DAILY LESSON LOG

School
Teacher
Teaching Dates and
Time
Monday

SUGBONGCOGON CENTRAL SCHOOL

MARICHU U. ACENAS
AUGUST 8-12, 2016
Tuesday

Grade Level
Learning Area
Quarter
Wednesday

I. OBJECTIVES

Visualize multiplication
of fractions using
models

Multiplying fraction and a

whole number and another
Fraction

Multiplying fraction
whole number and
Fraction

A. Content Standards

demonstrates
understanding of
whole numbers up to 10
000 000.

demonstrates
understanding of
whole numbers up to 10 000 000.

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

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 reallife situations.

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 reallife situations.

Kto 12 Curriculum Guide for Grade

V
Code: M5NS Ig-90.1 p. 56

Kto 12 Curriculum Guide for Grade

V
Code: M5NS Ig-90.1 p. 56

Multiplying fraction and a whole

number and another Fraction

Multiplying fraction and a whole

number and another Fraction

B. Performance Standards

C. Learning
Competencies/Objectives
Write for the LC code for
each
II. CONTENT

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.
K-12 Grade 5 Curriculum
pp. 59
Code:M5NS-Ig-89
Multiplication of fractions
using models

and a
another

FIVE
MATHEMATICS
FIRST
Thursday

Friday

Multiplies
mentally
proper fractions with
denominators up to 10.

Multiplies mentally proper

fractions
with
denominators up to 10.

demonstrates
understanding of
whole numbers up to 10
000 000.

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.
K to 12 Grade 5
Curriculum Guide, Code
M5NS-Ig-91 p.56,

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.
K to 12 Grade 5 Curriculum
Guide, Code M5NS-Ig-91
p.56,

Multiplies mentally proper

fractions with
denominators up to 10

Multiplies mentally proper

fractions with denominators
up to 10

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
A. Review previous lesson
or presenting the new
lesson

B. Establishing a purpose
for the lesson

C. Presenting
examples/instances of the
new lesson

D. Discussing new
concepts and practicing
new skills #1

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Flashcards, strips of
paper, cartolina

Flash card, chart, activity sheets,

strips of paper, two cubes with all
faces of numbered.

Flash card, chart, activity sheets,

strips of paper, two cubes with all
faces of numbered.

flash cards/window cards,

charts, activity sheets

flash cards/window
charts, activity sheets

Give the multiples of the

following numbers 3, 6, 9

Give the multiples of the

following numbers 3, 6, 9

Read and Solve

Mother bought 5 kg of
meat. She cooked 1 kg
on Saturday and 2 1/3 kg
on Sunday. How many
Kilograms of meat not
cooked?
What is of a whole?
Show it through your
piece of pad paper. If you
find of that part again,
what answer will you get?
(Let them fold the paper
once more in half and
shade that part). How is
the result compared with
?
Using problem opener
and Visual presentations

Ask these questions:

a.
How big is fathers
land?
b.
What part of it was
planted with sweet corn?
c.
What are given in
the problem?
d.
What is asked?
Guide the pupils in

Use drawing to help you

find the answer to the following
1. 3/5 of 1/3 =
2. 2/3 of 1/5 =
3. 3/5 of =
4. 2/5 of =
5. 2/4 of =

Use drawing to help you

find the answer to the following
1. 3/5 of 1/3 =
2. 2/3 of 1/5 =
3. 3/5 of =
4. 2/5 of =
5. 2/4 of =

cards,

How many of you asked by your

mother to go to the Market? What
do you buy from the market? Did
you help your mother preparing
food?

How many of you asked by your

mother to go to the Market? What
do you buy from the market? Did
you help your mother preparing
food?

Who among you likes to

eat pizza? What will you
do to the pizza before
eating it?

Who among you likes to eat

pizza? What will you do to
the pizza before eating it?

Using problem opener

Ask these questions
What ingredients did Catys buy
from the market?
What kind of a girl is Caty?
Will you obey your mother?
To answer the first problem, let us
draw a figure to represent 1/6 of a
piece of cheese

Using problem opener

Ask these questions
What ingredients did Catys buy
from the market?
What kind of a girl is Caty?
Will you obey your mother?
To answer the first problem, let us
draw a figure to represent 1/6 of a
piece of cheese

Present the situation to

the class.

Present the situation to the

class.

Group the pupils into five

working teams. Tell them
to think of methods on
how to solve the problem
mentally.

Group the pupils into five

working teams. Tell them to
think of methods on how to
solve the problem mentally.

E. Discussing new
concepts and practicing
new skills #2

F. Developing mastery

G. Finding practical
applications of concepts
and skills in daily living

planning how to solve the

problem by asking them
these questions:
What is 1/3 of ?
What is the number
sentence? ( 1/3 x = N )
Group Work: Let the
pupils to visualize the
multiplication problem
using model by
presenting one hectare by
whole piece of cartolina.
Say, if this is 1 hectare,
how will you represent
the hectare piece of
land owned by father?
(Pupils may fold the piece
into 4 equal parts and
shades ).
After performing the
activity the pupils answer
the following questions
through the visualization
multiplication of fractions
using models

Show the product:

a.
One half of one
and one half of the farm is
planted with corn.
Illustrate the area.
b.
Have the pupils do
their under Apply your
Skills on Page --- LM
Grade 5 Math.

