GRADES 1 to 12 School: WRIGHT I CENTRAL ELEMENTARY SCHOOL Grade Level: V

DAILY LESSON Teacher: ELINO H. ABALOS Learning Area: MATHEMATICS

LOG Quarter: 1ST QUARTER
Teaching Dates and
Time: OCTOBER 9 – 13, 2023 (WEEK 7) School Head: ROWENA L. BABON, Ph.D.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards *Demonstrates *Demonstrates *Demonstrates *Demonstrates *Demonstrates
understanding of whole understanding of whole understanding of whole understanding of whole understanding of whole
numbers up to 10 000 000 numbers up to 10 000 000 numbers up to 10 000 000 numbers up to 10 000 000 numbers up to 10 000 000
*Demonstrates *Demonstrates *Demonstrates *Demonstrates *Demonstrates
understanding of understanding of divisibility, understanding of divisibility, understanding of divisibility, understanding of divisibility,
divisibility, order of order of operations, factors order of operations, factors order of operations, factors order of operations, factors
operations, factors and and multiples and the four and multiples and the four and multiples and the four and multiples and the four
multiples and the four fundamental operations fundamental operations fundamental operations fundamental operations
fundamental operations involving fraction involving fraction involving fraction involving fraction
involving fraction
B.Performance Standards *The learner is able to *The learner is able to *The learner is able to *The learner is able to *The learner is able to
recognize and represent recognize and represent recognize and represent recognize and represent recognize and represent
whole numbers up to 10 whole numbers up to 10 whole numbers up to 10 whole numbers up to 10 000 whole numbers up to 10
000 000 in various forms 000 000 in various forms 000 000 in various forms 000 in various forms and 000 000 in various forms
and contexts. and contexts. and contexts. contexts. and contexts.
*The learner is able to *The learner is able to apply *The learner is able to apply *The learner is able to apply *The learner is able to apply
apply divisibility, order of divisibility, order of divisibility, order of divisibility, order of divisibility, order of
operations, factors and operations, factors and operations, factors and operations, factors and operations, factors and
multiples and the four multiples and the four multiples and the four multiples and the four multiples and the four
fundamental operations fundamental operations fundamental operations fundamental operations fundamental operations
involving fractions in involving fractions in involving fractions in involving fractions in involving fractions in
mathematical problems mathematical problems and mathematical problems and mathematical problems and mathematical problems and
and real-life situations real-life situations real-life situations real-life situations real-life situations
C.Learning Visualizes multiplication of Multiplies a fraction and a Multiplies a fraction and Multiplies a whole number Multiplies mentally proper
Competencies/Objectives fractions using models whole number M5NS-Ig- another fraction M5NS-Ig- and a fraction M5NS-Ig-90.1 fractions with denominators
M5NS-Ig-88.2, 90.1, 90.1 up to 10
M5NS-Ig-90.1
II.CONTENT Number and number
Sense
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. 55 CG p. 55 CG p. 55 CG p. 55 CG p. 55
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource metacards, pocket chart, Show me cards, chart fraction cards, picture, show–me-boards, real objects Charts, flash cards
colored paper, acetate film activity sheet, power point
presentation
IV.PROCEDURES
A.Reviewing previous lesson or Directions: Change the Drill Drill Drill 1. Drill
presenting the new lesson following fractions to Directions: Determine Strategy: “PASS IT ON” Visualization of fractions Directions: Have a drill on
lowest terms. whether the fraction is in Materials: Activity Sheet Strategy: drawing on show- basic multiplication and
Review lowest terms. Clap once and Flash Cards me-boards division facts
LET’S MATCH THE BOXES when YES and clap twice Review Directions: Show the using flash cards
Materials: fraction when NO Strategy: “WHERE’S MY following by drawing 2. Review
metacards Review BABY?” Review Strategy : Cooperative
Individual Activity Strategy: Group Contest Learning
Materials: Show-me-cards Multiplying Fraction by
Whole
B.Establishing a purpose for the (Show a different colored Who among you have Show a picture of a whole Who among you are members We’re done with multiplying
lesson papers that have been vegetables garden at your pizza. of any organization in school? whole number and a
folded into backyard? Into how many parts does In what club are you a fraction.
halves, thirds, fourths, What are the plants planted this pizza divided? member? What are the Let us now try to multiply
etc.) Class, into how many in your vegetable garden? When you have slices of activities that you and your fractions mentally
equal parts is this How does it help you and pizza, what do you usually co-members do?
paper divided? your family? do?
