Mathematics

GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and July 4-8, 2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Find the common factors and the GCF of two four numbers using continuous division
Thursday
Friday
A. Content Standards
Weekly Test
1.understanding of whole
numbers up to 10 000 000.
2. demonstrates
understanding of divisibility,
order of operations, factors
and multiples, and the four
fundamental operations
involving fractions
2. demonstrates
involving fractions
2. demonstrates
involving fractions
2. demonstrates
involving fractions
1. is able to recognize and

represent whole numbers up
to 10 000 000 in various
forms and contexts.

forms and contexts.

forms and contexts.

forms and contexts.
2. is able to apply divisibility,

involving fractions in
mathematical problems and
real-life situations.



finds the common factors

and the GCF of 24 numbers
using continuous division.



M5NS-Id-68.2
M5NS-Id-68.2
M5NS-Id-68.2
M5NS-Id-68.2
Finds
Skip counting and Number
Skip counting and Number

series
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
Finds
the common
factors
the common factors
and the GCF of two - four
and the GCF of two - four
series
numbers
numbers
Listing
division
using
continuous
division
using
continuous
Method
Factorization
and
Prime
Listing Method
Factorizatio
and
Prime
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
Code -
M5NS-Id-68.2 K to
Code -
M5NS-Id-69.2 K to
Code -
M5NS-Id-69.2 K to
12 Grade 5 Curriculum
TM Math Grade 4 pages 118 -
122
122
125
125
LM Math Grade 5 pages 1 to
LM Math Grade 5 pages ___
LM Math Grade 5 pages ___
to ___
to ___
Today
and
Beyond pages 92 93
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
M5NS-Id-68.2 K to
Mathematics
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
Code -
Ladder
Climbing
Reach
for
the
Game
the
Ladder
Mechanics:
Mechanics:
pupils
into
groups.
Flash
the
for
pupils
the
cards
with
pupils
Flash
the
the
The
pupils
identify
Today
and
flashcards, strips of cartolina,
flashcards, strips of cartolina,
coins, boxes, ruler
coins, boxes, ruler
the
Review how to use the listing
Review how to use the listing
the
method to get the LCM of the
method to get the LCM of the
given number.
given number.
with
the
number whether it is prime
composite numbers. The first
or composite numbers. The
pupil who answers correctly
first
climbs one step of the ladder.
correctly climbs one step of
The group who first reaches
the ladder.
who
Mathematics
Math @ work 6 page 136
number whether it is prime or
pupil
and
Math @ work 6 page 136
numbers.
identify
Today
Beyond pages 94 95
into
cards
Mathematics
Beyond pages 94 95
groups.
numbers.
The
Divide
Climbing
Reach
Star
the
and
strips of cartolina, boxes,

Flaglets, flash cards
Star
Divide
Today
Beyond pages 92 93
strips of cartolina, boxes,

Flaglets, flash cards
Game
Mathematics
answers
the top is the winner.
The group who first reaches

the top is the winner.
B. Establishing a purpose for

the lesson
Compute
the
GCF
given
numbers
of
the
using
continuous division
Compute
the
GCF
given
numbers
of
the
using
continuous division
Identify the multiples of a
Identify the multiples of a
given number
given number
Find the common multiples
Find the common multiples
and
and
LCM
numbers
C. Presenting
examples/instances of the
new lesson
two
using
four
continuous
LCM
numbers
of
two
using
four
continuous
division
division
Write the LCM of the given
Write the LCM of the given
numbers
numbers
using
continuous
using
continuous
girl
division
Show a picture of a boy and a
division
Show a picture of a boy and a
helping her mother in their
helping her mother in their
girl collecting used plastic
girl collecting used plastic
garden. Ask the pupils to tell
garden. Ask the pupils to tell
bottles. Ask the pupils to tell
bottles. Ask the pupils to tell
something about the picture.
Elicit
Elicit
Elicit the value of recycling
Elicit the value of recycling
used objects.
used objects.
Ask: What are the objects
Ask: What are the objects
In
that can be recycle? What do
that can be recycle? What do
be
you do in the used objects
you do in the used objects
like
used
like
etc,.
papers,
Show
picture
the
of
girl
value
of
helpfulness.
Ask:
do
you
helpfulness
at
home?
Is
Show
picture
the
of
value
of
helpfulness.
how
school?
it
good
show
to
In
be
helpful? Why?
Ask:
how
do
you
helpfulness
at
home?
school?
Is
it
good
show
to
helpful? Why?
plastic
papers,
D. Discussing new concepts

and practicing new skills
#1
of
glass
bottles,
bottles
plastic
glass
bottles,
bottles
used
etc,.
What are the good effects of
What are the good effects of
recycling in our environment?
recycling in our environment?
Present this problem to the
class.
class.
class.
class.
Kendra
helps
her
mother in their garden. They
sold 36 bougainvillea plants
and 60 rose plants. They
need to delivery those plants
in the resort. What is the
biggest
number
of
bougainvillea and roses that
can be placed in delivery
trucks if these are of the
Kendra
helps
her
mother in their garden. They
sold 36 bougainvillea plants
and 60 rose plants. They
need to delivery those plants
in the resort. What is the
biggest
number
of
bougainvillea and roses that
can be placed in delivery
trucks if these are of the
The
Richard
and
Francis collected used plastic
bottles for recycling. They
arranged the bottles in boxes
of 8 and 12. What is the least
number of bottles they
gathered in all?
The
Richard
and
Francis collected used plastic
bottles for recycling. They
arranged the bottles in boxes
of 8 and 12. What is the least
number of
bottles they
gathered in all?
same number?
same number?
Have the pupils read the
problem.
problem.
many
Then
ask:
bougainvillea
How
plants
many
Then
ask:
bougainvillea
How
plants
were sold? How many rose
were sold? How many rose
plants were sold? What do
plants were sold? What do
Kendra and her mother needs
Kendra and her mother needs
to do with the bougainvillea
to do with the bougainvillea
plants and rose plants? How
plants and rose plants? How
will you solve for the answer
will you solve for the answer
to the problem?
to the problem?
Using
the
same
given
Using
the
same
given
numbers 36 and 60, find the
numbers 36 and 60, find the
GCF
GCF
by
using
continuous
by
using
continuous
division.
division.
Guide the pupils to get the
Guide the pupils to get the
GCF of the given numbers.
GCF of the given numbers.
Ask the pupil to write the
Ask the pupil to write the
number horizontally.
number horizontally.
36
60
What
prime
36
number
can
divide 36 and 60? (12)

36
60
60
What
prime
number
can
divide 36 and 60? (12)

36
60
Ask the pupils to divide the
Ask the pupils to divide the
numbers by the given prime
numbers by the given prime
number. Write the quotients
number. Write the quotients
below the dividends.
below the dividends.
36
18
60
36
30
18
60
30
Continue the process until
Continue the process until
none of the numbers have a
none of the numbers have a
common divisor.
common divisor.
36
18
60
30
36
18
60
30
problem. Then ask: What did
problem. Then ask: What did
Richard
Richard
collected?
and
What
Francis
does
the
collected?
and
What
Francis
does
the
problem ask for? How will
problem ask for? How will
you solve for the answer to
you solve for the answer to
the problem? Can you think
the problem? Can you think
of ways to solve it?
of ways to solve it?
15
15
Therefore the GCF is 2 x 2 x 3
Therefore the GCF is 2 x 2 x 3
= 12.
= 12.
What is the GCF of 36 and
What is the GCF of 36 and
60?
60?
How did you get the GCF of
How did you get the GCF of
36 and 60?
36 and 60?
By getting the product of all
By getting the product of all
the
the
prime
divisor
or
the
divisor
or
the
common factors, we obtain
common factors, we obtain
the
the
GCF
of
the
given
numbers.
E. Discussing new concepts

#2
prime
Group
of
the
given
numbers.
the
working
GCF
pupils
teams
into
and
have
Group
the
Group
the
pupils
into
Group
the
pupils
into
groups. Give each group a
them perform the task using
them perform the task using
Manila paper and pentel pen
Manila paper and pentel pen
continuous division.
for
for
Richard bakes 42 cupcakes
Richard bakes 42 cupcakes
answers. Tell the pupils that
answers. Tell the pupils that
and 54 cookies. He plans to
and 54 cookies. He plans to
there
there
pack
them
in
pack
them
in
getting the LCM the listing,
getting the LCM the listing,
small
boxes.
the
small
boxes.
the
prime factorization and the
prime factorization and the
is
and
groups. Give each group a
What
teams
into
have
separately
working
pupils
separately
What
is
biggest number of cupcakes
biggest number of cupcakes
and
and
cookies
that
can
be
cookies
that
can
be
placed in boxes if these are
placed in boxes if these are
of the same number?
of the same number?
There are 12 grade V and 18
There are 12 grade V and 18
grade VI pupils who will join
grade VI pupils who will join
the basketball team. What is
the basketball team. What is
the greatest number of Grade
the greatest number of Grade
V and Grade VI pupils that
V and Grade VI pupils that
can be grouped together if all
can be grouped together if all
pupils are to be included?
pupils are to be included?
their
are
solutions
three
ways
and
of
their
are
solutions
three
ways
and
of
F.
Developing mastery
(Leads to Formative Assessment

3)
If the numbers are 81 and 99,
If the numbers are 81 and 99,
what is the GCF?
what is the GCF?
Name the common factors of
Name the common factors of
39, 65, 11
39, 65, 11
Ask the groups to present
Let the groups present their
and discuss their answers on
outputs.
outputs.
the board.
the board.
Ask: How did you solve the
Expected answer:
Expected answer:
correct
correct
We
solved
We
solved
we
continuous
problem
Which
multiples are common to 8
we
and 12? What is the smallest
and 12? What is the smallest
multiply the prime divisors to
multiply the prime divisors to
multiple common to 8 and
multiple common to 8 and
get the GCF.
get the GCF.
12?
12?
Expected answer:
Expected answer:
We solved problem by listing
We solved problem by listing
method
method
We get the LCM using prime
We get the LCM using prime
factorization
factorization
division,
We
G. Finding practical
applications of concepts
and skills in daily living
answer?
multiples are common to 8
division,
by
Which
by
continuous
problem
answer?
solved
problem
using
We
solved
problem
using
continuous division; getting
continuous division; getting
the product of all the prime
the product of all the prime
divisor and the last set of
divisor and the last set of
quotients we get the Least
quotients we get the Least
Discuss the presentation on
Common Multiples (LCM).

Common Multiples (LCM).

top of page 1 of LM Math
top of page 1 of LM Math
page 4 of LM Math Grade 5,
page 4 of LM Math Grade 5,
Grade 5.
Grade 5.
and then give the following
and then give the following
exercises.
exercises.
Find
the
multiples
pairs
of
least
common
Find
the
following
multiples
of
numbers
using
pairs
the
of
least
common
the
following
of
numbers
25 and 50
25 and 50
7 and 14
7 and 14
4, 6, 8, and 9
4, 6, 8, and 9
using
6 , 9 and 18
6 , 9 and 18
3, 8 and 15
H. Making generalizations
and abstractions about
the lesson
What is Greatest Common
What is Greatest Common
7, 9, 21 and 63
Summarize the
Factor (GCF) of two given
Factor (GCF) of two given
asking:
number?
number?
What
How do we find the Greatest
How do we find the Greatest
Multiple (LCM) of two given
Multiple (LCM) of two given
Common Factor (GCF) of two
Common Factor (GCF) of two
number?
number?
given
given
How do we find the Least
How do we find the Least
Common Multiple (LCM) of
Common Multiple (LCM) of
two
two
numbers
using
continuous division?
I.
Evaluating learning
A.
B.
C.
D.
E.
No. of learners who

earned 80% in the
evaluation
No. of learners who require

additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
using
by
7, 9, 21 and 63
Summarize the
lesson
by
asking:
is
given
Least
Common
numbers
using
What
is
given
Least
Common
numbers
using
Find the Greatest Common
Find the Least Common
Find the Least Common
Factor (GCF) of the given
Factor (GCF) of the given
Multiple (LCM) of the given
Multiple (LCM) of the given
pairs
pairs
pairs
pairs
1.
2.
3.
Additional activities for

application or
remediation
V.
REMARKS
VI.
REFLECTION
numbers
lesson
Find the Greatest Common

of
numbers
J.
3, 8 and 15
16 and 24
20 and 30
21 and 35
Provide more exercises.
by
of
numbers
1.
2.
3.
16 and 24
20 and 30
21 and 35
by
of
numbers
by
of
numbers
11 and 18
11 and 18
11 and 99
11 and 99
5, 10 and 30
5, 10 and 30
4, 5 and 16
4, 5 and 16
9, 54, 90 and 108

9, 54, 90 and 108

by
did these work?

F.
G.
What difficulties did I

encounter which my principal
or supervisor can help me
solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Time
Monday
Tuesday
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
Friday
I.
OBJECTIVES
C. Learning
Competencies/Objective
s
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
1. Identify the multiples of a given number

2. Find the common multiples and LCM of two four numbers using continuous division
3. Write the LCM of the given numbers using continuous division
2. demonstrates understanding of 2.
demonstrates 2.
demonstrates
divisibility, order of operations, factors understanding
of understanding
of
and
multiples,
and
the
four divisibility,
order
of divisibility, order of
fundamental
operations
involving operations, factors and operations, factors and
fractions
multiples, and the four multiples, and the four
fundamental operations fundamental
involving fractions
operations
involving
fractions
2. is able to apply divisibility, order of
2. is able to apply
2. is able to apply
operations, factors and multiples, and
divisibility, order of
the four fundamental operations
operations, factors and
involving fractions in mathematical
multiples, and the four
problems and real-life situations.
fundamental
operations involving
mathematical problems
fractions in
and real-life situations.
mathematical
problems and real-life
situations.
M5NS-Id-69.2
M5NS-Ie-70.2
M5NS-Ie-71.2
2.
demonstrates
understanding
of
divisibility,
order
of
involving fractions
2. is able to apply
M5NS-Ie-84
III.
3. Textbook pages
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
the new lesson
k-12 TG MATH5 P.54
k-12 TG MATH5 P.54
k-12 TG MATH5 P.54
k-12 TG MATH5 P.55
LM Math Grade 4 pages 122 - 125

LM Math Grade 5 pages ___ to ___
Ateneo Lesson Guide pages 44 48
LM MATH 5 pp.1-2
LM MATH 5 pp.1-2
LM MATH 5 pp.1-2
flashcards, strips of cartolina, coins,

boxes, ruler
cards with numbers pairs

for the drill activity,
problem written on the
chart.
flash card, drill board,

chart
flash card, drill board,

chart
Present Explore and Discover LM p.1
How do we get the LCM

of numbers using the
Have a drill on solving

problems involving
finding the GCF and
LCM.
Have a review on how

to create word problem
involving GCF and LCM
in of 2-3 given numbers.
A. Setting of standards
B. Giving directions
C. Administering the
test
D. Checking
E. Recording of scores
B. Establishing a purpose
for the lesson
What is Least Common Multiple (LCM)

of two given number?
C. Presenting
examples/instances of
the new lesson
Present the problem to the class.
D. Discussing new
concepts and practicing
new skills #1
Have the pupils read the problem. Then

ask: What did Richard and Francis
collected?
How will you solve for

the answer to each
problem?
E. Discussing new
new skills #2
Answer Challenge Yourself With the

Problem LM p. 3-4
F.
Answer Keep Moving (B) LM p. 3
Developing mastery
(Leads to Formative
Assessment 3)
applications of
concepts and skills in
daily living
the lesson
How do we find the Least Common

Multiple (LCM) of two given numbers
using continuous division?
I.
Ask pupils to work on exercises A and B

under Get Moving on pages 4 and 5
LM Math Grade 5. Check the pupils
Evaluating learning
Present a picture of a
boy helping her mother
in a flower shop. Ask the
pupils to tell something
about the picture. Elicit
the value of helpfulness.
Present each problem to
the class.
Discuss the Explore

and Discover! On p.
1 of LM Math Grade V
Ask the pupils if they

love to eat pizza?
Ask: What do you notice
about the size of the
pizza? How it divided
into parts?
Ask the pupils to work

on exercises under Get
Moving on page ____.
Check their Answers.
Process the answers of
the pupils.
Present problem to the

class
Discuss the 4-step plan

in solving word problem.
Ask the pupils to solve
the problems under Get
Moving on p. 1 LM
Math Grade V.
For mastery, have them
solve the problems
under Keep Moving on
Page_____of LM Math
Grade V. Check the
pupils answer.
Present more similar

problems.
Group the pupils into

four working teams. Ask
the groups to solve the
problem.
For more practice, let

them answer the
exercises under Keep
Moving on page ______
of LM Math V. Check
on the pupils answers
Have the pupils do the

exercises under Apply
your Skills on page 99
LM Math Grade V.
Encourage some pupils
to show and discuss the
answers.

your Skills on p. 2
LM Math Grade V.
Ask the groups to

present and discuss
their answer on the
board.
Ask: How did you solve
for the answers?
Ask the pupils to answer
the activity under Get
Moving on page ___ LM
Math Grade V.
Ask them also to answer
the activity under Keep
Moving on page ____
LM Math Grade V.
your Skills on page
_____ LM Math Grade V.
How do we solve
problem solving GCF and
LCM of two or three
given numbers?
Answer assessment in
TG
How do we create
problem involving GCF
and LCM of two or
three given numbers?
Answer assessment
in TG
How will you solve for

the problem?
How do we add fraction

and mixed fraction with
and without regrouping?
Answer assessment
in TG
Teacher made Test
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
No. of learners who

require additional
activities for remediation
who scored below 80%
lesson
No. of learners who
continue to require
remediation
E.
strategies worked well?
Why did these work?
F.

encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
G.
answers
have them answer the exercises under
Keep Moving on page 5 of LM Math
Grade 5. Check on the pupils answers.
Provide more practice on

finding the GCF and LCM
of two numbers. Then,
give problems similar to
those given in the
lesson.
Let the pupils copy

their assignment from
slide.
Let the pupils copy their

assignment from slide.
Give remediation
activity to those who
failed to get 80% above
correct responses
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Monday
Tuesday
Wednesday
Thursday
Subtracts fraction and mixed

fractions without and with
regrouping
Solves routine and nonroutine problems involving

addition and/ or subtraction
of fractions using appropriate
problem solving strategies
and tools.
Solving routine and nonroutine problems involving
and tools.
K to 12 Grade 5 Curriculum
Guide M5NS-If-87.2

and tools.
and tools.
Guide M5NS-If-87.2
Creates problems (with

reasonable answers)
involving addition and/or
subtraction of fractions using
appropriate strategies
Subtracting fraction and

mixed fractions without and
with regrouping

and tools.

and tools.
Creating problems (with

reasonable answers)
Quarter 1 week 6 pp.




Subtracting fraction and

with regrouping
C. Learning
each
Curriculum Guide 5, M5NS-If85
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
Grade Level
Learning Areas
Quarter
Creating problems (with

reasonable answers)
(M5NS-If-88.2);
III.
Friday
Weekly Test
(LR) portal
IV.
PROCEDURES
the new lesson

the lesson
C. Presenting
new lesson
flash cards, manila paper and

marker pen.
Drill cards, activity sheets
flash cards, paper for folding,

problem chart
flash cards, paper strips,

activity cards, fruit and
vegetable cut-outs
Review on adding mixed

fractions. Provide exercises
written on flash cards.
Changing fraction to lowest
terms
Have a review on changing

dissimilar fractions to similar
fractions dissimilar fractions
to similar fractions. .Change
the following dissimilar
fractions to similar fractions.
How many of you have

brothers or sisters. Do you
share anything with them?
When you give something to
somebody what happen to
the things you had before?
(Wait for some response).
What do you feel when you
share something to others?
Why?
Give this situation for the

pupils to think about and
provide answers.
Juns family is making sweet
tamarind candies to earn
extra income and sustain the
familys daily expenses. Is it
important to learn how to
earn extra money especially
during vacation time? Why?
What other incomegenerating projects a family
may engage in to earn extra
income
Presentation
Present this problem. Ask the
class to read and understand
it.
Justine bakes an
apple cake for her mothers
birthday. Her brother ate 3/5
while her sister ate 2/4. Who
ate more? How much more?
What are the steps in solving

word problems? In what steps
will the following questions
fall?
-What is asked?
-What are the given facts?
-What is the process to be
used?
-What is the number
sentence?
-Show the solution and
complete answer
How often do you spend time
with your family? What
activities do you do together?
Is it important that we spend
time with our family?

word problems? In what steps
will the following questions
fall?
-What is asked?
used?
-What is the number
sentence?
complete answer
Read and study the following
problems.
Present the situation to the

class.
There was 1 1/2 melon left
for dinner. At dinner time, the
family ate 2/3 of the melon.
What part of the melon was
left for the next meal?
Ask:What is asked in the
situation?
What are the given facts?
One afternoon, Mr. Cruz

brought home one whole
pizza. He made 8 slices. His
daughters Lily, Lenie and Luz
got their share. Mr. Cruz and
his wife ate theirs too. How
much pizza was left?
Ask the following
questions:
What is asked?
used?
-What is the number
sentence?
complete answer
Ask: Can we solve these

problems? Why and why not?
Post the jumbled parts of a

word problem on the board.
Ask some pupils to read
them.

#1

#2
F.
Developing mastery

3)
Group the pupils into four

working teams. Let them
think to solve the problems.
Possible Solution:
1 1/2-2/3= N
After all the groups have
finished, ask them to display
their output on the board and
ask them to discuss their
answers.

presented their answers, ask:
How did you find the
activity? How were you able
to subtract dissimilar
fractions? What did you do?
Discuss the
presentation under Explore
and Discover on page
, LM
Math Grade 5. Then, give the
following exercises.
Ask the pupils to
subtract.
Ask the pupils to solve the

problem by pairs.
Expected answer : 3/5- 2/4 =
12/20- 10/20
Understand
Know what is asked
in the problem? Who ate
more? By how much?
Know the given facts,
3/5 and 2/4
Plan: Determine the
operation to use. Subtraction
Draw a picture to
represent the problem.
Solve: Think of the solution to
the problem
After sharing the answers, let
the pupils express their
thoughts about the activity.
Appreciate the thoughts then
ask: How did you solve the
problem?
Understand the problem
Plan , Solve
Solution to the problem
Check and Look Back
We stated the complete
answer
Discuss the presentation
under Explore and Discover
on p. ____,LM Math Grade V.
Then, ask the pupils to
answer Get Moving.
Tell the pupils to do paper

folding/cutting to answer the
problem.
Can you arrange the

sentences to form a word
problem?Let the pupils give
different suggestions until
the class arrives at the
correct answer.
Ask pupils if they have other

ways of solving the problem.
Say: There are times some
problems can be solved in
other ways like: Guess and
Test Strategy, Using an
operation, Drawing a picture,
etc.
How do we know that the

problem is now correctly
arranged?What must a
problem have for us to know
that it is complete?
Solve this problem using a

strategy you may choose.
Bessie baked a banana cake.
Her brother ate 3/10 of the
cake while her sister ate
.Who ate more and by how
much?
Collaborative Activity
1.
Divide the class into
three groups.
2.
Give each group an
activity card with data to be
used in creating a problem.
3.
All members must
cooperate in creating the
problem.
4.
The group leader will
report to the class the word
problem they created and the
solutionand answer to it.
Activity: Role Playing
Materials: Cut-outs of fruits
and vegetables
Mechanics:
The class will roleplay going to market to buy

fruits and vegetables. That
they will create.
5 1/5-2/3
8 2/7-10/14
3 1/2- 1 5/6
6 1/6-5/9
Ask pupils to work on items 1

to 8 under Get Moving and
items 1-5 under Keep Moving
on pages , LM Math Grade
5.
Ask pupils to solve the

problems under Apply Your
Skills on page _______
LM for Grade V. Check the
pupils answer after a given
period of time.
Solve the following using the

strategy assigned to your
group.
Peter hiked 5/7 of a

kilometer. Mike hiked 1/3 of a
kilometer. Who covered a
longer distance?

Cut-outs of fruits and
vegetables will be displayed
in front of the class.
Each cut-out has an

indicated number of kilos.
Each child will pick 23 fruits and vegetables.
They will use the

items they picked as details
in the problem
How do we create a word
problem?
the lesson
I. Evaluating learning
How to subtract fractions and

with regrouping?
Answer the following
Take away 3 1/2 from 6
1/5.
6 1/8 less 2 4/5 is equal to
_____

problems?

problems?
Read and understand the

problems. Then solve
1.
Mark washed his car
in 4/5 of an hour, cleaned the
garage in 2/6 of an hour, and
painted the garden fence in
3/4 hours. How long did it
take him to do all the tasks?
Solve the following problems:

1.
Julius and Edgar
harvested 10 kilograms of
star apples from the orchard.
They gave 2 1/3 kilograms to
their friends. How many
kilograms of fruits were left
for the family?
Create a problem using the

given data. Then, solve the
problem.
1.
Given: 3 hours on
Saturday, 2 1/5 hours on
Sunday
J.
Read and analyze the

question then solve.
Find the difference of
4 2/3 and 2 5/6.
What is the
difference between 10 1/2
and 6 4/6?
Read and analyze the

question then solve.
Pia spent hours in her Lolo
Bens farm. This was 2/3 of
an hour more than the time
she spent at the mall .How
much time did she spent at
the mall?
Solve each word problem.

1. Amor weighs 50 1/8
kilos. Marife weighs
36 3/8 kilos.
a. How heavy are
they together?
b. Who is heavier?
By how many
kilos?
Arrange the given details to

create a problem. Then,
answer the problem.
1.
-She used 2
meters for her project.
-How much cloth was left?
-Fay bought 6 meters of
cloth.

application or
remediation
V.
VI.
A.
B.
C.
D.
E.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
did these work?
F.
G.

solve?
other teachers?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Monday
Visualize multiplication of
demonstrates
understanding of
whole numbers up to 10
000 000.
demonstrates
understanding of
operations, factors
and multiples, and the
four fundamental
Tuesday
fractions using models
demonstrates
understanding of
whole numbers up to 10 000 000.
demonstrates
understanding of
divisibility, order of operations, factors
four fundamental
fractions
Grade Level
Learning Areas
Quarter
Wednesday
demonstrates
understanding of
whole numbers up to 10 000 000.
demonstrates
understanding of
divisibility, order of operations, factors
four fundamental
fractions
Thursday
demonstrates
understanding of
whole numbers up to 10
000 000.
demonstrates
understanding of
operations, factors
four fundamental
Friday
C. Learning
s
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
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
K-12 Grade 5 Curriculum
pp. 59
Code:M5NS-Ig-89
fractions
recognize
and represent whole
and contexts and able to
apply
K to 12 Grade 5
Curriculum Guide, Code
M5NS-Ig-91 p.56,
The learner is able to recognize

and represent whole
and contexts and able to apply
mathematical problems and real-life
situations.

and represent whole
mathematical problems and real-life
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
Multiplication of
Multiplying fraction and a whole

number and another Fraction
Multiplying fraction and a whole

number and another Fraction
Multiplies mentally proper

fractions with
denominators up to 10
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
III.
IV.
PROCEDURES
the new lesson
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?
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 =
Give the multiples of the

following numbers 3, 6, 9
for the lesson
C. Presenting
the new lesson
D. Discussing new
new skills #1
E. Discussing new
new skills #2
F.
Developing mastery
(Leads to Formative
Assessment 3)
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 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
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?

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

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.
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 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
A.
under Explore and Discover on page
____ of LM Grade Five
B.
Ask the pupils to work on the
A.
under Explore and Discover on page
____ of LM Grade Five
B.
How did you go with the

activity?
How did you get the
product without paper and
Group the pupils into five

working teams. Tell them
to think of methods on
how to solve the problem
mentally.
visualization
multiplication of
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
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
pencil?
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.
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
the lesson
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
Moving on page of LM
Grade 5
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?
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.
Lead the pupils to give the
generalization by asking:
How do you multiply the
proper fractions with the
denominators up to 10?
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
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
I.
Evaluating learning
J.

application or
remediation
Prepare an album
showing the following
equations. Use paper
folding methods.
For the solution:

We multiply both
numerators and
denominators to get the
product of
the
fractions mentally.
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
1.
2.
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
No. of learners who
continue to require
remediation
E.
Why did these work?
F.

encounter which my
help me solve?
What innovation or
to share with other
teachers?
G.
21
3
x
13
10
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?
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?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
each
II.
CONTENT
School
Teacher
Teaching Dates and August 1-5, 2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Thursday
Friday
Solves routine or non-routine problems involving multiplication without or with
addition or subtraction of fractions and whole numbers using
appropriate problem
solving
demonstrates
understanding of
whole numbers up to 10 000
000.
strategies or tools.
demonstrates
understanding of
000.
demonstrates
understanding of
000.
demonstrates
understanding of
000.
demonstrates
understanding of
operations, factors
four fundamental
fractions
recognize
and represent whole
apply
demonstrates
understanding of
operations, factors
four fundamental
fractions
recognize
and represent whole
apply
creates problems (with

reasonable answers)
involving multiplication of
fraction

reasonable answers)
involving multiplication of
fraction
M5NS-Ih-93.1
M5NS-Ih-93.1
demonstrates
understanding of
operations, factors
four fundamental
fractions
recognize
and represent whole
apply
solves routine or non-routine
problems involving
multiplication without or with
addition or subtraction of
fractions and whole numbers
using appropriate problem
solving strategies and tools.
demonstrates
understanding of
operations, factors
four fundamental
fractions
recognize
and represent whole
apply
problems involving
fractions and whole numbers
solving strategies and tools.
M5NS-Ih-92.1
M5NS-Ih-92.1
Solving Routine or Non-
Solving Routine or Non-
Creating
routine Problems Involving
routine Problems Involving
reasonable answer) Involving
Problems
(with
Creating
Problems
(with
reasonable answer) Involving
Multiplication Without or With
Multiplication Without or With
Multiplication of
Multiplication of
Addition or Subtraction of
Addition or Subtraction of
Fractions
Fractions
Fractions and Whole Numbers
Fractions and Whole
Using Appropriate Problem
Numbers Using Appropriate
Solving Strategies or Tools.
Problem Solving Strategies or

Tools.
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson

the lesson
Guide,
Guide,
Guide, M5NS-Ih-93.1
Guide, M5NS-Ih-93.1
Code M5NS-Ih-92.1p.56
Code M5NS-Ih-92.1p.56
LM Grade 4 pp. 131-132
LM Grade 4 pp. 131-132
number cards, charts, activity

sheets, coin
number cards, charts, activity

sheets, coin
cards with problem for the
cards with problem for the
drill activity
drill activity
Using flash cards give the
Using flash cards give the
Conduct a review on solving
Conduct a review on solving
product of the following
product of the following
multistep routine and non-
multistep routine and non-
fractions mentally.
fractions mentally.
routine
routine
3/5 X
3/5 X
multiplication fractions using
multiplication fractions using

appropriate
problems
6/7 X 1/3
6/7 X 1/3
appropriate
7/9 X 4/5
7/9 X 4/5
strategies and tools.
9/10 X
9/10 X
5. 8/10 X 3/
Solves routine or non-routine
problems involving
addition or
subtraction of fractions and
whole numbers using
appropriate problem solving

problems involving
addition or
subtraction of fractions and
whole numbers using
Create
involving
problem-solving
problems
problems
involving
problem-solving
(with
Create
problems
(with
reasonable answer) involving
reasonable answer) involving
multiplication of fractions
multiplication of fractions
C. Presenting
new lesson
Do you know how to save
Do you know how to save

your money? How do you
save your money?
your money? How do you

save your money?
Show a picture of a boy/girl
Show a picture of a boy/girl
putting
putting
Present this problem. Let the
Present this problem. Let the
pupils read and understand
pupils read and understand
it.
it.
Marlon earned 150 by selling
Marlon earned 150 by selling
newspapers. If he puts
2
5
of newspapers. If he puts
2
5
his money in his piggy bank,
his money in his piggy bank,
how much did he save?
how much
did he save?
Ask: What is asked in the
on
piggy
bank.
Ask:

#1
coins
coins
on
piggy
bank.
What
is
the
boy/girl
Ask:
What
is
the
boy/girl
doing? Is it necessary for a
doing? Is it necessary for a
child like you to learn how to
child like you to learn how to
save money? Why?

Present this problem.
save money? Why?

Present this problem.
Everyday
Shanes
mother
Everyday
Shanes
mother
gives her Php 50 for her
gives her Php 50 for her
allowance. She only spend
allowance. She only spend
of it and save the rest on her
of it and save the rest on her
coin bank. If she saves her
coin bank. If she saves her
of money religiously every day,
money religiously every day,
how much money will she
how much money will she
have in 4 weeks?
have in 4 weeks?
Guide the pupils in solving
Guide the pupils in solving
the problem. Refer to the
the problem. Refer to the
questions.
questions.
problem?
What are given in the
problem?
problem?
What are given in the
What word clue would help
problem?
you solve the problem?
What operation needed to
solve the problem?
What operation needed to
What is the number
solve the problem?
sentence?
What is the number
Call one pupil to show his/her
sentence?
mathematical
solution on the board.
Call one pupil to show his/her
sentence
What is asked in the
problem?
What are the given
problem?
What are the given
facts?
What is
word
facts?
What is
clue?
What is the operation
clue?
What is the operation
to be used?
What
is
to be used?
What
is
the
for
the
the
word
the
mathematical
the
problem?
Solve and explain the
sentence
for
the
problem?
Solve and explain the

#2
answer.
answer.
Allow each group to
Allow each group to
solve
solve
the
problem.
the
problem.
Let them post their
Let them post their
work on the board as
work on the board as
soon
soon
as
they
are
as
they
are
finished with it. Let
finished with it. Let
each
each
group
discuss
group
discuss
their solutions.
Possible solution:
4/4 =
She
their solutions.
Possible solution:
4/4 =
She
saves
saves
of
her
of
her
money daily
( of 50) x 20 = N
x 50= 12.50 her
money daily
( of 50) x 20 = N
x 50= 12.50 her
daily savings
12.50 x 20 (number
daily savings
12.50 x 20 (number
of school days in 4
of school days in 4
weeks)
weeks)
Php
Php
250.00 her savings
250.00 her savings
in 4 weeks
in 4 weeks
Ask: Can you create a
Ask: Can you create a
problem similar to the given
problem similar to the given
problem?
problem?
Ask: Why do you think Marlon
Ask: Why do you think Marlon
saved money in his piggy
saved money in his piggy
working
working
bank? Is it proper to save
bank? Is it proper to save
them
money? Why? What kind of
money? Why? What kind of
problem to the one given.
problem to the one given.
boy is Marlon?
boy is Marlon?
Say: Let us have another
Say: Let us have another
Create a problem with the
Create a problem with the
problem. This time you will
problem. This time you will
given data.
given data.
group yourselves into 5.
group yourselves into 5.
15 kilograms of mangoes-
15 kilograms of mangoes-
teams.
to
create
Encourage
a
similar
them
teams.
to
create
Encourage
a
similar
Group 1-A metro Aide can
Group 1-A metro Aide can
harvested by John from the
harvested by John from the
clean 10 2/3 meters of the
clean 10 2/3 meters of the
orchard 1/3 kilograms-shared
orchard 1/3 kilograms-shared
lawn per hour. How many
lawn per hour. How many
by John to his neighbours
by John to his neighbours
meters can he cleans in 4
meters can he cleans in 4
5 litres of paint- amount of
5 litres of paint- amount of
hours?
hours?
paint to be used for painting
paint to be used for painting
the fence
the fence
parcel of land that was 1 4/5
Group 2-
parcel of land that was 1 4/5
of the total paint- the
of the total paint- the
hectares in area. He used
hectares in area. He used
amount of paint consume to
amount of paint consume to
2/3 of the land for a garden.
2/3 of the land for a garden.
paint the entire fence.
paint the entire fence.
What fraction of the land
What fraction of the land
area is the garden?
area is the garden?
Group 3-
Group 3-
sacks
of
A man owned a
Julius sold 3
rice.
Each
sack
sacks
of
A man owned a
Julius sold 3
rice.
Each
sack
weighs 50 kilograms. How
weighs 50 kilograms. How
many Kilograms of rice did
many Kilograms of rice did
Julius sell?
Julius sell?
Group 4-
Precy answered
Group 4-
Precy answered
of the test correctly. If
of the test correctly. If
there is a total of 20 test
there is a total of 20 test
items,
items,
how many items did
how many items did
she get correctly?
she get correctly?
Group 5-
Group 5-
Ricky painted 3/5
Ricky painted 3/5
of the side of the garage.
of the side of the garage.
When he repainted of this
When he repainted of this
part, what part of the side of
part, what part of the side of
the garage of each ad he
the garage of each ad he
painted twice?
painted twice?
Call a representative of
F.
Group 2-
Call a representative of
each group to report the
each group to report the
Developing mastery
outcomes of their activity.

outcomes of their activity.


3)
under Explore and
under Explore and
Discover on page 1 of LM
Discover on page 1 of LM
presentation on page
presentation on page
Math Grade 5.
Math Grade 5.
___of LM Math Grade
___of LM Math Grade
Read and solve the problems
Read and solve the problems
carefully.
carefully.
A.
B.
Discuss
V.
Have
the
the
pupils
create a problem with
C. Discuss
V.
D. Have
the
the
pupils
create a problem with
the lesson
Nelson wants to paint one of
Nelson wants to paint one of
the
the walls of his bedroom with
the walls of his bedroom with

1.
information
given.
Php 25,000- Erickas
the
3.
information
given.
Php 25,000- Erickas
a color different from
a color different from
that of the other walls. The
that of the other walls. The
wall he will paint is 5
wall he will paint is 5
metres long and 4 metres
metres long and 4 metres
high. What is the dimension
high. What is the dimension
of the wall?
of the wall?
Joshua had a piece of tape 4
Joshua had a piece of tape 4
1/3 m. long. He used of it.
1/3 m. long. He used of it.
How many metres of
How many metres of
Tape did he use?
Tape did he use?
How do you find with the
How do you find with the
activity? Did you enjoy doing
activity? Did you enjoy doing
presented their work, ask the
presented their work, ask the
it?
it?
following questions:
following questions:
How were you able to solve
it?
it?
How were you able to create
How were you able to create
How do we solve routine and
How do we solve routine and
a problem?
Summarize
a problem?
Summarize
non-routine word problem?
non-routine word problem?
asking: How do we create
asking: How do we create
The steps in solving routine
problems
problems
problems are:
problems are:
multiplication of fractions?
Understand Know what is
asked, what are given.

Plan Know what operation.
monthly salary from
monthly salary from
her
her
online
tutorial
class
- she puts
1/8
on her savings every
tutorial
class
1/8
2.
online
month
5/6- part of the house
- she puts
on her savings every

4.
month
5/6- part of the house
to be cleaned
- part of the house
to be cleaned
- part of the house
finished in cleaning
finished in cleaning
the
lesson
by
involving
the
lesson
involving
multiplication of fractions?
We
familiarize
asked, what are given.
ourselves
with
Plan Know what operation.
different
different
Write the number sentence.
Mathematical
Mathematical
Solve Write
Solve Write
the
correct
units/label your answers.

Check
and
Review
and
Look
your
answers.
To
solve
problems
correct
units/label your answers.
back
check
the
Check
and
Review
and
Look
routine
involving
To
solve
problems
non-
concepts.
Analyse the data first
familiarize
ourselves
with
the
concepts.
Analyse the data first
and think of the type
and think of the type
your
of problems you want
of problems you want
answers.
non-
the
We
back
check
by
routine
involving
to create.
Study some sample
problems
familiar
and
with
be
the
to create.
Study some sample
problems
familiar
and
with
be
the
addition
or
addition
or
subtraction
of
fraction and whole numbers,
read and analyze
read and analyze
problem
carefully.
Tell
the
problem
carefully.
what is asked and what are
given. Then, use other
given. Then, use other
strategies like act out the
strategies like act out the
problem,
problem,
listing/table
guess
and
test,
method,
guess
and
using
using
backwards, etc. to solve.

Read and solve carefully.
1.
on the problem.
working
the
pupils
do
the
Have
the
pupils
do
the
exercises under Apply your
exercises under Apply your
60-item multiple
60-item multiple
Skills on page ____, LM Math
Skills on page ____, LM Math
choice
He
choice
He
Grade
Grade
the
knows
the
pupils to show and discuss
pupils to show and discuss
the answers.
the answers.
test.
correct
1.
Have
Albert is taking a
knows
2.
patterns,
backwards, etc. to solve.

