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GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

School Teacher Teaching Dates and July 4-8, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Find the common factors and the GCF of two – four numbers using continuous division

Thursday

A. Content Standards

Friday

Weekly Test 1.understanding of whole numbers up to 10 000 000.

1.understanding of whole numbers up to 10 000 000.

1.understanding of whole numbers up to 10 000 000.

1.understanding of whole numbers up to 10 000 000.

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

finds the common factors and the GCF of 2–4 numbers using continuous division.

finds the common factors and the GCF of 2–4 numbers using continuous division.

finds the common factors and the GCF of 2–4 numbers using continuous division.

finds the common factors and the GCF of 2–4 numbers using continuous division.

M5NS-Id-68.2

M5NS-Id-68.2

M5NS-Id-68.2

M5NS-Id-68.2

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

1

II.

CONTENT

Finds

the common

factors

the common factors

Skip counting and Number

Skip counting and Number series

and the GCF of two - four

and the GCF of two - four

series

numbers

numbers

Listing

using

continuous

division LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Finds

using

continuous

division

Method

and

Prime

Factorization

Listing Method Factorizatio

and

Prime

III.

Code -

M5NS-Id-68.2 K to

Code -

M5NS-Id-69.2 K to

Code -

M5NS-Id-69.2 K to

12 Grade 5 Curriculum

12 Grade 5 Curriculum

12 Grade 5 Curriculum

TM Math Grade 4 pages 118 -

TM Math Grade 4 pages 118 -

TM Math Grade 4 pages 122 -

TM Math Grade 4 pages 122 -

122

122

125

125

LM Math Grade 5 pages 1 to

LM Math Grade 5 pages 1 to

LM Math Grade 5 pages ___

LM Math Grade 5 pages ___

3

3

to ___

to ___

Today

and

Beyond pages 92 – 93

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

M5NS-Id-68.2 K to

12 Grade 5 Curriculum

Mathematics

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

Code -

Ladder Star”

–

Climbing

“Reach

for

Today

and

Beyond pages 92 – 93

strips of cartolina, boxes, Flaglets, flash cards Game

Mathematics

Game

the

Ladder Star”

–

Climbing

“Reach

for

Today

and

Mathematics

Today

and

Beyond pages 94 – 95

Beyond pages 94 – 95

Math @ work 6 page 136

Math @ work 6 page 136

flashcards, strips of cartolina,

flashcards, strips of cartolina,

coins, boxes, ruler

coins, boxes, ruler

the

Review how to use the listing

Review how to use the listing

the

method to get the LCM of the

method to get the LCM of the

given number.

given number.

strips of cartolina, boxes, Flaglets, flash cards the

Mathematics

2

Mechanics: Divide

Mechanics:

the

pupils

into

2

groups. Flash

B. Establishing a purpose for the lesson

the

pupils

into

2

groups. the

cards

with

numbers. The

Divide Flash

the

cards

with

numbers.

pupils

identify

the

The

pupils

identify

the

number whether it is prime or

number whether it is prime

composite numbers. The first

or composite numbers. The

pupil who answers correctly

first

climbs one step of the ladder.

correctly climbs one step of

The group who first reaches

the ladder.

the top is the winner.

The group who first reaches

Compute

the

GCF

given

numbers

of

the

using

continuous division

pupil

who

answers

the top is the winner. Compute the GCF of given

numbers

the

using

continuous division

Identify the multiples of a

Identify the multiples of a

given number

given number

Find the common multiples

Find the common multiples

and

and

LCM

numbers

C. Presenting examples/instances of the new lesson

of using

two

–

four

continuous

LCM

numbers

of using

two

–

four

continuous

division

division

Write the LCM of the given

Write the LCM of the given

numbers

numbers

using

continuous

using

continuous

girl

division Show a picture of a boy and a

division Show a picture of a boy and a

helping her mother in their

helping her mother in their

girl collecting used plastic

girl collecting used plastic

garden. Ask the pupils to tell

garden. Ask the pupils to tell

bottles. Ask the pupils to tell

bottles. Ask the pupils to tell

something about the picture.

something about the picture.

something about the picture.

something about the picture.

Elicit

Elicit

Elicit the value of recycling

Elicit the value of recycling

used objects.

used objects.

Ask: What are the objects

Ask: What are the objects

In

that can be recycle? What do

that can be recycle? What do

be

you do in the used objects

you do in the used objects

Show

a

picture

the

of

a

girl

value

of

helpfulness. Ask:

how

helpfulness school?

Is

Show

a

picture

the

of

a

value

of

helpfulness. do at it

you

show

home? good

to

In be

Ask:

how

helpfulness school?

Is

do at it

you

show

home? good

to

3

helpful? Why?

helpful? Why?

like

plastic

papers,

D. Discussing new concepts and practicing new skills #1

bottles,

glass

bottles

used

like

plastic

etc,.

papers,

bottles,

glass

used

bottles

etc,.

What are the good effects of

What are the good effects of

recycling in our environment?

recycling in our environment?

Present this problem to the

Present this problem to the

Present this problem to the

Present this problem to the

class.

class.

class.

class.

Kendra helps her mother in their garden. They sold 36 bougainvillea plants and 60 rose plants. They need to delivery those plants in the resort. What is the biggest number of bougainvillea and roses that can be placed in delivery trucks if these are of the same number?

Kendra helps her mother in their garden. They sold 36 bougainvillea plants and 60 rose plants. They need to delivery those plants in the resort. What is the biggest number of bougainvillea and roses that can be placed in delivery trucks if these are of the same number?

The Richard and Francis collected used plastic bottles for recycling. They arranged the bottles in boxes of 8 and 12. What is the least number of bottles they gathered in all?

The Richard and Francis collected used plastic bottles for recycling. They arranged the bottles in boxes of 8 and 12. What is the least number of bottles they gathered in all?

Have the pupils read the

Have the pupils read the

Have the pupils read the

Have the pupils read the

problem.

problem.

problem. Then ask: What did

problem. Then ask: What did

Richard

Richard

many

Then

ask:

bougainvillea

How plants

many

Then

ask:

bougainvillea

How plants

were sold? How many rose

were sold? How many rose

plants were sold? What do

plants were sold? What do

Kendra and her mother needs

Kendra and her mother needs

to do with the bougainvillea

to do with the bougainvillea

plants and rose plants? How

plants and rose plants? How

will you solve for the answer

will you solve for the answer

to the problem?

to the problem?

Using

the

same

given

Using

the

same

numbers 36 and 60, find the

GCF

GCF

using

continuous

by

using

What

Francis does

the

collected?

and What

Francis does

the

problem ask for? How will

problem ask for? How will

you solve for the answer to

you solve for the answer to

the problem? Can you think

the problem? Can you think

of ways to solve it?

of ways to solve it?

given

numbers 36 and 60, find the by

collected?

and

continuous

division.

division.

Guide the pupils to get the

Guide the pupils to get the

4

GCF of the given numbers.

GCF of the given numbers.

Ask the pupil to write the

Ask the pupil to write the

number horizontally.

number horizontally.

36

60

What

36

prime

number

can

divide 36 and 60? (12) 36

60

What

prime

number

can

divide 36 and 60? (12)

60

36

60

Ask the pupils to divide the

Ask the pupils to divide the

numbers by the given prime

numbers by the given prime

number. Write the quotients

number. Write the quotients

below the dividends.

below the dividends.

36

60

18

36

30

60

18

30

Continue the process until

Continue the process until

none of the numbers have a

none of the numbers have a

common divisor.

common divisor.

36

60

18

36

30

9

15

3

5

60

18

30

9

15

3

5

Therefore the GCF is 2 x 2 x 3

Therefore the GCF is 2 x 2 x 3

= 12.

= 12.

What is the GCF of 36 and

What is the GCF of 36 and

60?

60?

How did you get the GCF of

How did you get the GCF of

36 and 60?

36 and 60?

By getting the product of all

By getting the product of all

the

the

prime

divisor

or

the

prime

divisor

or

the

common factors, we obtain

common factors, we obtain

the

the

GCF

of

the

given

GCF

of

the

given

5

numbers.

E. Discussing new concepts and practicing new skills #2

F.

Group

numbers.

the

working

pupils

teams

into

and

4

have

Group

the

Group

the

pupils

into

5

Group

the

pupils

into

5

groups. Give each group a

them perform the task using

them perform the task using

Manila paper and pentel pen

Manila paper and pentel pen

continuous division.

continuous division.

for

for

Richard bakes 42 cupcakes

Richard bakes 42 cupcakes

answers. Tell the pupils that

answers. Tell the pupils that

and 54 cookies. He plans to

and 54 cookies. He plans to

there

there

pack

them

in

pack

them

in

getting the LCM the listing,

getting the LCM the listing,

small

boxes.

the

small

boxes.

the

prime factorization and the

prime factorization and the

continuous division.

continuous division.

is

and

4

groups. Give each group a

What

teams

into

have

separately

working

pupils

separately What

is

biggest number of cupcakes

biggest number of cupcakes

and

and

cookies

that

can

be

cookies

that

can

their are

solutions three

ways

and of

their are

solutions three

ways

and of

be

placed in boxes if these are

placed in boxes if these are

of the same number?

of the same number?

There are 12 grade V and 18

There are 12 grade V and 18

grade VI pupils who will join

grade VI pupils who will join

the basketball team. What is

the basketball team. What is

the greatest number of Grade

the greatest number of Grade

V and Grade VI pupils that

V and Grade VI pupils that

can be grouped together if all

can be grouped together if all

pupils are to be included?

pupils are to be included?

If the numbers are 81 and 99,

If the numbers are 81 and 99,

what is the GCF?

what is the GCF?

Name the common factors of

Name the common factors of

39, 65, 11

39, 65, 11

Developing mastery

Ask the groups to present

Ask the groups to present

Let the groups present their

Let the groups present their

(Leads to Formative Assessment 3)

and discuss their answers on

and discuss their answers on

outputs.

outputs.

the board.

the board.

Ask: How did you solve the

Ask: How did you solve the

6

Expected answer: We

solved

We

solved

we

continuous

problem

Which

answer?

Which

we

and 12? What is the smallest

and 12? What is the smallest

multiply the prime divisors to

multiply the prime divisors to

multiple common to 8 and

multiple common to 8 and

get the GCF.

get the GCF.

12?

12?

Expected answer:

Expected answer:

We solved problem by listing

We solved problem by listing

method

method

We get the LCM using prime

We get the LCM using prime

factorization

factorization

division,

solved

problem

using

We

solved

problem

using

continuous division; getting

continuous division; getting

the product of all the prime

the product of all the prime

divisor and the last set of

divisor and the last set of

quotients we get the Least

quotients we get the Least

Discuss the presentation on

Discuss the presentation on

Common Multiples (LCM). Discuss the presentation on

Common Multiples (LCM). Discuss the presentation on

top of page 1 of LM Math

top of page 1 of LM Math

page 4 of LM Math Grade 5,

page 4 of LM Math Grade 5,

Grade 5.

Grade 5.

and then give the following

and then give the following

exercises.

exercises.

Find

the

multiples pairs

least

common

Find

the

following

multiples

of

of

numbers

using

What is Greatest Common

least

common

the

following

of

of

numbers

continuous division.

25 and 50

25 and 50

7 and 14

7 and 14

4, 6, 8, and 9

4, 6, 8, and 9

7, 9, 21 and 63 Summarize the

using

6 , 9 and 18

3, 8 and 15 What is Greatest Common

pairs

the

continuous division.

6 , 9 and 18

H. Making generalizations

correct

multiples are common to 8

We

G. Finding practical applications of concepts and skills in daily living

answer?

multiples are common to 8

division,

by

correct by

continuous

problem

Expected answer:

3, 8 and 15 lesson

by

7, 9, 21 and 63 Summarize the

lesson

by

7

and abstractions about the lesson

Factor (GCF) of two given

Factor (GCF) of two given

asking:

number?

number?

What

How do we find the Greatest

How do we find the Greatest

Multiple (LCM) of two given

Multiple (LCM) of two given

Common Factor (GCF) of two

Common Factor (GCF) of two

number?

number?

given

given

How do we find the Least

How do we find the Least

Common Multiple (LCM) of

Common Multiple (LCM) of

two

two

numbers

using

continuous division?

I.

Evaluating learning

A.

B.

C.

D.

E.

continuous division?

given

Least

Common

numbers

using

What

is

given

Least

Common

numbers

using

Find the Greatest Common

continuous division? Find the Least Common

continuous division? Find the Least Common

Factor (GCF) of the given

Factor (GCF) of the given

Multiple (LCM) of the given

Multiple (LCM) of the given

pairs

pairs

pairs

pairs

1. 2. 3.

Additional activities for application or remediation V. REMARKS VI. REFLECTION

using

is

Find the Greatest Common of

numbers

continuous division.

J.

numbers

asking:

16 and 24 20 and 30 21 and 35

Provide more exercises.

by

of

numbers

continuous division. 1. 2. 3.

16 and 24 20 and 30 21 and 35

Provide more exercises.

by

of

numbers

by

of

numbers

continuous division.

continuous division.

11 and 18

11 and 18

11 and 99

11 and 99

5, 10 and 30

5, 10 and 30

4, 5 and 16

4, 5 and 16

9, 54, 90 and 108 Provide more exercises.

9, 54, 90 and 108 Provide more exercises.

by

No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching

8

strategies worked well? Why did these work? F.

G.

What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

B. Performance Standards

School Teacher Teaching Dates and July 11-15, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday 1. Identify the multiples of a given number 2. Find the common multiples and LCM of two – four numbers using continuous division 3. Write the LCM of the given numbers using continuous division 2. demonstrates understanding of 2. demonstrates 2. demonstrates divisibility, order of operations, factors understanding of understanding of and multiples, and the four divisibility, order of divisibility, order of fundamental operations involving operations, factors and operations, factors and fractions multiples, and the four multiples, and the four fundamental operations fundamental involving fractions operations involving fractions 2. is able to apply divisibility, order of 2. is able to apply 2. is able to apply operations, factors and multiples, and divisibility, order of divisibility, order of the four fundamental operations operations, factors and operations, factors and involving fractions in mathematical multiples, and the four multiples, and the four problems and real-life situations. fundamental operations fundamental involving fractions in operations involving mathematical problems fractions in and real-life situations. mathematical problems and real-life situations.

Thursday

Friday

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions 2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

9

C. Learning Competencies/Objective s Write the LC code for each II. CONTENT LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages

M5NS-Id-69.2

M5NS-Ie-70.2

M5NS-Ie-71.2

M5NS-Ie-84

III.

k-12 TG MATH5 P.54

k-12 TG MATH5 P.54

k-12 TG MATH5 P.54

k-12 TG MATH5 P.55

LM Math Grade 4 pages 122 - 125 LM Math Grade 5 pages ___ to ___ Ateneo Lesson Guide pages 44 – 48

LM MATH 5 pp.1-2

LM MATH 5 pp.1-2

LM MATH 5 pp.1-2

flashcards, strips of cartolina, coins, boxes, ruler

cards with numbers pairs for the drill activity, problem written on the chart.

flash card, drill board, chart

flash card, drill board, chart

Present “Explore and Discover” LM p.1

How do we get the LCM of numbers using the continuous division?

Have a drill on solving problems involving finding the GCF and LCM.

Have a review on how to create word problem involving GCF and LCM in of 2-3 given numbers.

B. Establishing a purpose for the lesson

What is Least Common Multiple (LCM) of two given number?

Discuss the Explore and Discover! On p. 1 of LM Math Grade V

Ask the pupils if they love to eat pizza? Ask: What do you notice about the size of the pizza? How it divided into parts?

C. Presenting examples/instances of the new lesson

Present the problem to the class.

Present a picture of a boy helping her mother in a flower shop. Ask the pupils to tell something about the picture. Elicit the value of helpfulness. Present each problem to the class.

Ask the pupils to work on exercises under Get Moving on page ____. Check their Answers.

Present problem to the class

3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

A. Setting of standards B. Giving directions C. Administering the test D. Checking E. Recording of scores

10

D. Discussing new concepts and practicing new skills #1

Have the pupils read the problem. Then ask: What did Richard and Francis collected?

How will you solve for the answer to each problem?

Process the answers of the pupils.

How will you solve for the problem?

E. Discussing new concepts and practicing new skills #2

Answer “Challenge Yourself With the Problem “ LM p. 3-4

Present more similar problems.

Group the pupils into four working teams. Ask the groups to solve the problem.

F.

Answer “Keep Moving (B) LM p. 3

Discuss the 4-step plan in solving word problem. Ask the pupils to solve the problems under Get Moving on p. 1 LM Math Grade V. For mastery, have them solve the problems under Keep Moving on Page_____of LM Math Grade V. Check the pupil’s answer.

For more practice, let them answer the exercises under Keep Moving on page ______ of LM Math V. Check on the pupil’s answers

Have the pupils do the exercises under Apply your Skills on page 99 LM Math Grade V. Encourage some pupils to show and discuss the answers.

Have the pupils do the exercises under Apply your Skills on p. 2 LM Math Grade V.

Ask the groups to present and discuss their answer on the board. Ask: How did you solve for the answers? Ask the pupils to answer the activity under Get Moving on page ___ LM Math Grade V. Ask them also to answer the activity under Keep Moving on page ____ LM Math Grade V. Have the pupils do the exercises under Apply your Skills on page _____ LM Math Grade V.

How do we solve problem solving GCF and LCM of two or three given numbers? Answer “assessment” in TG

How do we create problem involving GCF and LCM of two or three given numbers? Answer “assessment” in TG

“How do we add fraction and mixed fraction with and without regrouping? Answer “assessment” in TG

Teacher – made Test

Provide more practice on finding the GCF and LCM of two numbers. Then, give problems similar to those given in the lesson.

Let the pupils copy their assignment from slide.

Let the pupils copy their assignment from slide.

Give remediation activity to those who failed to get 80% above correct responses

Developing mastery (Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

How do we find the Least Common Multiple (LCM) of two given numbers using continuous division?

I.

Evaluating learning

J.

Additional activities for application or remediation

Ask pupils to work on exercises A and B under Get Moving on pages 4 and 5 LM Math Grade 5. Check the pupils’ answers have them answer the exercises under Keep Moving on page 5 of LM Math Grade 5. Check on the pupils’ answers.

V.

REMARKS

11

VI. A.

B.

C.

D.

REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and July 18-22, 2016 Time

Grade Level Learning Areas Quarter

Monday

Tuesday

Wednesday

Thursday

Subtracts fraction and mixed fractions without and with regrouping

Solves routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies

Solves routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies

Creates problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies

Friday Weekly Test

12

and tools.

and tools.

Solving routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools. K to 12 Grade 5 Curriculum Guide M5NS-If-87.2

Solving routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools. K to 12 Grade 5 Curriculum Guide M5NS-If-87.2

Creating problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies

Subtracting fraction and mixed fractions without and with regrouping

Solving routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.

Solving routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.

Creating problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies

Quarter 1 week 6 pp. Quarter 1 week 6 pp.

Quarter 1 week 6 pp. Quarter 1 week 6 pp.

Quarter 1 week 6 pp. Quarter 1 week 6 pp.

Quarter 1 week 6 pp. Quarter 1 week 6 pp.

flash cards, manila paper and marker pen.

Drill cards, activity sheets

flash cards, paper for folding, problem chart

flash cards, paper strips, activity cards, fruit and vegetable cut-outs

Review on adding mixed fractions. Provide exercises written on flash cards. Changing fraction to lowest terms

Have a review on changing dissimilar fractions to similar fractions dissimilar fractions to similar fractions. .Change the following dissimilar fractions to similar fractions.

What are the steps in solving word problems? In what steps will the following questions fall? -What is asked? -What are the given facts? -What is the process to be used? -What is the number sentence?

What are the steps in solving word problems? In what steps will the following questions fall? -What is asked? -What are the given facts? -What is the process to be used? -What is the number sentence?

B. Performance Standards

Subtracting fraction and mixed fractions without and with regrouping

C. Learning Competencies/Objectives Write the LC code for each

Curriculum Guide 5, M5NS-If85

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

K to 12 Grade 5 Curriculum (M5NS-If-88.2);

III.

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

13

B. Establishing a purpose for the lesson

How many of you have brothers or sisters. Do you share anything with them? When you give something to somebody what happen to the things you had before? (Wait for some response). What do you feel when you share something to others? Why?

C. Presenting examples/instances of the new lesson

Present the situation to the class. There was 1 1/2 melon left for dinner. At dinner time, the family ate 2/3 of the melon. What part of the melon was left for the next meal? Ask:What is asked in the situation? What are the given facts?

D. Discussing new concepts and practicing new skills #1

Group the pupils into four working teams. Let them think to solve the problems. Possible Solution: 1 1/2-2/3= N After all the groups have finished, ask them to display their output on the board and ask them to discuss their answers.

Give this situation for the pupils to think about and provide answers. Jun’s family is making sweet tamarind candies to earn extra income and sustain the family’s daily expenses. Is it important to learn how to earn extra money especially during vacation time? Why? What other incomegenerating projects a family may engage in to earn extra income Presentation Present this problem. Ask the class to read and understand it. Justine bakes an apple cake for her mother’s birthday. Her brother ate 3/5 while her sister ate 2/4. Who ate more? How much more?

Ask the pupils to solve the problem by pairs. Expected answer : 3/5- 2/4 = 12/20- 10/20 Understand Know what is asked in the problem? Who ate more? By how much? Know the given facts, 3/5 and 2/4

-Show the solution and complete answer

-Show the solution and complete answer

How often do you spend time with your family? What activities do you do together? Is it important that we spend time with our family?

Read and study the following problems.

One afternoon, Mr. Cruz brought home one whole pizza. He made 8 slices. His daughters Lily, Lenie and Luz got their share. Mr. Cruz and his wife ate theirs too. How much pizza was left? Ask the following questions: What is asked? -What are the given facts? -What is the process to be used? -What is the number sentence? -Show the solution and complete answer Tell the pupils to do paper folding/cutting to answer the problem.

Ask: Can we solve these problems? Why and why not?

Post the jumbled parts of a word problem on the board. Ask some pupils to read them.

Can you arrange the sentences to form a word problem?Let the pupils give different suggestions until the class arrives at the correct answer.

14

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery

(Leads to Formative Assessment 3)

After all the groups have presented their answers, ask: “How did you find the activity? How were you able to subtract dissimilar fractions? What did you do?”

Discuss the presentation under Explore and Discover on page , LM Math Grade 5. Then, give the following exercises. Ask the pupils to subtract.

Plan: Determine the operation to use. Subtraction Draw a picture to represent the problem. Solve: Think of the solution to the problem After sharing the answers, let the pupils express their thoughts about the activity. Appreciate the thoughts then ask: How did you solve the problem? Understand the problem Plan , Solve Solution to the problem Check and Look Back We stated the complete answer Discuss the presentation under Explore and Discover on p. ____,LM Math Grade V. Then, ask the pupils to answer Get Moving.

Ask pupils if they have other ways of solving the problem. Say: There are times some problems can be solved in other ways like: Guess and Test Strategy, Using an operation, Drawing a picture, etc.

How do we know that the problem is now correctly arranged?What must a problem have for us to know that it is complete?

Solve this problem using a strategy you may choose. Bessie baked a banana cake. Her brother ate 3/10 of the cake while her sister ate ¼.Who ate more and by how much?

Collaborative Activity 1. Divide the class into three groups. 2. Give each group an activity card with data to be used in creating a problem. 3. All members must cooperate in creating the problem. 4. The group leader will report to the class the word problem they created and the solutionand answer to it. Activity: Role Playing Materials: Cut-outs of fruits and vegetables Mechanics: • The class will roleplay going to market to buy fruits and vegetables. That they will create. • Cut-outs of fruits and vegetables will be displayed in front of the class. • Each cut-out has an indicated number of kilos.

5 1/5-2/3 8 2/7-10/14 3 1/2- 1 5/6 6 1/6-5/9 G. Finding practical applications of concepts and skills in daily living

Ask pupils to work on items 1 to 8 under Get Moving and items 1-5 under Keep Moving on pages , LM Math Grade 5.

Ask pupils to solve the problems under Apply Your Skills on page _______ LM for Grade V. Check the pupils answer after a given period of time.

Solve the following using the strategy assigned to your group. • Peter hiked 5/7 of a kilometer. Mike hiked 1/3 of a kilometer. Who covered a longer distance?

15

• Each child will pick 23 fruits and vegetables. • They will use the items they picked as details in the problem How do we create a word problem?

H. Making generalizations and abstractions about the lesson I. Evaluating learning

How to subtract fractions and mixed fractions without and with regrouping? Answer the following Take away 3 1/2 from 6 1/5. 6 1/8 less 2 4/5 is equal to _____

What are the steps in solving problems?

What are the steps in solving problems?

Read and understand the problems. Then solve 1. Mark washed his car in 4/5 of an hour, cleaned the garage in 2/6 of an hour, and painted the garden fence in 3/4 hours. How long did it take him to do all the tasks?

Solve the following problems: 1. Julius and Edgar harvested 10 kilograms of star apples from the orchard. They gave 2 1/3 kilograms to their friends. How many kilograms of fruits were left for the family?

Create a problem using the given data. Then, solve the problem. 1. Given: 3 ¾ hours on Saturday, 2 1/5 hours on Sunday

J.

Read and analyze the question then solve. Find the difference of 4 2/3 and 2 5/6. What is the difference between 10 1/2 and 6 4/6?

Read and analyze the question then solve. Pia spent ¾ hours in her Lolo Ben’s farm. This was 2/3 of an hour more than the time she spent at the mall .How much time did she spent at the mall?

Solve each word problem. 1. Amor weighs 50 1/8 kilos. Marife weighs 36 3/8 kilos. a. How heavy are they together? b. Who is heavier? By how many kilos?

Arrange the given details to create a problem. Then, answer the problem. 1. -She used 2 ½ meters for her project. -How much cloth was left? -Fay bought 6 ¾ meters of cloth.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

E.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why

16

F.

G.

did these work? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

School Teacher Teaching Dates and July 25-29, 2016 Time Monday Visualize multiplication of demonstrates understanding of whole numbers up to 10 000 000. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four

Tuesday fractions using models demonstrates understanding of whole numbers up to 10 000 000.

Grade Level Learning Areas Quarter

Wednesday demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life

The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life

Thursday

Friday

demonstrates understanding of whole numbers up to 10 000 000. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four

17

C. Learning Competencies/Objective s Write the LC code for each II. CONTENT LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

fundamental operations involving fractions in mathematical problems and real-life situations. K-12 Grade 5 Curriculum pp. 59 Code:M5NS-Ig-89

situations.

situations.

fundamental operations involving fractions in mathematical problems and real-life situations. K to 12 Grade 5 Curriculum Guide, Code M5NS-Ig-91 p.56,

Kto 12 Curriculum Guide for Grade V Code: M5NS Ig-90.1 p. 56

Kto 12 Curriculum Guide for Grade V Code: M5NS Ig-90.1 p. 56

Multiplication of fractions using models

Multiplying fraction and a whole number and another Fraction

Multiplying fraction and a whole number and another Fraction

Multiplies mentally proper fractions with denominators up to 10

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Flashcards, strips of paper, cartolina

Flash card, chart, activity sheets, strips of paper, two cubes with all faces of numbered.

Flash card, chart, activity sheets, strips of paper, two cubes with all faces of numbered.

flash cards/window cards, charts, activity sheets

III.

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

Read and Solve Mother bought 5 kg of meat. She cooked 1 ½ kg on Saturday and 2 1/3 kg on Sunday. How many Kilograms of meat not cooked? What is ½ of a whole? Show it through your piece of pad paper. If you find ½ of that part again, what answer will you get? (Let them fold the paper once more in half and shade that

Use drawing to help you find the answer to the following 1. 3/5 of 1/3 = 2. 2/3 of 1/5 = 3. 3/5 of ¼ = 4. 2/5 of ½ = 5. 2/4 of ½ = How many of you asked by your mother to go to the Market? What do you buy from the market? Did you help your mother preparing food?

Use drawing to help you find the answer to the following 1. 3/5 of 1/3 = 2. 2/3 of 1/5 = 3. 3/5 of ¼ = 4. 2/5 of ½ = 5. 2/4 of ½ = How many of you asked by your mother to go to the Market? What do you buy from the market? Did you help your mother preparing food?

Give the multiples of the following numbers 3, 6, 9

Who among you likes to eat pizza? What will you do to the pizza before eating it?

18

part). How is the result compared with ½? C. Presenting examples/instances of the new lesson

Using problem opener and Visual presentations

D. Discussing new concepts and practicing new skills #1

Ask these questions: a. How big is father’s land? b. What part of it was planted with sweet corn? c. What are given in the problem? d. What is asked? Guide the pupils in planning how to solve the problem by asking them these questions: What is 1/3 of ¾? What is the number sentence? ( 1/3 x ¾ = N) Group Work: Let the pupils to visualize the multiplication problem using model by presenting one hectare by whole piece of cartolina. Say, “ if this is 1 hectare, how will you represent the ¾ hectare piece of land owned by father? (Pupils may fold the piece into 4 equal parts and shades ¾ ). After performing the activity the pupils answer the following questions through the visualization

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery (Leads to Formative Assessment 3)

Using problem opener Ask these questions What ingredients did Caty’s buy from the market? What kind of a girl is Caty? Will you obey your mother? To answer the first problem, let us draw a figure to represent 1/6 of a piece of cheese

Using problem opener Ask these questions What ingredients did Caty’s buy from the market? What kind of a girl is Caty? Will you obey your mother? To answer the first problem, let us draw a figure to represent 1/6 of a piece of cheese

Present the situation to the class.

We can also express as … 5 x 1 = 5 or we multiply 5 by 1 How did you find the activity? How did you multiply the fraction to another fraction? How did you multiply fraction to a whole number?

We can also express as … 5 x 1 = 5 or we multiply 5 by 1 How did you find the activity? How did you multiply the fraction to another fraction? How did you multiply fraction to a whole number?

By mental computation ½ × ⅓ - Multiply numerator to numerator and multiply denominator to denominator. ½ × ⅓ = 1/6

A. Discuss the presentation under Explore and Discover on page ____ of LM Grade Five B. Ask the pupils to work on the exercises under Get Moving on page

A. Discuss the presentation under Explore and Discover on page ____ of LM Grade Five B. Ask the pupils to work on the exercises under Get Moving on page

How did you go with the activity? How did you get the product without paper and pencil?

Group the pupils into five working teams. Tell them to think of methods on how to solve the problem mentally.

19

multiplication of fractions using models

____of LM Grade Five C. For Mastery, have them answer the items under Keep Moving on page ___ of LM Grade Five

____of LM Grade Five C. For Mastery, have them answer the items under Keep Moving on page ___ of LM Grade Five

For the solution: We multiply both numerators and denominators to get the product of the fractions mentally.

G. Finding practical applications of concepts and skills in daily living

Show the product: a. One half of one and one half of the farm is planted with corn. Illustrate the area. b. Have the pupils do their under Apply your Skills on Page --LM Grade 5 Math.

Ask the pupils to do items 1 to 3 under Apply your Skills on page 153 of LM Grade 5

Ask the pupils to do items 1 to 3 under Apply your Skills on page 153 of LM Grade 5

H. Making generalizations and abstractions about the lesson

How do we visualize multiplication of Fraction using model. Multiplication equation for each visualization by paper folding drawing and the like. A. Discuss the presentation under Explore and Discover on page ___ of LM Math Grade 5 B. Let the pupils work on exercises under Get Movingon page___ on page of LM Grade 5. For more Practice give exercises under Keep Moving on page of LM Grade 5

How do we multiply whole number to fraction? How do we multiply fraction to fraction?

How do we multiply whole number to fraction? How do we multiply fraction to fraction?

A. Solve each item mentally. 1. 2/3 × 4/5 = _____ 2. ½ × 2/3 = _____ 3. ¾ × 2/3 = _____ 4. 5/7 × 7/8=_____ 5. 7/10 × 1/5 = _____ B. Solve for N mentally. 1. 5/6 × 7/8 = N 2. 3/8 × 5/6 = N 3. 3/10 × ½ = N 4. 2/3 × ½ = N For more exercises, let the pupils answer exercise B under Keep Moving on page__ LM Math Grade 5. Lead the pupils to give the generalization by asking: How do you multiply the proper fractions with the denominators up to 10?

Understand the questions carefully then write your answers in the blanks. 1. In the equation 2/3 x ½ x 5 = N 2. If you multiply 3 , ¼ and 2/3, what will be the product 3. Multiply 2/3 , 2 and 4/5 . It will give a product of __________. 4. What is the product of 2/7 , 3/8 and ½ ? _______ 5. Multiply 2, 5/6 and ¾. The answer is _____.

Understand the questions carefully then write your answers in the blanks. 1. In the equation 2/3 x ½ x 5 = N 2. If you multiply 3 , ¼ and 2/3, what will be the product 3. Multiply 2/3 , 2 and 4/5 . It will give a product of __________. 4. What is the product of 2/7 , 3/8 and ½ ? _______ 5. Multiply 2, 5/6 and ¾. The answer is _____.

I.

Evaluating learning

Let the pupils answer exercise Aunder Apply Your Skillson page__ LM Math Grade 5

20

J.

Additional activities for application or remediation

Prepare an album showing the following equations. Use paper – folding methods. 1. 21 3 x 2 = 2.

V. VI. A.

B.

C.

D.

x

4

=

Find the product. Express your answer in lowest terms if possible Dan bought 6 kilos of rice in the market. He shared 1/3 for their picnic. How many kilos of rice did he share? Phiel planted pineapple on the ¾ of the 5/6 sq. hectares of farm, what part of the farm was planted with pineapple?

Answer exercise B underApply Your Skillson page__ LM Math Grade 5

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

13 10

Find the product. Express your answer in lowest terms if possible Dan bought 6 kilos of rice in the market. He shared 1/3 for their picnic. How many kilos of rice did he share? Phiel planted pineapple on the ¾ of the 5/6 sq. hectares of farm, what part of the farm was planted with pineapple?

21

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

School Teacher Teaching Dates and August 1-5, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Thursday Friday Solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving demonstrates understanding of whole numbers up to 10 000 000. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations. solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies and tools.

strategies or tools. demonstrates understanding of whole numbers up to 10 000 000. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations. solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies and tools.

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

creates problems (with reasonable answers) involving multiplication of fraction

creates problems (with reasonable answers) involving multiplication of fraction

22

M5NS-Ih-93.1

II.

CONTENT

M5NS-Ih-93.1

M5NS-Ih-92.1

M5NS-Ih-92.1

Solving Routine or Non-

Solving Routine or Non-

Creating

routine Problems Involving

routine Problems Involving

reasonable answer) Involving

reasonable answer) Involving

Multiplication Without or With

Multiplication Without or With

Multiplication of

Multiplication of

Addition or Subtraction of

Addition or Subtraction of

Fractions

Fractions

Fractions and Whole Numbers

Fractions and Whole

Using Appropriate Problem

Numbers Using Appropriate

Solving Strategies or Tools.

Problem Solving Strategies or

Problems

(with

Creating

Problems

(with

Tools.

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

Guide,

Guide,

Guide, M5NS-Ih-93.1

Guide, M5NS-Ih-93.1

Code M5NS-Ih-92.1p.56

Code M5NS-Ih-92.1p.56

LM Grade 4 pp. 131-132

LM Grade 4 pp. 131-132

number cards, charts, activity sheets, coin

number cards, charts, activity sheets, coin

cards with problem for the

cards with problem for the

drill activity

drill activity

Using flash cards give the

Using flash cards give the

Conduct a review on solving

Conduct a review on solving

product of the following

product of the following

multistep routine and non-

multistep routine and non-

fractions mentally.

fractions mentally.

routine

routine

problems

involving

problems

involving

23

3/5 X ½

3/5 X ½

6/7 X 1/3

6/7 X 1/3

7/9 X 4/5

7/9 X 4/5

9/10 X ¼ B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

multiplication fractions using

multiplication fractions using

appropriate

appropriate

strategies and tools.

Solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies or tools. Do you know how to save your money? How do you save your money?

your money? How do you save your money?

Present this problem. Let the

Create

Present this problem. Let the pupils read and understand

it.

it.

Marlon earned ₱150 by selling

Marlon earned ₱150 by selling

2 5

of newspapers. If he puts

2 5

his money in his piggy bank,

his money in his piggy bank,

how much did he save?

how much did he save?

Ask: What is asked in the problem?

strategies and tools.

Ask: What is asked in the

problems

(with

Create

problems

(with

reasonable answer) involving

reasonable answer) involving

multiplication of fractions

multiplication of fractions

Show a picture of a boy/girl

Show a picture of a boy/girl

putting

putting

coins

on

a

piggy

bank.

pupils read and understand

newspapers. If he puts

problem-solving

9/10 X ¼

5. 8/10 X 3/ Solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies or tools. Do you know how to save

Ask:

D. Discussing new concepts and practicing new skills #1

problem-solving

coins

on

a

piggy

bank. What

is

the

boy/girl

Ask:

What

is

the

boy/girl

doing? Is it necessary for a

doing? Is it necessary for a

child like you to learn how to

child like you to learn how to

save money? Why? Present this problem.

save money? Why? Present this problem.

Everyday

Shane’s

mother

Everyday

Shane’s

mother

gives her Php 50 for her

gives her Php 50 for her

allowance. She only spend ¾

allowance. She only spend ¾

of it and save the rest on her

of it and save the rest on her

coin bank. If she saves her

coin bank. If she saves her

of money religiously every day,

money religiously every day,

how much money will she

how much money will she

have in 4 weeks?

have in 4 weeks?

Guide the pupils in solving

Guide the pupils in solving

the problem. Refer to the

the problem. Refer to the

questions.

questions.

24

What are given in the

problem?

problem?

What are given in the

What is asked in the

What is asked in the

problem? What are the given

problem? What are the given

facts? What is

word

facts? What is

clue? What is the operation

clue? What is the operation

to be used? What is

to be used? What is

What word clue would help

problem?

you solve the problem?

What word clue would help

What operation needed to

you solve the problem?

solve the problem?

What operation needed to

What is the number

solve the problem?

sentence?

What is the number

Call one pupil to show his/her

sentence?

mathematical

solution on the board.

Call one pupil to show his/her

sentence

solution on the board.

the

the

the

word

the

mathematical

for

the

problem? Solve and explain the

sentence

for

the

problem? Solve and explain the

answer.

answer.

Allow each group to

Allow each group to

solve

solve

the

problem.

the

problem.

Let them post their

Let them post their

work on the board as

work on the board as

soon

soon

as

they

are

as

they

are

finished with it. Let

finished with it. Let

each

each

group

discuss

group

discuss

their solutions. Possible solution: 4/4 – ¾ = ¼ She

their solutions. Possible solution: 4/4 – ¾ = ¼ She

saves

saves

¼

of

her

¼

of

her

money daily (¼ of 50) x 20 = N ¼ x 50= 12.50 her

money daily (¼ of 50) x 20 = N ¼ x 50= 12.50 her

daily savings 12.50 x 20 (number

daily savings 12.50 x 20 (number

of school days in 4

of school days in 4

weeks)

weeks)

=

Php

=

Php

25

E. Discussing new concepts and practicing new skills #2

250.00 her savings

250.00 her savings

in 4 weeks

in 4 weeks

Ask: Can you create a

Ask: Can you create a

problem similar to the given

problem similar to the given

problem?

problem?

Ask: Why do you think Marlon

Ask: Why do you think Marlon

Group the pupils into five

Group the pupils into five

saved money in his piggy

saved money in his piggy

working

working

bank? Is it proper to save

bank? Is it proper to save

them

money? Why? What kind of

money? Why? What kind of

problem to the one given.

problem to the one given.

boy is Marlon?

boy is Marlon?

Say: Let us have another

Say: Let us have another

Create a problem with the

Create a problem with the

problem. This time you will

problem. This time you will

given data.

given data.

group yourselves into 5.

group yourselves into 5.

15 kilograms of mangoes-

15 kilograms of mangoes-

teams.

to

create

Encourage a

similar

them

teams.

to

create

Encourage a

similar

Group 1-A metro Aide can

Group 1-A metro Aide can

harvested by John from the

harvested by John from the

clean 10 2/3 meters of the

clean 10 2/3 meters of the

orchard1/3 kilograms-shared

orchard1/3 kilograms-shared

lawn

lawn

by John to his neighbours

by John to his neighbours

manymeters can he cleans in

per

manymeters can he cleans in

5 ½ litres of paint- amount of

5 ½ litres of paint- amount of

4 ½ hours?

4 ½ hours?

paint to be used for painting

paint to be used for painting

the fence

the fence

Group 2-

hour.

How

A man owned a

per

Group 2-

hour.

How

A man owned a

parcel of land that was 1 4/5

parcel of land that was 1 4/5

¾ of the total paint- the

¾ of the total paint- the

hectares in area. He used

hectares in area. He used

amount of paint consume to

amount of paint consume to

2/3 of the land for a garden.

2/3 of the land for a garden.

paint the entire fence.

paint the entire fence.

What fraction of the land

What fraction of the land

area is the garden?

area is the garden?

Group 3-

Group 3-

sacks

of

Julius sold 3 ½ rice.

Each

sack

sacks

of

Julius sold 3 ½ rice.

Each

sack

weighs 50 kilograms. How

weighs 50 kilograms. How

manyKilograms of rice did

manyKilograms of rice did

Julius sell?

Julius sell?

26

Group 4-

Precy answered

Precy answered

¾ of the test correctly. If

¾ of the test correctly. If

there is a total of 20 test

there is a total of 20 test

items,

items,

how many items did

how many items did

she get correctly?

she get correctly?

Group 5-

Group 5-

Ricky painted 3/5

Ricky painted 3/5

of the side of the garage.

of the side of the garage.

When he repainted ½ of this

When he repainted ½ of this

part, what part of the side of

part, what part of the side of

the garage of each ad he

the garage of each ad he

painted twice?

painted twice?

Call a representative of

F.

Group 4-

Call a representative of

each group to report the

each group to report the

Developing mastery

outcomes of their activity. Discuss the presentation

outcomes of their activity. Discuss the presentation

(Leads to Formative Assessment 3)

under Explore and

under Explore and

Discoveron page 1 of LM

Discoveron page 1 of LM

Math Grade 5.

Math Grade 5.

Read and solve the problems

Read and solve the problems

carefully.

carefully.

Nelson wants to paint one of

Nelson wants to paint one of

the walls of his bedroom with

the walls of his bedroom with

a color different from

a color different from

that of the other walls. The

that of the other walls. The

monthly salary from

monthly salary from

wall he will paint is 5 ½

wall he will paint is 5 ½

her

her

metres long and 4 ½ metres

metres long and 4 ½ metres

class

high. What is the dimension

high. What is the dimension

of the wall?

of the wall?

Joshua had a piece of tape 4

Joshua had a piece of tape 4

1/3 m. long. He used ¾ of it.

1/3 m. long. He used ¾ of it.

A.

B.

1.

Discuss

the

C. Discuss

presentation on page

presentation on page

___of LM Math Grade

___of LM Math Grade

V. Have

the

pupils

V. D. Have

the

pupils

create a problem with

create a problem with

the

the

information

given. Php 25,000- Ericka’s online

3.

tutorial

information

given. Php 25,000- Ericka’s online

tutorial

class 1/8

- she puts

1/8

on her savings every 2.

the

month 5/6- part of the house to be cleaned

- she puts

on her savings every 4.

month 5/6- part of the house to be cleaned

27

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

How many metres of

How many metres of

½- part of the house

½- part of the house

Tape did he use?

Tape did he use?

finished in cleaning

finished in cleaning

How do you find with the

How do you find with the

After all the groups have

After all the groups have

activity? Did you enjoy doing

activity? Did you enjoy doing

presented their work, ask the

presented their work, ask the

it?

it?

following questions:

following questions:

How were you able to solve

How were you able to solve

How did you find the activity?

How did you find the activity?

it?

it?

How were you able to create

How were you able to create

How do we solve routine and

How do we solve routine and

a problem? Summarize

a problem? Summarize

non-routine word problem?

non-routine word problem?

asking: How do we create

asking: How do we create

The steps in solving routine

The steps in solving routine

problems

problems

problems are:

problems are:

multiplication of fractions?

Understand – Know what is

Understand – Know what is

We

familiarize

asked, what are given.

asked, what are given.

ourselves

with

Plan – Know what operation.

Plan – Know what operation.

different

different

Write the number sentence.

Write the number sentence.

Mathematical

Mathematical

Solve – Write

Solve – Write

the

correct

units/label your answers. Check

and

Review

and

Look

–

your

answers. To

correct

units/label your answers.

back

check

the

Check

and

Review

and

Look

check

non-

problems

routine involving

To

solve

non-

problems

routine

subtraction

of

fraction and whole numbers,

fraction and whole numbers,

read and analyze

read and analyze

problem

carefully.

Tell

the

problem

carefully.

involving

multiplication of fractions?

the

concepts. Analyse the data first

We

familiarize

ourselves

with

the

concepts. Analyse the data first of problems you want

addition

the

by

of problems you want

involving or

lesson

your

addition

of

involving

the

and think of the type

multiplication without or with

subtraction

by

and think of the type

multiplication without or with or

lesson

–

back

answers.

solve

the

to create. Study some sample problems familiar

and with

be the

to create. Study some sample problems familiar

and with

be the

organization of data

organization of data

on the problem.

on the problem.

Tell

what is asked and what are

what is asked and what are

given. Then, use other

given. Then, use other

28

strategies like act out the

strategies like act out the

problem,

problem,

listing/table

method,

I.

Evaluating learning

guess

and

test,

listing/table

method,

guess

and

test,

drawing/making a diagram,

drawing/making a diagram,

using

using

patterns,

working

backwards, etc. to solve. Read and solve carefully. 1.

working

backwards, etc. to solve. Read and solve carefully.

Albert is taking a

the

pupils

do

the

Have

the

pupils

do

the

exercises under Apply your

exercises under Apply your

60-item multiple

60-item multiple

Skills on page ____, LM Math

Skills on page ____, LM Math

choice

He

choice

He

Grade

Grade

the

knows

the

pupils to show and discuss

pupils to show and discuss

the answers.

the answers.

test.

correct

1.

Have

Albert is taking a

knows

2.

patterns,

answers

test.

correct

answers

to all, xxcept 1/5 of the

to all, xxcept 1/5 of the

items.

items.

If

he

If

guesses correctly

on ¾ of these

on ¾ of these

questions,

questions,

many items will

he

he

correctly? A farmer has 3

2.

sons and 10 ¾ hectares of rice

field. He gave 2/7

field. He gave 2/7

of the land to the oldest, 3/5 of

of the land to the oldest, 3/5 of

what remained to

what remained to

the next oldest,

the next oldest,

and

and

remained to the

Encourage

some

correctly? A farmer has 3

hectares of rice

still

V.

answer

sons and 10 ¾

what

some

how

many items will answer

Encourage

he

guesses correctly how

V.

what

still

remained to the

29

youngest. much

How

land

each 3.

receive? Mang

much

son

each 3.

50

son

receive? Mang

Celso 50

He sold 4/5 of

He sold 4/5 of

these

these

to

his

to

his

neighbors and brought the rest

neighbors and brought the rest

to

to

the

market. many

the

market.

How

many

kilograms of fish

kilograms of fish

were sold in the

were sold in the

market? Jose harvested ½

kg

4.

of

market? Jose harvested 45

½

kg

of

squash from his

squash from his

garden. He gave

garden. He gave

5/8 of these to

5/8 of these to

the visitors. How

the visitors. How

many

many

kilograms

left? A car travel at a speed

Additional activities for

did

caught

of squash were

J.

land

kilograms of fish.

45

5.

How

kilograms of fish.

How

4.

did

Celso

caught

youngest.

of

2

¼

kilograms

of squash were 5.

left? A car travel at a speed

of

2

¼

kph. How far can

kph. How far can

it go in 3 1/3

it go in 3 1/3

hours?

hours?

Let the pupils answer

Let the pupils answer

Write a question for the given

Write a question for the given

30

application or remediation

exercise A under Apply Your Skills on page_ LM Math Grade 5

exercise A under Apply Your Skills on page_ LM Math Grade 5

problem. 1.

2.

problem. Rudy earns Php 500

each day working in

an office. He spends

an office. He spends

3/4 of it for food. Jen bought 3

B.

C.

D.

2.

3/4 of it for food. Jen bought 3

¼

meter ribbon for her

dress.

dress.

The used

dressmaker

The used

only 2/3 of it.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

¼

meter ribbon for her

only 2/3 of it.

A.

Rudy earns Php 500

each day working in

dressmaker

V. VI.

1.

