School: Kawit Oriental Integrated School Grade Level: V

GRADES 1 to 12 Teacher: Elaine Recca Mae G. Linguis Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: (WEEK 2) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate Demonstrate
of decimals of decimals of decimals understanding of understanding of
decimals decimals
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 present recognize and present recognize and present recognize and present recognize and present
decimals in various forms decimals in various forms and decimals in various forms decimals in various decimals in various
and context. context. and context. forms and context. forms and context.
C.Learning Compares and arranges Compares and arranges Visualizes addition and Adds and subtracts Adds and subtracts
Competencies/Objectives decimal numbers. decimal numbers. subtraction of decimals. decimal numbers decimal numbers
through thousandths through thousandths
K to 12 Math 5 Curriculum K to 12 Math 5 Curriculum K to 12 Mathematics 5 with regrouping. without regrouping.
(M5NS-IIb-104.2) (M5NS-IIb-104.2) Curriculum (M5NS-IIb- 105)
K to 12 Mathematics 5 K to 12 Mathematics 5
Curriculum (M5NS-IIb- Curriculum (M5NS-IIb-
106.1) 106.1
II.CONTENT Number and Number sense Number and Number sense Number and Number sense Number and Number Number and Number
sense 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 Ask about rounding off Write <, >, or = on the blank Ask about visualizes Ask about visualizes
presenting the new lesson decimals through hundredths decimals through hundredths to make the sentence true. addition and subtraction addition and subtraction
and thousandths and thousandths a) 0.1114 ____0.2202 of decimals of decimals
b) 0.1090 ____0.1009
c) 0.999 _____ 0.1000
B.Establishing a purpose for the In a school athletics meet, Have you been to a sari-sari Present items bought in Present items bought in
lesson John clocked 1.28 minutes in store? Have you try to a store with a given a store with a given
a 100-meter run while Andy compute the amount of the price. price.
 reached the finish line in 1.32 things/item that you Ask: Do you always have Ask: Do you always have
minutes. Who ran faster? bought? Do you find it easily your things needed in your things needed in
Ask: What number comes to compute? school? school?
first, 1.28 or 1.32? Which Ask: Do you count the Ask: What should you do Ask: What should you do
number is greater, 1.28 or change that you receive to the things that you to the things that you
1,32? Tell the pupils that it is after buying? Why? used in school? Do you used in school? Do you
not only in sports one should Let the pupils realize that it keep it orderly and use keep it orderly and use
be aim to reach the finish line is importance of accuracy in as needed? Emphasize as needed? Emphasize
first. One should do his/her basic addition and the value of being the value of being
task on time subtraction in our daily orderly and orderly and
routines. thrifty to the resources/ thrifty to the resources/
things that we have. things that we have.

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

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

G.Finding Parctical application of A. Read and solve the A. Read, analyze and solve A. Read, analyze and A. Read, analyze and
concepts and skills in daily living following. the following. solve. solve.
1. Jeremiah and Catherine are 1. During a vacation, 1. Alex traveled 41.3 1. Alex traveled 41.3
both honor pupils in their Ben’s records showed kilometers on Monday kilometers on Monday
school. For the first quarter, gasoline purchases of 19.75 and 53.75 kilometers on and 53.75 kilometers on
Jeremiah’s average is 93.1 gallons, 15.4 Tuesday. How many Tuesday. How many
while Catherine’s average is gallons, 13.85 gallons and kilometers did he travel kilometers did he travel
93.095. Who topped the first 21.06 gallons. How many in two days? in two days?
quarter? gallons of gasoline did he 2. In a midnight sale, a 2. In a midnight sale, a
buy? radio cassette player was radio cassette player was
2. The perimeter of a sold at P 1 449.95. If it’s sold at P 1 449.95. If it’s
triangle is equal to the sum regular price was regular price was
 of the length of its sides. P 1 950.50, how much P 1 950.50, how much
Find the perimeter of a less was the sale price? less was the sale price?
triangle whose sides are
8.75 cm, 9.6 cm and 10.375
cm.

H.Making generalization and In adding/subtracting In adding/subtracting

In comparing and ordering
abstraction about the lesson In adding/subtracting decimals follow these decimals follow these
decimals:
decimals: steps: steps:
 Line up decimals. Write
 Write the decimals in a  Arrange the numbers  Arrange the numbers
equivalent decimals if
column, aligning the in column. Align the in column. Align the
necessary. decimal points. Use 0 as decimal points. Use 0 decimal points. Use 0
 Begin at the left. place holder when as placeholder if as placeholder if
Compare to find the needed. needed. needed.
first place where the  Add/subtract as you  Add/subtract as you  Add/subtract as you
digits are different. would add/subtract would add/subtract would add/subtract
 Compare the digits. whole numbers. whole numbers from whole numbers from
 Order the decimals if Regroup if necessary right to left. right to left.
there are 3 or more  Place the decimal point  Place a decimal point  Place a decimal point
in the result aligned in the sum/ difference. in the sum/ difference.
given decimals from
with the other decimal Align this with the Align this with the
least .to greatest or from
points. other decimal points. other decimal points.
greatest to least.
I.Evaluating learning A. Order the given decimals A. Complete the A. Perform the indicated A. Perform the indicated
from greatest to least. illustration by shading or operation. operation.
1. 0.5 0.49 0.53 0.51 0.503 coloring them correctly
1. 16.00 1. 16.00
B. Compare these decimals by showing the given addition
15.47 15.47
writing <, > or = in the blank. or subtraction statements.
+ 0.324 + 0.324
1. 0.162 _____ 0.106 Take note that each squares
2. 0.036 _____ 0.031 represents 0.001.
3. 0.4 _____ 0.40

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

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in
the evaluation
B.No.of learners who require
additional activities for remediation
C.Did the remedial work? No.of
learners who have caught up with
the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
helpme solve?
G.What innovation or localized
materials did used/discover which I
wish to share with other teachers?

Prepared by: Noted by:

ELAINE RECCA MAE G. LINGUIS MARK P. PAGUIDOPON

Subject Teacher School Principal