DLP in Mathematics 5

DEPARTMENT Elementary Grade Level 5
Teacher MS. ANGELICA C. ESPINA Learning Area MATHEMATICS
Teaching Date and Quarter FIRST

AUGUST 21, 2023/ 9:10-10:00 AM
Time
I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of whole numbers up to 100 000 000,
divisibility, order of operations, factors and multiples.
B. Performance The learner is able to recognize and represent whole numbers up to 100 000 000
Standards in various forms and contexts. Apply divisibility, order of operations, factors and
multiples in mathematical problems and real-life situations.
C. Learning A1. Visualizes numbers up to 10 000 000 with emphasis on numbers 100 001-10
Competencies 000 000 (M5NS-la-1.5)
/Objectives Write the LC
code for this A2. Reads and writes numbers up to 10 000 000 in symbols and in words
(M5NS-la-9.5)
Identify the place and the value of each digit in a number,
Read and write numbers up to ten millions in words and symbols; and
Be responsible and honest in the use of numbers in his/her day-to-day activities.
II. CONTENT Chapter 1: Number and Number Sense
Lesson 1: Numbers Up to Ten Millions
III. LEARNING
RESOURCES
A. Preferences
1. Teacher’s Guide Teachers Wraparound Edition (p. 2-12)
pages
2. Learner’s Material Mathematics book 5 (p. 2-12)
page
3. Textbook pages (p.2-12)
4. Additional Materials Interactive PowerPoint Presentation

from learning resources Interactive games
(LR) portal Support Video Clip
B. Other learning Place value chart and whiteboard
resources
IV. PROCEDURE
A. Reviewing previous Give students a pre-assessment to see their prior knowledge about basic
lesson or presenting the mathematics operations
new lesson.
B. Establishing a State the objectives of the lesson.
purpose for the lesson
C. Presenting Start the lesson with a warm-up activity called “Number Riddles.” The teacher will
examples/instances of present a number riddle, where the students need to figure out a mystery number
the new lesson based on clues related to its place value.
For example: "I am a seven-digit number. My hundred thousands place is 3, and

my ones place is 9. What number am I?"
"I am a five-digit number with a 9 in the ten thousands place, a 0 in

the thousands place, a 3 in the hundreds place, a 6 in the tens place, and a 4 in
the ones place. What number am I?"
The teacher will discuss the students’ responses and introduce the concept of large
numbers.
D. Discussing new
concepts and practicing Explain that numbers are composed of digits, and the position or place of each
new skills digit determines its value.
Introduce a place value chart on the board, labeling it with millions, hundred
thousands, ten thousands, thousands, hundreds, tens, and ones.
To ensure their understanding, the teacher will provide a whiteboard activity in

which the students will identify the place and the value of the underlined digit.
The students who provide correct answers will receive a sticker.
E. Developing Mastery - The teacher will give an activity through interactive game using
(Leads to Formative PowerPoint.
Assessment)
In this game, the students will identify the place and the value of the underlined
digit.
F. Finding practical The teacher will give a group activity, students will be divided into small teams.
applications of concept Each team will work together to create a large number using number cards (0-9)
and skills in daily living Afterward, teams will present their numbers to the class, explaining the value of
each digit and its place in the number."
G. Making generalization Ask the students what they have learned from the topic.
of the lesson
The teacher will summarize the lesson
H. Evaluating learning Students will do the following:
1. Textbook Activities
2. Activity will be given in Aralinks.
3. Exercises provided.
J. Additional activities The teacher will give additional worksheets if needed.

for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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?
G. What innovation or
localized material did I
use/discover which I wish
to share with other
teachers?
Prepared by:
__________________________
Ms. Angelica C. Espina
Subject - Teacher
Submitted to:
__________________________
Ms. Crista Marionete J. Clemente
Asst. Principal – Elem. Dept.
Noted by:
__________________________
Sr. Susana B. Bundoc, OP, PhD.
Principal

DLP in Mathematics 5

Uploaded by

Copyright:

Available Formats

DLP in Mathematics 5

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLP in Mathematics 5

Uploaded by

Copyright:

Available Formats

DEPARTMENT Elementary Grade Level 5

Teacher MS. ANGELICA C. ESPINA Learning Area MATHEMATICS

Teaching Date and Quarter FIRST

Identify the place and the value of each digit in a number,

Be responsible and honest in the use of numbers in his/her day-to-day activities.

II. CONTENT Chapter 1: Number and Number Sense

Lesson 1: Numbers Up to Ten Millions

4. Additional Materials Interactive PowerPoint Presentation

For example: "I am a seven-digit number. My hundred thousands place is 3, and

"I am a five-digit number with a 9 in the ten thousands place, a 0 in

To ensure their understanding, the teacher will provide a whiteboard activity in

J. Additional activities The teacher will give additional worksheets if needed.

You might also like