We can also express as 5 x 1 =

5 or we multiply 5 by 1
How did you find the activity?
How did you multiply the fraction
to another fraction?
How did you multiply fraction to a
whole number?

We can also express as 5 x 1 =

5 or we multiply 5 by 1
How did you find the activity?
How did you multiply the fraction
to another fraction?
How did you multiply fraction to a
whole number?

By mental computation
- Multiply
numerator to numerator
and multiply denominator
to denominator.
= 1/6

By mental computation
- Multiply
numerator to numerator and
multiply denominator to
denominator.
= 1/6

A.
Discuss the presentation
under Explore and Discover on
page ____ of LM Grade Five
B.
Ask the pupils to work on
the exercises under Get Moving
on page ____of LM Grade Five
C.
For Mastery, have them
answer the items under Keep
Moving on page ___ of LM Grade
Five

A.
Discuss the presentation
under Explore and Discover on
page ____ of LM Grade Five
B.
Ask the pupils to work on
the exercises under Get Moving
on page ____of LM Grade Five
C.
For Mastery, have them
answer the items under Keep
Moving on page ___ of LM Grade
Five

How did you go with the

activity?
How did you get
the product without paper
and pencil?
For the solution:
We multiply both
numerators and
denominators to get the
product of
the
fractions mentally.

How did you go with the

activity?
How did you get the
product without paper and
pencil?
For the solution: We
multiply both numerators
and denominators to get the
product of
the fractions
mentally.

Ask the pupils to do items 1 to 3

under Apply your Skills on page
153 of LM Grade 5

Ask the pupils to do items 1 to 3

under Apply your Skills on page
153 of LM Grade 5

A. Solve each item

mentally.
1. 2/3 4/5 = _____
2. 2/3 = _____
3. 2/3 = _____
4. 5/7 7/8=_____
5. 7/10 1/5 = _____
B. Solve for N mentally.
1. 5/6 7/8 = N
2. 3/8 5/6 = N
3. 3/10 = N
4. 2/3 = N
For more exercises,
let the pupils answer
exercise B under Keep
Moving on page__ LM

A. Solve each item mentally.

1. 2/3 4/5 = _____
2. 2/3 = _____
3. 2/3 = _____
4. 5/7 7/8=_____
5. 7/10 1/5 = _____
B. Solve for N mentally.
1. 5/6 7/8 = N
2. 3/8 5/6 = N
3. 3/10 = N
4. 2/3 = N
For more exercises, let
the pupils answer exercise B
under Keep Moving on
page__ LM Math Grade 5.

H. Making generalizations
and abstractions about
the lesson

I. Evaluating learning

J. Additional activities for

application or remediation

How do we visualize
multiplication of Fraction
using model.
Multiplication equation for
each visualization by
paper folding drawing and
the like.
A.
Discuss the
presentation under
Explore and Discover on
page ___ of LM Math
Grade 5
B.
Let the pupils work
on exercises under Get
Movingon page___ on
page of LM Grade 5. For
more Practice give
exercises under Keep
Moving on page of LM
Grade 5
Prepare an album showing
the following equations. Use
paper folding methods.
1. 21
3 x 2 =
2. 13
10

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

How do we multiply whole number

to fraction?
How do we multiply fraction to
fraction?

How do we multiply whole number

to fraction?
How do we multiply fraction to
fraction?

Understand the questions

carefully then write your answers
in the blanks.
1.
In the equation 2/3 x x 5
=N
2.
If you multiply 3 , and
2/3, what will be the product
3.
Multiply 2/3 , 2 and 4/5 . It
will give a product of __________.
4.
What is the product of 2/7 ,
3/8 and ? _______
5.
Multiply 2, 5/6 and . The
answer is _____.
Find the product. Express your
answer in lowest terms if possible
Dan bought 6 kilos of rice
in the market. He shared 1/3 for
their picnic. How many kilos of
rice did he share?
Phiel planted pineapple on
the of the 5/6 sq. hectares of
farm, what part of the
farm
was planted with pineapple?

Understand the questions

carefully then write your answers
in the blanks.
1.
In the equation 2/3 x x 5
=N
2.
If you multiply 3 , and
2/3, what will be the product
3.
Multiply 2/3 , 2 and 4/5 . It
will give a product of __________.
4.
What is the product of 2/7 ,
3/8 and ? _______
5.
Multiply 2, 5/6 and . The
answer is _____.
Find the product. Express your
answer in lowest terms if possible
Dan bought 6 kilos of rice
in the market. He shared 1/3 for
their picnic. How many kilos of
rice did he share?
Phiel planted pineapple on
the of the 5/6 sq. hectares of
farm, what part of the
farm
was planted with pineapple?

Math Grade 5.
Lead the pupils to give
the generalization by
asking: How do you
multiply the proper
fractions with the
denominators up to 10?

Lead the pupils to give the

generalization by asking:
How do you multiply the
proper fractions with the
denominators up to 10?

Let the pupils

answer exercise Aunder
Apply Your Skillson page__
LM Math Grade 5

Let the pupils answer

exercise Aunder Apply Your
Skillson page__ LM Math
Grade 5

Answer exercise B
underApply Your Skillson
page__ LM Math Grade 5

Answer exercise B
underApply Your Skillson
page__ LM Math Grade 5

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?