GRADE V

DAILY LESSON LOG

I. OBJECTIVES

School
Teacher
Teaching Dates and
Time
Monday

STA. MARIA ELEMENTARY SCHOOL

JIMMY BRONDIAL
AUGUST 8-12, 2016 10:15 11:05 am

Tuesday

Grade Level
Learning Area
Quarter

FIVE
MATHEMATICS
FIRST

Wednesday

Thursday

Friday
demonstrates
understanding of
whole numbers up to
10 000 000.
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to
recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able
to apply
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations
involving fractions in
mathematical
problems and real-life
situations.
WEEKLY TEST

demonstrates
understanding of
whole numbers up to 10
000 000.
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to
recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to
apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems
and real-life situations.

demonstrates
understanding of
whole numbers up to 10
000 000.
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to
recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to
apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems
and real-life situations.

demonstrates
understanding of
whole numbers up to 10 000
000.
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to
recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to
apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems and
real-life situations.

demonstrates
understanding of
whole numbers up to 10 000
000.
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to
recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to
apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems and
real-life situations.

C. Learning
Competencies/Objecti
ves
Write for the LC code
for each

Visualizes division of fractions

M5NS-Ii-95

Visualizes division of fractions

M5NS-Ii-95

Divides simple fractions

Divides whole numbers by a fraction
and vice versa
M5NS-Ii-96.1

Divides simple fractions

Divides whole numbers by a fraction
and vice versa
M5NS-Ii-96.1

II. CONTENT

Visualizing Division of Fraction

Visualizing Division of Fraction

Division Of Simple Fraction And Whole

Number By A Fraction And Vice Versa

Division Of Simple Fraction And Whole

Number By A Fraction And Vice Versa

A. Content Standards

B. Performance
Standards

III. LEARNING
RESOURCES

A. References
1. Teachers Guide
pages
2. Learners
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES

presentation, strips of paper, manila

paper, picture

presentation, strips of paper, manila

paper, picture

Ppt, show me boards, picture

Ppt, show me boards, picture

How do we multiply fractions?

How do we multiply fractions?

Group Activity
Write the following as mixed numbers
or whole numbers
Group 1

Group Activity
Write the following as mixed numbers
or whole numbers
Group 1

1.

13
4

A. Review previous
lesson or presenting
the new lesson

4.

C. Presenting
examples/instances of
the new lesson

23
4

2.

19
4

4.

Present a picture of a boy sharing a

Present a picture of a boy sharing a

slice of bread to her playmate. Ask

slice of bread to her playmate. Ask

the pupils to tell something about the

the pupils to tell something about the

picture. Elicit the value of sharing.

Present the problem to the class
Grace has 4 meters of cloth. She
wants to make hand towels for her
EPP project. How many hand towels
can she make if each hand towel

picture. Elicit the value of sharing.

Present the problem to the class
Grace has 4 meters of cloth. She
wants to make hand towels for her
EPP project. How many hand towels
can she make if each hand towel

20
30

2.

3
15

5.

12
16

1.

3.

5.

14
5

Group 2
Write each fraction in lowest terms

1.

B. Establishing a
purpose for the lesson

12
3

3.

13
4

23
4

2.

19
4

4.

3.

5.

14
5

Group 2
Write each fraction in lowest terms

5
20

9
27

12
3

1.

4.

20
30

2.

3
15

5.

12
16

3.

5
20

9
27

Present a picture of a boy helping his

parents in doing household chores. Ask
the pupils if they also help their parents
at home in doing household chores.

Present a picture of a boy helping his

parents in doing household chores. Ask
the pupils if they also help their parents
at home in doing household chores.

Present the problem to the class

Present the problem to the class

5
A 6 m wire is to be cut into pieces
Lito helps his father cutting it into

5
6 m wire is to be cut into pieces

Lito helps his father cutting it into

1
2

measures

D. Discussing new
concepts and
practicing new skills
#1

E. Discussing new
concepts and
practicing new skills
#2

F. Developing mastery

meter?

1
2

measures

Pair Share Acitvity

a Let each pair think of a
possible solution to the
problem presented.
b Give each the chance to
share to the class.
Recall the steps in solving word
problems.
Show how to solve the problem by
using:
strips of paper

number line
Present another problem. Do another
Pair Share Activity
Show how to solve the problem by
using:
Fraction chart
Other manipulatives

1
12

meter?