Now we will help Mang Are you willing to share part
Pilo in his vegetable farm. of it to someone?
C.Presenting Examples/ instances Presentation of the Presentation of the problem Strategy: Problem Opener Strategy: Problem Opener Strategy: Problem Opener
of the new lesson problem ( using Concept ( using Concept Development ( using Concept
Development Development
D.Discussing new concepts and Performing Activities Performing the Activities The teacher must first ask Performing the Activities Performing the Activities
practicing new skills #1 Answer the following Group Work some comprehension  Pupils will be divided into 4 Group the pupils into five
questions: Group the class into five questions about the teams. learning teams. Let
Questions teams. Let them solve the problem.  Each team will be given them answer the given
a. What are given? problem for a few minutes  What did Lita receive? objects like popsicle sticks, questions mentally
b. What is being asked? Materials: cutouts of caps or other real objects.
c. What is the number animals and their respective  They are going to take one-
sentence? baby animals. fifth of the 40 objects and
Mechanics: determine how many one-
a) This activity will be done fifth of them is.
by the whole class.  They can use other fraction
b) Teacher will distribute and record their answers.
cutouts of animals with  The pupils must also write
fraction. the number sentences
c) Cutouts of mother Original File Submitted and
animals with exercises on Formatted by DepEd Club
multiplying Member - visit
fraction and a whole depedclub.com for more
number will be posted on
the board.
34 x 3 , 56 X 2 , 17 x 4 , 23 x
6 , 45 8
d) Pupils in pair will solve
the exercises and look for
the cutout of the baby
animal which has the
correct answer.
e) As they found the baby
animal, they will go to the
board and post the baby
beside its mother animal.
f) Joker will be provided by
having other baby animals
with incorrect answers.
a)
 The first pupil in each
group gives the answer in
lowest term.
 The group who gives the
correct answer will be given
a point.
 Continue this activity up to
5th or 6th round.
 The group with the most
number of points will be the
winner.
 What part of a pie did she
receive?
 Why did Lita share her
pizza to her seatmate?
 If you were Lita will you do
the same? Why?
b. Analyze the problem by
asking the following
 questions:
 What is asked in the
problem?
 What are given in the
problem?
 What do you think are the
operations to be used to
solve the problem?
 How will you solve the
problem?
 What equation can you
make to solve the problem?
E. Discussing new concepts and Processing Activities After all the groups have Group the pupils into five Processing the Activities Processing the Activities
practicing new skills #2  What are given in the presented their answers, working teams. Ask them to  What is asked in the How did you find the
problem? look back at the given work cooperatively in problem? activity?
Expected Answer example. finding the answers to the  What facts are given? How did you get the product
3/4 hectare piece of land To multiply a fraction and a problem. Give them enough  What operation are we without using paper and
and 1/3 of it with sweet whole number, consider time to think and perform going to use? pencil? To what kind of
corn the whole number as a the task. N= 15 of 40 fractions are dealing with?
 What is being asked? fraction whose denominator N= 15 x 40 For solution 1 – we multiply
Expected Answer is 1.  How did you get 8? the numerator by
The part of the land We follow the following  How do you change 40 into numerator,
planted with sweet corn. procedure, a fraction? denominator by the
 What is the number  So, what would be the denominator and reduce
sentence? equation now? the answer to
Expected Answer N= 15 x 401 simplest form .
1/3 x 3/4 = N  What do you do with the For solution 2 - we apply
Let us use this piece of numerator? Denominator? cross cancellation by using
cartolina to visualize the  How do you express your the
land of Mang Pilo. product? the GCF.
If this whole cartolina
represents 1 hectare, how
will you represent the ¾
hectare piece of land
(Pupils may fold the whole
colored paper horizontally
into 4 equal parts and
then shade 𝟑𝟒.)
F.Developing Mastery Directions: Try to visualize Multiply the following Directions: Find the product. Reinforcing the Concept and Directions: Give the
this problem using paper- fractions. Reduce the Express the answer in Skill products of the following
folding method. answer to simplest form if A. Directions: Find the mentally
lowest terms if possible possible products of the following. Use
 cancellation before
multiplying whenever
possible.
