GRADE 5 School: LAPOGAN INTEGRATED SCHOOL Grade Level: V

DAILY LESSON LOG Teacher: LUISA F. GARCILLAN Learning Area: MATHEMATICS

Teaching Dates and
Time: OCTOBER 16 – 20, 2023 (WEEK 8) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards *Demonstrates *Demonstrates *Demonstrates understanding *Demonstrates *Demonstrates
understanding of whole understanding of whole of whole numbers up to 10 understanding of whole understanding of whole
numbers up to 10 000 000 numbers up to 10 000 000 000 000 numbers up to 10 000 000 numbers up to 10 000 000
*Demonstrates *Demonstrates *Demonstrates understanding *Demonstrates *Demonstrates
understanding of divisibility, understanding of divisibility, of divisibility, order of understanding of divisibility, understanding of
order of operations, factors order of operations, factors operations, factors and order of operations, factors divisibility, order of
and multiples and the four and multiples and the four multiples and the four and multiples and the four operations, factors and
fundamental operations fundamental operations fundamental operations fundamental operations multiples and the four
involving fraction involving fraction involving fraction involving fraction fundamental operations
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 10 000 whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10
000 000 in various forms 000 in various forms and 000 in various forms and 000 in various forms and 000 000 in various forms
and contexts. contexts. contexts. contexts. and contexts.
*The learner is able to apply *The learner is able to apply *The learner is able to apply *The learner is able to apply *The learner is able to
divisibility, order of divisibility, order of divisibility, order of divisibility, order of apply 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 and mathematical problems and mathematical problems and mathematical problems and mathematical problems
real-life situations real-life situations real-life situations real-life situations and real-life situations
C.Learning Solves routine and non- Solves routine or non- Create Problem (with Create problems (with Shows that multiplying
Competencies/Objectives routine problems involving routine problems involving reasonable answers) involving reasonable answers) fraction by its reciprocal is
multiplication without multiplication with addition multiplication of involving division or with equal to 1
addition or subtraction of or subtraction of fractions Fraction any of the other operations M5NS-Ih-94
fractions and whole and whole numbers using M5NS-Ih-93.1 of fractions and whole
numbers using appropriate appropriate problem numbers
problem solving strategies solving strategies and tools M5NS-Ih-93.1
and tools M5NS-Ih-92.1
M5NS –Ih-92.1
II.CONTENT Number and number sense Number and number sense Number and number sense Number and number sense Number and number
sense
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.54 CG p.54 CG p. 54 CG p.54
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource metacards, pocket chart flash cards, chart fraction cards, picture, activity Power point presentation, Charts, flash cards, activity
sheet, power point activity sheets cards
presentation
IV.PROCEDURES
A.Reviewing previous lesson or Drill Drill Drill Drill Drill
presenting the new lesson Directions: Change these Directions: Perform the Strategy: “Agawan Bola” Strategy: Show-Me-Game Directions: Have a drill on
fractions to lowest terms indicated operations. Materials: One medium-sized basic multiplication and
Directions: Give the product Reduce to lowest ball, Flash Cards addition facts
of these fractions terms if possible Review using flash cards.
a. 12 ×12 b. 415+ 78 c. Strategy: “The Weakest Link” 8 X 9 4X6 7 X 5 4 + 9 5 + 8
45−13 Solving word problems 2. Review
d. 49×34 e. 4−16 involving Multiplication of Strategy: Cooperative
What are the steps in Fractions Learning
solving routine problems? Multiplying Fraction by
How about non routine Another Fraction
problems?
B.Establishing a purpose for the (Show a different of For today we are going to Who can give me some Garbage is one of the most How many of you already
lesson pictures of a boy selling Solve mathematical problem involving characteristics of a Filipino? prevalent problems that we heard the word
newspaper) multiplication of fraction How about you, what positive have now. reciprocal?