Read and solve carefully.
Albert is taking a
on the problem.
test,
drawing/making a diagram,
working
organization of data
listing/table
drawing/making a diagram,
patterns,
organization of data
Tell
what is asked and what are
method,
Evaluating learning
of
fraction and whole numbers,

the
I.
subtraction
answers
correct
test.
answers
to all,
xxcept 1/5 of the
to all,
xxcept 1/5 of the
items.
items.
If
he
If
he
guesses correctly
guesses correctly
on of these
on of these
questions,
questions,
how
how
many items will
many items will
he
he
answer
correctly?
A farmer has 3
2.
answer
correctly?
A farmer has 3
sons and 10
sons and 10
hectares of rice
hectares of rice
field. He gave 2/7
field. He gave 2/7
of the land to the

oldest,
3/5 of
of the land to the

oldest,
3/5 of
what remained to
what remained to
the next oldest,
the next oldest,
V.
Encourage
some
V.
Encourage
some
and
what
still
youngest.
youngest.
How
land
receive?
Mang
did
much
son
each
Celso
caught
3.
50
did
son
receive?
Mang
Celso
caught
50
He sold 4/5 of
He sold 4/5 of
these
these
to
his
to
his
neighbors and
brought the rest
neighbors and
brought the rest
to
to
the
market.
many
the
market.
How
many
kilograms of fish
kilograms of fish
were sold in the
were sold in the
market?
Jose
harvested
kg
4.
of
market?
Jose
harvested
45
kg
of
squash from his
squash from his
garden. He gave
garden. He gave
5/8 of these to
5/8 of these to
the visitors. How
the visitors. How
many
many
kilograms
of squash were
left?
A car travel at a
speed

application or
remediation
land
kilograms of fish.
45
J.
How
kilograms of fish.
How
5.
still
remained to the
each
4.
what
remained to the
much
3.
and
of
kilograms
of squash were
5.
left?
A car travel at a
speed
of
kph. How far can
kph. How far can
it go in 3 1/3
it go in 3 1/3
hours?
hours?
Let the pupils answer

exercise A under Apply Your
Skills on page_ LM Math
Grade 5

exercise A under Apply Your
Skills on page_ LM Math
Grade 5
Write a question for the given
Write a question for the given
problem.
problem.
1.
Rudy earns Php 500
1.
Rudy earns Php 500
2.
each day working in
each day working in
an office. He spends
an office. He spends
3/4 of it for food.

Jen bought 3
B.
C.
D.
dress.
dress.
The
used
dressmaker
The
used
only 2/3 of it.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
3/4 of it for food.

Jen bought 3
meter ribbon for her
only 2/3 of it.
A.
2.
meter ribbon for her

dressmaker
V.
VI.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Monday
Visualizes division of fraction
Tuesday
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
Friday
C. Learning
each
II.
demonstrates
understanding of
000.
demonstrates
understanding of
000.
demonstrates
understanding of
000.
demonstrates
understanding of
000.
demonstrates
understanding of
operations, factors
four fundamental
fractions
recognize
and represent whole
apply
visualizes division of fractions
demonstrates
understanding of
operations, factors
four fundamental
fractions
recognize
and represent whole
apply
visualizes division of fractions
demonstrates
understanding of
operations, factors
four fundamental
fractions
recognize
and represent whole
apply
demonstrates
understanding of
operations, factors
four fundamental
fractions
recognize
and represent whole
apply
divides
divides
M5NS-Ii-96.1
M5NS-Ii-96.1
M5NS-Ii-96.1, LG in Math 6 p.
270- 277, Our World of Math
5 p. 202-207,
XL Excelling in Mathematics 6
174-176
M5NS-Ii-96.1, LG in Math 6 p.
270- 277, Our World of Math
5 p. 202-207,
174-176
M5NS-Ii-95
M5NS-Ii-95
- simple fractions
- whole numbers by a
fraction and vice versa
- simple fractions
- whole numbers by a
fraction and vice versa
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
M5NS-Ii-95, Lesson Guide in
M5NS-Ii-95, Lesson Guide in
Mathematics VI p. 266-270,
Mathematics VI p. 266-270,
Our World of Math 5 p.202-
Our World of Math 5 p.202-
204, XL Excelling in
204, XL Excelling in
Weekly Test
(LR) portal
IV.
PROCEDURES
the new lesson
Mathematics 6 p.172-173
Mathematics 6 p.172-173
Geometric figures, fraction
Geometric figures, fraction
chart, flash cards
chart, flash cards
Conduct a review on
Conduct a review on
multiplication of fraction
multiplication of fraction
using flash cards.
using flash cards.
1.
2 3
=
3 4
2.
4 6
=
5 7
3.
1.
2 3
=
3 4
2.
flash cards, number line,

activity cards
Write the following as mixed

numbers or whole numbers
Group 1
Write the following as mixed

numbers or whole numbers
Group 1
12
3
13
4
4 6
=
5 7
3.
1 5
=
3 6
4.
1 5
=
3 6
4.
2 3
=
9 4
5.
2 3
=
9 4
5.
3 4
=
8 5
flash cards, number line,

activity cards
2.
4.
23
4
19
4
3.
5.
14
5
12
3
13
4
2.
4.
23
4
19
4
3.
5.
14
5
3 4
=
8 5

the lesson
C. Presenting
new lesson
Present a picture of a girl
Present a picture of a girl
sharing a slice of bread to her
sharing a slice of bread to her
playmate. Ask the pupils to
playmate. Ask the pupils to
tell something about the
tell something about the
picture. Elicit the value of
picture. Elicit the value of
sharing.
sharing.
Divides simple fraction and

whole number by a fraction
and vice versa
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. Elicit the
value of helping.
Divides simple fraction and

whole number by a fraction
and vice versa
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. Elicit the
value of helping.

#1
Present each problem to the
class.
class.
Grace has 4 meters of cloth.
She wants to make hand
towels for her EPP project.
towels for her EPP project.
How many hand towels can
How many hand towels can
she make if each hand towel
she make if each hand towel
1
2
1
2

#2
meter?
5
6
Grace has 4 meters of cloth.
She wants to make hand
measures

class.
measures
meter?
Analyze the problem. Ask
Analyze the problem. Ask
What is asked? What is the
What is asked? What is the
operation to be used?
operation to be used?
Group the pupils and have
them perform the task.
m wire is to be cut
5
6
into pieces Lito helps his
m wire is to be cut
into pieces Lito helps his
1
12
father cutting it into

class.
1
12
father cutting it into
meter long. How many pieces

can he cut from the wire?
meter long. How many pieces

can he cut from the wire?
Analyze the problem:

What is asked?
What facts are given?
What
is
the
needed
operation?
Write the equation.
Analyze the problem:

What is asked?
What facts are given?
What
is
the
needed
operation?
Write the equation.

Find each quotient.

Find each quotient.
2
3
1
3
1
8
=n
6.
2
3
=n
3. 6. 6 = n
8=n
3
4
12
5. 24
4
5
4. 5
n
5
6
2.
1
4
=n
8 =
=n
7.
1
3
1
8
=n
=n
3. 6. 6 = n
6
4. 5
n
6.
5
6
2.
8=n
3
4
12
4
5
5. 24
1
4
=n
8 =
=n
7.
8. 9
F.
Developing mastery

3)
outputs.
outputs.
Were you able to visualize
Were you able to visualize
division of fraction? In how
division of fraction? In how
many ways were you able to
show the answer?
show the answer?
1
6
8. 9
Let the pupils present their

work.
How did you find the quotient
of simple fraction? whole
number and fraction vice
versa?
1
6

work.
How did you find the quotient
of simple fraction? whole
number and fraction vice
versa?
following problems.
To divide simple fractions

To divide simple fractions
Change the divisor to its Change the divisor to its
reciprocal.
reciprocal.
Change the division sign to Change the division sign to
multiplication sign.
Multiply the numerators then Multiply the numerators then
multiply the denominators.
Express in lowest terms if Express in lowest terms if
necessary.
necessary.
To divide whole number and
a fraction vice versa:
Step 1. Write the number Step 1. Write the number
sentence.
sentence.
Step 2. Rename the whole Step 2. Rename the whole
number in fraction form
Step 3. Get the reciprocal of Step 3. Get the reciprocal of
the divisor then proceed to the divisor then proceed to
Multiplication of fractions.
Step 4. Write the product of Step 4. Write the product of
the numerators over the the numerators over the
product of the denominators; product of the denominators;
and
and
reduce the fractions if
needed.
needed.
.
.
Discuss the presentation. On Discuss the presentation. On Discuss the presentation. On
page ___ of LM Math Grade V, page ___ of LM Math Grade V, page ___ of LM Math Grade V,
Have the pupils solve the
following problems.
following problems.
following problems.
Use a fraction chart to show:
Use a fraction chart to show:
Discuss the presentation. On

page ___ of LM Math Grade V,
a) 3
1
3
a) 3
1
3
Lita found
3
5
of a big
birthday
cake
in
the
refrigerator.
She served
Lita found
3
5
of a big
birthday
cake
in
the
refrigerator.
She served
b) 5 2
c) 6
the lesson
b) 5 2
2
3
problems under Get Moving
problems under Get Moving
on page ____ LM Math Grade
V. Check their Answer. For
V. Check their Answer. For
mastery, have them solve the
mastery, have them solve the
problems under Keep
problems under Keep
Moving on Page _______ of
Moving on Page _______ of
LM Math Grade V. Check the
LM Math Grade V. Check the
pupils answer.
Lead the pupils to generalize
pupils answer.
that:
To visualize division of
illustration, fraction chart and
number line
Evaluating learning
2
3
fraction we use the
I.
c) 6
Solve the problem using
1
5
piece of the cake to
each of her friends.

How
many of her friends ate the
cake?
How
many
2
5
-meter
long
pieces can be cut from an

-meter ribbon?
12
6 4/5
3 2/8
8
10
1
5
piece of the cake to
each of her friends.

How
many of her friends ate the
cake?
How
many
2
5
-meter
long
pieces can be cut from an

-meter ribbon?
12
6 4/5
3 2/8
8
10

that:
that:
that:
To divide simple fraction:
To divide simple fraction:
To visualize division of
Change the divisor to its Change the divisor to its
reciprocal.
reciprocal.
fraction we use the
Change the division sign to Change the division sign to
illustration, fraction chart and
number line
Multiply the numerators then Multiply the numerators then
Express in lowest terms if Express in lowest terms if
necessary.
necessary.
Step 1. Write thee number Step 1. Write thee number
sentence.
sentence.
Step 2. Rename the whole Step 2. Rename the whole
Step 3. Get the reciprocal of Step 3. Get the reciprocal of
the divisor then proceed to the divisor then proceed to
Step 4. Write the product
Step 4. Write the product
of the num numerators over the
of the num numerators over the
product
of
the
den
product
of
the
den
denominators; and
denominators; and
needed.
needed.
Solve the problem using
Find the quotient:
Find the quotient:
illustration:
J.

application or
remediation
illustration:
1) Jayra bought 3 pineapples.
1) Jayra bought 3 pineapples.
She cut each into pieces.
She cut each into pieces.
How many halves did she
How many halves did she
have?
have?
2) Rico has to pack 4 kg. of
2) Rico has to pack 4 kg. of
rice in bags that can contain
rice in bags that can contain
4/5 kg per bag. How many
4/5 kg per bag. How many
bags will he need to pack the
bags will he need to pack the
rice?
rice?
Illustrate the following
division problems. Write the
division problems. Write the
answer in your notebook.
1.) 6
3
4
2.) 12
=N
2
3
=N
3.) 1/3 1/6
4.) 6
3
4
5.) 12
1.
10
1
8
2
3
1.
B.
No. of learners who

earned 80% in the
evaluation

below 80%
=n
=n
=N
= n 5. 8
= n 2.
4
5
1
2
= n 3. 6
=n
=n
4. 24
5. 3
10
1
8
1
2
=n
2.
=n
=n
3.
4.
= n 5. 8
Find the quotient. Write the

2.
1
3
5
9
= n 2.
4
5
1
2
= n 3. 6
1
3
1
4
=n
=n
1
2
2
3
1
3
7
8
4.
5
9
1
3
5
8
9
10
3.
6.) 1/3 1/6
1.
2.
1
3
7
10
A.
1
2
=n
Find the quotient. Write the

1
4
REMARKS
REFLECTION
1
2
7
8
V.
VI.
1
3
9
10
=N
2
3
5
8
=n
=n
4. 24
5. 3
7
10
C.
D.

lesson
E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Time
Monday
I.
OBJECTIVES
Grade Level
Learning Areas
Quarter
Tuesday
demonstrates
understanding of
000.
demonstrates
understanding of
000.
demonstrates
understanding of
operations, factors
four fundamental
fractions
recognize
and represent whole
demonstrates
understanding of
divisibility, order of operations,
factors
four fundamental
fractions
and represent whole
Wednesday
REVIEW
Thursday
PERIODICAL TEST
Friday
PERIODICAL TEST
C. Learning
each
II.

apply

problems involving division
without or with any of the
other operations of fractions
and whole numbers using
strategies and tools

reasonable answers)
involving division or with any
of the other operations of
fractions and whole
numbers.
M5NS-Ij-97.1
M5NS-Ij-98.1
M5NS-1j-97.1, Elementary
Mathematics 6 p. 126
M5NS-1j-98.1
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
Module in Mathematics 6 Lesson

89-91 pages 123-127
(LR) portal
IV.
PROCEDURES
the new lesson
flashcards of basic division
flashcards
facts, activity cards, charts
charts
of word problems
activity cards
Checking of Assignment
Review the steps in solving
Review the steps in solving word
word problems.
problems.
Ask: What are the steps in
solving a word problem
solving a word problem
of
activity
word
cards,
problems,
In what steps will the following

questions fall?
What is asked?
What is the process to be used?
What is the number sentence?
Show the solution and complete
for the lesson
answer.
Create
problems involving division
reasonable answers) involving
without or with any
division or with any of other
of the
problems
other operations of fractions
operations
of
and whole numbers using
whole numbers
(with
fractions
and

C. Presenting
the new lesson

Do you drink pineapple
juice? Do you share it with
your friends?
Read and study the problem.

Malou is making a placemats for
her mother. How many
placemats can she cut from 4
meters of linen cloth?
Ask:
Can
you
solve
the
problem? Why not? What is the

needed information to solve the
problem?
#1
Present a problem opener
Post the jumbled word problems
Pauline prepared liter of

pineapple juice for her 3
visitors. How much juice
were served to each of her
friends if she served equally
among them?
on the board.

problem?
They have 48 cups of buko

salad.
How many servings can be
made?
A cafeteria is offering buko
salad for desert.
Each serving is 2/3 of a cup.
What operation is to be
used?
Let the pupils read the

sentences written on the strips.
Ask a pupil to show his/her

#2

Ask: Which of the problems
Ask: Get a partner and try to
is
arrange the sentences to form a
easier
to
solve?
What
operation did you use to get

the answer?
it? Did you work with your
group cooperatively?
word
a problem.
A cafeteria
is offering
buko
salad for desert. They have
48 cups of buko salad. Each
serving is 2/3 of a cup. How
many serving can be made?
When your group solved the
Ask:
Did
you
arrange
the
problem easily, how did you
sentences correctly to form a
feel?
word problem?
Say: Let the pairs solve the
problem and ask someone to
show the solution on the board.
F.
Developing mastery

3)
Say: Let us solve more

problems. Let the pupils
answer the following
problems by pairs. Check the
pupils answers
a. Group Activity
Divide the class in four groups.
Let them choose a leader and a
secretary. Give each group an
activity card with data to be
used for creating a problem. Let
each group post their work on
the board. The leader will report
the problem they have created
and show their
answer and
solution.
Divide
the
class
in
four
Ask pupils to work on the
groups. Let them choose a
exercises
leader and a secretary. Give
Moving on page___ of LM Math
each group an activity card
Grade
with problems written on it.
answers.
5.
under
Check
Keeping
the
pupils
Then each group will post

their work on the board. The
leader
the lesson
I.
Evaluating learning
will
explain
their
answers and solutions.

Lead the pupils generalize
Lead the pupils generalize the
the following.
following.

problems are:
asked, what are given
Plan- Know the operation.
Solve- Write the correct
units/label your answer.
Check and Look back
Review and check your
answer.
To solve non-routine
problems involving division,
read and analyze the
problem carefully. Tell what
is asked and what are given.
Use other strategies like act
out the problem, table
method, drawing/making a
diagram to solve.
To create a word problem,
Be familiar with the

concepts of Math.
Think of the type of

problem to be created.
Read some samples of

word problems and
study their solutions.
The following are
necessary when
creating a problem.
Solve the following
Create a problem using the
problems.
given data. Then, solve the
Mrs. Gibe had 4 bars of
problem.
To check if the answer to the

problem you have created and
solved is correct;
All the given data

needed to solve the
problem should be
there.
The answer must be the

answer to what is asked
for and must be
reasonable.
laundry soap. In how many

days did she use the bar of
soap if she used 1 1/3 bars
a day?
There are 5 pieces of silk
cloth. Each piece is 8/9
meters long. It takes 4/9 of a
meter to make one dcor.
How many decors can be
Given:
2
3
collected pails of
water
3 big containers filled
equally
Asked: Number of pails
of water each container hold
Problem:
made from all the pieces?
________________________________
A tailor has a bolt of cloth 50
meters long. If a uniform
Solution and answer:
needs 2 2/3 meters of cloth,

how many uniforms can he
Given:
make from the cloth?

Rayne has 5 meters of cloth.
She will use it for making
scarves. How many scarves
can she make if each scarf
needs 2/3 meter?
Mark bought 30 2/3 meters
equally among 16 children,

how many meters of rope
will each receive?
3
4
m long of stick
7 equal parts
Asked: the measure of each
stick
Problem: _________________
of rope and cut it into equal

pieces. If he is to divide it
12
Given:
6
8
of 100 pupils
3 groups
Asked: the number of members
in each group
Problem: _____________________
J.

application or
remediation
Solve each problem.
Create your own problems.

Problem:__________________
After harvesting 20 sacks of

corn, 3 sacks were divided
by Mang Jun. He gave of a
sack of corn to each of his
neighbors.
How
many
neighbors shared Mang Juns

good harvest?
Mother has 6 kg of boiled
peanuts.
repack
She
these
wants
into
to
small
plastic bags which weigh 3/8
Solution and Answer:
kg each. How many plastic

bags does she need?
Hannah and Mother can sew
one table cloth in hour.
How many table cloths can
they finish in 5 hours?
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

encounter which my
help me solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Gives the place value and the value of a digit of a given decimal number through ten
thousandths.
1.demonstrates understanding
of decimals.
Thursday
1.demonstrates understanding of
decimals.
1.demonstrates
understanding of decimals.
1.demonstrates
2. demonstrates
understanding of the four
involving decimals and ratio
and proportion.
2. demonstrates understanding of
involving decimals and ratio and
proportion.
2. demonstrates
involving decimals and
ratio and proportion.
2. demonstrates
ratio and proportion.

represent decimals in various
forms and contexts.

represent decimals in various forms
and contexts.

represent decimals in
various forms and contexts.

various forms and
contexts.
2. is able to apply the four

and proportion in

fundamental operations involving
decimals and ratio and proportion
in mathematical problems and reallife situations.

ratio and proportion in
gives the place value and the

value of a digit of a given
decimal number through ten
thousandths.
gives the place value and the value

of a digit of a given decimal
number through ten thousandths.
reads and writes decimal

numbers through ten
thousandths.
reads and writes decimal

numbers through ten
thousandths.
M5NS-IIa-101.2
M5NS-IIa-102.2
M5NS-IIa-102.2
Numbers and Number Sense
Numbers and Number

Sense
Numbers and Number

Sense
C. Learning
each
M5NS-IIa-101.2
II.
CONTENT

ratio and proportion in
Weekly Test
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
(LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
the new lesson
K to 12 Grade 5 Curriculum Guide
VI pp.38-42
K to 12 grade 5 Curriculum
p.
57.
(M5NS-IIa-102),
Growing Up with math pp.
163166.
Lesson Guide In
Mathematics 5 pp. 310315, MISOSA Module 6Reading
and
Writing
Decimals
K to 12 grade 5 Curriculum
p.
57.
(M5NS-IIa-102),
Growing Up with math pp.
163166.
Lesson Guide In
Mathematics 5 pp. 310315, MISOSA Module 6Reading
and
Writing
Decimals
Guide p. 57 MN5NS-IIa-101.2
p. 57 MN5NS-IIa-101.2 Lesson
Lesson Guide in Elementary
Guide in Elementary Mathematics
Mathematics VI pp.38-42
Cards, place value chart
Game- Brothers/Sisters, Where
Game- Brothers/Sisters, Where Are
Are You?
You?
Different card bearing number
Different card bearing number
Review on reading and

writing whole numbers by
presenting some statistics.
Review on reading and

writing whole numbers by
presenting some statistics.
phrases, fractions, and
phrases, fractions, and decimals
decimals will be given to
will be given to pupils. Be sure to
pupils. Be sure to have the
have the complete set.
Read the numbers and

write
them
in
words
(cartolina strips)
Here are some facts about
the Philippines
Read the numbers and

write
them
in
words
(cartolina strips)
Here are some facts about
the Philippines
Reads and writes decimal

numbers through ten
thousands
Reads and writes decimal

numbers through ten
thousands
Are you all aware of what is

happening in our country?
Are you aware of the
economic situation
in the
Philippines? What is the
implication to our economy
of the dollar exchange
rate?
Are you all aware of what is

happening in our country?
Are you aware of the
economic situation in the
Philippines? What is the
implication to our economy
of the dollar exchange
rate?
complete set.
for the lesson
C. Presenting
the new lesson
Gives the place value and the
Gives the place value and the value
value of a digit of a given
of a digit of a given decimal
decimal number through ten

When you see 5, what does it
number through ten

When you see 5, what does it mean
mean to you? (5 objects or 5
to you? (5 objects or 5 units)
units)
How about 0.5? Do we read it

simply as point 5?
Is there a way to read it correctly?
How about 0.5? Do we read it

simply as point 5?
Is there a way to read it
correctly?

#1
Present the problem:
Present the problem:
Problem:
Raul and Joey love studying.

Even though their houses are
far from their school, they still
attend their classeseveryday.
The distance of Rauls house
to school is 2 kilometers while
joeys house is 2.25 kilometers
away.
Raul and Joey love studying. Even

though their houses are far from
their school, they still attend their
classeseveryday. The distance of
Rauls house to school is 2
kilometers while joeys house is
2.25 kilometers away.
Every
morning
Atty.
Arcigalreads
the
Every
morning
Atty.
Arcigalreads
the
newspaper. He takes note
newspaper. He takes note
of the dollar exchange. One
of the dollar exchange. One
morning, he read that the
morning, he read that the
exchange rate of a dollar is
exchange rate of a dollar is
The pupils will answer the following

questions;
What numbers are given in the
situation?
What kind of number is 2?
How about 2,25?
Do you know the different place
value positions of a decimal?
P 46.468. How does we
P 46.468. How does we
read this number?
read this number?
Based on the numeral 0.4786
Based
answer the following:
answer the following:
What is the position of zero?
What is the position of zero? When
When do we used zero?
do we used zero?
7-tenths
What is the digit in the tenths
What is the digit in the tenths place
2. 3-tens
7-tenths
place and what is the value?
and what is the value?
2-hundredths
2. 3-tens
What digit is in the hundredths
What digit is in the hundredths
place? What is the value?
place? What is the value?
The pupils will answer the

following questions;
What numbers are given in
the situation?
What kind of number is 2?
How about 2,25?
Do you know the different
place value positions of a
decimal?
#2
Problem:
What
digit
is
in
the
on
the
numeral
0.4786
What digit is in the thousandths
Present
the
decimal
chart.
chart.
A. Flash cards one at a

time. Let the pupil read and
write decimal numbers.
A. Flash cards one at a

time. Let the pupil read
and write decimal
numbers.
6-ones
4-thousandths
5- tenths
5-ten thousandths8-
value?
What digit is in the ten thousandths
hundredths
is
in
the
ten
place, what is the value?
decimal
number in a place value
place, what is the value?
digit
the
number in a place value
thousandths place, what is the

What
Present
9-ten thosandths
2-hundredths
6-ones
4-thousandths
5- tenths
5-ten thousandths8hundredths
9-ten thosandths
thousandths place, what is the
Have pupils work in pairs.
value?
Each pair works on every
Have pupils work in pairs.
station simultaneously.
Each pair works on every
Each of them will check
station simultaneously.
their answers and present
Each of them will check
their output.
their answers and present
Station 1. Write five and

three hundred ten
their output.
Station 1. Write five and
thousandths in decimal
form.
Station 2. Write 24 and 6
hundred ten thousandths in
decimal form. Then write in
words.
Station 3. Write 46 and
sixty-three hundredths in
words
Station 4. Write 92 ten
form and write in words.
Station 5. Write four
thousand fifteen and fortyone thousandths in decimal
F.
Developing mastery

3)
Have
each
group
their
output.
presents
Check
their
Have each group presents their

output. Check their answer.
answer.
Say;
Say; how were you able to
determine the place value and
how
determine the place value and
value
value of a digit in a decimal
number?
of
were
a
digit
you
in
able
to
a decimal
number?
Discuss
Explore and Discover on page
Explore
______ of LM Math Grade 5.
______ of LM Math Grade 5. Ask the
Ask the pupils to work on
pupils to work on items 1 to 10
items
under Get Moving on page ______.
to
10
under
Get
Moving on page ______.

Check the pupils answers. For
the mastery, have them
answer items 1 o 10 under
Keep Moving of LM Math
Grade 5 on page ____. Check
the
and
presentation
Discover
on
on
page
Check the pupils answers. For the

mastery, have them answer items
1 o 10 under Keep Moving of LM
Math Grade 5 on page ____. Check
the pupils answer
Let the class check their

answers by pairs and
present their outputs one
at a time. After the class
presented, ask, How did
you find the activity? How
did you read and write
decimal numbers?
Say: We read decimal
numbers like reading whole
numbers. Then say, the
place value of the last digit.
The decimal point is read
as and. We use 0 as
placeholder.
on Explore and Discover on
page ___ of LM Math Grade
5.
The teacher will give other
exercise:
Write the decimals that the
teacher will dictate
267.249
138.5611
3984.06
34.6823
450.65
three hundred ten

form.
Station 2. Write 24 and 6
hundred ten thousandths in
words.
Station 3. Write 46 and
sixty-three hundredths in
words
Station 4. Write 92 ten
form and write in words.
Station 5. Write four
thousand fifteen and fortyone thousandths in decimal
Let the class check their
answers by pairs and
present their outputs one
at a time. After the class
did you read and write
decimal numbers?
Say: We read decimal
numbers like reading whole
numbers. Then say, the
place value of the last
digit. The decimal point is
read as and. We use 0 as
placeholder.
5.
The teacher will give other
exercise:
teacher will dictate
267.249
138.5611
3984.06
34.6823
450.65
the pupils answer
the lesson
How do you know the value
How do you know the value and
and place value of each digit
place value of each digit in a given
in a given decimal?
decimal?
I.
Give the place value and the
Give the place value and the value
value of the underlined digit.
of the underlined digit.
Evaluating learning
Number
Plac
Valu
Number
Valu
Plac
Valu
J.

application or
remediation
6. 08912
392. 035
80.5487
0.96582
175.6734

items under Get Moving on
5.
answer the items under
Keep Moving on pages ____
to ____
of LM Math Grade 5.
Elicit from the pupils the
rules
on
reading
and
writing decimals.
Let them explain how the
decimal point is to be read.
Write in words.
Write in words.
36.5438
140. 569
9.2345
36.5438
140. 569
9.2345
Write the following in

words.
1. Twenty-four and six
thousand three hundred
forty-eight ten thousandths.
2. Six hundred twelve and
five
hundred-six
thousandths
3. Three hundred thirtyseven and three hundred
eight thousandths
4.
Eighteen
and
nine
hundred ten thousandths
5.
Forty-six
and
one
ninety-four
ten
Write the following in

words.
1. Twenty-four and six
forty-eight
ten
thousandths.
2. Six hundred twelve and
five
hundred-six
thousandths
3. Three hundred thirtyseven and three hundred
eight thousandths
4.
Eighteen
and nine
hundred ten thousandths
5.
Forty-six
and
one
Valu
e
1.
2.
3.
4.
5.

items under Get Moving on
5.
Keep Moving on pages ____
to ____
of LM Math Grade 5.
Elicit from the pupils the
rules
on
reading
and
writing decimals.
Let them explain how the
decimal point is to be read.
e
6.
7.
8.
9.
10.
6. 08912
392. 035
80.5487
0.96582
175.6734
Write the digit in each place
Write the digit in each place
0.34607
0.34607
_______ hundredths
_______ hundredths
_______ tenths
_______ tenths
_______ thousandths
_______ thousandths
0.00642
0.00642
_______ thousandths
_______ thousandths
_______ hundredths
_______ hundredths
_______ ten thousandths
5.06789
5.06789
_______ tenths
_______ tenths
V.
VI.
A.
B.
C.
D.
_______ hundredths
_______ thousandths
_______ thousandths
thousandths.
ninety-four
thousandths.
ten
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

encounter which my
help me solve?
other teachers?
G.
_______ hundredths
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and August 29- September 2, 2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Rounds decimal numbers to the nearest hundredths and thousandths.
1.demonstrates
1.demonstrates
1.demonstrates
1.demonstrates
2. demonstrates
2. demonstrates
2. demonstrates
2. demonstrates
Thursday
Friday
Weekly Test

and proportion.

and proportion.

and proportion.

and proportion.

forms and contexts.

forms and contexts.

forms and contexts.

forms and contexts.

and proportion in

and proportion in

and proportion in

and proportion in
rounds decimal numbers to

the nearest hundredth and
thousandth.
rounds decimal numbers to

the nearest hundredth and
thousandth.
compares and arranges

decimal numbers.
compares and arranges

decimal numbers.
M5NS-IIb-104.2
M5NS-IIb-104.2
M5NS-IIa-103.2
M5NS-IIa-103.2
(MN5S-IIa-1012.3) p.57,
Lesson Guide in Mathematics
Grade 5 pp. 316-318,
Growing Up with Math pp.
170-171,
Math
for
Life
pp.215-217
(MN5S-IIa-1012.3) p.57,
Lesson Guide in Mathematics
Grade 5 pp. 316-318,
Growing Up with Math pp.
170-171,
Math
for
Life
pp.215-217
K to 12 Curriculum Guide, LM
Math Grade 5 pages
Mathematics Grade 6 p. 4649, 271
MISOSA Module Mathematics
6 No. 12
Workbook in Mathematics 6,
Rubio, May Ester M. p. 20-23
Growing Up with Math 5 p.
167-168
Math Grade 5 pages
Mathematics Grade 6 p. 4649, 271
6 No. 12
Workbook in Mathematics 6,
Rubio, May Ester M. p. 20-23
Growing Up with Math 5 p.
167-168
flashcards, number line
flashcards, number line
activity cards
activity cards
C. Learning
each
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
lesson or presenting the
new lesson

teacher will dictate.
Mechanics:
a. The teacher dictate the
decimal number.
b. The first pupil in a row will
write his answer on a piece of
paper as a groups answer
sheet.
c. He pass it to his teammate
next to him for his answer to
the number dictate by the
teacher.
d. As soon as the last pupil in
a row has written his answer
he submits their answer
sheet to the teacher for
checking.
e. The group with the most
number of correct answers
win.

teacher will dictate.
Mechanics:
a. The teacher dictate the
decimal number.
b. The first pupil in a row will
write his answer on a piece of
paper as a groups answer
sheet.
c. He pass it to his teammate
next to him for his answer to
the number dictate by the
teacher.
d. As soon as the last pupil in
a row has written his answer
he submits their answer
sheet to the teacher for
checking.
number of correct answers
win.
Arranging numbers in
ascending or descending
order.
Arranging numbers in
ascending or descending
order.
a. Group the class with 5

members each.
b. Each member of the group
will be given cards with
numbers.
a. Group the class with 5

members each.
b. Each member of the group
will be given cards with
numbers.
Group 1
Group 1
c.
The
teacher
gives
instruction
to
arrange
themselves
in
ascending
order;
then in descending
order.
d. The first group to arrange
themselves correctly wins the
game.
c.
The
teacher
gives
instruction
to
arrange
themselves
in
ascending
order;
then in descending
order.
d. The first group to arrange
themselves correctly wins the
game.

the lesson
Rounds decimal numbers to

the nearest hundredths and
thousandths.
Rounds decimal numbers to

the nearest hundredths and
thousandths.
Compares and arranges

decimal numbers.
Compares and arranges

decimal numbers.
C. Presenting
new lesson
What
percent
is
the
molecules of carbon dioxide
present
in
the
earths
atmosphere?
What
percent
is
the
molecules of carbon dioxide
present
in
the
earths
atmosphere?
During the Palaro ng Bayan,

Alex Soriano ran the 100
meter dash in 11.43 seconds.
Jun Abad the same event in
11.58 seconds. Who is faster
between the two runners?
Ask:
During the Palaro ng Bayan,

Alex Soriano ran the 100
meter dash in 11.43 seconds.
Jun Abad the same event in
11.58 seconds. Who is faster
between the two runners?
Ask:
How long did it take for Alex

to reach the finish line? How
about Jun?
Which of the time recorded in
seconds is less than? greater
than?
If you win the race, are you
the fastest or the slowest? If
you are, do you have the
least or the greatest time
spent?
Who is faster between the
two runners?
How long did it take for Alex

to reach the finish line? How
about Jun?
Which of the time recorded in
seconds is less than? greater
than?
If you win the race, are you
the fastest or the slowest? If
you are, do you have the
least or the greatest time
spent?
Who is faster between the
two runners?

#1

#2
Present the problem in the

class.
Of the 100% total molecules
present in the total molecules
present composition of the
Earths
atmosphere,
only
0.0325 percent is carbon
dioxide.
Ask: What number is closest
to 0.0325? Why? Why not?
What are the other possible
numbers closest to 0.325?
What are the rules in
rounding
off
decimal
numbers?
. Encourage the pupils to
work in pairs. Give them time
to solve for the answer to the
problem by illustration.
Present the problem in the

class.
Of the 100% total molecules
present in the total molecules
present composition of the
Earths
atmosphere,
only
0.0325 percent is carbon
dioxide.
Ask: What number is closest
to 0.0325? Why? Why not?
What are the other possible
numbers closest to 0.325?
What are the rules in
rounding
off
decimal
numbers?
. Encourage the pupils to
work in pairs. Give them time
Encourage the pupils to work

in pairs. Give them time to
solve for the answer to the
Encourage the pupils to work

in pairs. Give them time to
solve for the answer to the
After all groups presented

their answers, ask: Which
group/s was/were able to
give all correct answers?
Which group/s missed an
answer?
Which
group/s
was/were not able to give
any correct answer?

their answers, ask: Which
group/s was/were able to
give all correct answers?
answer?
Which
group/s
was/were not able to give
any correct answer?
Ask:
F.
Ask:
How do we compare
decimals?
How do we order decimals?
How do we compare
decimals?
How do we order decimals?
Developing mastery
After the group have played,

ask, How do you find the
activity? How did you round
decimal number nearest to
hundredths
and
thousandths?
Expected answer:
By using number line
By following the rules in
rounding off numbers.
After the group have played,

ask, How do you find the
activity? How did you round
decimal number nearest to
hundredths
and
thousandths?
Expected answer:
By using number line
By following the rules in
rounding off numbers.
Let the pupils study Explore

and Discover on page ___ of
the LM Math Grade 5.
Emphasize the use of the
number line to compare and
order decimals. Let the pupils
observe that the value of
numbers at the right part of
the number line is greater
than the value of numbers on
its left.

and Discover on page ___ of
the LM Math Grade 5.
Emphasize the use of the
number line to compare and
order decimals. Let the pupils
observe that the value of
numbers at the right part of
the number line is greater
than the value of numbers on
its left.

Explore and Discover and the
other examples, LM

Explore and Discover and the
other examples, LM
Allow pupils to answer

exercises A and B under
Keep Moving, pages ____


3)
the lesson
I.
J.
Evaluating learning

application or
Math Grade 5. Check their

answer. For mastery, have
them answer the answer the
Items under Keep Moving on
page _____ of LM Math Grade
5. Check pupils answers.
What is the rule to be
followed
when
rounding
decimals?
1. Identify the digit to be
rounded-off.
2. Inspect the digit to the
right of the required place.
a. If the digit is greater than
5, add 1 to the digit at the
required place.
b. If the digit is less than 5,
retain the digit at the
required place. Then drop all
the digits to the right of the
required place.
c. Copy all the digits to the
left of the required place if
there are any.
Math Grade 5. Check their

answer. For mastery, have
them answer the answer the
Items under Keep Moving on
page _____ of LM Math Grade
5. Check pupils answers.
What is the rule to be
followed
when
rounding
decimals?
1. Identify the digit to be
rounded-off.
2. Inspect the digit to the
right of the required place.
a. If the digit is greater than
5, add 1 to the digit at the
required place.
b. If the digit is less than 5,
retain the digit at the
required place. Then drop all
the digits to the right of the
required place.
c. Copy all the digits to the
left of the required place if
there are any.
and LM Math Grade 5. Check

the pupils answer.

the pupils answer.
In comparing and ordering

decimals:
Line up decimals.
Write equivalent
decimals if necessary.
Begin at the left.

Compare to find the
first place where the
digits are different.
Compare the digits.
Order the decimals if

there are 3 or more
given decimals from
least to greatest or
from greatest to
least.
In comparing and ordering

decimals:
Line up decimals.
Write equivalent
decimals if necessary.
Begin at the left.

Compare to find the
first place where the
digits are different.
Compare the digits.
Order the decimals if

there are 3 or more
given decimals from
least to greatest or
from greatest to
least.
Round off the following to the

nearest place indicated.
Hundredths
Thousandths
1. 0.823
6.5864
2. 1.376
35.0465
3. 0.937
74.3091
4. 0.608
49.1719
5. 0.381
35.0007
Round off the following to the

Hundredths
Thousandths
1. 0.823
6.5864
2. 1.376
35.0465
3. 0.937
74.3091
4. 0.608
49.1719
5. 0.381
35.0007
B. Compare these decimals

by writing <, > or = in the
blank.
B. Compare these decimals

by writing <, > or = in the
blank.
Round 85.81267 to the
Round 85.81267 to the
1. 0.162 _____ 0.106
1. 0.162 _____ 0.106

6.
0.61 _____ 0.601

2. 0.036 _____ 0.031
6.
0.61 _____ 0.601
2. 0.036 _____ 0.031
7. 9.2 _____ 9.200

3. 0.4 _____ 0.40
8.
10.021 _____ 0.045
4. 3.53 _____ 3.59
9.
0.7562 _____ 0.7559
5. 7.01 _____ 7.103
7. 9.2 _____ 9.200

3. 0.4 _____ 0.40
8.
10.021 _____ 0.045
4. 3.53 _____ 3.59
9.
0.7562 _____ 0.7559
5. 7.01 _____ 7.103
10.8.627 _____ 8.649
10.8.627 _____ 8.649
Order the numbers from
Order the numbers from
remediation
V.
VI.
REMARKS
REFLECTION
A.
No. of learners who earned

80% in the evaluation
B.

below 80%
lesson
C.
D.
E.
did these work?
F.

solve?
other teachers?
G.
a. hundredths
a. hundredths
b. thousandths
b. thousandths
least to greatest.
1.
2.
3.
4.
5.
least to greatest.
0.0990, 0.0099, 0.999, 0.90

3.01, 3.001, 3.1, 3.0011
0.123, 0.112, 0.12, 0.121
7.635, 7.628, 7.63, 7.625
4.349, 4.34, 4.3600, 4.3560
1.
2.
3.
4.
5.
0.0990, 0.0099, 0.999, 0.90

3.01, 3.001, 3.1, 3.0011
0.123, 0.112, 0.12, 0.121
7.635, 7.628, 7.63, 7.625
4.349, 4.34, 4.3600, 4.3560
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and September 5-9, 2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Visualizes addition and subtraction of decimals.
1.demonstrates
1.demonstrates
Wednesday
Thursday
1.demonstrates
1.demonstrates
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates
and proportion.

forms and contexts.

forms and contexts.

forms and contexts.

forms and contexts.

and proportion in

and proportion in

and proportion in

and proportion in
Friday
Weekly Test
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
visualizes addition and

subtraction of decimals.
visualizes addition and

M5NS-IIb-105
M5NS-IIb-105
adds and subtracts decimal

numbers through
thousandths without and with
regrouping.
adds and subtracts decimal

numbers through
thousandths without and with
regrouping.
M5NS-IIb-106.1
M5NS-IIb-106.1
Math Grade 5 pages
Mathematics Grade 6 p. 48,
274 MISOSA Module
Mathematics 6 No. 42
Math Grade 5 pages
Mathematics Grade 6 p. 48,
274 MISOSA Module
Mathematics 6 No. 42
Math Grade 5 pages
Mathematics Grade 5 p. 251254, 264-267
Growing Up with Math p. 173,
176
5, Nos. 41, 42
Math Grade 5 pages
Mathematics Grade 5 p. 251254, 264-267
Growing Up with Math p. 173,
176
5, Nos. 41, 42
activity cards
activity cards
flash cards, pictures,

illustrations
flash cards, pictures,

illustrations
Have you been to a sari-sari

store? Have you try to
compute the amount of the
things/item that you bought?
Do you find it easily to
compute?
Ask: Do you count the
change that you receive after
buying? Why?
Let the pupils realize that it
is importance of accuracy in
basic addition and
subtraction in our daily
routines.
Have you been to a sari-sari

store? Have you try to
compute the amount of the
things/item that you bought?
Do you find it easily to
compute?
Ask: Do you count the
change that you receive after
buying? Why?
Let the pupils realize that it
is importance of accuracy in
basic addition and
subtraction in our daily
routines.
Add or subtract the following.
Add or subtract the following.
III.
(LR) portal
IV.
PROCEDURES
the new lesson
2.9
7.2
2.9
7.2
+1
.6
3.8
+1
.6
3.8

the lesson
Visualizes addition and

Visualizes addition and

C. Presenting
new lesson
A. Encourage pupils to use

grid lines to solve the
problem. Instruct the pupils
to do the following:
A. Encourage pupils to use

grid lines to solve the
problem. Instruct the pupils
to do the following:

#1
Mang Dodong is an architect.

