School: DepEdClub.

com Grade Level: V

GRADES 1 to 12 Teacher: File Created by Ma’am EDNALYN D. MACARAIG Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: JULY 29 - AUGUST 2, 2019 (WEEK 9) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards *Demonstrates understanding of *Demonstrates understanding of *Demonstrates understanding of *Demonstrates understanding *Demonstrates
whole numbers up to 10 000 000 whole numbers up to 10 000 000 whole numbers up to 10 000 000 of whole numbers up to 10 understanding of whole
*Demonstrates understanding of *Demonstrates understanding of *Demonstrates understanding of 000 000 numbers up to 10 000 000
divisibility, order of operations, divisibility, order of operations, divisibility, order of operations, *Demonstrates understanding *Demonstrates
factors and multiples and the factors and multiples and the factors and multiples and the four of divisibility, order of understanding of
four fundamental operations four fundamental operations fundamental operations involving operations, factors and divisibility, order of
involving fraction involving fraction fraction multiples and the four operations, factors and
fundamental operations multiples and the four
involving fraction fundamental operations
involving fraction
B.Performance Standards *The learner is able to recognize *The learner is able to recognize *The learner is able to recognize *The learner is able to *The learner is able to
and represent whole numbers up and represent whole numbers up and represent whole numbers up recognize and represent recognize and represent
to 10 000 000 in various forms to 10 000 000 in various forms to 10 000 000 in various forms and whole numbers up to 10 000 whole numbers up to 10
and contexts. and contexts. contexts. 000 in various forms and 000 000 in various forms
*The learner is able to apply *The learner is able to apply *The learner is able to apply contexts. and contexts.
divisibility, order of operations, divisibility, order of operations, divisibility, order of operations, *The learner is able to apply *The learner is able to
factors and multiples and the factors and multiples and the factors and multiples and the four divisibility, order of apply divisibility, order of
four fundamental operations four fundamental operations fundamental operations involving operations, factors and operations, factors and
involving fractions in involving fractions in fractions in mathematical multiples and the four multiples and the four
mathematical problems and real- mathematical problems and real- problems and real-life situations fundamental operations fundamental operations
life situations life situations involving fractions in involving fractions in
mathematical problems and mathematical problems
real-life situations and real-life situations
C.Learning Competencies/Objectives Visualize division of fractions Divides simple fractions Divides whole numbers by a Divides fraction by a whole Summative Test
M5NS-Ii-95 M5NS-Ii-96.1 fraction number
M5NS-Ii-96.1,
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. 56 CG p. 56 CG p. 56 CG p. 56 CG p. 56
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource metacards, pocket chart, colored flashcards, chart Number line, activity cards show–me-boards, real objects
 paper, acetate film
IV.PROCEDURES
A.Reviewing previous lesson or A. Preliminary Activities 1. Drill 1. Drill A. Preliminary Activities
presenting the new lesson 1. Drill Directions: Answer the following Group Activity (Giving Reciprocals) 1. Drill
Directions: Answer the following orally Mechanics: Directions: Answer the
orally. a. 5/6 x 1/3 = a) Form four groups with equal following orally.
How many 5s are there in 45? b. 1/3 x 1/4 = number of members to play a a). How many 5s are there in
How many 10s are there in c. 1/4 x 2/3 = relay by giving a reciprocal of the 45?
120? d. 1/6 x 1/4 = fraction written on a flash card. b). How many 10s are there in
How many 9s are there in 72? e. 3/7 x 5/6 = b) The teacher says: “Name its 120?
How many 12s are there is 60? 2. Review Reciprocals” c). How many 9s are there in
How many 15s are there in 75? What are reciprocals? c) At the “GO” signal, pupil “1” 72?
2. Review What is the product of a goes to the board and writes d). How many 12s are there in
Name the following fractions number and its reciprocal? his/her answer, taps the next pupil 60?
Give the reciprocals of the who goes to the board to write e). How many 15s are there in
following numbers. his/her answer. This goes on until 75?
every member has written his/her 2. Review
answers. Strategy: Group Contest
d) The groups who finishes within
the time limit and gets the most
correct answers wins
Review
Strategy: Cooperative Learning
B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances of (Show a picture of a mango Discuss the value of trees and Show a picture of a corn farm. What is your favourite fruit?
the new lesson orchard) Class, this is a mango why we should take care of them. Give some details about the Why?
orchard. It is owned by Nica’s Ask the pupils how they can picture. Why are fruits important to
parents show appreciation and love for our body?
our natural resources, especially What benefits can we get
the trees. from eating them?