Class, this is Marlon. He characteristic do you possess? What are the most common Do you have an idea of
helps his parents earn household waste materials? what is it? Let us see.
money by What can we do with those
selling newspaper in their wastes to lessen our
neighborhood during problem
Saturday and on garbage? (Introduce the
Sunday. 3Rs- Reduce, Reuse and
Recycle)
The Grade Five Class
initiated a project to
minimize the problem on
 waste products in their
community.
Let us find out what it is.
C.Presenting Examples/ instances of  What are the sources of Original File Submitted and
the new lesson the income of your family? Formatted by DepEd Club
 Do your parents attend Member - visit
livelihood trainings and depedclub.com for more
seminars?
D.Discussing new concepts and Presentation Problem Problem Problem Study the table of
practicing new skills #1 Problem Mrs. Luna gives 4 hours A farmer plowed 3/4 of his In a newspaper drive, 3 equation given below
Marlon earns Php150 by seminar and 34 hours land. He planted rice to 1/2 of classes collected 20 23 kg, (see powerpoint)
selling newspapers. He sets livelihood training to the the plowed part. What part of 25 12kg and 3513 of
aside 25 of it as his savings. parents of Barangay Prenza his field was planted with newspapers respectively.
How much does Marlon on Mondays and Thursday. rice? What was the average
save from his earnings? How many hours of seminar collection per class?
and training did she give
them at the end of the 4th
week?
E. Discussing new concepts and Performing Activities Give some comprehension  Discuss the problem to the  What was the project Questions:
practicing new skills #2 Answer the following questions and valuing class. initiated by the Grade Five a. How many columns of
questions: How will you solve the pupils? numbers are there?
Questions problem?  How many classes joined b. What can you say about
a. What are given?  Emphasize that the problem in the newspaper drive? the numbers in each
b. What is being asked? involves multiplication of  How can such project help column?
c. What is the number fraction. lessen our widespread c. What kind of numbers
sentence? Can you create problems problem on garbage? ( Cite are in column A? B? C?
d. How will you solve the similar to the problem other ways on how pupils d. Have you seen any
problem? presented? like you can help solve the pattern in each column?
e. If you were Marlon, what problems on garbage) e. What mathematical
will you do with your  What facts are given? term is shown in the
savings?  What operations are equation given?
needed to solve the
problem/
In a newspaper drive, 3
classes collected 20 23 kg,
25 12kg and 3513 of
newspapers respectively.
What was the average
collection per class?
 What is the number
 sentence that fits the
problem?
 What is the answer to the
problem?
Guide the pupils in solving
the problem.
Let them create another
problem similar to the given
one.
F.Developing Mastery Performing Activities Divide the class into group Group the pupils into four the pupils into four. Let the Group the pupils into four
Answer the following of 5s. The task of the pupils working teams. Ask the groups work cooperatively learning teams. Let them
questions: is to help each other to groups to create a problem on station 1 for group 1, answer the given
Questions solve the problem. Give using the information below station 2 for group 2, station questions.
a. What are given? them enough time to Let the group present and 3 for group 3 and station 4 Give them ample time to
b. What is being asked? perform the task. discuss the problem they have for group 4. Let them do the task.
c. What is the number After all groups have created. present their output one at After all groups have
sentence? finished, asked them to post How did you create a problem a time. finished, let them display
d. How will you solve the their output on the board using the given information? Direction: Create a 2 to-3- their output and
problem? and let them discuss their step word problem involving let them explain.
e. If you were Marlon, what solutions. division of fractions with any
will you do with your Questions to answer: of the other operations of
savings? What is asked? fractions and whole
What are given? numbers based on the given
How will you solve the data.
problem?
After the activity, ask the
pupils to explain their
answers.
 What is asked?
(Understand)
Expected Answer : numbers
of hours of seminar and
Mrs. Luna gives 4 hours
seminar and 34 hours
livelihood training to the
parents of Barangay Prenza
on Mondays and Thursday.
How many hours of seminar
and training did she give
them at the end of the 4th
 week?
.
training did she give them at
the
end of the 4th week
 What are given?