GRADES 1 to 12

School

Grade Level 31

DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

Teacher Teaching Dates and August 8-12, 2016 Time Monday Visualizes division of fraction demonstrates understanding of whole numbers up to 10 000 000. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations. visualizes division of fractions

M5NS-Ii-95

Tuesday

Learning Areas Quarter

Wednesday

Thursday

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations. visualizes division of fractions

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

divides

divides

- simple fractions - whole numbers by a fraction and vice versa

- simple fractions - whole numbers by a fraction and vice versa

M5NS-Ii-96.1

M5NS-Ii-96.1

M5NS-Ii-95

Friday Weekly Test

32

II.

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

M5NS-Ii-95, Lesson Guide in

M5NS-Ii-95, Lesson Guide in

Mathematics VI p. 266-270,

Mathematics VI p. 266-270,

Our World of Math 5 p.202-

Our World of Math 5 p.202-

204, XL Excelling in

204, XL Excelling in

Mathematics 6 p.172-173

Mathematics 6 p.172-173

Geometric figures, fraction

Geometric figures, fraction

chart, flash cards

chart, flash cards

Conduct a review on

Conduct a review on

multiplication of fraction

multiplication of fraction

using flash cards.

using flash cards.

1.

2 3 × =¿ 3 4

2.

4 6 × =¿ 5 7 1 5 × =¿ 3 6

3.

4.

1.

2 3 × =¿ 3 4

2.

M5NS-Ii-96.1, LG in Math 6 p. 270- 277, Our World of Math 5 p. 202-207, XL Excelling in Mathematics 6 174-176

flash cards, number line, activity cards

flash cards, number line, activity cards

Write the following as mixed numbers or whole numbers Group 1

Write the following as mixed numbers or whole numbers Group 1

12 3 13 4

4 6 × =¿ 5 7 1 5 × =¿ 3 6

M5NS-Ii-96.1, LG in Math 6 p. 270- 277, Our World of Math 5 p. 202-207, XL Excelling in Mathematics 6 174-176

3.

14 5

2.

4.

23 4 19 4

3.

5.

12 3 13 4

2.

4.

23 4 19 4

3.

5.

14 5

4.

33

2 3 × =¿ 9 4

5.

3 4 × =¿ 8 5

2 3 × =¿ 9 4

5.

3 4 × =¿ 8 5

B. Establishing a purpose for the lesson

Visualizes division of fraction

Visualizes division of fraction

C. Presenting examples/instances of the new lesson

Present a picture of a girl

Present a picture of a girl

sharing a slice of bread to her

sharing a slice of bread to her

playmate. Ask the pupils to

playmate. Ask the pupils to

tell something about the

tell something about the

picture. Elicit the value of

picture. Elicit the value of

sharing.

sharing.

Present each problem to the

Present each problem to the

class.

class.

D. Discussing new concepts and practicing new skills #1

Grace has 4 meters of cloth.

Grace has 4 meters of cloth.

She wants to make hand

She wants to make hand

towels for her EPP project.

towels for her EPP project.

How many hand towels can

How many hand towels can

she make if each hand towel

she make if each hand towel

1 2

1 2

measures

meter?

measures

meter?

Analyze the problem. Ask

Analyze the problem. Ask

“What are the given facts?”

“What are the given facts?”

What is asked? What is the

What is asked? What is the

Divides simple fraction and whole number by a fraction and vice versa Present a picture of a boy helping his parents in doing household chores. Ask the pupils if they also help their parents at home in doing household chores. Elicit the value of helping.

Divides simple fraction and whole number by a fraction and vice versa Present a picture of a boy helping his parents in doing household chores. Ask the pupils if they also help their parents at home in doing household chores. Elicit the value of helping.

Present each problem to the class.

Present each problem to the class.

A

5 6

m wire is to be cut

into pieces Lito helps his father cutting it into

1 12

A

5 6

m wire is to be cut

into pieces Lito helps his father cutting it into

1 12

meter long. How many pieces can he cut from the wire?

meter long. How many pieces can he cut from the wire?

Analyze the problem: What is asked? What facts are given? What is the needed operation?

Analyze the problem: What is asked? What facts are given? What is the needed operation?

34

E. Discussing new concepts and practicing new skills #2

operation to be used?

operation to be used?

Write the equation.

Write the equation.

Group the pupils and have

Group the pupils and have

them perform the task.

them perform the task.

Group the pupils and have them perform the task. Find each quotient.

Group the pupils and have them perform the task. Find each quotient.

2 3 ÷

1 3

÷

1 8

=n

6.

3. 6. 6 = n

3 4

F.

Developing mastery

(Leads to Formative Assessment 3)

Let the groups present their

Let the groups present their

outputs.

outputs.

How did you find the activity?

How did you find the activity?

Were you able to visualize

Were you able to visualize

division of fraction? In how

division of fraction? In how

many ways were you able to

many ways were you able to

show the answer?

show the answer?

5. 24

÷

4 5 ÷

÷

1 4

8 =

=n

7.

=n

1 6

1 3

÷

1 8

6

8=n

12 ÷

8. 9

2 3

5

=n 4

4. 5 n

5 6

2.

=n

5

=n

3. 6. 6 = n 6

4

4. 5 n 6.

8=n

3 4

12 ÷

8. 9

5 6

2.

÷

4 5 ÷

5. 24

1 4

8 =

=n

7.

=n

1 6

Let the pupils present their work. How did you find the activity? How did you find the quotient of simple fraction? whole number and fraction vice versa?

Let the pupils present their work. How did you find the activity? How did you find the quotient of simple fraction? whole number and fraction vice versa?

To divide simple fractions Change the divisor to its reciprocal. Change the division sign to multiplication sign. Multiply the numerators then

To divide simple fractions Change the divisor to its reciprocal. Change the division sign to multiplication sign. Multiply the numerators then

35

G. Finding practical applications of concepts and skills in daily living

Have the pupils solve the

multiply the denominators. multiply the denominators. Express in lowest terms if Express in lowest terms if necessary. necessary. To divide whole number and To divide whole number and a fraction vice versa: a fraction vice versa: Step 1. Write the number Step 1. Write the number sentence. sentence. Step 2. Rename the whole Step 2. Rename the whole number in fraction form number in fraction form Step 3. Get the reciprocal of Step 3. Get the reciprocal of the divisor then proceed to the divisor then proceed to Multiplication of fractions. Multiplication of fractions. Step 4. Write the product of Step 4. Write the product of the numerators over the the numerators over the product of the denominators; product of the denominators; and and reduce the fractions if needed. reduce the fractions if needed. . . Discuss the presentation. On Discuss the presentation. On Discuss the presentation. On page ___ of LM Math Grade V, page ___ of LM Math Grade V, page ___ of LM Math Grade V, Have the pupils solve the Have the pupils solve the Have the pupils solve the following problems. following problems.

following problems.

following problems.

Use a fraction chart to show:

Use a fraction chart to show:

Discuss the presentation. On page ___ of LM Math Grade V,

1 3

a) 3 1

a) 3

b) 5 2

2 3

Ask the pupils to solve the

c) 6

2 3

Ask the pupils to solve the

problems under Get Moving

problems under Get Moving

on page ____ LM Math Grade

on page ____ LM Math Grade

V. Check their Answer. For

V. Check their Answer. For

mastery, have them solve the

mastery, have them solve the

3 5

of a big

birthday cake in the refrigerator. She served

1 5

1

b) 5 2 c) 6

1 3

Lita found

piece of the cake to

each of her friends. How many of her friends ate the cake? How

many

2 5

-meter

long

pieces can be cut from an -meter ribbon? 12 ÷ ¼ 6 ÷ 4/5 3 ÷ 2/8

8 10

Lita found

3 5

of a big

birthday cake in the refrigerator. She served

1 5

piece of the cake to

each of her friends. How many of her friends ate the cake? How

many

2 5

-meter

long

pieces can be cut from an -meter ribbon? 12 ÷ ¼ 6 ÷ 4/5 3 ÷ 2/8

8 10

36

H. Making generalizations and abstractions about the lesson

problems under Keep

problems under Keep

Moving on Page _______ of

Moving on Page _______ of

LM Math Grade V. Check the

LM Math Grade V. Check the

pupil’s answer. Lead the pupils to generalize

pupil’s answer. Lead the pupils to generalize

that: To visualize division offraction we use the illustration, fraction chart and number line

I.

Evaluating learning

Solve the problem using

Lead the pupils to generalize Lead the pupils to generalize that: that: that: To divide simple fraction: To divide simple fraction: To visualize division Change the divisor to its Change the divisor to its reciprocal. reciprocal. offraction we use the Change the division sign to Change the division sign to illustration, fraction chart and multiplication sign. multiplication sign. Multiply the numerators then Multiply the numerators then number line multiply the denominators. multiply the denominators. Express in lowest terms if Express in lowest terms if necessary. necessary. To divide whole number and To divide whole number and a fraction vice versa: a fraction vice versa: Step 1. Write thee number Step 1. Write thee number sentence. sentence. Step 2. Rename the whole Step 2. Rename the whole number in fraction form number in fraction form Step 3. Get the reciprocal of Step 3. Get the reciprocal of the divisor then proceed to the divisor then proceed to Multiplication of fractions. Multiplication of fractions. Step 4. Write the product Step 4. Write the product of the num numerators over the of the num numerators over the product of the den product of the den denominators; and denominators; and reduce the fractions if needed. reduce the fractions if needed. Solve the problem using

illustration:

illustration:

1) Jayra bought 3 pineapples.

1) Jayra bought 3 pineapples.

She cut each into ½ pieces.

She cut each into ½ pieces.

How many halves did she

How many halves did she

have?

have?

2) Rico has to pack 4 kg. of

2) Rico has to pack 4 kg. of

rice in bags that can contain

rice in bags that can contain

Find the quotient:

5 1. 8 9 10 7 8

1 3

÷

÷

÷

1 2 1 2

Find the quotient: =n

=n

=n

2.

3.

4.

1.

5 8

9 10 7 8

1 3

÷

÷

÷

1 2 1 2

=n

=n

=n

2.

3.

4.

37

4/5 kg per bag. How many

J.

Additional activities for application or remediation

bags will he need to pack the

bags will he need to pack the

rice?

rice?

Illustrate the following

division problems. Write the

division problems. Write the

answer in your notebook.

answer in your notebook.

1.) 6

2.) 12

=N 2 3

=N

3.) 1/3 ÷ 1/6

10 ÷

2 3

Illustrate the following

3 4

4.) 6

3 4

5.) 12

1.

=N 2 3

=N

5 9

= n 2.

4 5

÷

1 2

= n 3. 6

1 3

6.) 1/3 ÷ 1/6

7 10

B.

C.

D.

2 3

÷

=n

=n

4. 24 ÷

5. 3 ÷

1 8

10 ÷

=

1 3

1 4

A.

= n 5. 8 ÷

Find the quotient. Write the answer in your notebook.

÷

V. VI.

1 8

4/5 kg per bag. How many

= n 5. 8 ÷

=

Find the quotient. Write the answer in your notebook. 2.

1 3

÷

5 9

= n 2.

4 5

÷

1 2

= n 3. 6

1 3

÷

1 4

=n

=n

4. 24 ÷

5. 3 ÷

7 10

=n =n

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation

38

E.

Which of my teaching strategies worked well? Why did these work?

F.

What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

School Teacher Teaching Dates and August 15-19, 2016 Time Monday

I. OBJECTIVES A. Content Standards

B. Performance Standards

Grade Level Learning Areas Quarter

Tuesday

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply

Wednesday REVIEW

Thursday PERIODICAL TEST

Friday PERIODICAL TEST

39

C. Learning Competencies/Objectives Write the LC code for each

II.

and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

solves routine or non-routine problems involving division without or with any of the other operations of fractions and whole numbers using appropriate problem solving strategies and tools

creates problems (with reasonable answers) involving division or with any of the other operations of fractions and whole numbers.

M5NS-Ij-97.1

M5NS-Ij-98.1

M5NS-1j-97.1, Elementary Mathematics 6 p. 126

M5NS-1j-98.1

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Module in Mathematics 6 Lesson 89-91 pages 123-127

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV.

flashcards of basic division

flashcards

,

facts, activity cards, charts

charts

of word problems

activity cards

of

activity word

cards,

problems,

PROCEDURES

40

A. Reviewing previous lesson or presenting the new lesson

Checking of Assignment

Checking of Assignment

Review the steps in solving

Review the steps in solving word

word problems.

problems.

Ask: What are the steps in

Ask: What are the steps in

solving a word problem

solving a word problem In what steps will the following questions fall? What is asked? What are the given facts? What is the process to be used? What is the number sentence? Show the solution and complete

B. Establishing a purpose for the lesson

Solves routine or non-routine

answer. Create

problems involving division

reasonable answers) involving

without or with any

division or with any of other

of the

problems

other operations of fractions

operations

and whole numbers using

whole numbers

of

(with

fractions

and

appropriate problem solving C. Presenting examples/instances of the new lesson

strategies and tools. Do you drink pineapple juice? Do you share it with your friends?

Read and study the problem. Malou is making a placemats for her mother. How many placemats can she cut from 4 meters of linen cloth? Ask:

Can

you

solve

the

problem? Why not? What is the needed information to solve the problem?

41

D. Discussing new concepts and practicing new skills #1

Present a problem opener

Post the jumbled word problems

Pauline prepared ¾ liter of pineapple juice for her 3 visitors. How much juice were served to each of her friends if she served equally among them?

on the board.

They have 48 cups of buko salad. How many servings can be made?

Ask: What is asked in the problem? What are the given facts? What word clue would help you solve the problem? What operation is to be

A cafeteria is offering buko salad for desert. Each serving is 2/3 of a cup. Let the pupils read the sentences written on the strips.

used? Ask a pupil to show his/her E. Discussing new concepts and practicing new skills #2

solution on the board. Ask: Which of the problems

Ask: Get a partner and try to

is

arrange the sentences to form a

easier

to

solve?

What

operation did you use to get the answer? How were you able to solve it? Did you work with your group cooperatively?

word a problem. A cafeteria is offering

buko salad for desert. They have 48 cups of buko salad. Each serving is 2/3 of a cup. How many serving can be made?

When your group solved the

Ask:

Did

you

arrange

the

problem easily, how did you

sentences correctly to form a

feel?

word problem? Say: Let the pairs solve the problem and ask someone to show the solution on the board.

42

F.

Developing mastery

(Leads to Formative Assessment 3)

Say: Let us solve more problems. Let the pupils answer the following problems by pairs. Check the pupils’ answers

a. Group Activity Divide the class in four groups. Let them choose a leader and a secretary. Give each group an activity card with data to be used for creating a problem. Let each group post their work on the board. The leader will report the problem they have created and show their

answer and

solution. G. Finding practical applications of concepts and skills in daily living

Divide

the

class

in

four

Ask

pupils

to

work

the

groups. Let them choose a

exercises

leader and a secretary. Give

Moving on page___ of LM Math

each group an activity card

Grade

with problems written on it.

answers.

5.

under

on

Check

Keeping the

pupils’

Then each group will post their work on the board. The leader H. Making generalizations and abstractions about the lesson

will

explain

their

answers and solutions. Lead the pupils generalize

Lead the pupils generalize the

the following.

following.

The steps in solving routine problems are: Understand –Know what is asked, what are given Plan- Know the operation. Write the number sentence. Solve- Write the correct units/label your answer. Check and Look back – Review and check your answer.

To create a word problem, Be familiar with the concepts of Math. Think of the type of problem to be created. Read some samples of word problems and study their solutions. The following are necessary when creating a problem.

43

To solve non-routine problems involving division, read and analyze the problem carefully. Tell what is asked and what are given. Use other strategies like act out the problem, table method, drawing/making a diagram to solve.

I.

Evaluating learning

To check if the answer to the problem you have created and solved is correct; All the given data needed to solve the problem should be there. The answer must be the answer to what is asked for and must be reasonable.

Solve the following

Create a problem using the

problems.

given data. Then, solve the

Mrs. Gibe had 4 bars of

problem.

laundry soap. In how many days did she use the bar of soap if she used 1 1/3 bars a day? There are 5 pieces of silk cloth. Each piece is 8/9 meters long. It takes 4/9 of a meter to make one décor. How many decors can be made from all the pieces? A tailor has a bolt of cloth 50

Given:

6

2 3

water 3 big containers filled equally Asked: Number of pails of water each container hold Problem: ________________________________ _ Solution and answer:

meters long. If a uniform needs 2 2/3 meters of cloth, how many uniforms can he

collected pails of

Given:

12

3 4

m long of stick

make from the cloth?

7 equal parts

Rayne has 5 meters of cloth.

Asked: the measure of each

She will use it for making

stick

scarves. How many scarves

Problem: _________________

44

can she make if each scarf

Solution and answer:

needs 2/3 meter? Mark bought 30 2/3 meters of rope and cut it into equal pieces. If he is to divide it equally among 16 children, how many meters of rope will each receive?

Given:

6 8

of 100 pupils

3 groups Asked: the number of members in each group Problem: _____________________ Solution and answer:

J.

Additional activities for application or remediation

Solve each problem.

Create your own problems. Problem:__________________

After harvesting 20 sacks of

Solution and Answer:

corn, 3 sacks were divided by Mang Jun. He gave ¼ of a sack of corn to each of his neighbors.

How

many

neighbors shared Mang Jun’s good harvest? Mother has 6 kg of boiled peanuts. repack

She these

wants into

to

small

plastic bags which weigh 3/8 kg each. How many plastic bags does she need? Hannah and Mother can sew one table cloth in ¼ hour. How many table cloths can they finish in 5 hours? V.

REMARKS

45

VI. A.

B.

C.

D.

REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12

School Teacher

Grade Level Learning Areas 46

DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

Teaching Dates and Time

August 22-26, 2016

Quarter

Monday Tuesday Wednesday Gives the place value and the value of a digit of a given decimal number through ten thousandths. 1.demonstrates understanding of decimals.

Thursday

1.demonstrates understanding of decimals.

1.demonstrates understanding of decimals.

1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and reallife situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

gives the place value and the value of a digit of a given decimal number through ten thousandths.

gives the place value and the value of a digit of a given decimal number through ten thousandths.

reads and writes decimal numbers through ten thousandths.

reads and writes decimal numbers through ten thousandths.

M5NS-IIa-101.2

M5NS-IIa-102.2

M5NS-IIa-102.2

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Weekly Test

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

M5NS-IIa-101.2 II.

CONTENT

III.

LEARNING RESOURCES

Numbers and Number Sense

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

47

A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum Guide

VI pp.38-42

K to 12 grade 5 Curriculum p. 57. (M5NS-IIa-102), Growing Up with math pp. 163166. Lesson Guide In Mathematics 5 pp. 310315, MISOSA Module 6Reading and Writing Decimals

K to 12 grade 5 Curriculum p. 57. (M5NS-IIa-102), Growing Up with math pp. 163166. Lesson Guide In Mathematics 5 pp. 310315, MISOSA Module 6Reading and Writing Decimals

Guide p. 57 MN5NS-IIa-101.2

p. 57 MN5NS-IIa-101.2 Lesson

Lesson Guide in Elementary

Guide in Elementary Mathematics

Mathematics VI pp.38-42

Cards, place value chart

Cards, place value chart

Cards, place value chart

Cards, place value chart

Game- Brothers/Sisters, Where

Game- Brothers/Sisters, Where Are

Are You?

You?

Different card bearing number

Different card bearing number

Review on reading and writing whole numbers by presenting some statistics.

Review on reading and writing whole numbers by presenting some statistics.

phrases, fractions, and

phrases, fractions, and decimals

decimals will be given to

will be given to pupils. Be sure to

pupils. Be sure to have the

have the complete set.

Read the numbers and write them in words (cartolina strips) Here are some facts about the Philippines

Read the numbers and write them in words (cartolina strips) Here are some facts about the Philippines

Reads and writes decimal numbers through ten thousands

Reads and writes decimal numbers through ten thousands

Are you all aware of what is happening in our country? Are you aware of the economic situation in the Philippines? What is the

Are you all aware of what is happening in our country? Are you aware of the economic situation in the Philippines? What is the

complete set. B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson

Gives the place value and the

Gives the place value and the value

value of a digit of a given

of a digit of a given decimal

decimal number through ten When you see 5, what does it

number through ten When you see 5, what does it mean

mean to you? (5 objects or 5

to you? (5 objects or 5 units)

units)

How about 0.5? Do we read it simply as “point 5”? Is there a way to read it correctly?

How about 0.5? Do we read it simply as “point 5”?

48

Is there a way to read it correctly? D. Discussing new concepts and practicing new skills #1

Present the problem:

Present the problem:

Raul and Joey love studying. Even though their houses are far from their school, they still attend their classeseveryday. The distance of Raul’s house to school is 2 kilometers while joey’s house is 2.25 kilometers away.

Raul and Joey love studying. Even though their houses are far from their school, they still attend their classeseveryday. The distance of Raul’s house to school is 2 kilometers while joey’s house is 2.25 kilometers away. The pupils will answer the following questions; What numbers are given in the situation? What kind of number is 2? How about 2,25? Do you know the different place value positions of a decimal?

The pupils will answer the following questions; What numbers are given in the situation? What kind of number is 2? How about 2,25? Do you know the different place value positions of a decimal? E. Discussing new concepts and practicing new skills #2

morning, he read that the

morning, he read that the

exchange rate of a dollar is

exchange rate of a dollar is

P 46.468. How does we

P 46.468. How does we

read this number?

read this number?

Present

the

decimal

chart.

A. Flash cards one at a time. Let the pupil read and write decimal numbers.

A. Flash cards one at a time. Let the pupil read and write decimal numbers.

2. 3-tens

place and what is the value?

and what is the value?

2-hundredths

What digit is in the hundredths

What digit is in the hundredths

place? What is the value?

place? What is the value?

6-ones 4-thousandths 5- tenths

thousandths place, what is the

place, what is the value?

5-ten thousandths8-

value?

What digit is in the ten thousandths

hundredths

ten

thousandths place, what is the

place, what is the value?

decimal

chart.

What is the digit in the tenths place

the

the

number in a place value

What is the digit in the tenths

in

Present

number in a place value

7-tenths

is

the

of the dollar exchange. One

do we used zero?

digit

Arcigalreads

of the dollar exchange. One

When do we used zero?

What

Atty.

newspaper. He takes note

What is the position of zero? When

What digit is in the thousandths

the

morning

newspaper. He takes note

answer the following:

the

Atty.

Arcigalreads

What is the position of zero?

in

0.4786

Every

morning

answer the following:

is

numeral

Every

Based

digit

the

implication to our economy of the dollar exchange rate? Problem:

Based on the numeral 0.4786

What

on

implication to our economy of the dollar exchange rate? Problem:

9-ten thosandths Have pupils work in pairs. Each pair works on every

7-tenths 2. 3-tens 2-hundredths 6-ones 4-thousandths 5- tenths 5-ten thousandths8hundredths 9-ten thosandths Have pupils work in pairs.

49

value?

F.

Developing mastery

(Leads to Formative Assessment 3)

Have

each

group

their

output.

presents

Check

their

Have each group presents their output. Check their answer.

answer.

Say;

Say; how were you able to

determine the place value and

determine the place value and

value

value of a digit in a decimal

number?

number?

how of

were a

digit

you in

able

to

a decimal

station simultaneously.

Each pair works on every

Each of them will check

station simultaneously.

their answers and present

Each of them will check

their output.

their answers and present

Station 1. Write five and three hundred ten thousandths in decimal form. Station 2. Write 24 and 6 hundred ten thousandths in decimal form. Then write in words. Station 3. Write 46 and sixty-three hundredths in decimal form. Then write in words Station 4. Write 92 ten thousandths in decimal form and write in words. Station 5. Write four thousand fifteen and fortyone thousandths in decimal

their output.

Let the class check their answers by pairs and present their outputs one at a time. After the class presented, ask, “How did you find the activity? How did you read and write decimal numbers? Say: We read decimal numbers like reading whole numbers. Then say, the place value of the last digit. The decimal point is read as “and.” We use 0 as placeholder.

Station 1. Write five and three hundred ten thousandths in decimal form. Station 2. Write 24 and 6 hundred ten thousandths in decimal form. Then write in words. Station 3. Write 46 and sixty-three hundredths in decimal form. Then write in words Station 4. Write 92 ten thousandths in decimal form and write in words. Station 5. Write four thousand fifteen and fortyone thousandths in decimal Let the class check their answers by pairs and present their outputs one at a time. After the class presented, ask, “How did you find the activity? How did you read and write decimal numbers? Say: We read decimal numbers like reading whole numbers. Then say, the place value of the last digit. The decimal point is read as “and.” We use 0 as placeholder.

50

G. Finding practical applications of concepts and skills in daily living

Discuss the presentation on

Discuss

Explore and Discover on page

Explore

______ of LM Math Grade 5.

______ of LM Math Grade 5. Ask the

Ask the pupils to work on

pupils to work on items 1 to 10

items

under Get Moving on page ______.

1

to

10

under

Get

Moving on page ______.

the and

presentation Discover

on

on page

Check the pupils’ answers. For the mastery, have them answer items 1 o 10 under Keep Moving of LM Math Grade 5 on page ____. Check the pupils’ answer

Check the pupils’ answers. For the mastery, have them answer items 1 o 10 under Keep Moving of LM Math Grade 5 on page ____. Check the pupils’ answer

H. Making generalizations and abstractions about the lesson

How do you know the value

How do you know the value and

and place value of each digit

place value of each digit in a given

in a given decimal?

decimal?

I.

Give the place value and the

Give the place value and the value

value of the underlined digit.

of the underlined digit.

Evaluating learning

Number

Plac

Valu

e

e

Number

Valu 6. 08912 392. 035 80.5487 0.96582 175.6734

Valu

e

e

Discuss the presentation on Explore and Discover on page ___ of LM Math Grade 5. The teacher will give other exercise: Write the decimals that the teacher will dictate 267.249 138.5611 3984.06 34.6823 450.65 Ask the pupils to work on items under Get Moving on page ___ of LM Math Grade 5. For mastery, have them answer the items under Keep Moving on pages ____ to ____ of LM Math Grade 5. Elicit from the pupils the rules on reading and writing decimals. Let them explain how the decimal point is to be read.

Write in words.

Write in words.

36.5438 140. 569 9.2345

36.5438 140. 569 9.2345

Valu

e 1. 2. 3. 4. 5.

Plac

Discuss the presentation on Explore and Discover on page ___ of LM Math Grade 5. The teacher will give other exercise: Write the decimals that the teacher will dictate 267.249 138.5611 3984.06 34.6823 450.65 Ask the pupils to work on items under Get Moving on page ___ of LM Math Grade 5. For mastery, have them answer the items under Keep Moving on pages ____ to ____ of LM Math Grade 5. Elicit from the pupils the rules on reading and writing decimals. Let them explain how the decimal point is to be read.

e 6. 7. 8. 9.

6. 08912 392. 035 80.5487 0.96582

51

10. 175.6734

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

Write the digit in each place

Write the digit in each place

0.34607

0.34607

_______ hundredths

_______ hundredths

_______ tenths

_______ tenths

_______ thousandths

_______ thousandths

0.00642

0.00642

_______ thousandths

_______ thousandths

_______ hundredths

_______ hundredths

_______ ten thousandths

_______ ten thousandths

5.06789

5.06789

_______ tenths

_______ tenths

_______ ten thousandths

_______ ten thousandths

_______ hundredths

_______ hundredths

_______ thousandths

_______ thousandths

Write the following in words. 1. Twenty-four and six thousand three hundred forty-eight ten thousandths. 2. Six hundred twelve and five hundred-six thousandths 3. Three hundred thirtyseven and three hundred eight thousandths 4. Eighteen and nine hundred ten thousandths 5. Forty-six and one thousand three hundred ninety-four ten thousandths.

Write the following in words. 1. Twenty-four and six thousand three hundred forty-eight ten thousandths. 2. Six hundred twelve and five hundred-six thousandths 3. Three hundred thirtyseven and three hundred eight thousandths 4. Eighteen and nine hundred ten thousandths 5. Forty-six and one thousand three hundred ninety-four ten thousandths.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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

52

G.

principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and August 29- September 2, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Rounds decimal numbers to the nearest hundredths and thousandths. 1.demonstrates 1.demonstrates 1.demonstrates understanding of decimals. understanding of decimals. understanding of decimals.

Thursday 1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

Friday Weekly Test

B. Performance Standards

53

C. Learning Competencies/Objectives Write the LC code for each II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

rounds decimal numbers to the nearest hundredth and thousandth.

rounds decimal numbers to the nearest hundredth and thousandth.

compares and arranges decimal numbers.

compares and arranges decimal numbers.

M5NS-IIa-103.2

M5NS-IIa-103.2

M5NS-IIb-104.2

M5NS-IIb-104.2

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

K to 12 Grade 5 Curriculum (MN5S-IIa-1012.3) p.57, Lesson Guide in Mathematics Grade 5 pp. 316-318, Growing Up with Math pp. 170-171, Math for Life pp.215-217

K to 12 Grade 5 Curriculum (MN5S-IIa-1012.3) p.57, Lesson Guide in Mathematics Grade 5 pp. 316-318, Growing Up with Math pp. 170-171, Math for Life pp.215-217

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 6 p. 4649, 271 MISOSA Module Mathematics 6 No. 12 Workbook in Mathematics 6, Rubio, May Ester M. p. 20-23 Growing Up with Math 5 p. 167-168

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 6 p. 4649, 271 MISOSA Module Mathematics 6 No. 12 Workbook in Mathematics 6, Rubio, May Ester M. p. 20-23 Growing Up with Math 5 p. 167-168

flashcards, number line

flashcards, number line

activity cards

activity cards

Write the decimals that the teacher will dictate. Mechanics: a. The teacher dictate the decimal number. b. The first pupil in a row will write his answer on a piece of paper as a group’s answer sheet. c. He pass it to his teammate next to him for his answer to

Write the decimals that the teacher will dictate. Mechanics: a. The teacher dictate the decimal number. b. The first pupil in a row will write his answer on a piece of paper as a group’s answer sheet. c. He pass it to his teammate next to him for his answer to

Arranging numbers in ascending or descending order.

Arranging numbers in ascending or descending order.

a. Group the class with 5 members each. b. Each member of the group will be given cards with numbers.

a. Group the class with 5 members each. b. Each member of the group will be given cards with numbers.

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

54

the number dictate bythe teacher. d. As soon as the last pupil in a row has written his answer he submits their answer sheet to the teacher for checking. e. The group with the most number of correct answers win.

the number dictate bythe teacher. d. As soon as the last pupil in a row has written his answer he submits their answer sheet to the teacher for checking. e. The group with the most number of correct answers win.

Group 1

Group 1

c. The teacher gives instruction to arrange themselves in ascending order; then in descending order. d. The first group to arrange themselves correctly wins the game.

c. The teacher gives instruction to arrange themselves in ascending order; then in descending order. d. The first group to arrange themselves correctly wins the game.

B. Establishing a purpose for the lesson

Rounds decimal numbers to the nearest hundredths and thousandths.

Rounds decimal numbers to the nearest hundredths and thousandths.

Compares and arranges decimal numbers.

Compares and arranges decimal numbers.

C. Presenting examples/instances of the new lesson

What percent is the molecules of carbon dioxide present in the earth’s atmosphere?

What percent is the molecules of carbon dioxide present in the earth’s atmosphere?

During the Palaro ng Bayan, Alex Soriano ran the 100 meter dash in 11.43 seconds. Jun Abad the same event in 11.58 seconds. Who is faster between the two runners? Ask:

During the Palaro ng Bayan, Alex Soriano ran the 100 meter dash in 11.43 seconds. Jun Abad the same event in 11.58 seconds. Who is faster between the two runners? Ask:

How long did it take for Alex to reach the finish line? How about Jun? Which of the time recorded in seconds is less than? greater than? If you win the race, are you the fastest or the slowest? If you are, do you have the least or the greatest time spent? Who is faster between the two runners?

How long did it take for Alex to reach the finish line? How about Jun? Which of the time recorded in seconds is less than? greater than? If you win the race, are you the fastest or the slowest? If you are, do you have the least or the greatest time spent? Who is faster between the two runners?

Encourage the pupils to work in pairs. Give them time to solve for the answer to the problem by illustration.

Encourage the pupils to work in pairs. Give them time to solve for the answer to the problem by illustration.

D. Discussing new concepts and practicing new skills #1

Present the problem in the class. “Of the 100% total molecules present in the total molecules present composition of the

Present the problem in the class. “Of the 100% total molecules present in the total molecules present composition of the

55

E. Discussing new concepts and practicing new skills #2

F.

Earth’s atmosphere, only 0.0325 percent is carbon dioxide.’ Ask: What number is closest to 0.0325? Why? Why not? What are the other possible numbers closest to 0.325? What are the rules in rounding off decimal numbers? . Encourage the pupils to work in pairs. Give them time to solve for the answer to the problem by illustration.

Earth’s atmosphere, only 0.0325 percent is carbon dioxide.’ Ask: What number is closest to 0.0325? Why? Why not? What are the other possible numbers closest to 0.325? What are the rules in rounding off decimal numbers? . Encourage the pupils to work in pairs. Give them time to solve for the answer to the problem by illustration.

After all groups presented their answers, ask: Which group/s was/were able to give all correct answers? Which group/s missed an answer? Which group/s was/were not able to give any correct answer?

After all groups presented their answers, ask: Which group/s was/were able to give all correct answers? Which group/s missed an answer? Which group/s was/were not able to give any correct answer?

Ask:

Ask:

How do we compare decimals? How do we order decimals?

How do we compare decimals? How do we order decimals?

Developing mastery

After the group have played, ask,” How do you find the activity? How did you round decimal number nearest to hundredths and thousandths?” Expected answer: By using number line By following the rules in rounding off numbers.

After the group have played, ask,” How do you find the activity? How did you round decimal number nearest to hundredths and thousandths?” Expected answer: By using number line By following the rules in rounding off numbers.

Let the pupils study Explore and Discover on page ___ of the LM Math Grade 5. Emphasize the use of the number line to compare and order decimals. Let the pupils observe that the value of numbers at the right part of the number line is greater than the value of numbers on its left.

Let the pupils study Explore and Discover on page ___ of the LM Math Grade 5. Emphasize the use of the number line to compare and order decimals. Let the pupils observe that the value of numbers at the right part of the number line is greater than the value of numbers on its left.

G. Finding practical applications of concepts and skills in daily living

Discuss the presentation on Explore and Discover and the other examples, LM

Discuss the presentation on Explore and Discover and the other examples, LM

Allow pupils to answer exercises A and B under Keep Moving, pages ____

Allow pupils to answer exercises A and B under Keep Moving, pages ____

(Leads to Formative Assessment 3)

56

H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

Math Grade 5. Check their answer. For mastery, have them answer the answer the Items under Keep Moving on page _____ of LM Math Grade 5. Check pupils answers. What is the rule to be followed when rounding decimals? 1. Identify the digit to be rounded-off. 2. Inspect the digit to the right of the required place. a. If the digit is greater than 5, add 1 to the digit at the required place. b. If the digit is less than 5, retain the digit at the required place. Then drop all the digits to the right of the required place. c. Copy all the digits to the left of the required place if there are any.

Math Grade 5. Check their answer. For mastery, have them answer the answer the Items under Keep Moving on page _____ of LM Math Grade 5. Check pupils answers. What is the rule to be followed when rounding decimals? 1. Identify the digit to be rounded-off. 2. Inspect the digit to the right of the required place. a. If the digit is greater than 5, add 1 to the digit at the required place. b. If the digit is less than 5, retain the digit at the required place. Then drop all the digits to the right of the required place. c. Copy all the digits to the left of the required place if there are any.

and LM Math Grade 5. Check the pupils’ answer.

and LM Math Grade 5. Check the pupils’ answer.

In comparing and ordering decimals: Line up decimals. Write equivalent decimals if necessary. Begin at the left. Compare to find the first place where the digits are different. Compare the digits. Order the decimals if there are 3 or more given decimals from least to greatest or from greatest to least.

In comparing and ordering decimals: Line up decimals. Write equivalent decimals if necessary. Begin at the left. Compare to find the first place where the digits are different. Compare the digits. Order the decimals if there are 3 or more given decimals from least to greatest or from greatest to least.

Round off the following to the nearest place indicated. Hundredths Thousandths 1. 0.823 6.5864 2. 1.376 35.0465 3. 0.937 74.3091 4. 0.608 49.1719 5. 0.381 35.0007

Round off the following to the nearest place indicated. Hundredths Thousandths 1. 0.823 6.5864 2. 1.376 35.0465 3. 0.937 74.3091 4. 0.608 49.1719 5. 0.381 35.0007

B. Compare these decimals by writing or = in the blank.

B. Compare these decimals by writing or = in the blank.

1. 0.162 _____ 0.106

1. 0.162 _____ 0.106 6.

0.61 _____ 0.601 2. 0.036 _____ 0.031

6. 0.61 _____ 0.601 2. 0.036 _____ 0.031

7. 9.2 _____ 9.200 3. 0.4 _____ 0.40 8. 10.021 _____ 0.045 4. 3.53 _____ 3.59 9. 0.7562 _____ 0.7559 5. 7.01 _____ 7.103

7. 9.2 _____ 9.200 3. 0.4 _____ 0.40 8. 10.021 _____ 0.045 4. 3.53 _____ 3.59 9. 0.7562 _____ 0.7559 5. 7.01 _____ 7.103

57

J.

Additional activities for application or remediation

V. VI.

No. of learners who earned 80% in the evaluation

B.

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation

D.

E.

Which of my teaching strategies worked well? Why did these work?

F.

What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

Round 85.81267 to the

nearest place indicated.

nearest place indicated.

a. hundredths

a. hundredths

b. thousandths

b. thousandths

10.8.627 _____ 8.649

Order the numbers from least to greatest.

Order the numbers from least to greatest.

1. 2. 3. 4. 5.

0.0990, 0.0099, 0.999, 0.90 3.01, 3.001, 3.1, 3.0011 0.123, 0.112, 0.12, 0.121 7.635, 7.628, 7.63, 7.625 4.349, 4.34, 4.3600, 4.3560

1. 2. 3. 4. 5.

0.0990, 0.0099, 0.999, 0.90 3.01, 3.001, 3.1, 3.0011 0.123, 0.112, 0.12, 0.121 7.635, 7.628, 7.63, 7.625 4.349, 4.34, 4.3600, 4.3560

REMARKS REFLECTION

A.

C.

Round 85.81267 to the

10.8.627 _____ 8.649

58

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and September 5-9, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Visualizes addition and subtraction of decimals. 1.demonstrates 1.demonstrates understanding of decimals. understanding of decimals.

Wednesday

Thursday

1.demonstrates understanding of decimals.

1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

Friday Weekly Test

B. Performance Standards

59

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

visualizes addition and subtraction of decimals.

visualizes addition and subtraction of decimals.

M5NS-IIb-105

M5NS-IIb-105

adds and subtracts decimal numbers through thousandths without and with regrouping.

adds and subtracts decimal numbers through thousandths without and with regrouping.

M5NS-IIb-106.1

M5NS-IIb-106.1

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 6 p. 48, 274 MISOSA Module Mathematics 6 No. 42

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 6 p. 48, 274 MISOSA Module Mathematics 6 No. 42

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 5 p. 251254, 264-267 Growing Up with Math p. 173, 176 MISOSA Module Mathematics 5, Nos. 41, 42

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 5 p. 251254, 264-267 Growing Up with Math p. 173, 176 MISOSA Module Mathematics 5, Nos. 41, 42

activity cards

activity cards

flash cards, pictures, illustrations

flash cards, pictures, illustrations

Have you been to a sari-sari store? Have you try to compute the amount of the things/item that you bought? Do you find it easily to compute? Ask: Do you count the change that you receive after buying? Why? Let the pupils realize that it is

Have you been to a sari-sari store? Have you try to compute the amount of the things/item that you bought? Do you find it easily to compute? Ask: Do you count the change that you receive after buying? Why? Let the pupils realize that it is

Add or subtract the following.

Add or subtract the following.

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

2.9

7.2

2.9

7.2

+1 .6

3.8

+1 .6

3.8

60

importance of accuracy in basic addition and subtraction in our daily routines. Visualizes addition and subtraction of decimals.

importance of accuracy in basic addition and subtraction in our daily routines. Visualizes addition and subtraction of decimals.

C. Presenting examples/instances of the new lesson

A. Encourage pupils to use grid lines to solve the problem. Instruct the pupils to do the following:

A. Encourage pupils to use grid lines to solve the problem. Instruct the pupils to do the following:

D. Discussing new concepts and practicing new skills #1

Mang Dodong is an architect. He has plan to place a 100 square side by side to make his room looks elegant. He wants to have a variation on the colors of the tiles, so he puts 15 red tiles, 35 blue tiles and the remaining tiles are green? How many tiles are green?

Mang Dodong is an architect. He has plan to place a 100 square side by side to make his room looks elegant. He wants to have a variation on the colors of the tiles, so he puts 15 red tiles, 35 blue tiles and the remaining tiles are green? How many tiles are green?

Ask: What is the total number of tiles does Mang Dodong have? Tell the pupils that total number represents the whole which is equivalent to one. Explain to the pupil that each squares are equivalent to 0.001. What is the total number of tiles whose color are red and blue? How will you be able to find the total number? How will you know the

Ask: What is the total number of tiles does Mang Dodong have? Tell the pupils that total number represents the whole which is equivalent to one. Explain to the pupil that each squares are equivalent to 0.001. What is the total number of tiles whose color are red and blue? How will you be able to find the total number? How will you know the

B. Establishing a purpose for the lesson

Add and subtract decimal numbers through thousandths without and with regrouping. What should you do to the things that you used in school? Do you keep it orderly and use as needed? Emphasize the value of being orderly and thrifty to the resources/ things that we have.

Add and subtract decimal numbers through thousandths without and with regrouping. What should you do to the things that you used in school? Do you keep it orderly and use as needed? Emphasize the value of being orderly and thrifty to the resources/ things that we have.

Charlie decided to go to the nearest church in the succeeding town by biking. He knew that it was 7.529 km from his current location. For the first few minutes, he recorded that he had biked 2.097 km for the first 7 minutes and 3.618 km for the next 10 minutes. How far will he need to bike to reach his destination?

Charlie decided to go to the nearest church in the succeeding town by biking. He knew that it was 7.529 km from his current location. For the first few minutes, he recorded that he had biked 2.097 km for the first 7 minutes and 3.618 km for the next 10 minutes. How far will he need to bike to reach his destination?

Ask:

Ask:

How far is thechurch from Charlie’s current location? What is the total distance covered by Charlie for 17 minutes? How will you know the distance he still needs to cover to reach the church?

How far is thechurch from Charlie’s current location? What is the total distance covered by Charlie for 17 minutes? How will you know the distance he still needs to cover to reach the church?

61

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery

(Leads to Formative Assessment 3)

number of tiles which are not red or blue? Make the pupils realized that the tiles left are green

number of tiles which are not red or blue? Make the pupils realized that the tiles left are green

1. Count a 10 x 10 squares on a graphing paper. 2. Cut four sets of 10 x 10 squares to be used to solve the problem. 3. Color two sets of 10 x 10 squares based from the number of squares tiles on the given problem. 4. For the third set of 10 x 10 squares colored it with both red and blue as indicated in the problem. 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.

1. Count a 10 x 10 squares on a graphing paper. 2. Cut four sets of 10 x 10 squares to be used to solve the problem. 3. Color two sets of 10 x 10 squares based from the number of squares tiles on the given problem. 4. For the third set of 10 x 10 squares colored it with both red and blue as indicated in the problem. 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.

Ask the pupils to work in groups in solving the problem.

Ask the pupils to work in groups in solving the problem.

2.097 km + 3.618 km Arranged the numbers vertically. Then add the numbers from 5.715 km right to left. Put the decimal point on its corresponding place. Arranged the numbers vertically. Subtract the numbers from 1.814 km right to left. Put the decimal point on its corresponding place.

2.097 km + 3.618 km Arranged the numbers vertically. Then add the numbers from 5.715 km right to left. Put the decimal point on its corresponding place. Arranged the numbers vertically. Subtract the numbers from 1.814 km right to left. Put the decimal point on its corresponding place.

After all groups presented their answers, ask: How did you find the activity? How did you solve the total number of red and blue square tiles? How about the green tiles? How did you do it?

After all groups presented their answers, ask: How did you find the activity? How did you solve the total number of red and blue square tiles? How about the green tiles? How did you do it?

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

Ask:

Ask:

Ask: What strategy was used in solving the problem? Does it help you to clearly see the addition and subtraction of decimals through visualization?

Ask: What strategy was used in solving the problem? Does it help you to clearly see the addition and subtraction of decimals through visualization?

How do we add decimals through thousandths with or without regrouping? Did you move the decimal point of the sum of decimals? How do you subtract decimals through thousandths with or without

How do we add decimals through thousandths with or without regrouping? Did you move the decimal point of the sum of decimals? How do you subtract decimals through thousandths with or without

62

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Discuss the presentation under Explore and Discover and the other examples, LM Math Grade 5 on page ___.

Discuss the presentation under Explore and Discover and the other examples, LM Math Grade 5 on page ___.

Ask the pupils to work on the exercises under Get Moving on page ___ of LM Math Grade 5. Check their answers. For mastery, have them answer the items under Keep Moving on page 153 of LM Math Grade 5. Check the pupils answer.

Ask the pupils to work on the exercises under Get Moving on page ___ of LM Math Grade 5. Check their answers. For mastery, have them answer the items under Keep Moving on page 153 of LM Math Grade 5. Check the pupils answer.

In adding/subtracting decimals: Write the decimals in a column, aligning the decimal points. Use 0 as place holder when needed.

In adding/subtracting decimals: Write the decimals in a column, aligning the decimal points. Use 0 as place holder when needed.

Add/subtract as you would add/subtract whole numbers. Regroup if necessary

Add/subtract as you would add/subtract whole numbers. Regroup if necessary

Place the decimal point in the result aligned with the other decimal points

Place the decimal point in the result aligned with the other decimal points

regrouping? Did you move the decimal point of the difference of decimals?

regrouping? Did you move the decimal point of the difference of decimals?

Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. Then give these exercises.

Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. Then give these exercises.

Arranged the decimals vertically and does the indicated operation.

Arranged the decimals vertically and does the indicated operation.

1. 2.589 + 1.051 2. 16. 603 – 8.546 3. 620 – 2.915 4. 20.12 + 8.621 5. 12. 958 + 9.834

1. 2.589 + 1.051 2. 16. 603 – 8.546 3. 620 – 2.915 4. 20.12 + 8.621 5. 12. 958 + 9.834

Allow pupils to answer exercises A and B under Keep Moving, pages ____ and LM Math Grade 5. Check the pupils’ answer.

Allow pupils to answer exercises A and B under Keep Moving, pages ____ and LM Math Grade 5. Check the pupils’ answer.

In adding/subtracting decimals follow these steps: Arrange the numbers in column. Align the decimal points. Use 0 as placeholder if needed. Add/subtract as you would add/subtract whole numbers from right to left. Place a decimal point in the sum/ difference. Align this

In adding/subtracting decimals follow these steps: Arrange the numbers in column. Align the decimal points. Use 0 as placeholder if needed. Add/subtract as you would add/subtract whole numbers from right to left. Place a decimal point in the sum/ difference. Align this

63

with the other decimal points.

I.

Evaluating learning

Complete the illustration by shading or coloring them correctly showing the given addition or subtraction statements. Take note that each squares represents 0.001.

Complete the illustration by shading or coloring them correctly showing the given addition or subtraction statements. Take note that each squares represents 0.001.

with the other decimal points.

A. Perform the indicated operation.

1.

16.00

A. Perform the indicated operation.

1.

16.00

15.47

15.47

+ 0.324

+ 0.324

2.

2.

24. 63 18. 914

18. 914

+ 55. 892 3.

24. 63

+ 55. 892

248. 79

3.

248. 79

36.71

36.71

+42.845 J.

Additional activities for application or remediation

V. VI.

Draw an illustration that will represent the following.

Draw an illustration that will represent the following.

1. 0.085 – 0.076

1. 0.085 – 0.076

2. 0.063 + 0.009

2. 0.063 + 0.009

3. 0.098 – 0.075 4. 0.025 + 0.018

3. 0.098 – 0.075 4. 0.025 + 0.018

5. 1.041 + 0. 043

5. 1.041 + 0. 043

+42.845

A. Add or subtract. Match with the correct answer.

A. Add or subtract. Match with the correct answer.

1. 0.257 0.525 2. 0.928 0.766 3. 0.754 4. 0.316 5. 0.863 0.534

1. 0.257 0.525 2. 0.928 0.766 3. 0.754 4. 0.316 5. 0.863 0.534

+ 0.212

a.