What vitamins can we get
from pineapples?
D.Discussing new concepts and Problem Problem Problem Opener ( Using Concept Presentation
practicing new skills #1 Nica’s family has a big orchard. A bed factory ordered 23 ton of Development) Jose, Joel and Randy have 23
Nica’s father waters ¾ hectare of kapok. If each delivery truck can Original File Submitted and of a pineapple to be
the orchard in 1/3 hour using a contain 16 ton of kapok, how Formatted by DepEd Club Member divided equally among
machine. How many hectares many trucks will be needed to - visit depedclub.com for more themselves. What fraction of
could he water un 1 hour using load the order the whole pineapple will each
the same machine? get?
E. Discussing new concepts and Answer the following questions: Analyze the problem: Lead the pupils to analyze the What part of the pineapple
practicing new skills #2 Questions • What is asked? problem by asking the is left with the 3 boys?
a. What are given? • What facts are given? following questions: How are they going to divide
 b. What is being asked? • What is the needed operation? What is asked in the problem? it?
c. What is the number sentence? 2. Performing the Activities What are given? What facts are given?
d. How will you solve the Group Work What operation is needed to What is the needed
problem? Group the class into five teams. solve the problem? operation?
e. If you were Nica, what will you Let them solve the problem for a Materials:.4 sets of 5 cards with Write an equation for the
do to help you parents? few minutes. equations involving multiplication problem.
Guide questions of simple fractions.
• What is asked? Ex. 14 x 18 , 26 X 14 , 37 x 23 , 23 x Guide the pupils in solving the
• What facts are given? 25 , 35 x 24 problem.
• What is the needed operation? Mechanics: We can rewrite the division
3. Processing the Activities 1) Form four groups into a missing factor-
. 2) The leader gets the activity sentence:
sheet from the teacher and leads 23 ÷ 3 = n is equivalent to 3 x
his/her member to work n = 23
cooperatively. To find n, we can multiply
3) The group answers the activity both sides of the sentence by
within 2 minutes and presents the 13.
output on the board as soon as Thus, 13 x 3 x n = 23 x 131 x n
they are through. = n = 29
4) The teacher checks the answer. So, 23 ÷ 3÷ =29
5) The group with the highest Notice that in our solution,
number of correct answers will be we have, 13 x 3 = 1. Numbers
declared as winner. like 13 and 3 are called
a) reciprocals. (Give other pairs
The first pupil in each group of reciprocal
gives the answer in lowest term.
The group who gives the correct
answer will
F.Developing Mastery What are given in the problem? Processing the Activities Performing the Activities How did you find the activity?
(3/4 hectare and 1/3 hour) After all the groups have Group the pupils into four working How did you divide the
What is being asked? presented their answers, look teams. Ask them to work fraction by a whole number?
(The hectare of land Nica’s father back cooperatively in finding the
can water in 1 hour) at the given example. answers to the problem. Give
What is the number sentence? A bed factory ordered 23 ton of them enough time to think and
(3/4 ÷ 1/3 = N) kapok. If each delivery truck can perform the task
Let us use this piece of cartolina contain 16 ton of kapok, how How did you find the activity?
to visualize the mango orachrd of many trucks will be needed to How did you divide a whole
Nica’s family. load the order. number by a fraction?
If this whole cartolina represents In division of simple fractions, we Which numbers did you multiply?
1 hectare, how will use multiplicative inverses or
you represent the ¾ hectare reciprocals. Two numbers are
piece of land? reciprocals of each other if their
Nica’s family has a big orchard. product is 1.
Nica’s father waters ¾ hectare of
 the orchard in 1/3 hour using a
machine. How many hectares
could he water un 1 hour using
the same machine?
Let us represent the ¾ hectare of
land using this colored paper.
¾ 1/3
This show that ¾ hectare is
watered in 1/3 hour. So
we need 3 of this for 3/3 or 1
hour.
34 1/3
6/4 2/3
9/4 3/3
This show that Nica’s father can
water 9/4 or 2 ¼
hectare of land in 1 hour.
If you were Nica what will you do
to help your
G.Finding Parctical application of Directions: Illustrate the quotient Kate found 3/4 of a big birthday Organize the class in groups of 5. Directions: Solve of the
concepts and skills in daily living of the following. cake in the refrigerator. She Provide each group a copy of the following. Use the reciprocal
𝑎). 3/ 9 ÷ 3/4 𝑒). 8/ 12 ÷ 1/3 served 1/4 piece of the cake to problems to be solved. (Allow 10 method.
