School: NORTHVILLE V ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: ANNA MARIE R. NACARIO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 7-11, 2022 (WEEK 2) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate
decimals decimals decimals decimals understanding of decimals
B.Performance Standards The learner is able to recognize and The learner is able to recognize The learner is able to recognize The learner is able to recognize The learner is able to
present decimals in various forms and present decimals in and present decimals in various and present decimals in recognize and present
and context. various forms and context. forms and context. various forms and context. decimals in various forms
and context.
C.Learning Compares and arranges decimal Compares and arranges Visualizes addition and subtraction Adds and subtracts decimal Adds and subtracts
Competencies/Objectives numbers. decimal numbers. of decimals. numbers through thousandths decimal numbers through
with regrouping. thousandths without
K to 12 Math 5 Curriculum (M5NS- K to 12 Math 5 Curriculum K to 12 Mathematics 5 Curriculum regrouping.
IIb-104.2) (M5NS-IIb-104.2) (M5NS-IIb- 105) K to 12 Mathematics 5
Curriculum (M5NS-IIb-106.1) K to 12 Mathematics 5
Curriculum (M5NS-IIb-
106.1
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 Lesson 32 Lesson 32 Lesson 33 Lesson 34 Lesson 34

1.Teacher’s Guide pages Quarter 2 Week 2pp. Quarter 2 Week 2pp. Quarter 2 Week 2 pp. Quarter 2 Week 2 pp. Quarter 2 Week 2pp.
2.Learners’s Materials pages Quarter 2 Week 2 pp. Quarter 2 Week 2 pp. Quarter 2 Week 2 pp. Quarter 2Week 2 pp. Quarter 2 Week 2pp.
3.Textbook pages
4.Additional materials from learning charts charts charts charts charts
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES

A.Reviewing previous lesson or Ask about rounding off decimals Ask about rounding off Write <, >, or = on the blank to Ask about visualizes addition Ask about visualizes
presenting the new lesson through hundredths and decimals through hundredths make the sentence true. and subtraction of decimals addition and subtraction
thousandths and thousandths a) 0.1114 ____0.2202 of decimals
b) 0.1090 ____0.1009
c) 0.999 _____ 0.1000
B.Establishing a purpose for the In a school athletics meet, John In a school athletics meet, John Have you been to a sari-sari store? Present items bought in a store Present items bought in a
lesson clocked 1.28 minutes in a 100- clocked 1.28 minutes in a 100- Have you try to compute the with a given price. store with a given price.
meter run while Andy reached the meter run while Andy reached amount of the things/item that Ask: Do you always have your Ask: Do you always have
 finish line in 1.32 minutes. Who ran the finish line in 1.32 minutes. you bought? Do you find it easily things needed in school? your things needed in
faster? Ask: What number comes Who ran faster? Ask: What to compute? Ask: What should you do to the school?
first, 1.28 or 1.32? Which number is number comes first, 1.28 or Ask: Do you count the change that things that you used in school? Ask: What should you do
greater, 1.28 or 1,32? Tell the 1.32? Which number is greater, you receive after buying? Why? Do you keep it orderly and use to the things that you used
pupils that it is not only in sports 1.28 or 1,32? Tell the pupils Let the pupils realize that it is as needed? Emphasize the in school? Do you keep it
one should be aim to reach the that it is not only in sports one importance of accuracy in basic value of being orderly and orderly and use as
finish line first. One should do should be aim to reach the addition and subtraction in our thrifty to the resources/ things needed? Emphasize the
his/her task on time finish line first. One should do daily routines. that we have. value of being orderly and
his/her task on time thrifty to the resources/
things that we have.

C.Presenting Examples/ instances of Present the following problems to Present the following problems Present the following problems to Present the following problems Present the following
the new lesson the class to the class the class to the class problems to the class
D.Discussing new concepts and How do we compare and arrange How do we compare and How do we visualizes addition and How do we add or subtract How do we add or subtract
practicing new skills #1 decimal numbers? arrange decimal numbers? subtraction of decimals? decimals? decimals?
E.Discussing new concepts and A. Encourage the pupils to work in A. Encourage the pupils to A. Encourage pupils to use grid Ask the pupils to work in Ask the pupils to work in
practicing new skills #2 pairs. Give them time to solve for work in pairs. Give them time lines to solve the problem. Instruct groups in solving the problem. groups in solving the
the answer to the problem by to solve for the answer to the the pupils to do the following: Step 1: problem.
illustration. problem by illustration. 1. Count a 10 x 10 squares on a Arranged the numbers Step 1:
Solution 1: By using a number line. Solution 1: By using a number graphing paper. vertically. Then add the Arranged the numbers
Solution 2: Use the place value line. 2. Cut four sets of 10 x 10 squares numbers from 5.715 km vertically. Then add the
chart. Solution 2: Use the place value to be used to solve the problem. right to left. Put the decimal numbers from 5.715 km
chart. 3. Color two sets of 10 x 10 point on its corresponding right to left. Put the
squares based from the number of place. decimal point on its
squares tiles on the given Step 2: corresponding place.
problem. Arranged the numbers Step 2:
4. For the third set of 10 x 10 vertically. Subtract the Arranged the numbers
squares colored it with both red numbers from 1.814 km right vertically. Subtract the
and blue as indicated in the to left. Put the decimal point numbers from 1.814 km
problem. Let them count the total on its corresponding place. right to left. Put the
number of square which are both Original File Submitted and decimal point on its
red and blue. Formatted by DepEd Club corresponding place.
5. Let the pupils colored the Member - visit depedclub.com
remaining numbers of squares for more
with green. Do it on the fourth set
of 10 x 10 squares.