G.Finding Parctical application of Directions: Visualize the Multiply the following Group Activity: Applying to New and Other Directions: Using the data
concepts and skills in daily living answer the problem below fractions. Reduce the Directions: Find each Situations below, create a problem for
Luisa help her mother answer to product. Express the answer Directions: Read and solve each of
cleaning their house. He lowest terms if possible in lowest term each problem carefully. Label the following:
finished cleaning after 5/6 if possible. all a. One-step word problem
of an hour. If she spend answers. involving addition of
2/7 of it sweeping the a. Brian has 4 liters of paint. fractions
floor, what part of an hour He used 58 of it to paint the b. One-step word problem
did she spend sweeping doghouse. How many liters of involving subtraction of
the floor? paint was used for the fractions
doghouse. c. Two-step word problem
b. In a class of 48 pupils, 46 involving addition and
were boys. How many were subtraction
girls? of fractions
c. During a sale, Joy paid only Name Fruit Bought Quantity
34 of the price of the bag. (in kg)
How much did she pay if the 1. Sharon Lanzones ½
bag had a marked price of 2. Tabern Guava ½
Php500? 3. Dick Rambutan ¼
H.Making generalization and To visualize multiplication How do we multiply To multiply fraction by Summarizing the Lesson  Lead the pupils to give the
abstraction about the lesson of fractions: fractions and a whole another fraction: To multiply fraction by a generalization.
 We can use paper number?  Multiply both the whole number, How do you multiply
folding, drawing and the numerators.  Multiply the whole number mentally proper fractions?
like  Multiply both the by the numerator of the  To create word problems
denominators. fraction to get the numerator involving addition or
 Express or reduce the of the product. subtraction of fractions do
answer in lowest term if  Copy the denominator of the following:
possible. the fraction to get the  Familiarize yourself with
denominator of the concept.
the product.  Think of the problem you
 Express the obtained want to create.
product in lowest terms a. Consider the character,
cite the situation/setting,
data presented, word
problem to be created, and
the key question.
b. Ensure that the word
problem is clearly stated
and practical.
I.Evaluating learning Directions: Illustrate the Multiply the following Directions: Find the product Directions: Write each answer Directions: Using the data
product of the following fractions. Reduce the and reduce the answer in in lowest term. below, create a one –step
using drawing. answer to lowest lowest term if a) 5x7/8 = N word problem
𝑎.9/10 of 16/20 terms if possible. possible. b) 3/7 x 21 = N involving (a) addition of
𝑏.4/12 of 1/4 c) 1/5x23 = N fractions and (b) subtraction
𝑐. 4/5 of 3/7 d) What is 1/4 of 80? of
𝑑. 6/9 of /14 e) How many is 27 of 1/4? fractions.
𝑒. 5/ 6 of 7/12
J.additional activities for Directions: Visualize the Directions: Find the product. Give the product in simplest Directions: Find the product. Directions: Give the
application or remediation product of the following Reduce the answers in their form. Express the answers in lowest product:
using paper-folding lowest terms. a. ½ x ¾ =
method. terms if possible. a. 4 x 2/ 5 = ________ b. 78x 1/2=
b. 8 x 5/7 = ________ c. 4 5x 7/9=
c. 5/9 x 11 = ________
d. 4/7 x 15 = ________
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% ___Lesson carried. Move ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move on
in the evaluation on to the next objective. to the next objective. to the next objective. to the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got _____% of the pupils got _____% of the pupils got _____% of the pupils got 80% _____% of the pupils got
80% mastery 80% mastery 80% mastery mastery 80% mastery
B.No.of learners who require ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find
additional activities for difficulties in answering difficulties in answering difficulties in answering difficulties in answering their difficulties in answering
remediation their lesson. their lesson. their lesson. lesson. their lesson.
___Pupils found difficulties ___Pupils found difficulties ___Pupils found difficulties ___Pupils found difficulties in ___Pupils found difficulties
in answering their lesson. in answering their lesson. in answering their lesson. answering their lesson. in answering their lesson.
___Pupils did not enjoy ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the
the lesson because of lack lesson because of lack of lesson because of lack of lesson because of lack of lesson because of lack of
of knowledge, skills and knowledge, skills and knowledge, skills and knowledge, skills and interest knowledge, skills and
interest about the lesson. interest about the lesson. interest about the lesson. about the lesson. interest about the lesson.
