School: New DEPED daily lesson log at www.teachershq.

com Grade Level: V

GRADES 1 to 12 Teacher: File Created by Ma’am ROSA HILDA P. SANTOS Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: JUNE 12-16, 2017 (WEEK 2) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards HOLIDAY
Independence Day) 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

B. Performance Standards
1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in
mathematical problems and real-life situations.

C. Learning Uses divisibility rules for 2, 5 and Uses divisibility rules for 3, 6 and 9 Uses divisibility rules for 4, 8, 12 and 11
Competencies/Objectives 10to find common factors to find common factors to find common factors
Write the LC code for each Code: M5NS-Ib 58.1/Page 53 of M5NS-Ib-58.2/ Page 53 of 109 Code: M5NS-Ib 58.3/ Page 53 of 109 Weekly Test
109

II. CONTENT Using Divisibility rules for 2, 5 Using Divisibility rules for 3, 6 and 9 Using Divisibility rules for 4, 8, 12 and
and 10 to find common factors to find common factors 11 to find common factors
III. LEARNING RESOURCES
A. References Curriculum Guide in Math 5
1. Teacher’s Guide pages TG/Week 2 TG/Week 2 TG/Week 2
2. Learner’s Material pages LM/Week 2/DLP Gr. 4 Module 4, LM/Week 2/DLP Gr. 5 Module 1, 12 LM/Week 2 /DLP Gr. 5 Module 1, 12
Gr. 5  Lesson Guide in Elem.
Module 1, 12 Math Gr. 5 p.51, 57
 Lesson Guide in Elem.
Math Gr. 5 p.48
3. Textbook pages Growing Up with Math 5 p. 97 Growing Up with Math 5 p. 97 Growing Up with Math 5 p. 97

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources flash cards, pocket chart, flash cards, pocket chart, problem flash cards, pocket chart, problem
problem written on the chart.
written on the chart. written on the chart.
IV. PROCEDURES
 A. Reviewing previous lesson 1.Drill 1.Drill 1.Drill
or presenting the new Division Division
Mental Drills on Easy Division (3-digit
lesson a.426 ÷ 6 = n a.488 ÷ 8 = n
dividends by 1-digit divisor) using b.164 ÷ 2 = n b.168 ÷ 4 = n
c.357 ÷ 7 = n c.132 ÷ 12 = n
flash cards
d.555 ÷ 5 = n d.143 ÷ 11 = n
a.248÷ 4 = n
b.126 ÷ 3 = n 2.Review 2.Review
Conduct a review on the Conduct a review on the divisibility
c.522 ÷ 6 = n divisibility rules of 2, 5 and 10. rules of 3, 6 and 9.
d.255 ÷ 5 = n Teacher produces small Teacher produces small cards with
cards with check marks. Have check marks. Have students place the
2.Review students place the check cards check cards under the correct column
On multiples of a number under the correct column by by which the numbers are visible
which the numbers are visible. 3 6 9
Give the first three multiples of: 2 5 10
1.4 2.3 3.5 4.6 5.8 4110
4000
423
4124
846
875
630
726

B. Establishing a purpose for the 3.Motivation 3.Motivation 3.Motivation

lesson Playing “the boat is sinking”
Who among you are members of Who among you are actively
The students will group
themselves according to the number the student council? As a member participating in the outreach programs
called out by the teacher. Students
what do you usually do to help of your school? Are you happy with
who failed to group themselves
according to that number sit down your co- students in school? your participation?
and are out of the game.
Original File Submitted and Formatted
While the game is in
progress, teacher writes data on the by DepEd Club Member - visit
board.
depedclub.com for more

C. Presenting examples/instances 1.Presentation

On a certain bakery, there were 1.Presentation
The school janitors are setting 1.Presentation
of the new lesson Present
up theeach problem
hall for to the class.
the students’ Present the problem to the class.
Present the problem
230 monay breads to the class.
be placed
council meeting. There are a
on trays. The baker wants to total of 297 monoblock chairs
which they have to set up in
arrange them in either 2, 5 or 10
either rows of 3,6 or 9. Which
rows. Would it be possible for are possible set ups?
 During the Oplan Kalinisan, 1000
pupils joined the cleanliness
campaign. Teacher Edna thought
of dividing them into 8 members
each. Was she able to divide them
with every student as a member of
a group ?
a. Ask the students: If you
were one of those who have to set
up the hall, what would you do?
Ask: How many monay breads were Would you got ahead and try to
make rows of 3, 6 or 9? Is there an
in the bakery? easier way? Ask: How many pupils joined the
What does the problem askedyou to b. Tell the students that campaign?
using the divisibility rules will help What does the problem
find in identifying if a number is askedyou to find?
How will you find the answer to the divisible by another number How will you find the
without actual division. answer to the problem
problem? c. Elicit examples of
numbers that are divisible by 3,6
or 9.Have the students look at the
sum of the digits of each of the
numbers. Elicit patterns and
observations.
D. Discussing new concepts and 2.Performing the Activities 2.Performing the Activities 2. Performing the Activities
practicing new skills #1 Ask the pupils to work in pairs in Group the pupils into four working Ask the pupils to work in pairs in
solving the problem. teams and have them perform the solving the problem.
Solution 1A : Dividing 230 by 2 task. Solution 1 : Dividing 1000 by 8
230 ÷ 2 = 165,arranging the 1000 ÷ 8 = 125, each student is a
breads by 2’s is possible member of the group
Solution 1B : Using the divisibility Solution 2 : Using the divisibility rule
rule for 2 for 8
All even nos. are divisible by 2 A number ending in three zeros is
230 is an even no., therefore it is divisible by 8
divisible by 2, arrangement of bread 1000 ends in three zeros, therefore it is
by 2’s is possible divisible by 8,each student is a member
Solution 2A: Dividing 230 by 5 of the group
230 ÷ 5 = 46, arranging by
5’s is possible Group Activity: Using the divisibility
Solution 2B: Using the divisibility rules for 4, 8, 12 or 11
rule for 5
Numbers ending in 0 and 5 are
divisible by 5
230 ends in 0, therefore it is divisible
 by 5, arrangement of bread by 5’s is
possible.