𝑏).5/ 10 ÷ 1/2 each of her friends. How many of to 15 minutes.) a) 1/5 ÷ 10 = n d) 2/4 ÷ 16 = n
𝑐). 7/8 ÷ 4/5 her friends ate the cake? a) Marita is making placemats for b) 1/7 ÷ 21 = n e) 3/5 ÷ 25 = n
𝑑). 6/9 ÷ 1/3 her godmother. How many c) 3/5 ÷ 40 = n
placemats can she cut from 4
metres of linen cloth if each
placemat measures 25 metre?
b) Alma and her classmates are
making graduation ribbons. How
many 910 dm ribbons long can be
made from a spool of 53 dm long?
H.Making generalization and To visualize division of fractions: Change the divisor to its How do we divide a fraction
abstraction about the lesson We can use paper folding, reciprocal. To divide a whole number by a by a whole number?
drawing and the like. Change the division sign to fraction:
multiplication sign. Change the divisor to its
Cancel, if necessary. reciprocal.
Multiply the numerators then Change the division sign to
multiply the denominators. multiplication sign.
Express in lowest terms, if Simplify or cancel if necessary.
necessary Multiply the numerators, then
the denominators.
Express the answer in lowest
term if necessary.
I.Evaluating learning Directions: Visualize the following Directions: Divide the following Directions: Find each quotient . Directions: Find each
using drawing. fractions. Reduce to lowest Express the answer in quotient. Reduce the answer
𝑎). 9/10 ÷ 3/7 𝑑). 7/14 ÷ 5/9 terms, if lowest term. to lowest terms if possible.
b) 7/8 ÷ 2/3 𝑒). 10/12 ÷ 6/8 possible. 1. What is the quotient of 6 and 46 a) 7/8 ÷ 6= N
𝑐). 4 /9 ÷ 4/5 a. 56÷29= d. 35 ÷29= ? b) 3/7 ÷21 = N
b. 83÷12= e. 35 ÷12= 2. If you divide 35 by 4, what is the c) 2/3 ÷ 3= N
c.56÷29= answer? d) 3/4 ÷ 4= N
3. What is the quotient of 9 e) 8/9 ÷6 = N
divided by 26 ?
4. How many sixths are there in
412 ?
5. Divide 10 by 34 . The answer is
_____.
J.additional activities for application Directions: Answer the problem Answer each question carefully. Solve the problems. Directions: Find the quotient.
or remediation below using a model or 1. How many 25- meter long 1) Rita lives 58 km from the Always express the answers in
illustration. pieces can be cut from an 810- school. Mina lives 6 km away? lowest terms.
Doring had 2 kilograms of sugar. meter Who lives farther? How many a) 5/6 ÷ 2= N
She used 14 kilogram for ribbon? times farther? b) 8/9 ÷ 3 = N
every cake she baked. How many 2. If 117 is the quotient and the 2) Mrs. Lee baked 120 cookies. She c) 4/6 ÷ 4= N
cakes did she bake? divisor is, 710 what is the placed 45 dozen cookies in a small d) 9/12 ÷ 6= N
dividend? box. How many boxes did she use? e) 5/7 ÷14 = N
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on ___Lesson carried. Move
the evaluation the next objective. the next objective. 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 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B.No.of learners who require ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
additional activities for remediation in answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. their lesson.
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the lesson answering their lesson. in answering their lesson.
lesson because of lack of lesson because of lack of because of lack of knowledge, ___Pupils did not enjoy the ___Pupils did not enjoy
knowledge, skills and interest knowledge, skills and interest skills and interest about the lesson because of lack of the lesson because of lack
about the lesson. about the lesson. lesson. knowledge, skills and interest of knowledge, skills and
___Pupils were interested on ___Pupils were interested on ___Pupils were interested on the about the lesson. interest about the lesson.
the lesson, despite of some the lesson, despite of some lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested
difficulties encountered in difficulties encountered in encountered in answering the the lesson, despite of some on the lesson, despite of
answering the questions asked by answering the questions asked by questions asked by the teacher. difficulties encountered in some difficulties
the teacher. the teacher. ___Pupils mastered the lesson answering the questions encountered in answering
___Pupils mastered the lesson ___Pupils mastered the lesson despite of limited resources used asked by the teacher. the questions asked by the
despite of limited resources used despite of limited resources used by the teacher. ___Pupils mastered the lesson teacher.