___Pupils were interested ___Pupils were interested ___Pupils were interested ___Pupils were interested on ___Pupils were interested
on the lesson, despite of on the lesson, despite of on the lesson, despite of the lesson, despite of some on the lesson, despite of
some difficulties some difficulties some difficulties difficulties encountered in some difficulties
encountered in answering encountered in answering encountered in answering answering the questions encountered in answering
the questions asked by the the questions asked by the the questions asked by the asked by the teacher. the questions asked by the
teacher. teacher. teacher. ___Pupils mastered the teacher.
___Pupils mastered the ___Pupils mastered the ___Pupils mastered the lesson despite of limited ___Pupils mastered the
lesson despite of limited lesson despite of limited lesson despite of limited resources used by the lesson despite of limited
resources used by the resources used by the resources used by the teacher. resources used by the
teacher. teacher. teacher. ___Majority of the pupils teacher.
___Majority of the pupils ___Majority of the pupils ___Majority of the pupils finished their work on time. ___Majority of the pupils
 finished their work on finished their work on time. finished their work on time. ___Some pupils did not finish finished their work on time.
time. ___Some pupils did not ___Some pupils did not their work on time due to ___Some pupils did not
___Some pupils did not finish their work on time finish their work on time unnecessary behavior. finish their work on time
finish their work on time due to unnecessary due to unnecessary due to unnecessary
due to unnecessary behavior. behavior. behavior.
behavior.

C.Did the remedial work? No.of ___ of Learners who ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
learners who have caught up with earned 80% above 80% above 80% above 80% above 80% above
the lesson
D.No. of learners who continue to ___ of Learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation require additional additional activities for additional activities for additional activities for additional activities for
activities for remediation remediation remediation remediation remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who caught ____ of Learners who
work? caught up the lesson caught up the lesson caught up the lesson up the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who continue ___ of Learners who
which my principal or supervisor continue to require continue to require continue to require to require remediation continue to require
can helpme solve? remediation remediation remediation remediation
G.What innovation or localized Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
materials did used/discover which well: well: well: well: well:
I wish to share with other
teachers? ● ___Metacognitiv ● ___Metacognitive ● ___Metacognitive ● ___Metacognitive ● ___Metacognitive
e Development: Development: Examples: Development: Examples: Development: Examples: Self Development: Examples:
Examples: Self Self assessments, note Self assessments, note assessments, note taking and Self assessments, note
assessments, note taking taking and studying taking and studying studying techniques, and taking and studying
and studying techniques, techniques, and vocabulary techniques, and vocabulary vocabulary assignments. techniques, and vocabulary
and vocabulary assignments. assignments. assignments.
assignments. ● ___Bridging:
● ___Bridging: ● ___Bridging: Examples: Think-pair-share, ● ___Bridging:
● ___Bridging: Examples: Think-pair-share, Examples: Think-pair-share, quick-writes, and anticipatory Examples: Think-pair-share,
Examples: Think-pair- quick-writes, and quick-writes, and charts. quick-writes, and
share, quick-writes, and anticipatory charts. anticipatory charts. anticipatory charts.
anticipatory charts. ●
● ● ●
● ● ___Schema-Building:
● ___Schema- ● ___Schema- Examples: Compare and ● ___Schema-
● ___Schema- Building: Examples: Building: Examples: contrast, jigsaw learning, peer Building: Examples:
Building: Examples: Compare and contrast, Compare and contrast, teaching, and projects. Compare and contrast,
Compare and contrast, jigsaw learning, peer jigsaw learning, peer jigsaw learning, peer
jigsaw learning, peer teaching, and projects. teaching, and projects. teaching, and projects.
●
teaching, and projects.
● ● ●
● ● ___Contextualizatio
● ___Contextualizati ● ___Contextualizati n: ● ___Contextualizati
● ___Contextualiza on: on: on:
● Examples:
tion:
● Examples: ● Examples: Demonstrations, media, ● Examples:
● Examples: Demonstrations, media, Demonstrations, media, manipulatives, repetition, and Demonstrations, media,
Demonstrations, media, manipulatives, repetition, manipulatives, repetition, local opportunities. manipulatives, repetition,
manipulatives, repetition, and local opportunities. and local opportunities. and local opportunities.
●
and local opportunities.