– 0.403

b.

– 0.22 c. 0.469 + 0.45 d. 0.987 + 0.124 e.

+ 0.212

a.

– 0.403

b.

– 0.22 c. 0.469 + 0.45 d. 0.987 + 0.124 e.

REMARKS REFLECTION

64

A.

B.

C.

D.

No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and September 12-16, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Estimates the sum or difference of decimal numbers with reasonable results. 1.demonstrates 1.demonstrates 1.demonstrates understanding understanding of decimals. understanding of decimals. of decimals.

1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

Thursday

Friday

65

and proportion.

and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

estimates the sum or difference of decimal numbers with reasonable results.

estimates the sum or difference of decimal numbers with reasonable results.

M5NS-IIc-107

M5NS-IIc-107

solves routine or nonroutine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools.

solves routine or nonroutine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools.

M5NS-IIc-108.1

M5NS-IIc-108.1

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

K to 12 Gr. 5 CG M5NS-IIc-

K to 12 Gr. 5 CG M5NS-IIc-

107, LM, LG Gr.6 pp.51-54,

107, LM, LG Gr.6 pp.51-54,

Gr. 6, Growing Up with Math

Gr. 6, Growing Up with Math

M5NS-IIc-108.1, LG Grade V p. 268-270, 21st Century mathematics p.68 LM Grade IV p 68-69

M5NS-IIc-108.1, LG Grade V p. 268-270, 21st Century mathematics p.68 LM Grade IV p 68-69

Gr. 5 pp.160-162, Math

Gr. 5 pp.160-162, Math

Connections Gr. 5 pp. 133-

Connections Gr. 5 pp. 133-

136

136

III.

66

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

counters, paper bag, index

counters, paper bag, index

card

card

Teacher flashes decimal

Teacher flashes decimal

number and its rounded off

number and its rounded off

number:

number:

Ex.:

Ex.:

84.815 = 84.5

=

tenths

42.583 = 42.58

84.815 = 84.5

= =

hundredths 1.53863 = 1.5386

tenths

42.583 = 42.58

=

hundredths =

1.53863 = 1.5386

=

charts, flash cards, chart of word problems activity cards

charts, flash cards, chart of word problems activity cards

Check the assignment

Check the assignment

Review the steps in solving word problems.

Review the steps in solving word problems.

Ask: What are the steps in solving a word problem? In what steps will the following questions fall? * What is asked? * What are the given facts? * What is the process to be used? * What is the number sentence? * Show the solution and complete answer.

Ask: What are the steps in solving a word problem? In what steps will the following questions fall? * What is asked? * What are the given facts? * What is the process to be used? * What is the number sentence? * Show the solution and complete answer.

ten thousandths

ten thousandths

B. Establishing a purpose for the lesson

Estimates the sum or difference of decimal numbers with reasonable results.

Estimates the sum or difference of decimal numbers with reasonable results.

Solve routine or non-routine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools

Solve routine or non-routine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools

C. Presenting examples/instances of the new lesson

You were asked by your

You were asked by your

mother to buy some

mother to buy some

groceries after class.

groceries after class.

Without computing, how

Without computing, how

would you know that the

would you know that the

Show a picture of a hill? Ask: Have you been to a hill? What did you do there? Share some of your experiences. Ask: Is it necessary to conserve our environment?

Show a picture of a hill? Ask: Have you been to a hill? What did you do there? Share some of your experiences. Ask: Is it necessary to conserve our environment?

money given to you is

money given to you is

enough or not? Why?

enough or not? Why?

67

D. Discussing new concepts and practicing new skills #1

Role Playing

Role Playing

Divide the class into 2

Divide the class into 2

groups.

groups.

Provide an activity card in

Provide an activity card in

each group for them to act

each group for them to act

out or role play.

out or role play.

Ex.:

Ex.:

Ron has Php.12,720 in his

Ron has Php.12,720 in his

savings account. He wants

savings account. He wants

to buy a stereo and speakers

to buy a stereo and speakers

while they are on sale. The

while they are on sale. The

stereo cost Php.9,889.99

stereo cost Php.9,889.99

and the speakers cost

and the speakers cost

Php.915.50. About how

Php.915.50. About how

much of his savings will be

much of his savings will be

left after the purchase?

left after the purchase?

They have to act out also

They have to act out also

the following:

the following:

What information is given in

What information is given in

the problem?(savings Php12

the problem?(savings Php12

720, cost of stereo Php9

720, cost of stereo Php9

889.99, speaker Php915.50)

889.99, speaker Php915.50)

What should be done first so

What should be done first so

that Ron will have an idea in

that Ron will have an idea in

the following:

the following:

About how much will he

About how much will he

pay? ( Php10 000 and

pay? ( Php10 000 and

A total of 357 Grades IV, V, and VI pupils of Pook Elementary School joined a tree-planting program. They planted Narra seedling that cost 1,230.67 and and Apitong seedlings cost 2,968.78 How much seedlings did they plant in all?

A total of 357 Grades IV, V, and VI pupils of Pook Elementary School joined a tree-planting program. They planted Narra seedling that cost 1,230.67 and and Apitong seedlings cost 2,968.78 How much seedlings did they plant in all?

Ask: What is asked in the problem? What are given facts? What word clue help you solve the problem? What operation is to be used? Ask a pupil to show his/her answer on the board.

Ask: What is asked in the problem? What are given facts? What word clue help you solve the problem? What operation is to be used? Ask a pupil to show his/her answer on the board.

68

Php900 )

Php900 )

About how much will be left

About how much will be left

of his savings?

of his savings?

( Php13 000 – Php10 900 =

E. Discussing new concepts and practicing new skills #2

( Php13 000 – Php10 900 =

Php2 100 )

Php2 100 )

Have them compute the

Have them compute the

actual answer and compare

actual answer and compare

it with the estimated answer.

it with the estimated answer.

( Php12 720 – ( Php9 889.99

( Php12 720 – ( Php9 889.99

+ Php915.50 ) = Php1

+ Php915.50 ) = Php1

914.51 )

914.51 )

Have each group present its

Have each group present its

work in front.

work in front.

Teacher prepares the

Teacher prepares the

following:

following:

Situation card:

Situation card:

Your group has

Your group has

Php.15,395.20. You will order

Php.15,395.20. You will order

3 items from a mail order

3 items from a mail order

catalog.

catalog.

Mail Order Catalog

Mail Order Catalog

Items

Items

Prices

Stand fan

Stand fan

Php.2,485.00 Printer

Prices Php.2,485.00

Printer Php.6,000.00

CD/Cassette player Php.5,750.00

Php.6,000.00 CD/Cassette player Php.5,750.00

69

Computer table

Computer table

Php.2,500.00

Php.2,500.00

The class should be grouped

The class should be grouped

by column.

by column.

Provide each group by

Provide each group by

situation card, a mail order

situation card, a mail order

catalog and order card.

catalog and order card.

The first pupil in the row

The first pupil in the row

selects 3 items and writes

selects 3 items and writes

these with the

these with the

corresponding prices on the

corresponding prices on the

order card, then passes this

order card, then passes this

to pupil next to him.

to pupil next to him.

The second pupil writes the

The second pupil writes the

rounded off amount for each

rounded off amount for each

item, then passes the order

item, then passes the order

card to his teammate.

card to his teammate.

The third pupil gives the

The third pupil gives the

estimated sum of all the

estimated sum of all the

items.

items.

The fourth pupil gives the

The fourth pupil gives the

estimated difference.

estimated difference.

The fifth pupil computes the

The fifth pupil computes the

actual sum and difference,

actual sum and difference,

then, compares it with the

then, compares it with the

estimated sum and

estimated sum and

70

F.

Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

difference.

difference.

As soon as all members of

As soon as all members of

the group are finished, they

the group are finished, they

submit their answers to the

submit their answers to the

teacher for checking.

teacher for checking.

The first group to finish with

The first group to finish with

correct answers wins.

correct answers wins.

How did you find the activity

How did you find the activity

? How were you able to find

? How were you able to find

the answer to the problem?

the answer to the problem?

Discuss with the pupils how

Discuss with the pupils how

to find the estimated

to find the estimated

sum/difference of decimals. Discuss the presentation

sum/difference of decimals. Discuss the presentation

under “ Explore and

under “ Explore and

Discover “ in LM.

Discover “ in LM.

For more practice, Have the

For more practice, Have the

pupils work on “ Get Moving

pupils work on “ Get Moving

“

“

Ask the pupils to work on the

Ask the pupils to work on the

exercises under “ Keep

exercises under “ Keep

Moving “

Moving “

Ask: Is it necessary to conserve our environment? Why? How can you help conserve our environment?

Ask: Is it necessary to conserve our environment? Why? How can you help conserve our environment?

The pupils will form 3 groups and will be given a problem written on the bond paper. They are going to solve the problem and answer the questions on the problem.

The pupils will form 3 groups and will be given a problem written on the bond paper. They are going to solve the problem and answer the questions on the problem.

Problem 1. Group 1 Jacob brought a pair of shoes for P245 a pair of sacks for P42.75 and trousers for P 526.99. He gave the cashier a thousand –peso bill. How much change did he receive? a. What is asked? b. What are the given facts? c. What is the process to be used? d.What is the number sentence? e. Show the solution and complete answer.

Problem 1. Group 1 Jacob brought a pair of shoes for P245 a pair of sacks for P42.75 and trousers for P 526.99. He gave the cashier a thousand –peso bill. How much change did he receive? a. What is asked? b. What are the given facts? c. What is the process to be used? d.What is the number sentence? e. Show the solution and complete answer.

71

H. Making generalizations and abstractions about the lesson

Lead the pupils to give the

Lead the pupils to give the

following generalization by

following generalization by

asking :

asking :

How do we find the

How do we find the

estimated sum or difference

estimated sum or difference

of decimals?

of decimals?

The steps in solving routine problems are: a. Understand- Know what is asked? What are given? b. Plan-Know the operation. Write the number sentence. c. Solve-Write your answer with correct units /labels d. Check and Look back- Review and check your answer. To solve nonroutine problems, read and analyze the problems. Tell what is asked and what are given. Use other strategies like act out the problem,listing/tabl e method, guess and test, drawing /making a diagram, using patterns, working backwards etc.

The steps in solving routine problems are: e. Understand- Know what is asked? What are given? f. Plan-Know the operation. Write the number sentence. g. Solve-Write your answer with correct units /labels h. Check and Look back- Review and check your answer. To solve nonroutine problems, read and analyze the problems. Tell what is asked and what are given. Use other strategies like act out the problem,listing/tabl e method, guess and test, drawing /making a diagram, using patterns, working backwards etc.

72

I.

J.

Evaluating learning

Additional activities for application or remediation

Arrange the numbers in

Arrange the numbers in

column. Round off the

column. Round off the

numbers to the nearest

numbers to the nearest

hundredths then find the

hundredths then find the

estimated sum and

estimated sum and

difference.

difference.

36.5 + 18.91 + 55.41 = N

36.5 + 18.91 + 55.41 = N

Php.285.15 + Php.27.35 +

Php.285.15 + Php.27.35 +

Php.627.30 = N

Php.627.30 = N

8.941 – 8.149 = N

8.941 – 8.149 = N

639.27 – 422.30 = N

639.27 – 422.30 = N

Solve the problem.

Solve the problem.

Rhoda bought 2.5 kg of

Rhoda bought 2.5 kg of

lanzones. She found that her

lanzones. She found that her

Solve the following problems.

Solve the following problems.

Study the following menu in the canteen and answer the question that follows. MENU Spaghetti-P 23.75

Study the following menu in the canteen and answer the question that follows. MENU Spaghetti-P 23.75

Palabok -P21.50 Lugaw- P 8.50 Rice- P 5.00

Palabok -P21.50 Lugaw- P 8.50 Rice- P 5.00

Mango Juice-P7.50

Mango Juice-P7.50

Arnel paid P 50.00 for pork nilaga and rice. How much was his change?

Arnel paid P 50.00 for pork nilaga and rice. How much was his change?

Ayen ordered palabok and gulaman.How much was her change with her P 100 –bill.

Ayen ordered palabok and gulaman.How much was her change with her P 100 –bill.

Mrs. Lopez ordered rice,pinakbet and fried fish. She gave P100. How much was her change?

Mrs. Lopez ordered rice,pinakbet and fried fish. She gave P100. How much was her change?

Kate gave P 50 for mango juice and spaghetti. How much is her change?

Kate gave P 50 for mango juice and spaghetti. How much is her change?

It was Tina’s birthday. She ordered spaghetti, palabok, mango juice and gulaman. If she paid P100 peso-bill and she gave a tip of P 5.00 , how much will be her change?

It was Tina’s birthday. She ordered spaghetti, palabok, mango juice and gulaman. If she paid P100 peso-bill and she gave a tip of P 5.00 , how much will be her change?

Solve the following problems. 1. AJ earned P 35.50 in selling newspapers and he earned P32.50 for

Solve the following problems. 3. AJ earned P 35.50 in selling newspapers and he earned P32.50 for

73

brother bought home 1.75

brother bought home 1.75

kg of lanzones. Her family

kg of lanzones. Her family

ate around 2.75 kg. About

ate around 2.75 kg. About

how many kg of lanzones

how many kg of lanzones

were left?

were left?

Mother bought 4.75 kg of

Mother bought 4.75 kg of

fish. She cooked 1.25 kg of

fish. She cooked 1.25 kg of

escabeche and roasted .5 kg

escabeche and roasted .5 kg

of fish for their family

of fish for their family

gathering. About how many

gathering. About how many

kg of fish were uncooked?

kg of fish were uncooked?

Jethro has Php.250 for his

Jethro has Php.250 for his

daily allowance. He spent

daily allowance. He spent

Php.95.50 for fare,

Php.95.50 for fare,

Php.75.75 for food, and

Php.75.75 for food, and

saved the rest. About how

saved the rest. About how

much is his savings?

much is his savings?

Shane ran 3.75 km and

Shane ran 3.75 km and

Cathy ran 7.09 km. About

Cathy ran 7.09 km. About

how much farther did Cathy

how much farther did Cathy

ran?

ran?

Mona bought a watch for

Mona bought a watch for

Php.1895.60 and a ring for

Php.1895.60 and a ring for

Php.2512.50. She gave the

Php.2512.50. She gave the

cashier % Php.1000-bills.

cashier % Php.1000-bills.

About how much change did

About how much change did

she received?

she received?

2.

selling pandesal in the morning.He paid P 52.75 for a pad paper and a ballpen. How much money had he left? JM visits his dentist every six month. Hepaid his dentist P500 for dental treatment and P450 for prophylaxis. How much change did he get from P 1,000?

4.

selling pandesal in the morning.He paid P 52.75 for a pad paper and a ballpen. How much money had he left? JM visits his dentist every six month. Hepaid his dentist P500 for dental treatment and P450 for prophylaxis. How much change did he get from P 1,000?

74

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and September 19-23, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Thursday Creating Problems (with reasonable answers)Involving Addition and Subtraction of Decimal Numbers Including Money 1.demonstrates 1.demonstrates 1.demonstrates 1.demonstrates understanding of decimals. understanding of decimals. understanding of decimals. understanding of decimals. 2. demonstrates understanding of the four

2. demonstrates understanding of the four

2. demonstrates understanding of the four

Friday Weekly Test

2. demonstrates understanding of the four

75

fundamental operations involving decimals and ratio and proportion.

fundamental operations involving decimals and ratio and proportion.

fundamental operations involving decimals and ratio and proportion.

fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

creates problems (with reasonable answers) involving addition and/or subtraction of decimal numbers including money.

creates problems (with reasonable answers) involving addition and/or subtraction of decimal numbers including money.

visualizes multiplication of decimal numbers using pictorial models.

visualizes multiplication of decimal numbers using pictorial models.

M5NS-IIc-109.1

M5NS-IIc-109.1

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

M5NS-IIc-109.1,

M5NS-IIc-109.1,

K to 12 Curriculum Guide, M5NS-IId-110, Lesson Guide in Elementary 5 p.274

K to 12 Curriculum Guide, M5NS-IId-110, Lesson Guide in Elementary 5 p.274

flash cards, chart of word problems, activity cards

flash cards, chart of word problems, activity cards

flash cards, colored papers, marker(pentellpen), building blocks

flash cards, colored papers, marker(pentellpen), building blocks

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

M5NS-IId-110

M5NS-IId-110

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

76

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

Check the assignment

Check the assignment

Solve the following mentally: 1.) Sophia bought 0.8 kg of hotdog. She placed 0.25 kg of it in the refrigerator and cooked the rest. How much hotdog did she cooked?

Solve the following mentally: 1.) Sophia bought 0.8 kg of hotdog. She placed 0.25 kg of it in the refrigerator and cooked the rest. How much hotdog did she cooked?

Review the steps in solving word problems.

Review the steps in solving word problems.

Ask the learners to tell what they understand about the following essential guide questions to problem solving.

Ask the learners to tell what they understand about the following essential guide questions to problem solving.

2.) A Math book is 0.6 dm thick. A Science book is 0.2 times as thick as the Math book. How thick is the Science book?

2.) A Math book is 0.6 dm thick. A Science book is 0.2 times as thick as the Math book. How thick is the Science book?

B. Establishing a purpose for the lesson

Create Problems (with reasonable answers)Involving Addition and Subtraction of Decimal Numbers Including Money

Create Problems (with reasonable answers)Involving Addition and Subtraction of Decimal Numbers Including Money

Visualize multiplication of Decimals Using Pictorial Models

Visualize multiplication of Decimals Using Pictorial Models

C. Presenting examples/instances of the new lesson

Talk about fruits and vegetables grown in the school garden. Ask: Have you been to our school garden? What did you see there? What are the plants grown there? Let the pupils share their experiences in the garden.

Talk about fruits and vegetables grown in the school garden. Ask: Have you been to our school garden? What did you see there? What are the plants grown there? Let the pupils share their experiences in the garden.

Using building blocks. Try to solve this problem. Baby Isabel plays with blocks. Each block measures 3.7 inches tall. She has a collection of 41 blocks. If she could stack all the blocks up one on top of the other. How many inches tall would her tower be.

Using building blocks. Try to solve this problem. Baby Isabel plays with blocks. Each block measures 3.7 inches tall. She has a collection of 41 blocks. If she could stack all the blocks up one on top of the other. How many inches tall would her tower be.

D. Discussing new concepts and practicing new skills #1

The table shows the number of kilograms of vegetables harvested by the pupils.

The table shows the number of kilograms of vegetables harvested by the pupils.

Present this situation. Mr. Dizon’s farm is 0.3 km long and 0.1 km wide. How big is his land?

Present this situation. Mr. Dizon’s farm is 0.3 km long and 0.1 km wide. How big is his land?

The pupils will answer in groups. a. Into how many parts is the whole divided? b. How is 0.3 shown in the grid? What about 0.1? c. How many squares are

The pupils will answer in groups. a. Into how many parts is the whole divided? b. How is 0.3 shown in the grid? What about 0.1? c. How many squares are

Princ e

Mustar d

Aldri n

Pecha y

Lore n

Carrot

5. 12 kilogra ms 8.48 kilogra ms 12.6 kilogra

Princ e

Mustar d

Aldri n

Pecha y

Lore n

Carrot

5. 12 kilogra ms 8.48 kilogra ms 12.6 kilogra

77

E. Discussing new concepts and practicing new skills #2

ms Based on the table presented , how will you create problems involving addition and subtraction of decimals including money?

ms Based on the table presented , how will you create problems involving addition and subtraction of decimals including money?

Ask: What is asked in the problem? What are given facts? What word clue help you solve the problem? What operation is to be used? Ask a pupil to show his/her answer on the board. Group the pupils into three. Let the group work collaboratively on station 1 for group 1, station 2 for group 2 and station 3 for group 3. Let them present their output one at a time when done.

Ask: What is asked in the problem? What are given facts? What word clue help you solve the problem? What operation is to be used? Ask a pupil to show his/her answer on the board. Group the pupils into three. Let the group work collaboratively on station 1 for group 1, station 2 for group 2 and station 3 for group 3. Let them present their output one at a time when done.

Station 1 – Addition of decimals Direction: Based on the table of data presented, create a problem involving addition of decimals.

Station 1 – Addition of decimals Direction: Based on the table of data presented, create a problem involving addition of decimals.

Station 2 – Subtraction of fraction Direction: Based on the table of data presented, create a problem involving subtraction of decimals.

Station 2 – Subtraction of fraction Direction: Based on the table of data presented, create a problem involving subtraction of decimals.

Station 3 – Addition and Subtraction of fraction Direction: Based on the table of data presented, create a problem involving addition and subtraction of decimals.

Station 3 – Addition and Subtraction of fraction Direction: Based on the table of data presented, create a problem involving addition and subtraction of decimals.

double shaded? In fraction form write 1/10 of 1/3 = 1/10 x 3/10 = 3/100 Another way of writing fraction is in decimal form. 0.1 of 0.3 = 0.1 x 0.3 = 0.03 d. How many decimal places are there in both factors? How about in product?

double shaded? In fraction form write 1/10 of 1/3 = 1/10 x 3/10 = 3/100 Another way of writing fraction is in decimal form. 0.1 of 0.3 = 0.1 x 0.3 = 0.03 d. How many decimal places are there in both factors? How about in product?

After all the groups have presented their answer, ask: Which group was/were able to give all correct answers? Which group/s missed an answer? Which group/s did not get any correct answer? Provide immediate feedback/remedial measures to those incorrect.

After all the groups have presented their answer, ask: Which group was/were able to give all correct answers? Which group/s missed an answer? Which group/s did not get any correct answer? Provide immediate feedback/remedial measures to those incorrect.

Ask: How did you find the activity? Was using horizontal and vertical lines place over the other helps you visualized multiplying decimals?

Ask: How did you find the activity? Was using horizontal and vertical lines place over the other helps you visualized multiplying decimals?

78

F.

Developing mastery

(Leads to Formative Assessment 3)

Sample problem Station 1 Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. How many kg. Of vegetables were harvested by the two pupils?

Sample problem Station 1 Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. How many kg. Of vegetables were harvested by the two pupils?

Station 2 Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. How many more kg. of vegetables were harvested by Prince than Loren? Station 3 Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. If Aldrin harvested 5 kg of Mustard, How many kg.more is his harvest than the total amount harvested by Prince and Loren

Station 2 Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. How many more kg. of vegetables were harvested by Prince than Loren? Station 3 Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. If Aldrin harvested 5 kg of Mustard, How many kg.more is his harvest than the total amount harvested by Prince and Loren

After all the groups have presented, ask How did you find the activity? How did you create problems involving Addition , Subtraction or addition and subtraction of decimals. Expected answers: We familiarized ourselves with the concepts of addition and subtraction of decimals.

After all the groups have presented, ask How did you find the activity? How did you create problems involving Addition , Subtraction or addition and subtraction of decimals. Expected answers: We familiarized ourselves with the concepts of addition and subtraction of decimals.

We taught of the problem we want to create.

We taught of the problem we

a. Discuss the presentation on Explore and Discover on page ___ of LM in Math Grade 5

a. Discuss the presentation on Explore and Discover on page ___ of LM in Math Grade 5

79

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

We studied sample problems and studied their solutions.

want to create.

Discuss the presentation under Explore and Discover on page of LM Math Grade V. Ask the pupils to work on the items under Get Moving LM Math Grade 5 page __ . Check the pupils answer. For mastery, have them answer items under Keep Moving, LM Math Grade V page __. Check the pupils answer To create word problems involving addition and subtraction of fractions do the ff. Familiarize yourself with the concept Think of the problem you want to create. Consider the character, cite the situation, /setting, data presented, word problem to be created, and the key question. Ensure that the word problem is clearly stated and practical Read some sample problems and study their solutions. To solve non- routine problems, read and analyze the problems. Tell what is asked and what are given. Use other strategies like act out the problem,listing/table method, guess and test, drawing /making a diagram, using patterns, working backwards etc.

Discuss the presentation under Explore and Discover on page of LM Math Grade V. Ask the pupils to work on the items under Get Moving LM Math Grade 5 page __ . Check the pupils answer. For mastery, have them answer items under Keep Moving, LM Math Grade V page __. Check the pupils answer To create word problems involving addition and subtraction of fractions do the ff. Familiarize yourself with the concept Think of the problem you want to create. Consider the character, cite the situation, /setting, data presented, word problem to be created, and the key question. Ensure that the word problem is clearly stated and practical Read some sample problems and study their solutions. To solve non- routine problems, read and analyze the problems. Tell what is asked and what are given. Use other strategies like act out the problem,listing/table method, guess and test, drawing /making a diagram, using patterns, working backwards etc.

We studied sample problems and studied their solutions. b. Ask the pupils to work on Get Moving on page ____ of LM in Math Grade 5

b. Ask the pupils to work on Get Moving on page ____ of LM in Math Grade 5

Lead the pupils to generalize that: Multiplying decimals can be visualized by representing each factor with the horizontal and vertical lines placed over the other. The double shaded part represents the answer to the equation.

Lead the pupils to generalize that: Multiplying decimals can be visualized by representing each factor with the horizontal and vertical lines placed over the other. The double shaded part represents the answer to the equation.

80

I.

Evaluating learning

J.

Additional activities for application or remediation

V. VI. A.

B.

Using the data below, create 3- two step word problem involving addition and subtraction of decimals MENU Spaghet Gulamanti-P P6.00 23.75 Palabok Nilaga(por -P21.50 k)- P22.50 LugawPinakbetP 8.50 P 15.00 Rice- P Fried Fish5.00 P 12.00 Mango JuiceP7.50 Using the data below ,create a two-step word problem involving addition and subtraction of fraction. Nam e

Fruits bought

Shar on Anna

Banan a Guava

Josef a

Lanzon es

Quanti ty in Kg. 12.65 kg. 23.16k g. 9.16kg .

Using the data below, create 3- two step word problem involving addition and subtraction of decimals MENU Spaghet Gulamanti-P P6.00 23.75 Palabok Nilaga(por -P21.50 k)- P22.50 LugawPinakbetP 8.50 P 15.00 Rice- P Fried Fish5.00 P 12.00 Mango JuiceP7.50 Using the data below ,create a two-step word problem involving addition and subtraction of fraction. Nam e

Fruits bought

Shar on Anna

Banan a Guava

Josef a

Lanzon es

Quanti ty in Kg. 12.65 kg. 23.16k g. 9.16kg .

A. Write the correct multiplication equation for each of the following numbers represented by the shaded region

A. Write the correct multiplication equation for each of the following numbers represented by the shaded region

Illustrate the following number sentences.

Illustrate the following number sentences.

1.) 2.) 3.) 4.) 5.)

2 x 0.5 = N 0.6 x 0.7 = N 4 x 0.3 = N 0.2 x 0.9 = N 0.8 x 0.4 = N

1.) 2.) 3.) 4.) 5.)

2 x 0.5 = N 0.6 x 0.7 = N 4 x 0.3 = N 0.2 x 0.9 = N 0.8 x 0.4 = N

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for

81

C.

D.

remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

82

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and September 26- 30, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Multiplies decimals up to 2 decimal places by 1 to 2 digit whole numbers. 1.demonstrates 1.demonstrates 1.demonstrates understanding of decimals. understanding of decimals. understanding of decimals.

Thursday 1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

multiplies decimals up to 2 decimal places by 1- to 2digit whole numbers.

multiplies decimals up to 2 decimal places by 1- to 2digit whole numbers.

multiplies decimals with factors up to 2 decimal places.

multiplies decimals with factors up to 2 decimal places.

M5NS-IId-111.1

M5NS-IId-111.1

M5NS-IId-111.2

M5NS-IId-111.2

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Friday Weekly Test

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

III.

LEARNING RESOURCES

83

A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson

M5NS-IId-111.1, MISOSA Grade 5 ModuleMultiplication of Decimals and Whole Numbers.

M5NS-IId-111.1, MISOSA Grade 5 ModuleMultiplication of Decimals and Whole Numbers.

M5Ns-IId-III.2, LG in Elementary Mathematics Grade 5 p.279-282, MISOSA Grade 5, Module Multiplication of Decimals ThroughHundreths

M5Ns-IId-III.2, LG in Elementary Mathematics Grade 5 p.279-282, MISOSA Grade 5, Module Multiplication of Decimals ThroughHundreths

Cards with whole and decimal numbers, charts, cube/dice with numbers and activity sheet

Cards with whole and decimal numbers, charts, cube/dice with numbers and activity sheet

Multiplication wheel, 10 by 10 grid (transparent plastic)

Multiplication wheel, 10 by 10 grid (transparent plastic)

Tossing Dice Materials: two dice with the following faces. 1.2 , 3.5 .2.6 , 4.1 , 1.2 , 3.3

Tossing Dice Materials: two dice with the following faces. 1.2 , 3.5 .2.6 , 4.1 , 1.2 , 3.3

If you have three ₱ 500.00 bills, how much do you have in all? At ₱ 12.75 for each ripe mango, how much will 6 ripe mangoes cost?

If you have three ₱ 500.00 bills, how much do you have in all? At ₱ 12.75 for each ripe mango, how much will 6 ripe mangoes cost?

Mechanics: a. Distribute 2 cubes to each group. b. One pupil rolls the cube and the other records the face up digit. c. The group who gives the most number of correct answers wins the game. Multiplies decimals up to 2 decimal places by 1 to 2 digit whole numbers.

Mechanics: a. Distribute 2 cubes to each group. b. One pupil rolls the cube and the other records the face up digit. c. The group who gives the most number of correct answers wins the game. Multiplies decimals up to 2 decimal places by 1 to 2 digit whole numbers.

Multiplies decimals with factors up to 2 decimal places.

Multiplies decimals with factors up to 2 decimal places.

Which are decimals? Which are whole numbers?

Which are decimals? Which are whole numbers?

How many of you have gone to Luneta? Fort Santiago? What do you usually see in these place?

How many of you have gone to Luneta? Fort Santiago? What do you usually see in these place?

84

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical

Rudolf lives 2.4 km from school. How far does he ride in going to and from the school?

Rudolf lives 2.4 km from school. How far does he ride in going to and from the school?

a. How far is Rudolf’s house from the school? b. What is being asked in the problem?

a. How far is Rudolf’s house from the school? b. What is being asked in the problem?

After the activity, see to it that the teacher immediately sets remedial for those who got the wrong answers.

After the activity, see to it that the teacher immediately sets remedial for those who got the wrong answers.

Ask: Did you learn something from the activity? How did you get the answer? Did you follow the steps?

Ask: Did you learn something from the activity? How did you get the answer? Did you follow the steps?

Discuss the predentstion on Explore and Discover page ___ of LM Math Grade 5.

Discuss the predentstion on Explore and Discover page ___ of LM Math Grade 5.

Ask the pupils to work on Get

Ask the pupils to work on Get

The park is rectangular in shape and measures 0.3 km long and 0.2 km wide. a. What picture do you have in your mind when you read the problem? b. What are the signs that you usually see in the park? c. As a good boy or girl what must you do with signs that you see in the problem? d. What is asked in the problem? e. How shall we solve it?

The park is rectangular in shape and measures 0.3 km long and 0.2 km wide. a. What picture do you have in your mind when you read the problem? b. What are the signs that you usually see in the park? c. As a good boy or girl what must you do with signs that you see in the problem? d. What is asked in the problem? e. How shall we solve it?

To find the area, we multiply the length and the width.

To find the area, we multiply the length and the width.

Step 1: Multiply the digit as if you are multiplying whole numbers. Step 2: Count the number of decimal places in the multiplicand and multiplier. The sum of the number of decimal places in the factors is equal to the number of decimal places in the product.

Step 1: Multiply the digit as if you are multiplying whole numbers. Step 2: Count the number of decimal places in the multiplicand and multiplier. The sum of the number of decimal places in the factors is equal to the number of decimal places in the product.

Step 3: Add zero, if necessary. After the activity, check whether the answer of your pupils are correct. Put immediate action on the pupils that got the wrong answer.

Step 3: Add zero, if necessary. After the activity, check whether the answer of your pupils are correct. Put immediate action on the pupils that got the wrong answer.

a. Discuss the presentation on Explore and Discover

a. Discuss the presentation on Explore and Discover

85

applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

Mowing and Keep Moving page ___ of LM Math Grade 5. Lead the pupils to generalize that: To multiply decimals by whole numbers, multiply like whole numbers then count the number of decimal places in the factors. The sum of the number of decimal places in the factor is equal to the number of decimal places in the product. Copy and give the product. 1. 2. 3.

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

.76 x 4 = 90 x .30 = 34 x .5 =

Marina's car gets 44.8 miles per gallon on the highway. If her fuel tank holds 15.4 gallons, then how far can she travel on one full tank of gas?

Mowing and Keep Moving page ___ of LM Math Grade 5. Lead the pupils to generalize that: To multiply decimals by whole numbers, multiply like whole numbers then count the number of decimal places in the factors. The sum of the number of decimal places in the factor is equal to the number of decimal places in the product. Copy and give the product. 4. 5. 6.

.76 x 4 = 90 x .30 = 34 x .5 =

Marina's car gets 44.8 miles per gallon on the highway. If her fuel tank holds 15.4 gallons, then how far can she travel on one full tank of gas?

on page ___ of LM Math Grade 5

on page ___ of LM Math Grade 5

Lead the pupils to generalize that: In multiplying decimals with factors up to 2 decimal places, multiply like multiplying whole numbers. Place the decimal point In the product equal to the sum of the number of decimal places in both factors.

Lead the pupils to generalize that: In multiplying decimals with factors up to 2 decimal places, multiply like multiplying whole numbers. Place the decimal point In the product equal to the sum of the number of decimal places in both factors.

Answer Apply Your Skills, page ___ of LM Math Grade 5.

Answer Apply Your Skills, page ___ of LM Math Grade 5.

A. Find the products. Write in column.

A. Find the products. Write in column.

1.) 2.) 3.) 4.) 5.)

1.) 2.) 3.) 4.) 5.)

6.5 0.8 9.3 0.9 0.7

x x x x x

0.7 0.3 0.8 0.9 0.6

= = = =

6.5 0.8 9.3 0.9 0.7

x x x x x

0.7 0.3 0.8 0.9 0.6

= = = =

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue

86

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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and October 3-7, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Estimates the products of decimal numbers with reasonable results. 1.demonstrates 1.demonstrates 1.demonstrates understanding of decimals. understanding of decimals. understanding of decimals.

1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

Thursday

Friday Weekly Test

87

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES C. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

estimates the products of decimal numbers with reasonable results.

estimates the products of decimal numbers with reasonable results.

M5NS-IIe-112

M5NS-IIe-112

solves routine and nonroutine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools.

solves routine and nonroutine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools.

M5NS-IIe-113.1

M5NS-IIe-113.1

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

M5NS – II e – 112 pp. 59, Lesson Guide 6 pp.70 Growing Up with Math 5 pp.197

M5NS – II e – 112 pp. 59, Lesson Guide 6 pp.70 Growing Up with Math 5 pp.197

M5NS – II e – 113.1 pp. 59 , Lesson Guide 6 pp.96

M5NS – II e – 113.1 pp. 59 , Lesson Guide 6 pp.96

Number Cards, problem cards

Number Cards, problem cards

dartboard, activity cards, dice

dartboard, activity cards, dice

III.

4. Additional Materials from Learning Resource (LR) portal D. Other Learning Resources IV.

PROCEDURES

88

A. Reviewing previous lesson or presenting the new lesson

Estimating the sum/difference Ask: How do you estimate the sum/difference? Round to the nearest whole number and estimate the sum/difference. How many can you do orally? Flash problem cards for the pupils to solve.

Estimating the sum/difference Ask: How do you estimate the sum/difference? Round to the nearest whole number and estimate the sum/difference. How many can you do orally? Flash problem cards for the pupils to solve.

a. Present a problem on the board. b. Leaders will throw a die on the board placed on the table. The corresponding points if they can answer correctly the questions are the following: Bull’s eye – 10 points 2nd circle – 5 points Big circle – 1 point c. Failure to give the correct answer means a deduction from their points. d. Teacher gives emphasis on analyzing 2– step problems. Ex. In a class of 27 boys and 25 girls, 16 joined the choir. How many are not members of the choir?

a. Present a problem on the board. b. Leaders will throw a die on the board placed on the table. The corresponding points if they can answer correctly the questions are the following: Bull’s eye – 10 points 2nd circle – 5 points Big circle – 1 point c. Failure to give the correct answer means a deduction from their points. d. Teacher gives emphasis on analyzing 2– step problems. Ex. In a class of 27 boys and 25 girls, 16 joined the choir. How many are not members of the choir?

B. Establishing a purpose for the lesson

Estimates the products of decimal numbers with reasonable results.

Estimates the products of decimal numbers with reasonable results.

C. Presenting examples/instances of the new lesson

You were asked by your mother to buy some groceries after class. Without computing how would you know that the money given to you is enough or not? Why?

You were asked by your mother to buy some groceries after class. Without computing how would you know that the money given to you is enough or not? Why?

Solves routine and nonroutine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools Present the following problem

Solves routine and nonroutine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools Present the following problem

Rico saves

Rico saves

4.50 on

4.50 on

Monday,

7.25 on

Monday,

7.25 on

Tuesday,

5.15 on

Tuesday,

5.15 on

Wednesday,

3.90

Wednesday,

3.90

89

D. Discussing new concepts and practicing new skills #1

Present the following problem

Present the following problem

Carlo bought 5 notebooks at ₱38.95 each. About how much did he pay in all?

Carlo bought 5 notebooks at ₱38.95 each. About how much did he pay in all?

a. Ask the following questions: 1) What are given? 2) What is being asked? 3) Do we need exact answer or just an estimate to solve the problem? Why do you think so? 4) What is the number sentence? 5) How do we estimate products of decimals?

a. Ask the following questions: 1) What are given? 2) What is being asked? 3) Do we need exact answer or just an estimate to solve the problem? Why do you think so? 4) What is the number sentence? 5) How do we estimate products of decimals?

on Thursday, and 8.20 on Friday from his daily transportation allowance for 3 weeks. From these savings, he wants to buy a t-shirt which costs P195.00. How much more must he save? How much money was saved by Rico? How much is the t-shirt he would like to buy? How much more money must he save? What is the number sentence? How many hidden questions are there in the problem

on Thursday, and 8.20 on Friday from his daily transportation allowance for 3 weeks. From these savings, he wants to buy a t-shirt which costs P195.00. How much more must he save? How much money was saved by Rico? How much is the t-shirt he would like to buy? How much more money must he save? What is the number sentence? How many hidden questions are there in the problem

Each group will give an activity card. They will work together in solving the problem ,following the guided questions below.

Each group will give an activity card. They will work together in solving the problem ,following the guided questions below.

90

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery

(Leads to Formative Assessment 3)

b. Explain step-by-step the process of estimating products of decimals numbers. If possible, elicit this from the pupils or have them do the explaining. c. Discuss the importance of estimation and its practical applications in real life. Elicit examples of situations where estimation is needed. d. Why is it important to make sound and logical decisions? Have you done any? How did it affect you? GAME Materials: number cards, calculator Mechanics: Organize the pupils in pairs. Shuffle the number cards. Have both pupils select a number card and place them on the table. Then have each pair estimate the product of the two numbers by rounding the factors. After recording the original numbers and the product, the pupils use a calculator to check the exact answer and to determine whether the estimate is good or reasonable. How did you find the activity? How did you estimate product of decimals? Were you able to estimate the product correctly? Before getting the product, what was the first step?

b. Explain step-by-step the process of estimating products of decimals numbers. If possible, elicit this from the pupils or have them do the explaining. c. Discuss the importance of estimation and its practical applications in real life. Elicit examples of situations where estimation is needed. d. Why is it important to make sound and logical decisions? Have you done any? How did it affect you? GAME Materials: number cards, calculator Mechanics: Organize the pupils in pairs. Shuffle the number cards. Have both pupils select a number card and place them on the table. Then have each pair estimate the product of the two numbers by rounding the factors. After recording the original numbers and the product, the pupils use a calculator to check the exact answer and to determine whether the estimate is good or reasonable. How did you find the activity? How did you estimate product of decimals? Were you able to estimate the product correctly? Before getting the product, what was the first step?

How did you find the activity? How did you estimate product of decimals? How were you able to find the answer to the problem? In how many ways were you able to arrive at the answer? Discuss with the pupils the ways on how they were able to solve for the answer to the problems.

How did you find the activity? How did you estimate product of decimals? How were you able to find the answer to the problem? In how many ways were you able to arrive at the answer? Discuss with the pupils the ways on how they were able to solve for the answer to the problems.

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 42 b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5 . Check their answers and provide immediate remedial measures.

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 42 b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5 . Check their answers and provide immediate remedial measures.

91

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 41. b. Then give the following activities. Estimate the product. Complete the table. How do you estimate the products of decimal numbers?

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 41. b. Then give the following activities. Estimate the product. Complete the table. How do you estimate the products of decimal numbers?

Estimate each product by rounding:

Estimate each product by rounding:

1) 22.7 x 0.08 x 0.28

1) 22.7 x 0.08 x 0.28

2.73.82

2.73.82

For more practice, have the pupils do more exercises by solving the problems under Keep Moving on LM Grade 5 page __ Let the pupils show their solutions on the board.

For more practice, have the pupils do more exercises by solving the problems under Keep Moving on LM Grade 5 page __ Let the pupils show their solutions on the board.

Lead the pupils to give the generalization

Lead the pupils to give the generalization

To solve routine and nonroutine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools, we are guided by the following: Understand * Know what is asked * Know the hidden facts * If any, determine the hidden questions Plan * Determine the operation to be used * Write the number sentence Solve * Show the solution Check and Look Back * Check your answer * State the complete answer Read and analyze, then solve the following: Mary prepared sandwiches for the seminar participants. She bought 5 loaves

To solve routine and nonroutine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools, we are guided by the following: Understand * Know what is asked * Know the hidden facts * If any, determine the hidden questions Plan * Determine the operation to be used * Write the number sentence Solve * Show the solution Check and Look Back * Check your answer * State the complete answer Read and analyze, then solve the following: Mary prepared sandwiches for the seminar participants. She bought 5 loaves

92

J.

Additional activities for application or remediation

Estimate the product: 1. 33 x .65 = 2. 26 x 18 =

Estimate the product: 3. 33 x .65 = 4. 26 x 18 =

of bread at 22.50 each, 2 bottles of

of bread at 22.50 each, 2 bottles of

mayonnaise at 55.50 a bottle, and 1.5 kilograms of ham

mayonnaise at 55.50 a bottle, and 1.5 kilograms of ham

at If

at If

240 a kilogram. she gave the

240 a kilogram. she gave the

saleslady 1,000, how much change did she receive?

saleslady 1,000, how much change did she receive?

a) What is asked? b) What are given? c) What is/are the hidden questions? d) What operation will you use to solve the problem? e) What is the number sentence? f) What is the answer? Read, analyze, and solve for the answer. a. Mother bought 3 kg

a) What is asked? b) What are given? c) What is/are the hidden questions? d) What operation will you use to solve the problem? e) What is the number sentence? f) What is the answer? Read, analyze, and solve for the answer. a. Mother bought 3 kg

of sugar at 23.70 per kilogram and 2 kg of rice at

of sugar at 23.70 per kilogram and 2 kg of rice at

21.50 per kilogram. How much change did she receive

21.50 per kilogram. How much change did she receive

from her

from her

b.

500 bill?

Roy’s allowance is

500 a week. He spent for transportation and for meal and snacks.

b. 80

225 How

500 bill?

Roy’s allowance is

500 a week. He spent for transportation and for meal and snacks.

80 225 How

93

much money can he save in 4 weeks? V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

much money can he save in 4 weeks?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and October 10-14, 2016 Time Monday Tuesday Visualizes division of decimal number using pictorial models 1.demonstrates 1.demonstrates understanding of decimals. understanding of decimals.

Grade Level Learning Areas Quarter

Wednesday 1.demonstrates understanding of decimals.

Thursday 1.demonstrates understanding of decimals.

Friday Weekly Test

94

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

visualizes division of decimal numbers using pictorial models.

visualizes division of decimal numbers using pictorial models.

divides decimals with up to 2 decimal places.

divides decimals with up to 2 decimal places.

M5NS-IIf-116.1

M5NS-IIf-116.1

M5NS-IIf-115

M5NS-IIf-115

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

K to 12 Grade 5 Curriculum Guide M5NS-IIf-115 p. 59, Lesson Guide in Elementary Mathematics Grade 5 pp. 305 – 309 Mathematics for a Better Life 5 pp180-181

K to 12 Grade 5 Curriculum Guide M5NS-IIf-115 p. 59, Lesson Guide in Elementary Mathematics Grade 5 pp. 305 – 309 Mathematics for a Better Life 5 pp180-181

K to 12 Grade 5 Curriculum Guide M5NS-IIf-116.1, Learners Material, Mathematics for a Better Life pp.182-183, Growing Up with Math pp. 170-172

K to 12 Grade 5 Curriculum Guide M5NS-IIf-116.1, Learners Material, Mathematics for a Better Life pp.182-183, Growing Up with Math pp. 170-172

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource

95

(LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

Decimal models

Decimal models

Number cards, flash cards, chart, calculator

Number cards, flash cards, chart, calculator

Dividing decimals by whole number.

Dividing decimals by whole number.

Strategy: Game – “ Number Scramble” Materials: 2 sets of cards with digits 0 – 5 Mechanics: Form 2 groups. Give each group a set of cards

Strategy: Game – “ Number Scramble” Materials: 2 sets of cards with digits 0 – 5 Mechanics: Form 2 groups. Give each group a set of cards

Using the numbers on their cards, ask the groups to form a division equation that will satisfy the question you will dictate.

Using the numbers on their cards, ask the groups to form a division equation that will satisfy the question you will dictate.

Sample questions: Form a division equation that gives the smallest possible quotient.

Sample questions: Form a division equation that gives the smallest possible quotient.

Form a division equation that gives the greatest possible quotient.

Form a division equation that gives the greatest possible quotient.

Form a division equation that gives a quotient multiple by 10.

Form a division equation that gives a quotient multiple by 10.

Form a division equation with a number 2 in the quotient. Etc.

Form a division equation with a number 2 in the quotient. Etc.

The group who can first give the correct answer gets a point.

The group who can first give the correct answer gets a point.

96

B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

The first group to earn 3 points win the game

The first group to earn 3 points win the game

Divides decimal with up to 2 decimal places

Divides decimal with up to 2 decimal places

What projects do you do in your EPP class? Do you make these yourself? Do you submit these on time?

What projects do you do in your EPP class? Do you make these yourself? Do you submit these on time?

Visualizes division of decimal number using pictorial models Number Scramble Materials: 4 sets of cards with the following digits 0 to 9 Mechanics: Divide the class into four

Visualizes division of decimal number using pictorial models Number Scramble Materials: 4 sets of cards with the following digits 0 to 9 Mechanics: Divide the class into four

groups.

groups.

Distribute the sets of cards to

Distribute the sets of cards to

the different groups.

the different groups.

Using the numbers on their

Using the numbers on their

cards, ask the groups to form

cards, ask the groups to form

a division

a division

equation that gives the

equation that gives the

smallest possible quotient.

smallest possible quotient.

Go around the room to check

Go around the room to check

the group’s answers.

the group’s answers.

Repeat the activity, this time have the groups form a division equation with the greatest possible quotient.

Repeat the activity, this time have the groups form a division equation with the greatest possible quotient.

Present the following situation in class.

Present the following situation in class.

Present this problem to the class.

Present this problem to the class.

Kiko went to the market. He bought an egg pie for his snack. He sliced the pie into ten equal parts and gave 5 parts to his friends. What decimal part of the pie was given to his friends?

Kiko went to the market. He bought an egg pie for his snack. He sliced the pie into ten equal parts and gave 5 parts to his friends. What decimal part of the pie was given to his friends?

Aldy bought a piece of rattan 0.36- metre long for his EPP project. He cut it into pieces of 0.12 metre each. How many pieces did he make?

Aldy bought a piece of rattan 0.36- metre long for his EPP project. He cut it into pieces of 0.12 metre each. How many pieces did he make?

Ask:

Ask:

Help the pupils understand the answer by asking some comprehension questions.

Help the pupils understand the answer by asking some comprehension questions.

What trait did Kiko

What trait did Kiko

97

E. Discussing new concepts and practicing new skills #2

show? How will you answer the

show? How will you answer the

Then ask: What is asked? What are given?

Then ask: What is asked? What are given?

question in

question in

the problem?

the problem?

What operation should you use to solve the problem ? Why is division the operation needed to solve it?

What operation should you use to solve the problem ? Why is division the operation needed to solve it?

Let the pupils write the number sentence on the board.

Let the pupils write the number sentence on the board.