 by the teacher. by the teacher. ___Majority of the pupils finished despite of limited resources ___Pupils mastered the
___Majority of the pupils finished ___Majority of the pupils finished their work on time. used by the teacher. lesson despite of limited
their work on time. their work on time. ___Some pupils did not finish their ___Majority of the pupils resources used by the
___Some pupils did not finish ___Some pupils did not finish work on time due to unnecessary finished their work on time. teacher.
their work on time due to their work on time due to behavior. ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. unnecessary behavior. their work on time due to finished their work on
unnecessary behavior. time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
learners who have caught up with the above above above 80% above earned 80% above
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 caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
the lesson the lesson the lesson up the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
which my principal or supervisor can require remediation require remediation require remediation to require remediation continue to require
helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
materials did used/discover which I  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development: well: well:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note  ___Metacognitive  ___Metacognitive
taking and studying techniques, taking and studying techniques, taking and studying techniques, Development: Examples: Self Development: Examples:
and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. assessments, note taking and Self assessments, note
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think-  ___Bridging: Examples: Think- studying techniques, and taking and studying
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and vocabulary assignments. techniques, and
anticipatory charts. anticipatory charts. anticipatory charts.  ___Bridging: Examples: Think- vocabulary assignments.
   pair-share, quick-writes, and ___Bridging: Examples:
anticipatory charts. Think-pair-share, quick-
 
___Schema-Building: Examples: 
___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: writes, and anticipatory
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and Examples: Compare and charts.
projects. projects. projects. 
contrast, jigsaw learning, peer ___Schema-Building:
teaching, and projects. Examples: Compare and
  
 ___Contextualization: contrast, jigsaw learning,
 ___Contextualization:  ___Contextualization:  ___Contextualization:
peer teaching, and
 Examples: Demonstrations,
 Examples: 
Demonstrations, Examples: 
Demonstrations, Examples: Demonstrations, media, manipulatives, projects.
media, manipulatives, repetition, media, manipulatives, repetition, media, manipulatives, repetition, repetition, and local
 ___Contextualization:
and local opportunities. and local opportunities. and local opportunities. opportunities.
 Examples:
    ___Text Representation: Demonstrations, media,
 ___Text Representation:  ___Text Representation:  ___Text Representation:  Examples: Student created manipulatives, repetition,
drawings, videos, and games. and local opportunities.
 Examples: Student 
created Examples: Student 
created Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.  ___Modeling: Examples:  ___Text Representation:
Speaking slowly and clearly,  Examples: Student created
 ___Modeling: Examples:  ___Modeling: Examples:  ___Modeling: Examples: Speaking
Speaking slowly and clearly, Speaking slowly and clearly, slowly and clearly, modeling the modeling the language you drawings, videos, and
modeling the language you want modeling the language you want language you want students to want students to use, and games.
providing samples of student
students to use, and providing students to use, and providing use, and providing samples of  ___Modeling: Examples:
samples of student work. samples of student work. student work. work. Speaking slowly and
Other Techniques and clearly, modeling the
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Strategies used: language you want
used: used: used: ___ Explicit Teaching students to use, and
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration providing samples of
___ Group collaboration ___ Group collaboration ___ Group collaboration ___Gamification/Learning student work.
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh throuh play Other Techniques and
play play play ___ Answering preliminary Strategies used:
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary activities/exercises ___ Explicit Teaching
activities/exercises activities/exercises activities/exercises ___ Carousel ___ Group collaboration
___ Carousel ___ Carousel ___ Carousel ___ Diads ___Gamification/Learning
___ Diads ___ Diads ___ Diads ___ Differentiated Instruction throuh play
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Role Playing/Drama ___ Answering preliminary
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method activities/exercises
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Lecture Method ___ Carousel
___ Lecture Method ___ Lecture Method ___ Lecture Method Why? ___ Diads
Why? Why? Why? ___ Complete IMs ___ Differentiated
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Availability of Materials Instruction
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s ___ Discovery Method
___ Group member’s ___ Group member’s ___ Group member’s collaboration/cooperation ___ Lecture Method
collaboration/cooperation collaboration/cooperation collaboration/cooperation in doing their tasks Why?
in doing their tasks in doing their tasks in doing their tasks ___ Audio Visual Presentation ___ Complete IMs
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson ___ Availability of
of the lesson of the lesson of the lesson Materials
___ Pupils’ eagerness to
learn
___ Group member’s

collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson