School Grade FIVE

Teacher Learning Area MATHEMATICS

Daily Lesson Log Week/Teaching Date WEEK 9 Quarter 2nd QUARTER
Time

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of decimals. understanding of decimals. understanding of decimals. understanding of decimals. understanding of decimals.
B. Performance 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
Standards recognize recognize recognize recognize recognize
and represent decimals and represent decimals and represent decimals and represent decimals and represent decimals
in various forms and in various forms and in various forms and in various forms and in various forms and
contexts. contexts. contexts. contexts. contexts.
C. Learning Finds the missing term in a Finds the missing term in a defines and describes a recognizes when two Weekly quiz
Competencies pair of equivalent ratios. pair of equivalent ratios. proportion. quantities are in direct
M5NS-IIi-126 M5NS-IIi-126 M5NS-IIj-127 proportion
M5NS-IIj-128
D. Learning Objectives The learners are able to find The learners are able to find The learners are able to The learners are able to The learners are able to
the missing term in a pair of the missing term in a pair of defines and describes a recognizes when two answer the given quiz.
equivalent ratios equivalent ratios proportion. quantities are in direct
proportion

Finding the Missing Finding the Missing Defining and Describing Recognizing Two Quantities Weekly quiz
II. CONTENT Equivalent Equivalent Proportions in
( Subject Matter) Ratios Ratios Direct Proportion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 MELC K to 12 MELC K to 12 MELC K to 12 MELC K to 12 MELC
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials ADM Module ADM Module ADM Module ADM Module ADM Module
from Learning
Resource LR portal
B. Other Learning PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures
Resources
IV. PROCEDURE
A. Drill/Reviewing Review: Review: Review: Review: Weekly quiz
previous Lesson or Directions: Identify the Find the missing pair of
presenting new lesson equivalent and not equivalent ratios using the cross
ratios by using multiplication.
the symbols “=” or "≠”. Write
your answer on your answer 1) 4 : 98 = 6 : n
sheet.
2) n : 12 = 12 : 1

B. Establishing a purpose To find the missing term for a We discussed yesterday the Consider this situation: Let’s take a look at the given
for the lesson pair of equivalent ratios, you first method the we can use in situation below.
need to finding the missing term for a
master the skills on pair of ratios.
identifying and writing
equivalent ratios, expressing
ratios in their simplest forms.
C. Presenting examples/ Our lesson today is finding Our lesson today is finding Do you have close friends? In recognizing two quantities
instances of the new the missing term for a pair of the missing term for a pair of ⮚ What do you want to do in direct proportion, you have
lesson equivalent ratios. equivalent ratios applying when you are together? to take note that for two ratios
another method. ⮚ What things do you share or two quantities to be
with your friends? proportionate, they have to be
⮚ How does it feel when you equivalent ratios as well.
share something with your
friends?

Read the word problem

below.
 Sarah loves baking brown
cookies. She prepared cookies
for her
friends who visited her. She
gave 9 brown cookies to her 3
friends.
How many cookies did each
of her friends get?

1. Who loves to bake brown

cookies?
2. How many friends of Sarah
visited her?
3. How many brown cookies
does each friend get?
4. Does her friend have the
same number of brown
cookies?
D. Discussing new From the previous lesson, you We can also use cross Express the problem as Direct Proportion
concepts and were taught on how to products to find a missing ratios. If an increase in one quantity
practicing new identify and write term in a pair of produces a proportionate
equivalent ratios and how to equivalent ratios. To find the increase in another quantity,
skills.#1
express ratios in their simplest cross products of two then the two quantities are
forms. This time, we are equivalent ratios, we multiply directly proportional to each
going to deal with finding the the numerator of the first other.
missing term for a pair of fraction with that of the On the other hand, if a
equivalent ratios. Equivalent denominator of the second decrease in one quantity
ratios have different numbers fraction. Do the same with the Notice that: produces a
but represent the same other terms. This is Method 2. ❖ Two equal ratios form a proportionate decrease in
relationship. Remember that proportion. another quantity, then the two
in generating equivalent quantities are directly
ratios, we multiply or divide a A Proportion is a statement of proportional to each other.
counting number to both equality between two ratios. It
terms of a given ratio. can be written in the
following forms:

To identify the form above, a Let’s consider the given

In finding the missing term in situation above. The situation
is the first term; b is the
a pair of equivalent ratios, you tells that the ratio of ground
second term; c is
have to pork to number of servings in
the third term; and d is the
bear in mind that to complete
 the equivalent ratio you have fourth term. its original recipe is 10 : 5. As
different ways in finding the ❖ The terms a and d are the the number of servings
unknown value or the missing extremes in the following increases, the same goes with
piece. We can either use proportions. While b and c are the amount of ground pork.
multiplication or division. the means. This situation definitely
shows direct proportion!

