sa klase si Nora.

4. Sa lahat ng damit na aking nakita, ito ang ________________.

5. __________________ lumangoy si Carlo kaysa kay Pedro.

Collaborative Practice & Interleaving

G. Finding practical Nauunawaan ‘nyo ba ang ating talakayan sa umagang ito? Ano ang napapansin ninyo sa
applications of concepts paggawa ng mga gawain? Mahirap ba o Madali? Bakit?
and skills in daily living
H. Making Tatanungin ang mga bata gamit ang mga katanungang ito:
generalizations 1. Ano ang pang-uri?
2. Ilang kaantasan mayroon ang pang-uri?
3. Ano-ano ang mga kaantasang ito?
4. Anong kaantasan kung iisang tao, bagay, hayop, lugar o pangyayari lang ang
inilarawan?
5. Ano naman kung dalawa ang inilarawan?
6. Ano-anong mga kataga ang ginagamit sa pangungusap na pahambing?
7. Anong kaantasan ng pang-uri ang hinahambing sa kalahatan?
8. Anong mga kataga naman ang ginagamit sa antas na pasukdol?
9. Mahinang-mahina tumakbo ang kabayo. Sa anong kaantasan ito napabilang?
10. Magkasingsarap ang adobo at letson. Sa anong kaantasan ito napabilang?
Retrieval Practice Strategy
I. Evaluating learning Panuto: Isulat sa patlang ang titik L kung ang pang-uring may salungguhit ay nasa lantay
na antas, PH kung ito ay nasa pahambing na antas, at PS kung ito ay nasa pasukdol na
antas.
_____1. Napakaganda ng mga dekorasyon sa mga bahay tuwing Pasko.
_____2. Ang bestida ni Tricia ay mas mahaba kaysa sa kanyang kapatid.
_____3. Di-gaanong mabigat ang timbang ni Jeffrey.
_____4. Ang galing-galing ng mang-aawit na napanuod ko sa telebisyon.
_____5. Bilin ni Mang Rio na huwag magpagabi sa daan dahil mapanganib.
_____6. Ubod ng hirap ang sitwasyon naming ni Inay.
_____7. Magsintanda ang nanay ko at nanay ng kaibigan ko.
_____8. Si Ben ang pinakamatangkad na anak ni Mang Jose.
_____9. Tila makapal ang suot na jacket ni Lorna.
_____10. Kay bait-bait ng mga kaklase ni Bernie.
J. Additional activities for Panuto: Sumulat ng tatlong pangungusap gamit ang wastong pang-uri (lantay,
application or pahambing, pasukdol) ayon sa nakitang larawan gamit ang pang-uring “matangkad”. At
remediation iulat ito sa harapan bukas.

Dante Jen Ted

https://bit.ly/3Ox1dwy

(Lantay) 1. _________________________________________________________
(Pahambing) 2. _________________________________________________________
(Pasukdol) 3. _________________________________________________________

Inquiry-Based Approach & Dual Coding

V. REMARKS
VI. REFLECTION
A. No. of learners who learned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial learning 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 encounter
which my principal or supervisor can
help me solve?
H. What innovation or localized
materials did I use / discover which I
wish to share with other teachers?
Prepared by: Checked by: Noted by:

MARIEL T. SANGA BRENDA V. YONGCO HAZEL M. HAMILI, J.D., ED.D.

Ratee Rater ESP – III

DOCUMENTATIONS:
 DAILY School: MABUHAY ELEMENTARY SCHOOL Grade Level: VI-MERCURY
LESSON LOG Teacher: MARIEL T. SANGA Learning Area: MATH
Teaching Dates DECEMBER 2, 2022 (FRIDAY)
& Time: 9:25– 10:15 Quarter: SECOND
I. OBJECTIVES

A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
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
demonstrates understanding of the four fundamental operations involving fractions
and decimals.
is able to apply the four fundamental operations involving fractions and decimals in
mathematical problems and real-life situations.
interprets and explains the Grouping, Exponent, Multiplication, Division, Addition,
Subtraction (GEMDAS) rule.
M6NS-IIf-148
Evaluating Expressions With 2 or More Operations Using GEMDAS Rule
Curriculum Guide
https://rb.gy/5ui4bz
180-183
Flashcards, Activity Worksheets, PowerPoint Presentations
Try Me!
Mechanics:
1. Form 4 Groups of pupils.
2. The teacher flashes the expressions using the PowerPoint presentation.
3. The group are given 10 seconds to evaluate the expression.
4. Each group will choose a secretary who writes the answer in the Show-Me-
Board.
5. The teacher checks the answer.
6. The group with the most number of correct answers wins.