Study the problem, then answer the questions . Jenny bought 0.75 meter of pink ribbon, which she will cut into 0.25 meter strips for her Project in EPP. How many pieces did she make? What is asked?

Study the problem, then answer the questions . Jenny bought 0.75 meter of pink ribbon, which she will cut into 0.25 meter strips for her Project in EPP. How many pieces did she make? What is asked?

What are given?

What are given?

What is the operation to be used to solve the problem?

What is the operation to be used to solve the problem?

What is the number sentence?

What is the number sentence?

What is the answer? Present your answer in a flowchart showing the sequential steps in dividing decimal by a decimal.

What is the answer? Present your answer in a flowchart showing the sequential steps in dividing decimal by a decimal.

Why was the decimal point moved two places to the right in both the dividend and the divisor?

Why was the decimal point moved two places to the right in both the dividend and the divisor?

Group Activity

Group Activity

Activity 1: Cooperative

Activity 1: Cooperative

Learning

Learning

Activity 2: Coins Model

Activity 2: Coins Model

Activity 3: Number line

Activity 3: Number line

Model

Model

98

F.

Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Let the groups present their output one at a time. After all groups have presented, ask “How did you find the activity? How were you able to visualize 0.25? in how many ways were you able to show the answer?”

Let the groups present their output one at a time. After all groups have presented, ask “How did you find the activity? How were you able to visualize 0.25? in how many ways were you able to show the answer?”

Expected Answer: We used blocks, grids, number lines and money to visualize

Expected Answer: We used blocks, grids, number lines and money to visualize

A. Illustrate the quotient using the following models below. Refer to lm.

A. Illustrate the quotient using the following models below. Refer to lm.

How will you divide decimals by decimals?

How will you divide decimals by decimals?

When dividing decimals by decimals, change the divisor to a whole number. To do this, multiply both the divisor and dividend by a power of 10. Then divide as with whole numbers.

When dividing decimals by decimals, change the divisor to a whole number. To do this, multiply both the divisor and dividend by a power of 10. Then divide as with whole numbers.

Note:

Note:

When multiplying by

When multiplying by

After all teams have presented their output, ask the questions : “ How did you find the Activity? How were you able to find the answer to the problem? Discus with the pupils thesteps in dividing decimal with up to 2 decimal places.

After all teams have presented their output, ask the questions : “ How did you find the Activity? How were you able to find the answer to the problem? Discus with the pupils thesteps in dividing decimal with up to 2 decimal places.

Discuss the presentation under “ Explore and Discover “ in LM.

Discuss the presentation under “ Explore and Discover “ in LM.

For more practice, have the pupils work on items 1-5 under “ Get Moving “

For more practice, have the pupils work on items 1-5 under “ Get Moving “

Ask the pupils to work on the exercises under “ Keep Moving “using calculator.

Ask the pupils to work on the exercises under “ Keep Moving “using calculator.

Lead the pupils to give the following generalization by asking : How do we divide a decimal with up to two decimal places?

Lead the pupils to give the following generalization by asking : How do we divide a decimal with up to two decimal places?

In dividing a decimal with a two digit decimals :

In dividing a decimal with a two digit decimals :

First, make both divisor and dividend a whole number by multiplying 100 or by

First, make both divisor and dividend a whole number by multiplying 100 or by

99

I.

Evaluating learning

6. 1. 8. 3.

0.2 0.2 0.4 0.4 0.07 0.07 3.5 3.5

power of ten, move the decimal point to the right as many places as the number of zeros in the power of ten.

power of ten, move the decimal point to the right as many places as the number of zeros in the power of ten.

A. Visualize the quotients.

A. Visualize the quotients.

7.2. 0.8 0.8 0.048 0.048 9. 4. 0.009 0.009 0.027 0.027

5. 0.6 0.24 10. J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

A. Find the quotients using illustration model. 1. 0.05 0.85 2. 0.30 9.35 3. 0.05 27.65

A. Find the quotients using illustration model. 1. 0.05 0.85 2. 0.30 9.35 3. 0.05 27.65

moving decimal point two times going to the right. Then, divide as in dividing with a whole numbers Find the quotient. 1). 0.24 ÷ 0.06 2). 0.56 ÷ 0.08 3). 0.88 ÷ 0.11 4). 4. 55 ÷ 0.05

moving decimal point two times going to the right. Then, divide as in dividing with a whole numbers Find the quotient. 1). 0.24 ÷ 0.06 2). 0.56 ÷ 0.08 3). 0.88 ÷ 0.11 4). 4. 55 ÷ 0.05

Answer these questions: How many 0.31 meter are there in 9 61 meters?

Answer these questions: How many 0.31 meter are there in 9 61 meters?

How many 0.12 cm are there in 6.48 cm?

How many 0.12 cm are there in 6.48 cm?

How many 0.26 m are there in 5.98 m?

How many 0.26 m are there in 5.98 m?

How many 0.47 m are there in 6.11 m?

How many 0.47 m are there in 6.11 m?

How many 0.08 kg are there in 6.48 kg?

How many 0.08 kg are there in 6.48 kg?

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue

100

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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

School Teacher Teaching Dates and October 17-21, 2016 Time Monday Tuesday Divides whole numbers with quotients in decimal form.

Grade Level Learning Areas Quarter

Wednesday

Thursday

1.demonstrates understanding of decimals.

1.demonstrates understanding of decimals.

1.demonstrates understanding of decimals.

1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in

Friday

Weekly Test

B. Performance Standards

101

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

mathematical problems and real-life situations.

mathematical problems and real-life situations.

mathematical problems and real-life situations.

mathematical problems and real-life situations.

divides whole numbers with quotients in decimal form.

divides whole numbers with quotients in decimal form.

estimates the quotients of decimal numbers with reasonable results.

estimates the quotients of decimal numbers with reasonable results.

M5NS-IIf-116.2

M5NS-IIf-116.2

M5NS-IIg-117

M5NS-IIg-117

Numbers and number sense

Numbers and number sense

Numbers and number sense

Numbers and number sense

K to 12 Gr. 5 CG – M5NS – IIf – 116., LM, LG Gr.6 pp.109111

K to 12 Gr. 5 CG – M5NS – IIf – 116., LM, LG Gr.6 pp.109111

Curriculum Guide in Math 5, p. 59 (M5NS-IIg-117) Lesson Guide in Elementary Mathematics 6, p. 100-102

Curriculum Guide in Math 5, p. 59 (M5NS-IIg-117) Lesson Guide in Elementary Mathematics 6, p. 100-102

flashcards, activity cards

flashcards, activity cards

number cards, cut-outs

number cards, cut-outs

Game Relay

Game Relay

Teacher prepares activity

Teacher prepares activity

cards.

cards.

Mechanics

Mechanics

Pick a number written on the cut-outs of flowers. Tell the place value of the underlined digit and then round it.

Pick a number written on the cut-outs of flowers. Tell the place value of the underlined digit and then round it.

Divide the class into 2 with 5

Divide the class into 2 with 5

members each group.

members each group.

Place equal stacks of cards

Place equal stacks of cards

with identical problems.

with identical problems.

As the teacher says “ Go “

As the teacher says “ Go “

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

102

the first player for each

the first player for each

team goes to the board and

team goes to the board and

solves the first problem on

solves the first problem on

the first card.

the first card.

As soon as the first player is

As soon as the first player is

finished, the second player

finished, the second player

takes the next card and

takes the next card and

solves the problem correctly.

solves the problem correctly.

The team that got the most

The team that got the most

number of correct answer

number of correct answer

declared a winner.

declared a winner.

Example :

Example :

Darwin will cut strips of paper

Darwin will cut strips of paper

0.25 dm wide from a sheet

0.25 dm wide from a sheet

1.50dm wide. How many

1.50dm wide. How many

strips of paper will he have?

strips of paper will he have?

A nutritionist poured 0.70 L of

A nutritionist poured 0.70 L of

honey into 14 L plastic cups.

honey into 14 L plastic cups.

Find the number of plastic

Find the number of plastic

cups filled.

cups filled.

A rectangular rice field is

A rectangular rice field is

0.40 km wide and has an

0.40 km wide and has an

area of2.80 sq. km. Find the

area of2.80 sq. km. Find the

length of the field.

length of the field.

A city government plans to

A city government plans to

put streetlights along its 88

put streetlights along its 88

103

km main road. The

km main road. The

streetlights are to be placed

streetlights are to be placed

0.22 km apart. How many

0.22 km apart. How many

streetlights will the city

streetlights will the city

government need?

government need?

A bamboo pole 0.80 m long

A bamboo pole 0.80 m long

was cut into pieces, each

was cut into pieces, each

0.05 of a meter long. How

0.05 of a meter long. How

many pieces of bamboo were

many pieces of bamboo were

there?

there?

B. Establishing a purpose for the lesson

Divides whole numbers with quotients in decimal form.

Divides whole numbers with quotients in decimal form.

Estimate the quotients of decimal numbers with reasonable results.

Estimate the quotients of decimal numbers with reasonable results.

C. Presenting examples/instances of the new lesson

How many are you in the

How many are you in the

family?

family?

Have you experienced

Have you experienced

bringing home something

bringing home something

which is not enough for your

which is not enough for your

family?

family?

What did you do?

What did you do?

Present a picture of a carpenter. What do carpenters do before buying materials for building a house? Would it be alright to estimate the needed materials ahead of time? Why?

Present a picture of a carpenter. What do carpenters do before buying materials for building a house? Would it be alright to estimate the needed materials ahead of time? Why?

How did you share it equally

How did you share it equally

to everyone? Group Activity( Group of 4 )

to everyone? Group Activity( Group of 4 )

Ana brought home 3 suman.

Ana brought home 3 suman.

Present this situation to the class.

Present this situation to the class.

If she has 4 sisters, how will

If she has 4 sisters, how will

she divide it equally among

she divide it equally among

her sisters?

her sisters?

Task for each group

Task for each group

Use strips of paper to

Use strips of paper to

Tina and Rose volunteered to donate ballpens as prizes for a contest in school. They have ₱100. They want to know about how many ballpens they can buy if each ballpen costs ₱4.75.

Tina and Rose volunteered to donate ballpens as prizes for a contest in school. They have ₱100. They want to know about how many ballpens they can buy if each ballpen costs ₱4.75.

D. Discussing new concepts and practicing new skills #1

104

represent the 3 suman.

represent the 3 suman.

Divide each strip into 4 equal

Divide each strip into 4 equal

parts.

parts.

Give one piece to each

Give one piece to each

member of the group. Do the

member of the group. Do the

same with the other strips.

same with the other strips.

Answer the following :

Answer the following :

What do you call each part? (

What do you call each part? (

¼)

¼)

How many fourths did each

How many fourths did each

one receive? ( 3 )

one receive? ( 3 )

How do you change ¾ to

How do you change ¾ to

decimal?

decimal?

( by multiplying both terms

( by multiplying both terms

by 25; that is, 3 x 25 = 75; 4

by 25; that is, 3 x 25 = 75; 4

x 25 = 100 )

x 25 = 100 )

How will you write 75 and

How will you write 75 and

100 in fraction form? ( 75 /

100 in fraction form? ( 75 /

100 )

100 )

How is 75 / 100 written in

How is 75 / 100 written in

decimal form? ( 0.75 )

decimal form? ( 0.75 )

What is the quotient of 3 ÷

What is the quotient of 3 ÷

4?

4?

Ask : What did Tina and Rose volunteered to donate in school? What kind of students are they? Are you willing to help your school? Why? Analyze the problem. What are the given facts? What is asked in the problem? What operations are you going to use? Do we need the exact/ actual answer in the problem? What words suggests that we need only to estimate?

Ask : What did Tina and Rose volunteered to donate in school? What kind of students are they? Are you willing to help your school? Why? Analyze the problem. What are the given facts? What is asked in the problem? What operations are you going to use? Do we need the exact/ actual answer in the problem? What words suggests that we need only to estimate?

105

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery

(Leads to Formative Assessment 3)

Show your solution.

Show your solution.

Read, analyze and solve the

Read, analyze and solve the

problem.

problem.

A dressmaker has a bolt of

A dressmaker has a bolt of

fabric that is 49 meters long.

fabric that is 49 meters long.

She plans to make 50 table

She plans to make 50 table

runners. How long will each

runners. How long will each

piece be?

piece be?

What is asked in the

What is asked in the

problem?

problem?

What are given?

What are given?

What operation will you use

What operation will you use

to solve it?

to solve it?

Write the number sentence.

Write the number sentence.

What is your answer ? Show

What is your answer ? Show

your solution.

your solution.

How did you find the

How did you find the

activity ? How were you able

activity ? How were you able

to find the answer to the

to find the answer to the

problem?

problem?

Discuss with the pupils the

Discuss with the pupils the

steps in dividing whole

steps in dividing whole

numbers by whole numbers

numbers by whole numbers

withdecimal quotients?

withdecimal quotients?

Say : “ Estimating is an educated guess. There are times when an estimate is needed and not the actual one.” Say : “ Let us solve and analyze the solution to the problem.” ₱100 ÷ 4.75 → ₱100 ÷ 5 ( the divisor is rounded to the nearest whole number So 100 ÷ 5 = 20 → estimated quotient

Say : “ Estimating is an educated guess. There are times when an estimate is needed and not the actual one.” Say : “ Let us solve and analyze the solution to the problem.” ₱100 ÷ 4.75 → ₱100 ÷ 5 ( the divisor is rounded to the nearest whole number So 100 ÷ 5 = 20 → estimated quotient

So, Tina and Rose can buy about 20 ballpens as prizes for a contest in schoolSay “ There are times when compatible numbers are used to estimate quotients.” Let us study this example: 625 ÷ 2.5 = N 625 ÷ 2.5 → 600 ÷ 3 → 600 is compatible with 3 since 600 ÷ 3 = 200 So 600÷ 3 = 200 Ask: How is estimation done in the solution we have in the problem? What was done first to the divisor and the dividend? Then, what was cancelled in the rounded divisor and dividend? Then, what was done next? Expected answer : We round the divisor and the dividend to the nearest whole number.

So, Tina and Rose can buy about 20 ballpens as prizes for a contest in schoolSay “ There are times when compatible numbers are used to estimate quotients.” Let us study this example: 625 ÷ 2.5 = N 625 ÷ 2.5 → 600 ÷ 3 → 600 is compatible with 3 since 600 ÷ 3 = 200 So 600÷ 3 = 200 Ask: How is estimation done in the solution we have in the problem? What was done first to the divisor and the dividend? Then, what was cancelled in the rounded divisor and dividend? Then, what was done next? Expected answer : We round the divisor and the dividend to the nearest whole number.

106

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Discuss the presentation

Discuss the presentation

under “ Explore and Discover

under “ Explore and Discover

“ in LM.

“ in LM.

For more practice, Have the

For more practice, Have the

pupils work on “ Get Moving “

pupils work on “ Get Moving “

Ask the pupils to work on the

Ask the pupils to work on the

exercises under “ Keep

exercises under “ Keep

Moving “ Lead the pupils to give the

Moving “ Lead the pupils to give the

following generalization by

following generalization by

asking :

asking :

Cancelled zeroes in the decimal places then proceed to dividing. Say : “ Now, let us compare the actual answer to the estimated one.” Ask: Are the quotients the same or different? How far or near is the estimated answer to the actual one? What will you do if the estimated answer is too large or too small compared to the actual one? Expected Answer:” There are times that the estimated answer is too large or small if we round both the divisor and the dividend to the highest place value. One way to make our estimated answer reasonable or close to the exact answer is by using compatible numbers.”

Cancelled zeroes in the decimal places then proceed to dividing. Say : “ Now, let us compare the actual answer to the estimated one.” Ask: Are the quotients the same or different? How far or near is the estimated answer to the actual one? What will you do if the estimated answer is too large or too small compared to the actual one? Expected Answer:” There are times that the estimated answer is too large or small if we round both the divisor and the dividend to the highest place value. One way to make our estimated answer reasonable or close to the exact answer is by using compatible numbers.”

Let the pupils study Explore and Discover on page ___ of the LM Math Grade 5. Ask the pupils to do exercises under Get Moving on page ___ of LM Math Grade Five.

Let the pupils study Explore and Discover on page ___ of the LM Math Grade 5. Ask the pupils to do exercises under Get Moving on page ___ of LM Math Grade Five.

To estimate quotients, round the divisor to the highest place value and use compatible numbers for the

To estimate quotients, round the divisor to the highest place value and use compatible numbers for the

107

How do we divide whole

How do we divide whole

numbers with decimal

numbers with decimal

quotients?

quotients?

In dividing whole numbers

In dividing whole numbers

with a decimal quotients : divisor must be

with a decimal quotients : divisor must be

bigger than its

dividend write the equation

Evaluating learning

dividend as

numerator and

numerator and

divisor as

divisor as

Find the best estimated quotient. 1. 4 308 ÷ 61.75

denominator divide numerator

by its

by its

denominator,

denominator,

since numerator is

since numerator is

smaller than

smaller than

denominator it

denominator it

can’t be divided add zero to the

numerator but

numerator but

before that add a

before that add a

decimal point

decimal point

before zero quotient must

Find the best estimated quotient. 1. 4 308 ÷ 61.75

dividend write the equation

dividend as

then have a I.

in fraction form,

can’t be divided add zero to the

dividend to divide. This will make your estimated quotient reasonable.

bigger than its

in fraction form,

denominator divide numerator

dividend to divide. This will make your estimated quotient reasonable.

before zero quotient must then have a

decimal point. Find the quotient. Round your

decimal point. Find the quotient. Round your

answer to the nearest place

answer to the nearest place

108

value indicated.

value indicated.

4. 559.8 ÷ 785

Tenths Hundredths

Hundredths

5÷6

5÷6

Additional activities for application or remediation

V. VI. A.

B.

C.

________

_____

12 ÷ 18 ________

12 ÷ 18 ________

______

______ ____

15 ÷ 80

2. 1 019 ÷ 51.5 5. 19 785 ÷ 30.8 3. 88.975 ÷ 968

2. 1 019 ÷ 51.5 5. 19 785 ÷ 30.8 3. 88.975 ÷ 968

________

_____

15 ÷ 80

J.

Tenths

4. 559.8 ÷ 785

____

______

______

16 ÷ 18_____ ______ Solve for N.

16 ÷ 18_____ ______ Solve for N.

25 ÷ 50 = N

25 ÷ 50 = N

56 ÷ 58 = N

56 ÷ 58 = N

72 ÷ 74 = N

72 ÷ 74 = N

99 ÷ 100 = N

99 ÷ 100 = N

Answer the following: 1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average speed for the journey? 2. Jay has 6 584 metres of ribbon. He wants to cut it into 25.6 metres. About how many ribbons can be cut from it?

Answer the following: 1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average speed for the journey? 2. Jay has 6 584 metres of ribbon. He wants to cut it into 25.6 metres. About how many ribbons can be cut from it?

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson

109

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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

School Teacher Teaching Dates and November 3-4, 2016 Time Monday

I. OBJECTIVES A. Content Standards

Grade Level Learning Areas Quarter

Tuesday

Wednesday REVIEW

Thursday SECOND PERIODICAL TEST

Friday SECOND PERIODICAL TEST

B. Performance Standards

110

C. Learning Competencies/Objectives Write the LC code for each II.

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F.

Developing mastery (Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

111

H. Making generalizations and abstractions about the lesson I. Evaluating learning

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12

School

Grade Level 112

DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Teacher Teaching Dates and November 7-11, 2016 Time Monday Tuesday Visualizes percent and its relationship to fractions, ratios, and decimal Models. demonstrates understanding of demonstrates understanding of polygons, circles, and solid polygons, circles, and solid figures. figures.

Learning Areas Quarter

Wednesday numbers using

Thursday

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

visualizes, names, and describes polygons with 5 or more sides.

visualizes, names, and describes polygons with 5 or more sides.

M5GE-IIIc-19

M5GE-IIIc-19

describes and compares properties of polygons (regular and irregular polygons).

describes and compares properties of polygons (regular and irregular polygons).

M5GE-IIIc-20

M5GE-IIIc-20

Geometry

Geometry

Geometry

Geometry

K to 12 Grade V Curriculum p 61 (M5NS-IIIa-136), Lesson Guide in Mathematics pp. 402-406, Growing Up with Math pp. 217219, Math for Life pp. 254-257, Mathematics for a Better Life pp. 208- 210

K to 12 Grade V Curriculum p 61 (M5NS-IIIa-136), Lesson Guide in Mathematics pp. 402-406, Growing Up with Math pp. 217219, Math for Life pp. 254-257, Mathematics for a Better Life pp. 208- 210

K to 12 Curriculum Guide Grade 5 (M5NS-IIa-137), Lesson Guide in Mathematics 6 pp.311, Growing Up with Math pp.220, Math for Life pp.256

K to 12 Curriculum Guide Grade 5 (M5NS-IIa-137), Lesson Guide in Mathematics 6 pp.311, Growing Up with Math pp.220, Math for Life pp.256

Friday

Weekly test

III.

113

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

Chart

Chart

flashcards, paperclips, graphing paper

flashcards, paperclips, graphing paper

Review meaning of percent

Review meaning of percent

Matching Game Materials: 3 charts (having ratio, decimal, or fraction), number cards

Matching Game Materials: 3 charts (having ratio, decimal, or fraction), number cards

Mechanics: 1. Teacher post the 2 charts on the board. 2. Divide the class into 3 group. Give each group a well shuffled set of a number cards. These cards are then distributed to the group members with each receiving one Card. 3. When the signal is given by the teacher, a pupil from each group simultaneously goes to the board and places the number card in the correct slot. 4. The pupils will go to their group and tap the next player. Continue this until the chart has been completed. 5. The group that finishes first, with the most number of correct answers win. Defines percentage, rate or percent and base.

Mechanics: 1. Teacher post the 2 charts on the board. 2. Divide the class into 3 group. Give each group a well shuffled set of a number cards. These cards are then distributed to the group members with each receiving one Card. 3. When the signal is given by the teacher, a pupil from each group simultaneously goes to the board and places the number card in the correct slot. 4. The pupils will go to their group and tap the next player. Continue this until the chart has been completed. 5. The group that finishes first, with the most number of correct answers win. Defines percentage, rate or percent and base.

Visualizes percent and its relationship to fractions, ratios, and decimal numbers using Models.

Visualizespercent and its relationship to fractions, ratios, and decimal numbers using Models.

114

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

Who among you have baby brother and sisters who still take milk from bottles? Do You know how to prepare their milk? How many ounces of water do you use? How many scoops of milk do you put? (Pupils may say for every 4 ounces of water they put 2 scoop of milk before shaking the bottle.) Why is it necessary to follow the instruction in preparing milk for your youngerbrother/sister? Survival Game Mechanics: 1. Let 5 boys and 5 girls stand in front of the class forming a circle. While the music is being played the participants move around. 2. When the music stops the teacher will say “The boat is sinking group yourselves into2.” 3. The group continues till the described players necessary to form the ratio is achieved. Discuss the following to the pupils; For instance, the first group there are 3 girls and 1 boy left. Then the ratio of boys to girls is 1;3The ratio of girls to boys is 3;1 If we are to write the ratio 1;3in fraction which will be the numerator? the denominator? If we are to get how many percent of the pupils are boys, in relation to the group, divide The numerator by denominator.

Who among you have baby brother and sisters who still take milk from bottles? Do You know how to prepare their milk? How many ounces of water do you use? How many scoops of milk do you put? (Pupils may say for every 4 ounces of water they put 2 scoop of milk before shaking the bottle.) Why is it necessary to follow the instruction in preparing milk for your youngerbrother/sister? Survival Game Mechanics: 1. Let 5 boys and 5 girls stand in front of the class forming a circle. While the music is being played the participants move around. 2. When the music stops the teacher will say “The boat is sinking group yourselves into2.” 3. The group continues till the described players necessary to form the ratio is achieved. Discuss the following to the pupils; For instance, the first group there are 3 girls and 1 boy left. Then the ratio of boys to girls is 1;3The ratio of girls to boys is 3;1 If we are to write the ratio 1;3in fraction which will be the numerator? the denominator? If we are to get how many percent of the pupils are boys, in relation to the group, divide The numerator by denominator.

Showing a paper clips. Where do we used these paper clips?

Showing a paper clips. Where do we used these paper clips?

Problem Opener Rafaela has 10 paper clips. She gives 2 paper clips to her seatmate and keeps the rest for the future use. Is it right for her to say that she keeps 80% of the paperclips? Questions to answer: 1. Who has 10 paper clips? 2. To whom does she give 2 paper clips? 3. if you were Rafaela will you also keep materials for the future? Why? a. Get 2 paper clips from 10 paper clips. Express in fraction form the paper clips partedin relation to the total paper clips. Change the fraction form to rate or percent. Relate the number of 2s in 10. Let them think aloud on the number of 20% in 100% and in relation to 2s in 10. b. Ask them what part of the total number of paper

Problem Opener Rafaela has 10 paper clips. She gives 2 paper clips to her seatmate and keeps the rest for the future use. Is it right for her to say that she keeps 80% of the paperclips? Questions to answer: 1. Who has 10 paper clips? 2. To whom does she give 2 paper clips? 3. if you were Rafaela will you also keep materials for the future? Why? a. Get 2 paper clips from 10 paper clips. Express in fraction form the paper clips partedin relation to the total paper clips. Change the fraction form to rate or percent. Relate the number of 2s in 10. Let them think aloud on the number of 20% in 100% and in relation to 2s in 10. b. Ask them what part of the total number of paper

115

E. Discussing new concepts and practicing new skills #2

There are 33% in relation to the girls in the group. In decimal, change percent to fraction with denominator of 100. Ten express the fraction as a decimal.

There are 33% in relation to the girls in the group. In decimal, change percent to fraction with denominator of 100. Ten express the fraction as a decimal.

Or simply drop the % symbol, Then move the decimal point 2 places to the left.

Or simply drop the % symbol, Then move the decimal point 2 places to the left.

A. Using pictures the pupils will give the ratio of the number shaded parts to the unshadedpart. Then change them to fractions, decimal and percent.

A. Using pictures the pupils will give the ratio of the number shaded parts to the unshadedpart. Then change them to fractions, decimal and percent.

clips describing the number of paperclips for future use. Require them to relate 80% to the number of paper clips for future use. c. Let the pupils identify rate, base and percentage. The rate is the percent of the whole. It has the percent symbol (%). The base is the whole we’re talking about. It is written after the word “of” or thephrase “percent of”. The percentage is the portion of the whole based on the rate. It is usually followed by the word “is”.

clips describing the number of paperclips for future use. Require them to relate 80% to the number of paper clips for future use. c. Let the pupils identify rate, base and percentage. The rate is the percent of the whole. It has the percent symbol (%). The base is the whole we’re talking about. It is written after the word “of” or thephrase “percent of”. The percentage is the portion of the whole based on the rate. It is usually followed by the word “is”.

A.Let the pupils work in pair. Each pair works on every station simultaneously. Each of them will check their answers and present their output.

A.Let the pupils work in pair. Each pair works on every station simultaneously. Each of them will check their answers and present their output.

Station 1: 5 is what percent of 50? What is the rate? ______

Station 1: 5 is what percent of 50? What is the rate? ______

Station 2: 40% of 60 is what?

Station 2: 40% of 60 is what?

What is the percentage? _______

What is the percentage? _______

Station 3: 16 is 25% of 64 The base is ________

Station 3: 16 is 25% of 64 The base is ________

Station 4: 15% of total sales is P 8 910.

Station 4: 15% of total sales is P 8 910.

116

F.

Developing mastery

Let the group present their output and answer the questions one at a time. After all the group presented, ask, How did you find the activity? How can you change ratio to fraction?to decimal? Topercent? Say: Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we can getthe percent equivalent by dividing the numerator by the denominator. The result is a decimal but move the decimal point two places the right and affix the Percent sign.

Let the group present their output and answer the questions one at a time. After all the group presented, ask, How did you find the activity? How can you change ratio to fraction?to decimal? Topercent? Say: Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we can getthe percent equivalent by dividing the numerator by the denominator. The result is a decimal but move the decimal point two places the right and affix the Percent sign.

G. Finding practical applications of concepts and skills in daily living

Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5 Ask the pupil to work on Get Moving on page ____ of LM Grade 5. Check the pupils’ answers. For mastery, have the pupils answer the items under Keep Moving on page ____ of LM math Grade 5.

Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5 Ask the pupil to work on Get Moving on page ____ of LM Grade 5. Check the pupils’ answers. For mastery, have the pupils answer the items under Keep Moving on page ____ of LM math Grade 5.

(Leads to Formative Assessment 3)

The rate is _________

The rate is _________

Station 5: 43% of 150 is 64.5 The base is ___________ Let the class the class check their answers by pairs and present their outputs one at a time. After all pairs have presented, ask “What is the meaning of percentage? Rate? Base? How will you determine the base in a given problem? The rate? and the Percentage? Say: The percentage is the portion of the whole based on the rate. It is usually followed By the word “is”. The rate is the percent of the whole. It has the percent symbol (%). The base is the whole we are talking about. It is written after the word “of” or the phrase “percent of”.

Station 5: 43% of 150 is 64.5 The base is ___________ Let the class the class check their answers by pairs and present their outputs one at a time. After all pairs have presented, ask “What is the meaning of percentage? Rate? Base? How will you determine the base in a given problem? The rate? and the Percentage? Say: The percentage is the portion of the whole based on the rate. It is usually followed By the word “is”. The rate is the percent of the whole. It has the percent symbol (%). The base is the whole we are talking about. It is written after the word “of” or the phrase “percent of”.

Discuss the presentation on Explore and Discover on page____ of LM Math 5. Ask thepupils to work on items 1 to 5 under Get Moving on page ___ of LM Math 5. Check the pupils’ answers. For mastery, have them answer the items under Keep Moving on page _____ of LM Math Grade 5. Check the pupils’ answers.

Discuss the presentation on Explore and Discover on page____ of LM Math 5. Ask thepupils to work on items 1 to 5 under Get Moving on page ___ of LM Math 5. Check the pupils’ answers. For mastery, have them answer the items under Keep Moving on page _____ of LM Math Grade 5. Check the pupils’ answers.

117

H. Making generalizations and abstractions about the lesson

I.

J.

Lead he pupils to give the following generalization by asking: What is the relationship of ratios to fractions? Topercent? If your data is written in ratio form, can you write it in fraction form? How can we get percent equivalent of a ratio and a fraction?

Lead he pupils to give the following generalization by asking: What is the relationship of ratios to fractions? Topercent? If your data is written in ratio form, can you write it in fraction form? How can we get percent equivalent of a ratio and a fraction?

Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we can get the percent equivalent by dividing the numerator by the denominator. The result is a decimal but move the decimal point two places the right and affix the percent sign.

Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we can get the percent equivalent by dividing the numerator by the denominator. The result is a decimal but move the decimal point two places the right and affix the percent sign.

Write the name for each shaded part as fraction, ratio, percent and decimal.

Write the name for each shaded part as fraction, ratio, percent and decimal.

Remediation Complete the table below using the given data

Remediation Complete the table below using the given data

1. The set of even numbers from 1 to 20. 2. The set of odd numbers from 1 to 20. 3. The set of composite numbers from 1 to 20. 4. The set of prime numbers from 1 to 20. Rat Fracti Deci Perc io on mal ent

1. The set of even numbers from 1 to 20. 2. The set of odd numbers from 1 to 20. 3. The set of composite numbers from 1 to 20. 4. The set of prime numbers from 1 to 20. Rat Fracti Deci Perc io on mal ent

Evaluating learning

Additional activities for application or remediation

What is the meaning of percentage? Rate?Base?

What is the meaning of percentage? Rate?Base?

Percentage is a part of a whole. It is the resulting fractional part of the base. Rate is the number written with the word “percent” or with the symbol “%”. Base is the total or whole and it is the number that usually follows the phrase “percent of” or “% of”.

Percentage is a part of a whole. It is the resulting fractional part of the base. Rate is the number written with the word “percent” or with the symbol “%”. Base is the total or whole and it is the number that usually follows the phrase “percent of” or “% of”.

Ask the pupils to do the activity under Apply Your Skills on page ___ of LM Math 5.

Ask the pupils to do the activity under Apply Your Skills on page ___ of LM Math 5.

Identify the R, B, and P in the following statements: 1. 180% of 200 is 360 2. 35% of 90 is 31.5 3. P100 is 4% of P2 500 4. 20% of 50 is 10

Identify the R, B, and P in the following statements: 1. 180% of 200 is 360 2. 35% of 90 is 31.5 3. P100 is 4% of P2 500 4. 20% of 50 is 10

118

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

School Teacher Teaching Dates and November 14-18, 2016

Grade Level Learning Areas Quarter 119

Time

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages

Monday Identifies the base, percentage, demonstrates understanding of polygons, circles, and solid figures.

Tuesday and rate in the problem. demonstrates understanding of polygons, circles, and solid figures.

Wednesday

Thursday

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

draws polygons with 5 or more sides.

draws polygons with 5 or more sides.

visualizes congruent polygons.

M5GE-IIIc-21 M5GE-IIIc-21

Friday Weekly test

visualizes congruent polygons. M5GE-IIId-22

M5GE-IIId-22

Geometry

Geometry

Geometry

K to 12 Curriculum Guide (M5NS-IIIa-138) Lesson Guide in Mathematics 5 pp. 417 Lesson Guide in Math 6 p 311

K to 12 Curriculum Guide (M5NS-IIIa-138) Lesson Guide in Mathematics 5 pp. 417 Lesson Guide in Math 6 p 311

K to 12 Curriculum Guide, LM Math Grade 5 pages Building New Horizon in Math: A Simplified Approach p. 302-305 Growing Up with Math 5 p.220-222 Lesson Guide in Elementary Mathematics Grade 6 p. 316319 Workbook in Mathematics 6 Third Quarter, Rubio, May Ester M. p. 16-18 Workbook on Math (Grade 6), Cayanan, Remedios p.140

Geometry

III.

3. Textbook pages

120

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

hundred grid cardboards, crayons, fraction strips

hundred grid cardboards, crayons, fraction strips

strips of cartolina, flash cards

strips of cartolina, flash cards

Concept Development Material: fraction strips Mechanics: a. Form 5 groups. b. Distribute fraction strips equally among the groups and place them face down in a pile. c. Pupils look at the top card, name fraction and the name percent for the fraction. d. The group with the most number of correct responses wins the game.

Concept Development Material: fraction strips Mechanics: a. Form 5 groups. b. Distribute fraction strips equally among the groups and place them face down in a pile. c. Pupils look at the top card, name fraction and the name percent for the fraction. d. The group with the most number of correct responses wins the game.

a. Divide the class into 4 groups. One representative from each group stands at the back of the classroom. b. Flash the strips of cartolina with a short problem written on it. The representative from each group will identify the missing/unknown part in the problem.

a. Divide the class into 4 groups. One representative from each group stands at the back of the classroom. b. Flash the strips of cartolina with a short problem written on it. The representative from each group will identify the missing/unknown part in the problem.

c. The first one who gives the correct answer will get the point. d. The game continues until all the pupils from each group have participated. e. The group with the most number of points wins.

c. The first one who gives the correct answer will get the point. d. The game continues until all the pupils from each group have participated. e. The group with the most number of points wins.

B. Establishing a purpose for the lesson

Identifies the base, percentage, and rate in the problem.

Identifies the base, percentage, and rate in the problem.

Finds the percentage in given problem.

Finds the percentage in given problem.

C. Presenting examples/instances of the new lesson

Action Song (Body Exercise) Tune: Are you Sleeping Title: Fraction to Percent

Action Song (Body Exercise) Tune: Are you Sleeping Title: Fraction to Percent

(One-fourth) 4x (Twenty-five) 2x (One-fourth change to percent) 2x (Twenty-five percent) 2x

(One-fourth) 4x (Twenty-five) 2x (One-fourth change to percent) 2x (Twenty-five percent) 2x

What’s your target score in a 20-item test? What passing grade is it? (75%, 80%, 90% or 100%? The pupils have the freedom to choose.

What’s your target score in a 20-item test? What passing grade is it? (75%, 80%, 90% or 100%? The pupils have the freedom to choose.

One-half = 50%

One-half = 50%

Ask: Do you study your lesson every day? Do you listen well and participate in class discussion? Ask: Why do you need to

Ask: Do you study your lesson every day? Do you listen well and participate in class discussion? Ask: Why do you need to

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

121

D. Discussing new concepts and practicing new skills #1

One-fifth = 20% Three-fourths = 75% Two-fifths = 40%

One-fifth = 20% Three-fourths = 75% Two-fifths = 40%

study? Will it help you prepare for your future? Emphasize the value of being studious and participative.

study? Will it help you prepare for your future? Emphasize the value of being studious and participative.

Acting Out: My Favorite Fruit Mechanics; 1. Divide the class into 8 groups. 2. Teacher will presents a question: If you were to choose which fruits would you like to eat everyday? 3. Each group decides on their favourite fruit among the fruits posted on the board. 4. Teacher request the 8 group leaders to stand at the back of the classroom. 5. As the teacher gives the signal, the leaders go to the fruit the fruit chose. 6. The teacher ask the leaders to explain their choices. 7. Let the pupils form the ratios for each fruit chosen: number of groups who chose the fruit To the total number of groups. 8. Convert the ratios to fractions then to percent.

Acting Out: My Favorite Fruit Mechanics; 1. Divide the class into 8 groups. 2. Teacher will presents a question: If you were to choose which fruits would you like to eat everyday? 3. Each group decides on their favourite fruit among the fruits posted on the board. 4. Teacher request the 8 group leaders to stand at the back of the classroom. 5. As the teacher gives the signal, the leaders go to the fruit the fruit chose. 6. The teacher ask the leaders to explain their choices. 7. Let the pupils form the ratios for each fruit chosen: number of groups who chose the fruit To the total number of groups. 8. Convert the ratios to fractions then to percent.

Vincent, a boy from a fishing village is a diligent and studious pupil. He goes to school and every day and does his work well. He never skips studying his lesson every night. When he took their 50-item quarter examination he got 96% of it correctly? What is his score? Ask:

Vincent, a boy from a fishing village is a diligent and studious pupil. He goes to school and every day and does his work well. He never skips studying his lesson every night. When he took their 50-item quarter examination he got 96% of it correctly? What is his score? Ask:

Who is the boy from the fishing village? How is he as a pupil? Did he do well in school? How do you know? How many items is their test? What rating does Vincent get in the test? Is this a high rating? How do you know? Will you do the same? Why?

Who is the boy from the fishing village? How is he as a pupil? Did he do well in school? How do you know? How many items is their test? What rating does Vincent get in the test? Is this a high rating? How do you know? Will you do the same? Why?

Discussion a. How many group are there? 8 b. How many chose apple? 6

Discussion a. How many group are there? 8 b. How many chose apple? 6

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c. How do we write it in percent? 75% Say: We can write: 75% of 8 = 6 We deal with the three elements: rate, base and percentage:

c. How do we write it in percent? 75% Say: We can write: 75% of 8 = 6 We deal with the three elements: rate, base and percentage:

The relationship among the three is: R x B = p or P = RxB 75% is the rate. The number written with the word “percent” or with the symbol “%” It can be expressed as a ratio of

The relationship among the three is: R x B = p or P = RxB 75% is the rate. The number written with the word “percent” or with the symbol “%” It can be expressed as a ratio of

fraction

E. Discussing new concepts and practicing new skills #2

75 100

75 100

. 8 is called the base. The total or whole and it is the number that usually follows the phrase “percent of” or “% of”. 6 is called percentage. It is the part of the whole.

fraction

. 8 is called the base. The total or whole and it is the number that usually follows the phrase “percent of” or “% of”. 6 is called percentage. It is the part of the whole.

We can also use the Techan’s Triangle to identify rate, base and percentage.

We can also use the Techan’s Triangle to identify rate, base and percentage.

A. Using flashcards. Identify the rate, base and percentage.

A. Using flashcards. Identify the rate, base and percentage.

B. Have the pupils work in group. The teacher gives

B. Have the pupils work in group. The teacher gives

Ask the pupils to work in groups in solving the problem.

Ask the pupils to work in groups in solving the problem.

123

F.

Developing mastery

(Leads to Formative Assessment 3)

problem statements wherein the pupils Identify the rate, base and percentage:

problem statements wherein the pupils Identify the rate, base and percentage:

Group 1: Paolo listen very well to the teacher during the discussion of the lesson. When they were given a 5-itm test he got 4 correct answer. He has a grade of 80%.

Group 1: Paolo listen very well to the teacher during the discussion of the lesson. When they were given a 5-itm test he got 4 correct answer. He has a grade of 80%.

Group 2: There are 40 pupils in a class. Seventy-five percent of them are present. 30 pupils are present.

Group 2: There are 40 pupils in a class. Seventy-five percent of them are present. 30 pupils are present.

Group 3: Monique invited 300 kids to her party. Only 15% of the kids did not showed up.Fortyfive kids did not attend the party.

Group 3: Monique invited 300 kids to her party. Only 15% of the kids did not showed up.Fortyfive kids did not attend the party.

Group 4:

Group 4:

Shiela got 90% of a 20-item test in Science. She answers 18 item correctly. Let the group present their output. Check their work one at a time. How did you find the activity? How can we identify the rate? base? Percentage? Say: We can identify the rate easily because it is the number with the symbol % or number with the word

Shiela got 90% of a 20-item test in Science. She answers 18 item correctly. Let the group present their output. Check their work one at a time. How did you find the activity? How can we identify the rate? base? Percentage? Say: We can identify the rate easily because it is the number with the symbol % or number with the word

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

Ask:

Ask:

How do we solve for the percentage?

How do we solve for the percentage?

124

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

“percent”. Base is the whole number which you take thepercent while percentage is the part of the whole. We can also use Techan’sTriangle to identify the rate, base and percentage.

“percent”. Base is the whole number which you take thepercent while percentage is the part of the whole. We can also use Techan’sTriangle to identify the rate, base and percentage.

Did you move the decimal point of the rate from right to left? How many move of decimal point do we move?

Did you move the decimal point of the rate from right to left? How many move of decimal point do we move?

Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5. Ask the pupils to work on items 1 to 10 under Get Moving, on page ___ of LM Math 5 Check the pupils’ answers. For mastery, have them answer the items under Keep Moving on page _____ of LM Math Grade 5. Lead the pupils to give the following generalization by asking: How can you identify the rate, base and percentage? Rate is the number written with the word “percent”. It is express in percent form. Base is the total or whole and it is the number that usually follows the phrase “percent”. Percentage is the part of the whole. Techan’s Triangle is also used in identifying rate, base and percentage.

Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5. Ask the pupils to work on items 1 to 10 under Get Moving, on page ___ of LM Math 5 Check the pupils’ answers. For mastery, have them answer the items under Keep Moving on page _____ of LM Math Grade 5. Lead the pupils to give the following generalization by asking: How can you identify the rate, base and percentage? Rate is the number written with the word “percent”. It is express in percent form. Base is the total or whole and it is the number that usually follows the phrase “percent”. Percentage is the part of the whole. Techan’s Triangle is also used in identifying rate, base and percentage.

Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. Then give these exercises.

Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. Then give these exercises.

Lead the pupils to generalize as follows:

Lead the pupils to generalize as follows:

In finding the percentage of a given number follow these steps: Find the rate in the given problem. Arrange the numbers in vertically. Move the decimal point of the given rate twice from right to left. Multiply the numbers following the steps in multiplication.

In finding the percentage of a given number follow these steps: Find the rate in the given problem. Arrange the numbers in vertically. Move the decimal point of the given rate twice from right to left. Multiply the numbers following the steps in multiplication.

Count the number at the right of the decimal point which will decide where to

Count the number at the right of the decimal point which will decide where to

125

I.

Evaluating learning

Identify the rate, base, or percentage in the following problems. 1. 50% of 78 = 39 2. 10% of 60 = 6 3. A 20% or P 4 600 is the down payment for a brand new TV set. The original price of the TV set is P 23 000. 4. Carlo invest P 750 000 at 6

Identify the rate, base, or percentage in the following problems. 1. 50% of 78 = 39 2. 10% of 60 = 6 3. A 20% or P 4 600 is the down payment for a brand new TV set. The original price of the TV set is P 23 000. 4. Carlo invest P 750 000 at 6

1 2

1 2

% simple interest a year. His interest is P 48 750. 5. Melissa has 120 kilograms of rice. Her mother sold 105 kilograms. Is she right to tell her mother sold 87.5% of what she sold?

J.

Additional activities for

Identify the R, B, and P in the

% simple interest a year. His interest is P 48 750. 5. Melissa has 120 kilograms of rice. Her mother sold 105 kilograms. Is she right to tell her mother sold 87.5% of what she sold?

Identify the R, B, and P in the

put the corresponding decimal point B. Solve the following percentage problems.

put the corresponding decimal point B. Solve the following percentage problems.

1) Forty-six percent of people surveyed said that they exercised on a fairly regular basis. If 12 100 people were surveyed, how many of them exercise?

1) Forty-six percent of people surveyed said that they exercised on a fairly regular basis. If 12 100 people were surveyed, how many of them exercise?

2) The price of gasoline decreased by 18%. If a liter of gasoline sold P 21.15 before the decrease, what was the amount of the decrease?

2) The price of gasoline decreased by 18%. If a liter of gasoline sold P 21.15 before the decrease, what was the amount of the decrease?

3) In a certain city, about 25% of the people are between the ages of 20 and 40 years. If the city population is 1 430 000, how many people are between those ages?

3) In a certain city, about 25% of the people are between the ages of 20 and 40 years. If the city population is 1 430 000, how many people are between those ages?

4) The Jimenez family planned to save at least 7.5% of their monthly income of P 12 500. How much did they plan to save?

4) The Jimenez family planned to save at least 7.5% of their monthly income of P 12 500. How much did they plan to save?

5) Marvin, a basketball player, usually scores 80% of his field shots. If he attempted 40 field shots during a game, how many did he score ?

5) Marvin, a basketball player, usually scores 80% of his field shots. If he attempted 40 field shots during a game, how many did he score ?

A. Answer the following.

A. Answer the following.

126

application or remediation

following statement. 1. 180% of 200 is 360 2. 35% of 90 is 31.5 3. P 100 is 4% of P2 500

following statement. 1. 180% of 200 is 360 2. 35% of 90 is 31.5 3. P 100 is 4% of P2 500

2 3

2 3

4. 51 children, 66 % of them are boys, 34 are boys 5. 16 is 20% of 80

V. VI. A.

B.

C.

D.

1. What is 25% of 4? 2. N is 50% of 2. 3. 200 % of 3 is what number? 4. 75% of 12 is ____? 5. 60% of 30 is N. 6. 30% of 600 is what number? 7. 230% of 90 is N. 8. 150% of P 400 is _____. 9. 36% of 95 is N. 10. 48% of 290 is what number?

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

4. 51 children, 66 % of them are boys, 34 are boys 5. 16 is 20% of 80

1. What is 25% of 4? 2. N is 50% of 2. 3. 200 % of 3 is what number? 4. 75% of 12 is ____? 5. 60% of 30 is N. 6. 30% of 600 is what number? 7. 230% of 90 is N. 8. 150% of P 400 is _____. 9. 36% of 95 is N. 10. 48% of 290 is what number?

127

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning Competencies/Objective s Write the LC code for each II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

School Teacher Teaching Dates and November 21-25, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Solves routine and non-routine problems involving percentage using appropriate strategies and tools.

Thursday

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

visualizes and describes a circle.

visualizes and describes a circle.

identifies the terms related to a circle.

identifies the terms related to a circle.

M5GE-IIId-23.1

M5GE-IIId-23.1

Geometry

Geometry

Geometry

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary

Friday

Weekly test

M5GE-IIId-23.2 M5GE-IIId-23.2 Geometry

III.

128

Grade 6 p. 316-319 Workbook in Mathematics 6 Third Quarter, Rubio, May Ester M. p. 16-18 Workbook on Math (Grade 6), Cayanan, Remedios p.140

Grade 6 p. 316-319 Workbook in Mathematics 6 Third Quarter, Rubio, May Ester M. p. 16-18 Workbook on Math (Grade 6), Cayanan, Remedios p.140

Mathematics Grade 6 p. 316-319

A. Checking of Assignment B. Review the steps in solving word problems. Ask: What are the steps in solving a problem? In what steps will the following questions fall?

A. Checking of Assignment B. Review the steps in solving word problems. Ask: What are the steps in solving a problem? In what steps will the following questions fall?

Conduct a review on solving routine and non-routine problems involving percentage using appropriate strategies and tools.

Conduct a review on solving routine and nonroutine problems involving percentage using appropriate strategies and tools.

What is asked? What are the given facts? What is the process to be used? What is the number sentence? Show the solution and complete answer.

What is asked? What are the given facts? What is the process to be used? What is the number sentence? Show the solution and complete answer.