F.Developing Mastery After all groups presented their After all groups presented their After all groups presented their After the group presented and After the group presented
answers, ask: Which group/s answers, ask: Which group/s answers, ask: How did you find the checked their work, call on the and checked their work,
was/were able to give all correct was/were able to give all activity? How did you solve the leader to call on the leader to
answers? Which group/s missed an correct answers? Which total number of red and blue relate what they have done relate what they have
answer? Which group/s was/were group/s missed an answer? square tiles? How about the green to solve the problem. done to solve the
not able to give any correct Which group/s was/were not tiles? How did you do it? Ask: problem.
 answer? able to give any correct Ask: How do we add decimals Ask:
Ask: How do we compare answer?  What strategy was used in through thousandths with or How do we add decimals
decimals? How do we order Ask: How do we compare solving the problem? without regrouping? through thousandths with
decimals? decimals? How do we order  Does it help you to clearly see or without regrouping?
Did you move the decimal
decimals? the addition and subtraction of
point of the sum of decimals? Did you move the decimal
decimals through visualization?
How do you subtract decimals point of the sum of
through thousandths with or decimals?
without regrouping? How do you subtract
Did you move the decimal decimals through
point of the difference of thousandths with or
decimals? without regrouping?
Did you move the decimal
point of the difference of
decimals?

G.Finding Parctical application of A. Read and solve the following. A. Read and solve the A. Read, analyze and solve the A. Read, analyze and solve. A. Read, analyze and solve.
concepts and skills in daily living 1. Jeremiah and Catherine are both following. following. 1. Alex traveled 41.3 kilometers 1. Alex traveled 41.3
honor pupils in their school. For the 1. Jeremiah and Catherine are 1. During a vacation, Ben’s on Monday and 53.75 kilometers on Monday and
first quarter, Jeremiah’s average is both honor pupils in their records showed gasoline kilometers on Tuesday. How 53.75 kilometers on
93.1 while Catherine’s average is school. For the first quarter, purchases of 19.75 gallons, 15.4 many kilometers did he travel Tuesday. How many
93.095. Who topped the first Jeremiah’s average is 93.1 gallons, 13.85 gallons and 21.06 in two days? kilometers did he travel in
quarter? while Catherine’s average is gallons. How many gallons of 2. In a midnight sale, a radio two days?
93.095. Who topped the first gasoline did he buy? cassette player was sold at P 1 2. In a midnight sale, a
quarter? 2. The perimeter of a triangle is 449.95. If it’s regular price was radio cassette player was
equal to the sum of the length of P 1 950.50, how much less was sold at P 1 449.95. If it’s
its sides. Find the perimeter of a the sale price? regular price was
triangle whose sides are 8.75 cm, P 1 950.50, how much less
9.6 cm and 10.375 cm. was the sale price?
H.Making generalization and In adding/subtracting decimals In adding/subtracting
In comparing and ordering In comparing and ordering
abstraction about the lesson In adding/subtracting decimals: follow these steps: decimals follow these
decimals: decimals:
 Write the decimals in a  Arrange the numbers in steps:
 Line up decimals. Write
column, aligning the decimal column. Align the decimal  Arrange the numbers in
equivalent decimals if  Line up decimals. Write
points. Use 0 as place holder points. Use 0 as placeholder column. Align the
necessary. equivalent decimals if
when needed. if needed. decimal points. Use 0 as
 Begin at the left. Compare to necessary. placeholder if needed.
 Add/subtract as you would  Add/subtract as you would
find the first place where the  Begin at the left. Compare add/subtract whole numbers. add/subtract whole numbers  Add/subtract as you
digits are different. to find the first place Regroup if necessary from right to left. would add/subtract
 Compare the digits. where the digits are  Place the decimal point in the  Place a decimal point in the whole numbers from
 Order the decimals if there are different. result aligned with the other sum/ difference. Align this right to left.
3 or more given decimals from  Compare the digits. decimal points. with the other decimal  Place a decimal point in
 Order the decimals if points. the sum/ difference.
Align this with the other
decimal points.