Given expressions: Expected Answer:

1. 5x3+7 = 22
2. 10+7-9 = 8
3. (5x4)+8 = 28
4. 9+ (12-5) = 16
5. (14÷2)-5 = 2
Retrieval Practice
B. Establishing a purpose
for the lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts
and practicing new skills #
1
E. Discussing new concepts
and practicing new skills #
2 1. (10x5)+22-4÷2x1
F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
I. Evaluating learning
The teacher will give one example of expression being solve in two different ways to
evaluate how important the order of operation is.
2+5x6 2+5x6
7x6 2+30
42 32
What can you say?
Are they equal?
What do you think is the correct answer to that expression?
Now, you will realized how important the order of operation is.
Later, you will know which of the two is the correct answer.
This morning, I will be discussing about How to Evaluate Expressions With 2 or More
Operations Using GEMDAS Rule.
The teacher plays a powerpoint presentation on GEMDAS Rule.
https://rb.gy/5ui4bz
Board Work!
I have here some examples to evaluate using GEMDAS Rule.
2. 23÷4x(5+9)
3. 34÷9+8
4. 43-(9+9)÷3x5
5. 100÷10+(3x6)-8
Inquiry-Based Approach
Group Work:
Each group will be given an Activity Worksheet to evaluate the given expressions using
GEMDAS Rule, then select a leader to report in front.
Group 1: Group 3:
32+2(8-2)-3 16+4x(18-12)
Group 2: Group 4:
20+(9x4)-42 3
2 x3-(13-7)
Inquiry-Based Approach & Collaborative Practice
In our daily living, we need to follow orders by the elders, we also need to follow the
different road signs we encounter upon walking and even drivers, they must follow
the road signs indicated in every corner of the road in order to avoid accident. Just like
in mathematics, we also have rules in solving different expressions to avoid mistakes.
There are four rules that can be used in evaluating expressions with two or more
operations using GEMDAS Rule.
1. Simplify the operations inside the grouping symbol first.
2. Evaluate exponential Expressions.
3. Multiply and divide in the order they appear from left to right.
4. Add and subtract in the order they appear from left to right.
Perform the indicated operations by matching column A to column B.
COLUMN A COLUMN B
 _____1. 2 + (5x6) -7 A. 18
_____2. 4X6 ÷ (8-4) + 12 B. 21
_____3. (8+6) – 10 + 22 C. 25
_____4. 12+18 ÷ (10-4) D. 15
_____5. 20÷2 + (6-4) +32 E. 8
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
learned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial
learning 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
encounter which my
principal or supervisor can
help me solve?
H. What innovation or
localized materials did I use
/ discover which I wish to
share with other teachers?

Prepared by: Checked by:

MARIEL T. SANGA BRENDA V. YONGCO

T-3/ Ratee MT-1/ Rater

Noted by:

HAZEL M. HAMILI, J.D., ED.D.

School Principal IV
Name: ___________________________________________________

Perform the indicated operations by matching column A to column B.

COLUMN A COLUMN B
_____1. 2 + (5x6) -7 A. 18
_____2. 4X6 ÷ (8-4) + 12 B. 21
_____3. (8+6) – 10 + 22 C. 25
_____4. 12+18 ÷ (10-4) D. 15
_____5. 20÷2 + (6-4) +32 E. 8

----------------------------------------------------------------------------------------------

Name: ___________________________________________________

Perform the indicated operations by matching column A to column B.

COLUMN A COLUMN B
_____1. 2 + (5x6) -7 A. 18
_____2. 4X6 ÷ (8-4) + 12 B. 21
_____3. (8+6) – 10 + 22 C. 25
 _____4. 12+18 ÷ (10-4) D. 15
_____5. 20÷2 + (6-4) +32 E. 8

DOCUMENTATIONS:
 Group 1
2
3 +2(8-2)-3
 Group 2

2
20+(9x4)-4
 Group 3

16+4x(18-12)
 Group 4

3
2 x3-(13-7)