He has plan to place a 100
square side by side to make
his room looks elegant. He
wants to have a variation on
the colors of the tiles, so he
puts 15 red tiles, 35 blue tiles
and the remaining tiles are
green? How many tiles are
green?
Mang Dodong is an architect.

He has plan to place a 100
square side by side to make
his room looks elegant. He
wants to have a variation on
the colors of the tiles, so he
puts 15 red tiles, 35 blue tiles
and the remaining tiles are
green? How many tiles are
green?
Ask:
What is the total number of
tiles does Mang Dodong
have? Tell the pupils that
total number represents the
whole which is equivalent to
one. Explain to the pupil that
each squares are equivalent
to 0.001.
tiles whose color are red and
blue? How will you be able to
find the total number?
How will you know the
number of tiles which are not
red or blue?
Make the pupils realized that
the tiles left are green
Ask:
tiles does Mang Dodong
have? Tell the pupils that
total number represents the
whole which is equivalent to
one. Explain to the pupil that
each squares are equivalent
to 0.001.
tiles whose color are red and
blue? How will you be able to
find the total number?
number of tiles which are not
red or blue?
Make the pupils realized that
the tiles left are green
Add and subtract decimal

numbers through
thousandths without and
with regrouping.
What should you do to the
things that you used in
school? Do you keep it
orderly and use as needed?
Emphasize the value of being
orderly and thrifty to the
resources/ things that we
have.
Add and subtract decimal

numbers through
thousandths without and
with regrouping.
What should you do to the
things that you used in
school? Do you keep it
orderly and use as needed?
orderly and thrifty to the
resources/ things that we
have.
Charlie decided to go to the

nearest
church
in
the
succeeding town by biking.
He knew that it was 7.529 km
from his current location. For
the first few minutes, he
recorded that he had biked
2.097 km for the first 7
minutes and 3.618 km for the
next 10 minutes. How far will
he need to bike to reach his
destination?
Charlie decided to go to the

nearest
church
in
the
succeeding town by biking.
He knew that it was 7.529 km
from his current location. For
the first few minutes, he
recorded that he had biked
2.097 km for the first 7
minutes and 3.618 km for the
next 10 minutes. How far will
he need to bike to reach his
destination?
Ask:
Ask:
How far is the church from

Charlies current location?
What is the total distance
covered by Charlie for 17
minutes?
distance he still needs to
cover to reach the church?
How far is the church from

Charlies current location?
What is the total distance
covered by Charlie for 17
minutes?
distance he still needs to
cover to reach the church?

#2
F.
Developing mastery

3)
1. Count a 10 x 10 squares
on a graphing paper.
2. Cut four sets of 10 x 10
squares to be used to solve
the problem.
3. Color two sets of 10 x 10
squares based from the
number of squares tiles on
the given problem.
4. For the third set of 10 x 10
squares colored it with both
red and blue as indicated in
the problem. Let them count
the total number of square
which are both red and blue.
5. Let the pupils colored the
remaining
numbers
of
squares with green. Do it on
the fourth set of 10 x 10
squares.
1. Count a 10 x 10 squares
on a graphing paper.
2. Cut four sets of 10 x 10
squares to be used to solve
the problem.
3. Color two sets of 10 x 10
squares based from the
number of squares tiles on
the given problem.
4. For the third set of 10 x 10
squares colored it with both
red and blue as indicated in
the problem. Let them count
the total number of square
which are both red and blue.
5. Let the pupils colored the
remaining
numbers
of
squares with green. Do it on
the fourth set of 10 x 10
squares.
Ask the pupils to work in

groups in solving the
problem.

problem.
2.097 km
+ 3.618 km
Arranged the numbers
vertically. Then add the
numbers from
5.715 km
right to left.
Put the decimal point on its
corresponding place.
vertically. Subtract the
numbers from 1.814 km
right to left. Put the decimal
point on its corresponding
place.
2.097 km
+ 3.618 km
vertically. Then add the
numbers from
5.715 km
right to left.
Put the decimal point on its
corresponding place.
vertically. Subtract the
numbers from 1.814 km
right to left. Put the decimal
point on its corresponding
place.

their answers, ask: How did
you find the activity? How did
you solve the total number of
red and blue square tiles?
How about the green tiles?
How did you do it?

their answers, ask: How did
you find the activity? How did
you solve the total number of
red and blue square tiles?
How about the green tiles?
How did you do it?
After the group presented

and checked their work, call
on the leader to relate what
they have done to solve the
problem.

problem.
Ask:
What strategy was used in
solving the problem?
Does it help you to clearly
see the addition and
subtraction of decimals
through visualization?
Ask:
What strategy was used in
solving the problem?
Does it help you to clearly
see the addition and
through visualization?
How do we add decimals

through thousandths with or
without regrouping?
Did you move the decimal
point of the sum of decimals?
How do you subtract
decimals through
thousandths with or without
regrouping?
point of the difference of
decimals?
How do we add decimals

through thousandths with or
without regrouping?
point of the sum of decimals?
How do you subtract
decimals through
thousandths with or without
regrouping?
point of the difference of
decimals?

under Explore and
Discover and the other
examples, LM Math Grade 5
on page ___.

under Explore and
Discover and the other
examples, LM Math Grade 5
on page ___.

of page __, LM Math Grade 5.
Then give these exercises.

Arranged the decimals
Arranged the decimals
Ask:
Ask:
the lesson
I.
Evaluating learning

exercises under Get Moving
on page ___ of LM Math
Grade 5. Check their
answers. For mastery, have
them answer the items under
Keep Moving on page 153
of LM Math Grade 5. Check
the pupils answer.

Grade 5. Check their
them answer the items under
Keep Moving on page 153
of LM Math Grade 5. Check
the pupils answer.
In adding/subtracting
decimals:
Write the decimals in a
column, aligning the decimal
points. Use 0 as place holder
when needed.
decimals:
Write the decimals in a
column, aligning the decimal
points. Use 0 as place holder
when needed.
Add/subtract as you would

add/subtract whole numbers.
Regroup if necessary
Add/subtract as you would

add/subtract whole numbers.
Regroup if necessary
Place the decimal point in the

result aligned with the other
decimal points
Place the decimal point in the

result aligned with the other
decimal points
Complete the illustration by

shading or coloring them
correctly showing the given
addition
or
subtraction
statements. Take note that
each
squares
represents
0.001.
Complete the illustration by

shading or coloring them
correctly showing the given
addition
or
subtraction
statements. Take note that
each
squares
represents
0.001.
vertically and does the

indicated operation.
vertically and does the

indicated operation.
1. 2.589 + 1.051
2. 16. 603 8.546
3. 620 2.915
4. 20.12 + 8.621
5. 12. 958 + 9.834
1. 2.589 + 1.051
2. 16. 603 8.546
3. 620 2.915
4. 20.12 + 8.621
5. 12. 958 + 9.834

the pupils answer.

the pupils answer.
decimals follow these steps:
Arrange the numbers

in column. Align the
decimal points. Use 0
as placeholder if
needed.
Add/subtract as you
would add/subtract
whole numbers from
right to left.
Place a decimal point

in the sum/
difference. Align this
with the other
decimal points.
decimals follow these steps:
Arrange the numbers

in column. Align the
decimal points. Use 0
as placeholder if
needed.
Add/subtract as you
would add/subtract
whole numbers from
right to left.
Place a decimal point

in the sum/
difference. Align this
with the other
decimal points.
A. Perform the indicated

operation.
A. Perform the indicated

operation.
1.
2.
16.00
1.
16.00
15.47
15.47
+ 0.324
+ 0.324
24. 63
2.
24. 63
18. 914
18. 914
+ 55. 892
+ 55. 892
3.
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
G.
Draw an illustration that will

represent the following.
Draw an illustration that will

represent the following.
1. 0.085 0.076
1. 0.085 0.076
2. 0.063 + 0.009
2. 0.063 + 0.009
3. 0.098 0.075
4. 0.025 + 0.018
3. 0.098 0.075
4. 0.025 + 0.018
5. 1.041 + 0. 043
5. 1.041 + 0. 043
248. 79
3.
248. 79
36.71
36.71
+42.845
+42.845
A. Add or subtract. Match

with the correct answer.
A. Add or subtract. Match

with the correct answer.
1. 0.257
0.525
2. 0.928
0.766
3. 0.754
4. 0.316
5. 0.863
0.534
1. 0.257
0.525
2. 0.928
0.766
3. 0.754
4. 0.316
5. 0.863
0.534
+ 0.212
a.
0.403
b.
0.22 c. 0.469
+ 0.45 d. 0.987
+ 0.124
e.
+ 0.212
a.
0.403
b.
0.22 c. 0.469
+ 0.45 d. 0.987
+ 0.124
e.

other teachers?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Estimates the sum or difference of decimal numbers with reasonable results.
1.demonstrates
1.demonstrates
of decimals.
Thursday
of decimals.
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates understanding
of the four fundamental
operations involving decimals
and ratio and proportion.
2. demonstrates understanding
of the four fundamental
operations involving decimals
and ratio and proportion.



forms and contexts.

forms and contexts.

and proportion in

and proportion in

and proportion in mathematical
situations.

and proportion in mathematical
situations.
Friday
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
estimates the sum or

difference of decimal
numbers with reasonable
results.
estimates the sum or

results.
M5NS-IIc-107
M5NS-IIc-107
solves routine or nonroutine problems involving

addition and subtraction of
decimal numbers including
money using appropriate
and tools.
solves routine or nonroutine problems involving

decimal numbers including
money using appropriate
and tools.
M5NS-IIc-108.1
M5NS-IIc-108.1
K to 12 Gr. 5 CG M5NS-IIc-
K to 12 Gr. 5 CG M5NS-IIc-
107, LM, LG Gr.6 pp.51-54,
107, LM, LG Gr.6 pp.51-54,
Gr. 6, Growing Up with Math
Gr. 6, Growing Up with Math
M5NS-IIc-108.1, LG Grade V p.
268-270, 21st Century
mathematics p.68
LM Grade IV p 68-69
M5NS-IIc-108.1, LG Grade V p.
268-270, 21st Century
mathematics p.68
LM Grade IV p 68-69
Gr. 5 pp.160-162, Math
Gr. 5 pp.160-162, Math
Connections Gr. 5 pp. 133-
Connections Gr. 5 pp. 133-
136
136
charts, flash cards, chart of

word problems activity cards
charts, flash cards, chart of

word problems activity cards
Check the assignment

word problems.

word problems.
Ask:
What are the steps in
solving a word problem?
In what steps will the
following questions fall?
* What is asked?
* What are the given
facts?
* What is the process
Ask:
What are the steps in
solving a word problem?
* What is asked?
* What are the given
facts?
* What is the process
III.
(LR) portal
IV.
PROCEDURES
the new lesson
counters, paper bag, index
counters, paper bag, index
card
card
Teacher flashes decimal
Teacher flashes decimal
number and its rounded off
number and its rounded off
number:
number:
Ex.:
Ex.:
84.815 = 84.5
tenths
42.583 = 42.58
=
=
hundredths
1.53863 = 1.5386
84.815 = 84.5
tenths
42.583 = 42.58
hundredths
=
1.53863 = 1.5386
ten thousandths
ten thousandths
to be used?
* What is the number
sentence?
* Show the solution
and complete answer.
to be used?
* What is the number
sentence?
* Show the solution
and complete answer.
for the lesson
Estimates the sum or

results.
Estimates the sum or

results.
Solve routine or non-routine

problems involving addition
and subtraction of decimal
numbers including money
solving strategies and tools
Solve routine or non-routine

and subtraction of decimal
numbers including money
solving strategies and tools
C. Presenting
the new lesson
You were asked by your
mother to buy some
mother to buy some
groceries after class.
groceries after class.
Without computing, how
Without computing, how
would you know that the
would you know that the
Show a picture of a hill?

Ask: Have you been to a hill?
What did you do there? Share
some of your experiences.
Ask: Is it necessary to
conserve our environment?
Show a picture of a hill?

Ask: Have you been to a hill?
money given to you is
money given to you is
enough or not? Why?

Role Playing
enough or not? Why?

Role Playing
Divide the class into 2
groups.
groups.
Provide an activity card in
Provide an activity card in
each group for them to act
each group for them to act
out or role play.
out or role play.
A total of 357 Grades IV, V,

and VI pupils of Pook
Elementary School joined a
tree-planting program. They
planted Narra seedling that
cost 1,230.67 and and Apitong
seedlings cost 2,968.78 How
much seedlings did they plant
in all?
A total of 357 Grades IV, V,

and VI pupils of Pook
Elementary School joined a
tree-planting program. They
planted Narra seedling that
cost 1,230.67 and and Apitong
seedlings cost 2,968.78 How
much seedlings did they plant
in all?
Ex.:
Ex.:
Ron has Php.12,720 in his
Ron has Php.12,720 in his
savings account. He wants
savings account. He wants
to buy a stereo and speakers
to buy a stereo and speakers
while they are on sale. The
while they are on sale. The
stereo cost Php.9,889.99
stereo cost Php.9,889.99

problem?
What are given facts?
What word clue help
used?
Ask a pupil to show
his/her answer on the board.

problem?
What are given facts?
What word clue help
used?
Ask a pupil to show
and the speakers cost
and the speakers cost
Php.915.50. About how
Php.915.50. About how
much of his savings will be
much of his savings will be
left after the purchase?
left after the purchase?
They have to act out also
They have to act out also

#1
the following:
the following:
What information is given in
What information is given in
the problem?(savings Php12
the problem?(savings Php12
720, cost of stereo Php9
720, cost of stereo Php9
889.99, speaker Php915.50)
889.99, speaker Php915.50)
What should be done first so
What should be done first so
that Ron will have an idea in
that Ron will have an idea in
the following:
the following:
About how much will he
About how much will he
pay? ( Php10 000 and
pay? ( Php10 000 and
Php900 )
Php900 )
About how much will be left
About how much will be left
of his savings?
of his savings?
( Php13 000 Php10 900 =

#2
( Php13 000 Php10 900 =
Php2 100 )
Php2 100 )
Have them compute the
Have them compute the
actual answer and compare
actual answer and compare
it with the estimated answer.
it with the estimated answer.
( Php12 720 ( Php9 889.99
( Php12 720 ( Php9 889.99
+ Php915.50 ) = Php1
+ Php915.50 ) = Php1
914.51 )
914.51 )
Have each group present its
Have each group present its
work in front.
work in front.
Teacher prepares the
Teacher prepares the
following:
following:
Situation card:
Situation card:
Your group has
Your group has
Php.15,395.20. You will order
Php.15,395.20. You will order
3 items from a mail order
3 items from a mail order
catalog.
catalog.
Mail Order Catalog
Mail Order Catalog
Items
Items
Prices
Stand fan
Stand fan
Php.2,485.00
Printer
Prices
Php.2,485.00
Printer
Php.6,000.00
CD/Cassette player
Php.6,000.00
CD/Cassette player
Php.5,750.00
Computer table
Php.5,750.00
Computer table
Php.2,500.00
Php.2,500.00
The class should be grouped
The class should be grouped
by column.
by column.
Provide each group by
Provide each group by
situation card, a mail order
situation card, a mail order
catalog and order card.
catalog and order card.
The first pupil in the row
The first pupil in the row
selects 3 items and writes
selects 3 items and writes
these with the
these with the
corresponding prices on the
corresponding prices on the
order card, then passes this
order card, then passes this
to pupil next to him.
to pupil next to him.
The second pupil writes the
The second pupil writes the
rounded off amount for each
rounded off amount for each
item, then passes the order
item, then passes the order
card to his teammate.
card to his teammate.
The third pupil gives the
The third pupil gives the
estimated sum of all the
estimated sum of all the
items.
items.
The fourth pupil gives the
The fourth pupil gives the
estimated difference.
estimated difference.
F.
Developing mastery

3)
The fifth pupil computes the
The fifth pupil computes the
actual sum and difference,
actual sum and difference,
then, compares it with the
then, compares it with the
estimated sum and
estimated sum and
difference.
difference.
As soon as all members of
As soon as all members of
the group are finished, they
the group are finished, they
submit their answers to the
submit their answers to the
teacher for checking.
teacher for checking.
The first group to finish with
The first group to finish with
correct answers wins.
correct answers wins.
How did you find the activity
How did you find the activity
? How were you able to find
? How were you able to find
the answer to the problem?
Discuss with the pupils how
to find the estimated
to find the estimated
sum/difference of decimals.
sum/difference of decimals.
under Explore and
under Explore and
Discover in LM.
Discover in LM.
For more practice, Have the
pupils work on Get Moving
Moving
Moving
Why? How can you help
Why? How can you help
The pupils will form 3 groups

and will be given a problem
written on the bond paper.
They are going to solve the
problem and answer the
questions on the problem.
The pupils will form 3 groups

and will be given a problem
written on the bond paper.
They are going to solve the
problem and answer the
questions on the problem.
Problem 1. Group 1
Jacob brought a pair of shoes
for P245 a pair of sacks for
P42.75 and trousers for P
526.99. He gave the cashier a
thousand peso bill. How much
change did he receive?
a. What is asked?
b. What are the given facts?
c. What is the process to be
used?
d.What is the number
sentence?
e. Show the solution and
complete answer.
Problem 1. Group 1
Jacob brought a pair of shoes
for P245 a pair of sacks for
P42.75 and trousers for P
526.99. He gave the cashier a
thousand peso bill. How much
change did he receive?
a. What is asked?
b. What are the given facts?
c. What is the process to be
used?
d.What is the number
sentence?
e. Show the solution and
complete answer.
the lesson
I.
following generalization by
asking :
asking :
How do we find the
How do we find the
estimated sum or difference
estimated sum or difference
of decimals?
of decimals?
Arrange the numbers in
Arrange the numbers in
column. Round off the
column. Round off the
numbers to the nearest
numbers to the nearest
hundredths then find the
hundredths then find the
estimated sum and
estimated sum and
Evaluating learning
difference.
The steps in solving

routine problems are:
a. Understand- Know
what is asked?
What are given?
b. Plan-Know the
operation. Write
the number
sentence.
c. Solve-Write your
answer with
correct units
/labels
d. Check and Look
back- Review and
check your answer.
To solve nonroutine problems,
read and analyze
the problems. Tell
what is asked and
what are given.
Use other
strategies like act
out the
problem,listing/tabl
e method, guess
and test,
drawing /making a
diagram, using
patterns, working
backwards etc.
The steps in solving

routine problems are:
e. Understand- Know
what is asked?
What are given?
f. Plan-Know the
operation. Write
the number
sentence.
g. Solve-Write your
answer with
correct units
/labels
h. Check and Look
back- Review and
check your answer.
To solve nonroutine problems,
read and analyze
the problems. Tell
what is asked and
what are given.
Use other
strategies like act
out the
problem,listing/tabl
e method, guess
and test,
drawing /making a
diagram, using
patterns, working
backwards etc.
Solve the following problems.
Study the following menu in

the canteen and answer the
question that follows.
MENU
Spaghetti-P 23.75
Study the following menu in

the canteen and answer the
question that follows.
MENU
Spaghetti-P 23.75
Palabok -P21.50
Palabok -P21.50
difference.
36.5 + 18.91 + 55.41 = N
Php.285.15 + Php.27.35 +
Php.627.30 = N
36.5 + 18.91 + 55.41 = N

Php.285.15 + Php.27.35 +
8.941 8.149 = N
Php.627.30 = N
639.27 422.30 = N
8.941 8.149 = N
639.27 422.30 = N
J.

application or
remediation
Solve the problem.
Solve the problem.
Rhoda bought 2.5 kg of
Rhoda bought 2.5 kg of
lanzones. She found that her
lanzones. She found that her
brother bought home 1.75
brother bought home 1.75
kg of lanzones. Her family
kg of lanzones. Her family
ate around 2.75 kg. About
ate around 2.75 kg. About
how many kg of lanzones
how many kg of lanzones
were left?
were left?
Mother bought 4.75 kg of
Mother bought 4.75 kg of
fish. She cooked 1.25 kg of
fish. She cooked 1.25 kg of
escabeche and roasted .5 kg
escabeche and roasted .5 kg
of fish for their family
of fish for their family
Lugaw- P 8.50
Rice- P 5.00
Lugaw- P 8.50
Rice- P 5.00
Mango Juice-P7.50
Mango Juice-P7.50
Arnel paid P 50.00 for pork

nilaga and rice. How much was
his change?
Arnel paid P 50.00 for pork

nilaga and rice. How much was
his change?
Ayen ordered palabok and

gulaman.How much was her
change with her P 100 bill.
Ayen ordered palabok and

gulaman.How much was her
change with her P 100 bill.
Mrs. Lopez ordered

rice,pinakbet and fried fish.
She gave P100. How much was
her change?
Mrs. Lopez ordered

rice,pinakbet and fried fish.
She gave P100. How much was
her change?
Kate gave P 50 for mango

juice and spaghetti. How much
is her change?
Kate gave P 50 for mango

juice and spaghetti. How much
is her change?
It was Tinas birthday. She

ordered spaghetti, palabok,
mango juice and gulaman. If
she paid P100 peso-bill and
she gave a tip of P 5.00 , how
much will be her change?
It was Tinas birthday. She

ordered spaghetti, palabok,
mango juice and gulaman. If
she paid P100 peso-bill and
she gave a tip of P 5.00 , how
much will be her change?

1. AJ earned P 35.50 in
selling newspapers and
he earned P32.50 for
selling pandesal in the
morning.He paid P
52.75 for a pad paper
and a ballpen. How
much money had he
left?
2. JM visits his dentist
every six month.
Hepaid his dentist P500
for dental treatment
and P450 for
prophylaxis. How much
change did he get from

3. AJ earned P 35.50 in
selling newspapers and
he earned P32.50 for
selling pandesal in the
morning.He paid P
52.75 for a pad paper
and a ballpen. How
much money had he
left?
4. JM visits his dentist
every six month.
Hepaid his dentist P500
for dental treatment
and P450 for
prophylaxis. How much
change did he get from
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.
gathering. About how many
gathering. About how many
kg of fish were uncooked?
kg of fish were uncooked?
Jethro has Php.250 for his
Jethro has Php.250 for his
daily allowance. He spent
daily allowance. He spent
Php.95.50 for fare,
Php.95.50 for fare,
Php.75.75 for food, and
Php.75.75 for food, and
saved the rest. About how
saved the rest. About how
much is his savings?
much is his savings?
Shane ran 3.75 km and
Shane ran 3.75 km and
Cathy ran 7.09 km. About
Cathy ran 7.09 km. About
how much farther did Cathy
how much farther did Cathy
ran?
ran?
Mona bought a watch for
Mona bought a watch for
Php.1895.60 and a ring for
Php.1895.60 and a ring for
Php.2512.50. She gave the
Php.2512.50. She gave the
cashier % Php.1000-bills.
cashier % Php.1000-bills.
About how much change did
About how much change did
she received?
she received?
P 1,000?
P 1,000?
G.
encounter which my
help me solve?
other teachers?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Thursday
Creating Problems (with reasonable answers)Involving Addition and Subtraction of Decimal Numbers Including Money
1.demonstrates
1.demonstrates
1.demonstrates
1.demonstrates
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates
and proportion.

forms and contexts.

forms and contexts.

forms and contexts.

forms and contexts.

and proportion in

and proportion in

and proportion in

and proportion in

reasonable answers)
subtraction of decimal
numbers including money.

reasonable answers)
subtraction of decimal
numbers including money.
visualizes multiplication of
decimal numbers using
pictorial models.
visualizes multiplication of
pictorial models.
M5NS-IIc-109.1
M5NS-IIc-109.1
C. Learning
each
M5NS-IId-110
M5NS-IId-110
Friday
Weekly Test
II.
CONTENT
M5NS-IIc-109.1,
M5NS-IIc-109.1,
K to 12 Curriculum Guide,
M5NS-IId-110, Lesson Guide
in Elementary 5 p.274
M5NS-IId-110, Lesson Guide
in Elementary 5 p.274
flash cards, chart of word

problems, activity cards
flash cards, chart of word

problems, activity cards
flash cards, colored papers,

marker(pentellpen), building
blocks
flash cards, colored papers,

marker(pentellpen), building
blocks

word problems.

word problems.
Ask the learners to tell what

they understand about the
following essential guide
questions to problem solving.
Ask the learners to tell what

they understand about the
following essential guide
questions to problem solving.
Solve the following mentally:

1.) Sophia bought 0.8 kg of
hotdog. She placed 0.25 kg
of it in the refrigerator and
cooked the rest. How much
hotdog did she cooked?
Solve the following mentally:

1.) Sophia bought 0.8 kg of
hotdog. She placed 0.25 kg
of it in the refrigerator and
cooked the rest. How much
hotdog did she cooked?
2.) A Math book is 0.6 dm

thick. A Science book is 0.2
times as thick as the
Math book. How thick is the
Science book?
2.) A Math book is 0.6 dm

thick. A Science book is 0.2
times as thick as the
Math book. How thick is the
Science book?

the lesson
Create Problems (with

reasonable answers)Involving
Addition and Subtraction of
Decimal Numbers Including
Money
Create Problems (with

reasonable answers)Involving
Addition and Subtraction of
Decimal Numbers Including
Money
Decimals Using Pictorial
Models
Decimals Using Pictorial
Models
C. Presenting
new lesson
Talk about fruits and

vegetables grown in the
school garden.
Ask: Have you been to our
school garden? What did you
see there? What are the
plants grown there? Let the
pupils share their
experiences in the garden.
Talk about fruits and

vegetables grown in the
school garden.
Ask: Have you been to our
school garden? What did you
see there? What are the
plants grown there? Let the
pupils share their
experiences in the garden.
Using building blocks. Try to

solve this problem.
Baby Isabel plays with blocks.
Each block measures 3.7
inches tall. She has a
collection of 41 blocks. If she
could stack all the blocks up
one on top of the other. How
many inches tall would her
tower be.
Using building blocks. Try to

solve this problem.
Baby Isabel plays with blocks.
Each block measures 3.7
inches tall. She has a
collection of 41 blocks. If she
could stack all the blocks up
one on top of the other. How
many inches tall would her
tower be.
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson

#1
The table shows the number

of kilograms of vegetables
harvested by the pupils.
Princ
e

#2
Mustar
d
The table shows the number

of kilograms of vegetables
harvested by the pupils.
5. 12
kilogra
ms
Aldri Pecha
8.48
n
y
kilogra
ms
Lore
Carrot
12.6
n
kilogra
ms
Based on the table presented
, how will you create
and subtraction of decimals
including money?
Princ
e
Mustar
d
5. 12
kilogra
ms
Aldri Pecha
8.48
n
y
kilogra
ms
Lore
Carrot
12.6
n
kilogra
ms
Based on the table presented
, how will you create
and subtraction of decimals
including money?

problem?
What are given
facts?
What word clue help
What operation is to
be used?
Ask a pupil to show
Group the pupils into three.
Let the group work
collaboratively on station 1
for group 1, station 2 for
group 2 and station 3 for
group 3.
Let them present their output
one at a time when done.

problem?
What are given
facts?
What word clue help
What operation is to
be used?
Ask a pupil to show
Group the pupils into three.
Let the group work
collaboratively on station 1
for group 1, station 2 for
group 2 and station 3 for
group 3.
Let them present their output
one at a time when done.
Station 1 Addition of
decimals
Direction: Based on the table
of data presented, create a
problem involving addition of
decimals.
Station 1 Addition of
decimals
problem involving addition of
decimals.
Station 2 Subtraction of
Station 2 Subtraction of
Present this situation.

Mr. Dizons farm is 0.3 km
long and 0.1 km wide. How
big is his land?
Present this situation.

Mr. Dizons farm is 0.3 km
long and 0.1 km wide. How
big is his land?
The pupils will answer in

groups.
a. Into how many parts is the
whole divided?
b. How is 0.3 shown in the
grid? What about 0.1?
c. How many squares are
double shaded?
In fraction form write 1/10 of
1/3 = 1/10 x 3/10 = 3/100
Another way of writing
fraction is in decimal form.
0.1 of 0.3 = 0.1 x 0.3 = 0.03
d. How many decimal places
are there in both factors?
How about in product?
The pupils will answer in

groups.
a. Into how many parts is the
whole divided?
b. How is 0.3 shown in the
grid? What about 0.1?
c. How many squares are
double shaded?
In fraction form write 1/10 of
1/3 = 1/10 x 3/10 = 3/100
Another way of writing
fraction is in decimal form.
0.1 of 0.3 = 0.1 x 0.3 = 0.03
d. How many decimal places
are there in both factors?
How about in product?

presented their answer, ask:
Which group was/were able
to give all correct answers?
answer? Which group/s did
not get any correct answer?
Provide immediate
feedback/remedial measures
to those incorrect.

presented their answer, ask:
Which group was/were able
to give all correct answers?
answer? Which group/s did
not get any correct answer?
Provide immediate
feedback/remedial measures
to those incorrect.
Ask: How did you find the

activity? Was using horizontal
and vertical lines place over
the
other helps you visualized
multiplying decimals?

activity? Was using horizontal
and vertical lines place over
the
other helps you visualized
multiplying decimals?
F.
Developing mastery

3)
fraction
problem involving subtraction
of decimals.
fraction
problem involving subtraction
of decimals.
Station 3 Addition and

Subtraction of fraction
problem involving addition
and subtraction of decimals.
Station 3 Addition and

Subtraction of fraction
problem involving addition
Sample problem
Station 1
Prince and Loren harvested
vegetables. Prince harvested
2.5 kg of pechay and Loren
harvested 1.9 kg. of carrot.
How many kg. Of vegetables
were harvested by the two
pupils?
Sample problem
Station 1
How many kg. Of vegetables
were harvested by the two
pupils?
Station 2
How many more kg. of
vegetables were harvested
by Prince than Loren?
Station 3
If Aldrin harvested 5 kg of
Mustard, How many kg.more
is his harvest than the total
amount harvested by Prince
and Loren
Station 2
How many more kg. of
vegetables were harvested
by Prince than Loren?
Station 3
If Aldrin harvested 5 kg of
Mustard, How many kg.more
is his harvest than the total
amount harvested by Prince
and Loren

presented, ask How did you
find the activity? How did you
create problems involving
Addition , Subtraction or
decimals.
Expected answers:

presented, ask How did you
find the activity? How did you
create problems involving
Addition , Subtraction or
decimals.
Expected answers:
a. Discuss the presentation

page ___ of LM in Math
Grade 5

page ___ of LM in Math
Grade 5
the lesson
We familiarized ourselves
with the concepts of addition
We familiarized ourselves
with the concepts of addition
We taught of the problem we

want to create.
We taught of the problem we

want to create.
We studied sample problems

and studied their solutions.
We studied sample problems

and studied their solutions.

under Explore and
Discover on page of LM
Math Grade V.
items under Get Moving LM
Math Grade 5 page __ .
Check the pupils answer. For
mastery, have them answer
items under Keep Moving,
LM Math Grade V page __.
Check the pupils answer
To create word problems
involving addition and
subtraction of fractions do
the ff.
Familiarize yourself with the
concept
Think of the problem you
want to create.
Consider the character, cite
the situation, /setting, data
presented, word problem to
be created, and the key
question.
Ensure that the word problem
is clearly stated and practical
Read some sample problems
and study their solutions.
To solve nonroutine
problems, read and analyze
the problems. Tell what is
asked and what are given.
out the problem,listing/table
method, guess and test,
drawing /making a diagram,
using patterns, working
backwards etc.

under Explore and
Discover on page of LM
Math Grade V.
items under Get Moving LM
Math Grade 5 page __ .
Check the pupils answer. For
mastery, have them answer
items under Keep Moving,
LM Math Grade V page __.
Check the pupils answer
To create word problems
subtraction of fractions do
the ff.
Familiarize yourself with the
concept
Think of the problem you
want to create.
Consider the character, cite
the situation, /setting, data
presented, word problem to
be created, and the key
question.
Ensure that the word problem
is clearly stated and practical
Read some sample problems
and study their solutions.
To solve nonroutine
problems, read and analyze
the problems. Tell what is
asked and what are given.
out the problem,listing/table
method, guess and test,
drawing /making a diagram,
using patterns, working
backwards etc.
b. Ask the pupils to work on

Get Moving on page ____ of
LM in Math Grade 5
b. Ask the pupils to work on

Get Moving on page ____ of
LM in Math Grade 5

that: Multiplying decimals
can be visualized by
representing each factor with
the horizontal
and vertical lines placed over
the other. The double shaded
part represents the answer
to the equation.

that: Multiplying decimals
can be visualized by
representing each factor with
the horizontal
and vertical lines placed over
the other. The double shaded
part represents the answer
to the equation.
I.
Evaluating learning
J.

application or
remediation
V.
VI.
A.
B.
C.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
Using the data below, create

3- two step word problem
MENU
Spaghet Gulamanti-P
P6.00
23.75
Palabok Nilaga(por
-P21.50
k)- P22.50
LugawPinakbetP 8.50
P 15.00
Rice- P Fried Fish5.00
P 12.00
Mango
JuiceP7.50
Using the data below ,create
a two-step word problem
subtraction of fraction.
Nam
e
Fruits
bought
Shar
on
Anna
Banan
a
Guava
Josef
a
Lanzon
es
Quanti
ty in
Kg.
12.65
kg.
23.16k
g.
9.16kg
.
Using the data below, create

3- two step word problem
MENU
Spaghet Gulamanti-P
P6.00
23.75
Palabok Nilaga(por
-P21.50
k)- P22.50
LugawPinakbetP 8.50
P 15.00
Rice- P Fried Fish5.00
P 12.00
Mango
JuiceP7.50
Using the data below ,create
a two-step word problem
subtraction of fraction.
Nam
e
Fruits
bought
Shar
on
Anna
Banan
a
Guava
Josef
a
Lanzon
es
Quanti
ty in
Kg.
12.65
kg.
23.16k
g.
9.16kg
.
A. Write the correct

multiplication equation for
each of the following
numbers represented by the
shaded region
A. Write the correct

multiplication equation for
each of the following
numbers represented by the
shaded region

number sentences.

number sentences.
1.)
2.)
3.)
4.)
5.)
2 x 0.5 = N
0.6 x 0.7 = N
4 x 0.3 = N
0.2 x 0.9 = N
0.8 x 0.4 = N
1.)
2.)
3.)
4.)
5.)
2 x 0.5 = N
0.6 x 0.7 = N
4 x 0.3 = N
0.2 x 0.9 = N
0.8 x 0.4 = N
D.

E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and September 26- 30, 2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Multiplies decimals up to 2 decimal places by 1 to 2 digit whole numbers.
1.demonstrates
1.demonstrates
1.demonstrates
Thursday
1.demonstrates
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates
and proportion.

forms and contexts.

forms and contexts.

forms and contexts.

forms and contexts.

and proportion in

and proportion in

and proportion in

and proportion in
multiplies decimals up to 2
decimal places by 1- to 2digit whole numbers.
multiplies decimals up to 2
decimal places by 1- to 2digit whole numbers.
multiplies decimals with

factors up to 2 decimal
places.
multiplies decimals with

places.
M5NS-IId-111.1
M5NS-IId-111.1
M5NS-IId-111.2
M5NS-IId-111.2
C. Learning
each
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
pages
Friday
Weekly Test
3. Textbook pages
M5NS-IId-111.1, MISOSA
Grade 5 ModuleMultiplication of Decimals
and Whole Numbers.
M5NS-IId-111.1, MISOSA
Grade 5 ModuleMultiplication of Decimals
and Whole Numbers.
M5Ns-IId-III.2, LG in
Elementary Mathematics
Grade 5 p.279-282, MISOSA
Grade 5,
Module Multiplication of
Decimals Through Hundreths
M5Ns-IId-III.2, LG in
Grade 5 p.279-282, MISOSA
Grade 5,
Module Multiplication of
Decimals Through Hundreths
Cards with whole and

decimal numbers, charts,
cube/dice with numbers and
activity sheet
Cards with whole and

decimal numbers, charts,
cube/dice with numbers and
activity sheet
Multiplication wheel, 10 by
10 grid (transparent plastic)
Multiplication wheel, 10 by
10 grid (transparent plastic)
Tossing Dice
Materials: two dice with the
following faces.
1.2
,
3.5
.2.6
,
4.1
,
1.2
,
3.3
Tossing Dice
Materials: two dice with the
following faces.
1.2
,
3.5
.2.6
,
4.1
,
1.2
,
3.3
If you have three 500.00

bills, how much do you have
in all? At 12.75 for each
ripe mango, how much will 6
ripe mangoes cost?
If you have three 500.00

bills, how much do you have
in all? At 12.75 for each
ripe mango, how much will 6
ripe mangoes cost?
Mechanics:
a. Distribute 2 cubes to each
group.
b. One pupil rolls the cube
and the other records the
face up digit.
c. The group who gives the
most number of correct
answers wins the game.
Multiplies decimals up to 2
decimal places by 1 to 2 digit
whole numbers.
Mechanics:
a. Distribute 2 cubes to each
group.
b. One pupil rolls the cube
and the other records the
face up digit.
c. The group who gives the
most number of correct
answers wins the game.
Multiplies decimals up to 2
decimal places by 1 to 2 digit
whole numbers.
Multiplies decimals with

places.
Multiplies decimals with

places.
C. Presenting
new lesson
Which are decimals?

Which are whole numbers?
Which are decimals?

Which are whole numbers?
How many of you have gone

to Luneta? Fort Santiago?
What do you usually see in
these place?
How many of you have gone

to Luneta? Fort Santiago?
What do you usually see in
these place?

