School: SAN RAFAEL-SAN ROQUE ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: CHARMAYNE C. DATOR Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: JUNE 10-14, 2019 (WEEK 2) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
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 Uses divisibility rules for 3, 6 and Uses divisibility rules for 3, 6 and 9 Uses divisibility rules for 4, 8, 12 and 11
Competencies/Objectives 2, 5 and 10to find 9 to find common factors to find common factors to find common factors
Write the LC code for each common factors M5NS-Ib-58.2/ Page 53 of 109 M5NS-Ib-58.2/ Page 53 of 109 Code: M5NS-Ib 58.3/ Page 53 of 109 Weekly Test
Code: M5NS-Ib
58.1/Page 53 of 109
II. CONTENT Using Divisibility rules Using Divisibility rules for 3, 6 Using Divisibility rules for 3, 6 and 9 Using Divisibility rules for 4, 8, 12 and
for 2, 5 and 10 to find and 9 to find common factors to find common factors 11 to find common factors
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 TG/Week 2
2. Learner’s Material pages LM/Week 2/DLP Gr. 4 LM/Week 2/DLP Gr. 5 Module 1, LM/Week 2/DLP Gr. 5 Module 1, 12 LM/Week 2 /DLP Gr. 5 Module 1, 12
Module 4, Gr. 5 12  Lesson Guide in Elem.
Module 1, 12  Lesson Guide in Elem. Math Gr. 5 p.51, 57
 Lesson Guide in Elem. Math Gr. 5 p.51, 57
Math Gr. 5 p.48
3. Textbook pages Growing Up with Math 5 Growing Up with Math 5 p. 97 Growing Up with Math 5 p. 97 Growing Up with Math 5 p. 97
p. 97

4. Additional Materials from

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

1.4 2.3 3.5 4.6 423

4124 4124
5.8
846
875 875
630
726 726

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

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

C. Presenting examples/instances 1.Presentation 1.Presentation 1.Presentation 1.Presentation

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

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

2560

G. Finding practical applications . Applying to New and Applying to New and Other Applying to New and Other Applying to New and Other Situations
of concepts and skills in daily
Other Situations Situations Situations Have the pupils do the exercises under
living
Have the pupils do the Have the pupils do the exercises Have the pupils do the exercises Apply your Skills on page LM Math
exercises under Apply under Apply your Skills on page under Apply your Skills on page Grade V. Encourage some pupils to
your Skills on page LM LM Math Grade V. Encourage LM Math Grade V. Encourage show and discuss the answers.
Math Grade V. some pupils to show and discuss some pupils to show and discuss
Encourage some pupils the answers. the answers.
to show and discuss the
answers.
H. Making generalizations and Summarizing the Lesson Summarizing the Lesson Summarizing the Lesson Summarizing the Lesson
abstractions about the lesson How do we find the
How do we find the factors of a How do we find the factors of a How do we find the factors of
factors of a number using
divisibility rules? number using divisibility rules? number using divisibility rules? a number using divisibility rules?
•We recall and apply the
•We recall and apply the rules on •We recall and apply the rules on •We recall and apply the rules on
rules on divisibility for 2,
5 and 10. divisibility for 3, 6 or 9 . divisibility for 3, 6 or 9 . divisibility for 4, 8, 12 or 11
 Divisibility rule for 2
Divisible by 3: sum of digits of Divisible by 3: sum of digits of
All even nos. are
divisible by 2 the number is divisible by 3 the number is divisible by 3
Divisibility rule for 5
Divisible by 6: number is Divisible by 6: number is divisible
Numbers ending in 0 and
5 are divisible by 5 divisible by both 2 and 3 by both 2 and 3
Divisibility rule for 10
Divisible by 9: sum of the digits Divisible by 9: sum of the digits
Numbers ending in 0 are
divisible by 10 of the number is divisible by 9 of the number is divisible by 9
I. Evaluating learning C.Assessment C.Assessment C.Assessment C. Assessment
Using the divisibility Using the divisibility rule, encircle Using the divisibility rule, encircle Using the divisibility rule, encircle the
rule, encircle the the numbers whose factors are the numbers whose factors are numbers whose factors are the given
numbers whose the given number before each the given number before each number before each item.
factors are the given item. item. 4___ 1. 84 480 60 264
number before each 3___ 1. 84 346 57 3___ 1. 84 346 57 8____ 2.2000 3928
item. 264 264 6000 846
2__ _ 1. 88 9____ 2.299 627 657 9____ 2.299 627 657 12___3.372 756 840 579
470 90 846 846 11____4.378 352 1132 143
 294 3____ 3.312 799 843 3____ 3.312 799 843 4____5.477 524 296 342
5__ __ 2.5000 579 579
7528 6010 6_____4.378 216 1953 6_____4.378 216 1953
845 117 117
10_ __3.370 6_____5.477 357 296 6_____5.477 357 296
950 840 346 346
530
10____4.370
355 3455
140
5 ___5.470
830 525
450
J. Additional activities for Remediation Remediation Remediation D.Home Activity
application or remediation Write on the blank Using the divisibility rule Using the divisibility rule Remediation
before each item put a check on the blank if the put a check on the blank if the Using the divisibility rule, put a check
whether the given second number is a factor of the second number is a factor of the on the blank if the second number is a
number is divisible by 2, first number. first number. factor of the first number.
5 and 10 1. 459,3 _____ 1. 459,3 _____ 1. 436,4 _____
1. 16 _______ 2. 261,6 _____ 2. 261,6 _____ 2. 263,12 _____
2. 125 ______ 3. 6453,9 ____ 3. 6453,9 ____ 3. 2328,8 ____
3. 30 _______ 4. 345,3 _____ 4. 345,3 _____ 4. 346,4 _____
4. 344 ______ 5. 114,6 _____ 5. 114,6 _____ 5. 114,11 _____
5. 650 ______ 6. 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?

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