● ● ●
● ● ___Text
● ___Text ● ___Text Representation: ● ___Text
● ___Text Representation: Representation: Representation:
● Examples: Student
Representation:
● Examples: Student ● Examples: Student created drawings, videos, and ● Examples: Student
● Examples: created drawings, videos, created drawings, videos, games. created drawings, videos,
Student created drawings, and games. and games. and games.
● ___Modeling: Examp
videos, and games.
● ___Modeling: Exa ● ___Modeling: Exa les: Speaking slowly and ● ___Modeling: Exa
● ___Modeling: Exa mples: Speaking slowly and mples: Speaking slowly and clearly, modeling the mples: Speaking slowly and
mples: Speaking slowly clearly, modeling the clearly, modeling the language you want students clearly, modeling the
and clearly, modeling the language you want students language you want students to use, and providing samples language you want students
language you want to use, and providing to use, and providing of student work. to use, and providing
students to use, and samples of student work. samples of student work. samples of student work.
providing samples of Other Techniques and
student work. Other Techniques and Other Techniques and Strategies used: Other Techniques and
Strategies used: Strategies used: ___ Explicit Teaching Strategies used:
Other Techniques and ___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching
Strategies used: ___ Group collaboration ___ Group collaboration ___Gamification/Learning ___ Group collaboration
___ Explicit Teaching ___Gamification/Learning ___Gamification/Learning throuh play ___Gamification/Learning
___ Group collaboration throuh play throuh play ___ Answering preliminary throuh play
___Gamification/Learning ___ Answering preliminary ___ Answering preliminary activities/exercises ___ Answering preliminary
throuh play activities/exercises activities/exercises ___ Carousel activities/exercises
___ Answering preliminary ___ Carousel ___ Carousel ___ Diads ___ Carousel
activities/exercises ___ Diads ___ Diads ___ Differentiated Instruction ___ Diads
___ Carousel ___ Differentiated ___ Differentiated ___ Role Playing/Drama ___ Differentiated
___ Diads Instruction Instruction ___ Discovery Method Instruction
___ Differentiated ___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama
Instruction ___ Discovery Method ___ Discovery Method Why? ___ Discovery Method
___ Role Playing/Drama ___ Lecture Method ___ Lecture Method ___ Complete IMs ___ Lecture Method
___ Discovery Method Why? Why? ___ Availability of Materials Why?
___ Lecture Method ___ Complete IMs ___ Complete IMs ___ Pupils’ eagerness to learn ___ Complete IMs
Why? ___ Availability of Materials ___ Availability of Materials ___ Group member’s ___ Availability of Materials
___ Complete IMs ___ Pupils’ eagerness to ___ Pupils’ eagerness to collaboration/cooperation ___ Pupils’ eagerness to
___ Availability of learn learn in doing their tasks learn
Materials ___ Group member’s ___ Group member’s ___ Audio Visual Presentation ___ Group member’s
___ Pupils’ eagerness to collaboration/cooperati collaboration/cooperati of the lesson collaboration/cooperati
learn on on on
___ Group member’s in doing their tasks in doing their tasks in doing their tasks
collaboration/coopera ___ Audio Visual ___ Audio Visual ___ Audio Visual
tion Presentation Presentation Presentation
in doing their tasks of the lesson of the lesson of the lesson
___ Audio Visual
Presentation
of the lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
behavior/attitude __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Colorful IMs __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
__ Unavailable Technology Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
Equipment (AVR/LCD) __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
__ Science/ Computer/ Internet Lab Internet Lab Internet Lab Internet Lab
Internet Lab __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__ Additional Clerical
works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/ __Contextualized/Localized __Contextualized/Localized __Contextualized/Localized __Contextualized/Localized
Localized and Indigenized and Indigenized IM’s and Indigenized IM’s and Indigenized IM’s and Indigenized IM’s
IM’s __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Localized Videos __ Making big books from __ Making big books from __ Making big books from __ Making big books from
__ Making big books from views of the locality views of the locality views of the locality views of the locality
views of the locality __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to be __ Recycling of plastics to
__ Recycling of plastics to be used as Instructional be used as Instructional used as Instructional be used as Instructional
be used as Instructional Materials Materials Materials Materials
Materials __ local poetical __ local poetical __ local poetical composition __ local poetical
__ local poetical composition composition composition
composition