Solution 3A: Dividing 230 by 10

230 ÷ 10 = 23, arranging
breads by 10’s is possible
Solution 3B: Using divisibility rule
for 10
Numbers ending in 0 are divisible by
10
230 ends in 0, therefore it is divisible
by 10, arrangement of breads by
10’s is possible
Group Activity: Using the divisibility
rules for 2, 5 and 10

E. Discussing new concepts and Processing the Activities 3.Processing the Activities
practicing new skills #2 Processing the Activities •We used the divisibility rule to •How did you find the activity?
•How did you find the activity? know if the number is divisible by •How did we know if a number is
•How did we know if a number is 3 ,6 or 9 divisible by another number?
divisible by another number? •The number is divisible by 3,6 or •How did we know if 4 8 12 and 11 are
•How did we know if 2 , 5 and 10 9 if they have these numbers as factors of a number?
are factors of a number? their factors

F. Developing mastery . Reinforcing the Concept and Skill 4.Reinforcing the Concept and 4.Reinforcing the Concept and Skill
(Leads to Formative
Discuss the presentation. On page Skill Discuss the presentation. On page ___
Assessment 3)
___ of LM Math Grade V, Discuss the presentation. On page of LM Math Grade V,
Have the pupils solve the following ___ of LM Math Grade V, Have the pupils solve the following
exercises. Have the pupils solve the exercises.
 Put a check under the correct following exercises. Put a check under the correct column
column applying the rules for Put a check under the correct applying the rules for divisibility.
divisibility.\ column applying the rules for 4 8 12
2 5 10 divisibility
56784
3 6 9
6345
5000
315
8000
4376
120
4970
1224
8640
2560
4176

G. Finding practical applications . Applying to New and Other Applying to New and Other Applying to New and Other Situations
of concepts and skills in daily
Situations Situations Have the pupils do the exercises under
living
Have the pupils do the exercises Have the pupils do the exercises Apply your Skills on page LM Math
under Apply your Skills on page LM under Apply your Skills on page Grade V. Encourage some pupils to
Math Grade V. Encourage some LM Math Grade V. Encourage show and discuss the answers.
pupils to show and discuss the some pupils to show and discuss
answers. the answers.
H. Making generalizations and Summarizing the Lesson Summarizing the Lesson Summarizing the Lesson
abstractions about the lesson How do we find the factors of a
How do we find the factors of a How do we find the factors of
number using divisibility rules?
•We recall and apply the rules on number using divisibility rules? a number using divisibility rules?
divisibility for 2, 5 and 10.
•We recall and apply the rules on •We recall and apply the rules on
 Divisibility rule for 2
All even nos. are divisible by 2 divisibility for 3, 6 or 9 . divisibility for 4, 8, 12 or 11
Divisibility rule for 5
Divisible by 3: sum of digits of
Numbers ending in 0 and 5 are
divisible by 5 the number is divisible by 3
Divisibility rule for 10
Divisible by 6: number is divisible
Numbers ending in 0 are divisible by
10 by both 2 and 3
Divisible by 9: sum of the digits
 of the number is divisible by 9
I. Evaluating learning C.Assessment C.Assessment C. Assessment
Using the divisibility rule, Using the divisibility rule, encircle Using the divisibility rule, encircle the
encircle the numbers whose the numbers whose factors are numbers whose factors are the given
factors are the given number the given number before each number before each item.
before each item. item. 4___ 1. 84 480 60 264
2__ _ 1. 88 470 3___ 1. 84 346 57 8____ 2.2000 3928
90 294 264 6000 846
5__ __ 2.5000 7528 9____ 2.299 627 657 12___3.372 756 840 579
6010 845 846 11____4.378 352 1132 143
10_ __3.370 950 3____ 3.312 799 843 4____5.477 524 296 342
840 530 579
10____4.370 355 6_____4.378 216 1953
3455 140 117
5 ___5.470 830 6_____5.477 357 296
525 450 346
J. Additional activities for Remediation Remediation D.Home Activity
application or remediation Write on the blank before each item Using the divisibility rule Remediation
whether the given number is put a check on the blank if the Using the divisibility rule, put a check
divisible by 2, 5 and 10 second number is a factor of the on the blank if the second number is a
1. 16 _______ first number. factor of the first number.
2. 125 ______ 1. 459,3 _____ 1. 436,4 _____
3. 30 _______ 2. 261,6 _____ 2. 263,12 _____
4. 344 ______ 3. 6453,9 ____ 3. 2328,8 ____
5. 650 ______ 4. 345,3 _____ 4. 346,4 _____
5. 114,6 _____ 5. 114,11 _____
6.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

New DEPED daily lesson log at www.teachershq.com

File Created by Ma’am ROSA HILDA P. SANTOS