School SEBASTIAN UMALI MEMORIAL ELEMENTARY Grade Level GRADE 5-ROSE

Grade 5 SCHOOL
Daily Lesson Log Teacher BERNADITH R. SAMONTE Grading Period FIRST QUARTER ( OCTBOBER 02, 2023)
Minute 50 minutes SUBJECT AREA MATHEMATICS

I. OBJECTIVE As a learner you are expected to: (ANNOTATIONS)

–PPST
a. identifies composite and prime numbers. INDICATORS/KRA
b. differentiates composite and prime numbers. OBJECTIVES/RUBRI
C INDICATORS TO
BE OBSERVED
DURING THE
CLASSROOM
OBSERVATION
A. LEARNING Find common factors, common multiples, greatest common factors and least common multiples
COMPETENCIES of 2-4 numbers using continuous division.
II. Topic Composite and Prime Numbers

Reference: Grade 5 -Module, Internet

Materials: PowerPoint Presentation, laptop, paper and ball pen, manila paper, flash cards, paper cut
fish, tarpapel

Value Focus: Awareness and sensitivity to the things around us.

Integration: MAPEH
III. Procedure
1. Daily Routine 1. Prayer
2. Greetings
3. Checking of classroom surroundings
4. Checking of Assignment
2. Review In performing a series of operations on whole numbers involving more than two operations using
the (PMDAS) or (GMDAS) rule, you must; Indicator 1-
Applied
knowledge of
content within and
 First, perform all operations inside the (1) _____________ or (2) _____________symbol, provided that across curriculum
you will multiply or divide first, whichever comes first, from left to right before adding or subtracting, teaching.
whichever comes first, from left to right;

Second, perform all (3) ______________ and (4) _______________, whichever comes first from left to
right; and

Third, perform all (5) _______________ and (6) _____________, whichever comes first from left to right.

2. Stating the rules in RULES: Indicator 5

class discussion 1.Raise your hand if you have questions or if you want to answer.
2. Don’t answer unless you are called.
3. Participate in every task whether it is individual or groupings.
4. Respect your groupmates/classmates’ opinion/suggestions.
3. Drill Multiply the following: Indicator 1
1. 12x2=
2. 8x4=
3. 5x10=
4. 20x5=
5. 2x2x2x5=
4. Motivation Give me a pair of number that will give the product: Indicator
1. 32
2. 47
3. 81
4. 29
5. 100

5. Presentation of the Using the following numbers in previous activity, how will you know which one have more
Lesson than 2 factors and those with only 2 factors?
1. 32
2. 47
 3. 81
4. 29
5. 100
Using the table below, write the numbers given above in the appropriate column.
Numbers with more than 2 factors Numbers with only 2 factors

6. Discussion 1. Discuss their answer on the given activity.

2. Introduce the term prime numbers for numbers greater than 1 which can be exactly divided by
itself and 1. Composite numbers are those numbers with more than 2 factors.
7. Performing INDIVIDUAL ACTIVITY
Activity Indicator 3
1. Prime Popcorn!
All you need to do is call out one number at a time. If it is prime, students stand. If it is a
composite number, they sit. Give only a few seconds each time for students to figure it out,
speeding up as the game goes on.

GIVEN:
1. 12 5. 27 9. 11
2. 17 6. 51 10. 61
3. 72 7. 82
4. 98 8. 90

GROUP ACTIVITY (5 minutes)

Remind the rules in Group Activities.

G- Give thoughtful feedback
R- Respect others & their thoughts
Indicator 6
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group

Scoring Rubrics (All)

Description 5 4 3 2 1
1. All members are actively
participating.
2. All answers are accurate.

3. The activity was finished on

time.
4.Working area is neat and
clean.
5. Presented the idea with
understanding of the content.