#1
Rudolf lives 2.4 km from

school. How far does he ride
in going to and from the
school?
Rudolf lives 2.4 km from

school. How far does he ride
in going to and from the
school?
a. How far is Rudolfs house

from the school?
b. What is being asked in the
problem?
a. How far is Rudolfs house

from the school?
b. What is being asked in the
problem?
The park is rectangular in

shape and measures 0.3 km
long and 0.2 km wide.
a. What picture do you have
in your mind when you read
the problem?
b. What are the signs that
you usually see in the park?
c. As a good boy or girl what
The park is rectangular in

shape and measures 0.3 km
long and 0.2 km wide.
a. What picture do you have
in your mind when you read
the problem?
b. What are the signs that
you usually see in the park?
c. As a good boy or girl what
(LR) portal
IV.
PROCEDURES
the new lesson

the lesson

#2
F.
After the activity, see to it

that the teacher immediately
sets remedial for those who
got the wrong answers.
After the activity, see to it

that the teacher immediately
sets remedial for those who
got the wrong answers.
Ask: Did you learn

something from the activity?
How did you get the answer?
Did you follow the steps?
Ask: Did you learn

something from the activity?
How did you get the answer?
Did you follow the steps?
must you do with signs that

you see in the problem?
d. What is asked in the
problem?
e. How shall we solve it?
must you do with signs that

you see in the problem?
d. What is asked in the
problem?
e. How shall we solve it?
To find the area, we multiply

the length and the width.
To find the area, we multiply

the length and the width.
Step 1:
Multiply the digit as if
you are multiplying whole
numbers.
Step 2: Count the number of
decimal places in the
multiplicand and multiplier.
The sum of the number of
decimal places in the factors
is equal to the number of
product.
Step 1:
Multiply the digit as if
you are multiplying whole
numbers.
Step 2: Count the number of
multiplicand and multiplier.
The sum of the number of
decimal places in the factors
is equal to the number of
product.
Step 3: Add zero, if

necessary.
After the activity, check
whether the answer of your
pupils are correct. Put
immediate action on the
pupils that got the wrong
answer.
Step 3: Add zero, if

necessary.
After the activity, check
whether the answer of your
pupils are correct. Put
immediate action on the
pupils that got the wrong
answer.
Developing mastery
Discuss the predentstion on

Explore and Discover page
___ of LM Math Grade 5.
Discuss the predentstion on

Explore and Discover page
___ of LM Math Grade 5.
Ask the pupils to work on Get

Mowing and Keep Moving
5.
Ask the pupils to work on Get

Mowing and Keep Moving
5.

on Explore and Discover
Grade 5

on Explore and Discover
Grade 5
the lesson

that:
To multiply decimals by
whole numbers, multiply like
whole numbers then count
the number of decimal places
in the factors. The sum of the
number of decimal places in
the factor is equal to the
the product.
Copy and give the product.

that:
To multiply decimals by
whole numbers, multiply like
whole numbers then count
in the factors. The sum of the
the factor is equal to the
the product.
Copy and give the product.

that:
In multiplying decimals with
places, multiply like
multiplying whole numbers.
Place the decimal point In the
product equal to the sum of
in both factors.

that:
In multiplying decimals with
places, multiply like
multiplying whole numbers.
Place the decimal point In the
product equal to the sum of
in both factors.
Answer Apply Your Skills,

5.
Answer Apply Your Skills,

5.
I.

3)
Evaluating learning
1.
.76 x 4 =
4.
.76 x 4 =
2.
3.
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
90 x .30 =
34 x .5 =
Marina's car gets 44.8 miles

per gallon on the highway. If
her fuel tank holds 15.4
gallons,
then how far can she travel
on one full tank of gas?
5.
6.
90 x .30 =
34 x .5 =
Marina's car gets 44.8 miles

per gallon on the highway. If
her fuel tank holds 15.4
gallons,
then how far can she travel
on one full tank of gas?
A. Find the products. Write in

column.
A. Find the products. Write in

column.
1.)
2.)
3.)
4.)
5.)
1.)
2.)
3.)
4.)
5.)
6.5
0.8
9.3
0.9
0.7
x
x
x
x
x
0.7
0.3
0.8
0.9
0.6
=
=
=
=
6.5
0.8
9.3
0.9
0.7
x
x
x
x
x
0.7
0.3
0.8
0.9
0.6
=
=
=
=
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and October 3-7, 2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Estimates the products of decimal numbers with reasonable results.
1.demonstrates
1.demonstrates
1.demonstrates
Thursday
1.demonstrates
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates
and proportion.

forms and contexts.

forms and contexts.

forms and contexts.

forms and contexts.

and proportion in

and proportion in

and proportion in

and proportion in
Friday
Weekly Test
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
C. References
pages
3. Textbook pages




estimates the products of

decimal numbers with
reasonable results.
estimates the products of

reasonable results.
M5NS-IIe-112
M5NS-IIe-112
solves routine and nonroutine problems involving

decimals and whole numbers
including money using

M5NS-IIe-113.1
M5NS-IIe-113.1
M5NS II e 112 pp. 59,

Lesson Guide 6 pp.70
Growing Up with Math 5
pp.197
M5NS II e 112 pp. 59,

pp.197
M5NS II e 113.1 pp. 59 ,

M5NS II e 113.1 pp. 59 ,

Number Cards, problem cards
Number Cards, problem cards
dartboard, activity cards, dice
dartboard, activity cards, dice
Estimating the
sum/difference
Ask: How do you estimate the
sum/difference?
Round to the nearest whole
number and estimate the
sum/difference. How many
can you do orally?
Flash problem cards for the
pupils to solve.
Estimating the
sum/difference
Ask: How do you estimate
the sum/difference?
Round to the nearest whole
number and estimate the
sum/difference. How many
can you do orally?
Flash problem cards for the
pupils to solve.
a.
Present a problem on
the board.
b.
Leaders will throw a
die on the board placed on
the table. The corresponding
points if they can answer
correctly the questions are
the following:
Bulls eye 10 points
2nd circle 5 points
Big circle 1 point
c.
Failure to give the
correct answer means a
deduction from their points.
d.
Teacher
gives
a.
Present a problem on
the board.
b.
Leaders will throw a
die on the board placed on
the table. The corresponding
points if they can answer
correctly the questions are
the following:
Bulls eye 10 points
2nd circle 5 points
Big circle 1 point
c.
Failure to give the
correct answer means a
deduction from their points.
d.
Teacher
gives
III.
(LR) portal
D. Other Learning Resources
IV.
PROCEDURES
the new lesson

the lesson
Estimates the products of

reasonable results.
Estimates the products of

reasonable results.
C. Presenting
new lesson

mother to buy some
groceries after class. Without
computing how would you
know that the money given
to you is enough or not?
Why?

mother to buy some
groceries after class. Without
computing how would you
know that the money given
to you is enough or not?
Why?
emphasis on analyzing 2
step problems.
Ex.
In a class of 27 boys
and 25 girls, 16 joined the
choir.
How many are not members
of the choir?
emphasis on analyzing 2
step problems.
Ex.
In a class of 27 boys
and 25 girls, 16 joined the
choir.
How many are not members
of the choir?

Present the following problem

Rico saves
Rico saves
4.50 on
4.50 on
Monday,
7.25 on
Monday,
7.25 on
Tuesday,
5.15 on
Tuesday,
5.15 on
Wednesday,
3.90
on Thursday, and
8.20 on Friday from
his
daily
transportation
allowance
for
3
weeks. From these
savings, he wants to
buy a t-shirt which
costs P195.00. How
much more must he
save?
How much money was saved
by Rico?
How much is the t-shirt he
would like to buy?
How much more money must
he save?
What
is
the
number
sentence?
How many hidden questions
Wednesday,
3.90
on Thursday, and
8.20 on Friday from
his
daily
transportation
allowance
for
3
weeks. From these
savings, he wants to
buy a t-shirt which
costs P195.00. How
much more must he
save?
How much money was saved
by Rico?
How much is the t-shirt he
would like to buy?
How much more money must
he save?
What
is
the
number
sentence?
How many hidden questions

#1

#2
Carlo bought 5 notebooks at

38.95 each. About how
much did he pay in all?
Carlo bought 5 notebooks at

38.95 each. About how
much did he pay in all?
a. Ask the following

questions:
1) What are given?
2) What is being asked?
3) Do we need exact answer
or just an estimate to solve
the problem? Why do you
think so?
4) What is the number
sentence?
5) How do we estimate
products of decimals?
a. Ask the following

questions:
1) What are given?
2) What is being asked?
3) Do we need exact answer
or just an estimate to solve
the problem? Why do you
think so?
4) What is the number
sentence?
5) How do we estimate
products of decimals?
b. Explain step-by-step the

process of estimating
products of decimals
numbers. If possible, elicit
this
from the pupils or have them
do the explaining.
c. Discuss the importance of
estimation and its practical
applications in real life. Elicit
examples of situations where
estimation is needed.
d. Why is it important to
make sound and logical
decisions? Have you done
any? How did it affect you?
GAME
Materials: number cards,
calculator
Mechanics:
Organize the pupils in pairs.
Shuffle the number cards.
Have both pupils select a
number card and place them
on the table. Then have each
pair estimate the product of
the two numbers by rounding
the factors. After recording
b. Explain step-by-step the

process of estimating
products of decimals
numbers. If possible, elicit
this
from the pupils or have them
do the explaining.
c. Discuss the importance of
estimation and its practical
applications in real life. Elicit
examples of situations where
estimation is needed.
d. Why is it important to
make sound and logical
decisions? Have you done
any? How did it affect you?
GAME
Materials: number cards,
calculator
Mechanics:
Organize the pupils in pairs.
Shuffle the number cards.
Have both pupils select a
number card and place them
on the table. Then have each
pair estimate the product of
the two numbers by rounding
the factors. After recording
are there in the problem
are there in the problem
Each group will give an

activity card. They will work
together in solving the
problem ,following the guided
questions below.
Each group will give an

activity card. They will work
together in solving the
problem ,following the guided
questions below.

How did you estimate
product of decimals?
How were you able to find
In how many ways were you
able to arrive at the answer?
Discuss with the pupils the
ways on how they were able
problems.

able to arrive at the answer?
problems.
F.
Developing mastery

3)
the lesson
the original numbers and the

product, the pupils use a
calculator to check the exact
answer and to determine
whether the estimate is good
or reasonable.
Were you able to estimate
the product correctly?
Before getting the product,
what was the first step?
the original numbers and the

product, the pupils use a
calculator to check the exact
answer and to determine
whether the estimate is good
or reasonable.
Were you able to estimate
the product correctly?
Before getting the product,
what was the first step?

on page __of LM Math Grade
5 Lesson 41.
b. Then give the following
activities.
Estimate the product.
Complete the table.
How do you estimate the
products of decimal
numbers?

5 Lesson 41.
b. Then give the following
activities.
Estimate the product.
Complete the table.
How do you estimate the
products of decimal
numbers?

5 Lesson 42
b. Ask the pupils to answer
the exercises under Get
Moving on page__ of LM
Grade 5 .
Check their answers and
provide immediate remedial
measures.

5 Lesson 42
Grade 5 .
Check their answers and
provide immediate remedial
measures.
For more practice, have the

pupils do more exercises by
solving the problems under
Keep Moving on LM Grade 5
page __
Let the pupils show their
solutions on the board.

pupils do more exercises by
solving the problems under
page __
Let the pupils show their
solutions on the board.

generalization

generalization
To solve routine and nonroutine problems involving

strategies and tools, we are
guided by the following:
Understand
* Know what is asked
* Know the hidden facts
* If any, determine the
hidden questions
Plan
* Determine the operation to
be used
* Write the number sentence
Solve
* Show the solution
Check and Look Back
* Check your answer
To solve routine and nonroutine problems involving

strategies and tools, we are
guided by the following:
Understand
* Know what is asked
* Know the hidden facts
* If any, determine the
hidden questions
Plan
* Determine the operation to
be used
* Write the number sentence
Solve
* Show the solution
Check and Look Back
* Check your answer
I.
J.
Evaluating learning

application or
remediation
Estimate each product by

rounding:
Estimate each product by

rounding:
1) 22.7
x 0.08
0.28
1) 22.7
x 0.08
0.28
2.73.82
x
Estimate the product:

1. 33 x .65 =
2. 26 x 18 =
2.73.82
x
Estimate the product:

3. 33 x .65 =
4. 26 x 18 =
* State the complete answer

Read and analyze, then solve
the following:
Mary
prepared
sandwiches for the
seminar participants.
She bought 5 loaves
* State the complete answer

Read and analyze, then solve
the following:
Mary
prepared
sandwiches for the
seminar participants.
She bought 5 loaves
of bread at
22.50
each, 2 bottles of
of bread at
22.50
each, 2 bottles of
mayonnaise at
55.50 a bottle, and
1.5 kilograms of ham
mayonnaise at
55.50 a bottle, and
1.5 kilograms of ham
at
If
at
If
240 a kilogram.
she gave the
240 a kilogram.
she gave the
saleslady
1,000,
how much change
did she receive?
saleslady
1,000,
how much change
did she receive?
a)
What is asked?
b)
What are given?
c)
What
is/are
the
hidden questions?
d)
What operation will
you
use
to
solve
the
problem?
e)
What is the number
sentence?
f)
What is the answer?
Read, analyze, and solve for
the answer.
a.
Mother bought 3 kg
a)
What is asked?
b)
What are given?
c)
What
is/are
the
hidden questions?
d)
What operation will
you
use
to
solve
the
problem?
e)
What is the number
sentence?
f)
What is the answer?
Read, analyze, and solve for
the answer.
a.
Mother bought 3 kg
of sugar at
23.70 per
kilogram and 2 kg of rice at
of sugar at
23.70 per
kilogram and 2 kg of rice at
21.50 per kilogram. How

much change did she receive
21.50 per kilogram. How

much change did she receive
from her
from her
b.
500 bill?
Roys allowance is
500 a week. He spent

for transportation and
b.
80
225
500 bill?
Roys allowance is
500 a week. He spent

for transportation and
80
225
for meal and snacks. How

much money can he save in
4 weeks?
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
for meal and snacks. How

much money can he save in
4 weeks?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Visualizes division of decimal number using pictorial models
1.demonstrates
1.demonstrates
Wednesday
Thursday
1.demonstrates
1.demonstrates
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates
and proportion.

forms and contexts.

forms and contexts.

forms and contexts.

forms and contexts.

and proportion in

and proportion in

and proportion in

and proportion in
visualizes division of
pictorial models.
visualizes division of
pictorial models.
divides decimals with up

to 2 decimal places.
divides decimals with up

to 2 decimal places.
M5NS-IIf-115
M5NS-IIf-115
M5NS-IIf-116.1
M5NS-IIf-116.1
C. Learning
each
II.
CONTENT
III.
LEARNING
Friday
Weekly Test
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson
Guide M5NS-IIf-115 p. 59,
Lesson Guide in
Grade 5 pp. 305 309
Mathematics for a Better Life
5 pp180-181
Guide M5NS-IIf-115 p. 59,
Lesson Guide in
Grade 5 pp. 305 309
5 pp180-181
Guide M5NS-IIf-116.1,
Learners Material,
Mathematics for a Better
Life pp.182-183, Growing Up
with Math pp. 170-172
Guide M5NS-IIf-116.1,
Learners Material,
Life pp.182-183, Growing Up
with Math pp. 170-172
Decimal models
Decimal models
Number cards, flash cards,

chart, calculator
Number cards, flash cards,

chart, calculator
Dividing decimals by whole

number.
Dividing decimals by whole

number.
Strategy: Game Number

Scramble
Materials: 2 sets of cards with
digits 0 5
Mechanics:
Form 2 groups. Give each
group a set of cards
Strategy: Game Number

Scramble
digits 0 5
Mechanics:
Form 2 groups. Give each
group a set of cards
Using the numbers on their

cards, ask the groups to form
a division equation that will
satisfy the question you will
dictate.

a division equation that will
satisfy the question you will
dictate.
Sample questions:
Form a division equation that
gives the smallest possible
quotient.
Sample questions:
gives the smallest possible
quotient.

gives the greatest possible
quotient.

gives the greatest possible
quotient.

gives a quotient multiple by
10.

gives a quotient multiple by
10.
Form a division equation with
Form a division equation with

the lesson
C. Presenting
new lesson

#1
a number 2 in the quotient.

Etc.
a number 2 in the quotient.

Etc.
The group who can first give

the correct answer gets a
point.
The group who can first give

the correct answer gets a
point.
The first group to earn 3

points win the game
The first group to earn 3

points win the game
Divides decimal with up to 2

decimal places
Divides decimal with up to 2

decimal places
What projects do you do in

your EPP class? Do you make
these yourself? Do you
submit these on time?
What projects do you do in

your EPP class? Do you make
these yourself? Do you
submit these on time?
Visualizes division of decimal

number using pictorial
models
Number Scramble
the following digits 0 to 9
Mechanics:
Divide the class into four
Visualizes division of decimal

number using pictorial
models
Number Scramble
the following digits 0 to 9
Mechanics:
groups.
groups.
Distribute the sets of cards to
Distribute the sets of cards to
the different groups.
the different groups.
a division
a division
equation that gives the
equation that gives the
smallest possible quotient.
smallest possible quotient.
Go around the room to check
Go around the room to check
the groups answers.
the groups answers.
Repeat the activity, this time

have the groups form a
division equation with the
greatest possible quotient.
Repeat the activity, this time

have the groups form a
division equation with the
greatest possible quotient.
Present the following

situation in class.
Present the following

situation in class.

class.

class.
Kiko went to the market. He

bought an egg pie for his
snack. He sliced the pie into
ten equal parts and gave 5
parts to his friends. What
decimal part of the pie was
given to his friends?
Kiko went to the market. He

bought an egg pie for his
snack. He sliced the pie into
ten equal parts and gave 5
parts to his friends. What
decimal part of the pie was
given to his friends?
Aldy bought a piece of rattan

0.36- metre long for his EPP
project. He cut it into pieces
of 0.12 metre each. How
many pieces did he make?
Aldy bought a piece of rattan

0.36- metre long for his EPP
project. He cut it into pieces
of 0.12 metre each. How
many pieces did he make?
Help the pupils understand
Help the pupils understand

#2
F.
Ask: What trait did Kiko

show?
How will you answer the
Ask: What trait did Kiko

show?
question in
question in
the problem?
the problem?
Group Activity
Activity 1: Cooperative
Group Activity
Activity 1: Cooperative
Learning
Learning
Activity 2: Coins Model
Activity 2: Coins Model
Activity 3: Number line
Activity 3: Number line
Model
Model
Developing mastery

3)

output one at a time. After all
groups have presented, ask

output one at a time. After all
groups have presented, ask
the answer by asking some

comprehension questions.
Then ask: What is asked?
What are given?
the answer by asking some

comprehension questions.
Then ask: What is asked?
What are given?
What operation should you

use to solve the problem ?
Why is division the operation
needed to solve it?
What operation should you

use to solve the problem ?
Why is division the operation
needed to solve it?
Let the pupils write the

number sentence on the
board.
Let the pupils write the

number sentence on the
board.
Study the problem, then

answer the questions .
Jenny bought 0.75 meter of
pink ribbon, which she will
cut into 0.25 meter strips for
her
Project in EPP. How many
pieces did she make?
What is asked?
Study the problem, then

answer the questions .
Jenny bought 0.75 meter of
pink ribbon, which she will
cut into 0.25 meter strips for
her
Project in EPP. How many
pieces did she make?
What is asked?
What are given?
What are given?
What is the operation to be

used to solve the problem?

used to solve the problem?
What is the number

sentence?
What is the number

sentence?
What is the answer? Present

your answer in a flowchart
showing the sequential steps
in dividing decimal by a
decimal.
What is the answer? Present

your answer in a flowchart
showing the sequential steps
in dividing decimal by a
decimal.
Why was the decimal point

moved two places to the
right in both the dividend and
the divisor?
Why was the decimal point

moved two places to the
right in both the dividend and
the divisor?
After all teams have

presented their output, ask
the questions : How did you
find the
After all teams have

the questions : How did you
find the
the lesson
I.
Evaluating learning
6.
1.
8.
3.
0.2
0.2 0.4
0.4
0.07
0.07 3.5
3.5
5. 0.6 0.24
10.

to visualize 0.25? in how
show the answer?

to visualize 0.25? in how
show the answer?
Expected Answer: We used

blocks, grids, number lines
and money to visualize
Expected Answer: We used

blocks, grids, number lines
and money to visualize
A. Illustrate the quotient

using the following models
below. Refer to lm.
A. Illustrate the quotient

using the following models
below. Refer to lm.
How will you divide decimals

by decimals?
How will you divide decimals

by decimals?
When dividing decimals by

decimals, change the divisor
to a whole number. To do
this, multiply both the divisor
and dividend by a power of
10. Then divide as with whole
numbers.
When dividing decimals by

decimals, change the divisor
to a whole number. To do
this, multiply both the divisor
and dividend by a power of
10. Then divide as with whole
numbers.
Note: When multiplying by

power of ten, move the
decimal point to the right as
many places as the number
of zeros in the power of ten.
Note: When multiplying by

power of ten, move the
decimal point to the right as
many places as the number
of zeros in the power of ten.
A. Visualize the quotients.
A. Visualize the quotients.
7.2. 0.8
0.8 0.048
0.048
9.
4. 0.009
0.009 0.027
0.027
Activity? How were you able

to find the answer to the
problem? Discus with the
pupils the steps in dividing
decimal with up to 2 decimal
places.
Activity? How were you able

problem? Discus with the
pupils the steps in dividing
decimal with up to 2 decimal
places.

in LM.

in LM.

pupils work on items 1-5
under Get Moving

pupils work on items 1-5
under Get Moving

Moving using calculator.

Moving using calculator.

asking :
How do we divide a decimal
with up to two decimal
places?

asking :
How do we divide a decimal
with up to two decimal
places?
In dividing a decimal with a

two digit decimals :
In dividing a decimal with a

two digit decimals :
First, make both

divisor and dividend
a whole number by
multiplying 100 or by
moving decimal point
two times going to
the right.
Then, divide as in
dividing with a whole
numbers
Find the quotient.
1). 0.24 0.06
First, make both

divisor and dividend
a whole number by
multiplying 100 or by
moving decimal point
two times going to
the right.
Then, divide as in
dividing with a whole
numbers
Find the quotient.
1). 0.24 0.06
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
A. Find the quotients using

illustration model.
1. 0.05 0.85
2. 0.30
9.35
3. 0.05
27.65
A. Find the quotients using

illustration model.
1. 0.05 0.85
2. 0.30
9.35
3. 0.05
27.65
2). 0.56 0.08

3). 0.88 0.11
4). 4. 55 0.05
2). 0.56 0.08

3). 0.88 0.11
4). 4. 55 0.05
Answer these questions:

How many 0.31 meter are
there in 9 61 meters?
Answer these questions:

How many 0.31 meter are
there in 9 61 meters?
How many 0.12 cm are there

in 6.48 cm?
How many 0.12 cm are there

in 6.48 cm?
How many 0.26 m are there

in 5.98 m?

in 5.98 m?

in 6.11 m?

in 6.11 m?
How many 0.08 kg are there

in 6.48 kg?
How many 0.08 kg are there

in 6.48 kg?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Monday
Tuesday
Divides whole numbers with quotients in decimal form.
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
Friday
1.demonstrates
1.demonstrates
1.demonstrates
1.demonstrates
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates
and proportion.
2. demonstrates
and proportion.

forms and contexts.

forms and contexts.

forms and contexts.

forms and contexts.

and proportion in

and proportion in

and proportion in

and proportion in
divides whole numbers with

quotients in decimal form.
divides whole numbers with

estimates the quotients of

reasonable results.
estimates the quotients of

reasonable results.
M5NS-IIf-116.2
M5NS-IIf-116.2
M5NS-IIg-117
M5NS-IIg-117
Numbers and number sense
K to 12 Gr. 5 CG M5NS IIf

116., LM, LG Gr.6 pp.109111
K to 12 Gr. 5 CG M5NS IIf

116., LM, LG Gr.6 pp.109111
Curriculum Guide in Math 5,

p. 59 (M5NS-IIg-117)
Mathematics 6, p. 100-102
Curriculum Guide in Math 5,

p. 59 (M5NS-IIg-117)
flashcards, activity cards
flashcards, activity cards
number cards, cut-outs
number cards, cut-outs
Game Relay
Game Relay
Teacher prepares activity
Teacher prepares activity
Pick a number written on the

cut-outs of flowers.
Tell the place value of the
Pick a number written on the

cut-outs of flowers.
Tell the place value of the
C. Learning
each
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson
Weekly Test
cards.
cards.
Mechanics
Mechanics
Divide the class into 2 with 5
Divide the class into 2 with 5
members each group.
members each group.
Place equal stacks of cards
Place equal stacks of cards
with identical problems.
with identical problems.
As the teacher says Go
As the teacher says Go
the first player for each
the first player for each
team goes to the board and
team goes to the board and
solves the first problem on
solves the first problem on
the first card.
the first card.
As soon as the first player is
As soon as the first player is
finished, the second player
finished, the second player
takes the next card and
takes the next card and
solves the problem correctly.
solves the problem correctly.
The team that got the most
The team that got the most
number of correct answer
number of correct answer
declared a winner.
declared a winner.
Example :
Example :
Darwin will cut strips of paper
Darwin will cut strips of paper
0.25 dm wide from a sheet
0.25 dm wide from a sheet
1.50dm wide. How many
1.50dm wide. How many
strips of paper will he have?
strips of paper will he have?
A nutritionist poured 0.70 L of
A nutritionist poured 0.70 L of
honey into 14 L plastic cups.
honey into 14 L plastic cups.
Find the number of plastic
Find the number of plastic
cups filled.
cups filled.
A rectangular rice field is
A rectangular rice field is
0.40 km wide and has an
0.40 km wide and has an
area of2.80 sq. km. Find the
area of2.80 sq. km. Find the
underlined digit and then

round it.
underlined digit and then

round it.
length of the field.
length of the field.
A city government plans to
A city government plans to
put streetlights along its 88
put streetlights along its 88
km main road. The
km main road. The
streetlights are to be placed
streetlights are to be placed
0.22 km apart. How many
0.22 km apart. How many
streetlights will the city
streetlights will the city
government need?
government need?
A bamboo pole 0.80 m long
A bamboo pole 0.80 m long
was cut into pieces, each
was cut into pieces, each
0.05 of a meter long. How
0.05 of a meter long. How
many pieces of bamboo were
many pieces of bamboo were
there?
there?

the lesson
Divides whole numbers with

Divides whole numbers with

Estimate the quotients of

reasonable results.
Estimate the quotients of

reasonable results.
C. Presenting
new lesson
How many are you in the
How many are you in the
family?
family?
Have you experienced
Have you experienced
bringing home something
bringing home something
which is not enough for your
which is not enough for your
family?
family?
What did you do?
What did you do?
carpenter.
What do carpenters do
before buying materials for
building a house?
Would it be alright to
estimate the needed
materials ahead of time?
Why?
carpenter.
What do carpenters do
before buying materials for
building a house?
Would it be alright to
estimate the needed
materials ahead of time?
Why?
How did you share it equally
How did you share it equally
to everyone?
Group Activity( Group of 4 )
to everyone?
Group Activity( Group of 4 )
Ana brought home 3 suman.
Ana brought home 3 suman.
Present this situation to the

class.
Present this situation to the

class.
If she has 4 sisters, how will
If she has 4 sisters, how will
she divide it equally among
she divide it equally among
her sisters?
her sisters?
Task for each group
Task for each group
Use strips of paper to
Use strips of paper to
Tina and Rose volunteered to

donate ballpens as prizes for
a contest in school. They
have 100. They want to
know about how many
ballpens they can buy if each
ballpen costs 4.75.
Tina and Rose volunteered to

donate ballpens as prizes for
a contest in school. They
have 100. They want to
know about how many
ballpens they can buy if each
ballpen costs 4.75.

#1

#2
represent the 3 suman.
represent the 3 suman.
Divide each strip into 4 equal
Divide each strip into 4 equal
parts.
parts.
Give one piece to each
Give one piece to each
member of the group. Do the
member of the group. Do the
same with the other strips.
same with the other strips.
Answer the following :
Answer the following :
What do you call each part? (
What do you call each part? (
How many fourths did each
How many fourths did each
one receive? ( 3 )
one receive? ( 3 )
How do you change to
How do you change to
decimal?
decimal?
( by multiplying both terms
( by multiplying both terms
by 25; that is, 3 x 25 = 75; 4
by 25; that is, 3 x 25 = 75; 4
x 25 = 100 )
x 25 = 100 )
How will you write 75 and
How will you write 75 and
100 in fraction form? ( 75 /
100 in fraction form? ( 75 /
100 )
100 )
How is 75 / 100 written in
How is 75 / 100 written in
decimal form? ( 0.75 )
decimal form? ( 0.75 )
What is the quotient of 3
What is the quotient of 3
4?
4?
Show your solution.
Show your solution.
Read, analyze and solve the
problem.
problem.
A dressmaker has a bolt of
A dressmaker has a bolt of
Ask : What did Tina and Rose

volunteered to donate in
school?
What kind of students are
they?
Are you willing to help your
school? Why?
Analyze the problem.
problem?
What operations are you
going to use?
Do we need the exact/ actual
answer in the problem?
What words suggests that we
need only to estimate?
Ask : What did Tina and Rose

volunteered to donate in
school?
What kind of students are
they?
Are you willing to help your
school? Why?
Analyze the problem.
problem?
What operations are you
going to use?
What words suggests that we
need only to estimate?
Say : Estimating is an
educated guess. There are
times when an estimate is
needed and not the actual
one.
Say : Estimating is an
one.
F.
Developing mastery

3)
fabric that is 49 meters long.
fabric that is 49 meters long.
She plans to make 50 table
She plans to make 50 table
runners. How long will each
runners. How long will each
piece be?
piece be?
problem?
problem?
What are given?
What are given?
What operation will you use
What operation will you use
to solve it?
to solve it?
What is your answer ? Show
What is your answer ? Show
your solution.
your solution.
activity ? How were you able
problem?
problem?
steps in dividing whole
steps in dividing whole
numbers by whole numbers
numbers by whole numbers
with decimal quotients?
with decimal quotients?
Say : Let us solve and

analyze the solution to the
problem.
100 4.75 100 5
( the divisor is rounded to the
nearest whole number
So 100 5 = 20 estimated
quotient
Say : Let us solve and

analyze the solution to the
problem.
100 4.75 100 5
( the divisor is rounded to the
nearest whole number
So 100 5 = 20 estimated
quotient
So, Tina and Rose can buy

about 20 ballpens as prizes
for a contest in school Say
There are times when
compatible numbers are used
to estimate quotients. Let
us study this example:
625 2.5 = N
625 2.5 600 3 600 is
compatible with 3 since 600
3 = 200
So 600 3 = 200
Ask: How is estimation done
in the solution we have in the
problem?
What was done first to the
divisor and the dividend?
Then, what was cancelled in
the rounded divisor and
dividend?
Then, what was done next?
Expected answer : We round
the divisor and the dividend
to the nearest whole number.
Cancelled zeroes in the
decimal places then
proceed to dividing.
Say : Now, let us compare
the actual answer to the
estimated one.
Ask: Are the quotients the
same or different?
How far or near is the
estimated answer to the
actual one?
What will you do if the
estimated answer is too large
or too small compared to the
So, Tina and Rose can buy

about 20 ballpens as prizes
for a contest in school Say
There are times when
compatible numbers are used
to estimate quotients. Let
us study this example:
625 2.5 = N
625 2.5 600 3 600 is
compatible with 3 since 600
3 = 200
So 600 3 = 200
Ask: How is estimation done
in the solution we have in the
problem?
divisor and the dividend?
the rounded divisor and
dividend?
Then, what was done next?
Expected answer : We round
the divisor and the dividend
to the nearest whole number.
Cancelled zeroes in the
decimal places then
proceed to dividing.
Say : Now, let us compare
the actual answer to the
estimated one.
Ask: Are the quotients the
same or different?
How far or near is the
estimated answer to the
actual one?
What will you do if the
or too small compared to the
the lesson
in LM.
in LM.
Moving
Moving
asking :
asking :
How do we divide whole
How do we divide whole
numbers with decimal
numbers with decimal
quotients?
quotients?
In dividing whole numbers
In dividing whole numbers
with a decimal quotients :
divisor must be
with a decimal quotients :
divisor must be
bigger than its
dividend
write the equation
bigger than its
dividend
write the equation
in fraction form,
in fraction form,
dividend as
dividend as
numerator and
numerator and
divisor as
divisor as
denominator
denominator
actual one?
Expected Answer: There are
times that the estimated
answer is too large or small
if we round both the divisor
and the dividend to the
highest place value. One
way to make our estimated
answer
reasonable or close to the
exact answer is by using
compatible numbers.
actual one?
Expected Answer: There are
times that the estimated
answer is too large or small
if we round both the divisor
and the dividend to the
highest place value. One
way to make our estimated
answer
compatible numbers.

and Discover on page ___
of the LM Math Grade 5.
Ask the pupils to do exercises
under Get Moving on page
___ of LM Math Grade
Five.

and Discover on page ___
of the LM Math Grade 5.
___ of LM Math Grade
Five.
To estimate quotients, round

the divisor to the highest
place value and use
compatible numbers for the
dividend to divide. This will
make your estimated
quotient reasonable.
To estimate quotients, round

the divisor to the highest
place value and use
dividend to divide. This will
make your estimated
quotient reasonable.
divide numerator
by its
by its
denominator,
denominator,
since numerator is
since numerator is
smaller than
smaller than
denominator it
denominator it
cant be divided
add zero to the
Evaluating learning
numerator but
before that add a
before that add a
decimal point
decimal point
before zero
quotient must
decimal point.
Find the quotient. Round your
decimal point.
Find the quotient. Round your
answer to the nearest place
answer to the nearest place
value indicated.
value indicated.
Tenths
Hundredths
Hundredths
56
56
________
________
_____
_____
12 18 ________
12 18 ________
______
______
15 80

application or
remediation
before zero
quotient must
then have a
Tenths
J.
cant be divided
add zero to the
numerator but
then have a
I.
divide numerator
____
15 80
Find the best estimated

quotient.
1. 4 308 61.75
4. 559.8
785
2. 1 019 51.5
5. 19 785 30.8
3. 88.975 968
Find the best estimated

quotient.
1. 4 308 61.75
4. 559.8
785
2. 1 019 51.5
5. 19 785 30.8
3. 88.975 968
Answer the following:

1. Rex traveled 154 km in 3.2
hours. Approximately, what
was his average speed for
the
journey?
2. Jay has 6 584 metres of

1. Rex traveled 154 km in 3.2
hours. Approximately, what
was his average speed for
the
journey?
2. Jay has 6 584 metres of
____
______
______
16 18_____
______
Solve for N.
16 18_____
______
Solve for N.
25 50 = N
25 50 = N
56 58 = N
56 58 = N
V.
VI.
A.
B.
C.
D.
72 74 = N
99 100 = N
99 100 = N
ribbon. He wants to cut it into

25.6 metres. About how
many
ribbons can be cut from it?
ribbon. He wants to cut it into

25.6 metres. About how
many
ribbons can be cut from it?
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
72 74 = N
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and November 3-4, 2016
Time
Monday
I.
OBJECTIVES
Grade Level
Learning Areas
Quarter
Tuesday
Wednesday
REVIEW
Thursday
SECOND PERIODICAL TEST
Friday
SECOND PERIODICAL TEST
C. Learning
each
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson
the lesson
C. Presenting
new lesson
#1
#2
F.
Developing mastery

3)
the lesson
I.
Evaluating learning
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
School
Teacher
ANIBONG ELEMENTARY SCHOOL

JOEY P. HICOM
Grade Level
Learning Areas
GRADE FIVE
MATHEMATICS
DAILY LESSON LOG
I.
Teaching Dates and

Time
OBJECTIVES
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
November 7-11, 2016
Monday
Tuesday
Visualizes percent and its relationship to fractions, ratios, and decimal
Models.
demonstrates understanding of
polygons, circles, and solid
figures.
figures.
Quarter
Wednesday
numbers using
THIRD QUARTER
Thursday
demonstrates
understanding of polygons,
circles, and solid figures.
demonstrates
is able to construct and describe

figures .

figures .
is able to construct and

describe polygons, circles,
and solid figures .

and solid figures .
visualizes, names, and describes

polygons with 5 or more sides.
visualizes, names, and describes

polygons with 5 or more sides.
M5GE-IIIc-19
M5GE-IIIc-19
describes and compares

properties of polygons
(regular and irregular
polygons).
describes and compares

properties of polygons
(regular and irregular
polygons).
M5GE-IIIc-20
M5GE-IIIc-20
Geometry
Geometry
Geometry
Geometry
K to 12 Grade V Curriculum p 61
(M5NS-IIIa-136), Lesson Guide in
Mathematics pp. 402-406,
Growing Up with Math pp. 217219, Math for Life pp. 254-257,
Mathematics for a Better Life pp.
208- 210
K to 12 Grade V Curriculum p 61
(M5NS-IIIa-136), Lesson Guide in
Mathematics pp. 402-406,
Growing Up with Math pp. 217219, Math for Life pp. 254-257,
Mathematics for a Better Life pp.
208- 210
K to 12 Curriculum Guide
Grade 5 (M5NS-IIa-137),
Lesson
Guide
in
Mathematics 6
pp.311,
Growing Up with Math
pp.220,
Math
for
Life
pp.256
Grade 5 (M5NS-IIa-137),
Lesson
Guide
in
Mathematics 6
pp.311,
Growing Up with Math
pp.220,
Math
for
Life
pp.256
Chart
Chart
flashcards, paperclips,
graphing paper
flashcards, paperclips,
graphing paper
III.
(LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
Friday
Weekly test
the new lesson
for the lesson
C. Presenting
the new lesson
Review meaning of percent
Visualizes
percent
and
its
relationship to fractions, ratios,
and decimal numbers using
Models.
Who among you have baby
brother and sisters who still take
milk from bottles? Do
You know how to prepare their
milk? How many ounces of water
do you use? How many scoops
of milk do you put?
(Pupils may say for every 4
ounces of water they put 2
scoop of milk before shaking the
bottle.)
Why is it necessary to follow the
instruction in preparing milk for
Review meaning of percent
Visualizes
percent
and
its
relationship to fractions, ratios,
and decimal numbers using
Models.
Who among you have baby
brother and sisters who still take
milk from bottles? Do
You know how to prepare their
milk? How many ounces of water
do you use? How many scoops
of milk do you put?
(Pupils may say for every 4
ounces of water they put 2
scoop of milk before shaking the
bottle.)
Why is it necessary to follow the
instruction in preparing milk for
Matching Game
Materials: 3 charts (having
ratio, decimal, or fraction),
number cards
Matching Game
Materials: 3 charts (having
ratio, decimal, or fraction),
number cards
Mechanics:
1. Teacher post the 2
charts on the board.
2. Divide the class into 3
group. Give each group a
well shuffled set of a
number cards.
These cards are then
distributed to the group
members with each
receiving one Card.
3. When the signal is given
by the teacher, a pupil from
each group simultaneously
goes to the board and
places the number card in
the correct slot.
4. The pupils will go to their
group and tap the next
player. Continue this until
the chart has been
completed.
5. The group that finishes
first, with the most number
of correct answers win.
Defines percentage, rate or
percent and base.
Mechanics:
1. Teacher post the 2
charts on the board.
2. Divide the class into 3
group. Give each group a
well shuffled set of a
number cards.
These cards are then
distributed to the group
members with each
receiving one Card.
3. When the signal is given
by the teacher, a pupil from
each group simultaneously
goes to the board and
places the number card in
the correct slot.
4. The pupils will go to their
group and tap the next
player. Continue this until
the chart has been
completed.
5. The group that finishes
first, with the most number
of correct answers win.
Defines percentage, rate or
percent and base.
Showing a paper clips.

Where do we used these
paper clips?
Showing a paper clips.

Where do we used these
paper clips?

#1
your younger brother/sister?
your younger brother/sister?
Survival Game
Mechanics:
1. Let 5 boys and 5 girls stand in
front of the class forming a
circle. While the music is being
played the participants move
around.
2. When the music stops the
teacher will say The boat is
sinking group yourselves into 2.
3. The group continues till the
described players necessary to
form the ratio is achieved.
Discuss the following to the
pupils;
For instance, the first group
there are 3 girls and 1 boy left.
Then the ratio of boys to girls is
1;3The ratio of girls to boys is
3;1
If we are to write the ratio 1;3in
fraction which will be the
numerator? the denominator?
If we are to get how many
percent of the pupils are boys, in
relation to the group, divide
The numerator by denominator.
Survival Game
Mechanics:
1. Let 5 boys and 5 girls stand in
front of the class forming a
circle. While the music is being
played the participants move
around.
2. When the music stops the
teacher will say The boat is
sinking group yourselves into 2.
3. The group continues till the
described players necessary to
form the ratio is achieved.
Discuss the following to the
pupils;
For instance, the first group
there are 3 girls and 1 boy left.
Then the ratio of boys to girls is
1;3The ratio of girls to boys is
3;1
If we are to write the ratio 1;3in
fraction which will be the
numerator? the denominator?
If we are to get how many
percent of the pupils are boys, in
relation to the group, divide
The numerator by denominator.
There are 33% in relation to the

girls in the group. In decimal,
change percent to fraction with
denominator of 100. Ten express
the fraction as a decimal.
There are 33% in relation to the

girls in the group. In decimal,
change percent to fraction with
denominator of 100. Ten express
the fraction as a decimal.
Or simply drop the % symbol,

Then move the decimal point 2
places to the left.
Or simply drop the % symbol,

Then move the decimal point 2
places to the left.
Problem Opener
Rafaela has 10 paper clips.
She gives 2 paper clips to
her seatmate and keeps
the rest for the future use.
Is it right for her to say that
she keeps 80% of the paper
clips?
Questions to answer:
1. Who has 10 paper clips?
2. To whom does she give 2
paper clips?
3. if you were Rafaela will
you also keep materials for
the future? Why?
a. Get 2 paper clips from 10
paper clips. Express in
fraction form the paper
clips parted in relation to
the
total
paper
clips.
Change the fraction form to
rate or percent. Relate the
number of 2s in 10. Let
them think aloud on the
number of 20% in 100%
and in relation to 2s in 10.
b. Ask them what part of
the total number of paper
clips describing the number
of paper clips for future
use. Require them to relate
80% to the number of
paper clips for future use.
c. Let the pupils identify
rate, base and percentage.
The rate is the percent of
the whole. It has the
percent symbol (%).
The base is the whole were
talking about. It is written
after the word of or the
phrase percent of.
The percentage is the
portion of the whole based
Problem Opener
Rafaela has 10 paper clips.
She gives 2 paper clips to
her seatmate and keeps
the rest for the future use.
Is it right for her to say that
she keeps 80% of the paper
clips?
Questions to answer:
1. Who has 10 paper clips?
2. To whom does she give 2
paper clips?
3. if you were Rafaela will
you also keep materials for
the future? Why?
a. Get 2 paper clips from 10
paper clips. Express in
fraction form the paper
clips parted in relation to
the
total
paper
clips.
Change the fraction form to
rate or percent. Relate the
number of 2s in 10. Let
them think aloud on the
number of 20% in 100%
and in relation to 2s in 10.
b. Ask them what part of
the total number of paper
clips describing the number
of paper clips for future
use. Require them to relate
80% to the number of
paper clips for future use.
c. Let the pupils identify
The rate is the percent of
the whole. It has the
percent symbol (%).
The base is the whole were
talking about. It is written
after the word of or the
phrase percent of.
The percentage is the
portion of the whole based

#2
F.
Developing mastery

3)
A. Using pictures the pupils will

give the ratio of the number
shaded parts to the unshaded
part. Then change them to
fractions, decimal and percent.
Let the group present their

output and answer the questions
one at a time. After all the
group presented, ask, How did
you find the activity? How can
you change ratio to fraction? to
decimal? To percent?
Say: Ratio is a comparison
between two or more quantities.
It can also be expressed as
fraction, the first number being
the denominator. Through ratios
and fractions we
can get the percent equivalent
by dividing the numerator by the
A. Using pictures the pupils will

give the ratio of the number
shaded parts to the unshaded
part. Then change them to
fractions, decimal and percent.

output and answer the questions
one at a time. After all the
group presented, ask, How did
you find the activity? How can
you change ratio to fraction? to
decimal? To percent?
Say: Ratio is a comparison
between two or more quantities.
It can also be expressed as
fraction, the first number being
the denominator. Through ratios
and fractions we
can get the percent equivalent
by dividing the numerator by the
on the rate. It is usually

followed by the word is.
on the rate. It is usually

followed by the word is.
A.Let the pupils work in

pair. Each pair works on
every
station
simultaneously. Each of
them
will
check
their
answers and present their
output.
A.Let the pupils work in

pair. Each pair works on
every
station
simultaneously. Each of
them
will
check
their
answers and present their
output.
Station 1: 5 is what percent

of 50?
What is the rate? ______
Station 1: 5 is what percent

of 50?
What is the rate? ______
Station 2: 40% of 60 is
what?
what?
What is the percentage?