Based on this figure, you will

see that the number of
empanada
increases from 5 servings to 8
servings. So to make this a
direct proportion, the amount
of ground pork will also
increase. Will it be 15
ounces? Let us find out the
value of n or the amount of
pork needed to make 8
servings of empanada.

E. Discussing new Now, you have to remember Finding the missing term in The following are examples Let’s consider the examples
concepts and that in ratios, order or the the given equivalent ratio of two ratios that are below for you to have a
practicing new skills sequence is using cross multiplication proportion: deeper
#2. considered. As previously method. understanding about direct
discussed, the order in which proportion.
we compare quantities is very
important. The amount
mentioned before the word to
is always the numerator or the
first element in a ratio. The From the given situation
amount after the word to is above, we can see that the
always the denominator or the more the kilos of
second element in a ratio. rice there is, the longer it will
last for 120 families. This
situation is an example of a
direct proportion. Take note
that the number of kilos of
rice decreased, hence we
expect that the number of
weeks to consume rice will
also decrease.

Consider the example

below.

Example 1: Consider this:

3 : 5 = n : 30
Step 1: Starting from the
known quantities, think what
number
to multiply in the first ratio to
get the number in the second
ratio. In
this case the known quantities
are 5 and 30 (the second terms
of the ratios). The number that From the given situation
will multiply 5 to get 30 is 6. above, we can see that the
Take note that in equivalent more the number
ratios, if you multiply or of classes there is, the greater
divide both the numbers of the number of teachers to
the ratio by the same number handle these classes. This
you get an equivalent ratio. situation is an example of a
direct proportion. To illustrate
this further, we have:
F. Developing Mastery Directions: Use the cross- Coding Time!
(Lead to Formative product rule (Method 2) to Directions: Write DP on the
Assessment 3) find the missing term in the blank provided before the
following pairs of equivalent item if the given situation tells
ratios. The first item is done about direct proportion and
for your guide. NDP if they do not. The first
item is done for you.
________1. You buy more
pencils ---- it costs you more
________2. Number of
students are more --- more
number of teachers
________3. The more
workers in a certain job, the
less number of days to finish
the job.
________4. The shorter the
distance Mario travels, the
less time he takes.
________5. The faster you
 walk, the shorter the time you
get to your
destination.
G. Finding practical What have you learned? What method will you use in What have you learned? What do you call a
application of concepts finding the missing pair of Mathematical statement
and skills in daily ratio? saying, when one
quantity increases, the other
living
quantity also increases at the
same rate?
H. Making What are the steps in finding What are the steps in finding What have you learned?
Generalizations and the missing term for a pair of the missing term for a pair of
Abstraction about the equivalent ratios? equivalent ratios?
Lesson.

I. Evaluating Learning Directions: Carefully read Directions: Draw a dot (•) in Directions: In each situation,
each statement below. the blank if the given numbers identify the two quantities that
Choose the letter that show a proportion and an (X) are in a direct proportion.
corresponds to the best if they do not. Write your answer on the
answer. Write the chosen space provided after each
letter on a separate sheet of given situation. The first item
paper. is done for you as your guide.
1.

2.

3.

J. Additional Activities
for Application or
Remediation

V. REMARKS

VI. REFLECTION
A.No. of learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
___ of Learners who earned
80% in the evaluation 80% above 80% above 80% above 80% above
80% above
B.No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for additional activities for
remediation who scored remediation remediation remediation remediation remediation
below 80%

C.Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
have caught up with the up the lesson up the lesson up the lesson up the lesson up the lesson
lesson

D.No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
continue to require continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation remediation

E.Which of my teaching Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
strategies worked well? Why well: well: well: well: well:
did these work? __Group collaboration __Group collaboration __Group collaboration __Group collaboration __Group collaboration
__Games __Games __Games __Games __Games
__Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation
__Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary
__activities/exercises __activities/exercises __activities/exercises __activities/exercises __activities/exercises
__Discussion __Discussion __Discussion __Discussion __Discussion
__Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share

F.What difficulties did I __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension

encounter which my principal __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
or supervisor can help me
solve?

G.What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
use/discover which I wish to __Pictures __Pictures __Pictures __Pictures __Pictures
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets
share with other teachers?
__Math Module __Math Module __Math Module __Math Module __Math Module
__Tarpapel __Tarpapel __Tarpapel __Tarpapel __Tarpapel
__Drill Cards __Drill Cards __Drill Cards __Drill Cards __Drill Cards
__Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation
 Prepared by: Checked & Noted:

TEACHER’S NAME TEACHER’S NAME

Position Master
Teacher 2

Approved:

PRINCIPAL’S NAME
Principal IV