(Understand)
Expected Answer : 4 hours
and 34 hours of seminar and
training on Mondays and
Thursdays
 What operations will you
use? (Plan)
Expected Answer : addition
and multiplication
 What is the number
sentence? (Plan)
Expected Answer : (4+34) ×4
=𝑁
 How did you solve the
problem?
Expected Answer : (4+34) ×4
=𝑁 434 ×4=194 ×4=191=19
ℎ𝑜𝑢𝑟𝑠
 What is the final answer?
Expected Answer : She had
given 19 hours of seminar
and and training at the end
of the 4th week
G.Finding Parctical application of Group Work Group the pupils into five Create a problem using the Create a problem involving Put a check on the blank if
concepts and skills in daily living Provide each group with a learning teams. Ask the data below division of fractions with any the first number is a
problem to solve. Let them group to work together in of the other operations of reciprocal of the second
post their answers on the solving for the answer to fractions out of the given column.
board. . each problem. Give the situations.
Group 1- During a three-day learning teams enough time (Let the pupils work by pair)
camping, a Boy Scout troop to do the task.
consumes 58 of the 50-kg a. Lilia spends 34 of her
sack of rice. How many weekly allowance for lunch 50 kg.
kilograms of rice were and 15for
consumed? snacks. How much does she
 Group 2- Many jogs 5 35 save if her weekly allowance
kilometer each day. How is Php 500.
many kilometers does in jog b. Six- sevenths of a 49-
in 3 weeks? meter long cord was used
Group 3 - A Metro Aide can for the sold 4/5
clean 10 23 meters of the project. How many meters
lawn per hour. How many of cord were not used? ? kg
meters of lawn can he clean
in 4 13 hours?
H.Making generalization and To solve routine and non- To solve routine problems How will you create a How will you show that
abstraction about the lesson routine problems involving involving multiplication with problem involving Least In creating a problem, we do when you multiply a
factors, multiples and addition or subtraction of Common Multiple (LCM) the following: fraction by its reciprocal is
divisibility rules, we are fractions and whole given the following  Familiarize ourselves with equal to 1?
guided by the following: numbers using appropriate information? the concept and its Using equation, we can
Understand strategies and tools, follow application to real-life show that multiplying a
 Know what is asked in the these steps: situations. fraction by its reciprocal is
problem Understand  Think of the type of equal to 1. And there is a
 Know the hidden  Know what is asked problems we want to create rule that says that when
questions  Know the given facts  Read some problems and product of two numbers is
 Know what are the given  If any, determine the study their solutions. 1, they are reciprocal to
facts hidden questions each other or
Plan Plan multiplicative inverse.
 Determine the operation  Determine the operations
to be used to be used
 Write the number  Write the number
sentence sentence
Solve Solve
 Show the solution  Use the operation solve
Check and Look Back Check and Look Back
 Check your answers  Write the correct answer
 State the complete
answer
I.Evaluating learning Directions: Solve the Directions: Read, analyze Create problems involving multiplication of fraction Create a problem involving Write “YES” if the second
following problems. and solve the following based on division of fractions with any number is the reciprocal of
a. Jose harvested 15 problems. the information given below of the other operations of the first. If not, write the
kilograms of guavas from a. Mr. Carino spent 12 of his 1. Mr. Roxas gathered 100 eggs from fractions out of the given reciprocal of the first
the orchard. He gave 25 of salary for food, 15for his poultry. situations. Write your number
them to his neighbors. How miscellaneous, and He gave 48 to his friend. answers on your answer 1) 1 ½ x 23=
many kilograms of guavas 310 for education. How 2. Geward had 2 1/ 2 litres of paint. sheet 2) 8 25x 542=
were given to the much money was allotted Used 2 /3 of it to paint their dining room 3) 2 38x 810=
 neighbors? for each item if his 4) 4 16x 624=
Julius sold 3 12 sacks of monthly salary was Php 5) 3 23 x 112
rice? Each sack weigh 50 46,000.
kilograms. How many b. It takes 25 yards of
kilograms of rice did Julius material to make a skirt and
sell? 34 to make a dress.