_______
What is the percentage?

_______
Station 3: 16 is 25% of 64
The base is ________
Station 3: 16 is 25% of 64
The base is ________
Station 4: 15% of total

sales is P 8 910.
The rate is _________
Station 4: 15% of total

sales is P 8 910.
The rate is _________

64.5
The base is ___________
Let the class the class
check their answers by
pairs and present their
outputs one at a time. After
all pairs have presented,
ask What is the meaning
of percentage? Rate?
Base?
How
will
you
determine the base in a
given problem? The rate?
and the
Percentage?
Say: The
percentage is the portion of
the whole based on the
rate. It is usually followed

64.5
The base is ___________
Let the class the class
check their answers by
pairs and present their
outputs one at a time. After
all pairs have presented,
ask What is the meaning
of percentage? Rate?
Base?
How
will
you
determine the base in a
given problem? The rate?
and the
Percentage?
Say: The
percentage is the portion of
the whole based on the
rate. It is usually followed
denominator. The
result is a decimal but move the
decimal point two places the
right and affix the Percent sign.
denominator. The
result is a decimal but move the
decimal point two places the
right and affix the Percent sign.
By the word is. The rate

is the percent of the whole.
It has the percent symbol
(%).
The base is the whole we
are talking about. It is
written after the word of
or the phrase percent of.
By the word is. The rate

is the percent of the whole.
It has the percent symbol
(%).
The base is the whole we
are talking about. It is
written after the word of
or the phrase percent of.

____ of LM Math Grade 5
Ask the pupil to work on Get
Moving on page ____ of LM
Grade 5. Check the pupils
answers. For mastery, have the
pupils answer the items under
Keep Moving on page
____ of LM math Grade 5.

____ of LM Math Grade 5
Ask the pupil to work on Get
Moving on page ____ of LM
answers. For mastery, have the
pupils answer the items under
Keep Moving on page
____ of LM math Grade 5.

page____ of LM Math 5. Ask
the pupils to work on items
1 to 5 under Get Moving on
page ___ of LM Math 5.
Check the pupils answers.
Keep Moving on page
_____ of LM Math Grade 5.

page____ of LM Math 5. Ask
the pupils to work on items
1 to 5 under Get Moving on
page ___ of LM Math 5.
Keep Moving on page
_____ of LM Math Grade 5.
the lesson
Lead he pupils to give the

following
generalization
by
asking:
What is the relationship of ratios
to fractions? To percent?
If your data is written in ratio
form, can you write it in fraction
form? How can we get percent
equivalent of a ratio and a
fraction?
Lead he pupils to give the

following
generalization
by
asking:
What is the relationship of ratios
to fractions? To percent?
If your data is written in ratio
form, can you write it in fraction
form? How can we get percent
equivalent of a ratio and a
fraction?
What is the meaning of

percentage? Rate?Base?
What is the meaning of

percentage? Rate?Base?
Ratio is a comparison between

two or more quantities. It can
also be expressed as fraction,
the first number being the
denominator. Through ratios and
fractions we can get the percent
equivalent
by
dividing
the
numerator by the denominator.
The result is a decimal but move
the decimal point two places the
right and affix the percent sign.
Ratio is a comparison between

two or more quantities. It can
also be expressed as fraction,
the first number being the
denominator. Through ratios and
fractions we can get the percent
equivalent
by
dividing
the
numerator by the denominator.
The result is a decimal but move
the decimal point two places the
right and affix the percent sign.
Percentage is a part of a
whole. It is the resulting
fractional part of the base.
Rate is the number written
with the word percent or
with the symbol %. Base
is the total or whole and it
is the number that usually
follows the phrase percent
of or % of.
Percentage is a part of a
whole. It is the resulting
fractional part of the base.
with the word percent or
with the symbol %. Base
is the total or whole and it
is the number that usually
follows the phrase percent
of or % of.
Write the name for each shaded

part as fraction, ratio, percent
Write the name for each shaded

part as fraction, ratio, percent
Ask the pupils to do the

activity under Apply Your
Skills on page ___ of LM

activity under Apply Your
Skills on page ___ of LM
I.
Evaluating learning
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

encounter which my
help me solve?
other teachers?
G.
and decimal.
and decimal.
Remediation
Complete the table below using
the given data
Remediation
Complete the table below using
the given data
1. The set of even numbers from

1 to 20.
2. The set of odd numbers from
1 to 20.
3. The set of composite numbers
from 1 to 20.
4. The set of prime numbers
from 1 to 20.
Rat Fracti Deci
Perc
io
on
mal
ent
1. The set of even numbers from

1 to 20.
2. The set of odd numbers from
1 to 20.
3. The set of composite numbers
from 1 to 20.
4. The set of prime numbers
from 1 to 20.
Rat Fracti Deci
Perc
io
on
mal
ent
Math 5.
Math 5.
Identify the R, B, and P in

the following statements:
1. 180% of 200 is 360
2. 35% of 90 is 31.5
3. P100 is 4% of P2 500
4. 20% of 50 is 10
Identify the R, B, and P in

the following statements:
1. 180% of 200 is 360
2. 35% of 90 is 31.5
3. P100 is 4% of P2 500
4. 20% of 50 is 10
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Identifies the base, percentage,
demonstrates understanding
of polygons, circles, and solid
figures.
Tuesday
and rate in the problem.
figures.
Wednesday
Thursday
figures.
figures.

and solid figures .

and solid figures .

and solid figures .

and solid figures .
draws polygons with 5 or

more sides.
draws polygons with 5 or

more sides.
visualizes congruent
polygons.
M5GE-IIIc-21
M5GE-IIIc-21
M5GE-IIId-22
M5GE-IIId-22
Geometry
Geometry
Geometry
(M5NS-IIIa-138) Lesson Guide
in Mathematics 5 pp. 417
Lesson Guide in Math 6 p
311
(M5NS-IIIa-138) Lesson Guide
in Mathematics 5 pp. 417
Lesson Guide in Math 6 p
311
Math Grade 5 pages
Building New Horizon in
Math: A Simplified Approach
p. 302-305
p.220-222
Mathematics Grade 6 p. 316319
Workbook in Mathematics 6
Third Quarter, Rubio, May
Ester M. p. 16-18
Workbook on Math (Grade 6),
Cayanan, Remedios p.140
III.
3. Textbook pages
visualizes congruent
polygons.
Geometry
Friday
Weekly test
(LR) portal
hundred grid cardboards,

crayons, fraction strips
hundred grid cardboards,

crayons, fraction strips
strips of cartolina, flash cards
strips of cartolina, flash cards
Concept Development
Material: fraction strips
Mechanics:
a. Form 5 groups.
b. Distribute fraction strips
equally among the groups
and place them face down in
a pile.
c. Pupils look at the top card,
name fraction and the name
percent for the fraction.
d. The group with the most
number of correct responses
wins the game.
Concept Development
Material: fraction strips
Mechanics:
a. Form 5 groups.
b. Distribute fraction strips
equally among the groups
and place them face down in
a pile.
c. Pupils look at the top card,
name fraction and the name
percent for the fraction.
d. The group with the most
number of correct responses
wins the game.
a. Divide the class into 4

groups. One representative
from each group stands at
the back of the classroom.
b. Flash the strips of cartolina
with a short problem written
on it. The
representative
from each group will identify
the missing/unknown
part in the problem.
a. Divide the class into 4

groups. One representative
from each group stands at
the back of the classroom.
b. Flash the strips of cartolina
with a short problem written
on it. The
representative
from each group will identify
the missing/unknown
part in the problem.
c. The first one who gives the

correct answer will get the
point.
d. The game continues until
all the pupils from each
group have participated.
number of points wins.
c. The first one who gives the

correct answer will get the
point.
d. The game continues until
all the pupils from each
group have participated.
number of points wins.

the lesson
Identifies the base,

percentage, and rate in the
problem.
Identifies the base,

percentage, and rate in the
problem.
Finds the percentage in given

problem.
Finds the percentage in given

problem.
C. Presenting
new lesson
Action Song (Body Exercise)

Tune: Are you Sleeping
Title: Fraction to Percent
Action Song (Body Exercise)

Tune: Are you Sleeping
Title: Fraction to Percent
(One-fourth) 4x (Twenty-five)
2x
(One-fourth
change
to
percent) 2x
(Twenty-five percent) 2x
(One-fourth) 4x (Twenty-five)
2x
(One-fourth
change
to
percent) 2x
(Twenty-five percent) 2x
Whats your target score in a

20-item test? What passing
grade is it? (75%, 80%, 90%
or 100%? The pupils have the
freedom to choose.
Whats your target score in a

20-item test? What passing
grade is it? (75%, 80%, 90%
or 100%? The pupils have the
freedom to choose.
One-half = 50%
One-fifth = 20%
Three-fourths = 75%
Two-fifths = 40%
One-half = 50%
One-fifth = 20%
Three-fourths = 75%
Two-fifths = 40%
Ask: Do you study your

lesson every day? Do you
listen well and participate in
class discussion?
Ask: Why do you need to
study? Will it help you
prepare for your future?
studious and participative.
Ask: Do you study your

lesson every day? Do you
listen well and participate in
class discussion?
Ask: Why do you need to
study? Will it help you
prepare for your future?
studious and participative.
IV.
PROCEDURES
the new lesson

#1
Acting Out: My Favorite Fruit

Mechanics;
1. Divide the class
into 8 groups.
2.
Teacher
will
presents a question: If you
were to choose which fruits
would you like to eat
everyday?
3.
Each
group
decides on their favourite
fruit among the fruits posted
on the board.
4. Teacher request
the 8 group leaders to stand
at the back of the classroom.
5. As the teacher
gives the signal, the leaders
go to the fruit the fruit chose.
6. The teacher ask
the leaders to explain their
choices.
7. Let the pupils form
the ratios for each fruit
chosen: number of groups
who chose the fruit
To the total number
of groups.
8. Convert the ratios
to fractions then to percent.
Acting Out: My Favorite Fruit

Mechanics;
1. Divide the class
into 8 groups.
2.
Teacher
will
presents a question: If you
were to choose which fruits
would you like to eat
everyday?
3.
Each
group
decides on their favourite
fruit among the fruits posted
on the board.
4. Teacher request
the 8 group leaders to stand
at the back of the classroom.
5. As the teacher
gives the signal, the leaders
go to the fruit the fruit chose.
6. The teacher ask
the leaders to explain their
choices.
7. Let the pupils form
the ratios for each fruit
chosen: number of groups
who chose the fruit
To the total number
of groups.
8. Convert the ratios
to fractions then to percent.
Discussion
a. How many group
are there? 8
b. How many chose
apple? 6
c. How do we write
it in percent? 75%
Say: We can write:
75% of 8 = 6
We deal with the
three elements: rate, base
and percentage:
Discussion
a. How many group
are there? 8
b. How many chose
apple? 6
c. How do we write
it in percent? 75%
Say: We can write:
75% of 8 = 6
We deal with the
three elements: rate, base
and percentage:
Vincent, a boy from a fishing

village is a diligent and
studious pupil. He goes to
school and every day and
does his work well. He never
skips studying his lesson
every night. When he took
their
50-item
quarter
examination he got 96% of it
correctly? What is his score?
Ask:
Vincent, a boy from a fishing

village is a diligent and
studious pupil. He goes to
school and every day and
does his work well. He never
skips studying his lesson
every night. When he took
their
50-item
quarter
examination he got 96% of it
correctly? What is his score?
Ask:
Who is the boy from the

fishing village?
How is he as a pupil?
Did he do well in school? How
do you know?
How many items is their test?
What rating does Vincent get
in the test? Is this a high
rating? How do you know?
Will you do the same? Why?
Who is the boy from the

fishing village?
How is he as a pupil?
Did he do well in school? How
do you know?
How many items is their test?
What rating does Vincent get
in the test? Is this a high
rating? How do you know?
Will you do the same? Why?
The
relationship
among the three is:
R x B = p or P =
RxB
75% is the rate. The
number written with the word
percent or with the symbol
%
It can be
expressed as a ratio of
fraction

#2
75
100
The
relationship
among the three is:
R x B = p or P =
RxB
75% is the rate. The
number written with the word
percent or with the symbol
%
It can be
expressed as a ratio of
75
100
.
8 is called the base.
The total or whole and it is
the number that usually
follows the phrase
percent of
or % of.
6
is
called
percentage. It is the part of
the whole.
fraction
.
8 is called the base.
The total or whole and it is
the number that usually
follows the phrase
percent of
or % of.
6
is
called
percentage. It is the part of
the whole.
We can also use the

Techans Triangle to identify
We can also use the

Techans Triangle to identify
A. Using flashcards. Identify

the
rate,
base
and
percentage.
A. Using flashcards. Identify

the
rate,
base
and
percentage.
B. Have the pupils work in

group. The teacher gives
problem statements wherein
the pupils
Identify the rate, base and
percentage:
B. Have the pupils work in

group. The teacher gives
problem statements wherein
the pupils
Identify the rate, base and
percentage:
Group 1:
Paolo listen very well to the
teacher during the discussion
of the lesson. When they
were given a 5-itm test he
got 4 correct answer. He has
a grade of 80%.
Group 1:
Paolo listen very well to the
teacher during the discussion
of the lesson. When they
were given a 5-itm test he
got 4 correct answer. He has
a grade of 80%.

problem.

problem.
F.
Developing mastery

3)
Group 2:
There are 40 pupils in a class.
Seventy-five percent of them
are present. 30
pupils are present.
Group 2:
There are 40 pupils in a class.
Seventy-five percent of them
are present. 30
pupils are present.
Group 3:
Monique invited 300 kids to
her party. Only 15% of the
kids did not showed up.Fortyfive kids did not attend the
party.
Group 3:
Monique invited 300 kids to
her party. Only 15% of the
kids did not showed up.Fortyfive kids did not attend the
party.
Group 4:
Group 4:
Shiela got 90% of a 20-item

test in Science. She answers
18 item correctly.
output. Check their work one
at a time. How did you find
the activity? How can we
identify the rate? base?
Percentage?
Say: We can identify the rate
easily because it is the
number with the symbol % or
number
with
the
word
percent. Base is the whole
number which you take the
percent while percentage is
the part of the whole. We can
also use Techans Triangle to
identify the rate, base and
percentage.
Shiela got 90% of a 20-item

test in Science. She answers
18 item correctly.
output. Check their work one
at a time. How did you find
the activity? How can we
identify the rate? base?
Percentage?
Say: We can identify the rate
easily because it is the
number with the symbol % or
number
with
the
word
percent. Base is the whole
number which you take the
percent while percentage is
the part of the whole. We can
also use Techans Triangle to
identify the rate, base and
percentage.

____ of LM Math Grade 5.
items 1 to 10 under Get
Moving, on page ___ of LM
Math 5
answer the items under Keep
Moving on page _____ of LM

____ of LM Math Grade 5.
items 1 to 10 under Get
Moving, on page ___ of LM
Math 5
answer the items under Keep
Moving on page _____ of LM

problem.

problem.
Ask:
Ask:
How do we solve for the

percentage?
point of the rate from right to
left?
How many move of decimal
point do we move?
How do we solve for the

percentage?
point of the rate from right to
left?
How many move of decimal
point do we move?


the lesson
I.
Evaluating learning
Math Grade 5.
asking:
How can you identify the
rate, base and percentage?
with the word percent. It is
express in percent form.
Base is the total or whole and
it is the number that usually
follows the phrase percent.
Percentage is the part of the
whole.
Techans Triangle is also used
in identifying rate, base and
percentage.
Math Grade 5.
asking:
How can you identify the
rate, base and percentage?
with the word percent. It is
express in percent form.
Base is the total or whole and
it is the number that usually
follows the phrase percent.
Percentage is the part of the
whole.
Techans Triangle is also used
in identifying rate, base and
percentage.
Identify the rate, base, or

percentage in the following
problems.
1. 50% of 78 = 39
2. 10% of 60 = 6
3. A 20% or P 4 600 is the
down payment for a brand
new TV set. The original price
of the TV set is P 23 000.
4. Carlo invest P 750 000 at 6
Identify the rate, base, or

percentage in the following
problems.
1. 50% of 78 = 39
2. 10% of 60 = 6
3. A 20% or P 4 600 is the
down payment for a brand
new TV set. The original price
of the TV set is P 23 000.
4. Carlo invest P 750 000 at 6
1
2
1
2
% simple interest a year.

His interest is P 48 750.
5. Melissa has 120 kilograms
of rice. Her mother sold 105
kilograms. Is she right to tell
her mother sold 87.5% of
what she sold?
% simple interest a year.

His interest is P 48 750.
5. Melissa has 120 kilograms
of rice. Her mother sold 105
kilograms. Is she right to tell
her mother sold 87.5% of
what she sold?

as follows:

as follows:
In finding the percentage of a

given number follow these
steps:
Find the rate in the

given problem.
Arrange the numbers

in vertically.
Move the decimal

point of the given
rate twice from right
to left.
Multiply the numbers

following the steps in
multiplication.
In finding the percentage of a

given number follow these
steps:
Find the rate in the

given problem.
Arrange the numbers

in vertically.
Move the decimal

point of the given
rate twice from right
to left.
Multiply the numbers

following the steps in
multiplication.
Count the number at the

right of the decimal point
which will decide where to
put the corresponding
decimal point
B. Solve the following
percentage problems.
Count the number at the

right of the decimal point
which will decide where to
put the corresponding
decimal point
B. Solve the following
percentage problems.
1) Forty-six percent of people

surveyed said that they
exercised on a fairly regular
basis. If 12
100 people were surveyed,
how many of them exercise?
1) Forty-six percent of people

surveyed said that they
exercised on a fairly regular
basis. If 12
100 people were surveyed,
how many of them exercise?
2) The price of gasoline

decreased by 18%. If a liter
of gasoline sold P 21.15
before
the decrease, what was
the amount of the decrease?
2) The price of gasoline

decreased by 18%. If a liter
of gasoline sold P 21.15
before
the decrease, what was
the amount of the decrease?
3) In a certain city, about

25% of the people are
between the ages of 20 and
40 years. If the city
population is 1 430 000,
how
many
people
are
3) In a certain city, about

25% of the people are
between the ages of 20 and
40 years. If the city
population is 1 430 000,
how
many
people
are
J.

application or
remediation
Identify the R, B, and P in the

following statement.
1. 180% of 200 is 360
2. 35% of 90 is 31.5
3. P 100 is 4% of P2 500
2
3
4. 51 children, 66
% of
them are boys, 34 are boys
5. 16 is 20% of 80
V.
VI.
A.
B.
C.
D.
E.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
Identify the R, B, and P in the

following statement.
1. 180% of 200 is 360
2. 35% of 90 is 31.5
3. P 100 is 4% of P2 500
2
3
4. 51 children, 66
% of
them are boys, 34 are boys
5. 16 is 20% of 80
between those ages?
between those ages?
4)
The
Jimenez
family
planned to save at least 7.5%
of their monthly income of P
12 500. How
much did they plan to
save?
4)
The
Jimenez
family
planned to save at least 7.5%
of their monthly income of P
12 500. How
much did they plan to
save?
5)
Marvin,
a
basketball
player, usually scores 80% of
his
field
shots.
If
he
attempted 40 field
shots during a game, how
many did he score ?
5)
Marvin,
a
basketball
player, usually scores 80% of
his
field
shots.
If
he
attempted 40 field
shots during a game, how
many did he score ?
A. Answer the following.
A. Answer the following.
1. What is 25% of 4?
2. N is 50% of 2.
3. 200 % of 3 is what
number?
4. 75% of 12 is ____?
5. 60% of 30 is N.
6. 30% of 600 is what
number?
7. 230% of 90 is N.
8. 150% of P 400 is _____.
9. 36% of 95 is N.
10. 48% of 290 is what
number?
1. What is 25% of 4?
2. N is 50% of 2.
3. 200 % of 3 is what
number?
4. 75% of 12 is ____?
5. 60% of 30 is N.
6. 30% of 600 is what
number?
7. 230% of 90 is N.
8. 150% of P 400 is _____.
9. 36% of 95 is N.
10. 48% of 290 is what
number?
F.
G.
did these work?

solve?
other teachers?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
s
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Solves routine and non-routine problems involving percentage using appropriate strategies and tools.
Thursday
demonstrates
demonstrates
demonstrates understanding of polygons,

demonstrates
understanding of
polygons, circles, and
solid figures.

and solid figures .

and solid figures .

polygons, circles, and solid figures .

describe polygons,
circles, and solid
figures .
visualizes and describes a

circle.
visualizes and describes a

circle.
identifies the terms related to a circle.
identifies the terms

related to a circle.
M5GE-IIId-23.1
M5GE-IIId-23.1
Geometry
Geometry
Geometry
K to 12 Curriculum Guide, LM Math Grade
M5GE-IIId-23.2
M5GE-IIId-23.2
III.
Geometry
Friday
Weekly test
LM Math Grade 5 pages

Lesson
Guide
in
Elementary
Mathematics
Grade 6 p. 316-319
Workbook in Mathematics
6 Third Quarter, Rubio, May
Ester M. p. 16-18
Workbook on Math (Grade
6), Cayanan, Remedios
p.140
LM Math Grade 5 pages

Lesson
Guide
in
Elementary
Mathematics
Grade 6 p. 316-319
Workbook in Mathematics
6 Third Quarter, Rubio, May
Ester M. p. 16-18
Workbook on Math (Grade
6), Cayanan, Remedios
p.140
5 pages
A. Checking of Assignment
B. Review the steps in
solving word problems.
solving a problem?
A. Checking of Assignment
B. Review the steps in
solving word problems.
solving a problem?
Conduct a review on solving routine and

non-routine
problems
involving
percentage using appropriate strategies
and tools.
Conduct a review on
solving routine and nonroutine
problems
involving
percentage
using
appropriate
What is asked?
What is the process to be
used?
What
is
the
number
sentence?
Show the solution and
complete answer.
What is asked?
What is the process to be
used?
What
is
the
number
sentence?
Show the solution and
complete answer.
for the lesson

percentage using
appropriate strategies and
tools.

percentage using
appropriate strategies and
tools.
Create problems involving percentage

with reasonable answers.
Create problems
involving percentage
with reasonable
answers.
C. Presenting
the new lesson
How much money do you

spend in school every day?
Do you save some of it for
future use? Why did you do
it? Share your experience.
Let the pupils realize the
importance of being thrifty.
How much money do you

spend in school every day?
Do you save some of it for
future use? Why did you do
it? Share your experience.
Let the pupils realize the
importance of being thrifty.
What is your plan/ dream in the future?

How do you plan to achieve it?
What is your plan/

dream in the future?
How do you plan to
achieve it?
from Learning
B. Other Learning
Resources
IV.
PROCEDURES
the new lesson

Mathematics Grade 6 p. 316-319
strips of cartolina, flash

cards
Ask: Is it important to make plan before

doing any activity?
Ask: Does making a plan contribute in
achieving ones goal? Why? Lead the
Ask: Is it important to
make plan before doing
D. Discussing new
new skills #1
E. Discussing new
new skills #2
Reyes family has a monthly

income of P 15 850. They
allotted 40% of for food,
25% for education, 15% for
water and electricity fare,
8% for transportation, 7%
for miscellaneous expenses
and 5% for savings. How
much money is allotted for
their savings?
Reyes family has a monthly

income of P 15 850. They
allotted 40% of for food,
25% for education, 15% for
water and electricity fare,
8% for transportation, 7%
for miscellaneous expenses
and 5% for savings. How
much money is allotted for
their savings?
Ask:
Ask:

problem?
used?

problem?
used?

problem.

problem.
pupils to appreciate planning ahead of

time in any activity.
any activity?
Ask: Does making a
plan contribute in
achieving ones goal?
Why? Lead the pupils to
appreciate planning
ahead of time in any
activity.
What is your plan/ dream in the future?

How do you plan to achieve it?
What is your plan/

dream in the future?
How do you plan to
achieve it?
Ask: Is it important to make plan before

doing any activity?
Ask: Does making a plan contribute in
achieving ones goal? Why? Why not?
Lead the pupils to appreciate planning
ahead of time in any activity.
Guide the pupils in solving the problem.
Refer to the questions.
What
What
What
What
What
is asked in the problem?

are given?
is the operation to be used?
is the number sentence?
is the answer? Does it make sense?
Guide the pupils in solving the problem.

What
What
What
What
What
is asked in the problem?

are given?
is the operation to be used?
is the number sentence?
is the answer? Does it make sense?
Ask: Is it important to
make plan before doing
any activity?
Ask: Does making a
plan contribute in
achieving ones goal?
Why? Why not?
Lead the pupils to
appreciate planning
ahead of time in any
activity.
Guide the pupils in
solving the problem.
problem?
What are given?
What is the operation to
be used?
What is the number
sentence?
What is the answer?
Does it make sense?
Guide the pupils in
solving the problem.
problem?
What are given?
What is the operation to
be used?
F.
Developing mastery
(Leads to Formative
Assessment 3)

and checked their work,
call on the leader to
relate what they have
done to solve the problem.

and checked their work,
call on the leader to
relate what they have
done to solve the problem.
After the group presented and checked

their work, call on the leader to relate
what they have done to solve the
problem.
Ask:
Ask:
Which of the two problems

is easier to solve?
In which problem did you
enjoy solving? Why?
How many operations did
you use to solve problem
1?
What operation is it? How
did you solve it?
What is your number
sentence? What is your
final answer?
What about problem
number 2?
it? Do you have a number
sentence to solve it?
Did you work in group
cooperatively?
When your group solved
the problem easily, how did
you feel?
problems.
Ask pupils to do the
exercises by pairs under
Get Moving on page ___
69 of LM Math Grade 5.
Check the pupils answer.
Ask:
Which of the two problems
is easier to solve?
In which problem did you
enjoy solving? Why?
How many operations did
you use to solve problem
1?
What operation is it? How
did you solve it?
What is your number
sentence? What is your
final answer?
What about problem
number 2?
it? Do you have a number
sentence to solve it?
Did you work in group
cooperatively?
When your group solved
the problem easily, how did
you feel?
problems.
Ask pupils to do the
exercises by pairs under
Get Moving on page ___
69 of LM Math Grade 5.
Check the pupils answer.
What is the number

sentence?
What is the answer?
Does it make sense?
After the group
presented and checked
their work, call on the
leader to relate what
they have done to solve
the problem.

How were you able to create a problem?
How many move of decimal point do we
move?
Ask:
A. Discuss the presentation under Explore

and Discover of page __, LM Math Grade
5.
A. Discuss the
presentation under
Explore and Discover of
page __, LM Math Grade
5.
B. Ask pupils to create problems with the

information given.
1. P 18 920 monthly income of Guevarra
Family
15% - allotted for clothing
20% - allotted for transportation
25% - allotted for education
4o% - allotted for food

activity?
How were you able to
create a problem?
How many move of
decimal point do we
move?
B. Ask pupils to create

problems with the
information given.
1. P 18 920 monthly
income of Guevarra
Family
15% - allotted for
2. 600 total number of farm animals

65% - four-legged animals
Allow pupils to answer exercises A and B
under Keep Moving, pages ____ and LM
Math Grade 5. Check the pupils answer.
clothing
20% - allotted for
transportation
25% - allotted for
education
4o% - allotted for food
2. 600 total number
of farm animals
65% - four-legged
animals
Keep Moving, pages
____ and LM Math
Grade 5. Check the
pupils answer.
the lesson
Lead the pupils to

generalize as follows:
Lead the pupils to

generalize as follows:

problems involving
percentage are:
Understand Know
what is asked,
what are given.
Plan Know the

operation. Write
the number
sentence.
Solve Write the

correct units/ label
your answer.
Check and Look

back Review and
check your answer.

problems involving
percentage are:
Understand Know
what is asked,
what are given.
Plan Know the

operation. Write
the number
sentence.
Solve Write the

correct units/ label
your answer.
Check and Look

back Review and
check your answer.
problems involving
percentage, keep in mind:
Read and analyze

the problem
carefully.
Tell what is asked
problems involving
percentage, keep in mind:
Read and analyze

the problem
carefully.
Tell what is asked
Lead the pupils to give the generalization

by asking:
How do create problems involving
percentage with reasonable answers.
Lead the pupils to give the generalization
by asking:
How do create problems involving
percentage with reasonable answers.
Lead the pupils to give

the generalization by
asking:
How do create
problems involving
percentage with
reasonable answers.
asking:
How do create problems
involving percentage
with reasonable
answers.
I.
and what are

given.
Then, use other
strategies like act
out the problem,
listing/table
method, guess and
test, drawing/
making a diagram,
using patterns,
working
backwards, etc. to
solve
and what are

given.
Then, use other
strategies like act
out the problem,
listing/table
method, guess and
test, drawing/
making a diagram,
using patterns,
working
backwards, etc. to
solve
Evaluating learning
A. Directions: Solve the
following percentage
problems.
A. Directions: Solve the

following percentage
problems.
1. On their family
budget, Mariano family
allotted
45%
for
the
education of their children.
If the family has a
monthly income of P 13,
540.00, how much is
allotted for the
education of their
children?
1. On their family
budget, Mariano family
allotted
45%
for
the
education of their children.
If the family has a
monthly income of P 13,
540.00, how much is
allotted for the
education of their
children?
2. If 25% of 80 is
10% of a number? What is
number?
2. If 25% of 80 is
10% of a number? What is
number?
3. A regular fare of
P 8.00 is implemented in a
public jeepney. Students
are given a
12.5% discount. If
the jeepney drivers have
12 student passengers,
how
much discount are
given to all 12 student
passengers?
3. A regular fare of
P 8.00 is implemented in a
public jeepney. Students
are given a
12.5% discount. If
the jeepney drivers have
12 student passengers,
how
much discount are
given to all 12 student
passengers?
4. A group of 150
4. A group of 150
A. Directions: Create a problem using

the given information.
1. 50 numbers of pupils in Grade 5
Jose Rizal
12% - failed in the quarter
examination in Mathematics
2. P 480.00 weekly allowance of
Jed
7% - savings per week
3. 500 number of people included in the
survey about the new shampoo product.
12% - nurses
35% - teachers
15% - policemen
24% - vendors
14% - government official
4. 2000 number of people asked as to
their favorite ice cream flavor
58% - chocolate
26% - mango
12% - strawberry
4% - avocado
5. 300 number of high school students
interviewed as to what course to pursue
in college
32% - education
24% - engineering
15% - nursing
20% - tourism
A. Directions: Create
a problem using the
given information.
1. 50 numbers of
pupils in Grade 5 Jose
Rizal
12% - failed in
the quarter examination
in Mathematics
2. P 480.00
weekly allowance of Jed
7% - savings
per week
3. 500 number of
people included in the
survey about the new
shampoo product.
12% - nurses
35% - teachers
15% policemen
24% - vendors
14% government official
4. 2000 number of
people asked as to their
favorite ice cream flavor
58% chocolate
J.

application or
remediation
students are asked as to

their favorite pets. 36%
chose cat as their
favorite, 48%
chose dog, 12% chose
birds and 4% chose fish.
How many students
chose birds as
their favorite pet?
students are asked as to

their favorite pets. 36%
chose cat as their
favorite, 48%
chose dog, 12% chose
birds and 4% chose fish.
How many students
chose birds as
their favorite pet?
5. Jenny has a
monthly allowance of P 4,
800.00. She allotted 60%
of it for his studies.
From this 60%,
she allotted 25% of for his
books.
How
much
is
allotted for books?
5. Jenny has a
monthly allowance of P 4,
800.00. She allotted 60%
of it for his studies.
From this 60%,
she allotted 25% of for his
books.
How
much
is
allotted for books?
A. Solve the following

problem.
A. Solve the following

problem.
1. Of the 40 members of
Mathematics club, 35% are
also member of Science
Club.
How many members of the
club are also members of
Science Club?
1. Of the 40 members of
Mathematics club, 35% are
also member of Science
Club.
How many members of the
club are also members of
Science Club?
2. In a group of 200
teachers, 72% are righthanded. Of these numbers
25% are musically inclined.
How many teachers are
musically inclined?
2. In a group of 200
teachers, 72% are righthanded. Of these numbers
25% are musically inclined.
How many teachers are
musically inclined?
3. There are 580 pupils

enrolled as Grade Six
pupils in Labangan
Elementary School. If 15%
of them are members of
Pantawid Pamilyang
Pilipino Program, how
many pupils
are not members of the
3. There are 580 pupils

enrolled as Grade Six
pupils in Labangan
Elementary School. If 15%
of them are members of
Pantawid Pamilyang
Pilipino Program, how
many pupils
are not members of the
9% - agriculture
26% - mango
12% strawberry
4% - avocado
5. 300 number of high
school students
interviewed as to what
course to pursue in
college
32% - education
24% engineering
15% - nursing
20% - tourism
9% - agriculture
A. Study the story problem given

below. Complete the problem by creating
a question for
what is asked. Then solve the
problem.
1) Kenneth took a 200-item high
school entrance test. He got 85% of the
test correctly.
Question: __
2) Father harvested 500 kilograms
of different kinds of vegetables. 28% of it
were
tomatoes,64% of it were egg
plant and the rest were squash?
Question:__
B. Create a word problem by
completing the data needed. Fill in the
data to complete the
problems below. Then solve the
problems.
3) There are _____ books in the
bookshelves. ______ of it are literary
A. Study the story

problem given below.
Complete the problem
by creating a question
for
what is asked.
Then solve the problem.
1) Kenneth took a
200-item high school
entrance test. He got
85% of the test correctly.
Question: __
Solution and
Answer:
2) Father
harvested 500 kilograms
of different kinds of
vegetables. 28% of it
were
tomatoes,64%
of it were egg plant and
the rest were squash?
Question:__
Solution and
Answer:
B. Create a word
Pantawid Pamilyang
Pilipino Program?
Pantawid Pamilyang
Pilipino Program?
books? How many

books were not literary books?
4) 150 respondents were asked to
what they do as a form of exercise. _____
said that they
enjoy biking, _____ said that they
go on swimming, _____ said that spent
walking and
___ likes running. How many chose
swimming as a form of exercise?
5) Mira asked her 60 classmates as to
their favorite color. ____ chose red, ____
chose
blue, ____ chose green, ___ chose
yellow and ____ chose pink. How many
chose
blue as their favorite color?
problem by completing
the data needed. Fill in
the data to complete the
problems below.
Then
solve
the
problems.
3) There are _____
books
in
the
bookshelves. ______ of it
are literary books? How
many
books were not
literary books?
4) 150 respondents
were asked to what they
do as a form of exercise.
_____ said that they
enjoy biking,
_____ said that they go
on swimming, _____ said
that spent walking and
___ likes running.
How
many
chose
swimming as a form of
exercise?
5) Mira asked her 60
classmates as to their
favorite color. ____ chose
red, ____ chose
blue, ____ chose
green, ___ chose yellow
and ____ chose pink.
How many chose
blue as their
favorite color?
V.
VI.
A.
B.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
C.
D.

lesson
No. of learners who
continue to require
remediation
E.
Why did these work?
F.

encounter which my
help me solve?
What innovation or
to share with other
teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and November 28- December 2, 2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Draws circles with different radii using a compass
of polygons, circles, and solid of polygons, circles, and solid
figures.
figures.
Wednesday
Thursday
figures.
figures.

and solid figures .

and solid figures .

and solid figures .

and solid figures .
Friday
Weekly test
C. Learning
each
draws circles with different

radii using a compass.
draws circles with different

radii using a compass.
M5GE-IIIe-24
M5GE-IIIe-24
visualizes and describes solid

figures.
visualizes and describes
solid figures.
M5GE-IIIe-25
M5GE-IIIe-25
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
Geometry
Geometry
Geometry
Geometry
Guide, p 61
Guide, p 61
M5GE- IIIe 25 pp.62,


compass, ruler, pencils,

activity cards
compass, ruler, pencils,

activity cards
paper robot , ball, funnel, art

paper, scissors , real objects
paper robot , ball, funnel, art

paper, scissors , real objects
Let them identify the name of

line in a circle shown below.
Let them identify the name of

line in a circle shown below.
Review the previous lesson.

Give 2 examples.
Review the previous lesson.

Give 2 examples.
Drawing of circles with

different radii using a
compass
Drawing of circles with

different radii using a
compass
Visualizes and describes solid

figures
Visualizes and describes solid

figures
Let the pupils sing a song,

about circles like
(Note: Teacher draws while
pupils sing.)

about circles like
pupils sing.)
Play the "Concentration

Game."
Teachers prepares 12 cards
consecutively numbered.
b) Teacher divides the class
into 2 groups.
c) A student from a group
chooses 2 numbers, say 1
and 9.
Teacher opens the number
cards and finds out if the
drawing word match. If they
match, another student from
the
Play the "Concentration

Game."
Teachers prepares 12 cards
consecutively numbered.
b) Teacher divides the class
into 2 groups.
c) A student from a group
chooses 2 numbers, say 1
and 9.
Teacher opens the number
cards and finds out if the
drawing word match. If they
match, another student from
the
III.
(LR) portal
IV.
PROCEDURES
the new lesson
the lesson
C. Presenting
new lesson

#1
A circle is a set of points in

a plane that are the same
distance from a fixed point
(called the centre). These set
of points form
the perimeter of the circle.

of points form
The radius is the distance

from the centre of the circle
to any point on its perimeter.

The circumference of a
circle is the perimeter of the
circle.
circle.
These parts of a circle are

indicated in the
accompanying diagram.
These parts of a circle are

indicated in the
accompanying diagram.
a. Ask the pupils to be ready

to draw a circle using
compass.
b. Tell them
that compass is an
instrument used to draw
circles or the parts of circles
called arcs. It consists of two
movable arms hinged
together where one arm has
a pointed end and the other
arm holds a pencil.
c. Draw a circles
using compass and label its
a. Ask the pupils to be ready

to draw a circle using
compass.
b. Tell them
that compass is an
instrument used to draw
circles or the parts of circles
called arcs. It consists of two
movable arms hinged
together where one arm has
a pointed end and the other
arm holds a pencil.
c. Draw a circles
using compass and label its
same group chooses

another pair of numbers and
so on.
e) If the contents of the
numbers don't match, the
teacher flips the cards again
to show the numbers (not the
word or
drawing). Then a player from
another group chooses the
next pair of numbers, and so
on.
f) The group with the most
number of correctly matched
pairs wins.
same group chooses

another pair of numbers and
so on.
e) If the contents of the
numbers don't match, the
teacher flips the cards again
to show the numbers (not the
word or
drawing). Then a player from
another group chooses the
next pair of numbers, and so
on.
f) The group with the most
number of correctly matched
pairs wins.
a) Showing videos
introducing spatial figures
b) Activity
1) Introduce the
different spatial figures
Let the pupils describe the
characteristics of each figure.
2) Ask what is common
among all the spatial figures?
3) Present a paper
robot whose parts are made3
up of spatial figures.
4) Ask the pupils to
identify the spatial figures
represented by each part
completing the chart below.
a) Showing videos
introducing spatial figures
b) Activity
1) Introduce the
different spatial figures
Let the pupils describe the
characteristics of each figure.
2) Ask what is common
among all the spatial figures?
3) Present a paper
robot whose parts are made3
up of spatial figures.
4) Ask the pupils to
identify the spatial figures
represented by each part
completing the chart below.
part.
part.