I.Evaluating learning A. Order the given decimals from A. Order the given decimals A. Complete the illustration by A. Perform the indicated A. Perform the indicated
greatest to least. from greatest to least. shading or coloring them correctly operation. operation.
1. 0.5 0.49 0.53 0.51 0.503 1. 0.5 0.49 0.53 0.51 0.503 showing the given addition or
1. 16.00 1. 16.00
B. Compare these decimals by B. Compare these decimals by subtraction statements. Take note
15.47 15.47
writing <, > or = in the blank. writing <, > or = in the blank. that each squares represents
+ 0.324 + 0.324
1. 0.162 _____ 0.106 1. 0.162 _____ 0.106 0.001.
2. 0.036 _____ 0.031 2. 0.036 _____ 0.031
3. 0.4 _____ 0.40 3. 0.4 _____ 0.40

J.additional activities for application A. Compare these decimals by A. Compare these decimals by A. Draw an illustration that will A. Add or subtract. Match A. Add or subtract. Match
or remediation writing <, > or = in the blank. writing <, > or = in the blank. represent the following. with the correct answer. with the correct answer.
1. 0. 008 _____ 0.0009 1. 0. 008 _____ 0.0009 1. 0.085 – 0.076 1. 0.257 + 0.212 a. 0.525 1. 0.257 + 0.212 a. 0.525
2. 0.19321 _____ 0.19231 2. 0.19321 _____ 0.19231 2. 0.063 + 0.009 2. 0.928 – 0.403 b. 0.766 2. 0.928 – 0.403 b. 0.766
3. 0.098 – 0.075 3. 0.754 – 0.22 c. 0.469 3. 0.754 – 0.22 c. 0.469
4. 0.025 + 0.018 4. 0.316 + 0.45 d. 0.987 4. 0.316 + 0.45 d. 0.987
5. 1.041 + 0. 043 5. 0.863 + 0.124 e. 0.534 5. 0.863 + 0.124 e. 0.534