B. Establishing a purpose for the lesson

Solves routine and nonroutine problems involving percentage using appropriate strategies and tools.

Solves routine and nonroutine problems involving percentage using appropriate strategies and tools.

Create problems involving percentage with reasonable answers.

Create problems involving percentage with reasonable answers.

C. Presenting examples/instances of the new lesson

How much money do you spend in school every day? Do you save some of it for future use? Why did you do

How much money do you spend in school every day? Do you save some of it for future use? Why did you do

What is your plan/ dream in the future? How do you plan to achieve it?

What is your plan/ dream in the future? How do you plan to achieve it?

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

strips of cartolina, flash cards

Ask: Is it important to make plan before doing any activity?

129

D. Discussing new concepts and practicing new skills #1

it? Share your experience. Let the pupils realize theimportance of being thrifty.

it? Share your experience. Let the pupils realize theimportance of being thrifty.

Ask: Does making a plan contribute in achieving one’s goal? Why?Lead the pupils to appreciate planning ahead of time in any activity.

Reyes family has a monthly income of P 15 850. They allotted 40% of for food, 25% for education, 15% for water and electricity fare, 8% for transportation, 7% for miscellaneous expenses and 5% for savings. How much money is allotted for their savings?

Reyes family has a monthly income of P 15 850. They allotted 40% of for food, 25% for education, 15% for water and electricity fare, 8% for transportation, 7% for miscellaneous expenses and 5% for savings. How much money is allotted for their savings?

What is your plan/ dream in the future? How do you plan to achieve it?

Ask:

Ask:

Guide the pupils in solving the problem. Refer to the questions.

What is asked in the problem? What are the given facts? What is the operation to be used?

What is asked in the problem? What are the given facts? What is the operation to be used?

What What What What What

Ask: Is it important to make plan before doing any activity? Ask: Does making a plan contribute in achieving one’s goal? Why? Why not? Lead the pupils to appreciate planning ahead of time in any activity.

is asked in the problem? are given? is the operation to be used? is the number sentence? is the answer? Does it make sense?

Ask: Is it important to make plan before doing any activity? Ask: Does making a plan contribute in achieving one’s goal? Why?Lead the pupils to appreciate planning ahead of time in any activity. What is your plan/ dream in the future? How do you plan to achieve it? Ask: Is it important to make plan before doing any activity? Ask: Does making a plan contribute in achieving one’s goal? Why? Why not? Lead the pupils to appreciate planning ahead of time in any activity. Guide the pupils in solving the problem. Refer to the questions. What is asked in the problem? What are given? What is the operation to be used? What is the number sentence? What is the answer? Does it make sense?

130

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery (Leads to Formative Assessment 3)

Ask the pupils to work in groups in solving the problem.

Ask the pupils to work in groups in solving the problem.

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

Ask:

Ask:

Which of the two problems is easier to solve? In which problem did you enjoy solving? Why? How many operations did you use to solve problem 1? What operation is it? How did you solve it? What is your number sentence? What is your final answer? What about problem number 2? How were you able to solve it? Do you have a number sentence to solve it? Did you work in group cooperatively? When your group solved the problem easily, how did you feel?

Which of the two problems is easier to solve? In which problem did you enjoy solving? Why? How many operations did you use to solve problem 1? What operation is it? How did you solve it? What is your number sentence? What is your final answer? What about problem number 2? How were you able to solve it? Do you have a number sentence to solve it? Did you work in group cooperatively? When your group solved the problem easily, how did you feel?

Guide the pupils in solving the problem. Refer to the questions. What What What What What

is asked in the problem? are given? is the operation to be used? is the number sentence? is the answer? Does it make sense?

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem. Ask: How did you find the activity? How were you able to create a problem? How many move of decimal point do we move?

Guide the pupils in solving the problem. Refer to the questions. What is asked in the problem? What are given? What is the operation to be used? What is the number sentence? What is the answer? Does it make sense? After the group presented and checked their work, call on the leader to relate what they have done to solve the problem. Ask: How did you find the activity? How were you able to create a problem? How many move of decimal point do we move?

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G. Finding practical applications of concepts and skills in daily living

Say: Let us solve more problems. Ask pupils to do the exercises by pairs under Get Moving on page ___ 69 of LM Math Grade 5. Check the pupils’ answer.

Say: Let us solve more problems. Ask pupils to do the exercises by pairs under Get Moving on page ___ 69 of LM Math Grade 5. Check the pupils’ answer.

A. Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. B. Ask pupils to create problems with the information given. 1. P 18 920 – monthly income of Guevarra Family 15% - allotted for clothing 20% - allotted for transportation 25% - allotted for education 4o% - allotted for food 2. 600 – total number of farm animals 65% - four-legged animals Allow pupils to answer exercises A and B under Keep Moving, pages ____ and LM Math Grade 5. Check the pupils’ answer.

A. Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. B. Ask pupils to create problems with the information given. 1. P 18 920 – monthly income of Guevarra Family 15% - allotted for clothing 20% - allotted for transportation 25% - allotted for education 4o% - allotted for food 2. 600 – total number of farm animals 65% - four-legged animals Allow pupils to answer exercises A and B under Keep Moving, pages ____ and LM Math Grade 5. Check the pupils’ answer.

H. Making generalizations and abstractions about the lesson

Lead the pupils to generalize as follows:

Lead the pupils to generalize as follows:

The steps in solving routine problems involving percentage are: Understand – Know what is asked, what are given.

The steps in solving routine problems involving percentage are: Understand – Know what is asked,

Lead the pupils to give the generalization by asking: How do create problems involving percentage with reasonable answers. Lead the pupils to give the generalization by asking: How do create problems involving percentage with reasonable answers.

Lead the pupils to give the generalization by asking: How do create problems involving percentage with reasonable answers. Lead the pupils to give

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Plan – Know the operation. Write the number sentence. Solve – Write the correct units/ label your answer. Check and Look back – Review and check your answer.

To solve non-routine problems involving percentage, keep in mind: Read and analyze the problem carefully. Tell what is asked and what are given. Then, use other strategies like act out the problem, listing/table method, guess and test, drawing/ making a diagram, using patterns, working backwards, etc. to solve I.

what are given. Plan – Know the operation. Write the number sentence. Solve – Write the correct units/ label your answer. Check and Look back – Review and check your answer.

the generalization by asking: How do create problems involving percentage with reasonable answers.

To solve non-routine problems involving percentage, keep in mind: Read and analyze the problem carefully. Tell what is asked and what are given. Then, use other strategies like act out the problem, listing/table method, guess and test, drawing/ making a diagram, using patterns, working backwards, etc. to solve

Evaluating learning A. Directions: Solve the following percentage problems.

A. Directions: Solve the following percentage problems.

1. On their family budget, Mariano family allotted 45% for the

1. On their family budget, Mariano family allotted 45% for the

A. Directions: Create a problem using the given information. 1. 50 – numbers of pupils in Grade 5 – Jose Rizal 12% - failed in the quarter examination in Mathematics

A. Directions: Create a problem using the given information. 1. 50 – numbers of pupils in Grade 5 – Jose Rizal 12% - failed in

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education of their children. If the family has a monthly income of P 13, 540.00, how much is allotted for the education of their children?

education of their children. If the family has a monthly income of P 13, 540.00, how much is allotted for the education of their children?

2. If 25% of 80 is 10% of a number? What is number?

2. If 25% of 80 is 10% of a number? What is number?

3. A regular fare of P 8.00 is implemented in a public jeepney. Students are given a 12.5% discount. If the jeepney drivers have 12 student passengers, how much discount are given to all 12 student passengers?

3. A regular fare of P 8.00 is implemented in a public jeepney. Students are given a 12.5% discount. If the jeepney drivers have 12 student passengers, how much discount are given to all 12 student passengers?

4. A group of 150 students are asked as to their favorite pets. 36% chose cat as their favorite, 48% chose dog, 12% chose birds and 4% chose fish. How many students chose birds as their favorite pet?

4. A group of 150 students are asked as to their favorite pets. 36% chose cat as their favorite, 48% chose dog, 12% chose birds and 4% chose fish. How many students chose birds as their favorite pet?

5. Jenny has a monthly allowance of P 4, 800.00. She allotted 60% of it for his studies. From this 60%, she allotted 25% of for his books. How much is

5. Jenny has a monthly allowance of P 4, 800.00. She allotted 60% of it for his studies. From this 60%, she allotted 25% of for his books. How much is allotted for books?

2. P 480.00 – weekly allowance of

the quarter examination in Mathematics

Jed 7% - savings per week 3. 500 – number of people included in the survey about the new shampoo product. 12% - nurses 35% - teachers 15% - policemen 24% - vendors 14% - government official 4. 2000 – number of people asked as to their favorite ice cream flavor 58% - chocolate 26% - mango 12% - strawberry 4% - avocado 5. 300 – number of high school students interviewed as to what course to pursue in college 32% - education 24% - engineering 15% - nursing 20% - tourism 9% - agriculture

2. P 480.00 – weekly allowance of Jed 7% - savings per week 3. 500 – number of people included in the survey about the new shampoo product. 12% - nurses 35% - teachers 15% policemen 24% - vendors 14% government official 4. 2000 – number of people asked as to their favorite ice cream flavor 58% chocolate 26% - mango 12% strawberry 4% - avocado 5. 300 – number of high school students interviewed as to what course to pursue in college 32% - education 24% engineering 15% - nursing 20% - tourism 9% - agriculture

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allotted for books? J.

Additional activities for application or remediation

A. Solve the following problem.

A. Solve the following problem.

1. Of the 40 members of Mathematics club, 35% are also member of Science Club. How many members of the club are also members of Science Club?

1. Of the 40 members of Mathematics club, 35% are also member of Science Club. How many members of the club are also members of Science Club?

2. In a group of 200 teachers, 72% are righthanded. Of these numbers 25% are musically inclined. How many teachers are musically inclined?

2. In a group of 200 teachers, 72% are righthanded. Of these numbers 25% are musically inclined. How many teachers are musically inclined?

3. There are 580 pupils enrolled as Grade Six pupils in Labangan Elementary School. If 15% of them are members of Pantawid Pamilyang Pilipino Program, how many pupils are not members of the Pantawid Pamilyang Pilipino Program?

3. There are 580 pupils enrolled as Grade Six pupils in Labangan Elementary School. If 15% of them are members of Pantawid Pamilyang Pilipino Program, how many pupils are not members of the Pantawid Pamilyang Pilipino Program?

A. Study the story problem given below. Complete the problem by creating a question for what is asked. Then solve the problem. 1) Kenneth took a 200-item high school entrance test. He got 85% of the test correctly. Question: __ Solution and Answer: 2) Father harvested 500 kilograms of different kinds of vegetables. 28% of it were tomatoes,64% of it were egg plant and the rest were squash? Question:__ Solution and Answer: B. Create a word problem by completing the data needed. Fill in the data to complete the problems below. Then solve the problems. 3) There are _____ books in the bookshelves. ______ of it are literary books? How many books were not literary books? 4) 150 respondents were asked to what they do as a form of exercise. _____ said that they enjoy biking, _____ said that they go on swimming, _____ said that spent walking and ___ likes running. How many chose swimming as a form of exercise? 5) Mira asked her 60 classmates as to

A. Study the story problem given below. Complete the problem by creating a question for what is asked. Then solve the problem. 1) Kenneth took a 200-item high school entrance test. He got 85% of the test correctly. Question: __ Solution and Answer: 2) Father harvested 500 kilograms of different kinds of vegetables. 28% of it were tomatoes,64% of it were egg plant and the rest were squash? Question:__ Solution and Answer: B. Create a word problem by completing the data needed. Fill in the data to complete the problems below. Then solve the problems. 3) There are _____ books in the bookshelves. ______ of it are literary books? How

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their favorite color. ____ chose red, ____ chose blue, ____ chose green, ___ chose yellow and ____ chose pink. How many chose blue as their favorite color?

many books were not literary books? 4) 150 respondents were asked to what they do as a form of exercise. _____ said that they enjoy biking, _____ said that they go on swimming, _____ said that spent walking and ___ likes running. How many chose swimming as a form of exercise? 5) Mira asked her 60 classmates as to their favorite color. ____ chose red, ____ chose blue, ____ chose green, ___ chose yellow and ____ chose pink. How many chose blue as their favorite color?

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require

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E.

F.

G.

remediation Which of my teaching strategies worked well? Why did these work? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and November 28- December 2, 2016 Time Monday Tuesday Draws circles with different radii using a compass demonstrates understanding demonstrates understanding of polygons, circles, and solid of polygons, circles, and solid figures. figures.

Grade Level Learning Areas Quarter

Wednesday

Thursday

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

Friday Weekly test

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B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

draws circles with different radii using a compass.

draws circles with different radii using a compass.

M5GE-IIIe-24

M5GE-IIIe-24

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures . visualizes and describes solid figures.

visualizes and describes solid figures.

M5GE-IIIe-25

M5GE-IIIe-25 II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Geometry

Geometry

Geometry

Geometry

K to 12 Grade 5 Curriculum Guide, p 61 Lesson Guide in Elementary Mathematics 5, p. 350-357

K to 12 Grade 5 Curriculum Guide, p 61 Lesson Guide in Elementary Mathematics 5, p. 350-357

M5GE- IIIe – 25 pp.62, Lesson Guide 6 pp.360

M5GE- IIIe – 25 pp.62, Lesson Guide 6 pp.360

compass, ruler, pencils, activity cards

compass, ruler, pencils, activity cards

paper robot , ball, funnel, art paper, scissors , real objects

paper robot , ball, funnel, art paper, scissors , real objects

Let them identify the name of line in a circle shown below.

Let them identify the name of line in a circle shown below.

Review the previous lesson. Give 2 examples.

Review the previous lesson. Give 2 examples.

Drawing of circles with different radii using a compass

Drawing of circles with different radii using a compass

Visualizes and describes solid figures

Visualizes and describes solid figures

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson

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C. Presenting examples/instances of the new lesson

Let the pupils sing a song, about circles like (Note: Teacher draws while pupils sing.)

Let the pupils sing a song, about circles like (Note: Teacher draws while pupils sing.)

Play the "Concentration Game." Teachers prepares 12 cards consecutively numbered. b) Teacher divides the class into 2 groups. c) A student from a group chooses 2 numbers, say 1 and 9. Teacher opens the number cards and finds out if the drawing word match. If they match, another student from the same group chooses another pair of numbers and so on. e) If the contents of the numbers don't match, the teacher flips the cards again to show the numbers (not the word or drawing). Then a player from another group chooses the next pair of numbers, and so on. f) The group with the most number of correctly matched pairs wins.

Play the "Concentration Game." Teachers prepares 12 cards consecutively numbered. b) Teacher divides the class into 2 groups. c) A student from a group chooses 2 numbers, say 1 and 9. Teacher opens the number cards and finds out if the drawing word match. If they match, another student from the same group chooses another pair of numbers and so on. e) If the contents of the numbers don't match, the teacher flips the cards again to show the numbers (not the word or drawing). Then a player from another group chooses the next pair of numbers, and so on. f) The group with the most number of correctly matched pairs wins.

D. Discussing new concepts and practicing new skills #1

A circle is a set of points in a plane that are the same distance from a fixed point (called the centre). These set of points form the perimeter of the circle.

A circle is a set of points in a plane that are the same distance from a fixed point (called the centre). These set of points form the perimeter of the circle.

The radius is the distance from the centre of the circle to any point on its perimeter.

The radius is the distance from the centre of the circle to any point on its perimeter.

The circumference of a circle is the perimeter of the circle.

The circumference of a circle is the perimeter of the circle.

a) Showing videos introducing spatial figures b) Activity 1) Introduce the different spatial figures Let the pupils describe the characteristics of each figure. 2) Ask what is common among all the spatial figures? 3) Present a paper robot whose parts are made3 up of spatial figures. 4) Ask the pupils to identify the spatial figures represented by each part completing the chart below.

a) Showing videos introducing spatial figures b) Activity 1) Introduce the different spatial figures Let the pupils describe the characteristics of each figure. 2) Ask what is common among all the spatial figures? 3) Present a paper robot whose parts are made3 up of spatial figures. 4) Ask the pupils to identify the spatial figures represented by each part completing the chart below.

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E. Discussing new concepts and practicing new skills #2

These parts of a circle are indicated in the accompanying diagram.

These parts of a circle are indicated in the accompanying diagram.

a. Ask the pupils to be ready to draw a circle using compass. b. Tell them that compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil. c. Draw a circles using compass and label its part.

a. Ask the pupils to be ready to draw a circle using compass. b. Tell them that compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil. c. Draw a circles using compass and label its part.

GAME

GAME

Materials: number cards, calculator Mechanics: Organize the pupils in pairs. One member will draw a circle using compass, and the other one will label its part completely. After they finish their work one member will present their work in front of the class 3. Processing the Activities How did you find the activity? How did you draw a circle (or arc) with a compass? Were you able to draw a circle (or arc) with a compass correctly? Did you follow the proper handling of compass?

Materials: number cards, calculator Mechanics: Organize the pupils in pairs. One member will draw a circle using compass, and the other one will label its part completely. After they finish their work one member will present their work in front of the class 3. Processing the Activities How did you find the activity? How did you draw a circle (or arc) with a compass? Were you able to draw a circle (or arc) with a compass correctly? Did you follow the proper handling of compass?

Use of Real Situation Problem 1) Bring the students outside the classroom. 2) Let them observe their surroundings and jot down the different spatial figures they see. 3) Let them tabulate the answers. 4) Afterwards they go back to the classroom and share what they have listed on paper. 5) Discuss the importance of being aware of different spatial figures as seen and experienced through the environment.

Use of Real Situation Problem 1) Bring the students outside the classroom. 2) Let them observe their surroundings and jot down the different spatial figures they see. 3) Let them tabulate the answers. 4) Afterwards they go back to the classroom and share what they have listed on paper. 5) Discuss the importance of being aware of different spatial figures as seen and experienced through the environment.

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F.

Developing mastery

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 68.

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 68.

How did you find the activity? How did you visualize spatial figures? Were you able to differentiate spatial figures correctly? Did you identify the common characteristics of spatial figures?

How did you find the activity? How did you visualize spatial figures? Were you able to differentiate spatial figures correctly? Did you identify the common characteristics of spatial figures?

G. Finding practical applications of concepts and skills in daily living

b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice, give the exercises under Keep Moving on LM Grade 5 page __

b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice, give the exercises under Keep Moving on LM Grade 5 page __

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 69. b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice, give the exercises under Keep Moving on LM Grade 5 page __

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 69. b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice, give the exercises under Keep Moving on LM Grade 5 page __

What are the different spatial figures. Describe each one. What are their common characteristics? Give examples of real life objects that represent each spatial figure.

What are the different spatial figures. Describe each one. What are their common characteristics? Give examples of real life objects that represent each spatial figure.

(Leads to Formative Assessment 3)

H. Making generalizations and abstractions about the lesson

REMEMBER:

REMEMBER:

A circle is a set of points in a plane that are the same distance from a fixed point (called the centre). These set of points form the perimeter of the circle.

A circle is a set of points in a plane that are the same distance from a fixed point (called the centre). These set of points form the perimeter of the circle.

The radius is the distance from the centre of the circle to any point on its perimeter.

The radius is the distance from the centre of the circle to any point on its perimeter.

The circumference of a circle is the perimeter of the

The circumference of a circle is the perimeter of the

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circle.

circle.

The name of a line in a circle depends on its position in the circle.

The name of a line in a circle depends on its position in the circle.

A secant is a line that passes through any two points on a circle.

A secant is a line that passes through any two points on a circle.

A chord is a line that joins two points on the circumference of a circle.

A chord is a line that joins two points on the circumference of a circle.

The diameter is a chord that passes through the centre of a circle.

The diameter is a chord that passes through the centre of a circle.

A tangent is a line that touches the circle at only one point.

A tangent is a line that touches the circle at only one point.

Parts of a Circle

Parts of a Circle

An arc is a part of the circumference. A sector is the part of a circle between two radii.

An arc is a part of the circumference. A sector is the part of a circle between two radii.

A segment is the part of a circle that is between a chord and the circumference.

A segment is the part of a circle that is between a chord and the circumference.

A semicircle is a half of a circle.

A semicircle is a half of a circle.

Compass

Compass

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I.

J.

A compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil.

A compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil.

Note that a compass is also called a pair of compasses.

Note that a compass is also called a pair of compasses.

1. Use a compass to draw a circle of radius 5.5 cm. 2. Draw a diameter and label it PQ. 3. Draw a triangle PQR where R is on the semicircle. 4. Use a protractor to measure the size of angle PRQ.

1. Use a compass to draw a circle of radius 5.5 cm. 2. Draw a diameter and label it PQ. 3. Draw a triangle PQR where R is on the semicircle. 4. Use a protractor to measure the size of angle PRQ.

Evaluating learning

Additional activities for application or remediation

1. Use a compass to draw a circle of radius 5 cm. 2. Use a compass to draw a circle of diameter 12 cm. 3. Use a compass to draw a

1. Use a compass to draw a circle of radius 5 cm. 2. Use a compass to draw a circle of diameter 12 cm. 3. Use a compass to draw a

B. Name the spatial figures that resemble the following objects below:

B. Name the spatial figures that resemble the following objects below:

1) box 6) tin can

1) box 6) tin can

2) ball 7) camping tent

2) ball 7) camping tent

3) dice 8) funnel

3) dice 8) funnel

4) ice cream cone 9) water pipe

4) ice cream cone 9) water pipe

5) globe 10) glass

5) globe 10) glass

Bring objects that resemble to the following Spatial Figures: 1. Cube 2. Cylinder 3. Pyramid 4. Cone 5. Rectangular prism

Bring objects that resemble to the following Spatial Figures: 1. Cube 2. Cylinder 3. Pyramid 4. Cone 5. Rectangular prism

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circle of radius 4.5 cm. 4.. Draw the diameter of the circle; and use a ruler to measure the length of the diameter. 5. Write an equation to represent the relation between the radius, r, and the diameter, d.

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

circle of radius 4.5 cm. 4.. Draw the diameter of the circle; and use a ruler to measure the length of the diameter. 5. Write an equation to represent the relation between the radius, r, and the diameter, d.

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GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

School Teacher Teaching Dates and December 5-9, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Thursday Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

B. Performance Standards

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

C. Learning Competencies/Objectives Write the LC code for each

makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.

makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.

makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.

makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.

M5GE-IIIe-26

M5GE-IIIe-26

M5GE-IIIe-26

M5GE-IIIe-26

Geometry

Geometry

Geometry

Geometry

M5GE- IIIe – 26 pp.62, Lesson Guide 6 pp.363

M5GE- IIIe – 26 pp.62, Lesson Guide 6 pp.363

M5GE- IIIe – 26 pp.62, Lesson Guide 6 pp.363

M5GE- IIIe – 26 pp.62, Lesson Guide 6 pp.363

cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief

cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief

cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief

cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Friday Weekly test

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV.

PROCEDURES

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A. Reviewing previous lesson or presenting the new lesson

What are the different spatial figures? Give examples of real objects that are models of spatial figures.

What are the different spatial figures? Give examples of real objects that are models of spatial figures.

What are the different spatial figures? Give examples of real objects that are models of spatial figures.

What are the different spatial figures? Give examples of real objects that are models of spatial figures.

B. Establishing a purpose for the lesson

Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure

Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure

Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure

Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure

C. Presenting examples/instances of the new lesson

1) Group the pupils into Learning Barkada 2) Provide each group pieces of used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials. 4) The first to make 3 will be declared the winner.

1) Group the pupils into Learning Barkada 2) Provide each group pieces of used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials. 4) The first to make 3 will be declared the winner.

1) Group the pupils into Learning Barkada 2) Provide each group pieces of used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials. 4) The first to make 3 will be declared the winner.

1) Group the pupils into Learning Barkada 2) Provide each group pieces of used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials. 4) The first to make 3 will be declared the winner.

D. Discussing new concepts and practicing new skills #1

Present the lesson through this activity: a) Call the winner 1) Let them show their finished products to the class. 2) Have them describe each and identify its parts. b) Call the 2nd placer. 1) Let them show the spatial figures they made that are different from the first group. 2) Have them describe each and identify its parts. c) Do the same with the other group. Valuing: Did you make use your materials wisely? How? What are the things you have that can still be recycled? Why? In what way can you

Present the lesson through this activity: a) Call the winner 1) Let them show their finished products to the class. 2) Have them describe each and identify its parts. b) Call the 2nd placer. 1) Let them show the spatial figures they made that are different from the first group. 2) Have them describe each and identify its parts. c) Do the same with the other group. Valuing: Did you make use your materials wisely? How? What are the things you have that can still be recycled? Why? In what way can you

Present the lesson through this activity: a) Call the winner 1) Let them show their finished products to the class. 2) Have them describe each and identify its parts. b) Call the 2nd placer. 1) Let them show the spatial figures they made that are different from the first group. 2) Have them describe each and identify its parts. c) Do the same with the other group. Valuing: Did you make use your materials wisely? How? What are the things you have that can still be recycled? Why? In what way can you

Present the lesson through this activity: a) Call the winner 1) Let them show their finished products to the class. 2) Have them describe each and identify its parts. b) Call the 2nd placer. 1) Let them show the spatial figures they made that are different from the first group. 2) Have them describe each and identify its parts. c) Do the same with the other group. Valuing: Did you make use your materials wisely? How? What are the things you have that can still be recycled? Why? In what way can you

146

recycle them?

recycle them?

recycle them?

recycle them?

E. Discussing new concepts and practicing new skills #2

Matching Game 1) Divide the class into 2 groups. 2) The first group will be given activity cards with the name of spatial figures. 3) The second group will be given activity cards with descriptions of particular spatial figures. 4) Let the activity card holders raise the activity cards they holding. 5) Each of them will try to find their partner. 6) The first to match their cards correctly wins. 7) Let each pair stand in front and read their activity cards.

Matching Game 1) Divide the class into 2 groups. 2) The first group will be given activity cards with the name of spatial figures. 3) The second group will be given activity cards with descriptions of particular spatial figures. 4) Let the activity card holders raise the activity cards they holding. 5) Each of them will try to find their partner. 6) The first to match their cards correctly wins. 7) Let each pair stand in front and read their activity cards.

Matching Game 1) Divide the class into 2 groups. 2) The first group will be given activity cards with the name of spatial figures. 3) The second group will be given activity cards with descriptions of particular spatial figures. 4) Let the activity card holders raise the activity cards they holding. 5) Each of them will try to find their partner. 6) The first to match their cards correctly wins. 7) Let each pair stand in front and read their activity cards.

Matching Game 1) Divide the class into 2 groups. 2) The first group will be given activity cards with the name of spatial figures. 3) The second group will be given activity cards with descriptions of particular spatial figures. 4) Let the activity card holders raise the activity cards they holding. 5) Each of them will try to find their partner. 6) The first to match their cards correctly wins. 7) Let each pair stand in front and read their activity cards.

F.

How did you find the activity? How did you make spatial figures? Were you able to create spatial figures correctly? Did you give the description of particular spatial figures?

How did you find the activity? How did you make spatial figures? Were you able to create spatial figures correctly? Did you give the description of particular spatial figures?

How did you find the activity? How did you make spatial figures? Were you able to create spatial figures correctly? Did you give the description of particular spatial figures?

How did you find the activity? How did you make spatial figures? Were you able to create spatial figures correctly? Did you give the description of particular spatial figures?

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70. b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70. b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70. b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70. b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __

Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

147

H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

What is prism? What are the kinds of prisms? Describe each? What is pyramid? What are the kinds of pyramids? Describe each.

What is prism? What are the kinds of prisms? Describe each? What is pyramid? What are the kinds of pyramids? Describe each.

What is prism? What are the kinds of prisms? Describe each? What is pyramid? What are the kinds of pyramids? Describe each.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

What is prism? What are the kinds of prisms? Describe each? What is pyramid? What are the kinds of pyramids? Describe each.

148

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

School Teacher Teaching Dates and December 12-16, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Formulates the rule in Finding the next term in a sequence. demonstrates understanding demonstrates understanding of the concept of sequence of the concept of sequence and solving simple equations. and solving simple equations.

Wednesday

Thursday

demonstrates understanding of the concept of sequence and solving simple equations.

demonstrates understanding of the concept of sequence and solving simple equations.

1. is able to apply the knowledge of sequence in various situations.

1. is able to apply the knowledge of sequence in various situations.

1. is able to apply the knowledge of sequence in various situations.

1. is able to apply the knowledge of sequence in various situations.

2. is able to use different problem solving strategies.

2. is able to use different problem solving strategies.

2. is able to use different problem solving strategies.

2. is able to use different problem solving strategies.

Friday Weekly Test

149

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

formulates the rule in finding the next term in a sequence.

formulates the rule in finding the next term in a sequence.

formulates the rule in finding the next term in a sequence.

formulates the rule in finding the next term in a sequence.

e.g. 1, 3, 7,15, (15 x 2+1) Possible answers: (x 2 + 1) (+2, +4, +8, +16)

e.g. 1, 3, 7,15, (15 x 2+1) Possible answers: (x 2 + 1) (+2, +4, +8, +16)

e.g. 1, 3, 7,15, (15 x 2+1) Possible answers: (x 2 + 1) (+2, +4, +8, +16)

e.g. 1, 3, 7,15, (15 x 2+1) Possible answers: (x 2 + 1) (+2, +4, +8, +16)

M5AL-IIIf-6

M5AL-IIIf-6

M5AL-IIIf-6

M5AL-IIIf-6

Pattern and Algebra

Pattern and Algebra

Pattern and Algebra

Pattern and Algebra

K to 12 Gr. 5 CG M5AL-IIIf-6,

K to 12 Gr. 5 CG M5AL-IIIf-6, LM, Math for Life 6 pp. 107 112

K to 12 Gr. 5 CG M5AL-IIIf-6, LM, Math for Life 6 pp. 107 112

K to 12 Gr. 5 CG M5AL-IIIf-6, LM, Math for Life 6 pp. 107 – 112

drawings of patterns, picture

drawings of patterns, picture

drawings of patterns, picture

drawings of patterns, picture

cards

cards

cards

cards

III.

LM, Math for Life 6 pp. 107 112 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

Guessing Game Divide the class into 4 groups. Show them the picture cards. Let them guess the name of the figure.

150

B. Establishing a purpose for the lesson

Formulates the rule in Finding the next term in a sequence.

Formulates the rule in Finding the next term in a sequence.

Formulates the rule in Finding the next term in a sequence.

Formulates the rule in Finding the next term in a sequence.

C. Presenting examples/instances of the new lesson

Have a game on identifying

Have a game on identifying

Have a game on identifying

Have a game on identifying

whether a number is odd or

whether a number is odd or

whether a number is odd or

whether a number is odd or

even.

even.

even.

even.

Group the pupils into 2. As

Group the pupils into 2. As

Group the pupils into 2. As

Group the pupils into 2. As

group 1 gives a number,

group 1 gives a number,

group 1 gives a number,

group 1 gives a number,

Group 2 answers odd or

Group 2 answers odd or

Group 2 answers odd or

Group 2 answers odd or

even, then have them do it

even, then have them do it

even, then have them do it

even, then have them do it

vice-versa.

vice-versa.

vice-versa.

vice-versa.

Ask: Have you tried

Ask: Have you tried

Ask: Have you tried

Ask: Have you tried

answering a number pattern

answering a number pattern

answering a number pattern

answering a number pattern

with missing terms? Let them

with missing terms? Let them

with missing terms? Let them

with missing terms? Let them

know that odd or even

know that odd or even

know that odd or even

know that odd or even

numbers are used in number

numbers are used in number

numbers are used in number

numbers are used in number

patterns. Mrs. Reyes presented these

patterns. Mrs. Reyes presented these

patterns. Mrs. Reyes presented these

patterns. Mrs. Reyes presented these

number patterns to his Math

number patterns to his Math

number patterns to his Math

number patterns to his Math

class.

class.

class.

class.

1, 3, 7, 15, 31, 63

1, 3, 7, 15, 31, 63

1, 3, 7, 15, 31, 63

1, 3, 7, 15, 31, 63

Ask : What do you think is

Ask : What do you think is

Ask : What do you think is

Ask : What do you think is

the rule/pattern used to find

the rule/pattern used to find

the rule/pattern used to find

the rule/pattern used to find

the 2

the 2

the 2

the 2nd term? 3rd ? 4th? 5th?

D. Discussing new concepts and practicing new skills #1

nd

term? 3 ? 4 ? 5 ? rd

th

th

nd

term? 3 ? 4 ? 5 ? rd

th

th

nd

term? 3 ? 4 ? 5 ? rd

th

th

6th?

6th?

6th?

6th?

1x2+1=3

1x2+1=3

1x2+1=3

1x2+1=3

15 x 2 + 1 = 31

15 x 2 + 1 = 31

15 x 2 + 1 = 31

15 x 2 + 1 = 31

3x2+1=7

3x2+1=7

3x2+1=7

3x2+1=7

31 x 2 + 1 = 63

31 x 2 + 1 = 63

31 x 2 + 1 = 63

31 x 2 + 1 = 63

7 x 2 + 1 = 15

7 x 2 + 1 = 15

7 x 2 + 1 = 15

7 x 2 + 1 = 15

Patterns :

Patterns :

Patterns :

Patterns :

( x 2 + 1 ) or

( x 2 + 1 ) or

( x 2 + 1 ) or

( x 2 + 1 ) or

151

E. Discussing new concepts and practicing new skills #2

( +2, +4, +8, +16, +32 )

( +2, +4, +8, +16, +32 )

( +2, +4, +8, +16, +32 )

( +2, +4, +8, +16, +32 )

Group the pupils into 4. Let

Group the pupils into 4. Let

Group the pupils into 4. Let

Group the pupils into 4. Let

them answer items a to d by

them answer items a to d by

them answer items a to d by

them answer items a to d by

formulating/finding the rule

formulating/finding the rule

formulating/finding the rule

formulating/finding the rule

in finding the next term in a

in finding the next term in a

in finding the next term in a

in finding the next term in a

sequence. Group 1 will

sequence. Group 1 will

sequence. Group 1 will

sequence. Group 1 will

answer a, Grp.2 for b, Grp. 3

answer a, Grp.2 for b, Grp. 3

answer a, Grp.2 for b, Grp. 3

answer a, Grp.2 for b, Grp. 3

for c, Grp. 4 for d. Let the

for c, Grp. 4 for d. Let the

for c, Grp. 4 for d. Let the

for c, Grp. 4 for d. Let the

pupils present their work on

pupils present their work on

pupils present their work on

pupils present their work on

the board.

the board.

the board.

the board.

2, 5, 14, 41, 122

(x3

–1) 1, 5, 13, 29, 61

(x2

F.

Developing mastery

(Leads to Formative Assessment 3)

1, 5, 13, 29, 61

( +5

1, 12, 34, 78, 166

(x2

6, 9, 15, 27, 51

(x3

1, 5, 13, 29, 61

( +5

1, 12, 34, 78, 166

(x2

6, 9, 15, 27, 51

(x3

1, 5, 13, 29, 61

(x2

+3) ( +5

x2) (-2

2, 5, 14, 41, 122 –1)

+3)

x2) (-2

2, 5, 14, 41, 122 –1)

+3)

x2) 6, 9, 15, 27, 51

(x3

–1)

+3) 1, 12, 34, 78, 166

2, 5, 14, 41, 122

1, 12, 34, 78, 166

( +5

x2) (-2

6, 9, 15, 27, 51

(-2

x2+1)

x2+1)

x2+1)

x2+1)

How did you find the

How did you find the

How did you find the

How did you find the

activity ? How were you able

activity ? How were you able

activity ? How were you able

activity ? How were you able

to find the answer to the

to find the answer to the

to find the answer to the

to find the answer to the

number pattern?

number pattern?

number pattern?

number pattern?

Expected answers :

Expected answers :

Expected answers :

Expected answers :

Determine the order of

Determine the order of

Determine the order of

Determine the order of

numbers if it is ascending or

numbers if it is ascending or

numbers if it is ascending or

numbers if it is ascending or

descending.

152

Find the difference between

descending.

descending.

descending.

Find the difference between

Find the difference between

Find the difference between

the consecutive terms.

the consecutive terms.

the consecutive terms.

To find the rule of the next

To find the rule of the next

To find the rule of the next

term, use the difference

term, use the difference

term, use the difference

between terms.

between terms.

between terms.

Discuss the presentation

Discuss the presentation

Discuss the presentation

Discuss the presentation

under “ Explore and Discover

under “ Explore and Discover

under “ Explore and Discover

under “ Explore and Discover

“ in LM.

“ in LM.

“ in LM.

“ in LM.

For more practice, Have the

For more practice, Have the

For more practice, Have the

For more practice, Have the

pupils work on “ Get Moving “

pupils work on “ Get Moving “

pupils work on “ Get Moving “

pupils work on “ Get Moving “

Ask the pupils to work on the

Ask the pupils to work on the

Ask the pupils to work on the

Ask the pupils to work on the

exercises under “ Keep

exercises under “ Keep

exercises under “ Keep

exercises under “ Keep

Moving “ Lead the pupils to give the

Moving “ Lead the pupils to give the

Moving “ Lead the pupils to give the

Moving “ Lead the pupils to give the

following generalization by

following generalization by

following generalization by

following generalization by

asking :

asking :

asking :

asking :

How do we find / formulate

How do we find / formulate

How do we find / formulate

How do we find / formulate

the rules in finding the next

the rules in finding the next

the rules in finding the next

the rules in finding the next

term in a sequence?

term in a sequence?

term in a sequence?

term in a sequence?

Determine the order of

Determine the order of

Determine the order of

Determine the order of

numbers if it is ascending or

numbers if it is ascending or

numbers if it is ascending or

numbers if it is ascending or

descending.

descending.

descending.

descending.

Find the difference between

Find the difference between

Find the difference between

Find the difference between

the consecutive terms.

the consecutive terms.

the consecutive terms.

the consecutive terms.

To find the rule of the next

To find the rule of the next

To find the rule of the next

To find the rule of the next

term, use the difference

term, use the difference

term, use the difference

term, use the difference

between terms.

between terms.

between terms.

between terms.

the consecutive terms. To find the rule of the next term, use the difference between terms.

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

153

I.

J.

Evaluating learning

A.

C.

Write the rule used for each

Write the rule used for each

Write the rule used for each

sequence, then write the

sequence, then write the

sequence, then write the

sequence, then write the

missing number.

missing number.

missing number.

missing number.

3, 7, 11, 15, ____

3, 7, 11, 15, ____

3, 7, 11, 15, ____

3, 7, 11, 15, ____

19 ( +4 )

19 ( +4 )

19 ( +4 )

19 ( +4 )

5, 9, 17, 33, ____

5, 9, 17, 33, ____

5, 9, 17, 33, ____

5, 9, 17, 33, ____

65 ( x 2 – 1 )

65 ( x 2 – 1 )

65 ( x 2 – 1 )

65 ( x 2 – 1 )

20, 12, 8, 6, ____

20, 12, 8, 6, ____

20, 12, 8, 6, ____

20, 12, 8, 6, ____

5(÷2+2)

5(÷2+2)

5(÷2+2)

5(÷2+2)

2, 8, 26, 80, ____

2, 8, 26, 80, ____

2, 8, 26, 80, ____

2, 8, 26, 80, ____

242 ( x 3 + 2 )

242 ( x 3 + 2 )

242 ( x 3 + 2 )

242 ( x 3 + 2 )

36, 69, 135, 267, ____

36, 69, 135, 267, ____

36, 69, 135, 267, ____

36, 69, 135, 267, ____

531 ( x 2 – 3 )

531 ( x 2 – 3 )

531 ( x 2 – 3 )

531 ( x 2 – 3 )

Additional activities for application or remediation

V. VI.

B.

Write the rule used for each

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who

154

D.

have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

B. Performance Standards

School Teacher Teaching Dates and December 19-23, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Thursday Friday Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions.. demonstrates understanding of the concept of sequence and solving simple equations.

demonstrates understanding of the concept of sequence and solving simple equations.

demonstrates understanding of the concept of sequence and solving simple equations.

1. is able to apply the knowledge of sequence in various situations.

1. is able to apply the knowledge of sequence in various situations.

1. is able to apply the knowledge of sequence in various situations.

2. is able to use different problem solving strategies.

2. is able to use different problem solving strategies.

2. is able to use different problem solving strategies.

CHRISTMAS BREAK

CHRISTMAS BREAK

155

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

uses different strategies (looking for a pattern, working backwards, etc.) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions.

uses different strategies (looking for a pattern, working backwards, etc.) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions.

uses different strategies (looking for a pattern, working backwards, etc.) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions.

e.g. 3 x _ + 1 = 10 (the unknown is solved by working backward.

e.g. 3 x _ + 1 = 10 (the unknown is solved by working backward.

e.g. 3 x _ + 1 = 10 (the unknown is solved by working backward.

M5AL-IIIf-14

M5AL-IIIf-14

M5AL-IIIf-14

Pattern and Algebra

Pattern and Algebra

Pattern and Algebra

K to 12 Gr. 5 CG M5AL-IIIf-14,

K to 12 Gr. 5 CG M5AL-IIIf-14,

K to 12 Gr. 5 CG M5AL-IIIf-14,

LM,

LM,

LM,

number patterns, flashcards

number patterns, flashcards

number patterns, flashcards

Guessing Game

Guessing Game

Guessing Game

Divide the class into 4

Divide the class into 4

Divide the class into 4

groups.

groups.

groups.

Teacher will flashes cards

Teacher will flashes cards

Teacher will flashes cards

with number pattern. Let

with number pattern. Let

with number pattern. Let

them guess the missing term.

them guess the missing term.

them guess the missing term.

The group that first guess the

The group that first guess the

The group that first guess the

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

156

correct answer will get a

correct answer will get a

correct answer will get a

point.

point.

point.

The group with the highest

The group with the highest

The group with the highest

score wins the game.

score wins the game.

score wins the game.

B. Establishing a purpose for the lesson

Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions..

Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions..

Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions..

C. Presenting examples/instances of the new lesson

Who will give you your daily

Who will give you your daily

Who will give you your daily

allowance? How much was it?

allowance? How much was it?

allowance? How much was it?

Did you spend them all? Why

Did you spend them all? Why

Did you spend them all? Why

or why not? What character

or why not? What character

or why not? What character

traits did you show?

traits did you show?

traits did you show?

D. Discussing new concepts and practicing new skills #1

Carla

received

a

weekly

Carla

received

a

weekly

Carla

received

a

weekly

allowance of Php250.00 from

allowance of Php250.00 from

allowance of Php250.00 from

her parents. She wants to

her parents. She wants to

her parents. She wants to

save some money for her

save some money for her

save some money for her

future use. On Monday, she

future use. On Monday, she

future use. On Monday, she

deposited Php15.00 in her

deposited Php15.00 in her

deposited Php15.00 in her

piggy bank. She deposited

piggy bank. She deposited

piggy bank. She deposited

twice as much on Tuesday

twice as much on Tuesday

twice as much on Tuesday

and Friday. How much money

and Friday. How much money

and Friday. How much money

did Carla deposit?

did Carla deposit?

did Carla deposit?

Do you think Carla can easily solve it showing a solution?

Do you think Carla can easily solve it showing a solution?

Do you think Carla can easily solve it showing a solution?

157

E. Discussing new concepts and practicing new skills #2

Let us try to help Carla to show the complete solution. Let’s do it backwards. Friday twice as much - ( 2 x Php15.00 ) Tuesday twice as much - ( 2 x php15.00 ) Monday - ( Php15.00 ) ( 2 x 15 ) + ( 2 x 15 ) + 15 = n 30 + 30 + 15 = Php75.00 Carla deposited/saved Php75.00 from her allowance. What kind of pupil was Carla? Are you doing the same of what Carla did?

Let us try to help Carla to show the complete solution. Let’s do it backwards. Friday twice as much - ( 2 x Php15.00 ) Tuesday twice as much - ( 2 x php15.00 ) Monday - ( Php15.00 ) ( 2 x 15 ) + ( 2 x 15 ) + 15 = n 30 + 30 + 15 = Php75.00 Carla deposited/saved Php75.00 from her allowance. What kind of pupil was Carla? Are you doing the same of what Carla did?

Let us try to help Carla to show the complete solution. Let’s do it backwards. Friday twice as much - ( 2 x Php15.00 ) Tuesday twice as much - ( 2 x php15.00 ) Monday - ( Php15.00 ) ( 2 x 15 ) + ( 2 x 15 ) + 15 = n 30 + 30 + 15 = Php75.00 Carla deposited/saved Php75.00 from her allowance. What kind of pupil was Carla? Are you doing the same of what Carla did?

Group the pupils into 4. Let

Group the pupils into 4. Let

Group the pupils into 4. Let

them answer this problem.

them answer this problem.

them answer this problem.

Write your solution and

Write your solution and

Write your solution and

present your work when all

present your work when all

present your work when all

the groups have done.

the groups have done.

the groups have done.

At a bake sale Mrs. Smith

At a bake sale Mrs. Smith

At a bake sale Mrs. Smith

sold 6 dozen cookies before

sold 6 dozen cookies before

sold 6 dozen cookies before

lunch. After lunch, Mrs. Smith

lunch. After lunch, Mrs. Smith

lunch. After lunch, Mrs. Smith

sold another 7 dozen cookies.

sold another 7 dozen cookies.

sold another 7 dozen cookies.

When it was time to leave,

When it was time to leave,

When it was time to leave,

they had 2 dozen cookies

they had 2 dozen cookies

they had 2 dozen cookies

left. How many cookies did

left. How many cookies did

left. How many cookies did

she have at the start of the

she have at the start of the

she have at the start of the

bake sale?

bake sale?

bake sale?

2 + 7 + 6 = 15

2 + 7 + 6 = 15

2 + 7 + 6 = 15

She had 15 dozen of cookies at first.

She had 15 dozen of cookies at first.

She had 15 dozen of cookies at first.

158

F.

Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

Ask the groups to present

Ask the groups to present

Ask the groups to present

and discuss their answers on

and discuss their answers on

and discuss their answers on

the board.

the board.

the board.

How did you find the activity?

How did you find the activity?

How did you find the activity?

How do you solve the

How do you solve the

How do you solve the

problem? Discuss the presentation

problem? Discuss the presentation

problem? Discuss the presentation

under “ Explore and Discover

under “ Explore and Discover

under “ Explore and Discover

“ in LM.

“ in LM.

“ in LM.

For more practice, Have the

For more practice, Have the

For more practice, Have the

pupils work on “ Get Moving “

pupils work on “ Get Moving “

pupils work on “ Get Moving “

Ask the pupils to work on the

Ask the pupils to work on the

Ask the pupils to work on the

exercises under “ Keep

exercises under “ Keep

exercises under “ Keep

Moving “ Lead the pupils to give the

Moving “ Lead the pupils to give the

Moving “ Lead the pupils to give the

following generalization by

following generalization by

following generalization by

asking :

asking :

asking :

How do we solve a problem

How do we solve a problem

How do we solve a problem

using a working backwards

using a working backwards

using a working backwards

strategy? Read, analyze and solve the

strategy? Read, analyze and solve the

strategy? Read, analyze and solve the

problems carefully.

problems carefully.

problems carefully.

After finishing her shopping,

After finishing her shopping,

After finishing her shopping,

Chelsea wants to have Php25

Chelsea wants to have Php25

Chelsea wants to have Php25

left. She plans to buy sandals

left. She plans to buy sandals

left. She plans to buy sandals

for Php45 and a purse for

for Php45 and a purse for

for Php45 and a purse for

Php20. How much money

Php20. How much money

Php20. How much money

159

does she need?

does she need?

does she need?

Hannah ordered 2 suits for

Hannah ordered 2 suits for

Hannah ordered 2 suits for

Php175 each and a pair of

Php175 each and a pair of

Php175 each and a pair of

shoes. The total cost was

shoes. The total cost was

shoes. The total cost was

Php395. What was the cost of

Php395. What was the cost of

Php395. What was the cost of

the shoes?

the shoes?

the shoes?

It snowed twice as much in

It snowed twice as much in

It snowed twice as much in

January as in December.

January as in December.

January as in December.

December had 1 inch less

December had 1 inch less

December had 1 inch less

snowfall than March. March

snowfall than March. March

snowfall than March. March

had 4 inches of snow. How

had 4 inches of snow. How

had 4 inches of snow. How

much snow fell in January?

much snow fell in January?

much snow fell in January?