#2
GAME
GAME
Materials: number
cards, calculator
Mechanics:
Organize the
pupils in pairs. One member
will draw a circle using
compass, and the other one
will label its part completely.
After they finish their work
one member will present
their work in front of the
class
3. Processing the
Activities
activity?
How did you draw a
circle (or arc) with a
compass?
Were you able to
draw a circle (or arc) with a
compass correctly?
Did you follow the
proper handling of compass?
Materials: number
cards, calculator
Mechanics:
Organize the
pupils in pairs. One member
will draw a circle using
compass, and the other one
will label its part completely.
After they finish their work
one member will present
their work in front of the
class
3. Processing the
Activities
activity?
How did you draw a
circle (or arc) with a
compass?
Were you able to
draw a circle (or arc) with a
compass correctly?
Did you follow the
proper handling of compass?
F.
Developing mastery

5 Lesson 68.

Grade 5. For extra
practice, give the exercises
under Keep Moving on LM
Grade 5 page __

3)
Use of Real Situation Problem

1) Bring the students outside
the classroom.
2) Let them observe their
surroundings and jot down
the different spatial figures
they see.
3) Let them tabulate the
answers.
4) Afterwards they go back to
the classroom and share
what they have listed on
paper.
5) Discuss the importance of
being aware of different
spatial figures as seen and
experienced through the
environment.
Use of Real Situation Problem

1) Bring the students outside
the classroom.
2) Let them observe their
surroundings and jot down
the different spatial figures
they see.
3) Let them tabulate the
answers.
4) Afterwards they go back to
the classroom and share
what they have listed on
paper.
5) Discuss the importance of
being aware of different
spatial figures as seen and
experienced through the
environment.

5 Lesson 68.

How did you visualize spatial
figures?
Were you able to differentiate
spatial figures correctly?
Did you identify the common
characteristics of spatial
figures?

How did you visualize spatial
figures?
Were you able to differentiate
Did you identify the common
characteristics of spatial
figures?

Grade 5. For extra
Grade 5 page __

5 Lesson 69.
Grade 5. For extra

5 Lesson 69.
Grade 5. For extra
the lesson
REMEMBER:
REMEMBER:

of points form

of points form


circle.
circle.
The name of a line in a circle

depends on its position in the
circle.
The name of a line in a circle

depends on its position in the
circle.
A secant is a line that passes

through any two points on a
circle.
A secant is a line that passes

through any two points on a
circle.
A chord is a line that joins

two points on
the circumference of a circle.
A chord is a line that joins

two points on
The diameter is a chord that

passes through the centre of
a circle.
The diameter is a chord that

passes through the centre of
a circle.
A tangent is a line that

touches the circle at only one
point.
A tangent is a line that

touches the circle at only one
point.
Parts of a Circle
Parts of a Circle
An arc is a part of
the circumference.
A sector is the part of a
An arc is a part of
the circumference.
A sector is the part of a
Grade 5 page __
Grade 5 page __
What are the different spatial

figures. Describe each one.
What are their common
characteristics?
Give examples of real life
objects that represent each
spatial figure.

figures. Describe each one.
What are their common
characteristics?
Give examples of real life
objects that represent each
spatial figure.
I.
circle between two radii.
circle between two radii.
A segment is the part of a

circle that is between
a chord and
the circumference.
A segment is the part of a

circle that is between
a chord and
the circumference.
A semicircle is a half of a
circle.
A semicircle is a half of a
circle.
Compass
Compass
A compass is an instrument
used to draw circles or the
parts of circles called arcs. It
consists of two movable arms
hinged together where one
arm has a pointed end and
the other arm holds a pencil.
A compass is an instrument
used to draw circles or the
parts of circles called arcs. It
consists of two movable arms
hinged together where one
arm has a pointed end and
the other arm holds a pencil.
Note that a compass is also

called a pair of compasses.
Note that a compass is also

called a pair of compasses.
1. Use a compass to draw a

circle of radius 5.5 cm.
2. Draw a diameter and label
it PQ.
3. Draw a
triangle PQR where R is on
the semicircle.
4. Use a protractor to
measure the size of
angle PRQ.

2. Draw a diameter and label
it PQ.
3. Draw a
triangle PQR where R is on
the semicircle.
4. Use a protractor to
measure the size of
angle PRQ.
Evaluating learning
B. Name the spatial figures
that resemble the following
objects below:
B. Name the spatial figures

that resemble the following
objects below:
1) box
6) tin can
1) box
6) tin can
2) ball
7) camping tent
2) ball
7) camping tent
3) dice
8) funnel
3) dice
8) funnel
4) ice cream cone

9) water pipe
4) ice cream cone

9) water pipe
5) globe
10) glass
5) globe
10) glass
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
G.

circle of radius 5 cm.
circle of diameter 12 cm.
4.. Draw the diameter of the
circle; and use a ruler to
measure the length of the
diameter.
5. Write an equation to
represent the relation
between the radius, r, and
the diameter, d.

circle of radius 5 cm.
circle of diameter 12 cm.
4.. Draw the diameter of the
circle; and use a ruler to
measure the length of the
diameter.
5. Write an equation to
represent the relation
between the radius, r, and
the diameter, d.
Bring objects that resemble

to the following Spatial
Figures:
1. Cube
2. Cylinder
3. Pyramid
4. Cone
5. Rectangular prism
Bring objects that resemble

to the following Spatial
Figures:
1. Cube
2. Cylinder
3. Pyramid
4. Cone
5. Rectangular prism

other teachers?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and December 5-9, 2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Thursday
Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure
Friday
Weekly test
figures.
figures.
figures.
figures.

and solid figures .

and solid figures .

and solid figures .

and solid figures .
C. Learning
each
makes models of different

solid figures: cube, prism,
pyramid, cylinder, cone, and
sphere using plane figures.



M5GE-IIIe-26
M5GE-IIIe-26
M5GE-IIIe-26
M5GE-IIIe-26
Geometry
Geometry
Geometry
Geometry




cartolina, pair of scissors,

paste, flashcards, spatial
figures, handkerchief



What are the different

spatial figures?
Give examples of real
objects that are models of
spatial figures.

figures?
spatial figures.

figures?
spatial figures.

figures?
spatial figures.

the lesson
Makes models of different

sphere using
plane figure

sphere using
plane figure

sphere using
plane figure

sphere using
plane figure
C. Presenting
new lesson
1) Group the pupils into

Learning Barkada
2) Provide each group pieces
of used folders, pair of
scissors, and paste
3) Let them make some
spatial figures out of these

Learning Barkada
scissors, and paste

Learning Barkada
scissors, and paste

Learning Barkada
scissors, and paste
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson

#1

#2
F.
Developing mastery

3)
materials.
4) The first to make 3 will be
declared the winner.
materials.
materials.
materials.
Present the lesson through

this activity:
a) Call the winner
1) Let them show their
finished products to the
class.
2) Have them describe each
and identify its parts.
b) Call the 2nd placer.
1) Let them show the spatial
figures they made that are
different from the first group.
c) Do the same with the
other group.
Valuing:
Did you make
use your materials wisely?
How?
What are the things you have
that can still be recycled?
Why? In what way can you
recycle them?
Matching Game
1) Divide the class into 2
groups.
2) The first group will be
given activity cards with the
name of spatial figures.
3) The second group will be
given activity cards with
descriptions of particular
spatial figures.
4) Let the activity card
holders raise the activity
cards they holding.
5) Each of them will try to
find their partner.
6) The first to match their
cards correctly wins.
7) Let each pair stand in front
and read their activity cards.

this activity:
a) Call the winner
class.
other group.
Valuing:
Did you make
How?
recycle them?
Matching Game
groups.
spatial figures.
cards they holding.
find their partner.

this activity:
a) Call the winner
class.
other group.
Valuing:
Did you make
How?
recycle them?
Matching Game
groups.
spatial figures.
cards they holding.
find their partner.

this activity:
a) Call the winner
class.
other group.
Valuing:
Did you make
How?
recycle them?
Matching Game
groups.
spatial figures.
cards they holding.
find their partner.

How did you make spatial
figures?
Were you able to create

figures?

figures?

figures?

Did you give the description
of particular spatial figures?




5 Lesson 70.
Grade 5. For extra practice
give the exercises under
page __

5 Lesson 70.
page __

5 Lesson 70.
page __

5 Lesson 70.
page __
the lesson
What is prism? What are the

kinds of prisms? Describe
each?
What is pyramid? What are
the kinds of pyramids?
Describe each.

each?
Describe each.

each?
Describe each.

each?
Describe each.
I.
Evaluating learning
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
E.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
F.
G.
did these work?

solve?
other teachers?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Formulates the rule in Finding the next term in a sequence.
of the concept of sequence
and solving simple equations. and solving simple equations.
Wednesday
Thursday
and solving simple equations.
1. is able to apply the

knowledge of sequence in
various situations.

various situations.

various situations.

various situations.
2. is able to use different

problem solving strategies.



formulates the rule in finding

the next term in a sequence.



e.g.
1, 3, 7,15, (15 x 2+1)
Possible answers:
(x 2 + 1)
(+2, +4, +8, +16)
e.g.
1, 3, 7,15, (15 x 2+1)
Possible answers:
(x 2 + 1)
(+2, +4, +8, +16)
e.g.
1, 3, 7,15, (15 x 2+1)
Possible answers:
(x 2 + 1)
(+2, +4, +8, +16)
e.g.
1, 3, 7,15, (15 x 2+1)
Possible answers:
(x 2 + 1)
(+2, +4, +8, +16)
M5AL-IIIf-6
M5AL-IIIf-6
M5AL-IIIf-6
M5AL-IIIf-6
Pattern and Algebra
Pattern and Algebra
Pattern and Algebra
Pattern and Algebra
K to 12 Gr. 5 CG M5AL-IIIf-6,
LM, Math for Life 6 pp. 107 112
LM, Math for Life 6 pp. 107
112
III.

(LR) portal
Friday
Weekly Test
IV.
PROCEDURES
the new lesson
drawings of patterns, picture
cards
cards
cards
cards
Guessing Game
groups.
Show them the picture cards.
Let them guess the name of
the figure.

the lesson
Formulates the rule in Finding




C. Presenting
new lesson
Have a game on identifying
whether a number is odd or
even.
even.
even.
even.
Group the pupils into 2. As
group 1 gives a number,
Group 2 answers odd or
even, then have them do it
vice-versa.
vice-versa.
vice-versa.
vice-versa.
Ask: Have you tried
Ask: Have you tried
Ask: Have you tried
Ask: Have you tried
answering a number pattern
with missing terms? Let them
know that odd or even
numbers are used in number
patterns.
Mrs. Reyes presented these
patterns.
patterns.
patterns.
number patterns to his Math
class.
class.
class.
class.
1, 3, 7, 15, 31, 63
1, 3, 7, 15, 31, 63
1, 3, 7, 15, 31, 63
1, 3, 7, 15, 31, 63
Ask : What do you think is
the rule/pattern used to find

#1
the 2nd term? 3rd ? 4th? 5th?
6th?
6th?
6th?
6th?
1x2+1=3
1x2+1=3
1x2+1=3
1x2+1=3
15 x 2 + 1 = 31
15 x 2 + 1 = 31
15 x 2 + 1 = 31
15 x 2 + 1 = 31
3x2+1=7
3x2+1=7
3x2+1=7
3x2+1=7
31 x 2 + 1 = 63

#2
31 x 2 + 1 = 63
7 x 2 + 1 = 15
7 x 2 + 1 = 15
7 x 2 + 1 = 15
Patterns :
Patterns :
Patterns :
Patterns :
( x 2 + 1 ) or
( x 2 + 1 ) or
( x 2 + 1 ) or
( +2, +4, +8, +16, +32 )

Group the pupils into 4. Let
( +2, +4, +8, +16, +32 )

( +2, +4, +8, +16, +32 )

them answer items a to d by
formulating/finding the rule
in finding the next term in a
sequence. Group 1 will
answer a, Grp.2 for b, Grp. 3
for c, Grp. 4 for d. Let the
pupils present their work on
the board.
the board.
the board.
the board.
1, 5, 13, 29, 61
(x3
1, 12, 34, 78, 166
(x2
(x3
1, 5, 13, 29, 61
( +5
1, 12, 34, 78, 166
(x2
6, 9, 15, 27, 51
(x3
1, 5, 13, 29, 61
( +5
1, 12, 34, 78, 166
(x2
6, 9, 15, 27, 51
(x3
1, 5, 13, 29, 61
(x2
+3)
( +5
x2)
(-2
2, 5, 14, 41, 122

1)
+3)
x2)
(-2
2, 5, 14, 41, 122

1)
+3)
x2)
6, 9, 15, 27, 51
2, 5, 14, 41, 122

1)
+3)

3)
( x 2 + 1 ) or
( +2, +4, +8, +16, +32 )

1)
Developing mastery
31 x 2 + 1 = 63
7 x 2 + 1 = 15
2, 5, 14, 41, 122
F.
31 x 2 + 1 = 63
1, 12, 34, 78, 166
( +5
x2)
(-2
6, 9, 15, 27, 51
(-2
x2+1)
x2+1)
x2+1)
x2+1)
number pattern?
number pattern?
number pattern?
number pattern?
Expected answers :
Expected answers :
Expected answers :
Expected answers :
Determine the order of
the lesson
I.
Evaluating learning
numbers if it is ascending or
descending.
descending.
descending.
descending.
Find the difference between
the consecutive terms.
To find the rule of the next
term, use the difference
between terms.
between terms.
between terms.
between terms.
in LM.
in LM.
in LM.
in LM.
Moving
Moving
Moving
Moving
asking :
asking :
asking :
asking :
How do we find / formulate
the rules in finding the next
term in a sequence?
term in a sequence?
term in a sequence?
term in a sequence?
descending.
descending.
descending.
descending.
between terms.
Write the rule used for each
between terms.
between terms.
between terms.
sequence, then write the
missing number.
missing number.
missing number.
missing number.
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

3, 7, 11, 15, ____
3, 7, 11, 15, ____
3, 7, 11, 15, ____
3, 7, 11, 15, ____
19 ( +4 )
19 ( +4 )
19 ( +4 )
19 ( +4 )
5, 9, 17, 33, ____
5, 9, 17, 33, ____
5, 9, 17, 33, ____
5, 9, 17, 33, ____
65 ( x 2 1 )
65 ( x 2 1 )
65 ( x 2 1 )
65 ( x 2 1 )
20, 12, 8, 6, ____
20, 12, 8, 6, ____
20, 12, 8, 6, ____
20, 12, 8, 6, ____
5(2+2)
5(2+2)
5(2+2)
5(2+2)
2, 8, 26, 80, ____
2, 8, 26, 80, ____
2, 8, 26, 80, ____
2, 8, 26, 80, ____
242 ( x 3 + 2 )
242 ( x 3 + 2 )
242 ( x 3 + 2 )
242 ( x 3 + 2 )
36, 69, 135, 267, ____
36, 69, 135, 267, ____
36, 69, 135, 267, ____
36, 69, 135, 267, ____
531 ( x 2 3 )
531 ( x 2 3 )
531 ( x 2 3 )
531 ( x 2 3 )
G.

solve?
other teachers?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Thursday
Friday
Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on
whole numbers and
fractions..

various situations.

various situations.

various situations.



CHRISTMAS BREAK
CHRISTMAS BREAK
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
uses different strategies

(looking for a pattern,
working backwards, etc.) to
solve for the unknown in
simple equations involving
one or more operations on
whole numbers and fractions.


e.g.
3 x _ + 1 = 10
(the unknown is solved by
working backward.
e.g.
3 x _ + 1 = 10
working backward.
e.g.
3 x _ + 1 = 10
working backward.
M5AL-IIIf-14
M5AL-IIIf-14
M5AL-IIIf-14
Pattern and Algebra
Pattern and Algebra
Pattern and Algebra
LM,
LM,
LM,
number patterns, flashcards
Guessing Game
Guessing Game
Guessing Game
groups.
groups.
groups.
Teacher will flashes cards
with number pattern. Let
them guess the missing term.
The group that first guess the
correct answer will get a
point.
point.
point.
III.
(LR) portal
IV.
PROCEDURES
the new lesson
The group with the highest
score wins the game.

the lesson
Uses different strategies

( looking for a pattern,
working backwards, etc ) to
whole numbers and
fractions..

whole numbers and
fractions..

whole numbers and
fractions..
C. Presenting
new lesson
Who will give you your daily
allowance? How much was it?
Did you spend them all? Why
or why not? What character
traits did you show?

#1
Carla
received
weekly
Carla
received
weekly
Carla
received
weekly
allowance of Php250.00 from
her parents. She wants to
save some money for her
future use. On Monday, she
deposited Php15.00 in her
piggy bank. She deposited
twice as much on Tuesday
and Friday. How much money
did Carla deposit?
did Carla deposit?
did Carla deposit?
Do you think Carla can easily

solve it showing a solution?
Let us try to help Carla to
show the complete solution.
Lets do it backwards.
Friday twice as much - ( 2 x
Php15.00 )
Tuesday twice as much - ( 2
x php15.00 )
Monday - ( Php15.00 )
( 2 x 15 ) + ( 2 x 15 ) + 15 =

Php15.00 )
x php15.00 )
( 2 x 15 ) + ( 2 x 15 ) + 15 =

Php15.00 )
x php15.00 )
( 2 x 15 ) + ( 2 x 15 ) + 15 =

#2
n
30
+
30 + 15 =
Php75.00
Carla deposited/saved
Php75.00 from her allowance.
What kind of pupil was Carla?
Are you doing the same of
what Carla did?
n
30
+
30 + 15 =
Php75.00
what Carla did?
n
30
+
30 + 15 =
Php75.00
what Carla did?
them answer this problem.
Write your solution and
present your work when all
the groups have done.
At a bake sale Mrs. Smith
sold 6 dozen cookies before
lunch. After lunch, Mrs. Smith
sold another 7 dozen cookies.
When it was time to leave,
they had 2 dozen cookies
left. How many cookies did
she have at the start of the
bake sale?
bake sale?
bake sale?
2 + 7 + 6 = 15
2 + 7 + 6 = 15
2 + 7 + 6 = 15
She had 15 dozen of cookies
F.
at first.
at first.
at first.
Developing mastery

3)
the board.
the board.
the board.
How do you solve the
problem?
problem?
problem?
in LM.
in LM.
in LM.
the lesson
I.
Evaluating learning
Moving
Moving
Moving
asking :
asking :
asking :
How do we solve a problem
using a working backwards
strategy?
strategy?
strategy?
problems carefully.
problems carefully.
problems carefully.
After finishing her shopping,
Chelsea wants to have Php25
left. She plans to buy sandals
for Php45 and a purse for
Php20. How much money
does she need?
does she need?
does she need?
Hannah ordered 2 suits for
Php175 each and a pair of
shoes. The total cost was
Php395. What was the cost of
the shoes?
the shoes?
the shoes?
It snowed twice as much in
January as in December.
December had 1 inch less
snowfall than March. March
had 4 inches of snow. How
much snow fell in January?
J.

application or
remediation
V.
VI.
A.
B.
C.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
Jack walked from Santa Clara
to Palo Alto. It took 1 hour 25
minutes to walk from Santa
Clara to Los Altos. Then it
took 25 minutes to walk from
Los Altos to Palo Alto. He
arrived in Palo Alto at 2:45
P.M. At what time did he
leave Santa Clara?
leave Santa Clara?
leave Santa Clara?
Mary has some jelly beans.
Joan had 3 times as many as
Mary but ate 4 and now she
has 5. How many jelly beans
does Mary have?
does Mary have?
does Mary have?
Show your solution in solving
this problem.
this problem.
this problem.
Dave, Nora, Tony, and Andrea

are members of the same
family. Dave is 2 years older
than Andrea, who is 21 years
older than Tony. Tony is 4
years older than Nora, who is
7 years old. How old are
Dave, Tony, and Andrea?


D.

E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
s
each
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
School
Teacher
Teaching Dates and January 2-6, 2017
Time
Monday
Tuesday
Measuring time using a 12-hours and 24-hours clock
demonstrates
time and circumference.
understanding of time
and circumference.
is able to apply knowledge of
time and circumference in
is able to apply
knowledge of time and
circumference in
Grade Level
Learning Areas
Quarter
Wednesday
demonstrates
and circumference.
demonstrates
and circumference.
is able to apply
circumference in
is able to apply
circumference in
measures time using a 12-hour andmeasures

a 24-hourtime using a 12-hour
74. calculates
and a 24-hour
time in the
clock.
clock.
different world time
zones in relation to the
M5ME-IIIg-14
M5ME-IIIg-14
Philippines.
measurement
Measurement
Thursday
74. calculates time in the

Philippines.
M5ME-IIIg-15
M5ME-IIIg-15
measurement
measurement
Friday
Weekly Test
pages
3. Textbook pages
K-12 Grade 5 Curriculum Guide

pp. 62
Code: M5ME-IIIg-14
K-12 Grade 5 Curriculum

Guide pp. 62
Code: M5ME-IIIg-14
K to 12 Grade 5
Curriculum Guide,
Code M5MEIIIg-15
p.62 ,
K to 12 Grade 5
Curriculum Guide,
Code M5MEIIIg-15
p.62 ,
Clock, Activity sheet, picture,

cartolina strips
Clock, Activity sheet,

picture, cartolina strips
Real/improvised Clock,
Table of the World Clock
Real/improvised Clock,
Table of the World Clock
How many hours in 1 day have?

According to the 12 hours clock
system, each day is divided into
two, how many parts of 12
hours each?
How many hours in 1 day

have?
According to the 12
hours clock system, each
day is divided into two,
how many parts of 12
hours each?
Checking of assignment
Checking of assignment
Showing of Word Clock

(Table of Different Times
of Countries)
Showing of Word Clock

(Table of Different Times
of Countries)
for the lesson
Measuring time using a 12-hours

and 24-hours clock
Measuring time using a

12-hours and 24-hours
clock
Calculates time in the

Philippines
Calculates time in the

Philippines
C. Presenting
the new lesson
Show a picture of a bus station.

Have you been to a bus station ?
Show a picture of a bus

station. Have you been to
a bus station ? What did
you do there? Share
some of your
experiences.
How many among you

loves to travel? Do you
know that when you
travel to other
country you will notice
that there time is
different from our time.
So, today we will find out
how are these things
happened?
How many among you

loves to travel? Do you
know that when you
travel to other
country you will notice
that there time is
different from our time.
So, today we will find out
how are these things
happened?

#1
Present a dialog in the class In

the bus station.
Present a dialog in the

class In the bus
station.
Present the time zone

map. Let the pupils read
and understand it.
Present the time zone

map. Let the pupils read
and understand it.
from Learning
B. Other Learning
Resources
IV.
PROCEDURES
the new lesson
In 24 hours clock system, time

is written as the number hours
that have passed since
midnight. In the 24 hours
system the day is not divided
into 2 parts of 12 hours each but
its a continues periods of 24
hours. The 24 hours system of
time written in 4 digits.
In 24 hours clock
system, time is written as
the number hours that
have passed since
midnight. In the 24
hours system the day is
not divided into 2 parts
of 12 hours each but its
a continues periods of 24
hours. The 24 hours
system of time written in

4 digits.

#2
Lets help Jessie find the answer

in his problem.
Lets the pupils work by pairs.
Give them enough time to
answer the activity. Let the
pupils show and explain their
findings.
In the 24 hours system of time
time starts at 12 oclock
midnight 00.00 (zero hour )
1 am
0100 hours 2 am
0200 hours 4 am
0400 hours
In 4:30 am ,how could it write
that in 24 hours time format ?
What time is it in the 24 hours
format when it is 8:15 pm?
What is the equivalent time of
17.24 in the 12 Hours Clock
System ?
Lets help Jessie find the

answer in his problem.
Lets the pupils work by
pairs. Give them enough
time to answer the
activity. Let the pupils
show and explain their
findings.
In the 24 hours system of
time time starts at 12
oclock midnight 00.00
(zero hour )
1 am
0100 hours 2
am
0200
hours 4 am
0400 hours
In 4:30 am ,how could it
write that in 24 hours
time format ?
What time is it in the 24
hours format when it is
8:15 pm?
What is the equivalent
time of 17.24 in the 12
Hours Clock System ?
Group Activity:
Tell the time of the
countries given.
Group Activity:
Tell the time of the
countries given.
F.

answer
answer?
Let the pupils present

their answer
answer?
5:30 a.m. in a 12 hours clock

system will be written as 05.30
(5 and 30 hours) in the 24 hours
clock system.
(In 24 hours clock system, the
time is written in 4 digits)
9:15 p.m. in a 12 hours clock
system will be 21.15 (20 and 15
hour) in the 24 hours clock
system.
(In transforming 12 hours time
format to 24hours time format
add 12 to the hours and keep
the minute same.)
5:30 a.m. in a 12 hours

clock system will be
written as 05.30 (5 and
30 hours) in the 24 hours
clock system.
(In 24 hours clock
system, the time is
written in 4 digits)
9:15 p.m. in a 12 hours
clock system will be
21.15 (20 and 15 hour) in
the 24 hours clock
system.
(In transforming 12 hours
Disscuss the
presentation under
Explore and Discover
on page
of LM Math
Grade 5.
Disscuss the
presentation under
on page
of LM Math
Grade 5.
Developing mastery
(Leads to Formative
Assessment 3)
the lesson
17:24 time is the equivalent of

5:24 time in the 12 hours clock
system.
( In transforming 24 hours time
format to 12 hours time format
subtract 12 from the hours and
keep the minute same )
time format to 24hours

time format add 12 to
the hours and keep the
minute same.)
17:24 time is the
equivalent of 5:24 time in
the 12 hours clock
system.
( In transforming 24
hours time format to 12
hours time format
subtract 12 from the
hours and keep the
minute same )

under Get Moving on page ..
LM Grade 5
For further practice, ask the
pupils to work on exercises
page..LM Grade 5.
Ask the pupils to do

exercises under Get
Moving on page .. LM
Grade 5
For further practice, ask
the pupils to work on
Moving on page..LM
Grade 5.
Have the pupils perform

the exercise under Get
Moving __ LM Math
Grade 5.
Have the pupils perform

the exercise under Get
Moving __ LM Math
Grade 5.
Let the pupils to

generalize

asking :
How to calculate time in
the different world time
Philippines?
To calculate time in the
Philippines, we need to
use the world time zone
map for as to easily
understand their time
differences.

asking :
How to calculate time in
the different world time
Philippines?
To calculate time in the
Philippines, we need to
use the world time zone
map for as to easily
understand their time
differences.
Let the pupils to generalize

If the two digit to left is less than
12 time shows the morning
hours that is before 12 o clock
noon or am. But if the digits are
more than that, means the time
is the 12 noon or pm.
While converting 12 hours time
to 24 hours time, add 12 to the
hours and keep the minutes
same
While converting 24 hours time
to 12 hours time, subtract 12
hours from the hours and keep
the minute same.
If the two digit to left is

less than 12 time shows
the morning hours that is
before 12 o clock noon
or am. But if the digits
are more than that,
means the time is the 12
noon or pm.
While converting 12
hours time to 24 hours
time, add 12 to the hours
and keep the minutes
same
While converting 24
hours time to 12 hours
time, subtract 12 hours
from the hours and keep
the minute same.
I.
Evaluating learning
Ask pupils to answer exercise

under Apply your Skills on
pageof LM Grade 5
Ask pupils to answer

exercise under Apply
your Skills on pageof
LM Grade 5

exercise A under Apply
Your Skills on page __
LM Math Grade 5

exercise A under Apply
Your Skills on page __
LM Math Grade 5
J.

application or
remediation
Change the following time from

24 hour system.
1. 0715
2. 0400
3. 1232
4. 1645
5. 1315
Change the following

time from 24 hour
system.
6. 0715
7. 0400
8. 1232
9. 1645
10. 1315
Tell the time difference

and the actual time of
the following countries.
USA Australia Indonesia
Tell the time difference

and the actual time of
the following countries.
USA Australia Indonesia
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
No. of learners who
continue to require
remediation
E.
Why did these work?
F.

encounter which my
help me solve?
What innovation or
to share with other
teachers?
G.
GRADES 1 to 12
School
Teacher
Grade Level
Learning Areas
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
s
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
Teaching Dates and

Time
January 9-13, 2017
Quarter
Monday
Tuesday
Measures the circumference of a circle
demonstrates
demonstrates
understanding of time and
and circumference.
circumference.
Wednesday
Thursday
demonstrates
and circumference.
of time and circumference.
is able to apply
circumference in
is able to apply knowledge

of time and circumference
in mathematical problems
is able to apply
circumference in

solves problems
involving time.
visualizes circumference
of a circle.
measures circumference
of a circle using
appropriate tools.
derives a formula in finding

M5ME-IIIg-16
M5ME-IIIh-67
M5ME-IIIi-69
M5ME-IIIh-68
Measurement
Measurement
Measurement
Measurement
Curriculum Guide Grade

Five Math pp.63
Surfing Internet :Website:
Education World
K to 12 Grade 5
Curriculum Guide M5NSIIIh-67 p. 63, Lesson Guide
in
Grade 5 pp. 362
Life 5 pp.242-243
Grade School
Mathematics 5 page 226
K to 12 Grade 5
Curriculum Guide M5NSIIIh-68 p. 63, Lesson
Guide in
Elementary
Mathematics Grade 5 pp.
362
Life 5 pp.242-243
page 284
K to 12 Grade 5 Curriculum,
M5ME-IIIi-69, Lesson Guide Gr.5 pp. 362 - 366,
Textbook p. 242 - 243
Activity Sheet
cut outs of circles, real
circular covers of lids of
flash cards, charts,
III.
from Learning
B. Other Learning
Friday
Weekly Test
Resources
Flash Card
objects inside the

classroom and at home,
compass. string
cans, jars, real objects,

coins, string, tape
measure, ruler, meter
stick
calculator, circular objects
Conduct a review about

calculates times in the
Philippines
Identify the parts of a

circle (flash a model with
parts numbered)
Have a review on
visualizing circumference
of a circle by Checking
of Assignments.
Identify the parts of a circle

(flash a model with parts
numbered)
for the lesson
Solving Problems
Involving Time
Visualizes circumference
of a circle
Measures circumference
of a circle using
appropriate tools.
Derives a formula in finding

the circumference of a circle
C. Presenting
the new lesson
Show a picture of a boy

reading in a study table.
Talk about the boy show
in the picture.
Ask: What do you usually
do as a student before
going to bed at night?
How do you manage
doing all the
assignments. Projects
and other home activities
?
( Connect the value of
proper time
management )
Sing this song about

circles. (Note: Teacher
draws while pupils sing)
Present this problem

opener.

about circles like.
pupils sing)
IV.
PROCEDURES
the new lesson
In the middle of the park,

there is circular flower
garden that has a
diameter of 10 meters.
What is the distance
around the garden?
Ask: How can we
protect the garden in a
park?
What is ask in the
problem?
What is/are given/s?
question in the problem?
D. Discussing new
new skills #1
Present this problem to

the class.
Jeffrey started his
homework at 7:21 pm.
Jeffrey finished his
homework at 8:40 pm.
How much time did
Jeffrey work in his
homework?
Present the problem under

on page __, LM Math
Grade 5.Have them read
the problem
a. Values Integration
Ask: How can you show
your care and concern to
santan plants?
What is ask in the
problem?
Cooperative Learning
groups. Each group will
have 3 different sizes of
jars or cans. See to it
that each group will have
all the required materials
for the activity.
With a piece of string,
Present a situation to the

class.
Celso wants to find the
distance around their circular
table. He measured its
diameter to be 1.4 m. Can
you help him?
Ask:
What is the shape of the
table?
What is/are the given/s?

measure around each
question in
circumference.
the problem?
circle to find its
How long is its diameter?

What will you do to solve the
problem?
Then, measure the string

with your ruler and enter
the data in the table.
Measure also the
diameter and enter the
measure in the table.
Compare the measures
of diameter to each
circumference.
E. Discussing new
new skills #2
Ask: What did Jeffrey do ?

At what time did she
start making her
homework?
At what time did he
finished ?
How do we solved the
problem ?
Is there a need to follow
a procedure ?
What are the usual steps
we use to solve the
problem ?
Divide the class into three

groups. See to it that each
group has all the required
materials
Let the pupils draw a
circle with a diameter of 2
meters representing the
circular garden.(See to it
that pupils get the correct
measurement for the
diameter by letting them
trace the circular object
on a piece of manila paper
and fold it in half.)
Place the string around
the circle.
Using a string with meter
markings on it, Count the
number of meter
markings.
Let the groups present

their output one at a
time. After all groups
have
presented,
ask
activity? How will you
measure
the
circumference
of
a
circle?
Does
the
circumference
of
the
circle increases as the
diameter increases? Is it
easy to measure the
circumference
of
a
circle?
Let the pupils find the
distance
around
the
circular garden.
Divide the class into groups.

See to it that each group has
all the required materials for
the activity.
Let the pupils measure the
distance around the circular
objects by winding the string
on a tape around the object.
Let them also measure the
diameter of the object. Allow
them to use a calculator to
solve for c d or the ratio of
the circumference to the
diameter.
Note: For any circle, the ratio
of the circumference to the
1
7
diameter is about 3
or
or a number very close to
3.14.)
22
7
F.
Developing mastery
(Leads to Formative
Assessment 3)
the lesson

groups
Let the group work
together to find the
answers to the given
problems with the
following guide
questions:
problem ?
What are the given ?
What operation will be
use ?
What is the
mathematical sentence ?
How is the solution
done ?
What is the answer to
the problem ?
Let the groups present

their output one at a time.
After all groups have
presented, ask How did
many
markings
were
there? How were you able
to visualize the number of
meters
Mrs.
Alejandro
planted with santan?

activity?
formula in getting the
circumference of a circle.
For extra practice, give

exercises
under
Get
Moving
and
Keep
Moving on pages __to
__, LM Math 5.
Ask pupils to answer A and B

exercises
under
Get
Moving, pages ____ LM Math
Grade 5. After the given
time, check the pupils
answers.
Allow
pupils
to
answer
exercise A under Keep
Moving, page ___ LM Math
answers.

the
following
generalization by asking:
How do you measure the
circumference
of
a
circle? What tools were
use
in
measuring
circumference
of
a
circle?

as follows:
Expected Answer:: We
used string and wind it
around the circle.

you find the activity?
find the answer ? What
were the steps followed
to come up with the
answer ?
Encourage the pupils to
check if their answers
make sense by checking
their answer.
Discuss the other

examples under Get
Moving on page ___ of LM
Math Grade 5.

the following
generalization by
asking :
How do we solve word
problems involving
time ?
Lead the pupils give the

following
generalization
by asking: How do you
visualize circumference of
a circle?
To solve word problems

involving time, we follow
the steps in solving word
problems. Use the
different ways to find the
time such as
subtracting / adding the
time started from time
ended, using a number
line, and counting the

under Explore and
Discover on page ___ of
LM Math Grade 5
For extra practice, give

exercises
under
Keep
Moving on pages __to __,
LM Math 5.
To
visualize
the
circumference of a circle,
we use string to wind
around the circle and
count the number of
markings on it with the
help of its diameter..
To
measure
the
circumference of a circle,
we can use string, ruler,
meter stick or tape
measure.
The formula in finding the

circumference of a circle are:
C = 3.14 x d or
C =
d
or
C=
2r
(The circumference is equal
to times the diameter.)
(The circumference is equal
to multiplied by twice the
radius.)
minutes or seconds from

the time started to the
time ended.
I.
Evaluating learning
11. d 2.5 cm
13. d 6 cm
Solve the problem:

Carla left school at 3:15
pm. She walked to the
school library to work on
12. d 5 cm
her assignment
.It took
15 minutes
torwalk
the
14.
- 1.5tocm
school library. Carlas
mother picked her up at
the school library one
hour after he arrived.
What time did Carlas
mother pick her up ?
( 4:30 pm )
What time is 4 hours
after 6:30 am ? ( 10:30
am )
A plane landed in Cebu
at 4:47 pm. It departed
from Manila at 2:15 pm.
How long did it take the
plane to fly from Manila
to Cebu ? ( 2 hours and
32 minutes )
Irene had two exams
today in Mathematics
and English . The first
exam lasted from 8:30
am to 9:15 am. She had
to wait 3 hours and 25
minutes from the end of
the last exam to the
beginning of the next
exam. What time did the
second exam begin ?
( 12:40 )
Trisha had a swimming
lesson after school.
School let out at 2:55 pm
and it took Trisha 15
minutes to walk to her
lesson. She made it just
in time. After the 1- hour
A.
Visualize
circumference
of
following circles with
the
the
Measure the following

objects (or any available
objects) inside the
classroom using
appropriate tools then,
record the results in the
table.
Find the circumference of

these circles using = 3.14.
1.
2.
3.
4.
5.
1.electric fan
2. number wheel
3. wall clock
4. speaker
5. jar
a.
6cm
15cm
14cm
2m
150 cm
lesson it took Trisha 20

minutes to walk home.
What time did she arrive
home ?
( 4:30 pm )
J.

application or
remediation
Read and solve the

problem using number
line
Visualize
circumference
following:
Emily is driving to
Cabuyao City. She leaves
at 5:50 am. She arrives
at 9:20 pm. How long did
she drive for ?
1.
plate
2.
basin
3. water jag
4. cup
5. saucer
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
No. of learners who
continue to require
remediation
E.
Why did these work?
F.

encounter which my
help me solve?
What innovation or
to share with other
teachers?
G.
the
of
the
Measure 5 circle objects

at
home
using
the
appropriate tools and
record the results in the
table.
Using = 3.14, find the

circumference:
1) d = 10 cm
2) r = 4.5 cm
3) r = 6 m
4) d = 9 m
5) d = 2.5 m
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Monday
Finds the circumference of a circle
Tuesday
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
Friday
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages


finds the circumference of a

circle.
finds the circumference of a

circle.
M5ME-IIIi-70
M5ME-IIIi-70
Measurement
Measurement
K to 12 Grade 5 Curriculum,
M5ME-IIIi-70, Lesson Guide Gr.5 pp. 366 - 369,
Textbook p. 244 - 245
M5ME- IIIj- 71, Lesson Guide

in Elementary Mathematics
5, Lesson Guide in
Elementary Mathematics 6,
Growing Up With Math 5
Fill in the blanks with the

correct answer.
Choose the number of the
correct answers below and
place it on the blanks.
Fill in the blanks with the

correct answer.
Choose the number of the
correct answers below and
place it on the blanks.
a. The distance around a
circle ________.
b. A line that passes through
the center of a circle is
_______.
c. An estimate of the value of
pi is _______.
d. One half of the diameter of
a circle is _______.
III.
(LR) portal
IV.
PROCEDURES
the new lesson
The distance around a circle

is ________.
A line that passes through
the center of a circle is
______.
An estimate of the value pi
() is _______.
One half of the diameter of a
REVIEW
PERIODICAL TEST
PERIODICAL TEST
circle is ______.
radius
area
diameter
circumference
e. The formula in finding the

circumference of a circle is
______.
1. radius
2. diameter
3. circumference
4. C=
xd
5. area
6. 3.14
the lesson
Written (Use drill boards for

maximum participation)
Write the product.

C. Presenting
new lesson
Present the problem.
Let the pupils sing an action

song about circles like.
Mrs. Nicolas planted dwarf

santan around her circular
flower garden which has a
diameter of 8 metres. How
many metres did she plant
with
dwarf santan?
Ask:
What did Mrs. Nicolas planted
in her garden?
What is the shape of the
garden of Mrs. Nicolas?
How will you solve the
problem?

#1
Group the pupils in 5 working

teams. Ask the teams to work
together in looking
for
the solution to the problem.
Expected answers
Solution 1:
To find the circumference,
multiply the diameter by 3.14
d = 8m
C = x d
= 3.14 x 8 m
= 25.12 m planted with
dwarf santan
Small circle, small

circle, big circle
Small circle, small
circle, big circle
Theres mama,
theres papa waiving at me
Theres mama,
theres papa smiling at me
6 x 6 is 36, 6 x 6 is
36
6 x 6, 6 x 6, small pig
Alice is making a circular

table cloth. It has a diameter
of 2 meters. How many
meters of lace are needed to
decorate the sides of the
table cloth?
Know: What is asked?
What are the
given?
Decide: What will you
do to answer the problem?
C=
Solution 2:
If radius is given use this
formula, C = 2r
Given: 4 metres radius
C = (2 x 3.14) 4
= 6.28 x 4
= 25.12 m
xd
Solve: Show the

solution
C= x d
= 3.14 x 2
= 6.28
meters
Check: How will you check it?