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move
the evaluation next objective. the next objective. next objective. 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 in ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find
additional activities for remediation answering their lesson. difficulties in answering their answering their lesson. difficulties in answering their difficulties in answering
___Pupils found difficulties in lesson. ___Pupils found difficulties in lesson. their lesson.
 answering their lesson. ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the lesson answering their lesson. in answering their lesson.
because of lack of knowledge, ___Pupils did not enjoy the because of lack of knowledge, ___Pupils did not enjoy the ___Pupils did not enjoy
skills and interest about the lesson. lesson because of lack of skills and interest about the lesson because of lack of the lesson because of lack
___Pupils were interested on the knowledge, skills and interest lesson. knowledge, skills and interest of knowledge, skills and
lesson, despite of some difficulties about the lesson. ___Pupils were interested on the about the lesson. interest about the lesson.
encountered in answering the ___Pupils were interested on lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested
questions asked by the teacher. the lesson, despite of some encountered in answering the the lesson, despite of some on the lesson, despite of
___Pupils mastered the lesson difficulties encountered in questions asked by the teacher. difficulties encountered in some difficulties
despite of limited resources used by answering the questions asked ___Pupils mastered the lesson answering the questions asked encountered in answering
the teacher. by the teacher. despite of limited resources used by the teacher. the questions asked by the
___Majority of the pupils finished ___Pupils mastered the lesson by the teacher. ___Pupils mastered the lesson teacher.
their work on time. despite of limited resources ___Majority of the pupils finished despite of limited resources ___Pupils mastered the
___Some pupils did not finish their used by the teacher. their work on time. used by the teacher. lesson despite of limited
work on time due to unnecessary ___Majority of the pupils ___Some pupils did not finish their ___Majority of the pupils resources used by the
behavior. finished their work on time. work on time due to unnecessary finished their work on time. teacher.
___Some pupils did not finish behavior. ___Some pupils did not finish ___Majority of the pupils
their work on time due to their work on time due to finished their work on
unnecessary behavior. 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 ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
learners who have caught up with above 80% above 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 remediation additional activities for additional activities for additional activities for require additional
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 the ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
lesson up 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 ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
which my principal or supervisor can require remediation to 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 well: Strategies used that work
materials did used/discover which I ___Metacognitive Development: ___Metacognitive ___Metacognitive Development: ___Metacognitive well:
wish to share with other teachers? Examples: Self assessments, note Development: Examples: Self Examples: Self assessments, note Development: Examples: Self ___Metacognitive
taking and studying techniques, and assessments, note taking and taking and studying techniques, assessments, note taking and Development: Examples:
vocabulary assignments. studying techniques, and and vocabulary assignments. studying techniques, and Self assessments, note
___Bridging: Examples: Think-pair- vocabulary assignments. ___Bridging: Examples: Think- vocabulary assignments. taking and studying
share, quick-writes, and ___Bridging: Examples: Think- pair-share, quick-writes, and ___Bridging: Examples: Think- techniques, and
anticipatory charts. pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and vocabulary assignments.
anticipatory charts. anticipatory charts. ___Bridging: Examples:
Think-pair-share, quick-
___Schema-Building: Examples: ___Schema-Building: Examples:
writes, and anticipatory
Compare and contrast, jigsaw ___Schema-Building: Compare and contrast, jigsaw ___Schema-Building:
charts.
learning, peer teaching, and Examples: Compare and learning, peer teaching, and Examples: Compare and
projects. contrast, jigsaw learning, peer projects. contrast, jigsaw learning, peer
teaching, and projects. teaching, and projects. ___Schema-Building:
Examples: Compare and
___Contextualization: ___Contextualization:
contrast, jigsaw learning,
Examples: Demonstrations, media, ___Contextualization: Examples: Demonstrations, media, ___Contextualization:
peer teaching, and
manipulatives, repetition, and local Examples: Demonstrations, manipulatives, repetition, and Examples: Demonstrations, projects.
opportunities. media, manipulatives, local opportunities. media, manipulatives,
repetition, and local repetition, and local
opportunities. opportunities. ___Contextualization:
___Text Representation: ___Text Representation:
Examples:
Examples: Student created Examples: Student created Demonstrations, media,
drawings, videos, and games. ___Text Representation: drawings, videos, and games. ___Text Representation:
manipulatives, repetition,
___Modeling: Examples: Speaking Examples: Student created ___Modeling: Examples: Speaking Examples: Student created and local opportunities.
slowly and clearly, modeling the drawings, videos, and games. slowly and clearly, modeling the drawings, videos, and games.
language you want students to use, ___Modeling: Examples: language you want students to ___Modeling: Examples:
___Text Representation:
and providing samples of student Speaking slowly and clearly, use, and providing samples of Speaking slowly and clearly,
work. modeling the language you student work. modeling the language you Examples: Student created
want students to use, and want students to use, and drawings, videos, and
Other Techniques and Strategies providing samples of student Other Techniques and Strategies providing samples of student games.
used: work. used: work. ___Modeling: Examples:
___ Explicit Teaching ___ Explicit Teaching Speaking slowly and
___ Group collaboration Other Techniques and ___ Group collaboration Other Techniques and clearly, modeling the
___Gamification/Learning throuh Strategies used: ___Gamification/Learning throuh Strategies used: language you want
play ___ Explicit Teaching play ___ Explicit Teaching students to use, and
___ Answering preliminary ___ Group collaboration ___ Answering preliminary ___ Group collaboration providing samples of
activities/exercises ___Gamification/Learning activities/exercises ___Gamification/Learning student work.
___ Carousel throuh play ___ Carousel throuh play
___ Diads ___ Answering preliminary ___ Diads ___ Answering preliminary Other Techniques and
___ Differentiated Instruction activities/exercises ___ Differentiated Instruction activities/exercises Strategies used:
___ Role Playing/Drama ___ Carousel ___ Role Playing/Drama ___ Carousel ___ Explicit Teaching
___ Discovery Method ___ Diads ___ Discovery Method ___ Diads ___ Group collaboration
___ Lecture Method ___ Differentiated Instruction ___ Lecture Method ___ Differentiated Instruction ___Gamification/Learning
Why? ___ Role Playing/Drama Why? ___ Role Playing/Drama throuh play
___ Complete IMs ___ Discovery Method ___ Complete IMs ___ Discovery Method ___ Answering preliminary
___ Availability of Materials ___ Lecture Method ___ Availability of Materials ___ Lecture Method activities/exercises
___ Pupils’ eagerness to learn Why? ___ Pupils’ eagerness to learn Why? ___ Carousel
___ Group member’s ___ Complete IMs ___ Group member’s ___ Complete IMs ___ Diads
collaboration/cooperation ___ Availability of Materials collaboration/cooperation ___ Availability of Materials ___ Differentiated
in doing their tasks ___ Pupils’ eagerness to learn in doing their tasks ___ Pupils’ eagerness to learn Instruction
___ Audio Visual Presentation ___ Group member’s ___ Audio Visual Presentation ___ Group member’s ___ Role Playing/Drama
of the lesson collaboration/cooperation of the lesson collaboration/cooperation ___ Discovery Method
in doing their tasks in doing their tasks ___ Lecture Method
___ Audio Visual Presentation ___ Audio Visual Presentation Why?
of the lesson of the lesson ___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coopera
tion
in doing their tasks
___ Audio Visual
Presentation
of the lesson