Pair Share Acitvity

c Let each pair think of a
possible solution to the
problem presented.
d Give each the chance to
share to the class.
Recall the steps in solving word
problems.
Show how to solve the problem by
using:
strips of paper

number line
Present another problem. Do another
Pair Share Activity
Show how to solve the problem by
using:
Fraction chart
Other manipulatives

Group Activity:
Group Activity:
a Divide the class into four
d Divide the class into four
groups.
groups.
b Using any of the ways
e Using any of the ways
discussed let each group
discussed let each group
illustrate one from the
illustrate one from the
following items:
following items:
d)
d)
1
1
6
1
a) 3 3
9 a) 33 3
b) 5

e)
1
2

2
3

c) 6

e)

8b) 51
12
3 1
2

2
3

c) 6
.

1
12

meter long. How many pieces

meter long. How many pieces

can he cut from the wire?

Elicit answers to the following questions
from the pupils
a What is asked?
b What facts are
given?
c What is the needed
operation?
d Write the equation.
Present the steps in dividing simple
fractions.

can he cut from the wire?

Elicit answers to the following questions
from the pupils
e What is asked?
f
What facts are
given?
g What is the needed
operation?
h Write the equation.
Present the steps in dividing simple
fractions.

Present the following mathematical

sentence:

Present the following mathematical

sentence:

4
5

Ask:
How do we solve such?
Let the pupils think of possible
solutions.
Afterwards, solve using a number line
and reciprocal method.
Board Activity
Group the pupils and have them
perform the task.
Find each quotient.

1
6
9

8
12

1
3

1
3
5
6

2
3

1
3

= n 2.

5
6

1
8

= n 3. 6.

=n

24

6
8

4. 5

=n

4
8

=n

5.

4
5

Ask:
How do we solve such?
Let the pupils think of possible
solutions.
Afterwards, solve using a number line
and reciprocal method.
Board Activity
Group the pupils and have them
perform the task.
Find each quotient.

5
6

2
3

1
3

= n 2.

5
6

1
8

= n 3. 6.

=n

24

6
8

4. 5

=n

4
8

=n

5.

After the given time, let

each post their work on the
board

After the given time, let

each post their work on the
board

G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about
the lesson

I. Evaluating learning

Let the pupils do the items under

Apply your Skills , LM Math Grade V

Let the pupils do the items under

Apply your Skills , LM Math Grade V

How do we visualize division of

How do we visualize division of

fractions?

fractions?

Solve the problem using illustration:

Solve the problem using illustration:

1. Jayra bought 3 pineapples. She

cut each into pieces. How many
halves did she have?
2. Rico has to pack 4 kg. of rice in
bags that can contain 4/5 kg per bag.
How many bags will he need to pack
the rice?

1. Jayra bought 3 pineapples. She

cut each into pieces. How many
halves did she have?
2. Rico has to pack 4 kg. of rice in
bags that can contain 4/5 kg per bag.
How many bags will he need to pack
the rice?

3
4

6.

Illustrate the following division

problems. Write the answer in your

problems. Write the answer in your

notebook.

notebook.
1
2
3

3
4

12

=N

2
3

=N

1/3 1/6

5
6

3
4

12

2
3

1/3 1/6

1
4

=n

7. 12

4
1

=
n
8.
9
5
6

Find the quotient:

Find the quotient:

5
1.
8

2.

9
10

3.

7
8

1
3
1
2

1
2

1
8
2
3

1
3

=n

=n

=n

4
5

2.

3. 6

1
3

=n

2.

9
10

3.

7
8

=n

1
2
1
2

1
8

=n

=n

=n

=n

Find the quotient. Write the answer in

your notebook.

1
3

=n

1
3

2
3

5. 8

=n

1
2

5
8

4. 10

=n

5
9

1.

=n

Find the quotient. Write the answer in

your notebook.

=N
=N

3
4

6.

Have the pupils do the exercises under

Apply your Skills, LM Math Grade V.
Encourage some pupils to show and
discuss the answers.
How do we divide:
c Simple fractions?
d A whole number by a fraction
and vice versa?

1
4

7. 12

Have the pupils do the exercises under

Apply your Skills, LM Math Grade V.
Encourage some pupils to show and
discuss the answers.
How do we divide:
a Simple fractions?
b A whole number by a fraction
and vice versa?

5. 8
Illustrate the following division

=n

4
1

=
n
8.
9
5
6

4. 10

J. Additional activities
for application or
remediation

1
4

5
9

4
5

2.

3. 6

1
3

=n

1
2
=n

=n

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
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 these work?
F. What difficulties did I
encounter which 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?

4. 24

5. 3

1
4

=n

4. 24

7
10

=n

10

5. 3

1
4

=n

7
10

=n