#2

formula in getting the
Group Work- Give each group

an activity card and different
sizes of circles.
a. Find the center of the
circle.
b. Measure the diameter of
the circle.
c. Find the radius of the given
circle.
d. Solve for the
circumference.
e. Report to the class how
you found the answer.
F.
Developing mastery

under Explore and
Discover on page _____ of
LM
Math Grade 5. Then,
give the following activities:
Ask the pupils to answer the
activity under the Get
Moving on page ____,
LM
Math Grade
5.
Analyze and solve for the

answer. (To be done in pair)
1. Mr. Reyes is laying out a
circular playground. Its radius
is 50 meters. What is its
circumference?
2. What is the circumference
of the circle if the diameter is
24 meters?
3. A bicycle tire has a radius
of 30 cm. Find the distance
around the tire.
Ask them also to answer the

activity under Keep Moving
on page ___, LM Math Grade
5.
asking: What is the formula
in finding the circumference
of a circle?
Group Activity

3)
the lesson
How do we solve problems on

circumference?
In solving problems
involving circumference
measure, know the
To find the circumference of

the circle, use the formula:
C = 2r
or
C = d
diameter/radius and the

formula,
C=
xd
or
C=
2x x r
I.
Evaluating learning
Find the circumference of the

circle with the following
radius or diameter.
1) r = 11 m
4) r = 9.5 m
2) d = 2 cm
5) d = 16 cm
3) d = 20 m
Read, analyze and solve.

1. Lornas circular garden is 5
meters in diameter. How
many meters of wire are
needed to put a fence around
it?
2. The diameter of a tricycle
tire is 60 cm. How far will the
tire go in one rotation?
3. Find the circumference of a
circle with a diameter of 21
meters.
4. Your friend is finding the
circumference of a circle with
a radius of 25 cm. help him
solve for the answer.
5. If the circumference of a
circle is 250 meters, how
long is its radius?
J.

application or
remediation
Answer activity on LM.
Copy and solve this problem.

1. Rixens bicycle wheel has a
diameter of 70 cm. What is
the circumference of the
wheel?
2. A circle is half the radius of
a larger circle. If the
circumference of a larger
circle is 100 meters, what is
the radius of the smaller
circle?
a. number sentence
b. solution
c. complete answer
V.
VI.
A.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
B.
C.
D.

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Monday
Tuesday
Identify the diameter and radius of the circle
area, volume and temperature.
area, volume and temperature.
area, volume and temperature in
mathematical problems and reallife situations.

area, volume and temperature in
mathematical problems and reallife situations.
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
demonstrates
understanding of area,
volume and temperature.
demonstrates
understanding of area,
volume and temperature.

of area, volume and
temperature in

of area, volume and
temperature in
Friday
Weekly test
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
visualizes area of a circle.
visualizes area of a circle.
M5ME-IVa-72
M5ME-IVa-72

the area of a circle .

the area of a circle .
M5ME-IVa-73
M5ME-IVa-73
Measurement
Measurement
Measurement
Measurement
XL
III.
Mathematics 5 &6 Lesson
(LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
the new lesson
for the lesson
Excelling
in
XL
Excelling
Mathematics 5
Mathematics 5
in
Guides
Guides
http://www.slideshare.net/Grade
http://www.slideshare.net/Grade
Guides
Guides
Six1/lp-circle
Six1/lp-circle
Code: M5ME IVa 73
Code: M5ME IVa 73
M5ME Iva 72
M5ME Iva 72
chart, ruler, real circle objects,

pencil, compass
chart, ruler, real circle objects,

pencil, compass
Have a review on solving
Have a review about the
Have a review about the
problems involving
problems involving
parts of the circle.
parts of the circle.
circumference of a circle. Review
circumference of a circle. Review
the formula, give examples, and
the formula, give examples, and
then give exercises for the pupils
then give exercises for the pupils
to do.
to do.
Visualize the area of a circle
Visualize the area of a circle
Illustrates circle with different
Illustrates circle with different
the area of a circle
radii
radii
Illustrates
Find enjoyment in doing the
different orientation
different orientation
activity
activity
Find enjoyment in doing
Find enjoyment in doing
the activity
the activity
circle
with
Illustrates
circle
with
C. Presenting
the new lesson
Ask the pupils Is a circle a
Ask the pupils Is a circle a
Ask the pupils If the shape
Ask the pupils If the shape
polygon? Why? and why not?
polygon? Why? and why not?
of
of

#1
Have the pupils observe the
Have the pupils observe the
iscuss
with
circles below
circles below
practical
applications
Take a look at each of the circles.
Take a look at each of the circles.
finding the area of a circle.
finding the area of a circle.
Do you find any line segments?
Do you find any line segments?
Explain
Explain
A circle is a plane closed figure.

That is not made out of line
segments so, it is not a polygon.
A circle is named by its center.
A circle is a plane closed figure.

That is not made out of line
segments so, it is not a polygon.
A circle is named by its center.
the
circle
can
be
parallelogram
the
circle
can
be
parallelogram
the
students
for
problems
iscuss
with
practical
applications
the
students
for
problems
associated with partitioning
associated with partitioning
a circle into unit squares to
a circle into unit squares to
find
find
its
area.
suggestions
on
Elicit
how
the
its
area.
Elicit
suggestions on how the
area might be determined.
area might be determined.
Pass out the paper circles,
Pass out the paper circles,
scissors, rulers and colored
scissors, rulers and colored
markers or crayons.
markers or crayons.
Have
students
draw
Have
students
draw
diameter (it does not need
diameter (it does not need
to be exact), and use two
to be exact), and use two
different colors to fill in the
different colors to fill in the
resulting semicircles.
resulting semicircles.
Instruct students to cut the
Instruct students to cut the
circle
circle
in
half
along
the
in
half
along
the
diameter. Then have them
diameter. Then have them
cut each of the resulting
cut each of the resulting
semicircles in half again.
semicircles in half again.
There are now a total of
There are now a total of
four pieces, two of each
four pieces, two of each
color.
color.
Ask students to assemble
the four pieces, alternating
the four pieces, alternating

#2
F.
colors, so that they form
colors, so that they form
a shape which resembles a
a shape which resembles a
parallelogram
parallelogram
Group Activity
Group Activity
Group Activity. Divide the
Group Activity. Divide the
Divide the class into five groups.
Divide the class into five groups.
class
class
Distribute the cue card and let
Distribute the cue card and let
Distribute the activity card
Distribute the activity card
them answer the cards. Let them
them answer the cards. Let them
and let them follow the
and let them follow the
discuss.
discuss.
direction
direction
Use circle cero to complete the
Use circle cero to complete the
activity card.
activity card.
following statements:
following statements:
The distance from point O to
Group A.Have students cut
Group
point F is __________.
point F is __________.
each of the sectors in half,
cut each of the sectors in
once more, resulting in a
half, once more, resulting
point M is __________.
point M is __________.
total of 8 equal sectors,
in
four of each color.
Ask
sectors, four of each color.
point G is __________.
point G is __________.
students to assemble the
If point G, O and F lie on one line,
If point G, O and F lie on one line,
eight
the
the distance from point G to F is
the distance from point G to F is
colors, so that they form a
alternating colors, so that
_______.
_______.
shape which resembles a
they form a shape which
parallelogram.
resembles a parallelogram.
into
three
written
pieces,
groups.
in
the
alternating
into
three
groups.
written
A.Have
total
in
the
students
of
eight
equal
pieces,
Developing mastery
After the presentations of each
After the presentations of each
After the presentations of
After the presentations of

3)
group, ask: how did you find the
group, ask: how did you find the
each group, ask: how did
each group, ask: how did
activity? Did you able to
activity? Did you able to
you find the activity? Did
you find the activity? Did
visualize the area of the circle?
visualize the area of the circle?
you
you
What value is developed in
formula in finding the area
formula in finding the area
performing the activity?
of the circle? What value is
of the circle? What value is
Expected Answers:
Expected Answers:
developed
developed
A little bit confusing
the activity?
the activity?
Yes by listening to the teacher
Yes by listening to the teacher
Expected Answers:
Expected Answers:
explanation
explanation
Enjoyment and Cooperation
Yes
able
by
to
in
derive
performing
listening
to
the
Yes
able
by
to
in
derive
performing
listening
teacher explanation
teacher explanation
Enjoyment
to
the
and
Cooperation
activity under Get Moving on
activity under Get Moving on
the
the
page ___ LM Math Grade V. Ask
page ___ LM Math Grade V. Ask
them also to answer the activity
them also to answer the activity
Math Grade V. Ask them
Math Grade V. Ask them
under Keep Moving on page
also to answer the activity
also to answer the activity
____ LM Math Grade V.
____ LM Math Grade V.
page ____ LM Math Grade V.
page ____ LM Math Grade
activity
under
Get
activity
under
Get
V.
the lesson
A circle is a set of all points in a

plane that are at fixed distance
from a point called center.
A radius is a line segment from
the center to a point on the
circle.
A diameter is a line segment
which passes through the center
of a circle whose endpoints are
on the circle.
The length of radius is one half
the length of a diameter of a
circle.
A compass is an instrument used
to draw circles.
A circle is a set of all points in a

plane that are at fixed distance
from a point called center.
A radius is a line segment from
the center to a point on the
circle.
A diameter is a line segment
which passes through the center
of a circle whose endpoints are
on the circle.
The length of radius is one half
the length of a diameter of a
circle.
A compass is an instrument used
to draw circles.
Now we can use the area

formula for a parallelogram
to help us find the area of
the circle.
The original circles outside
perimeter was the distance
around, or the
circumference of the circle
Half of this distance around
goes on the top of the
parallelogram and the
other half of the circle goes
on the bottom. This is
known as the base of the
parallelogram.
The height of the
parallelogram is just the
radius of the original circle.
Now lets substitute the
information into the
formula for the
parallelogram.
Now we can use the area

formula for a parallelogram
to help us find the area of
the circle.
The original circles outside
perimeter was the distance
around, or the
circumference of the circle
Half of this distance around
goes on the top of the
parallelogram and the
other half of the circle goes
on the bottom. This is
known as the base of the
parallelogram.
The height of the
parallelogram is just the
radius of the original circle.
Now lets substitute the
information into the
formula for the
parallelogram.
I.
Use a real compass or an
Use a real compass or an
Do another guided activity.
Do another guided activity.
improvised one to draw circle
improvised one to draw circle
Let them make their own
Let them make their own
with these given radii.
with these given radii.
circle,
circle,
1 cm
1 cm
parallelogram and try to
parallelogram and try to
1.5 cm
1.5 cm
find the area of a circle.
find the area of a circle.
2.5 cm
2.5 cm
6 cm
6 cm
Evaluating learning
cut
it
out
into
cut
it
out
into
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

encounter which my
help me solve?
other teachers?
G.
5 cm
5 cm
Provide exercises similar to those
Provide exercises similar to those
Find another polygon that
Find another polygon that
given in the lesson. If the
given in the lesson. If the
can be derive in finding the
can be derive in finding the
problem is on the mastery of the
problem is on the mastery of the
area of a triangle.
area of a triangle.
area of a circle.
area of a circle.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and January 30-February 3, 2017
Time
Grade Level
Learning Areas
Quarter
Monday
Finding the area of a circle
of area, volume and
temperature.
Tuesday
Wednesday
Thursday
of area, volume and
temperature.
of area, volume and
temperature.
of area, volume and
temperature.

area, volume and
temperature in mathematical
situations.

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.
C. Learning
each
finds the area of a given

circle.
finds the area of a given

circle.

the area of a circle.

the area of a circle.
M5ME-IVa-74
M5ME-IVa-74
M5ME-IVb-75
M5ME-IVb-75
Measurment
Measurment
I.
OBJECTIVES
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
pages
Measurment
Measurment
Friday
Weekly test
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson
M5ME Iva 74
M5ME Iva 74
chart, ruler, real circle objects

#1
Growing up with Math 5
chart, ruler, real circle objects
Growing up with Math 5
pages 299-301
pages 299-301
Ateneo Lesson Guide pages
382-386
382-386
cutouts
of
circles,
chart,
cutouts
of
circles,
chart,
flashcards, real objects
flashcards, real objects
problems
involving
problems
involving
circumference
word problems.
word problems.
circumference
the
examples,
C. Presenting
new lesson
M5M-IVb-75
Review

the lesson
M5M-IVb-75
of
formula,
and
then
circle.
give
Review
the
give
examples,
of
formula,
and
then
circle.
give
give
exercises for the pupils to do.
exercises for the pupils to do.
Manipulate and measure the
Manipulate and measure the
Solves
diameter and radius of the
diameter and radius of the
routine
circle
circle
activity
Show real circular objects,
activity
Show real circular objects,
Name
ask them to give examples of
ask them to give examples of
inside the classroom or any
inside the classroom or any
circular things, ask them how
circular things, ask them how
round
round
circle
circle
brought. Show the diameter
brought. Show the diameter
differ
from
other
differ
from
other
routine
and
problems
any
involving
Solves
routine
routine
and
problems
non-
involving
round
object
non-
objects
that
you
Name
any
round
object
objects
that
you
objects?
objects?
and the radius.
and the radius.
Present a problem.
Present a problem.
Present the situation under
Present the situation under
Every time it rains, Mrs.Flores

saves water in a big clay jar
called Tapayan. She covers
them
with
a
circular
galvanized iron with a radius
of 5 dm. What is the area of
the circular cover?
Every time it rains, Mrs.Flores

called Tapayan. She covers
them
with
a
circular
of 5 dm. What is the area of
the circular cover?
page ___, LM Math Grade 5.
page ___, LM Math Grade 5.
Discuss the situation with the
Discuss the situation with the
class.
class.
Ask: How will you solve for
Ask: How will you solve for
the problem?
the problem?
Look at the figure of the
Look at the figure of the
circle.
circle.
Explain to the pupils that the
Explain to the pupils that the
ratio of the circumference of
ratio of the circumference of
a circle to the diameter is the
a circle to the diameter is the
same
same
for
all
circles.
The
all
circles.
The
circumference of any circle is
circumference of any circle is
about
about
3.14
diameter.
letter
times
The
represented
the
ratio
by
the
is
Greek
spelled pi and
3.14
diameter.
The
represented
letter
times
by
the
ratio
the
spelled pi and
pronounced as pie.
Let the pupils find the area
Let the pupils find the area
r2
A=
= 3.14 x 5 x 5
r2
= 3.14 x 5 x 5
= 3.14 x 25
Area = 78.50 dm
is
Greek
pronounced as pie.
A=

#2
for
= 3.14 x 25
2
Area = 78.50 dm2
Group the pupils into six to
Group the pupils into six to
eight members per group.
eight members per group.
groups and instruct them to
groups and instruct them to
Distribute cut outs of circle
Distribute cut outs of circle
bring out the materials that
bring out the materials that
with dimensions and let the
with dimensions and let the
they brought like paper plate,
they brought like paper plate,
pupils find the area.
pupils find the area.
ice cream cup cover or any
ice cream cup cover or any
Call as many pupils to solve
Call as many pupils to solve
round object. Let the pupils
round object. Let the pupils
for the area of the circle on
for the area of the circle on
measure the diameter. Divide
measure the diameter. Divide
the board.
the board.
the diameter by 2 to get the
the diameter by 2 to get the
radius. Tell the pupils that the
radius. Tell the pupils that the
value of is approximately
value of is approximately
3.14 and that the formula in
3.14 and that the formula in
finding the area of a circle is
finding the area of a circle is
A=
F.
Developing mastery

3)
the lesson
After
the
presentations
of
After
the
presentations
of
A=
Solve for the area of the
Solve for the area of the
circle.
circle.
Ask
the
leader
to
Ask
the
leader
to
report their answers.
report their answers.
After the presentation of the
After the presentation of the
each group, ask: how did you
each group, ask: how did you
groups, ask:
groups, ask:
find the activity? Did you able
find the activity? Did you able
to find the area of the circle?
to find the area of the circle?
How did you go about the
How did you go about the
task?
task?
What did you do with the
What did you do with the
objects before getting their
objects before getting their
Expected Answers:
Expected Answers:
areas?
areas?
Happy and curious
Happy and curious
How did you solve the area?
How did you solve the area?
Yes by solving the area of a
Yes by solving the area of a
circle using the given formula
circle using the given formula
Cooperation and camaraderie

Cooperation and camaraderie

activity under Get Moving
activity under Get Moving
problems. Ask pupils to do
problems. Ask pupils to do
on page ___ LM Math Grade V.
on page ___ LM Math Grade V.
the exercises by pairs under
the exercises by pairs under
Get Moving on pages _____
Get Moving on pages _____
of LM Math 5. Check the
of LM Math 5. Check the
pupils answers.
pupils answers.
V.
V.
following generalization.
following generalization.
the following.
the following.
The area of a circle with pi,

radius or diameter can be
solved by the formula
Always remember that radius
is half of the diameter.
Area of Circle = pi x radius x
The area of a circle with pi,

radius or diameter can be
solved by the formula
Always remember that radius
is half of the diameter.
Area of Circle = pi x radius x
Steps in solving problems

involving the area of a circle
area of a circle
Steps in solving problems

involving the area of a circle
area of a circle
A=
A=
radius
A=
I.
Evaluating learning
What
is
circle with
radius
A=
r2
following
following
Find the area of circular
Find the area of circular
Find the area of a given circle
Find the area of a given circle
playground whose radius
playground whose radius
measures 6 meters.
measures 6 meters.
An extension of a house is
An extension of a house is
semicircular in shape with a
semicircular in shape with a
radius of 4 meters. Can you
radius of 4 meters. Can you
find its area?
find its area?
A circular fountain has a
A circular fountain has a
radius of 12 meters. What is
radius of 12 meters. What is
the area of the circular
the area of the circular
fountain?
fountain?
The diameter of the drum is
The diameter of the drum is
70 cm. What is the area
70 cm. What is the area
of
covered when the drum
covered when the drum
a diameter of
stands?
stands?
Anas circular bed cover has
Anas circular bed cover has
a diameter of 2.25 m. How
a diameter of 2.25 m. How
of
many square meters is it?
many square meters is it?
the area
meters?
1. If
3.
a circle has
diameter
J.
46centimeter what is
the areaof
application
orthe circle?
2.
4.
Granda has an old
remediation
family
recipe
blueberry
She
can
for
pancakes.
make
Ask the pupils to solve these
Ask the pupils to solve these
Solve each problem.
Solve each problem.
problems.
problems.
Every time it rains, Mrs. Lapis
Every time it rains, Mrs. Lapis
called tapayan. She covers
called tapayan. She covers
them
them
with
circular
with
circular
14 m. What is the area of the
14 m. What is the area of the
circular cover?
circular cover?
area of the pancake?

Answer: (78.5 square
Find the area of a circular
Find the area of a circular
meters,
72.22
clock that has a radius of 13
clock that has a radius of 13
squared
centimeter,
cm.
cm.
pancakes
that
each
inches
18
are
in
diameter. What is the
254.34 inches)
V.
VI.
A.
B.
C.
D.
What is the area of a circular
pool with the diameter of 15
pool with the diameter of 15
m?
m?
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
What is the area of a circular
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and February 6-10, 2017
Time
Monday
Tuesday
Create problems involving a circle, with reasonable answers.
of area, volume and
of area, volume and
temperature.
temperature.
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
of area, volume and
temperature.
of area, volume and
temperature.
Friday
Weekly test

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.
C. Learning
each
creates problems involving a

circle, with reasonable
answers.
creates problems involving a

answers.
visualizes the volume of a

cube and rectangular prism.
visualizes the volume of a

M5ME-IVc-77
M5ME-IVc-77
M5ME-IVb-76
M5ME-IVb-76
Measurement
Measurement
Measurement
Measurement
M5M-IVb-76
M5M-IVb-76
Code -
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
Growing
up
with
Math
Growing
up
with
Math
M5ME-IVc-77
K to
Code -
K to
pages 299-301
pages 299-301

382-386
307
307
Ateneo Lesson Guide 5 pages
Ateneo Lesson Guide 5 pages
395 - 402
395 - 402
382-386
Diwa
New
High
School
Diwa
of
flashcards,
circles,
real
chart,
objects,
cutouts
of
flashcards,
circles,
real
chart,
objects,
High
School
Mathematics First Year pages
71-72
71-72
Lesson
Guide
Ateneo
Lesson
Guide
Chapter IV-Volume page 8-9
Chapter IV-Volume page 8-9
Distance
Distance
Education
for
Education
for
Elementary School (Volume
Elementary School (Volume
of a Cube and Rectangular
of a Cube and Rectangular
Prism) pages 2 3
cutouts
New
Mathematics First Year pages

Ateneo
(LR) portal
M5ME-IVc-77
cubes
(big
and
small),
rectangular
Prism) pages 2 3
cubes
(big
and
small),
rectangular
manila
paper,
ruler/meter
stick,
paper,
ruler/meter
prism,
ruler,
stick,
pentel pen, show me board
IV.
PROCEDURES
the new lesson
manila
flash
cards,
prism,
ruler,
marbles,
pentel pen, show me board
flash
cards,
marbles,
worksheet, 1 transparent
worksheet, 1 transparent
rectangular container
rectangular container
Have a review on solving the
Have a review on solving the
Have
review
area of a circle.
area of a circle.
meaning of volume.
Volume
is
space
occupied
the
on
the
Have
review
on
the
meaning of volume.
amount
by
of
any
Volume
space
quantity.
quantity.
is
the
amount
occupied
by
of
any

the lesson
Create problems involving a

answers.
Create problems involving a

answers.
Visualize the Volume of a
Visualize the Volume of a
Cube and Rectangular Prism
Cube and Rectangular Prism
C. Presenting
new lesson
Let
the
circular
pupils
objects
classroom.
record
the
Ask
area
find
any
Let
inside
the
circular
them
to
of
each
object.

#1
the
pupils
objects
classroom.
record
the
Ask
area
find
any
Show a transparent cube and
Show a transparent cube and
inside
the
rectangular prism filled with
rectangular prism filled with
them
to
marbles. Ask pupils to guess
marbles. Ask pupils to guess
each
the number of marbles inside
the number of marbles inside
the
the
of
object.
cube
and
rectangular
cube
and
rectangular
prism. Let a volunteer count
prism. Let a volunteer count
the marbles to find out the
the marbles to find out the
answer. Elicit from them how
answer. Elicit from them how
they can make a good guess
they can make a good guess
of
of
the
total
number
of
the
total
number
of
marbles. Instill the value of
marbles. Instill the value of
patience
patience
and
orderliness.
and
orderliness.
Relate this to the concept of
Relate this to the concept of
volume.
volume.
a. Tell the class that the
a. Tell the class that the
answers. Ask them how they
answers. Ask them how they
number of small cubes that
number of small cubes that
got the area.
got the area.
make up the Rubiks cube is
make up the Rubiks cube is
its volume.
its volume.
b. Activity Group Work
b. Activity Group Work
Materials: worksheet, 1
Materials: worksheet, 1
transparent rectangular
transparent rectangular
container, small cubes
container, small cubes
Procedure: Fill the container
Procedure: Fill the container
with small cubes until its
with small cubes until its
upper portion.
upper portion.
Guide Questions:
Guide Questions:
1) What kind of solid figure is
1) What kind of solid figure is
the container?
the container?
2) How many cubes did you
2) How many cubes did you
put inside the rectangular
put inside the rectangular
container?
container?
3) How can you find the
3) How can you find the
number of cubes in the
number of cubes in the
container without counting
container without counting
them all?
them all?
a) Count the cubes in one
a) Count the cubes in one
layer.
layer.
Example
Example
4 x 2 = 8 cubes
4 x 2 = 8 cubes
b) Count the layers. Ex.: 3
b) Count the layers. Ex.: 3
layers
layers
c) How many cubes in all? 8 x
c) How many cubes in all? 8 x
3 = 24 cubes
3 = 24 cubes
4) When we get the total
4) When we get the total
number of cubes that the
number of cubes that the
container has, what have we
container has, what have we
looked for? (Answer: Volume)
looked for? (Answer: Volume)
5) What kind of polygon is
5) What kind of polygon is
the base of the container?
the base of the container?
What are its dimensions?
What are its dimensions?
6) How many cubes fit the
6) How many cubes fit the
length? the width?
length? the width?

#2
7) What other dimension
7) What other dimension
does the rectangular
does the rectangular
container have? How many
container have? How many
cubes fit the height?
cubes fit the height?
8) Can you give the volume
8) Can you give the volume
of the rectangular prism by
of the rectangular prism by
just using the dimensions
just using the dimensions
(length, width, height)? How?
(length, width, height)? How?
(Note: Teacher must tell the
(Note: Teacher must tell the
pupils that by multiplying the
pupils that by multiplying the
length x width x height will
length x width x height will
give the volume thus, Volume
give the volume thus, Volume
= L x W x H))
= L x W x H))
Group
groups.
groups.
working
Let
each
group
Let
each
group
the
pupils
teams
into
and
have
Group
working
the
pupils
teams
into
and
have
discuss how will they make a
discuss how will they make a
problem based on the given
Activity 1. They need small
Activity 1. They need small
situations. The groups 1 and
situations. The groups 1 and
cubes,
cubes,
2 will discuss situation 1,
2 will discuss situation 1,
rectangular prism.
while groups 3 and 4 will
while groups 3 and 4 will
If each is a
focus on Situation 2.
focus on Situation 2.
unit, how many cubic units
unit, how many cubic units
are in the figures?
are in the figures?
How many cubic units are
there in one row?
there in one row?
there in one layer?
there in one layer?
How many layers are there?
How many layers are there?
What have you notice in the
number of layers and rows of
cube and prism?
cube and prism?
What can you say about the
a cube?
a cube?
big
cubes
and
big
cubes
and
rectangular prism.
cubic
If each is a
cubic
length, width and height of a
cube?
cube?
a prism?
a prism?
prism?
prism?
Have
pupils
number
F.
of
count
cubes
in
the
Have
pupils
the
number
of
count
cubes
the
in
the
figures.
figures.
Define volume as the number
of unit cubes in the solid
figure. Mention the correct
label (cubic units)
label (cubic units)
Have them imagine filling up
Have them imagine filling up
the
the
classroom
cubes.
Then
volume
of
with
we
the
such
find
the
classroom.
classroom
cubes.
Then
volume
of
with
we
the
such
find
the
classroom.
Elicit similar application of
Elicit similar application of
volume in daily situations.
volume in daily situations.
Developing mastery
After the activities have been
After the activities have been

3)
done, let the groups post
done, let the groups post
their formulated problems in
their formulated problems in
the board.
the board.
each of the situations given
each of the situations given
Expected answer:
Expected answer:
and let them do the tasks
and let them do the tasks
Cube is a solid whose length,
Cube is a solid whose length,
below.
below.
width and height are equal.
width and height are equal.
Read the problem and ask
Rectangular
Rectangular
the
the
length, width and height are
length, width and height are
not equal.
not equal.
class
to
solve
the
and
solve
the
problem.
Illustrate
class
to
solve
the
and
solve
the
problem.
Illustrate
prism
whose
prism
whose
the lesson
problem with the solution.
problem with the solution.
Discuss
exercises in the Get Moving
exercises in the Get Moving
and
and
on page 1 of LM Math Grade
on page 1 of LM Math Grade

5.
Keep
Moving
Keep
Moving
the
presentation
Ask pupils to work on
Discuss
the
presentation
pages_____ and ____, LM Math
pages_____ and ____, LM Math
5.
Grade 5.
Grade 5.
on pages 2 and 3 of LM Math
on pages 2 and 3 of LM Math
them answer the exercises
them answer the exercises
3 and 4 of LM Math Grade 5.
Check on the pupils answers.

Summarize
Summarize
generalization
generalization
asking:
asking:
by
asking:
by
asking:
the
lesson
by
the
lesson
by
How did you create problems
How did you create problems
How can we visualize the
How can we visualize the
involving area of a circle?
involving area of a circle?
volume
volume
Steps in Creating Problems

1. Familiarize yourself
with the
mathematical
concepts. Think of
the application to
everyday life
situations.
2. Think of the type of
the problem you
want to make and the
formula to be used.
3. Read and study more
on math problems.
Study the solutions.
4. Make your own
styles/strategies to
justify the solutions.
Steps in Creating Problems

5. Familiarize yourself
with the
mathematical
concepts. Think of
the application to
everyday life
situations.
6. Think of the type of
the problem you
want to make and the
formula to be used.
7. Read and study more
on math problems.
Study the solutions.
8. Make your own
styles/strategies to
justify the solutions.
of
cube
and
of
cube
and
rectangular prism?
rectangular prism?
generalization.
generalization.
Volume
is
the
amount space a solid
figure occupies.
We can visualize
volume of cube and
rectangular prism
using more units to fill the

container (like the used of
marbles, pebbles, rice grains,
seed, etc) this is what we
called non-standard units.
Non standard units do not
give consistent and accurate
measure of the volume of a
Volume
is
the
amount space a solid
figure occupies.
We can visualize
volume of cube and
rectangular prism
using more units to fill the

container (like the used of
marbles, pebbles, rice grains,
seed, etc) this is what we
called non-standard units.
Non standard units do not
give consistent and accurate
measure of the volume of a
I.
J.
Evaluating learning

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
container.
container.
Using standard units, to find

the volume o a space figure,
count the number of cubic
units needed to fill the space.
Standard units are consistent
and accurate.
Using standard units, to find

the volume o a space figure,
count the number of cubic
units needed to fill the space.
Standard units are consistent
and accurate.
Let the pupils do the
exercises in Keep Moving
5. Check pupils work.

Ask the pupils to create
problems involving area of a
circle.

circle.

circle.

circle.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Name the unit of measure for measuring the volume of cube and rectangular prism.
Thursday
Write the value of measuring accurately

of area, volume and
of area, volume and
temperature.
temperature.
of area, volume and
temperature.
of area, volume and
temperature.

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.
Friday
Weekly Test
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
names the appropriate unit of

measure used for measuring
the volume of a cube and a
rectangle prism.
M5ME-IVc-78
names the appropriate unit of

measure used for measuring
rectangle prism.
M5ME-IVc-78
derives the formula in finding

rectangular prism using cubic
cm and cubic m.
derives the formula in finding

cm and cubic m.
M5ME-IVc-79
M5ME-IVc-79
Measurement
Measurement
Measurement
Measurement
Code -
Code -
Code -
Code -
III.
M5ME-IVc-78 K to
Integrated
(LR) portal
IV.
PROCEDURES
the new lesson
Mathematics
M5ME-IVc-78 K to
I
Integrated
Mathematics
M5ME-IVc-78 K to
I
Integrated
Mathematics
M5ME-IVc-78 K to
I
Integrated
Mathematics
pages 177 - 178
pages 177 - 178
pages 177 - 178
pages 177 - 178
Ateneo Lesson Guide Chapter
IV
IV

IV Measurement/Volume
pages 6 -18

IV Measurement/Volume
pages 6 -18
Measurement/Volume
Measurement/Volume
pages 6 -18
pages 6 -18
flash cards (mm, cm, dm, m,

etc.), real objects, pictures



What is difference between
What is difference between
Memory Game
Memory Game
cube and rectangular prism?
Materials: pocket chart, flash
Materials: pocket chart, flash
What are the dimensions of
What are the dimensions of
cards
cards
Mechanics:
Mechanics:
a. Teacher prepares flash
a. Teacher prepares flash
cards with figure and
cards with figure and
dimensions on a set of cards
dimensions on a set of cards
and the corresponding area
and the corresponding area
of the figure on another set
of the figure on another set
of cards. Teacher then place
of cards. Teacher then place
the shuffled cards into pocket
the shuffled cards into pocket
chart slots. At the back of
chart slots. At the back of
each card, label them with
each card, label them with
letters.
letters.
Ex. front back
Ex. front back
b. Divide class into 3 groups.
b. Divide class into 3 groups.
c. Have a member of group 1
c. Have a member of group 1
choose
choose
2 letters corresponding to 2
2 letters corresponding to 2
cards. Teacher turns over the
cards. Teacher turns over the
cards. If the cards match
cards. If the cards match
(figure and its area), then the
(figure and its area), then the
team gets the point and the
team gets the point and the
cards taken out of the pocket
cards taken out of the pocket
chart. If the cards do not
chart. If the cards do not
match, then the cards are
match, then the cards are
turned over again in the
turned over again in the
same place/position in the
same place/position in the
pocket chart.
pocket chart.
d. Have a member of group 2
d. Have a member of group 2
call out another pair of cards.
call out another pair of cards.
Continue the game until all
Continue the game until all
the cards have been used up.
the cards have been used up.
Team with the most number
Team with the most number
of points wins.
of points wins.
e. Teacher may divide set of
e. Teacher may divide set of
cards into a) finding area of
cards into a) finding area of
parallelograms and trapezoid
parallelograms and trapezoid
making sure that the
making sure that the
dimensions given are
dimensions given are
manageable by the pupils, or
manageable by the pupils, or
b) finding the missing
b) finding the missing

the lesson

#1
side/dimension given the
area.
area.
Name the unit of measure for
Name the unit of measure for
Derive a formula for finding
Derive a formula for finding
measuring
measuring
centimeter and meter.
centimeter and meter.
rectangular
Appreciation of application of
volume in daily life situations
Show a transparent plastic
Appreciation of application of
volume in daily life situations
inside.
He
container filled with balls. Ask
wants to know the amount of
wants to know the amount of
pupils to guess the number of
space the sand occupied. He
space the sand occupied. He
balls inside the container. Let
wants to know also what unit
wants to know also what unit
a volunteer count the balls to
of measure he will use. Elicit
of measure he will use. Elicit
find out the answer. Elicit
the value of accuracy.
the value of accuracy.
from
from them
the
volume
of
C. Presenting
new lesson
side/dimension given the
Richard
box
has
with
sand
volume
of
rectangular
Richard
inside.
box
He
the
has
with
sand
them
how
they
can
how
they can
make a good guess of the
total number of balls. Relate
this
this
to
the
concept
of
to
volume.
volume.
the
concept
of
Present a rectangular box
Present a rectangular box
Let a pupil fill a rectangular
with sand inside.
with sand inside.
box with cubes. For purposes
box with cubes. For purposes
Ask the following questions:
of having exact
of having exact
a. How can we be able to
a. How can we be able to
measurements and no half-
measurements and no half-
measure the capacity of the
measure the capacity of the
cubes, it is ideal that teacher
cubes, it is ideal that teacher
box?
box?
prepares boxes/ rectangular
prepares boxes/ rectangular
b. What will you use? What
b. What will you use? What
prisms that have
prisms that have
do you think are we looking
do you think are we looking
corresponding measurements
corresponding measurements
for?
for?
as the cubes that are going
as the cubes that are going
c. What unit of measure will
c. What unit of measure will
to be used in the activity.
to be used in the activity.
you use?
you use?
Ask the pupils the following
The volume of a solid is the
The volume of a solid is the
questions:
questions:
amount of space the solid
amount of space the solid
How many cubes did it take
occupies. Volume is
occupies. Volume is
to fill the prism? How many
to fill the prism? How many
measured in cubic units. One
measured in cubic units. One
cubic units is the length? The
cubic units is the length? The
way to find the volume of a
way to find the volume of a
width? The height?
width? The height?
rectangular prism is to
rectangular prism is to
What similar situations
What similar situations
multiply the 3 dimensions:
multiply the 3 dimensions:
require you to fill up a solid
require you to fill up a solid
Volume = length x width x
Volume = length x width x
such as the
such as the
height
height
prism?
prism?
Define these situations as
finding the volume of solids.
of cubic units (unit cubes)
of cubic units (unit cubes)
used to fill up a space. Use
used to fill up a space. Use
correct unit of measure.
correct unit of measure.
Using this definition, ask the
pupils the volume of the
rectangular prism.
rectangular prism.
Ask: Without actually
counting the number of unit
cubes in the solid how can
cubes in the solid how can
you find its volume? What
you find its volume? What
formula can we use to find
the number of cubic units in
it or the volume of the
it or the volume of the
rectangular prism?
rectangular prism?
Elicit from the pupils that
Elicit from the pupils that
To find the volume of an
To find the volume of an
object means to find the
object means to find the
number of cubic units
number of cubic units
rectangular
it
rectangular
it
contains or holds
contains or holds
Lead them to state the
formula for the volume of a
rectangular prism as
V = l x w x h.
V = l x w x h.
label (cubic units).
label (cubic units).
cube.
cube.
cubes, how can you find the
cubes, how can you find the
volume of the cube? What
volume of the cube? What
it?
it?
Try to elicit from the pupils
Try to elicit from the pupils
that to find the volume of a
that to find the volume of a
cube, the length of
cube, the length of
its
its
side is multiplied by itself
side is multiplied by itself
three times.
three times.
cube as
cube as
V=SxSxS
or
V=
V=SxSxS
or
V=
Let pupils apply the rule by
Let pupils apply the rule by
actually measuring and
actually measuring and
finding the volume of some
finding the volume of some
rectangular prisms and cube
rectangular prisms and cube
inside the room.
inside the room.
Present situations like how
Present situations like how
much water does it take to fill
much water does it take to fill
the aquarium, how far does
the aquarium, how far does
it take to run around the
it take to run around the
park, etc. and distinguish
park, etc. and distinguish
perimeter/circumference
perimeter/circumference
from area and volume. Elicit
from area and volume. Elicit

#2
Group the class into four. Let
Group the class into four. Let
them
them
perform
the
give
the
give
activity.
activity.
Give the appropriate unit of
Give the appropriate unit of
measure to be used in finding
measure to be used in finding
the volume of (Select from
the volume of (Select from
similar applications of
volume
volume
in daily life
in daily life
situations.
situations.
Group the pupil into four

working team and let them
do the tasks.
Group the pupil into four

working team and let them
do the tasks.
the given choices: mm , cm ,
the given choices: mm3, cm3,
dm3, m3) :
dm3, m3) :
a) room _______
a) room _______
b) shoe box _______
b) shoe box _______
c) globe _______
c) globe _______
d) refrigerator _______
d) refrigerator _______
Developing mastery
e) ice cream cone _______

e) ice cream cone _______


3)
the board.
the board.
the board.
the board.
Answer the exercises A and B
Answer the exercises A and B
F.
perform
similar applications of
Expected answer:
Expected answer:
a) room
a) room
b) shoe box
cm3
b) shoe box
cm3
c) globe
cm3
c) globe
cm3
d) refrigerator dm3
e) ice cream cone
the lesson
m3
d) refrigerator dm3
cm3
f) dice mm3
exercises A under Get
Moving on pages 1 LM Math
Grade 5.
e) ice cream cone
cm3
f) dice mm3
exercises A under Get
Moving on pages 1 LM Math
Grade 5.
What do you call the capacity
What do you call the capacity
How can you find the volume
How can you find the volume
of things or the total space
of things or the total space
of a cube and a rectangular
of a cube and a rectangular
within a 3-dimensional
within a 3-dimensional
prism?
prism?
figure?
figure?
What unit of measure will you
What unit of measure will you
Volume of a cube is;
Volume of a cube is;
use in measuring volume?
use in measuring volume?
Volume = side x side x side
Volume = side x side x side
Volume is the amount of
Volume is the amount of
or V = S x S x S or V = S
or V = S x S x S or V = S3
space occupied by a space
space occupied by a space
In rectangular prism we need
In rectangular prism we need
figure.
figure.
L = Length, W = Width and H
L = Length, W = Width and H
Volume measured in cubic
Volume measured in cubic
= Height, the formula in
= Height, the formula in
units, such as
units, such as
finding the Volume of a
finding the Volume of a
cubic centimeter (cm )
cubic centimeter (cm )
rectangular prism is;
rectangular prism is;
cubic meter (m )
cubic meter (m )
Volume = Length x Width x
Volume = Length x Width x
cubic millimeter (mm )
cubic millimeter (mm )
Height V = L x W x H
Height V = L x W x H
cubic decimeter (dm )
cubic decimeter (dm )
Volume is measured in cubic
Volume is measured in cubic
units, such as cubic
units, such as cubic
centimeters ( cm ), cubic
centimeters ( cm3), cubic
meters (m3), and millimeters
meters (m3), and millimeters

(mm3)
Draw the figure with their
I.
Evaluating learning
to tell
(mm3)
which cubic unit of measure
which cubic unit of measure
measurements and find their
is appropriate to be used.
is appropriate to be used.
volume.
volume.
a) box of chocolate
a) box of chocolate
L = 9 mW = 4 m
L = 9 mW = 4 m
b) tent
b) tent
H=3m
H=3m
c) glass
c) glass
d) gymnasium
d) gymnasium
e) math book
e) math book
Use cm , m , dm
3
to tell
Use cm , m , dm
3
L = 10 m
L = 10 m
H = 15 m
L = 14 m

application or
remediation
H = 15 m
W = 10 m
L = 14 m
H=9m
J.
W = 10 m
H=9m
S = 12 cm
S = 12 cm
S = 7 cm
S = 7 cm
Give the cubic unit of
Give the cubic unit of
measure for finding the
measure for finding the
volume of the following:
volume.
volume.
a) a box 44 cm by 9 cm by 6
a) a box 44 cm by 9 cm by 6
L=2m
cm
cm
b) a room 4m by 5m by 6 m
b) a room 4m by 5m by 6 m
L=2m
H=4m
L = 11 m
H=4m
=
L = 11 m
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
c) a cabinet 1.2 m by 0.9 m
c) a cabinet 1.2 m by 0.9 m
2m
by 0.5 m
by 0.5 m
S = 10 cm
d) a ball with radius 10 cm
d) a ball with radius 10 cm
e) a cylindrical tank 25 dm
e) a cylindrical tank 25 dm
long and radius 8 dm
long and radius 8 dm
H=5m
2m
S = 10 cm
H=5m
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Converts cu.cm to cu.m and vice versa; cu.cm to L and vice versa
Wednesday
Thursday
of area, volume and
temperature.
of area, volume and
temperature.
of area, volume and
temperature.
of area, volume and
temperature.