LET’S GO FISHING!
Mechanics:
1. The teacher will give the group a basketful of paper cut fish. Each fish has a number written on Indicator 3
it.
2. The group will classify the fish into two groups: those with prime numbers on them and those
with composite numbers on them and they will attach it in the given manila paper.
3. Once they are done classifying, the group members are to shout “We are done fishing!” in
unison.

PRIME NUMBER PATH

 Prime Number Path activity puts your students on a mission of helping the bee find his path
home to the beehive. As they determine if the number is prime or composite, a path will be
revealed.

Mechanics:
Students will color in each of the numbers after determining if the number is prime or
composite. When they are done, the bee’s path is revealed. In the process of completing this
activity students will work through 71 numbers, probably more than a typical math assignment. But
there won’t be any groans with this engaging math maze.

After finishing the activity, the team will buzz like a bee and will shout “beezzzz FOUND IT!
8. Follow-up Ask:
question about the a. How did you find the activity?
task b. How were you able to perform the activity?

9. Reinforcing the Circle the prime numbers and box the composite numbers.
Concept and Skill 41 64 90 34 44

54 76 87 99 55

19 70 60 59 66

43 65 45 55 33

75 85 95 22 77
 9. Generalizations What is a prime number?
What is a composite number?
How do you determine whether a prime number is a prime or composite?
IV. Evaluation List down the factors of each number. Then, write if it is a prime or Indicator 2
composite.
1. 26
2. 49
3. 71
4. 53
5. 49
V. Assignment Copy and complete the table in your notebook.

REFLECTION A. No. of learners who earned 80% in the evaluation

___ of Learners who earned 80% above

B. No. of learners who require additional activities for remediation who scored below 80%
___ of Learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up with the lesson
___Yes
___No
____ of Learners who caught up the lesson
D. No. of learners who continue to require remediation
___ of Learners who continue to require remediation

E. Which of my teaching strategies worked

well? Why did these works?
Strategies used that work well:
 ___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I encounter which my principal or supervisor can help me solve?
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
Planned Innovations:
__ Localized Videos
__ Making use big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
 __Flash cards
__Picture

Prepared by:

BERNADITH R. SAMONTE
Teacher III
Checked by:

RENALYN F. GACUTE
Master Teacher I

Noted by:

NORMA A. DELIN
Head Teacher III
REFLECTION:

I learned what Learner-Centered concepts really mean. Due to the fact that it offers suitable designs that emphasize the
requirements, abilities, views, talents, and backgrounds of individual learners. It aids students in expanding their knowledge and abilities
for professional careers. These guidelines will help teachers relate to their students' needs in an effective manner. The classroom
environment will be more pleasant and enjoyable if the teacher and pupils have a good relationship. They can be friends or playmates.
Additionally, it motivates pupils to pay attention and take part in the activities.
I discovered that there are four factors that can be used to classify the 14 learner-centered psychological principles: (1) cognitive
and metacognitive (2) motivational and affective (3) developmental and social (4) individual differences. Each principle gives teachers
the chance to successfully teach the subject and encourage learning and motivation among students. The nature and purpose of the
learning process reveal the teacher's objective, which is to impart knowledge and develop the students' abilities. As a result, the students
are expected to fulfill the teacher's intention. Additionally, we, teachers assist students in setting and achieving their goals. We can use a
variety of tactics to make the lesson simple for the pupils to understand.
I realized that as an educator, we have various approaches to promote the learner-centered psychological principles. We should
always consider the variables affecting the students' learning process, as well as their variations and uniqueness. I must first apply the ideas
to myself in order to become an effective teacher. Through this, I can support them in developing their skills to quickly grasp my lecture.
To ensure that students apply teachings to real-world circumstances, we must teach children to think critically and to develop or use
higher order thinking skills. so that they will be ready for their next professional careers. In addition, everyone is aware that the learning
environment has a big impact on students' learning. We should open the door for them to view the outside world and be aware of the
difficulties they may face. We should assist them in coping with it. teach kids to appreciate one another and to respect one another's
differences.