Jack walked from Santa Clara

Jack walked from Santa Clara

Jack walked from Santa Clara

to Palo Alto. It took 1 hour 25

to Palo Alto. It took 1 hour 25

to Palo Alto. It took 1 hour 25

minutes to walk from Santa

minutes to walk from Santa

minutes to walk from Santa

Clara to Los Altos. Then it

Clara to Los Altos. Then it

Clara to Los Altos. Then it

took 25 minutes to walk from

took 25 minutes to walk from

took 25 minutes to walk from

Los Altos to Palo Alto. He

Los Altos to Palo Alto. He

Los Altos to Palo Alto. He

arrived in Palo Alto at 2:45

arrived in Palo Alto at 2:45

arrived in Palo Alto at 2:45

P.M. At what time did he

P.M. At what time did he

P.M. At what time did he

leave Santa Clara?

leave Santa Clara?

leave Santa Clara?

Mary has some jelly beans.

Mary has some jelly beans.

Mary has some jelly beans.

Joan had 3 times as many as

Joan had 3 times as many as

Joan had 3 times as many as

Mary but ate 4 and now she

Mary but ate 4 and now she

Mary but ate 4 and now she

has 5. How many jelly beans

has 5. How many jelly beans

has 5. How many jelly beans

160

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

does Mary have?

does Mary have?

Show your solution in solving

Show your solution in solving

Show your solution in solving

this problem.

this problem.

this problem.

Dave, Nora, Tony, and Andrea are members of the same family. Dave is 2 years older than Andrea, who is 21 years older than Tony. Tony is 4 years older than Nora, who is 7 years old. How old are Dave, Tony, and Andrea?

Dave, Nora, Tony, and Andrea are members of the same family. Dave is 2 years older than Andrea, who is 21 years older than Tony. Tony is 4 years older than Nora, who is 7 years old. How old are Dave, Tony, and Andrea?

Dave, Nora, Tony, and Andrea are members of the same family. Dave is 2 years older than Andrea, who is 21 years older than Tony. Tony is 4 years older than Nora, who is 7 years old. How old are Dave, Tony, and Andrea?

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

does Mary have?

161

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/Objective s Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

School Teacher Teaching Dates and January 2-6, 2017 Time Monday Tuesday Measuring time using a 12-hours and 24-hours clock demonstrates understanding of demonstrates time and circumference. understanding of time and circumference. is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

Grade Level Learning Areas Quarter

Wednesday

Thursday

demonstrates understanding of time and circumference.

demonstrates understanding of time and circumference.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

measures time using a 12-hour andmeasures a 24-hourtime using a 12-hour 74. calculates and a 24-hour time in the clock. clock. different world time zones in relation to the M5ME-IIIg-14 M5ME-IIIg-14 Philippines.

Friday Weekly Test

74. calculates time in the different world time zones in relation to the Philippines.

M5ME-IIIg-15

M5ME-IIIg-15

measurement

Measurement

measurement

measurement

K-12 Grade 5 Curriculum Guide pp. 62 Code: M5ME-IIIg-14

K-12 Grade 5 Curriculum Guide pp. 62 Code: M5ME-IIIg-14

K to 12 Grade 5 Curriculum Guide, Code M5ME—IIIg-15 p.62 ,

K to 12 Grade 5 Curriculum Guide, Code M5ME—IIIg-15 p.62 ,

III.

4. Additional Materials from Learning Resource (LR) portal

162

B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

Clock, Activity sheet, picture, cartolina strips

Clock, Activity sheet, picture, cartolina strips

Real/improvised Clock, Table of the World Clock

Real/improvised Clock, Table of the World Clock

How many hours in 1 day have? According to the 12 hours clock system, each day is divided into two, how many parts of 12 hours each?

How many hours in 1 day have? According to the 12 hours clock system, each day is divided into two, how many parts of 12 hours each?

Checking of assignment

Checking of assignment

Showing of Word Clock (Table of Different Times of Countries)

Showing of Word Clock (Table of Different Times of Countries)

B. Establishing a purpose for the lesson

Measuring time using a 12-hours and 24-hours clock

Measuring time using a 12-hours and 24-hours clock

Calculates time in the different world time zones in relation to the Philippines

Calculates time in the different world time zones in relation to the Philippines

C. Presenting examples/instances of the new lesson

Show a picture of a bus station. Have you been to a bus station ? What did you do there? Share some of your experiences.

Show a picture of a bus station. Have you been to a bus station ? What did you do there? Share some of your experiences.

How many among you loves to travel? Do you know that when you travel to other country you will notice that there time is different from our time. So, today we will find out how are these things happened?

How many among you loves to travel? Do you know that when you travel to other country you will notice that there time is different from our time. So, today we will find out how are these things happened?

D. Discussing new concepts and practicing new skills #1

Present a dialog in the class “In the bus station”.

Present a dialog in the class “In the bus station”.

Present the time zone map. Let the pupils read and understand it.

Present the time zone map. Let the pupils read and understand it.

In 24 hours clock system, time is written as the number hours that have passed since midnight. In the 24 hours system the day is not divided into 2 parts of 12 hours each but it’s a continues periods of 24 hours. The 24 hours system of time written in 4 digits.

In 24 hours clock system, time is written as the number hours that have passed since midnight. In the 24 hours system the day is not divided into 2 parts of 12 hours each but it’s a continues periods of 24 hours. The 24 hours system of time written in 4 digits.

163

E. Discussing new concepts and practicing new skills #2

Lets help Jessie find the answer in his problem. Lets the pupils work by pairs. Give them enough time to answer the activity. Let the pupils show and explain their findings. In the 24 hours system of time – time starts at 12 o’clock midnight 00.00 (zero hour ) 1 am 0100 hours 2 am 0200 hours 4 am 0400 hours In 4:30 am ,how could it write that in 24 hours time format ? What time is it in the 24 hours format when it is 8:15 pm? What is the equivalent time of 17.24 in the 12 Hours Clock System ?

Lets help Jessie find the answer in his problem. Lets the pupils work by pairs. Give them enough time to answer the activity. Let the pupils show and explain their findings. In the 24 hours system of time –time starts at 12 o’clock midnight 00.00 (zero hour ) 1 am 0100 hours 2 am 0200 hours 4 am 0400 hours In 4:30 am ,how could it write that in 24 hours time format ? What time is it in the 24 hours format when it is 8:15 pm? What is the equivalent time of 17.24 in the 12 Hours Clock System ?

Group Activity: Tell the time of the countries given.

Group Activity: Tell the time of the countries given.

F.

Let the pupils present their answer Ask: How did you find the answer?

Let the pupils present their answer Ask: How did you find the answer?

5:30 a.m. in a 12 hours clock system will be written as 05.30 (5 and 30 hours) in the 24 hours clock system. (In 24 hours clock system, the time is written in 4 digits) 9:15 p.m. in a 12 hours clock system will be 21.15 (20 and 15 hour) in the 24 hours clock system. (In transforming 12 hours time format to 24hours time format add 12 to the hours and keep

5:30 a.m. in a 12 hours clock system will be written as 05.30 (5 and 30 hours) in the 24 hours clock system. (In 24 hours clock system, the time is written in 4 digits) 9:15 p.m. in a 12 hours clock system will be 21.15 (20 and 15 hour) in the 24 hours clock system.

Disscuss the presentation under Explore and Discover on page of LM Math Grade 5.

Disscuss the presentation under Explore and Discover on page of LM Math Grade 5.

Developing mastery (Leads to Formative Assessment 3)

164

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

the minute same.) 17:24 time is the equivalent of 5:24 time in the 12 hours clock system. ( In transforming 24 hours time format to 12 hours time format subtract 12 from the hours and keep the minute same )

(In transforming 12 hours time format to 24hours time format add 12 to the hours and keep the minute same.) 17:24 time is the equivalent of 5:24 time in the 12 hours clock system. ( In transforming 24 hours time format to 12 hours time format subtract 12 from the hours and keep the minute same )

Ask the pupils to do exercises under Get Moving on page ….. LM Grade 5 For further practice, ask the pupils to work on exercises under Keep Moving on page..LM Grade 5.

Ask the pupils to do exercises under Get Moving on page ….. LM Grade 5 For further practice, ask the pupils to work on exercises under Keep Moving on page..LM Grade 5.

Have the pupils perform the exercise under Get Moving __ LM Math Grade 5.

Have the pupils perform the exercise under Get Moving __ LM Math Grade 5.

Let the pupils to generalize

Lead the pupils to give the generalization by asking : How to calculate time in the different world time zones in relation to the Philippines? To calculate time in the different world time zones in relation to the Philippines, we need to use the world time zone map for as to easily understand their time differences.

Lead the pupils to give the generalization by asking : How to calculate time in the different world time zones in relation to the Philippines? To calculate time in the different world time zones in relation to the Philippines, we need to use the world time zone map for as to easily understand their time differences.

Let the pupils to generalize If the two digit to left is less than 12 time shows the morning hours that is before 12 o’ clock noon or am. But if the digits are more than that, means the time is the 12 noon or pm. While converting 12 hours time to 24 hours time, add 12 to the hours and keep the minutes same While converting 24 hours time to 12 hours time, subtract 12 hours from the hours and keep the minute same.

If the two digit to left is less than 12 time shows the morning hours that is before 12 o’ clock noon or am. But if the digits are more than that, means the time is the 12 noon or pm. While converting 12 hours time to 24 hours time, add 12 to the hours and keep the minutes same While converting 24 hours time to 12 hours

165

time, subtract 12 hours from the hours and keep the minute same.

I.

Evaluating learning

Ask pupils to answer exercise under Apply your Skills on page…of LM Grade 5

Ask pupils to answer exercise under Apply your Skills on page…of LM Grade 5

Let the pupils answer exercise A under Apply Your Skills on page__ LM Math Grade 5

Let the pupils answer exercise A under Apply Your Skills on page__ LM Math Grade 5

J.

Additional activities for application or remediation

Change the following time from 24 hour system. 1. 0715 2. 0400 3. 1232 4. 1645 5. 1315

Change the following time from 24 hour system. 6. 0715 7. 0400 8. 1232 9. 1645 10. 1315

Tell the time difference and the actual time of the following countries. USA – Australia Indonesia

Tell the time difference and the actual time of the following countries. USA – Australia Indonesia

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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

166

G.

principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/Objective s Write the LC code for each II.

CONTENT

School Teacher Teaching Dates and January 9-13, 2017 Time

Grade Level Learning Areas Quarter

Monday Tuesday Measures the circumference of a circle demonstrates demonstrates understanding of time understanding of time and and circumference. circumference.

Wednesday

Thursday

demonstrates understanding of time and circumference.

demonstrates understanding of time and circumference.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

solves problems involving time.

visualizes circumference of a circle.

measures circumference of a circle using appropriate tools.

derives a formula in finding the circumference of a circle.

M5ME-IIIg-16

M5ME-IIIh-67

Friday Weekly Test

M5ME-IIIi-69 M5ME-IIIh-68

Measurement

Measurement

Measurement

Measurement

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages

167

3. Textbook pages

Curriculum Guide Grade Five Math pp.63 Surfing Internet :Website: Education World

K to 12 Grade 5 Curriculum Guide M5NSIIIh-67 p. 63, Lesson Guide in Elementary Mathematics Grade 5 pp. 362 Mathematics for a Better Life 5 pp.242-243 Grade School Mathematics 5 page 226

K to 12 Grade 5 Curriculum Guide M5NSIIIh-68 p. 63, Lesson Guide in Elementary Mathematics Grade 5 pp. 362 Mathematics for a Better Life 5 pp.242-243 Growing Up with Math 5 page 284

K to 12 Grade 5 Curriculum, M5ME-IIIi-69, Lesson Guide Gr.5 pp. 362 - 366, Mathematics for a Better Life Textbook p. 242 - 243

Activity Sheet Flash Card

cut outs of circles, real objects inside the classroom and at home, compass. string

circular covers of lids of cans, jars, real objects, coins, string, tape measure, ruler, meter stick

flash cards, charts, calculator, circular objects

Conduct a review about calculates times in the different world time zones in relation to the Philippines

Identify the parts of a circle (flash a model with parts numbered)

Have a review on visualizing circumference of a circle by “Checking of Assignments”.

Identify the parts of a circle (flash a model with parts numbered)

B. Establishing a purpose for the lesson

Solving Problems Involving Time

Visualizes circumference of a circle

Measures circumference of a circle using appropriate tools.

Derives a formula in finding the circumference of a circle

C. Presenting examples/instances of the new lesson

Show a picture of a boy reading in a study table. Talk about the boy show in the picture. Ask: What do you usually do as a student before going to bed at night? How do you manage doing all the assignments. Projects and other home activities ?

Sing this song about circles. (Note: Teacher draws while pupils sing)

Present this problem opener.

Let the pupils sing a song, about circles like. (Note: Teacher draws while pupils sing)

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

In the middle of the park, there is circular flower garden that has a diameter of 10 meters. What is the distance around the garden? Ask: How can we protect the garden in a

168

( Connect the value of proper time management )

park? What is ask in the problem? What is/are given/s? How will you answer the question in the problem?

D. Discussing new concepts and practicing new skills #1

Present this problem to the class. Jeffrey started his homework at 7:21 pm. Jeffrey finished his homework at 8:40 pm. How much time did Jeffrey work in his homework?

Present the problem under Explore and Discover on page __, LM Math Grade 5.Have them read the problem

Cooperative Learning

a. Values Integration Ask: How can you show your care and concern to santan plants? What is ask in the problem? What is/are the given/s? How will you answer the

jars or cans. See to it

question in the problem?

Divide the class into four groups. Each group will have 3 different sizes of that each group will have all the required materials for the activity. With a piece of string, measure around each circle to find its

Present a situation to the class. Celso wants to find the distance around their circular table. He measured its diameter to be 1.4 m. Can you help him? Ask: What is the shape of the table? How long is its diameter? What will you do to solve the problem?

circumference. Then, measure the string with your ruler and enter the data in the table. Measure also the diameter and enter the measure in the table. Compare the measures of diameter to each circumference.

169

E. Discussing new concepts and practicing new skills #2

Ask: What did Jeffrey do ? At what time did she start making her homework? At what time did he finished ? How do we solved the problem ? Is there a need to follow a procedure ? What are the usual steps we use to solve the problem ?

Divide the class into three groups. See to it that each group has all the required materials Let the pupils draw a circle with a diameter of 2 meters representing the circular garden.(See to it that pupils get the correct measurement for the diameter by letting them trace the circular object on a piece of manila paper and fold it in half.) Place the string around

Let the groups present their output one at a time. After all groups have presented, ask “How did you find the activity? How will you measure the circumference of a circle? Does the circumference of the circle increases as the diameter increases? Is it easy to measure the circumference of a circle? Let the pupils find the distance around the circular garden.

Using a string with meter

22 7

(Leads to Formative Assessment 3)

Let the groups present their output one at a time. After all groups have presented, ask “How did you find the activity? How many markings were there? How were you able to visualize the number of meters Mrs. Alejandro planted with santan?”

1 7

or

or a number very close to 3.14.)

markings. Group the pupils into four groups Let the group work together to find the answers to the given problems with the following guide questions: What is asked in the problem ? What are the given ? What operation will be use ? What is the mathematical sentence ?

Note: For any circle, the ratio of the circumference to the

diameter is about 3

number of meter Developing mastery

Let the pupils measure the distance around the circular objects by winding the string on a tape around the object. Let them also measure the diameter of the object. Allow them to use a calculator to solve for c ÷ d or the ratio of the circumference to the diameter.

the circle. markings on it, Count the

F.

Divide the class into groups. See to it that each group has all the required materials for the activity.

Discuss the presentation under Explore and Discover on page ___ of LM Math Grade 5

How did you find the activity? How were you able to find the answer to the problem? Discuss with the pupils the formula in getting the circumference of a circle.

Expected Answer:: We used string and wind it

170

How is the solution done ? What is the answer to the problem ? G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

After all the groups have presented, ask,” How did you find the activity? How were you able to find the answer ? What were the steps followed to come up with the answer ? Encourage the pupils to check if their answers make sense by checking their answer.

Discuss the other examples under Get Moving on page ___ of LM Math Grade 5.

Lead the pupils to give the following generalization by asking : How do we solve word problems involving time ?

Lead the pupils give the following generalization by asking: How do you visualize circumference of a circle?

To solve word problems involving time, we follow the steps in solving word problems. Use the different ways to find the time such as subtracting / adding the time started from time ended, using a number line, and counting the minutes or seconds from the time started to the time ended. I.

Evaluating learning

11. d – 2.5 cm 13. d – 6 cm

around the circle.

Solve the problem: Carla left school at 3:15 pm. She walked to the school library to work on 12. d – 5 cm

14. r - 1.5 cm

For extra practice, give exercises under Get Moving and Keep Moving on pages __to __, LM Math 5.

Ask pupils to answer A and B exercises under Get Moving, pages ____ LM Math Grade 5. After the given time, check the pupils’ answers. Allow pupils to answer exercise A under Keep Moving, page ___ LM Math Grade 5. Check the pupils’ answers.

Lead the pupils to give the following generalization by asking: How do you measure the circumference of a circle? What tools were use in measuring circumference of a circle?

Lead the pupils to generalize as follows:

For extra practice, give exercises under Keep Moving on pages __to __, LM Math 5.

To visualize the circumference of a circle, we use string to wind around the circle and count the number of markings on it with the help of its diameter..

A. Visualize circumference of following circles with

the the

To measure the circumference of a circle, we can use string, ruler, meter stick or tape measure.

Measure the following objects (or any available objects) inside the classroom using

The formula in finding the circumference of a circle are: C = 3.14 x d or C = πd or C= 2πr (The circumference is equal to π times the diameter.) (The circumference is equal to π multiplied by twice the radius.)

Find the circumference of these circles using π = 3.14. 1.

6cm

171

her assignment .It took 15 minutes to walk to the school library. Carla’s mother picked her up at the school library one hour after he arrived. What time did Carla’s mother pick her up ? ( 4:30 pm ) What time is 4 hours after 6:30 am ? ( 10:30 am )

appropriate tools then, record the results in the table.

2. 3. 4. 5.

15cm 14cm 2m 150 cm

1.electric fan 2. number wheel 3. wall clock 4. speaker 5. jar a.

A plane landed in Cebu at 4:47 pm. It departed from Manila at 2:15 pm. How long did it take the plane to fly from Manila to Cebu ? ( 2 hours and 32 minutes ) Irene had two exams today in Mathematics and English . The first exam lasted from 8:30 am to 9:15 am. She had to wait 3 hours and 25 minutes from the end of the last exam to the beginning of the next exam. What time did the second exam begin ? ( 12:40 ) Trisha had a swimming lesson after school. School let out at 2:55 pm and it took Trisha 15 minutes to walk to her lesson. She made it just in time. After the 1- hour lesson it took Trisha 20 minutes to walk home. What time did she arrive

172

home ? ( 4:30 pm )

J.

Additional activities for application or remediation

Read and solve the problem using number line

Visualize circumference following:

Emily is driving to Cabuyao City. She leaves at 5:50 am. She arrives at 9:20 pm. How long did she drive for ?

1.

plate

2.

basin

the of

the

Measure 5 circle objects at home using the appropriate tools and record the results in the table.

Using = 3.14, find the circumference: 1) d = 10 cm 2) r = 4.5 cm 3) r = 6 m 4) d = 9 m 5) d = 2.5 m

3. water jag 4. cup 5. saucer

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish

G.

173

to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards B. Performance Standards

School Teacher Teaching Dates and January 16-20, 2017 Time Monday Tuesday Finds the circumference of a circle demonstrates understanding demonstrates understanding of time and circumference. of time and circumference. is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

Grade Level Learning Areas Quarter

Wednesday REVIEW

Thursday PERIODICAL TEST

Friday PERIODICAL TEST

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

174

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

finds the circumference of a circle.

finds the circumference of a circle.

M5ME-IIIi-70

M5ME-IIIi-70

Measurement

Measurement

K to 12 Grade 5 Curriculum, M5ME-IIIi-70, Lesson Guide Gr.5 pp. 366 - 369, Mathematics for a Better Life Textbook p. 244 - 245

M5ME- IIIj- 71, Lesson Guide in Elementary Mathematics 5, Lesson Guide in Elementary Mathematics 6, Growing Up With Math 5

Fill in the blanks with the correct answer. Choose the number of the correct answers below and place it on the blanks.

Fill in the blanks with the correct answer. Choose the number of the correct answers below and place it on the blanks. a. The distance around a circle ________. b. A line that passes through the center of a circle is _______. c. An estimate of the value of pi is _______. d. One half of the diameter of a circle is _______. e. The formula in finding the circumference of a circle is ______.

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

The distance around a circle is ________. A line that passes through the center of a circle is ______. An estimate of the value pi (π) is _______. One half of the diameter of a circle is ______. radius

175

area diameter circumference

1. radius 2. diameter 3. circumference 4. C=

πxd

5. area 6. 3.14 B. Establishing a purpose for the lesson

Written (Use drill boards for maximum participation) Write the product.

Solves routine and nonroutine problems involving circumference of a circle.

C. Presenting examples/instances of the new lesson

Present the problem.

Let the pupils sing an action song about circles like.

Mrs. Nicolas planted dwarf santan around her circular flower garden which has a diameter of 8 metres. How many metres did she plant with dwarf santan? Ask: What did Mrs. Nicolas planted in her garden? What is the shape of the garden of Mrs. Nicolas? How will you solve the problem?

D. Discussing new concepts and practicing new skills #1

Group the pupils in 5 working teams. Ask the teams to work together in looking for the solution to the problem. Expected answers Solution 1: To find the circumference, multiply the diameter by 3.14 d = 8m C = π x d = 3.14 x 8 m

Small circle, small circle, big circle Small circle, small circle, big circle There’s mama, there’s papa waiving at me There’s mama, there’s papa smiling at me 6 x 6 is 36, 6 x 6 is 36 6 x 6, 6 x 6, small pig

Alice is making a circular table cloth. It has a diameter of 2 meters. How many meters of lace are needed to decorate the sides of the table cloth? Know: What is asked? What are the given? Decide: What will you

176

= 25.12 m planted with dwarf santan

do to answer the problem?

Solution 2: If radius is given use this formula, C = 2πr Given: 4 metres radius C = (2 x 3.14) 4 = 6.28 x 4 = 25.12 m

solution

E. Discussing new concepts and practicing new skills #2

How did you find the activity? How were you able to find the answer to the problem? Discuss with the pupils the formula in getting the circumference of a circle.

Group Work- Give each group an activity card and different sizes of circles. a. Find the center of the circle. b. Measure the diameter of the circle. c. Find the radius of the given circle. d. Solve for the circumference. e. Report to the class how you found the answer.

F.

Developing mastery

Discuss the presentation under Explore and Discover on page _____ of LM Math Grade 5. Then, give the following activities: Ask the pupils to answer the activity under the Get Moving on page ____, LM Math Grade 5.

Analyze and solve for the answer. (To be done in pair) 1. Mr. Reyes is laying out a circular playground. Its radius is 50 meters. What is its circumference? 2. What is the circumference of the circle if the diameter is 24 meters? 3. A bicycle tire has a radius of 30 cm. Find the distance around the tire.

G. Finding practical applications of concepts and skills in daily living

Ask them also to answer the activity under Keep Moving on page ___, LM Math Grade

Group Activity

C=

πxd

Solve: Show the

(Leads to Formative Assessment 3)

C=πxd = 3.14 x 2 = 6.28 meters Check: How will you check it?

177

H. Making generalizations and abstractions about the lesson

5. Lead the pupils to give the following generalization by asking: “What is the formula in finding the circumference of a circle?” To find the circumference of the circle, use the formula: C = 2πr or C = πd

How do we solve problems on circumference? In solving problems involving circumference measure, know the diameter/radius and the formula, C=

πxd

or

C=

2 xπxr

I.

Evaluating learning

Find the circumference of the circle with the following radius or diameter. 1) r = 11 m 4) r = 9.5 m 2) d = 2 cm 5) d = 16 cm 3) d = 20 m

Read, analyze and solve. 1. Lorna’s circular garden is 5 meters in diameter. How many meters of wire are needed to put a fence around it? 2. The diameter of a tricycle tire is 60 cm. How far will the tire go in one rotation? 3. Find the circumference of a circle with a diameter of 21 meters. 4. Your friend is finding the circumference of a circle with a radius of 25 cm. help him solve for the answer. 5. If the circumference of a circle is 250 meters, how long is its radius?

J.

Additional activities for application or remediation

Answer activity on LM.

Copy and solve this problem. 1. Rixen’s bicycle wheel has a diameter of 70 cm. What is the circumference of the wheel? 2. A circle is half the radius of a larger circle. If the circumference of a larger

178

circle is 100 meters, what is the radius of the smaller circle? a. number sentence b. solution c. complete answer V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

School Teacher Teaching Dates and January 23-27, 2017

Grade Level Learning Areas Quarter 179

Time

I. OBJECTIVES A. Content Standards

Monday Tuesday Identify the diameter and radius of the circle demonstrates understanding of demonstrates understanding of area, volume and temperature. area, volume and temperature.

Wednesday

Thursday

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

Friday Weekly test

B. Performance Standards

is able to apply knowledge of area, volume and temperature in mathematical problems and reallife situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and reallife situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

C. Learning Competencies/Objectives Write the LC code for each

visualizes area of a circle.

visualizes area of a circle.

derives a formula in finding the area of a circle .

derives a formula in finding the area of a circle .

M5ME-IVa-72

M5ME-IVa-72 M5ME-IVa-73

M5ME-IVa-73 Measurement

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Measurement

Measurement

Measurement

XL Excelling in Mathematics 5

XL Excelling in Mathematics 5

XL

III.

Mathematics 5 &6 Lesson

4. Additional Materials from Learning Resource (LR) portal B. Other Learning

Mathematics 5 &6 Lesson

Excelling

in

XL

Excelling

Mathematics 5

Mathematics 5

in

Guides

Guides

Mathematics 5 &6 Lesson

Mathematics 5 &6 Lesson

http://www.slideshare.net/Grade

http://www.slideshare.net/Grade

Guides

Guides

Six1/lp-circle

Six1/lp-circle

Code: M5ME –IVa 73

Code: M5ME –IVa 73

M5ME –Iva 72

M5ME –Iva 72

chart, ruler, real circle objects,

chart, ruler, real circle objects,

180

Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

pencil, compass

pencil, compass

Have a review on solving

Have a review on solving

Have a review about the

Have a review about the

problems involving

problems involving

parts of the circle.

parts of the circle.

circumference of a circle. Review

circumference of a circle. Review

the formula, give examples, and

the formula, give examples, and

then give exercises for the pupils

then give exercises for the pupils

to do.

to do.

Visualize the area of a circle

Visualize the area of a circle

Derives a formula in finding

Derives a formula in finding

Illustrates circle with different

Illustrates circle with different

the area of a circle

the area of a circle

radii

radii

Illustrates

Find enjoyment in doing the

Find enjoyment in doing the

different orientation

different orientation

activity

activity

Find enjoyment in doing

Find enjoyment in doing

the activity

the activity

circle

with

Illustrates

circle

with

C. Presenting examples/instances of the new lesson

Ask the pupils Is a circle a

Ask the pupils Is a circle a

Ask the pupils If the shape

Ask the pupils If the shape

polygon? Why? and why not?

polygon? Why? and why not?

of

of

D. Discussing new concepts and practicing new skills #1

Have the pupils observe the

Have the pupils observe the

iscuss

with

circles below

circles below

practical

applications

Take a look at each of the circles.

Take a look at each of the circles.

finding the area of a circle.

finding the area of a circle.

Do you find any line segments?

Do you find any line segments?

Explain

Explain

the

circle

can

be

parallelogram

A circle is a plane closed figure. That is not made out of line segments so, it is not a polygon. A circle is named by its center.

A circle is a plane closed figure. That is not made out of line segments so, it is not a polygon. A circle is named by its center.

the

circle

can

be

parallelogram

the

students for

problems

iscuss

with

practical

applications the

students for

problems

associated with partitioning

associated with partitioning

a circle into unit squares to

a circle into unit squares to

find

find

its

suggestions

area. on

how

Elicit the

its

area.

Elicit

suggestions on how the

area might be determined.

area might be determined.

Pass out the paper circles,

Pass out the paper circles,

scissors, rulers and colored

scissors, rulers and colored

181

markers or crayons. Have

E. Discussing new concepts and practicing new skills #2

students

markers or crayons.

draw

a

Have

students

draw

a

diameter (it does not need

diameter (it does not need

to be exact), and use two

to be exact), and use two

different colors to fill in the

different colors to fill in the

resulting semicircles.

resulting semicircles.

Instruct students to cut the

Instruct students to cut the

circle

circle

in

half

along

the

in

half

along

the

diameter. Then have them

diameter. Then have them

cut each of the resulting

cut each of the resulting

semicircles in half again.

semicircles in half again.

There are now a total of

There are now a total of

four pieces, two of each

four pieces, two of each

color.

color.

Ask students to assemble

Ask students to assemble

the four pieces, alternating

the four pieces, alternating

colors, so that they form

colors, so that they form

a shape which resembles a

a shape which resembles a

Group Activity

Group Activity

parallelogram Group Activity. Divide the

parallelogram Group Activity. Divide the

Divide the class into five groups.

Divide the class into five groups.

class

class

Distribute the cue card and let

Distribute the cue card and let

Distribute the activity card

Distribute the activity card

them answer the cards. Let them

them answer the cards. Let them

and let them follow the

and let them follow the

discuss.

discuss.

direction

direction

Use circle cero to complete the

Use circle cero to complete the

activity card.

activity card.

following statements:

following statements:

The distance from point O to

The distance from point O to

Group A.Have students cut

Group

point F is __________.

point F is __________.

each of the sectors in half,

cut each of the sectors in

The distance from point O to

The distance from point O to

once more, resulting in a

half, once more, resulting

point M is __________.

point M is __________.

total of 8 equal sectors,

in

into

three

written

groups.

in

the

a

into

three

groups.

written

A.Have

total

of

in

the

students

8

equal

182

F.

Developing mastery

(Leads to Formative Assessment 3)

The distance from point O to

The distance from point O to

four of each color.

Ask

sectors, four of each color.

point G is __________.

point G is __________.

students to assemble the

Ask students to assemble

If point G, O and F lie on one line,

If point G, O and F lie on one line,

eight

the

the distance from point G to F is

the distance from point G to F is

colors, so that they form a

alternating colors, so that

_______.

_______.

shape which resembles a

they form a shape which

parallelogram.

resembles a parallelogram.

pieces,

alternating

eight

pieces,

After the presentations of each

After the presentations of each

After the presentations of

After the presentations of

group, ask: how did you find the

group, ask: how did you find the

each group, ask: how did

each group, ask: how did

activity? Did you able to

activity? Did you able to

you find the activity? Did

you find the activity? Did

visualize the area of the circle?

visualize the area of the circle?

you

you

What value is developed in

What value is developed in

formula in finding the area

formula in finding the area

performing the activity?

performing the activity?

of the circle? What value is

of the circle? What value is

Expected Answers:

Expected Answers:

developed

developed

A little bit confusing

A little bit confusing

the activity?

the activity?

Yes by listening to the teacher

Yes by listening to the teacher

Expected Answers:

Expected Answers:

explanation

explanation

A little bit confusing

A little bit confusing

Enjoyment and Cooperation

Enjoyment and Cooperation

Yes

able

by

to

in

derive

a

performing

listening

to

the

Yes

able

by

to

in

derive

a

performing

listening

teacher explanation

teacher explanation

Enjoyment and Cooperation

Enjoyment

to

the and

Cooperation G. Finding practical applications of concepts and skills in daily living

Ask the pupils to answer the

Ask the pupils to answer the

Ask the pupils to answer

Ask the pupils to answer

activity under Get Moving on

activity under Get Moving on

the

the

page ___ LM Math Grade V. Ask

page ___ LM Math Grade V. Ask

Moving on page ___ LM

Moving on page ___ LM

them also to answer the activity

them also to answer the activity

Math Grade V. Ask them

Math Grade V. Ask them

under Keep Moving on page

under Keep Moving on page

also to answer the activity

also to answer the activity

____ LM Math Grade V.

____ LM Math Grade V.

under Keep Moving on

under Keep Moving on

page ____ LM Math Grade V.

page ____ LM Math Grade

activity

under

Get

activity

under

Get

V.

183

H. Making generalizations and abstractions about the lesson

A circle is a set of all points in a plane that are at fixed distance from a point called center. A radius is a line segment from the center to a point on the circle. A diameter is a line segment which passes through the center of a circle whose endpoints are on the circle. The length of radius is one half the length of a diameter of a circle. A compass is an instrument used to draw circles.

A circle is a set of all points in a plane that are at fixed distance from a point called center. A radius is a line segment from the center to a point on the circle. A diameter is a line segment which passes through the center of a circle whose endpoints are on the circle. The length of radius is one half the length of a diameter of a circle. A compass is an instrument used to draw circles.

Now we can use the area formula for a parallelogram to help us find the area of the circle. The original circle’s outside perimeter was the distance around, or the circumference of the circle Half of this distance around goes on the top of the parallelogram and the other half of the circle goes on the bottom. This is known as the base of the parallelogram. The height of the parallelogram is just the radius of the original circle. Now let’s substitute the information into the formula for the parallelogram.

Now we can use the area formula for a parallelogram to help us find the area of the circle. The original circle’s outside perimeter was the distance around, or the circumference of the circle Half of this distance around goes on the top of the parallelogram and the other half of the circle goes on the bottom. This is known as the base of the parallelogram. The height of the parallelogram is just the radius of the original circle. Now let’s substitute the information into the formula for the parallelogram.

I.

Use a real compass or an

Use a real compass or an

Do another guided activity.

Do another guided activity.

improvised one to draw circle

improvised one to draw circle

Let them make their own

Let them make their own

with these given radii.

with these given radii.

circle,

circle,

1 cm

1 cm

parallelogram and try to

parallelogram and try to

1.5 cm

1.5 cm

find the area of a circle.

find the area of a circle.

2.5 cm

2.5 cm

6 cm

6 cm

5 cm

5 cm

Provide exercises similar to those

Provide exercises similar to those

Find another polygon that

Find another polygon that

given in the lesson. If the

given in the lesson. If the

can be derive in finding the

can be derive in finding the

problem is on the mastery of the

problem is on the mastery of the

area of a triangle.

area of a triangle.

J.

Evaluating learning

Additional activities for application or remediation

cut

it

out

into

cut

it

out

into

184

area of a circle. V. VI. A.

B.

C.

D.

No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

area of a circle.

REMARKS REFLECTION

185

GRADES 1 to 12 DAILY LESSON LOG

School Teacher Teaching Dates and January 30-February 3, 2017 Time

Grade Level Learning Areas Quarter

Monday Finding the area of a circle demonstrates understanding of area, volume and temperature.

Tuesday

Wednesday

Thursday

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

B. Performance Standards

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

C. Learning Competencies/Objectives Write the LC code for each

finds the area of a given circle.

finds the area of a given circle.

solves routine and nonroutine problems involving the area of a circle.

solves routine and nonroutine problems involving the area of a circle.

M5ME-IVa-74

M5ME-IVa-74 M5ME-IVb-75

M5ME-IVb-75

Measurment

Measurment

I. OBJECTIVES A. Content Standards

II.

CONTENT

Measurment

Measurment

Friday Weekly test

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages

186

2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

XL Excelling in Mathematics 5

XL Excelling in Mathematics 5

M5ME –Iva 74

M5ME –Iva 74

chart, ruler, real circle objects

Growing up with Math 5

chart, ruler, real circle objects

Growing up with Math 5

pages 299-301

pages 299-301

Ateneo Lesson Guide pages

Ateneo Lesson Guide pages

382-386

382-386

cutouts

of

circles,

chart,

cutouts

of

circles,

chart,

flashcards, real objects

flashcards, real objects

Have a review on solving

Checking of Assignment

Checking of Assignment

problems

involving

problems

involving

Identify the parts of a circle

Identify the parts of a circle

a

circumference

a

Review the steps in solving

Review the steps in solving

word problems.

word problems.

circumference the

examples,

C. Presenting examples/instances of the new lesson

M5M-IVb-75

Have a review on solving

Review

B. Establishing a purpose for the lesson

M5M-IVb-75

of

formula,

and

then

circle. give

Review

the

give

examples,

of

formula,

and

then

circle. give give

exercises for the pupils to do.

exercises for the pupils to do.

Manipulate and measure the

Manipulate and measure the

Solves

diameter and radius of the

diameter and radius of the

routine

circle

circle

the area of a circle

Find enjoyment in doing the

Find enjoyment in doing the

activity Show real circular objects,

activity Show real circular objects,

Name

ask them to give examples of

ask them to give examples of

inside the classroom or any

inside the classroom or any

circular things, ask them how

circular things, ask them how

round

round

circle

circle

brought. Show the diameter

brought. Show the diameter

and the radius.

and the radius.

objects?

differ

from

other

objects?

differ

from

other

routine

and

problems

any

involving

Solves routine

routine

and

problems

non-

involving

the area of a circle

round

object

non-

objects

that

you

Name

any

round

object

objects

that

you

187

D. Discussing new concepts and practicing new skills #1

Present a problem.

Present a problem.

Every time it rains, Mrs.Flores saves water in a big clay jar called “Tapayan”. She covers them with a circular galvanized iron with a radius of 5 dm. What is the area of the circular cover?

Every time it rains, Mrs.Flores saves water in a big clay jar called “Tapayan”. She covers them with a circular galvanized iron with a radius of 5 dm. What is the area of the circular cover?

Ask: How will you solve for

Ask: How will you solve for

the problem?

the problem?

Look at the figure of the

Look at the figure of the

circle.

circle.

Explain to the pupils that the

Explain to the pupils that the

ratio of the circumference of

ratio of the circumference of

a circle to the diameter is the

a circle to the diameter is the

same

same

for

all

circles.

The

for

all

circles.

circumference of any circle is

about

about

diameter.

The

represented

π

letter

times

the

ratio

by

the

is

Greek

spelled pi and

3.14

diameter.

The

represented

π

letter

times by

Let the pupils find the area

Let the pupils find the area

r2

A=

= 3.14 x 5 x 5

page ___, LM Math Grade 5.

Discuss the situation with the

Discuss the situation with the

class.

class.

is

r2

= 3.14 x 5 x 5

= 3.14 x 25 Area = 78.50 dm

π

page ___, LM Math Grade 5.

spelled pi and

pronounced as pie.

π

Explore and Discover on

Greek

pronounced as pie.

A=

Explore and Discover on

the

ratio the

Present the situation under

The

circumference of any circle is 3.14

Present the situation under

= 3.14 x 25 2

Area = 78.50 dm2

188

E. Discussing new concepts and practicing new skills #2

Group the pupils into six to

Group the pupils into six to

Divide the class into four

Divide the class into four

eight members per group.

eight members per group.

groups and instruct them to

groups and instruct them to

Distribute cut outs of circle

Distribute cut outs of circle

bring out the materials that

bring out the materials that

with dimensions and let the

with dimensions and let the

they brought like paper plate,

they brought like paper plate,

pupils find the area.

pupils find the area.

ice cream cup cover or any

ice cream cup cover or any

Call as many pupils to solve

Call as many pupils to solve

round object. Let the pupils

round object. Let the pupils

for the area of the circle on

for the area of the circle on

measure the diameter. Divide

measure the diameter. Divide

the board.

the board.

the diameter by 2 to get the

the diameter by 2 to get the

radius. Tell the pupils that the

radius. Tell the pupils that the

value of π is approximately

value of π is approximately

3.14 and that the formula in

3.14 and that the formula in

finding the area of a circle is

finding the area of a circle is

A= π

F.

the

presentations

of

After

the

presentations

of

r2

A= π

r2

Solve for the area of the

Solve for the area of the

circle.

circle.

Ask

the

leader

to

Ask

the

leader

to

report their answers.

report their answers.

After the presentation of the

After the presentation of the

Developing mastery

After

(Leads to Formative Assessment 3)

each group, ask: how did you

each group, ask: how did you

groups, ask:

groups, ask:

find the activity? Did you able

find the activity? Did you able

How did you find the activity?

How did you find the activity?

to find the area of the circle?

to find the area of the circle?

How did you go about the

How did you go about the

What value is developed in

What value is developed in

task?

task?

performing the activity?

performing the activity?

What did you do with the

What did you do with the

objects before getting their

objects before getting their

Expected Answers:

Expected Answers:

areas?

areas?

Happy and curious

Happy and curious

How did you solve the area?

How did you solve the area?

189

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Yes by solving the area of a

Yes by solving the area of a

circle using the given formula

circle using the given formula

Cooperation and camaraderie Ask the pupils to answer the

Cooperation and camaraderie Ask the pupils to answer the

Say: Let us solve more

Say: Let us solve more

activity under Get Moving

activity under Get Moving

problems. Ask pupils to do

problems. Ask pupils to do

on page ___ LM Math Grade V.

on page ___ LM Math Grade V.

the exercises by pairs under

the exercises by pairs under

Ask them also to answer the

Ask them also to answer the

Get Moving on pages _____

Get Moving on pages _____

activity under Keep Moving

activity under Keep Moving

of LM Math 5. Check the

of LM Math 5. Check the

on page ____ LM Math Grade

on page ____ LM Math Grade

pupils’ answers.

pupils’ answers.

V. Lead the pupils to give the

V. Lead the pupils to give the

Lead the pupils generalize

Lead the pupils generalize

following generalization.

following generalization.

the following.

the following.

The area of a circle with pi, radius or diameter can be solved by the formula Always remember that radius is half of the diameter. Area of Circle = pi x radius x radius

The area of a circle with pi, radius or diameter can be solved by the formula Always remember that radius is half of the diameter. Area of Circle = pi x radius x radius

Steps in solving problems involving the area of a circle The formula in finding the area of a circle

Steps in solving problems involving the area of a circle The formula in finding the area of a circle

A= I.

Evaluating learning

π

r2

A=

π

A=π

r2

A=π

r2

r2

Ask the pupils to solve the

Ask the pupils to solve the

Solve the following problems.

Solve the following problems.

following

following

Find the area of circular

Find the area of circular

Find the area of a given circle

Find the area of a given circle

playground whose radius

playground whose radius

measures 6 meters.

measures 6 meters.

An extension of a house is

An extension of a house is

semicircular in shape with a

semicircular in shape with a

radius of 4 meters. Can you

radius of 4 meters. Can you

find its area?

find its area?

A circular fountain has a

A circular fountain has a

radius of 12 meters. What is

radius of 12 meters. What is

the area of the circular

the area of the circular

fountain?

fountain?

190

J.

Additional activities for application or remediation

What

is

circle with

The diameter of the drum is

The diameter of the drum is

70 cm. What is the area

70 cm. What is the area

covered when the drum

covered when the drum

stands?

stands?

Ana’s circular bed cover has

Ana’s circular bed cover has

a diameter of 2.25 m. How

a diameter of 2.25 m. How

many square meters is it?

many square meters is it?

Ask the pupils to solve these

Ask the pupils to solve these

Solve each problem.

Solve each problem.

problems.

problems.

Every time it rains, Mrs. Lapis

Every time it rains, Mrs. Lapis

saves water in a big clay jar

saves water in a big clay jar

of

a

called ‘tapayan’. She covers

called ‘tapayan’. She covers

a diameter of

5

them

them

the area

with

a

circular

with

a

circular

galvanized iron with a radius

galvanized iron with a radius

14 m. What is the area of the

14 m. What is the area of the

circular cover?

circular cover?

the areaof the circle? Granda has an old

Find the area of a circular

Find the area of a circular

clock that has a radius of 13

clock that has a radius of 13

family

cm.

cm.

8

What is the area of a circular

What is the area of a circular

are

pool with the diameter of 15

pool with the diameter of 15

m?

m?

meters?

1. If 3.

a circle has

diameter

a of

46centimeter what is

2. 4.

recipe

blueberry She

can

pancakes. make

pancakes

that

each

inches

18

for

in

diameter. What is the V. REMARKS area of the pancake? VI. Answer: REFLECTION (78.5 square A.

B.

No. of learners who meters, 72.22 earned 80% in the evaluation

squared

centimeter,

No. of learners who require 254.34activities inches) for additional remediation who scored

191

C.

D.

below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

School Teacher Teaching Dates and February 6-10, 2017 Time

Grade Level Learning Areas Quarter

Monday Tuesday Create problems involving a circle, with reasonable answers. demonstrates understanding demonstrates understanding of area, volume and of area, volume and temperature. temperature.

Wednesday

Thursday

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

Friday Weekly test

192

C. Learning Competencies/Objectives Write the LC code for each II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

creates problems involving a circle, with reasonable answers.

creates problems involving a circle, with reasonable answers.

visualizes the volume of a cube and rectangular prism.

visualizes the volume of a cube and rectangular prism.

M5ME-IVb-76

M5ME-IVb-76

M5ME-IVc-77

M5ME-IVc-77

Measurement

Measurement

Measurement

Measurement

M5M-IVb-76

M5M-IVb-76

Code -

III.

Growing

up

with

Math

5

Growing

up

with

Math

5

M5ME-IVc-77

K to

Code -

12 Grade 5 Curriculum

12 Grade 5 Curriculum

K to

pages 299-301

pages 299-301

TM Math Grade 4 pages 298 -

TM Math Grade 4 pages 298 -

Ateneo Lesson Guide pages

Ateneo Lesson Guide pages 382-386

307

307

Ateneo Lesson Guide 5 pages

Ateneo Lesson Guide 5 pages

395 - 402

395 - 402

382-386

Diwa

New

High

School

Diwa

of

flashcards, manila

circles, real

paper,

chart, objects,

ruler/meter

cutouts

of

flashcards, manila

circles, real

paper,

chart,

School

71-72

71-72 Lesson

Guide

6

Ateneo

Lesson

Guide

6

Chapter IV-Volume page 8-9

Chapter IV-Volume page 8-9

Distance

Distance

Education

for

Education

for

Elementary School (Volume

Elementary School (Volume

of a Cube and Rectangular

of a Cube and Rectangular

cubes

objects, ruler/meter

High

Mathematics First Year pages

Prism) pages 2 – 3

cutouts

New

Mathematics First Year pages Ateneo

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

M5ME-IVc-77

(big

and

small),

Prism) pages 2 – 3

cubes

rectangular prism,

ruler,

flash

(big

and

small),

rectangular cards,

prism,

ruler,

flash

cards,

193

stick,

stick,

pentel pen, show me board

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

marbles,

pentel pen, show me board

marbles,

worksheet, 1 transparent

worksheet, 1 transparent

rectangular container

rectangular container

Have a review on solving the

Have a review on solving the

Have

a

review

area of a circle.

area of a circle.

meaning of volume. Volume

is

the

space

occupied

on

the

Have

a

review

on

the

meaning of volume.

amount by

of any

Volume space

quantity.

quantity.

is

the

amount

occupied

by

of any

B. Establishing a purpose for the lesson

Create problems involving a circle, with reasonable answers.

Create problems involving a circle, with reasonable answers.

Visualize the Volume of a

Visualize the Volume of a

Cube and Rectangular Prism

Cube and Rectangular Prism

C. Presenting examples/instances of the new lesson

Let

the

circular

pupils objects

classroom. record object.

the

Ask area

find

any

Let

inside

the

circular

them of

to each

the

pupils objects

classroom. record object.

the

Ask area

find

any

Show a transparent cube and

Show a transparent cube and

inside

the

rectangular prism filled with

rectangular prism filled with

to

marbles. Ask pupils to guess

marbles. Ask pupils to guess

each

the number of marbles inside

the number of marbles inside

the

the

them of

cube

and

rectangular

cube

and

rectangular

prism. Let a volunteer count

prism. Let a volunteer count

the marbles to find out the

the marbles to find out the

answer. Elicit from them how

answer. Elicit from them how

they can make a good guess

they can make a good guess

of

of

the

total

number

of

the

total

number

of

marbles. Instill the value of

marbles. Instill the value of

patience

patience

and

orderliness.

and

orderliness.

Relate this to the concept of

Relate this to the concept of

volume.

volume.

194

D. Discussing new concepts and practicing new skills #1

Let the pupils present their

Let the pupils present their

a. Tell the class that the

a. Tell the class that the

answers. Ask them how they

answers. Ask them how they

number of small cubes that

number of small cubes that

got the area.

got the area.

make up the Rubik’s cube is

make up the Rubik’s cube is

its volume.

its volume.

b. Activity – Group Work

b. Activity – Group Work

Materials: worksheet, 1

Materials: worksheet, 1

transparent rectangular

transparent rectangular

container, small cubes

container, small cubes

Procedure: Fill the container

Procedure: Fill the container

with small cubes until its

with small cubes until its

upper portion.

upper portion.

Guide Questions:

Guide Questions:

1) What kind of solid figure is

1) What kind of solid figure is

the container?

the container?

2) How many cubes did you

2) How many cubes did you

put inside the rectangular

put inside the rectangular

container?

container?