To solve routine and non- How many yards will it take
routine problems involving to make 6 skirts and 3
factors, multiples and dresses?
divisibility rules, we are
guided by the following:
Understand
 Know what is asked in the
problem
 Know the hidden
questions
 Know what are the given
facts
Plan
 Determine the operation
to be used
 Write the number
sentence
Solve
 Show the solution
Check and Look Back
 Check your answers
 State the complete
answer
A man owned a parcel of
land that was 2 58 hectares
in area. He used 23 of it for
a garden. What fractions of
the land is the garden?
b. A car travels at a speed of
2 14 kph. How far can it go
in 3 13 hours?
J.additional activities for application Solve the problem below. Read, analyze and solve the Create problem involving Give the reciprocal of each
or remediation Nelia sold 5 12 sacks of following problem. Multiplication of Fraction Directions: Write a question of the following, then
calamansi. How many A scoutmaster bought 35 m using the for the given situations. show your solution.
 kilograms of calamansi did of rope. He used 47 of the information given below. 1. Allan and his father can 1) 8
she sell if a sack weighed 4 Roper for knot tying. How Solve for the answer repair one desk in 13 hour. 2) 1/5
12kilograms assuming that many meters of rope were They worked for 3 hours. 3) 3/7
the sacks have the same not used for Problem: 4) 8/10
weight? knot tying? _______________________
________
Solution:
_______________________
________
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move
in the evaluation to the next objective. to the next objective. to the next objective. to the next objective. on 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 80% _____% of the pupils got _____% of the pupils got
80% mastery 80% mastery mastery 80% 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 remediation difficulties in answering difficulties in answering difficulties in answering their difficulties in answering difficulties in answering
their lesson. their lesson. lesson. their lesson. their lesson.
___Pupils found difficulties ___Pupils found difficulties ___Pupils found difficulties in ___Pupils found difficulties ___Pupils found difficulties
in answering their lesson. in answering their lesson. answering their lesson. in answering their lesson. in answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy
lesson because of lack of lesson because of lack of lesson because of lack of lesson because of lack of the lesson because of lack
knowledge, skills and knowledge, skills and knowledge, skills and interest knowledge, skills and of knowledge, skills and
interest about the lesson. interest about the lesson. about the lesson. interest about the lesson. interest about the lesson.
___Pupils were interested ___Pupils were interested ___Pupils were interested on ___Pupils were interested ___Pupils were interested
on the lesson, despite of on the lesson, despite of the lesson, despite of some on the lesson, despite of on the lesson, despite of
some difficulties some difficulties difficulties encountered in some difficulties some difficulties
encountered in answering encountered in answering answering the questions encountered in answering encountered in answering
the questions asked by the the questions asked by the asked by the teacher. the questions asked by the the questions asked by the
teacher. teacher. ___Pupils mastered the lesson teacher. teacher.
___Pupils mastered the ___Pupils mastered the despite of limited resources ___Pupils mastered the ___Pupils mastered the
lesson despite of limited lesson despite of limited used by the teacher. lesson despite of limited lesson despite of limited
resources used by the resources used by the ___Majority of the pupils resources used by the resources used by the
teacher. teacher. finished their work on time. teacher. teacher.
___Majority of the pupils ___Majority of the pupils ___Some pupils did not finish ___Majority of the pupils ___Majority of the pupils
finished their work on time. finished their work on time. their work on time due to finished their work on time. finished their work on
___Some pupils did not ___Some pupils did not unnecessary behavior. ___Some pupils did not time.
finish their work on time finish their work on time finish their work on time ___Some pupils did not
due to unnecessary due to unnecessary due to unnecessary finish their work on time
 behavior. behavior. behavior. due to unnecessary
behavior.

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

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

Prepared by: Checked and Verified by: Noted:

LUISA F. GARCILLAN HERNALYN C. DUNGCA ROSALINDA B. GARCILIAN
T-III, Math 5 Teacher Elementary Department Head Principal I