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.
Friday
Weekly Test
C. Learning
each
II.
converts cu. cm to cu. m and

vice versa; cu.cm to L and
vice versa.
converts cu. cm to cu. m and

vice versa.
finds the volume of a given

cube and rectangular prism
using cu. cm and cu. m.
finds the volume of a given

using cu. cm and cu. m.
M5ME-IVd-81
M5ME-IVd-81
M5ME-IVd-80
M5ME-IVd-80
Curriculum Guide in Math 5
M5ME-IVd-80
M5ME-IVd-80
M5ME-IVd-81
M5ME-IVd-81
Ateneo Lesson Guide Grade 5
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
Ateneo Lesson Guide Grade
(LR) portal
IV.
PROCEDURES
the new lesson
Ateneo Lesson Guide Grade
5 p.392
5 p.392
p.395

p.395
flash cards, pocket chart,
flash cards, pocket chart,
flash cards, model cubes and
problem written on the chart.
rectangular prisms set,
Give the equivalent:
Give the equivalent:
Find the area of the following
Find the area of the following
Conversion of linear
figures. Write the answer on
figures. Write the answer on
measure.
measure.
your notebook.
your notebook.
6cm= ____ mm
6cm= ____ mm
5m= _____cm
5m= _____cm
____dm= 4m
____dm= 4m
____cm= 9dm
____cm= 9dm
____dm= 3m
____dm= 3m

the lesson
C. Presenting
new lesson
Converts cu.cm to cu.m and
Converts cu.cm to cu.m and
vice versa
vice versa
Finds the volume of a given

using cu.cm and cu.m
Finds the volume of a given

using cu.cm and cu.m
A truck delivers sand
A truck delivers sand
weighing 54000 dm or L,
weighing 54000 dm or L,
what is the weight of the
what is the weight of the
sand in cubic metre (m )? In
sand in cubic metre (m )? In
cubic centimetre (cm ) ?
cubic centimetre (cm ) ?
from them how they can
from them how they can
problem? What are given?
problem? What are given?
What must we know to be
What must we know to be
able to change 54000 dm to
able to change 54000 dm3 to
this to the concept of
this to the concept of
cubic centimetres and to
cubic centimetres and to
volume.
volume.
cubic metre?
cubic metre?
Which is larger a cubic
Which is larger a cubic
decimetre or a cubic
decimetre or a cubic
centimetre?
centimetre?
How many cubic centimetres
How many cubic centimetres
are there in cubic decimetres
are there in cubic decimetres
or L ?
or L ?
To change cubic decimetre to
To change cubic decimetre to
cubic centimetre we multiply
cubic centimetre we multiply
by 1000.
by 1000.
Since: 1dm=10cm
Since: 1dm=10cm
Therefore: 1dmx1dmx1dm=
Therefore: 1dmx1dmx1dm=
10cm x 10cm x 10cm
10cm x 10cm x 10cm
Thus, 1dm3 = 1000cm3
Thus, 1dm3 = 1000cm3
54000 dm3 = ____ cm3
54000 dm3 = ____ cm3
54,000x1,000 = 54,000,000
54,000x1,000 = 54,000,000
cm3
cm3
How will you compare cubic
How will you compare cubic
decimetres to cubic metres?
decimetres to cubic metres?
Since a cubic metre is larger
Since a cubic metre is larger
thana cubic decimetre, we
thana cubic decimetre, we
divide by 1000. Using
divide by 1000. Using
conversion 1m3= 1000dm3
conversion 1m3= 1000dm3
54000dm3 = 54m3
54000dm3 = 54m3
#1

#2
1000
Group the pupils into three
working teams and have
1000
Group the pupils into three
working teams and have
Using concrete objects
Using concrete objects
box with cubes.
box with cubes.
questions:
questions:
to fill the prism?
to fill the prism?
How many cubic units is the
How many cubic units is the
length/ the width? the
length/ the width? the
height?
height?
of cubic units used to fill up a
of cubic units used to fill up a
space. Use correct unit of
space. Use correct unit of
measure.
measure.
pupils the volume of
pupils the volume of
rectangular prism.
rectangular prism.
Let them state the formula
Let them state the formula
for the volume of a
for the volume of a
V=lxwxh.
V=lxwxh.
How do we change and
How do we change and
Solve for the volume of these
Solve for the volume of these
convert a smaller unit to a
convert a smaller unit to a
rectangular prisms, given
rectangular prisms, given
higher unit?
higher unit?
their measurements.
their measurements.
when converting from larger
when converting from larger
l=9m
l=9m
unit to a smaller unit, use
s=12cm
s=12cm
F.
Developing mastery
multiplication
multiplication
w=4m
w=4m
when converting from a
when converting from a
h=3m
h=3m
smaller to a larger unit, use
smaller to a larger unit, use
l= 10cm
l= 10cm
division
division
Group Activity
Group Activity

3)
Evaluating learning
h=15cm
h=15cm
l=14 m
l=14 m
w=10m
w=10m
h=9m
What is volume?
h=9m
What is volume?
What is the formula in finding
What is the formula in finding
the volume of a cube?
the volume of a cube?
Rectangular prism?
Rectangular prism?
V,
V,
V,
V,
1.
2.
3.
4.
5.
I.
s=6m
w=7cm
Supply the missing number.
the lesson
s=6m
w=7cm
6700 dm = ____m
28 dm3= _____cm3
11500 cm3 =_____ m3
4 m3 =______cm3
8m3 =______dm3
3
Supply the missing number.

1.
2.
3.
4.
5.
6700 dm3= ____m3

28 dm3= _____cm3
11500 cm3 =_____ m3
4 m3 =______cm3
8m3 =______dm3
In converting from a larger
In converting from a larger
Volume of a rectangular
Volume of a rectangular
prism= L X W X H
prism= L X W X H
multiplication
multiplication
Volume of a cube=S X S X S
Volume of a cube=S X S X S
In converting from a smaller
In converting from a smaller
or S
or S3
to a larger unit, use division

Change to smaller units.
to a larger unit, use division

Change to smaller units.
volume.
volume.
1.
15 cm =
2.
_____mm
61 dm3=
_____cm3
1.
15 cm =
2.
_____mm
61 dm3=
_____cm3
1.
l=4m
w=1m
6.
l=4m
w=1m
3.
64 cm3 =
4.
_____dm
25 cm3=
5.
_____mm3
87 dm3=
3.
64 cm3 =
4.
_____dm
25 cm3=
5.
_____mm3
87 dm3=
_____cm
_____cm
h=3m
2.
s=14cm
7.
s=14cm
3.
3=20cm
8.
3=20cm
4.
l=8cm
9.
l=8cm
5.
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
Change these units to larger
Change these units to larger
or smaller units:
or smaller units:
1.7cm3= ______mm3
2. 5000 dm3= _____m3
3. 5m3 = _____cm3
4. 20000 cm3 = ____m3
5. 17m3= ____dm3
1.7cm3= ______mm3
2. 5000 dm3= _____m3
3. 5m3 = _____cm3
4. 20000 cm3 = ____m3
5. 17m3= ____dm3
h=3m
w=3cm
w=3cm
h=10cm
h=10cm
s=12cm
10. s=12cm
Measure object at home and

find their volume.
Measure object at home and

find their volume.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and February 27-March 3, 2017
Time
Grade Level
Learning Areas
Quarter
I.
OBJECTIVES
C. Learning
each
II.
Monday
Tuesday
Estimate and use appropriate units of measure for volume
of area, volume and
of area, volume and
temperature.
temperature.
Wednesday
Thursday
of area, volume and
temperature.
of area, volume and
temperature.

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.
estimates and uses

appropriate units of measure
for volume.
estimates and uses

appropriate units of measure
for volume.
M5ME-IVd-82
M5ME-IVd-82

volume of a cube and
rectangular prism in real-life
situations using appropriate

volume of a cube and
rectangular prism in real-life
situations using appropriate
M5ME-IVe-83
M5ME-IVe-83
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
Mathematics for a better life
M5ME-IVd-82
M5ME-IVd-82
5, pages 264-265
5, pages 264-265
Guide in Elementary
Guide in Elementary
p.399
p.399
Mathematics Grade VI pages
403 and 405
403 and 405
Curriculum Guide 5,
Curriculum Guide 5,
meter stick, ruler, manila

paper and marker pen
meter stick, ruler, manila

paper and marker pen
aquarium.
aquarium.
Friday
Weekly Test
IV.
PROCEDURES
the new lesson
Find the volume of these
Find the volume of these
Have a review on estimating
Have a review on estimating
prisms.
prisms.
and using appropriate units
and using appropriate units
of measure for volume.
of measure for volume.
1.
L=9m
W=6m

the lesson
C. Presenting
new lesson
2.
L=9m
W=6m
H =3m
Estimate and use appropriate
H =3m
Estimate and use appropriate
Group the pupils into four.
Group the pupils into four.
units of measure for volume
units of measure for volume
Give each group a set of
Give each group a set of
steps in solving problems. Let
steps in solving problems. Let
them arrange the steps in
them arrange the steps in
correct order.
correct order.
(This can be done in the form
(This can be done in the form
of game)
of game)
Example: What operation is
Example: What operation is
needed to solve the problem?
needed to solve the problem?
What is the correct number
What is the correct number
sentence?
sentence?
What is being asked?

Present these problems.
What is being asked?

Present these problems.
A swimming pool is 12 m
long, 9 m wide, and 1.85 m
deep. How much water can it
hold?
A swimming pool is 12 m
long, 9 m wide, and 1.85 m
deep. How much water can it
hold?
Ask: What is the shape of
Ask: What is the shape of
the swimming pool?
the swimming pool?
Show a rectangular prism to
Show a rectangular prism to
each group and guess which
each group and guess which
has the greatest or least
has the greatest or least
volume.
volume.
Call a pupil to draw the
Call a pupil to draw the
figure of the swimming pool
figure of the swimming pool
and put the dimensions.
and put the dimensions.
problem?
problem?

#1

#2
F.
Developing mastery

3)
Using concrete object
Using concrete object
Let pupils solve the problem
Let pupils solve the problem
(present an aquarium)
(present an aquarium)
by pairs.
by pairs.
An aquarium is 35 cm. long,
An aquarium is 35 cm. long,
Problem A
Problem A
25 cm wide and 33 cm high
25 cm wide and 33 cm high
Solution: Use the 4-step plan
Solution: Use the 4-step plan
is to be filled with water. How
is to be filled with water. How
in solving the problem.
in solving the problem.
many cubic centimetre of
many cubic centimetre of
water will be needed?
water will be needed?
1.What is asked in the
1.What is asked in the
problem?
problem?
2.What data are given?
2.What data are given?
3. Is the unit of measure
3. Is the unit of measure
appropriate with the data
appropriate with the data
given?
Group the pupils. Give
given?
Group the pupils. Give
Call some pupils to show
Call some pupils to show
rectangular prism to each
rectangular prism to each
their solutions and answers
their solutions and answers
group.
group.
on the board.
on the board.
Have each pupil first guess
Have each pupil first guess
which prism has the greatest
which prism has the greatest
problem?
problem?
and which prism has the
and which prism has the
least volume.
least volume.
Give the unit of measure to
Give the unit of measure to
be used. Have the students
be used. Have the students
estimate the volume of the
estimate the volume of the
rectangular prisms.
What is volume?
rectangular prisms.
What is volume?
How do we estimate volume
How do we estimate volume
of a prism?
of a prism?
the presentation under

page , LM Math Grade 5.
the presentation under

page , LM Math Grade 5.
V,
V,
Let the pupils do the activity

, LM Math Grade 5.
Let the pupils do the activity

, LM Math Grade 5.
Write the best unit of
Write the best unit of
measure to find the
measure to find the
(mm3, cm3, dm3, m3)

1. water in a
2.
3.
4.
5.
rectangular pool
an ice before it melts
a dice
a blackboard eraser
oil in a rectangular
(mm3, cm3, dm3, m3)

1. water in a
2.
3.
4.
5.
box
the lesson
I.
Evaluating learning
How do we use appropriate
unit of measure for volume?
unit of measure for volume?
How do you solve problems
How do you solve problems
How do we estimate volume?
How do we estimate volume?
involving
involving

Marilous sewing box

1.
cube
or
cube
or
rectangular prism?
rectangular prism?
word problems?
Let the pupils
word problems?
Let the pupils
solve
the
solve
the
Marilous sewing box
following problems:
following problems:
is 3 dm long, 2.5 dm
is 3 dm long, 2.5 dm
A flower box is 4.3 m long,
A flower box is 4.3 m long,
wide and 4.3 dm
wide and 4.3 dm
0.6 wide, and 0.53 m high.
0.6 wide, and 0.53 m high.
high. What is its
high. What is its
How many cubic meters of
How many cubic meters of
volume?
Find the volume of a
soil will fill the box?
soil will fill the box?
A rectangular container is 0.4
A rectangular container is 0.4
m long, 0.3 m wide and 1 m
m long, 0.3 m wide and 1 m
high. What is its volume in
high. What is its volume in
cubic centimeters?
cubic centimeters?
A water tank is 0.8 m long,
A water tank is 0.8 m long,
0.6 m wide and 1 m high. If
0.6 m wide and 1 m high. If
the tank is half full, how
the tank is half full, how
many cubic centimeters of
many cubic centimeters of

water does it hold?
Analyze
then
solve
volume?
Find the volume of a
2.

application or
remediation
box
How do we use appropriate
1.
J.
rectangular pool
an ice before it melts
a dice
a blackboard eraser
oil in a rectangular
2.
closet which is 2.5 m
closet which is 2.5
long, 5m and 2m
m long, 5m and 2m
high
high
water does it hold?

Analyze
then
solve
problems.
problems.
volume.
volume.
A box of milk is 9 cm long, 8
A box of milk is 9 cm long, 8
cm wide and 18 cm high. Find
cm wide and 18 cm high. Find
its volume?
its volume?
1.
l=9m
w=4m
h=6m
1.
l=9m
w=4m
h=6m
Each
2.
s=18cm
2.
s=18cm
book
of
set
the
of
encyclopedia measures 2.85
Each
book
of
set
the
of
encyclopedia measures 2.85
3.
3=30cm
3.
3=30cm
4.
l=12cm
4.
l=12cm
w=5cm
w=5cm
h=8cm
5.
V.
VI.
H.
I.
J.
K.
L.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
did these work?
M. What difficulties did I

solve?
N. What innovation or localized
other teachers?
s=14cm
h=8cm
5.
s=14cm
dm by 2.15 dm by 0.4 dm.
dm by 2.15 dm by 0.4 dm.
The
The
encyclopedia
books.
What
is
has
the
19
total
encyclopedia
books.
What
is
has
the
19
total
volume of all 19 books?
volume of all 19 books?
The toy hat of Alex is in the
The toy hat of Alex is in the
shape of a cone. Its base
shape of a cone. Its base
area is
72 cm2
and its
area is
72 cm2
and its
height is 21 cm. What is its
height is 21 cm. What is its
volume?
volume?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and March 6- 10, 2017
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Thursday
Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real-life situations
of area, volume and
of area, volume and
of area, volume and
of area, volume and
temperature.
temperature.
temperature.
temperature.

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.
C. Learning
each

reasonable answers)
involving volume of a cube
and rectangular prism in real
situation

reasonable answers)
and rectangular prism in real
situation
reads and measures

temperature using
thermometer (alcohol and/or
digital) in degree Celsius.
reads and measures

temperature using
thermometer (alcohol and/or
digital) in degree Celsius.
M5ME-IVf-85
M5ME-IVf-85
M5ME-IVe-84
Measurement
M5ME-IVe-84
Measurement
Measurement
measurement
II.
CONTENT
Friday
Weekly Test
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
K to 12 Curriculum for Grade
K to 12 Curriculum for Grade
5, pages 264-265
5, pages 264-265
5, M5ME-IVf-85
5, M5ME-IVf-85
Guide
(LR) portal
IV.
PROCEDURES
the new lesson
C. Presenting
new lesson
Elementary
Guide
in
Elementary
Lesson Guide in Math V
Lesson Guide in Math V
p.405 Mathematics For a
p.405 Mathematics For a
403 and 405
403 and 405
Better Life 5 p. 266- 267
Better Life 5 p. 266- 267
Curriculum Guide 5,
Curriculum Guide 5,
real object
real object
real objects
real objects
Give the equivalent.
Give the equivalent.
problems on volume.
problems on volume.
measure.
measure.
solving word problems?
solving word problems?
Let

the lesson
in
the
pupils
solve
this
Let
the
pupils
solve
this
problem.
problem.
Leo has a box measuring 15
Leo has a box measuring 15
cm long, 20 cm wide and 10
cm high. Find its volume?
cm high. Find its volume?

reasonable answers)
and rectangular prism in reallife

reasonable answers)
and rectangular prism in reallife
Reads and measure
Reads and measure
temperature using
temperature using
thermometer (alcohol and/ or
thermometer (alcohol and/ or
Digital) in degree Celsius.
Digital) in degree Celsius.
Mother wants to find out if
and
and
her son has a fever.
her son has a fever.
let
them
read
the
let
them
read
the
problem and ask them to
problem and ask them to
What is the best thing
What is the best thing
draw
draw
mother can use to find the
mother can use to find the
described in the problem.
the
solid
figure
described in the problem.
the
solid
figure
body temperature of her sick
body temperature of her sick
A rectangular garden is 25
A rectangular garden is 25
son?
son?
cm thick. What its volume?
cm thick. What its volume?
Ask:

#1
Can
you
create
Can
you
create
problem on volume similar to
problem on volume similar to
the one given?
the one given?
Say: This time you will create
Say: This time you will create
problems
problems
involving
the
involving
the
volume of a cube and a
volume of a cube and a
rectangular prism.
Each group will present the
rectangular prism.
Each group will present the
Present a model of an
Present a model of an
solid figure formed.
solid figure formed.
improvised thermometer. It
improvised thermometer. It
has a movable red ribbon
has a movable red ribbon
problem?
problem?
which resembles the mercury
which resembles the mercury
in an actual thermometer.
in an actual thermometer.
What are the given data?
What are the given data?
What process is needed to
What process is needed to
solve the problem?

What
is
solve the problem?
the
number
sentence?
What
is
the
number
sentence?
What is the correct answer?

#2
Ask:
What is the correct answer?
Ask:
Ask:
What does the red ribbon
What does the red ribbon
represents?
represents?
Give each group an
Give each group an
improvised thermometer,
announce the temperature
announce the temperature
readings,
readings,
The pupils will reflect it in
The pupils will reflect it in
their thermometer model.
their thermometer model.
Check if the temperature
Check if the temperature
reading each group is
reading each group is
showing is correct.
showing is correct.
groups.
groups.
groups. Distribute activity
groups. Distribute activity
Let
each
group
Let
each
group
discuss how they will make a
discuss how they will make a
sheets in each group.
sheets in each group.
Provide group 1 with digital
Provide group 1 with digital
situations.
situations.
thermometer, Group 2 with
thermometer, Group 2 with
The
first
two
The
first
two
groups will discuss situation 1
groups will discuss situation 1
set of pictures showing
set of pictures showing
and
and
temperature readings and
temperature readings and
the
remaining
two
the
remaining
two
groups will focus on situation
groups will focus on situation
Group 3 using pictorials,
Group 3 using pictorials,
2.
2.
Group 4 with alcohol
Group 4 with alcohol
Situation 1:
Ana
has
Situation 1:
a
front
yard
Ana
has
front
yard
thermometer.
thermometer.
Group 1 - Using digital
Group 1 - Using digital
measuring 15 m long and 8
measuring 15 m long and 8
thermometer
thermometer
m wide.
m wide.
Group 2 - Using pictures of
Group 2 - Using pictures of
She wants to elevate it by
She wants to elevate it by
temperature readings
temperature readings
Group 3 - Using pictorials
Group 3 - Using pictorials
Group 4 Using alcohol
Group 4 Using alcohol
thermometer
thermometer
Let them discuss how they
Let them discuss how they
read and measure the
read and measure the
temperature
temperature
Group 1- Measure and read
Group 1- Measure and read
the pupils body temperature
the pupils body temperature
by putting the digital
by putting the digital
thermometer under their
thermometer under their
armpits. Record and compare
armpits. Record and compare
the results with the other
the results with the other
pupils.
pupils.
Group 2 - Read and record
Group 2 - Read and record
each thermometer reading
each thermometer reading
Group 3 - Give pictures and
Group 3 - Give pictures and
write if it is HOT or COLD
write if it is HOT or COLD
Picture of Baguio city
Picture of Baguio city
Picture of a dessert
Picture of a dessert
Picture of a glass of cold
Picture of a glass of cold
glass of water
glass of water
Picture of cup of coffee
Picture of cup of coffee
Group 4 - Give 2 glasses of
Group 4 - Give 2 glasses of
water, one has cold water
water, one has cold water
and the other has hot
and the other has hot
1
meter .
2
1
meter .
2
Situation 2:
Situation 2:
Litos business is to deliver
Litos business is to deliver
water to schools.
water to schools.
Her water tank measures 4
Her water tank measures 4
meters long, 2 meters wide,
meters long, 2 meters wide,
and 2 meters high.
and 2 meters high.
Every morning, he delivers a
Every morning, he delivers a
tank full of water to each of
tank full of water to each of
the schools
the schools
Guide and assist the pupils
Guide and assist the pupils
when doing the activity. Ask
when doing the activity. Ask
each group to show its work
each group to show its work
and to explain its output.
and to explain its output.
water, using alcohol
water, using alcohol
thermometer measure the
thermometer measure the
temperature of each
temperature of each
glasses. Read and record.
F.
Developing mastery

3)
glasses. Read and record.
After the activities are done,
After the activities are done,
let
let
How were you able to read
How were you able to read
the
groups
post
their
the
groups
post
their
created problems from the
created problems from the
and measure the
and measure the
given situations and let them
given situations and let them
temperature? Discuss.
temperature? Discuss.
follow the task below.
follow the task below.
Emphasize that C is read as
Emphasize that C is read as
degree Celsius it is used to
degree Celsius it is used to
the
the
express temperature. Discuss
express temperature. Discuss
the difference between an
the difference between an
alcohol and a digital
alcohol and a digital
thermometer.
thermometer.
on page _____ of LM Math
on page _____ of LM Math
class
to
solve
the
problem.
class
to
solve
the
problem.
Illustrate
and
solve
the
Illustrate
and
solve
problem with its solution.
problem with its solution.
Ask:
Ask:
How did you create
the
How did you create
problems?
problems?

under Explore and
Discover on page , LM Math
Grade 5.

under Explore and
Discover on page , LM Math
Grade 5.
the lesson
Grade 5
Grade 5
What did you do to be able to
What did you do to be able to
What is a temperature?
What is a temperature?
create problems involving the
create problems involving the
How can we measure
How can we measure
volume
volume
temperature?
temperature?
What are the parts of a
What are the parts of a
thermometer?
thermometer?
of
cube
and
rectangular prism?
What
I.
Evaluating learning
are
the
of
cube
and
rectangular prism?
steps
in
What
are
the
steps
in
creating problems?
creating problems?
What is the metric unit for
What is the metric unit for
Let the pupils make problems
Let the pupils make problems
measuring temperature?
Ask the pupils to find the
measuring temperature?
Ask the pupils to find the
involving the volume of a
involving the volume of a
temperature of the following.
temperature of the following.
rectangular
rectangular
A kettle of water was made
A kettle of water was made
prism
with
prism
with
corresponding answers based
corresponding answers based
to boil for 5 minutes more
to boil for 5 minutes more
on the given situations.
on the given situations.
than after it reached its
than after it reached its
boiling point. What is the
boiling point. What is the
temperature of the water?
temperature of the water?
In
constructing
new
building, a hole 4 m deep, 10
In
constructing
new
building, a hole 4 m deep, 10
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
m wide, and 115 m long was
m wide, and 115 m long was
What is the room
What is the room
dug in the ground.
dug in the ground.
temperature if the red liquid
temperature if the red liquid
A room is 15 m high, 4 m
A room is 15 m high, 4 m
(mercury) rose to 30 above
(mercury) rose to 30 above
wide and 10 m long.
wide and 10 m long.
the freezing point?
the freezing point?
A bar of gold is 25 dm long, 3
A bar of gold is 25 dm long, 3
dm wide, and 2 dm high.

Let
the
pupils
create
dm wide, and 2 dm high.

Let
the
pupils
create
Record your body
Record your body
problems involving volume,
problems involving volume,
temperature every hour.
temperature every hour.
then provide solutions.
then provide solutions.
Anas sewing box is 7 dm
Anas sewing box is 7 dm
long, 4 dm wide and 3 dm
long, 4 dm wide and 3 dm
high.
high.
An antique wooden chest is
An antique wooden chest is
in the form of a cube. Its
in the form of a cube. Its
edge is 20 cm.
edge is 20 cm.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and March 13-17, 2017
Time
Grade Level
Learning Areas
Quarter
Monday
Solves routine and nonroutine
of area, volume and
temperature.
Tuesday
problems involving temperature
of area, volume and
temperature.
Wednesday
in real-life
of area, volume and
temperature.
of area, volume and
temperature.

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.

area, volume and
situations.
C. Learning
each
estimates the
temperature(e.g. inside the
classroom).
estimates the
temperature(e.g. inside the
classroom).

temperature in real-life
situations

situations
M5ME-IVf-86
M5ME-IVf-86
M5ME-IVf-87
M5ME-IVf-87
I.
OBJECTIVES
II.
Thursday
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
Guide, M5ME- IVf-87
Guide, M5ME- IVf-87
Guide, M5ME- IVf-8
Guide, M5ME- IVf-8
Lesson Guide Grade 5
page409
page409
page409
page409
Mathematics For A Better Life
5 p.268- 269
5 p.268- 269
5 p.268- 269
5 p.268- 269
activity sheets, thermometer
activity sheets, thermometer
digital or liquid thermometer,
digital or liquid thermometer,
Friday
Weekly Test
IV.
PROCEDURES
the new lesson
the lesson
C. Presenting
new lesson

#1
activity sheets/cards
activity sheets/cards
Identify the part of the

thermometer.
Identify the part of the

thermometer.
Review about thermometer.
Review about thermometer.
Estimate the Temperature
Estimate the Temperature
Solves routine and non-
Solves routine and non-
(e.g. inside the classroom)
(e.g. inside the classroom)
routine problems involving
routine problems involving
How do you know if you have
How do you know if you have
Give the temperature when
Give the temperature when
a fever?
a fever?
the liquid or digital
the liquid or digital
One has a fever if ones body
One has a fever if ones body
thermometer is:
thermometer is:
temperature is above the
temperature is above the
at the freezing point of water
at the freezing point of water
normal body
normal body
10C below the normal body
10C below the normal body
temperature.
temperature.
The normal body
The normal body
temperature
temperature
temperature is 37C?
temperature is 37C?
25C above the boiling point
25C above the boiling point
What will you do if one of the
What will you do if one of the
of water
of water
members of your family has a
members of your family has
between 30C to 40C
between 30C to 40C
fever?
a fever?
at the boiling point of water

Show 2 glasses of water, one
at the boiling point of water

Show 2 glasses of water, one
class.
class.
has cold water and the other
has cold water and the other

her son Rommel has fever.
She got her thermometer and
found out that the mercury
level in the thermometer is at
38.5C, If the normal body
temperature is 37.5C, how
much higher is her sons
temperature than the normal
body temperature?

her son Rommel has fever.
She got her thermometer and
found out that the mercury
level in the thermometer is at
38.5C, If the normal body
temperature is 37.5C, how
much higher is her sons
temperature than the normal
body temperature?
has hot water.
has hot water.
Let the pupils get the actual
Let the pupils get the actual
temperature of the 2 glasses
temperature of the 2 glasses
of water. Record the results.
of water. Record the results.
Ask: Which of 2 has a higher
Ask: Which of 2 has a higher
temperature? lower
temperature? lower
temperature?
temperature?
How much higher is the
How much higher is the
Ask: What did Mother wants
Ask: What did Mother wants
temperature of one glass
temperature of one glass
to find out?
to find out?
than the other?
than the other?
What did she do?
What did she do?
Valuing: Getting the actual
Valuing: Getting the actual
What kind of mother is she?
What kind of mother is she?
temperature of ones body is
temperature of ones body is
Is your mother as kind as
Is your mother as kind as
important.
important.
Rommels mother?
Rommels mother?
Why should we read the
Why should we read the
Why is it important to know
Why is it important to know
thermometer with accuracy?
thermometer with accuracy?
ones temperature?
ones temperature?
Ask:
Ask:
What are the given
facts?
facts?

#2
F.
Developing mastery

3)
What are the given
problem?
problem?
What operation are you going
What operation are you going
to use?
to use?
What word/s suggests that
What word/s suggests that
we need only to estimate?

Say: Estimating is an
we need only to estimate?

Say: Estimating is an
one.
one.
Ask:
How
is
estimation
Ask:
How
is
estimation
Present a problem opener.
Present a problem opener.
The weather report in one

newspaper predicted the
lowest temperature for the
day to be 24C and the
highest at 32C. What was
the difference in the
predicted temperatures for
that day?
The weather report in one

newspaper predicted the
lowest temperature for the
day to be 24C and the
highest at 32C. What was
the difference in the
predicted temperatures for
that day?
Marina has a fever. At 12

noon, her temperature
increased by 1.8C from her
temperature at 7 A.M. Then
her temperature went down
by 1,3C at 5 P.M. At 11 P.M.,
her temperature rose again
by 1.1 C. If her temperature
at 11 P.M. was 39.7C, what
was her temperature at 7
A.M.?
Marina has a fever. At 12

noon, her temperature
increased by 1.8C from her
temperature at 7 A.M. Then
her temperature went down
by 1,3C at 5 P.M. At 11 P.M.,
her temperature rose again
by 1.1 C. If her temperature
at 11 P.M. was 39.7C, what
was her temperature at 7
A.M.?
Ask: How are you going to
Ask: How are you going to
solve each problem?

solve each problem?

done in the solution we have
done in the solution we have
learning teams. Ask the
learning teams. Ask the
in the problem?
in the problem?
groups to work together in
groups to work together in
Solve for the answer to each
Solve for the answer to each
numbers?
numbers?
problem. Give the learning
problem. Give the learning
teams enough time to do the
teams enough time to do the
the rounded numbers?
the rounded numbers?
task.
task.
Then what was done next?
Then what was done next?
Solution to Problem B : Using
Solution to Problem B : Using
Say :
Say :
the 4- Step Plan
the 4- Step Plan
the
Now, let us compare
actual
answer
to
the
Understand : Know what is
Understand : Know what is
estimated one.
estimated one.
asked : What was Marinas
asked : What was Marinas
Ask:
Ask:
temperature at 7 A.M.?
temperature at 7 A.M.?
39.9C - 1.3C
39.9C - 1.3C
Are the difference the
same or different?
How
near
estimated
or
will
actual
answer
to
the
Are the difference the
same or different?
far
answer
is
the
How
to
the
estimated
actual one?
What
the
Now, let us compare
near
or
far
answer
is
the
to
the
if
the
actual one?
you
do
if
the
What
will
you
do
or small compared to
or small compared to
the actual one?
the actual one?
Say:
Say:
There are times that
There are times that
the estimated answer is too
the estimated answer is too
long or small if we round both
long or small if we round both
the numbers to the highest
the numbers to the highest
place
place
value.
One
way
to
value.
One
way
to
make our estimated answer
make our estimated answer
compatible numbers.
compatible numbers.
________of the LM Math Grade
________of the LM Math Grade
these questions.
these questions.
4. Emphasize the estimating
4. Emphasize the estimating
of temperature.
of temperature.
able to arrive at the answer.
able to arrive at the answer.
to solve for the answer to
to solve for the answer to
The problems. ( Use the 4-
The problems. ( Use the 4-
step plan and illustrating a
step plan and illustrating a
diagram)
diagram)
Ask: Are there was by which
Ask: Are there was by which
you can solve the given
you can solve the given
problems?
problems?
The first problem is an
The first problem is an
example of a routine
example of a routine
problem. Routine problem
problem. Routine problem
solving concerns solving
solving concerns solving
problems that are useful for
problems that are useful for
daily living ( in the present or
daily living ( in the present or
future).
future).
The second problem is an
The second problem is an
example of a non routine
example of a non routine
problem. Non routine
problem. Non routine
problem solving is mostly
problem solving is mostly
concerned with developing
concerned with developing
pupils mathematical
pupils mathematical
reasoning
reasoning
power and fostering the
power and fostering the
understanding that
understanding that
mathematics is a creative
mathematics is a creative
endeavour.
endeavour.
This kind of problem helps
This kind of problem helps
the teacher to motivate and
the teacher to motivate and
challenge their pupils.
challenge their pupils.
Some strategies used in
Some strategies used in
this kinds of problem are
this kinds of problem are
Guess and Check, Drawing
Guess and Check, Drawing
Diagram,
Diagram,
Using patterns, Working
Using patterns, Working
Backwards.
Backwards.
I.
J.
the lesson
as follows.
as follows.
generalization by asking
generalization by asking
To estimate temperature,
round the number to the
highest place value and use
number to be estimated. This
will make your estimated
temperature reasonable.
Estimate the temperature.
How do you solve routine and
How do you solve routine and
nonroutine word problem
nonroutine word problem
solving involving temperature
solving involving temperature
in real life situation?
in real life situation?
Evaluating learning
To estimate temperature,
round the number to the
highest place value and use
number to be estimated. This
will make your estimated
temperature reasonable.
Estimate the temperature.
Give the estimated sum or
Give the estimated sum or
difference.
difference.
The recorded temperatures
The recorded temperatures
3.5 C higher than normal
3.5 C higher than normal
for 5 days were 21C, 27C,
for 5 days were 21C, 27C,
body temperature
body temperature
29.2C,29.8C and
29.2C,29.8C and
10.5C below 0C
10.5C below 0C
30C.What was the average
30C.What was the average
Halfway between 78.6C and
Halfway between 78.6C and
temperature?
temperature?
80.2C
80.2C
A freezer is set at 0C. Corina
A freezer is set at 0C. Corina
The sum of 32.4C and
The sum of 32.4C and
reset it to 8.5C. Did the
reset it to 8.5C. Did the
33.8C
33.8C
temperature in the freezer
temperature in the freezer
The difference between
The difference between
rise Or drop? By how many
rise Or drop? By how many
98.2C and 72.8C

Estimate the temperature by
98.2C and 72.8C

Estimate the temperature by
degree?
Solve the following problems;
degree?
Solve the following problems;
rounding method.
rounding method.
show the solution in your
show the solution in your
36.2C
36.2C
notebook.
notebook.
43.7C
43.7C
From the normal body
From the normal body
19.25C
19.25C
temperature, Josephs
temperature, Josephs
29.2C
29.2C
temperature rose by 2,5c
temperature rose by 2,5c
18.6C
18.6C
due to high fever. What is
due to high fever. What is
Josephs body temperature?
Josephs body temperature?
The temperature reading is
The temperature reading is
42C. It changed to
42C. It changed to
53.5C.by how much
53.5C.by how much
temperature was increased?
temperature was increased?

application or
remediation
V.
VI.
A.
B.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

C.
D.

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and March 20-24, 2017
Time
Grade Level
Learning Areas
Quarter
I.
OBJECTIVES
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
Monday
Tuesday
Wednesday
Interprets data presented in different kinds of line graphs (single to double-line graph)
REVIEW
of area, volume and
of area, volume and
temperature.
temperature.
area, volume and
situations.

area, volume and
situations.
interprets data presented in

different kinds of line graphs
(single to double-line graph).
interprets data presented in

(single to double-line graph).
M5SP-IVh-3.5
M5SP-IVh-3.5
Statistics and probability
Statistics and probability
Guide, M5SP-IVh-3.5
Guide, M5SP-IVh-3.5

Mathematics V pp.501-507

Mathematics V pp.501-507
Conduct a review on
Conduct a review on
interpreting data presented
in a bar graph.
in a bar graph.
Conduct a review on
Conduct a review on
in a bar graph.
in a bar graph.
III.
(LR) portal
IV.
PROCEDURES
the new lesson
Thursday
FOURTH PERIODICAL TEST
Friday
FOURTH PERIODICAL TEST

the lesson
C. Presenting
new lesson

#1

#2
Interprets data presented in

(single to double-line graph)
How many of you are
Interprets data presented in

(single to double-line graph)
How many of you are
observant with the days
observant with the days
temperature?
temperature?
Why does a weatherman
Why does a weatherman
inform us about temperature
inform us about temperature
readings?
readings?
Why do you think there is a
Why do you think there is a
need to check the days
need to check the days
temperature from time to
temperature from time to
time?
Present a line graph with
time?
Present a line graph with
complete parts and let the
complete parts and let the
pupil interpret the data.
pupil interpret the data.
Ask:
Ask:
What are the parts of a line
What are the parts of a line
graph?
graph?
Looking at the data, can you
Looking at the data, can you
interpret what is presented
interpret what is presented
by the graph? How?
by the graph? How?
How does a line graph help in
How does a line graph help in
data presentation?
data presentation?
Is it important to have an
Is it important to have an
accurate data? Why?

Group the pupils into five.
accurate data? Why?

Group the pupils into five.
Give activity sheets involving
Give activity sheets involving
line graph to each group for
line graph to each group for
interpretation.
interpretation.
Ask each group to work
Ask each group to work
together in interpreting the
together in interpreting the
data on the graph. Once
data on the graph. Once
finished, the assign member
finished, the assign member
will post their work on the
will post their work on the
F.
Developing mastery

3)
the lesson
I.
Evaluating learning
board and discuss their
board and discuss their
answer.
answer.
Each group will present their
Each group will present their
interpretation of the graph.
interpretation of the graph.
Then ask:
Then ask:
interpret the graph?
interpret the graph?
to use the data to interpret
to use the data to interpret
the graph.
the graph.
on pages ___of LM Math
on pages ___of LM Math
Grade V.
Grade V.
Have the pupilswork on items
Have the pupilswork on items
under Get Moving and the
under Get Moving and the
items under Keep Moving on
items under Keep Moving on
pages ____, LM Math Grade 5.
pages ____, LM Math Grade 5.


generalization of the lesson
generalization of the lesson
by asking: What are the parts
by asking: What are the parts
of a line graph? Why is it
of a line graph? Why is it
useful? How do we interpret
useful? How do we interpret
data presented on a line
data presented on a line
graph?
graph?
Study the line graph, and

then answer the question
below.
Study the line graph, and

then answer the question
below.
What is the title of the graph?
What is the title of the graph?
How many mangoes were
How many mangoes were
harvested for the first two
harvested for the first two
J.

application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
D.
No. of learners who

earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
weeks?
weeks?
In what week was there the
In what week was there the
greatest amount of harvest?
greatest amount of harvest?
What is the least amount of
What is the least amount of
mango harvested?
mango harvested?
What is the total amount of
What is the total amount of
harvest for six weeks?
harvest for six weeks?
Make a bar graph on your

own.
Make a bar graph on your

own.

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GRADES 1 to 12

DAILY LESSON LOG

1. is able to recognize and

1. is able to recognize and

1. is able to recognize and

1. is able to recognize and

2. is able to apply divisibility,

2. is able to apply divisibility,

2. is able to apply divisibility,

2. is able to apply divisibility,

finds the common factors

finds the common factors

finds the common factors

finds the common factors

Skip counting and Number

Skip counting and Number

the common factors

and the GCF of two - four

and the GCF of two - four

TM Math Grade 4 pages 118 -

TM Math Grade 4 pages 118 -

TM Math Grade 4 pages 122 -

TM Math Grade 4 pages 122 -

LM Math Grade 5 pages 1 to

LM Math Grade 5 pages 1 to

LM Math Grade 5 pages ___

LM Math Grade 5 pages ___

flashcards, strips of cartolina,

flashcards, strips of cartolina,

coins, boxes, ruler

coins, boxes, ruler

Review how to use the listing

Review how to use the listing

method to get the LCM of the

method to get the LCM of the

number whether it is prime

composite numbers. The first

or composite numbers. The

pupil who answers correctly

climbs one step of the ladder.

correctly climbs one step of

The group who first reaches

Math @ work 6 page 136

number whether it is prime or

Math @ work 6 page 136

strips of cartolina, boxes,

strips of cartolina, boxes,

the top is the winner.

The group who first reaches

B. Establishing a purpose for

Identify the multiples of a

Identify the multiples of a

Find the common multiples

Find the common multiples

Write the LCM of the given

Write the LCM of the given

helping her mother in their

helping her mother in their

girl collecting used plastic