3) How can you find the

3) How can you find the

number of cubes in the

number of cubes in the

container without counting

container without counting

them all?

them all?

a) Count the cubes in one

a) Count the cubes in one

layer.

layer.

Example

Example

4 x 2 = 8 cubes

4 x 2 = 8 cubes

b) Count the layers. Ex.: 3

b) Count the layers. Ex.: 3

layers

layers

c) How many cubes in all? 8 x

c) How many cubes in all? 8 x

3 = 24 cubes

3 = 24 cubes

4) When we get the total

4) When we get the total

195

E. Discussing new concepts and practicing new skills #2

number of cubes that the

number of cubes that the

container has, what have we

container has, what have we

looked for? (Answer: Volume)

looked for? (Answer: Volume)

5) What kind of polygon is

5) What kind of polygon is

the base of the container?

the base of the container?

What are its dimensions?

What are its dimensions?

6) How many cubes fit the

6) How many cubes fit the

length? the width?

length? the width?

7) What other dimension

7) What other dimension

does the rectangular

does the rectangular

container have? How many

container have? How many

cubes fit the height?

cubes fit the height?

8) Can you give the volume

8) Can you give the volume

of the rectangular prism by

of the rectangular prism by

just using the dimensions

just using the dimensions

(length, width, height)? How?

(length, width, height)? How?

(Note: Teacher must tell the

(Note: Teacher must tell the

pupils that by multiplying the

pupils that by multiplying the

length x width x height will

length x width x height will

give the volume thus, Volume

give the volume thus, Volume

= L x W x H))

= L x W x H))

Divide the class into four

Divide the class into four

Group

groups.

groups.

working

Let

each

group

Let

each

group

the

pupils

teams

into

and

4

have

Group working

the

pupils

teams

into

and

4

have

discuss how will they make a

discuss how will they make a

them perform the task.

them perform the task.

problem based on the given

problem based on the given

Activity 1. They need small

Activity 1. They need small

situations. The groups 1 and

situations. The groups 1 and

cubes,

cubes,

2 will discuss situation 1,

2 will discuss situation 1,

rectangular prism.

while groups 3 and 4 will

while groups 3 and 4 will

If each is a

focus on Situation 2.

focus on Situation 2.

unit, how many cubic units

big

cubes

and

big

cubes

and

rectangular prism. cubic

If each is a

cubic

unit, how many cubic units

196

are in the figures?

are in the figures?

How many cubic units are

How many cubic units are

there in one row?

there in one row?

How many cubic units are

How many cubic units are

there in one layer?

there in one layer?

How many layers are there?

How many layers are there?

What have you notice in the

What have you notice in the

number of layers and rows of

number of layers and rows of

cube and prism?

cube and prism?

What can you say about the

What can you say about the

number of layers and rows of

number of layers and rows of

a cube?

a cube?

What have you notice in the

What have you notice in the

length, width and height of a

length, width and height of a

cube?

cube?

What can you say about the

What can you say about the

number of layers and rows of

number of layers and rows of

a prism?

a prism?

What have you notice in the

What have you notice in the

length, width and height of a

length, width and height of a

prism?

prism?

Have number

pupils of

count

cubes

in

the

Have

the

number

pupils of

count

cubes

in

the the

figures.

figures.

Define volume as the number

Define volume as the number

of unit cubes in the solid

of unit cubes in the solid

figure. Mention the correct

figure. Mention the correct

label (cubic units)

label (cubic units)

Have them imagine filling up

Have them imagine filling up

197

the

F.

classroom

cubes.

Then

volume

of

with

we the

such

find

the

classroom.

the

classroom

cubes.

Then

volume

of

with

we the

such

find

the

classroom.

Elicit similar application of

Elicit similar application of

volume in daily situations.

volume in daily situations.

Developing mastery

After the activities have been

After the activities have been

Ask the groups to present

Ask the groups to present

(Leads to Formative Assessment 3)

done, let the groups post

done, let the groups post

and discuss their answers on

and discuss their answers on

their formulated problems in

their formulated problems in

the board.

the board.

each of the situations given

each of the situations given

Expected answer:

Expected answer:

and let them do the tasks

and let them do the tasks

Cube is a solid whose length,

Cube is a solid whose length,

below.

below.

width and height are equal.

width and height are equal.

Read the problem and ask

Read the problem and ask

Rectangular

Rectangular

the

the

length, width and height are

length, width and height are

not equal.

not equal.

class

to

solve

the

problem. Illustrate G. Finding practical applications of concepts and skills in daily living

H. Making generalizations

class

to

solve

the

problem. and

solve

the

Illustrate

and

solve

prism

whose

prism

whose

the

problem with the solution. Ask the pupils to do the

problem with the solution. Ask the pupils to do the

Discuss

exercises in the Get Moving

exercises in the Get Moving

under Explore and Discover

under Explore and Discover

and

and

on page 1 of LM Math Grade

on page 1 of LM Math Grade 5.

Keep

Moving

Keep

Moving

the

presentation

the

presentation

pages_____ and ____, LM Math

pages_____ and ____, LM Math

5.

Grade 5.

Grade 5.

exercises under Get Moving

exercises under Get Moving

on pages 2 and 3 of LM Math

on pages 2 and 3 of LM Math

Grade 5. Check the pupils’

Grade 5. Check the pupils’

answers. For mastery, have

answers. For mastery, have

them answer the exercises

them answer the exercises

under Keep Moving on page

under Keep Moving on page

3 and 4 of LM Math Grade 5.

3 and 4 of LM Math Grade 5.

Check on the pupils’ answers.

Check on the pupils’ answers.

Summarize

Summarize

Lead the pupils to give the

Lead the pupils to give the

Ask pupils to work on

Discuss

the

lesson

by

Ask pupils to work on

the

lesson

by

198

and abstractions about the lesson

I.

J.

Evaluating learning

Additional activities for

generalization

by

asking:

generalization

by

asking:

asking:

asking:

How did you create problems

How did you create problems

How can we visualize the

How can we visualize the

involving area of a circle?

involving area of a circle?

volume

volume

Steps in Creating Problems 1. Familiarize yourself with the mathematical concepts. Think of the application to everyday life situations. 2. Think of the type of the problem you want to make and the formula to be used. 3. Read and study more on math problems. Study the solutions. 4. Make your own styles/strategies to justify the solutions.

Steps in Creating Problems 5. Familiarize yourself with the mathematical concepts. Think of the application to everyday life situations. 6. Think of the type of the problem you want to make and the formula to be used. 7. Read and study more on math problems. Study the solutions. 8. Make your own styles/strategies to justify the solutions.

of

cube

and

of

cube

and

rectangular prism?

rectangular prism?

Lead the pupils to give the

Lead the pupils to give the

generalization.

generalization.

Volume is the amount space a solid figure occupies. We can visualize volume of cube and rectangular prism

Volume is the amount space a solid figure occupies. We can visualize volume of cube and rectangular prism

using more units to fill the container (like the used of marbles, pebbles, rice grains, seed, etc) this is what we called non-standard units. Non standard units do not give consistent and accurate measure of the volume of a container.

using more units to fill the container (like the used of marbles, pebbles, rice grains, seed, etc) this is what we called non-standard units. Non standard units do not give consistent and accurate measure of the volume of a container.

Using standard units, to find the volume o a space figure, count the number of cubic units needed to fill the space. Standard units are consistent and accurate.

Using standard units, to find the volume o a space figure, count the number of cubic units needed to fill the space. Standard units are consistent and accurate.

Let the pupils do the

Let the pupils do the

Let the pupils do the

Let the pupils do the

exercises in Keep Moving

exercises in Keep Moving

exercises in Keep Moving

exercises in Keep Moving

on page ___, LM Math Grade

on page ___, LM Math Grade

on page ___, LM Math Grade

on page ___, LM Math Grade

5. Check pupils’ work. Ask the pupils to create

5. Check pupils’ work. Ask the pupils to create

5. Check pupils’ work. Ask the pupils to create

5. Check pupils’ work. Ask the pupils to create

199

application or remediation V. VI. A.

B.

C.

D.

problems involving area of a circle.

problems involving area of a circle.

problems involving area of a circle.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

problems involving area of a circle.

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

School Teacher Teaching Dates and February 13-17, 2017 Time Monday Tuesday Wednesday Name the unit of measure for measuring the volume of cube and rectangular prism.

Grade Level Learning Areas Quarter

Thursday

Friday

200

A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Write the value of measuring accurately demonstrates understanding demonstrates understanding of area, volume and of area, volume and temperature. temperature.

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

names the appropriate unit of measure used for measuring the volume of a cube and a rectangle prism. M5ME-IVc-78

names the appropriate unit of measure used for measuring the volume of a cube and a rectangle prism. M5ME-IVc-78

derives the formula in finding the volume of a cube and a rectangular prism using cubic cm and cubic m.

derives the formula in finding the volume of a cube and a rectangular prism using cubic cm and cubic m.

M5ME-IVc-79

M5ME-IVc-79

Measurement

Measurement

Measurement

Measurement

Code -

Code -

Code -

Code -

Weekly Test

III.

M5ME-IVc-78 K to

12 Grade 5 Curriculum Integrated

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

Mathematics

M5ME-IVc-78 K to

12 Grade 5 Curriculum I

Integrated

Mathematics

M5ME-IVc-78 K to

12 Grade 5 Curriculum I

Integrated

Mathematics

M5ME-IVc-78 K to

12 Grade 5 Curriculum I

Integrated

Mathematics

I

pages 177 - 178

pages 177 - 178

pages 177 - 178

pages 177 - 178

LM Math Grade 5 pages 1 to

LM Math Grade 5 pages 1 to

LM Math Grade 5 pages 1 to

LM Math Grade 5 pages 1 to

3

3

3

3

Ateneo Lesson Guide Chapter

Ateneo Lesson Guide Chapter

IV

IV

Ateneo Lesson Guide Chapter IV Measurement/Volume pages 6 -18

Ateneo Lesson Guide Chapter IV Measurement/Volume pages 6 -18

flash cards (mm, cm, dm, m,

flash cards (mm, cm, dm, m,

Measurement/Volume

Measurement/Volume

pages 6 -18

pages 6 -18

flash cards (mm, cm, dm, m,

flash cards (mm, cm, dm, m,

201

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

etc.), real objects, pictures

etc.), real objects, pictures

etc.), real objects, pictures

etc.), real objects, pictures

What is difference between

What is difference between

Memory Game

Memory Game

cube and rectangular prism?

cube and rectangular prism?

Materials: pocket chart, flash

Materials: pocket chart, flash

What are the dimensions of

What are the dimensions of

cards

cards

cube and rectangular prism?

cube and rectangular prism?

Mechanics:

Mechanics:

a. Teacher prepares flash

a. Teacher prepares flash

cards with figure and

cards with figure and

dimensions on a set of cards

dimensions on a set of cards

and the corresponding area

and the corresponding area

of the figure on another set

of the figure on another set

of cards. Teacher then place

of cards. Teacher then place

the shuffled cards into pocket

the shuffled cards into pocket

chart slots. At the back of

chart slots. At the back of

each card, label them with

each card, label them with

letters.

letters.

Ex. front back

Ex. front back

b. Divide class into 3 groups.

b. Divide class into 3 groups.

c. Have a member of group 1

c. Have a member of group 1

choose

choose

2 letters corresponding to 2

2 letters corresponding to 2

cards. Teacher turns over the

cards. Teacher turns over the

cards. If the cards match

cards. If the cards match

(figure and its area), then the

(figure and its area), then the

team gets the point and the

team gets the point and the

cards taken out of the pocket

cards taken out of the pocket

chart. If the cards do not

chart. If the cards do not

match, then the cards are

match, then the cards are

turned over again in the

turned over again in the

same place/position in the

same place/position in the

202

B. Establishing a purpose for the lesson

pocket chart.

d. Have a member of group 2

d. Have a member of group 2

call out another pair of cards.

call out another pair of cards.

Continue the game until all

Continue the game until all

the cards have been used up.

the cards have been used up.

Team with the most number

Team with the most number

of points wins.

of points wins.

e. Teacher may divide set of

e. Teacher may divide set of

cards into a) finding area of

cards into a) finding area of

parallelograms and trapezoid

parallelograms and trapezoid

making sure that the

making sure that the

dimensions given are

dimensions given are

manageable by the pupils, or

manageable by the pupils, or

b) finding the missing

b) finding the missing

side/dimension given the

side/dimension given the

area.

area.

Name the unit of measure for

Name the unit of measure for

Derive a formula for finding

Derive a formula for finding

measuring

measuring

the volume of a cube and a

the volume of a cube and a

rectangular prism using cubic

rectangular prism using cubic

centimeter and meter.

centimeter and meter.

rectangular

Appreciation of application of volume in daily life situations Show a transparent plastic

Appreciation of application of volume in daily life situations Show a transparent plastic

inside.

He

container filled with balls. Ask

container filled with balls. Ask

wants to know the amount of

wants to know the amount of

pupils to guess the number of

pupils to guess the number of

space the sand occupied. He

space the sand occupied. He

balls inside the container. Let

balls inside the container. Let

wants to know also what unit

wants to know also what unit

a volunteer count the balls to

a volunteer count the balls to

of measure he will use. Elicit

of measure he will use. Elicit

find out the answer. Elicit

find out the answer. Elicit

the value of accuracy.

the value of accuracy.

from

from them

the

volume

of

cube and rectangular prism.

C. Presenting examples/instances of the new lesson

pocket chart.

Richard box

has

with

a

sand

volume

of

cube and rectangular prism.

rectangular

Richard

inside.

box

He

the

has

with

a

sand

them

how

they

can

make a good guess of the

how

they can

make a good guess of the

203

D. Discussing new concepts and practicing new skills #1

total number of balls. Relate

total number of balls. Relate

this

this

to

the

concept

of

to

volume.

volume.

the

concept

of

Present a rectangular box

Present a rectangular box

Let a pupil fill a rectangular

Let a pupil fill a rectangular

with sand inside.

with sand inside.

box with cubes. For purposes

box with cubes. For purposes

Ask the following questions:

Ask the following questions:

of having exact

of having exact

a. How can we be able to

a. How can we be able to

measurements and no half-

measurements and no half-

measure the capacity of the

measure the capacity of the

cubes, it is ideal that teacher

cubes, it is ideal that teacher

box?

box?

prepares boxes/ rectangular

prepares boxes/ rectangular

b. What will you use? What

b. What will you use? What

prisms that have

prisms that have

do you think are we looking

do you think are we looking

corresponding measurements

corresponding measurements

for?

for?

as the cubes that are going

as the cubes that are going

c. What unit of measure will

c. What unit of measure will

to be used in the activity.

to be used in the activity.

you use?

you use?

Ask the pupils the following

Ask the pupils the following

The volume of a solid is the

The volume of a solid is the

questions:

questions:

amount of space the solid

amount of space the solid

How many cubes did it take

How many cubes did it take

occupies. Volume is

occupies. Volume is

to fill the prism? How many

to fill the prism? How many

measured in cubic units. One

measured in cubic units. One

cubic units is the length? The

cubic units is the length? The

way to find the volume of a

way to find the volume of a

width? The height?

width? The height?

rectangular prism is to

rectangular prism is to

What similar situations

What similar situations

multiply the 3 dimensions:

multiply the 3 dimensions:

require you to fill up a solid

require you to fill up a solid

Volume = length x width x

Volume = length x width x

such as the

such as the

height

height

prism?

prism?

Define these situations as

Define these situations as

finding the volume of solids.

finding the volume of solids.

Define volume as the number

Define volume as the number

of cubic units (unit cubes)

of cubic units (unit cubes)

used to fill up a space. Use

used to fill up a space. Use

correct unit of measure.

correct unit of measure.

rectangular

rectangular

204

Using this definition, ask the

Using this definition, ask the

pupils the volume of the

pupils the volume of the

rectangular prism.

rectangular prism.

Ask: Without actually

Ask: Without actually

counting the number of unit

counting the number of unit

cubes in the solid how can

cubes in the solid how can

you find its volume? What

you find its volume? What

formula can we use to find

formula can we use to find

the number of cubic units in

the number of cubic units in

it or the volume of the

it or the volume of the

rectangular prism?

rectangular prism?

Elicit from the pupils that

Elicit from the pupils that

→ To find the volume of an

→ To find the volume of an

object means to find the

object means to find the

number of cubic units

number of cubic units

it

it

contains or holds

contains or holds

Lead them to state the

Lead them to state the

formula for the volume of a

formula for the volume of a

rectangular prism as

rectangular prism as

V = l x w x h.

V = l x w x h.

Define volume as the number

Define volume as the number

of unit cubes in the solid

of unit cubes in the solid

figure. Mention the correct

figure. Mention the correct

label (cubic units).

label (cubic units).

Using this definition, ask the

Using this definition, ask the

pupils the volume of the

pupils the volume of the

cube.

cube.

Ask: Without actually

Ask: Without actually

counting the number of unit

counting the number of unit

cubes, how can you find the

cubes, how can you find the

205

volume of the cube? What

volume of the cube? What

formula can we use to find

formula can we use to find

the number of cubic units in

the number of cubic units in

it?

it?

Try to elicit from the pupils

Try to elicit from the pupils

that to find the volume of a

that to find the volume of a

cube, the length of

cube, the length of

its

its

side is multiplied by itself

side is multiplied by itself

three times.

three times.

Lead them to state the

Lead them to state the

formula for the volume of a

formula for the volume of a

cube as

cube as

V=SxSxS

or

V=

V=SxSxS

or

V=

S³

S³

Let pupils apply the rule by

Let pupils apply the rule by

actually measuring and

actually measuring and

finding the volume of some

finding the volume of some

rectangular prisms and cube

rectangular prisms and cube

inside the room.

inside the room.

Present situations like how

Present situations like how

much water does it take to fill

much water does it take to fill

the aquarium, how far does

the aquarium, how far does

it take to run around the

it take to run around the

park, etc. and distinguish

park, etc. and distinguish

perimeter/circumference

perimeter/circumference

from area and volume. Elicit

from area and volume. Elicit

similar applications of

similar applications of

volume

volume

situations.

in daily life

in daily life

situations.

206

E. Discussing new concepts and practicing new skills #2

Group the class into four. Let

Group the class into four. Let

them

them

perform

the

give

the

give

activity.

activity.

Give the appropriate unit of

Give the appropriate unit of

measure to be used in finding

measure to be used in finding

the volume of(Select from

the volume of(Select from

Group the pupil into four working team and let them do the tasks.

the given choices: mm , cm ,

the given choices: mm3, cm3,

dm3, m3) :

dm3, m3) :

a) room _______

a) room _______

b) shoe box _______

b) shoe box _______

c) globe _______

c) globe _______

d) refrigerator _______

d) refrigerator _______

Developing mastery

e) ice cream cone _______ Ask the groups to present

e) ice cream cone _______ Ask the groups to present

Ask the groups to present

Ask the groups to present

(Leads to Formative Assessment 3)

and discuss their answers on

and discuss their answers on

and discuss their answers on

and discuss their answers on

the board.

the board.

the board.

the board.

Expected answer:

Expected answer:

Answer the exercises A and B

Answer the exercises A and B

under Keep Moving on page

under Keep Moving on page

2 and 3 of LM Math Grade 5.

2 and 3 of LM Math Grade 5.

Check on the pupils’ answers.

Check on the pupils’ answers.

3

F.

perform

Group the pupil into four working team and let them do the tasks.

a) room

3

m3

a) room

b) shoe box

cm

c) globe

cm3

3

d) refrigerator dm3 e) ice cream cone G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

m3

b) shoe box

cm3

c) globe

cm3

d) refrigerator dm3 cm3

f) dice mm3 Ask pupils to work on exercises A under Get Moving on pages 1 LM Math Grade 5.

e) ice cream cone

cm3

f) dice mm3 Ask pupils to work on exercises A under Get Moving on pages 1 LM Math Grade 5.

What do you call the capacity

What do you call the capacity

How can you find the volume

How can you find the volume

of things or the total space

of things or the total space

of a cube and a rectangular

of a cube and a rectangular

207

within a 3-dimensional

within a 3-dimensional

prism?

prism?

figure?

figure?

The formula in finding the

The formula in finding the

What unit of measure will you

What unit of measure will you

Volume of a cube is;

Volume of a cube is;

use in measuring volume?

use in measuring volume?

Volume = side x side x side

Volume = side x side x side

Volume is the amount of

Volume is the amount of

or V = S x S x S or V = S3

or V = S x S x S or V = S3

space occupied by a space

space occupied by a space

In rectangular prism we need

In rectangular prism we need

figure.

figure.

L = Length, W = Width and H

L = Length, W = Width and H

Volume measured in cubic

Volume measured in cubic

= Height, the formula in

= Height, the formula in

units, such as

units, such as

finding the Volume of a

finding the Volume of a

cubic centimeter (cm )

cubic centimeter (cm )

rectangular prism is;

rectangular prism is;

cubic meter (m )

cubic meter (m )

Volume = Length x Width x

Volume = Length x Width x

3

3

3

3

cubic millimeter (mm )

cubic millimeter (mm )

Height V = L x W x H

Height V = L x W x H

cubic decimeter (dm )

cubic decimeter (dm )

Volume is measured in cubic

Volume is measured in cubic

units, such as cubic

units, such as cubic

centimeters ( cm ), cubic

centimeters ( cm3), cubic

meters (m3), and millimeters

meters (m3), and millimeters

3

3

3

3

3

I.

Evaluating learning

Use cm3, m3, dm3 to tell

Use cm3, m3, dm3 to tell

(mm3) Draw the figure with their

(mm3) Draw the figure with their

which cubic unit of measure

which cubic unit of measure

measurements and find their

measurements and find their

is appropriate to be used.

is appropriate to be used.

volume.

volume.

a) box of chocolate

a) box of chocolate

L = 9 mW = 4 m

L = 9 mW = 4 m

b) tent

b) tent

H=3m

H=3m

c) glass

c) glass

d) gymnasium

d) gymnasium

e) math book

e) math book

L = 10 m

W

=

7

m

L = 10 m

H = 15 m L = 14 m

W = 10 m

Additional activities for

Give the cubic unit of

Give the cubic unit of

=

7

m

H = 15 m L = 14 m

H=9m

J.

W

W = 10 m H=9m

S = 12 cm

S = 12 cm

S = 7 cm

S = 7 cm

Draw the figure with their

Draw the figure with their

208

application or remediation

V. VI. A.

B.

C.

D.

measure for finding the

measurements and find their

measurements and find their

volume of the following:

volume of the following:

volume.

volume.

a) a box 44 cm by 9 cm by 6

a) a box 44 cm by 9 cm by 6

L=2m

cm

cm

b) a room 4m by 5m by 6 m

b) a room 4m by 5m by 6 m

L = 11 m

c) a cabinet 1.2 m by 0.9 m

c) a cabinet 1.2 m by 0.9 m

2m

by 0.5 m

by 0.5 m

S = 10 cm

d) a ball with radius 10 cm

d) a ball with radius 10 cm

e) a cylindrical tank 25 dm

e) a cylindrical tank 25 dm

long and radius 8 dm

long and radius 8 dm

W

=

3

m

L=2m

W

=

L = 11 m

H=4m H=5m

W

=

3

m

W

=

H=4m 2m

H=5m

S = 10 cm

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

measure for finding the

209

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

School Teacher Teaching Dates and February 20-24, 2017 Time

Grade Level Learning Areas Quarter

Monday Tuesday Converts cu.cm to cu.m and vice versa; cu.cm to L and vice versa demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

Wednesday

Thursday

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

Friday

Weekly Test

210

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

converts cu. cm to cu. m and vice versa; cu.cm to L and vice versa.

converts cu. cm to cu. m and vice versa; cu.cm to L and vice versa.

finds the volume of a given cube and rectangular prism using cu. cm and cu. m.

finds the volume of a given cube and rectangular prism using cu. cm and cu. m.

M5ME-IVd-81

M5ME-IVd-81

M5ME-IVd-80

M5ME-IVd-80

Curriculum Guide in Math 5

Curriculum Guide in Math 5

Curriculum Guide in Math 5

Curriculum Guide in Math 5

M5ME-IVd-80

M5ME-IVd-80

M5ME-IVd-81

M5ME-IVd-81

Ateneo Lesson Guide Grade 5

Ateneo Lesson Guide Grade 5

Ateneo Lesson Guide Grade 5

p.392

p.392

p.395

Ateneo Lesson Guide Grade 5 p.395

flash cards, pocket chart,

flash cards, pocket chart,

flash cards, model cubes and

flash cards, model cubes and

problem written on the chart.

problem written on the chart.

rectangular prisms set,

rectangular prisms set,

problem written on the chart.

problem written on the chart.

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV.

PROCEDURES

211

A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

Give the equivalent:

Give the equivalent:

Find the area of the following

Find the area of the following

Conversion of linear

Conversion of linear

figures. Write the answer on

figures. Write the answer on

measure.

measure.

your notebook.

your notebook.

6cm= ____ mm

6cm= ____ mm

5m= _____cm

5m= _____cm

____dm= 4m

____dm= 4m

____cm= 9dm

____cm= 9dm

____dm= 3m

____dm= 3m

Converts cu.cm to cu.m and

Converts cu.cm to cu.m and

vice versa; cu.cm to L and

vice versa; cu.cm to L and

vice versa

vice versa

Finds the volume of a given cube and rectangular prism using cu.cm and cu.m

Finds the volume of a given cube and rectangular prism using cu.cm and cu.m

A truck delivers sand

A truck delivers sand

Show a transparent plastic

Show a transparent plastic

weighing 54000 dm3 or L,

weighing 54000 dm3 or L,

container filled with balls. Ask

container filled with balls. Ask

what is the weight of the

what is the weight of the

pupils to guess the number of

pupils to guess the number of

sand in cubic metre (m )? In

sand in cubic metre (m )? In

balls inside the container. Let

balls inside the container. Let

cubic centimetre (cm ) ?

cubic centimetre (cm ) ?

a volunteer count the balls to

a volunteer count the balls to

find out the answer. Elicit

find out the answer. Elicit

What is asked in the

What is asked in the

from them how they can

from them how they can

make a good guess of the

make a good guess of the

total number of balls. Relate

total number of balls. Relate

this to the concept of

this to the concept of

volume.

volume.

3

3

3

problem? What are given? What must we know to be able to change 54000 dm to 3

cubic centimetres and to cubic metre? Which is larger a cubic decimetre or a cubic centimetre? How many cubic centimetres are there in cubic decimetres or L ?

3

problem? What are given? What must we know to be able to change 54000 dm3 to cubic centimetres and to cubic metre? Which is larger a cubic decimetre or a cubic centimetre? How many cubic centimetres are there in cubic decimetres or L ?

212

To change cubic decimetre to

To change cubic decimetre to

cubic centimetre we multiply

cubic centimetre we multiply

by 1000.

by 1000.

Since: 1dm=10cm

Since: 1dm=10cm

Therefore: 1dmx1dmx1dm=

Therefore: 1dmx1dmx1dm=

10cm x 10cm x 10cm

10cm x 10cm x 10cm

Thus, 1dm = 1000cm 3

54000 dm3 = ____ cm3

54000 dm3 = ____ cm3

54,000x1,000 = 54,000,000

54,000x1,000 = 54,000,000

cm

cm3

3

How will you compare cubic

How will you compare cubic

decimetres to cubic metres?

decimetres to cubic metres?

Since a cubic metre is larger

Since a cubic metre is larger

thana cubic decimetre, we

thana cubic decimetre, we

divide by 1000. Using

divide by 1000. Using

conversion 1m = 1000dm 3

D. Discussing new concepts and practicing new skills #1

Thus, 1dm3 = 1000cm3

3

3

conversion 1m3= 1000dm3

54000dm3= 54m3

54000dm3= 54m3

1000 Group the pupils into three

1000 Group the pupils into three working teams and have them perform the task.

working teams and have them perform the task.

Using concrete objects

Using concrete objects

Let a pupil fill a rectangular

Let a pupil fill a rectangular

box with cubes.

box with cubes.

Ask the pupils the following

Ask the pupils the following

questions:

questions:

How many cubes did it take

How many cubes did it take

to fill the prism?

to fill the prism?

How many cubic units is the

How many cubic units is the

length/ the width? the

length/ the width? the

height?

height?

Define these situations as

Define these situations as

finding the volume of solids.

finding the volume of solids.

213

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery (Leads to Formative Assessment 3)

Define volume as the number

Define volume as the number

of cubic units used to fill up a

of cubic units used to fill up a

space. Use correct unit of

space. Use correct unit of

measure.

measure.

Using this definition, ask the

Using this definition, ask the

pupils the volume of

pupils the volume of

rectangular prism.

rectangular prism.

Let them state the formula

Let them state the formula

for the volume of a

for the volume of a

rectangular prism as

rectangular prism as

V=lxwxh.

V=lxwxh.

How do we change and

How do we change and

Solve for the volume of these

Solve for the volume of these

convert a smaller unit to a

convert a smaller unit to a

rectangular prisms, given

rectangular prisms, given

higher unit?

higher unit?

their measurements.

their measurements.

when converting from larger

when converting from larger

l=9m

l=9m

unit to a smaller unit, use

unit to a smaller unit, use

multiplication

multiplication

w=4m

w=4m

when converting from a

when converting from a

h=3m

h=3m

smaller to a larger unit, use

smaller to a larger unit, use

l= 10cm

l= 10cm

division

division

Group Activity

Group Activity

s=12cm

s=12cm

s=6m

s=6m

w=7cm

w=7cm

h=15cm

h=15cm

l=14 m

l=14 m

w=10m

w=10m

h=9m What is volume?

h=9m What is volume?

What is the formula in finding

What is the formula in finding

the volume of a cube?

the volume of a cube?

Rectangular prism?

Rectangular prism?

214

G. Finding practical applications of concepts and skills in daily living

Discuss the presentation. On

Discuss the presentation. On

Discuss the presentation. On

Discuss the presentation. On

page ___ of LM Math Grade

page ___ of LM Math Grade

page ___ of LM Math Grade

page ___ of LM Math Grade

V,

V,

V,

V,

Have the pupils solve the

Have the pupils solve the

following exercises.

following exercises.

Supply the missing number. 1. 2. 3. 4. 5. H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

6700 dm = ____m 28 dm3= _____cm3 11500 cm3 =_____ m3 4 m3 =______cm3 8m3 =______dm3 3

3

Supply the missing number. 1. 2. 3. 4. 5.

6700 dm3= ____m3 28 dm3= _____cm3 11500 cm3 =_____ m3 4 m3 =______cm3 8m3 =______dm3

In converting from a larger

In converting from a larger

Volume of a rectangular

Volume of a rectangular

unit to a smaller unit, use

unit to a smaller unit, use

prism= L X W X H

prism= L X W X H

multiplication

multiplication

Volume of a cube=S X S X S

Volume of a cube=S X S X S

In converting from a smaller

In converting from a smaller

or S

or S3

to a larger unit, use division Change to smaller units.

to a larger unit, use division Change to smaller units.

Draw the figure with their

Draw the figure with their

measurements and find their

measurements and find their

volume.

volume.

1.

15 cm =

1.

15 cm =

2.

_____mm 61 dm3=

2.

_____mm 61 dm3=

3.

_____cm3 64 cm3 =

3.

_____cm3 64 cm3 =

4.

_____dm 25 cm3=

4.

_____dm3 25 cm3=

5.

_____mm3 87 dm3=

5.

_____mm3 87 dm3=

3

3

3

_____cm

3

3

_____cm

3

3

3

1.

l=4m w=1m h=3m

6.

l=4m w=1m h=3m

2.

s=14cm

7.

s=14cm

3.

3=20cm

8.

3=20cm

4.

l=8cm

9.

l=8cm

w=3cm

w=3cm

h=10cm

h=10cm

215

5. J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

Change these units to larger

or smaller units:

or smaller units:

1.7cm = ______mm 2. 5000 dm3= _____m3 3. 5m3 = _____cm3 4. 20000 cm3 = ____m3 5. 17m3= ____dm3 3

3

Measure object at home and find their volume.

10. s=12cm Measure object at home and find their volume.

1.7cm3= ______mm3 2. 5000 dm3= _____m3 3. 5m3 = _____cm3 4. 20000 cm3 = ____m3 5. 17m3= ____dm3

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

Change these units to larger

s=12cm

216

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

School Teacher Teaching Dates and February 27-March 3, 2017 Time

Grade Level Learning Areas Quarter

Monday Tuesday Estimate and use appropriate units of measure for volume demonstrates understanding demonstrates understanding of area, volume and of area, volume and temperature. temperature.

Wednesday

Thursday

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

estimates and uses appropriate units of measure for volume.

estimates and uses appropriate units of measure for volume.

M5ME-IVd-82

M5ME-IVd-82

solves routine and nonroutine problems involving volume of a cube and rectangular prism in real-life situations using appropriate strategies and tools.

solves routine and nonroutine problems involving volume of a cube and rectangular prism in real-life situations using appropriate strategies and tools.

M5ME-IVe-83

M5ME-IVe-83

Mathematics for a better life

Mathematics for a better life

Friday Weekly Test

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Curriculum Guide in Math 5

Curriculum Guide in Math 5

217

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

M5ME-IVd-82

M5ME-IVd-82

5, pages 264-265

5, pages 264-265

Ateneo Lesson Guide Grade 5

Ateneo Lesson Guide Grade 5

Guide in Elementary

Guide in Elementary

p.399

p.399

Mathematics Grade VI pages

Mathematics Grade VI pages

403 and 405

403 and 405

Curriculum Guide 5,

Curriculum Guide 5,

meter stick, ruler, manila paper and marker pen

meter stick, ruler, manila paper and marker pen

flash cards, model cubes and

flash cards, model cubes and

rectangular prisms set,

rectangular prisms set,

aquarium.

aquarium.

Find the volume of these

Find the volume of these

Have a review on estimating

Have a review on estimating

prisms.

prisms.

and using appropriate units

and using appropriate units

of measure for volume.

of measure for volume.

1.

L=9m W=6m

B. Establishing a purpose for the lesson

2.

L=9m W=6m

H =3m Estimate and use appropriate

H =3m Estimate and use appropriate

Group the pupils into four.

Group the pupils into four.

units of measure for volume

units of measure for volume

Give each group a set of

Give each group a set of

steps in solving problems. Let

steps in solving problems. Let

them arrange the steps in

them arrange the steps in

correct order.

correct order.

(This can be done in the form

(This can be done in the form

of game)

of game)

Example: What operation is

Example: What operation is

needed to solve the problem?

needed to solve the problem?

What are the given facts?

What are the given facts?

What is the correct number

What is the correct number

218

C. Presenting examples/instances of the new lesson

sentence?

sentence?

What is being asked?

What is being asked?

Show a rectangular prism to

Show a rectangular prism to

Present these problems.

Present these problems.

each group and guess which

each group and guess which

has the greatest or least

has the greatest or least

volume.

volume.

A swimming pool is 12 m long, 9 m wide, and 1.85 m deep. How much water can it hold?

A swimming pool is 12 m long, 9 m wide, and 1.85 m deep. How much water can it hold?

Ask: What is the shape of

Ask: What is the shape of

the swimming pool?

the swimming pool?

Call a pupil to draw the figure

Call a pupil to draw the figure

of the swimming pool and put

of the swimming pool and put

the dimensions.

the dimensions.

How will you solve the D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

How will you solve the

Using concrete object

Using concrete object

problem? Let pupils solve the problem

problem? Let pupils solve the problem

(present an aquarium)

(present an aquarium)

by pairs.

by pairs.

An aquarium is 35 cm. long,

An aquarium is 35 cm. long,

Problem A

Problem A

25 cm wide and 33 cm high

25 cm wide and 33 cm high

Solution: Use the 4-step plan

Solution: Use the 4-step plan

is to be filled with water. How

is to be filled with water. How

in solving the problem.

in solving the problem.

many cubic centimetre of

many cubic centimetre of

water will be needed?

water will be needed?

1.What is asked in the

1.What is asked in the

problem?

problem?

2.What data are given?

2.What data are given?

3. Is the unit of measure

3. Is the unit of measure

appropriate with the data

appropriate with the data

given? Group the pupils. Give

given? Group the pupils. Give

Call some pupils to show

Call some pupils to show

rectangular prism to each

rectangular prism to each

their solutions and answers

their solutions and answers

group.

group.

on the board.

on the board.

Have each pupil first guess

Have each pupil first guess

Ask: How did you solve the

Ask: How did you solve the

219

F.

Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

which prism has the greatest

which prism has the greatest

and which prism has the

and which prism has the

least volume.

least volume.

Give the unit of measure to

Give the unit of measure to

be used. Have the students

be used. Have the students

estimate the volume of the

estimate the volume of the

rectangular prisms. What is volume?

rectangular prisms. What is volume?

How do we estimate volume

How do we estimate volume

of a prism? Discuss the presentation. On

of a prism? Discuss the presentation. On

page ___ of LM Math Grade

page ___ of LM Math Grade

V,

V,

Have the pupils solve the

Have the pupils solve the

following exercises.

following exercises.

Write the best unit of

Write the best unit of

measure to find the

measure to find the

volume of the following:

volume of the following:

(mm , cm , dm , m ) 1. water in a

(mm3, cm3, dm3, m3) 1. water in a

3

2. 3. 4. 5.

3

3

3

rectangular pool an ice before it melts a dice a blackboard eraser oil in a rectangular box

H. Making generalizations and abstractions about the lesson

2. 3. 4. 5.

problem?

problem?

the presentation under Explore and Discover on page , LM Math Grade 5.

the presentation under Explore and Discover on page , LM Math Grade 5.

Let the pupils do the activity under Get Moving on page , LM Math Grade 5.

Let the pupils do the activity under Get Moving on page , LM Math Grade 5.

rectangular pool an ice before it melts a dice a blackboard eraser oil in a rectangular box

How do we use appropriate

How do we use appropriate

Ask the following questions:

Ask the following questions:

unit of measure for volume?

unit of measure for volume?

How do you solve problems

How do you solve problems

How do we estimate volume?

How do we estimate volume?

involving

involving

a

cube

or

a

a

cube

or

a

rectangular prism?

rectangular prism?

What are the steps in solving

What are the steps in solving

word problems?

word problems?

220

I.

Evaluating learning

Answer the following: 1.

Marilou’s sewing box

J.

Additional activities for application or remediation

1.

Let

the

pupils

solve

the

Let

the

pupils

solve

the

Marilou’s sewing box

following problems:

following problems:

is 3 dm long, 2.5 dm

is 3 dm long, 2.5 dm

A flower box is 4.3 m long,

A flower box is 4.3 m long,

wide and 4.3 dm

wide and 4.3 dm

0.6 wide, and 0.53 m high.

0.6 wide, and 0.53 m high.

high. What is its

high. What is its

How many cubic meters of

How many cubic meters of

volume? Find the volume of a

soil will fill the box?

soil will fill the box?

A rectangular container is 0.4

A rectangular container is 0.4

m long, 0.3 m wide and 1 m

m long, 0.3 m wide and 1 m

high. What is its volume in

high. What is its volume in

cubic centimeters?

cubic centimeters?

A water tank is 0.8 m long,

A water tank is 0.8 m long,

0.6 m wide and 1 m high. If

0.6 m wide and 1 m high. If

the tank is half full, how

the tank is half full, how

many cubic centimeters of

many cubic centimeters of water does it hold? Analyze then solve

volume? Find the volume of a

2.

Answer the following:

2.

closet which is 2.5 m

closet which is 2.5

long, 5m and 2m

m long, 5m and 2m

high

high

Draw the figure with their

Draw the figure with their

water does it hold? Analyze then solve

measurements and find their

measurements and find their

problems.

problems.

volume.

volume.

A box of milk is 9 cm long, 8

A box of milk is 9 cm long, 8

cm wide and 18 cm high. Find

cm wide and 18 cm high. Find

its volume?

its volume?

1.

l=9m w=4m h=6m

1.

l=9m w=4m h=6m

Each

book

of

a

the

set

of

Each

book

of

a

the

set

of

2.

s=18cm

2.

s=18cm

3.

3=30cm

3.

3=30cm

4.

l=12cm

4.

l=12cm

books.

w=5cm

w=5cm

volume of all 19 books?

volume of all 19 books?

h=8cm

h=8cm

The toy hat of Alex is in the

The toy hat of Alex is in the

shape of a cone. Its base

shape of a cone. Its base

5.

s=14cm

5.

encyclopedia measures 2.85

encyclopedia measures 2.85

dm by 2.15 dm by 0.4 dm.

dm by 2.15 dm by 0.4 dm.

The

The

encyclopedia

s=14cm area is

What

is

2

72 cm

has the

19 total

and its

encyclopedia

books.

area is

What

is

2

72 cm

has the

19 total

and its

221

V. VI. H.

I.

J.

K.

L.

height is 21 cm. What is its

height is 21 cm. What is its

volume?

volume?

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these work?

M. What difficulties did I encounter which my principal or supervisor can help me solve? N. What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and March 6- 10, 2017 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Thursday Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real-life situations demonstrates understanding demonstrates understanding demonstrates understanding demonstrates understanding of area, volume and of area, volume and of area, volume and of area, volume and temperature. temperature. temperature. temperature.

Friday Weekly Test

222

B. Performance Standards

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

C. Learning Competencies/Objectives Write the LC code for each

creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real situation

creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real situation

reads and measures temperature using thermometer (alcohol and/or digital) in degree Celsius.

reads and measures temperature using thermometer (alcohol and/or digital) in degree Celsius.

M5ME-IVf-85

M5ME-IVf-85

M5ME-IVe-84 Measurement

M5ME-IVe-84 Measurement

Measurement

measurement

Mathematics for a better life

Mathematics for a better life

K to 12 Curriculum for Grade

K to 12 Curriculum for Grade

5, pages 264-265

5, pages 264-265

5, M5ME-IVf-85

5, M5ME-IVf-85

II.

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Guide

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

in

Elementary

Guide

in

Elementary

Lesson Guide in Math V

Lesson Guide in Math V

Mathematics Grade VI pages

Mathematics Grade VI pages

p.405 Mathematics For a

p.405 Mathematics For a

403 and 405

403 and 405

Better Life 5 p. 266- 267

Better Life 5 p. 266- 267

Curriculum Guide 5,

Curriculum Guide 5,

real object

real object

real objects

real objects

Have a review on solving

Have a review on solving

Give the equivalent.

Give the equivalent.

problems on volume.

problems on volume.

Conversion of linear

Conversion of linear

Ask: What are the steps in

Ask: What are the steps in

measure.

measure.

solving word problems?

solving word problems?

Let

the

pupils

solve

this

Let

the

pupils

solve

this

223

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

problem.

problem.

Leo has a box measuring 15

Leo has a box measuring 15

cm long, 20 cm wide and 10

cm long, 20 cm wide and 10

cm high. Find its volume?

cm high. Find its volume?

Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in reallife

Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in reallife

Reads and measure

Reads and measure

temperature using

temperature using

thermometer (alcohol and/ or

thermometer (alcohol and/ or

Digital) in degree Celsius.

Digital) in degree Celsius.

Group the pupils into four

Group the pupils into four

Mother wants to find out if

Mother wants to find out if

and

and

her son has a fever.

her son has a fever.

them

read

the

let

them

read

the

problem and ask them to

problem and ask them to

What is the best thing

What is the best thing

draw

draw

mother can use to find the

mother can use to find the

described in the problem.

described in the problem.

body temperature of her sick

body temperature of her sick

A rectangular garden is 25

A rectangular garden is 25

son?

son?

cm long, 15 cm wide and 10

cm long, 15 cm wide and 10

cm thick. What its volume?

cm thick. What its volume?

Ask:

D. Discussing new concepts and practicing new skills #1

let

the

Can

solid

you

figure

create

a

Ask:

the

Can

solid

you

figure

create

a

problem on volume similar to

problem on volume similar to

the one given?

the one given?

Say: This time you will create

Say: This time you will create

problems

problems

involving

the

involving

the

volume of a cube and a

volume of a cube and a

rectangular prism. Each group will present the

rectangular prism. Each group will present the

Present a model of an

Present a model of an

solid figure formed.

solid figure formed.

improvised thermometer. It

improvised thermometer. It

Ask: What is asked in the

Ask: What is asked in the

has a movable red ribbon

has a movable red ribbon

problem?

problem?

which resembles the mercury

which resembles the mercury

What are the given data?

What are the given data?

in an actual thermometer.

in an actual thermometer.

What process is needed to

What process is needed to

Ask:

Ask:

224

solve the problem? What

is

solve the problem?

the

number

sentence?

is

the

number

sentence?

What is the correct answer?

E. Discussing new concepts and practicing new skills #2

What

What is the correct answer?

What does the red ribbon

What does the red ribbon

represents?

represents?

Give each group an

Give each group an

improvised thermometer,

improvised thermometer,

announce the temperature

announce the temperature

readings,

readings,

The pupils will reflect it in

The pupils will reflect it in

their thermometer model.

their thermometer model.

Check if the temperature

Check if the temperature

reading each group is

reading each group is

Divide the class into four

Divide the class into four

showing is correct. Divide the class into four

showing is correct. Divide the class into four

groups.

groups.

groups. Distribute activity

groups. Distribute activity

Let

each

group

Let

each

group

discuss how they will make a

discuss how they will make a

sheets in each group.

sheets in each group.

problem based on the given

problem based on the given

Provide group 1 with digital

Provide group 1 with digital

situations.

situations.

thermometer, Group 2 with

thermometer, Group 2 with

The

first

two

The

first

two

groups will discuss situation 1

groups will discuss situation 1

set of pictures showing

set of pictures showing

and

and

temperature readings and

temperature readings and

the

remaining

two

the

remaining

two

groups will focus on situation

groups will focus on situation

Group 3 using pictorials,

Group 3 using pictorials,

2.

2.

Group 4 with alcohol

Group 4 with alcohol

Situation 1:

Situation 1:

thermometer.

thermometer.

Group 1 - Using digital

Group 1 - Using digital

Ana

has

a

front

yard

Ana

has

a

front

yard

measuring 15 m long and 8

measuring 15 m long and 8

thermometer

thermometer

m wide.

m wide.

Group 2 - Using pictures of

Group 2 - Using pictures of

She wants to elevate it by

She wants to elevate it by

temperature readings

temperature readings

Group 3 - Using pictorials

Group 3 - Using pictorials

Group 4 – Using alcohol

Group 4 – Using alcohol

thermometer

thermometer

Let them discuss how they

Let them discuss how they

read and measure the

read and measure the

1 meter . 2

Situation 2:

1 meter . 2

Situation 2:

225

F.

Developing mastery

(Leads to Formative Assessment 3)

Lito’s business is to deliver

Lito’s business is to deliver

temperature

temperature

water to schools.

water to schools.

Group 1- Measure and read

Group 1- Measure and read

Her water tank measures 4

Her water tank measures 4

the pupils body temperature

the pupils body temperature

meters long, 2 meters wide,

meters long, 2 meters wide,

by putting the digital

by putting the digital

and 2 meters high.

and 2 meters high.

thermometer under their

thermometer under their

Every morning, he delivers a

Every morning, he delivers a

armpits. Record and compare

armpits. Record and compare

tank full of water to each of

tank full of water to each of

the results with the other

the results with the other

the schools

the schools

pupils.

pupils.

Guide and assist the pupils

Guide and assist the pupils

Group 2 - Read and record

Group 2 - Read and record

when doing the activity. Ask

when doing the activity. Ask

each thermometer reading

each thermometer reading

each group to show its work

each group to show its work

Group 3 - Give pictures and

Group 3 - Give pictures and

and to explain its output.

and to explain its output.

write if it is HOT or COLD

write if it is HOT or COLD

Picture of Baguio city

Picture of Baguio city

Picture of a dessert

Picture of a dessert

Picture of a glass of cold

Picture of a glass of cold

glass of water

glass of water

Picture of cup of coffee

Picture of cup of coffee

Group 4 - Give 2 glasses of

Group 4 - Give 2 glasses of

water, one has cold water

water, one has cold water

and the other has hot

and the other has hot

water, using alcohol

water, using alcohol

thermometer measure the

thermometer measure the

temperature of each

temperature of each

After the activities are done,

After the activities are done,

glasses. Read and record. How did you find the activity?

glasses. Read and record. How did you find the activity?

let

let

How were you able to read

How were you able to read

the

groups

post

their

the

groups

post

their

created problems from the

created problems from the

and measure the

and measure the

given situations and let them

given situations and let them

temperature? Discuss.

temperature? Discuss.

follow the task below.

follow the task below.

Emphasize that ◦C is read as

Emphasize that ◦C is read as

226

Read the problem and ask

Read the problem and ask

“degree Celsius” it is used to

“degree Celsius” it is used to

the

the

express temperature. Discuss

express temperature. Discuss

the difference between an

the difference between an

alcohol and a digital

alcohol and a digital

thermometer.

thermometer.

Discuss the presentation

Discuss the presentation

under Explore and Discover

under Explore and Discover

on page _____ of LM Math

on page _____ of LM Math

class

to

solve

the

problem.

class

to

solve

the

problem.

Illustrate

and

solve

the

Illustrate

and

solve

problem with its solution.

problem with its solution.

Ask:

Ask:

How did you create

the

How did you create

problems?

problems?

G. Finding practical applications of concepts and skills in daily living

Discuss the presentation under Explore and Discover on page , LM Math Grade 5.

Discuss the presentation under Explore and Discover on page , LM Math Grade 5.

H. Making generalizations and abstractions about the lesson

Ask the following questions:

Ask the following questions:

Grade 5 Ask the following questions:

Grade 5 Ask the following questions:

What did you do to be able to

What did you do to be able to

What is a temperature?

What is a temperature?

create problems involving the

create problems involving the

How can we measure

How can we measure

volume

volume

temperature?

temperature?

What are the parts of a

What are the parts of a

thermometer?

thermometer?

of

cube

and

a

rectangular prism? What

I.

Evaluating learning

are

the

of

cube

and

a

rectangular prism? steps

in

What

are

the

steps

in

creating problems?

creating problems?

What is the metric unit for

What is the metric unit for

Let the pupils make problems

Let the pupils make problems

measuring temperature? Ask the pupils to find the

measuring temperature? Ask the pupils to find the

involving the volume of a

involving the volume of a

temperature of the following.

temperature of the following.

rectangular

rectangular

A kettle of water was made

A kettle of water was made

prism

with

prism

with

corresponding answers based

corresponding answers based

to boil for 5 minutes more

to boil for 5 minutes more

on the given situations.

on the given situations.

than after it reached

than after it reached

itsboiling point. What is the

itsboiling point. What is the

In

constructing

a

new

In

constructing

a

new

building, a hole 4 m deep, 10

building, a hole 4 m deep, 10

temperature of the water?

temperature of the water?

m wide, and 115 m long was

m wide, and 115 m long was

What is the room

What is the room

dug in the ground.

dug in the ground.

temperature if the red liquid

temperature if the red liquid

A room is 15 m high, 4 m

A room is 15 m high, 4 m

(mercury) rose to 30◦ above

(mercury) rose to 30◦ above

wide and 10 m long.

wide and 10 m long.

the freezing point?

the freezing point?

227

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

A bar of gold is 25 dm long, 3

dm wide, and 2 dm high. Let the pupils create

dm wide, and 2 dm high. Let the pupils create

Record your body

Record your body

problems involving volume,

problems involving volume,

temperature every hour.

temperature every hour.

then provide solutions.

then provide solutions.

Ana’s sewing box is 7 dm

Ana’s sewing box is 7 dm

long, 4 dm wide and 3 dm

long, 4 dm wide and 3 dm

high.

high.

An antique wooden chest is

An antique wooden chest is

in the form of a cube. Its

in the form of a cube. Its

edge is 20 cm.

edge is 20 cm.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

A bar of gold is 25 dm long, 3

228

GRADES 1 to 12 DAILY LESSON LOG

School Teacher Teaching Dates and March 13-17, 2017 Time

Grade Level Learning Areas Quarter

Monday Solves routine and non- routine demonstrates understanding of area, volume and temperature.

Tuesday problems involving temperature demonstrates understanding of area, volume and temperature.

Wednesday in real-life demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

B. Performance Standards

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

C. Learning Competencies/Objectives Write the LC code for each

estimates the temperature(e.g. inside the classroom).

estimates the temperature(e.g. inside the classroom).

solves routine and nonroutine problems involving temperature in real-life situations

solves routine and nonroutine problems involving temperature in real-life situations

M5ME-IVf-86

M5ME-IVf-86 M5ME-IVf-87

M5ME-IVf-87

I. OBJECTIVES A. Content Standards

II.

Thursday

Friday Weekly Test

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

Guide, M5ME- IVf-87

Guide, M5ME- IVf-87

Guide, M5ME- IVf-8

Guide, M5ME- IVf-8

Lesson Guide Grade 5

Lesson Guide Grade 5

page409

page409

page409

page409

Mathematics For A Better Life

Mathematics For A Better Life

Mathematics For A Better Life

Mathematics For A Better Life

5 p.268- 269

5 p.268- 269

5 p.268- 269

5 p.268- 269

Lesson Guide Grade 5

Lesson Guide Grade 5

229

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

activity sheets, thermometer

activity sheets, thermometer

improvised thermometer, digital or liquid thermometer, activity sheets/cards

improvised thermometer, digital or liquid thermometer, activity sheets/cards

Identify the part of the thermometer.

Identify the part of the thermometer.

Review about thermometer.

Review about thermometer.

Estimate the Temperature

Estimate the Temperature

Solves routine and non-

Solves routine and non-

(e.g. inside the classroom)

(e.g. inside the classroom)

routine problems involving

routine problems involving

temperature in real-life

temperature in real-life

How do you know if you have

How do you know if you have

Give the temperature when

Give the temperature when

a fever?

a fever?

the liquid or digital

the liquid or digital

One has a fever if one’s body

One has a fever if one’s body

thermometer is:

thermometer is:

temperature is above the

temperature is above the

at the freezing point of water

at the freezing point of water

normal body

normal body

10◦C below the normal body

10◦C below the normal body

temperature.

temperature.

The normal body

The normal body

temperature

temperature

temperature is 37◦C?

temperature is 37◦C?

25◦C above the boiling point

25◦C above the boiling point

What will you do if one of the

What will you do if one of the

of water

of water

members of your family has a

members of your family has

between 30◦C to 40◦C

between 30◦C to 40◦C

fever? Present the situation to the

a fever? Present the situation to the

at the boiling point of water Show 2 glasses of water, one

at the boiling point of water Show 2 glasses of water, one

class.

class.

has cold water and the other

has cold water and the other

Mother wants to find out if her son Rommel has fever. She got her thermometer and found out that the mercury level in the thermometer is at 38.5◦C, If the normal body temperature is 37.5◦C, how much higher is her son’s temperature than the normal body temperature?

Mother wants to find out if her son Rommel has fever. She got her thermometer and found out that the mercury level in the thermometer is at 38.5◦C, If the normal body temperature is 37.5◦C, how much higher is her son’s temperature than the normal body temperature?

has hot water.

has hot water.

Let the pupils get the actual

Let the pupils get the actual

temperature of the 2 glasses

temperature of the 2 glasses

of water. Record the results.

of water. Record the results.

Ask: Which of 2 has a higher

Ask: Which of 2 has a higher

temperature? lower

temperature? lower

temperature?

temperature?

How much higher is the

How much higher is the

230

Ask: What did Mother wants

Ask: What did Mother wants

temperature of one glass

temperature of one glass

to find out?

to find out?

than the other?

than the other?

What did she do?

What did she do?

Valuing: Getting the actual

Valuing: Getting the actual

What kind of mother is she?

What kind of mother is she?

temperature of one’s body is

temperature of one’s body is

Is your mother as kind as

Is your mother as kind as

important.

important.

Rommel’s mother?

Rommel’s mother?

Why should we read the

Why should we read the

Why is it important to know

Why is it important to know

thermometer with accuracy?

thermometer with accuracy?

one’s temperature?

one’s temperature?

Ask:

Ask:

Present a problem opener.

Present a problem opener.

The weather report in one newspaper predicted the lowest temperature for the day to be 24◦C and the highest at 32◦C. What was the difference in the predicted temperatures for that day?

The weather report in one newspaper predicted the lowest temperature for the day to be 24◦C and the highest at 32◦C. What was the difference in the predicted temperatures for that day?

Marina has a fever. At 12 noon, her temperature increased by 1.8◦C from her temperature at 7 A.M. Then her temperature went down by 1,3◦C at 5 P.M. At 11 P.M., her temperature rose again

Marina has a fever. At 12 noon, her temperature increased by 1.8◦C from her temperature at 7 A.M. Then her temperature went down by 1,3◦C at 5 P.M. At 11 P.M., her temperature rose again

What are the given

facts? What is asked in the

E. Discussing new concepts and practicing new skills #2

What are the given

facts? What is asked in the

problem?

problem?

What operation are you going

What operation are you going

to use?

to use?

Do we need the exact/ actual

Do we need the exact/ actual

answer in the problem?

answer in the problem?

What word/s suggests that

What word/s suggests that

we need only to estimate? Say: Estimating is an

we need only to estimate? Say: Estimating is an

educated guess. There are

educated guess. There are

times when an estimate is

times when an estimate is

needed and not the actual

needed and not the actual

one.

one.

231

F.

is

estimation

solve each problem? Group the pupils into four

done in the solution we have

learning teams. Ask the

learning teams. Ask the

in the problem?

in the problem?

groups to work together in

groups to work together in

What was done first to the

What was done first to the

Solve for the answer to each

Solve for the answer to each

numbers?

numbers?

problem. Give the learning

problem. Give the learning

Then, what was cancelled in

Then, what was cancelled in

teams enough time to do the

teams enough time to do the

the rounded numbers?

the rounded numbers?

task.

task.

Then what was done next?

Then what was done next?

Solution to Problem B : Using

Solution to Problem B : Using

Say :

Say :

the 4- Step Plan

the 4- Step Plan

Understand : Know what is

Understand : Know what is

to

the

the

estimation

solve each problem? Group the pupils into four

done in the solution we have

answer

is

Ask: How are you going to

(Leads to Formative Assessment 3)

actual

How

Ask: How are you going to Ask:

Now, let us compare

Ask:

by 1.1 ◦C. If her temperature at 11 P.M. was 39.7◦C, what was her temperature at 7 A.M.?

Developing mastery

the

How

by 1.1 ◦C. If her temperature at 11 P.M. was 39.7◦C, what was her temperature at 7 A.M.?

Now, let us compare

actual

answer

to

the

estimated one.

estimated one.

asked : What was Marina’s

asked : What was Marina’s

Ask:

Ask:

temperature at 7 A.M.?

temperature at 7 A.M.?

39.9◦C - 1.3◦C

39.9◦C - 1.3◦C

Are the difference the

same or different? How

near

estimated

or

same or different?

far

answer

is

the

How

to

the

estimated

actual one? What

will

Are the difference the near

or

far

answer

is

the

to

the

if

the

actual one? you

do

if

the

What

will

you

do

estimated answer is too large

estimated answer is too large

or small compared to

or small compared to

the actual one?

the actual one?

Say:

Say:

There are times that

There are times that

the estimated answer is too

the estimated answer is too

long or small if we round both

long or small if we round both

the numbers to the highest

the numbers to the highest

place

place

value.

One

way

to

value.

One

way

to

232

G. Finding practical applications of concepts and skills in daily living

make our estimated answer

make our estimated answer

reasonable or close to the

reasonable or close to the

exact answer is by using

exact answer is by using

compatible numbers. Let the pupils study Explore

compatible numbers. Let the pupils study Explore

After all groups have

After all groups have

and Discover on page

and Discover on page

presented their output, ask

presented their output, ask

________of the LM Math Grade

________of the LM Math Grade

these questions.

these questions.

4. Emphasize the estimating

4. Emphasize the estimating

How did you find the activity?

How did you find the activity?

of temperature.

of temperature.

How were you able to find

How were you able to find

the answer to the problem?

the answer to the problem?

In how many ways were you

In how many ways were you

able to arrive at the answer.

able to arrive at the answer.

Discuss with the pupils the

Discuss with the pupils the

ways on how they were able

ways on how they were able

to solve for the answer to

to solve for the answer to

The problems. ( Use the 4-

The problems. ( Use the 4-

step plan and illustrating a

step plan and illustrating a

diagram)

diagram)

Ask: Are there was by which

Ask: Are there was by which

you can solve the given

you can solve the given

problems?

problems?

The first problem is an

The first problem is an

example of a routine

example of a routine

problem. Routine problem

problem. Routine problem

solving concerns solving

solving concerns solving

problems that are useful for

problems that are useful for

daily living ( in the present or

daily living ( in the present or

future).

future).

The second problem is an

The second problem is an

example of a non routine

example of a non routine

233

problem. Non routine

problem. Non routine

problem solving is mostly

problem solving is mostly

concerned with developing

concerned with developing

pupil’s mathematical

pupil’s mathematical

reasoning

reasoning

power and fostering the

power and fostering the

understanding that

understanding that

mathematics is a creative

mathematics is a creative

endeavour.

endeavour.

This kind of problem helps

This kind of problem helps

the teacher to motivate and

the teacher to motivate and

challenge their pupils.

challenge their pupils.

Some strategies used in

H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

Some strategies used in

this kinds of problem are

this kinds of problem are

Guess and Check, Drawing

Guess and Check, Drawing

Diagram,

Diagram,

Using patterns, Working

Using patterns, Working

Lead the pupils to generalize

Lead the pupils to generalize

Backwards. Lead the pupils to give the

Backwards. Lead the pupils to give the

as follows.

as follows.

generalization by asking

generalization by asking

To estimate temperature, round the number to the highest place value and use compatible numbers for the number to be estimated. This will make your estimated temperature reasonable. Estimate the temperature.

To estimate temperature, round the number to the highest place value and use compatible numbers for the number to be estimated. This will make your estimated temperature reasonable. Estimate the temperature.

How do you solve routine and

How do you solve routine and

non- routine word problem

non- routine word problem

solving involving temperature

solving involving temperature

in real life situation?

in real life situation?

Solve the following problems:

Solve the following problems:

Give the estimated sum or

Give the estimated sum or

difference.

difference.

The recorded temperatures

The recorded temperatures

3.5 ◦C higher than normal

3.5 ◦C higher than normal

for 5 days were 21◦C, 27◦C,

for 5 days were 21◦C, 27◦C,

body temperature

body temperature

29.2◦C,29.8◦C and

29.2◦C,29.8◦C and

234

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

E.

10.5◦C below 0◦C

10.5◦C below 0◦C

30◦C.What was the average

30◦C.What was the average

Halfway between 78.6◦C and

Halfway between 78.6◦C and

temperature?

temperature?

80.2◦C

80.2◦C

A freezer is set at 0◦C. Corina

A freezer is set at 0◦C. Corina

The sum of 32.4◦C and

The sum of 32.4◦C and

reset it to 8.5◦C. Did the

reset it to 8.5◦C. Did the

33.8◦C

33.8◦C

temperature in the freezer

temperature in the freezer

The difference between

The difference between

rise Or drop? By how many

rise Or drop? By how many

98.2◦C and 72.8◦C Estimate the temperature by

98.2◦C and 72.8◦C Estimate the temperature by

degree? Solve the following problems;

degree? Solve the following problems;

rounding method.

rounding method.

show the solution in your

show the solution in your

36.2◦C

36.2◦C

notebook.

notebook.

43.7◦C

43.7◦C

From the normal body

From the normal body

19.25◦C

19.25◦C

temperature, Joseph’s

temperature, Joseph’s

29.2◦C

29.2◦C

temperature rose by 2,5◦c

temperature rose by 2,5◦c

18.6◦C

18.6◦C

due to high fever. What is

due to high fever. What is

Joseph’s body temperature?

Joseph’s body temperature?

The temperature reading is

The temperature reading is

42◦C. It changed to

42◦C. It changed to

53.5◦C.by how much

53.5◦C.by how much

temperature was increased?

temperature was increased?

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching

235

strategies worked well? Why did these work? F.

G.

What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

School Teacher Teaching Dates and March 20-24, 2017 Time Monday Tuesday Wednesday Interprets data presented in different kinds of line graphs (single to double-line graph) demonstrates understanding demonstrates understanding REVIEW of area, volume and of area, volume and temperature. temperature. is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

interprets data presented in different kinds of line graphs (single to double-line graph).

interprets data presented in different kinds of line graphs (single to double-line graph).

M5SP-IVh-3.5

M5SP-IVh-3.5

Statistics and probability

Statistics and probability

Grade Level Learning Areas Quarter

Thursday FOURTH PERIODICAL TEST

Friday FOURTH PERIODICAL TEST

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages

236

2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

Guide, M5SP-IVh-3.5

Guide, M5SP-IVh-3.5

Lesson Guide in Elementary Mathematics V pp.501-507

Lesson Guide in Elementary Mathematics V pp.501-507

Conduct a review on

Conduct a review on

interpreting data presented

interpreting data presented

in a bar graph.

in a bar graph.

Conduct a review on

Conduct a review on

interpreting data presented

interpreting data presented

in a bar graph.

in a bar graph.

Interprets data presented in different kinds of line graphs (single to double-line graph) How many of you are

Interprets data presented in different kinds of line graphs (single to double-line graph) How many of you are

observant with the day’s

observant with the day’s

temperature?

temperature?

Why does a weatherman

Why does a weatherman

inform us about temperature

inform us about temperature

readings?

readings?

Why do you think there is a

Why do you think there is a

need to check the day’s

need to check the day’s

temperature from time to

temperature from time to

time? Present a line graph with

time? Present a line graph with

complete parts and let the

complete parts and let the

pupil interpret the data.

pupil interpret the data.

237

Ask:

Ask:

What are the parts of a line

What are the parts of a line

graph?

graph?

Looking at the data, can you

Looking at the data, can you

interpret what is presented

interpret what is presented

by the graph? How?

by the graph? How?

How does a line graph help in

How does a line graph help in

data presentation?

data presentation?

Is it important to have an

Is it important to have an

accurate data? Why? Group the pupils into five.

accurate data? Why? Group the pupils into five.

Give activity sheets involving

Give activity sheets involving

line graph to each group for

line graph to each group for

interpretation.

interpretation.

Ask each group to work

Ask each group to work

together in interpreting the

together in interpreting the

data on the graph. Once

data on the graph. Once

finished, the assign member

finished, the assign member

will post their work on the

will post their work on the

board and discuss their

board and discuss their

Developing mastery

answer. Each group will present their

answer. Each group will present their

(Leads to Formative Assessment 3)

interpretation of the graph.

interpretation of the graph.

Then ask:

Then ask:

How did you find the activity?

How did you find the activity?

How were you able to

How were you able to

interpret the graph?

interpret the graph?

Discuss with the pupils how

Discuss with the pupils how

to use the data to interpret

to use the data to interpret

the graph. Discuss the presentation

the graph. Discuss the presentation

E. Discussing new concepts and practicing new skills #2

F.

G. Finding practical

238

applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

I.

J.

Evaluating learning

Additional activities for

under Explore and Discover

under Explore and Discover

on pages ___of LM Math

on pages ___of LM Math

Grade V.

Grade V.

Have the pupilswork on items

Have the pupilswork on items

under Get Moving and the

under Get Moving and the

items under Keep Moving on

items under Keep Moving on

pages ____, LM Math Grade 5.

pages ____, LM Math Grade 5.

Check the pupil’s answers. Lead the pupils to give the

Check the pupil’s answers. Lead the pupils to give the

generalization of the lesson

generalization of the lesson

by asking: What are the parts

by asking: What are the parts

of a line graph? Why is it

of a line graph? Why is it

useful? How do we interpret

useful? How do we interpret

data presented on a line

data presented on a line

graph?

graph?

Study the line graph, and then answer the question below.

Study the line graph, and then answer the question below.

What is the title of the graph?

What is the title of the graph?

How many mangoes were

How many mangoes were

harvested for the first two

harvested for the first two

weeks?

weeks?

In what week was there the

In what week was there the

greatest amount of harvest?

greatest amount of harvest?

What is the least amount of

What is the least amount of

mango harvested?

mango harvested?

What is the total amount of

What is the total amount of

harvest for six weeks?

harvest for six weeks?

Make a bar graph on your

Make a bar graph on your

239

application or remediation V. REMARKS VI. REFLECTION A.

B.

C.

D.

own.

No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

own.

240

View more...
I.

OBJECTIVES

School Teacher Teaching Dates and July 4-8, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Find the common factors and the GCF of two – four numbers using continuous division

Thursday

A. Content Standards

Friday

Weekly Test 1.understanding of whole numbers up to 10 000 000.

1.understanding of whole numbers up to 10 000 000.

1.understanding of whole numbers up to 10 000 000.

1.understanding of whole numbers up to 10 000 000.

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

finds the common factors and the GCF of 2–4 numbers using continuous division.

finds the common factors and the GCF of 2–4 numbers using continuous division.

finds the common factors and the GCF of 2–4 numbers using continuous division.

finds the common factors and the GCF of 2–4 numbers using continuous division.

M5NS-Id-68.2

M5NS-Id-68.2

M5NS-Id-68.2

M5NS-Id-68.2

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

1

II.

CONTENT

Finds

the common

factors

the common factors

Skip counting and Number

Skip counting and Number series

and the GCF of two - four

and the GCF of two - four

series

numbers

numbers

Listing

using

continuous

division LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Finds

using

continuous

division

Method

and

Prime

Factorization

Listing Method Factorizatio

and

Prime

III.

Code -

M5NS-Id-68.2 K to

Code -

M5NS-Id-69.2 K to

Code -

M5NS-Id-69.2 K to

12 Grade 5 Curriculum

12 Grade 5 Curriculum

12 Grade 5 Curriculum

TM Math Grade 4 pages 118 -

TM Math Grade 4 pages 118 -

TM Math Grade 4 pages 122 -

TM Math Grade 4 pages 122 -

122

122

125

125

LM Math Grade 5 pages 1 to

LM Math Grade 5 pages 1 to

LM Math Grade 5 pages ___

LM Math Grade 5 pages ___

3

3

to ___

to ___

Today

and

Beyond pages 92 – 93

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

M5NS-Id-68.2 K to

12 Grade 5 Curriculum

Mathematics

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

Code -

Ladder Star”

–

Climbing

“Reach

for

Today

and

Beyond pages 92 – 93

strips of cartolina, boxes, Flaglets, flash cards Game

Mathematics

Game

the

Ladder Star”

–

Climbing

“Reach

for

Today

and

Mathematics

Today

and

Beyond pages 94 – 95

Beyond pages 94 – 95

Math @ work 6 page 136

Math @ work 6 page 136

flashcards, strips of cartolina,

flashcards, strips of cartolina,

coins, boxes, ruler

coins, boxes, ruler

the

Review how to use the listing

Review how to use the listing

the

method to get the LCM of the

method to get the LCM of the

given number.

given number.

strips of cartolina, boxes, Flaglets, flash cards the

Mathematics

2

Mechanics: Divide

Mechanics:

the

pupils

into

2

groups. Flash

B. Establishing a purpose for the lesson

the

pupils

into

2

groups. the

cards

with

numbers. The

Divide Flash

the

cards

with

numbers.

pupils

identify

the

The

pupils

identify

the

number whether it is prime or

number whether it is prime

composite numbers. The first

or composite numbers. The

pupil who answers correctly

first

climbs one step of the ladder.

correctly climbs one step of

The group who first reaches

the ladder.

the top is the winner.

The group who first reaches

Compute

the

GCF

given

numbers

of

the

using

continuous division

pupil

who

answers

the top is the winner. Compute the GCF of given

numbers

the

using

continuous division

Identify the multiples of a

Identify the multiples of a

given number

given number

Find the common multiples

Find the common multiples

and

and

LCM

numbers

C. Presenting examples/instances of the new lesson

of using

two

–

four

continuous

LCM

numbers

of using

two

–

four

continuous

division

division

Write the LCM of the given

Write the LCM of the given

numbers

numbers

using

continuous

using

continuous

girl

division Show a picture of a boy and a

division Show a picture of a boy and a

helping her mother in their

helping her mother in their

girl collecting used plastic

girl collecting used plastic

garden. Ask the pupils to tell

garden. Ask the pupils to tell

bottles. Ask the pupils to tell

bottles. Ask the pupils to tell

something about the picture.

something about the picture.

something about the picture.

something about the picture.

Elicit

Elicit

Elicit the value of recycling

Elicit the value of recycling

used objects.

used objects.

Ask: What are the objects

Ask: What are the objects

In

that can be recycle? What do

that can be recycle? What do

be

you do in the used objects

you do in the used objects

Show

a

picture

the

of

a

girl

value

of

helpfulness. Ask:

how

helpfulness school?

Is

Show

a

picture

the

of

a

value

of

helpfulness. do at it

you

show

home? good

to

In be

Ask:

how

helpfulness school?

Is

do at it

you

show

home? good

to

3

helpful? Why?

helpful? Why?

like

plastic

papers,

D. Discussing new concepts and practicing new skills #1

bottles,

glass

bottles

used

like

plastic

etc,.

papers,

bottles,

glass

used

bottles

etc,.

What are the good effects of

What are the good effects of

recycling in our environment?

recycling in our environment?

Present this problem to the

Present this problem to the

Present this problem to the

Present this problem to the

class.

class.

class.

class.

Kendra helps her mother in their garden. They sold 36 bougainvillea plants and 60 rose plants. They need to delivery those plants in the resort. What is the biggest number of bougainvillea and roses that can be placed in delivery trucks if these are of the same number?

Kendra helps her mother in their garden. They sold 36 bougainvillea plants and 60 rose plants. They need to delivery those plants in the resort. What is the biggest number of bougainvillea and roses that can be placed in delivery trucks if these are of the same number?

The Richard and Francis collected used plastic bottles for recycling. They arranged the bottles in boxes of 8 and 12. What is the least number of bottles they gathered in all?

The Richard and Francis collected used plastic bottles for recycling. They arranged the bottles in boxes of 8 and 12. What is the least number of bottles they gathered in all?

Have the pupils read the

Have the pupils read the

Have the pupils read the

Have the pupils read the

problem.

problem.

problem. Then ask: What did

problem. Then ask: What did

Richard

Richard

many

Then

ask:

bougainvillea

How plants

many

Then

ask:

bougainvillea

How plants

were sold? How many rose

were sold? How many rose

plants were sold? What do

plants were sold? What do

Kendra and her mother needs

Kendra and her mother needs

to do with the bougainvillea

to do with the bougainvillea

plants and rose plants? How

plants and rose plants? How

will you solve for the answer

will you solve for the answer

to the problem?

to the problem?

Using

the

same

given

Using

the

same

numbers 36 and 60, find the

GCF

GCF

using

continuous

by

using

What

Francis does

the

collected?

and What

Francis does

the

problem ask for? How will

problem ask for? How will

you solve for the answer to

you solve for the answer to

the problem? Can you think

the problem? Can you think

of ways to solve it?

of ways to solve it?

given

numbers 36 and 60, find the by

collected?

and

continuous

division.

division.

Guide the pupils to get the

Guide the pupils to get the

4

GCF of the given numbers.

GCF of the given numbers.

Ask the pupil to write the

Ask the pupil to write the

number horizontally.

number horizontally.

36

60

What

36

prime

number

can

divide 36 and 60? (12) 36

60

What

prime

number

can

divide 36 and 60? (12)

60

36

60

Ask the pupils to divide the

Ask the pupils to divide the

numbers by the given prime

numbers by the given prime

number. Write the quotients

number. Write the quotients

below the dividends.

below the dividends.

36

60

18

36

30

60

18

30

Continue the process until

Continue the process until

none of the numbers have a

none of the numbers have a

common divisor.

common divisor.

36

60

18

36

30

9

15

3

5

60

18

30

9

15

3

5

Therefore the GCF is 2 x 2 x 3

Therefore the GCF is 2 x 2 x 3

= 12.

= 12.

What is the GCF of 36 and

What is the GCF of 36 and

60?

60?

How did you get the GCF of

How did you get the GCF of

36 and 60?

36 and 60?

By getting the product of all

By getting the product of all

the

the

prime

divisor

or

the

prime

divisor

or

the

common factors, we obtain

common factors, we obtain

the

the

GCF

of

the

given

GCF

of

the

given

5

numbers.

E. Discussing new concepts and practicing new skills #2

F.

Group

numbers.

the

working

pupils

teams

into

and

4

have

Group

the

Group

the

pupils

into

5

Group

the

pupils

into

5

groups. Give each group a

them perform the task using

them perform the task using

Manila paper and pentel pen

Manila paper and pentel pen

continuous division.

continuous division.

for

for

Richard bakes 42 cupcakes

Richard bakes 42 cupcakes

answers. Tell the pupils that

answers. Tell the pupils that

and 54 cookies. He plans to

and 54 cookies. He plans to

there

there

pack

them

in

pack

them

in

getting the LCM the listing,

getting the LCM the listing,

small

boxes.

the

small

boxes.

the

prime factorization and the

prime factorization and the

continuous division.

continuous division.

is

and

4

groups. Give each group a

What

teams

into

have

separately

working

pupils

separately What

is

biggest number of cupcakes

biggest number of cupcakes

and

and

cookies

that

can

be

cookies

that

can

their are

solutions three

ways

and of

their are

solutions three

ways

and of

be

placed in boxes if these are

placed in boxes if these are

of the same number?

of the same number?

There are 12 grade V and 18

There are 12 grade V and 18

grade VI pupils who will join

grade VI pupils who will join

the basketball team. What is

the basketball team. What is

the greatest number of Grade

the greatest number of Grade

V and Grade VI pupils that

V and Grade VI pupils that

can be grouped together if all

can be grouped together if all

pupils are to be included?

pupils are to be included?

If the numbers are 81 and 99,

If the numbers are 81 and 99,

what is the GCF?

what is the GCF?

Name the common factors of

Name the common factors of

39, 65, 11

39, 65, 11

Developing mastery

Ask the groups to present

Ask the groups to present

Let the groups present their

Let the groups present their

(Leads to Formative Assessment 3)

and discuss their answers on

and discuss their answers on

outputs.

outputs.

the board.

the board.

Ask: How did you solve the

Ask: How did you solve the

6

Expected answer: We

solved

We

solved

we

continuous

problem

Which

answer?

Which

we

and 12? What is the smallest

and 12? What is the smallest

multiply the prime divisors to

multiply the prime divisors to

multiple common to 8 and

multiple common to 8 and

get the GCF.

get the GCF.

12?

12?

Expected answer:

Expected answer:

We solved problem by listing

We solved problem by listing

method

method

We get the LCM using prime

We get the LCM using prime

factorization

factorization

division,

solved

problem

using

We

solved

problem

using

continuous division; getting

continuous division; getting

the product of all the prime

the product of all the prime

divisor and the last set of

divisor and the last set of

quotients we get the Least

quotients we get the Least

Discuss the presentation on

Discuss the presentation on

Common Multiples (LCM). Discuss the presentation on

Common Multiples (LCM). Discuss the presentation on

top of page 1 of LM Math

top of page 1 of LM Math

page 4 of LM Math Grade 5,

page 4 of LM Math Grade 5,

Grade 5.

Grade 5.

and then give the following

and then give the following

exercises.

exercises.

Find

the

multiples pairs

least

common

Find

the

following

multiples

of

of

numbers

using

What is Greatest Common

least

common

the

following

of

of

numbers

continuous division.

25 and 50

25 and 50

7 and 14

7 and 14

4, 6, 8, and 9

4, 6, 8, and 9

7, 9, 21 and 63 Summarize the

using

6 , 9 and 18

3, 8 and 15 What is Greatest Common

pairs

the

continuous division.

6 , 9 and 18

H. Making generalizations

correct

multiples are common to 8

We

G. Finding practical applications of concepts and skills in daily living

answer?

multiples are common to 8

division,

by

correct by

continuous

problem

Expected answer:

3, 8 and 15 lesson

by

7, 9, 21 and 63 Summarize the

lesson

by

7

and abstractions about the lesson

Factor (GCF) of two given

Factor (GCF) of two given

asking:

number?

number?

What

How do we find the Greatest

How do we find the Greatest

Multiple (LCM) of two given

Multiple (LCM) of two given

Common Factor (GCF) of two

Common Factor (GCF) of two

number?

number?

given

given

How do we find the Least

How do we find the Least

Common Multiple (LCM) of

Common Multiple (LCM) of

two

two

numbers

using

continuous division?

I.

Evaluating learning

A.

B.

C.

D.

E.

continuous division?

given

Least

Common

numbers

using

What

is

given

Least

Common

numbers

using

Find the Greatest Common

continuous division? Find the Least Common

continuous division? Find the Least Common

Factor (GCF) of the given

Factor (GCF) of the given

Multiple (LCM) of the given

Multiple (LCM) of the given

pairs

pairs

pairs

pairs

1. 2. 3.

Additional activities for application or remediation V. REMARKS VI. REFLECTION

using

is

Find the Greatest Common of

numbers

continuous division.

J.

numbers

asking:

16 and 24 20 and 30 21 and 35

Provide more exercises.

by

of

numbers

continuous division. 1. 2. 3.

16 and 24 20 and 30 21 and 35

Provide more exercises.

by

of

numbers

by

of

numbers

continuous division.

continuous division.

11 and 18

11 and 18

11 and 99

11 and 99

5, 10 and 30

5, 10 and 30

4, 5 and 16

4, 5 and 16

9, 54, 90 and 108 Provide more exercises.

9, 54, 90 and 108 Provide more exercises.

by

No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching

8

strategies worked well? Why did these work? F.

G.

What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

B. Performance Standards

School Teacher Teaching Dates and July 11-15, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday 1. Identify the multiples of a given number 2. Find the common multiples and LCM of two – four numbers using continuous division 3. Write the LCM of the given numbers using continuous division 2. demonstrates understanding of 2. demonstrates 2. demonstrates divisibility, order of operations, factors understanding of understanding of and multiples, and the four divisibility, order of divisibility, order of fundamental operations involving operations, factors and operations, factors and fractions multiples, and the four multiples, and the four fundamental operations fundamental involving fractions operations involving fractions 2. is able to apply divisibility, order of 2. is able to apply 2. is able to apply operations, factors and multiples, and divisibility, order of divisibility, order of the four fundamental operations operations, factors and operations, factors and involving fractions in mathematical multiples, and the four multiples, and the four problems and real-life situations. fundamental operations fundamental involving fractions in operations involving mathematical problems fractions in and real-life situations. mathematical problems and real-life situations.

Thursday

Friday

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions 2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

9

C. Learning Competencies/Objective s Write the LC code for each II. CONTENT LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages

M5NS-Id-69.2

M5NS-Ie-70.2

M5NS-Ie-71.2

M5NS-Ie-84

III.

k-12 TG MATH5 P.54

k-12 TG MATH5 P.54

k-12 TG MATH5 P.54

k-12 TG MATH5 P.55

LM Math Grade 4 pages 122 - 125 LM Math Grade 5 pages ___ to ___ Ateneo Lesson Guide pages 44 – 48

LM MATH 5 pp.1-2

LM MATH 5 pp.1-2

LM MATH 5 pp.1-2

flashcards, strips of cartolina, coins, boxes, ruler

cards with numbers pairs for the drill activity, problem written on the chart.

flash card, drill board, chart

flash card, drill board, chart

Present “Explore and Discover” LM p.1

How do we get the LCM of numbers using the continuous division?

Have a drill on solving problems involving finding the GCF and LCM.

Have a review on how to create word problem involving GCF and LCM in of 2-3 given numbers.

B. Establishing a purpose for the lesson

What is Least Common Multiple (LCM) of two given number?

Discuss the Explore and Discover! On p. 1 of LM Math Grade V

Ask the pupils if they love to eat pizza? Ask: What do you notice about the size of the pizza? How it divided into parts?

C. Presenting examples/instances of the new lesson

Present the problem to the class.

Present a picture of a boy helping her mother in a flower shop. Ask the pupils to tell something about the picture. Elicit the value of helpfulness. Present each problem to the class.

Ask the pupils to work on exercises under Get Moving on page ____. Check their Answers.

Present problem to the class

3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

A. Setting of standards B. Giving directions C. Administering the test D. Checking E. Recording of scores

10

D. Discussing new concepts and practicing new skills #1

Have the pupils read the problem. Then ask: What did Richard and Francis collected?

How will you solve for the answer to each problem?

Process the answers of the pupils.

How will you solve for the problem?

E. Discussing new concepts and practicing new skills #2

Answer “Challenge Yourself With the Problem “ LM p. 3-4

Present more similar problems.

Group the pupils into four working teams. Ask the groups to solve the problem.

F.

Answer “Keep Moving (B) LM p. 3

Discuss the 4-step plan in solving word problem. Ask the pupils to solve the problems under Get Moving on p. 1 LM Math Grade V. For mastery, have them solve the problems under Keep Moving on Page_____of LM Math Grade V. Check the pupil’s answer.

For more practice, let them answer the exercises under Keep Moving on page ______ of LM Math V. Check on the pupil’s answers

Have the pupils do the exercises under Apply your Skills on page 99 LM Math Grade V. Encourage some pupils to show and discuss the answers.

Have the pupils do the exercises under Apply your Skills on p. 2 LM Math Grade V.

Ask the groups to present and discuss their answer on the board. Ask: How did you solve for the answers? Ask the pupils to answer the activity under Get Moving on page ___ LM Math Grade V. Ask them also to answer the activity under Keep Moving on page ____ LM Math Grade V. Have the pupils do the exercises under Apply your Skills on page _____ LM Math Grade V.

How do we solve problem solving GCF and LCM of two or three given numbers? Answer “assessment” in TG

How do we create problem involving GCF and LCM of two or three given numbers? Answer “assessment” in TG

“How do we add fraction and mixed fraction with and without regrouping? Answer “assessment” in TG

Teacher – made Test

Provide more practice on finding the GCF and LCM of two numbers. Then, give problems similar to those given in the lesson.

Let the pupils copy their assignment from slide.

Let the pupils copy their assignment from slide.

Give remediation activity to those who failed to get 80% above correct responses

Developing mastery (Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

How do we find the Least Common Multiple (LCM) of two given numbers using continuous division?

I.

Evaluating learning

J.

Additional activities for application or remediation

Ask pupils to work on exercises A and B under Get Moving on pages 4 and 5 LM Math Grade 5. Check the pupils’ answers have them answer the exercises under Keep Moving on page 5 of LM Math Grade 5. Check on the pupils’ answers.

V.

REMARKS

11

VI. A.

B.

C.

D.

REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and July 18-22, 2016 Time

Grade Level Learning Areas Quarter

Monday

Tuesday

Wednesday

Thursday

Subtracts fraction and mixed fractions without and with regrouping

Solves routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies

Solves routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies

Creates problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies

Friday Weekly Test

12

and tools.

and tools.

Solving routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools. K to 12 Grade 5 Curriculum Guide M5NS-If-87.2

Solving routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools. K to 12 Grade 5 Curriculum Guide M5NS-If-87.2

Creating problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies

Subtracting fraction and mixed fractions without and with regrouping

Solving routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.

Solving routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.

Creating problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies

Quarter 1 week 6 pp. Quarter 1 week 6 pp.

Quarter 1 week 6 pp. Quarter 1 week 6 pp.

Quarter 1 week 6 pp. Quarter 1 week 6 pp.

Quarter 1 week 6 pp. Quarter 1 week 6 pp.

flash cards, manila paper and marker pen.

Drill cards, activity sheets

flash cards, paper for folding, problem chart

flash cards, paper strips, activity cards, fruit and vegetable cut-outs

Review on adding mixed fractions. Provide exercises written on flash cards. Changing fraction to lowest terms

Have a review on changing dissimilar fractions to similar fractions dissimilar fractions to similar fractions. .Change the following dissimilar fractions to similar fractions.

What are the steps in solving word problems? In what steps will the following questions fall? -What is asked? -What are the given facts? -What is the process to be used? -What is the number sentence?

What are the steps in solving word problems? In what steps will the following questions fall? -What is asked? -What are the given facts? -What is the process to be used? -What is the number sentence?

B. Performance Standards

Subtracting fraction and mixed fractions without and with regrouping

C. Learning Competencies/Objectives Write the LC code for each

Curriculum Guide 5, M5NS-If85

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

K to 12 Grade 5 Curriculum (M5NS-If-88.2);

III.

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

13

B. Establishing a purpose for the lesson

How many of you have brothers or sisters. Do you share anything with them? When you give something to somebody what happen to the things you had before? (Wait for some response). What do you feel when you share something to others? Why?

C. Presenting examples/instances of the new lesson

Present the situation to the class. There was 1 1/2 melon left for dinner. At dinner time, the family ate 2/3 of the melon. What part of the melon was left for the next meal? Ask:What is asked in the situation? What are the given facts?

D. Discussing new concepts and practicing new skills #1

Group the pupils into four working teams. Let them think to solve the problems. Possible Solution: 1 1/2-2/3= N After all the groups have finished, ask them to display their output on the board and ask them to discuss their answers.

Give this situation for the pupils to think about and provide answers. Jun’s family is making sweet tamarind candies to earn extra income and sustain the family’s daily expenses. Is it important to learn how to earn extra money especially during vacation time? Why? What other incomegenerating projects a family may engage in to earn extra income Presentation Present this problem. Ask the class to read and understand it. Justine bakes an apple cake for her mother’s birthday. Her brother ate 3/5 while her sister ate 2/4. Who ate more? How much more?

Ask the pupils to solve the problem by pairs. Expected answer : 3/5- 2/4 = 12/20- 10/20 Understand Know what is asked in the problem? Who ate more? By how much? Know the given facts, 3/5 and 2/4

-Show the solution and complete answer

-Show the solution and complete answer

How often do you spend time with your family? What activities do you do together? Is it important that we spend time with our family?

Read and study the following problems.

One afternoon, Mr. Cruz brought home one whole pizza. He made 8 slices. His daughters Lily, Lenie and Luz got their share. Mr. Cruz and his wife ate theirs too. How much pizza was left? Ask the following questions: What is asked? -What are the given facts? -What is the process to be used? -What is the number sentence? -Show the solution and complete answer Tell the pupils to do paper folding/cutting to answer the problem.

Ask: Can we solve these problems? Why and why not?

Post the jumbled parts of a word problem on the board. Ask some pupils to read them.

Can you arrange the sentences to form a word problem?Let the pupils give different suggestions until the class arrives at the correct answer.

14

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery

(Leads to Formative Assessment 3)

After all the groups have presented their answers, ask: “How did you find the activity? How were you able to subtract dissimilar fractions? What did you do?”

Discuss the presentation under Explore and Discover on page , LM Math Grade 5. Then, give the following exercises. Ask the pupils to subtract.

Plan: Determine the operation to use. Subtraction Draw a picture to represent the problem. Solve: Think of the solution to the problem After sharing the answers, let the pupils express their thoughts about the activity. Appreciate the thoughts then ask: How did you solve the problem? Understand the problem Plan , Solve Solution to the problem Check and Look Back We stated the complete answer Discuss the presentation under Explore and Discover on p. ____,LM Math Grade V. Then, ask the pupils to answer Get Moving.

Ask pupils if they have other ways of solving the problem. Say: There are times some problems can be solved in other ways like: Guess and Test Strategy, Using an operation, Drawing a picture, etc.

How do we know that the problem is now correctly arranged?What must a problem have for us to know that it is complete?

Solve this problem using a strategy you may choose. Bessie baked a banana cake. Her brother ate 3/10 of the cake while her sister ate ¼.Who ate more and by how much?

Collaborative Activity 1. Divide the class into three groups. 2. Give each group an activity card with data to be used in creating a problem. 3. All members must cooperate in creating the problem. 4. The group leader will report to the class the word problem they created and the solutionand answer to it. Activity: Role Playing Materials: Cut-outs of fruits and vegetables Mechanics: • The class will roleplay going to market to buy fruits and vegetables. That they will create. • Cut-outs of fruits and vegetables will be displayed in front of the class. • Each cut-out has an indicated number of kilos.

5 1/5-2/3 8 2/7-10/14 3 1/2- 1 5/6 6 1/6-5/9 G. Finding practical applications of concepts and skills in daily living

Ask pupils to work on items 1 to 8 under Get Moving and items 1-5 under Keep Moving on pages , LM Math Grade 5.

Ask pupils to solve the problems under Apply Your Skills on page _______ LM for Grade V. Check the pupils answer after a given period of time.

Solve the following using the strategy assigned to your group. • Peter hiked 5/7 of a kilometer. Mike hiked 1/3 of a kilometer. Who covered a longer distance?

15

• Each child will pick 23 fruits and vegetables. • They will use the items they picked as details in the problem How do we create a word problem?

H. Making generalizations and abstractions about the lesson I. Evaluating learning

How to subtract fractions and mixed fractions without and with regrouping? Answer the following Take away 3 1/2 from 6 1/5. 6 1/8 less 2 4/5 is equal to _____

What are the steps in solving problems?

What are the steps in solving problems?

Read and understand the problems. Then solve 1. Mark washed his car in 4/5 of an hour, cleaned the garage in 2/6 of an hour, and painted the garden fence in 3/4 hours. How long did it take him to do all the tasks?

Solve the following problems: 1. Julius and Edgar harvested 10 kilograms of star apples from the orchard. They gave 2 1/3 kilograms to their friends. How many kilograms of fruits were left for the family?

Create a problem using the given data. Then, solve the problem. 1. Given: 3 ¾ hours on Saturday, 2 1/5 hours on Sunday

J.

Read and analyze the question then solve. Find the difference of 4 2/3 and 2 5/6. What is the difference between 10 1/2 and 6 4/6?

Read and analyze the question then solve. Pia spent ¾ hours in her Lolo Ben’s farm. This was 2/3 of an hour more than the time she spent at the mall .How much time did she spent at the mall?

Solve each word problem. 1. Amor weighs 50 1/8 kilos. Marife weighs 36 3/8 kilos. a. How heavy are they together? b. Who is heavier? By how many kilos?

Arrange the given details to create a problem. Then, answer the problem. 1. -She used 2 ½ meters for her project. -How much cloth was left? -Fay bought 6 ¾ meters of cloth.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

E.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why

16

F.

G.

did these work? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

School Teacher Teaching Dates and July 25-29, 2016 Time Monday Visualize multiplication of demonstrates understanding of whole numbers up to 10 000 000. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four

Tuesday fractions using models demonstrates understanding of whole numbers up to 10 000 000.

Grade Level Learning Areas Quarter

Wednesday demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life

The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life

Thursday

Friday

demonstrates understanding of whole numbers up to 10 000 000. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four

17

C. Learning Competencies/Objective s Write the LC code for each II. CONTENT LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

fundamental operations involving fractions in mathematical problems and real-life situations. K-12 Grade 5 Curriculum pp. 59 Code:M5NS-Ig-89

situations.

situations.

fundamental operations involving fractions in mathematical problems and real-life situations. K to 12 Grade 5 Curriculum Guide, Code M5NS-Ig-91 p.56,

Kto 12 Curriculum Guide for Grade V Code: M5NS Ig-90.1 p. 56

Kto 12 Curriculum Guide for Grade V Code: M5NS Ig-90.1 p. 56

Multiplication of fractions using models

Multiplying fraction and a whole number and another Fraction

Multiplying fraction and a whole number and another Fraction

Multiplies mentally proper fractions with denominators up to 10

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Quarter 7 week 6 pp.

Flashcards, strips of paper, cartolina

Flash card, chart, activity sheets, strips of paper, two cubes with all faces of numbered.

Flash card, chart, activity sheets, strips of paper, two cubes with all faces of numbered.

flash cards/window cards, charts, activity sheets

III.

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

Read and Solve Mother bought 5 kg of meat. She cooked 1 ½ kg on Saturday and 2 1/3 kg on Sunday. How many Kilograms of meat not cooked? What is ½ of a whole? Show it through your piece of pad paper. If you find ½ of that part again, what answer will you get? (Let them fold the paper once more in half and shade that

Use drawing to help you find the answer to the following 1. 3/5 of 1/3 = 2. 2/3 of 1/5 = 3. 3/5 of ¼ = 4. 2/5 of ½ = 5. 2/4 of ½ = How many of you asked by your mother to go to the Market? What do you buy from the market? Did you help your mother preparing food?

Use drawing to help you find the answer to the following 1. 3/5 of 1/3 = 2. 2/3 of 1/5 = 3. 3/5 of ¼ = 4. 2/5 of ½ = 5. 2/4 of ½ = How many of you asked by your mother to go to the Market? What do you buy from the market? Did you help your mother preparing food?

Give the multiples of the following numbers 3, 6, 9

Who among you likes to eat pizza? What will you do to the pizza before eating it?

18

part). How is the result compared with ½? C. Presenting examples/instances of the new lesson

Using problem opener and Visual presentations

D. Discussing new concepts and practicing new skills #1

Ask these questions: a. How big is father’s land? b. What part of it was planted with sweet corn? c. What are given in the problem? d. What is asked? Guide the pupils in planning how to solve the problem by asking them these questions: What is 1/3 of ¾? What is the number sentence? ( 1/3 x ¾ = N) Group Work: Let the pupils to visualize the multiplication problem using model by presenting one hectare by whole piece of cartolina. Say, “ if this is 1 hectare, how will you represent the ¾ hectare piece of land owned by father? (Pupils may fold the piece into 4 equal parts and shades ¾ ). After performing the activity the pupils answer the following questions through the visualization

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery (Leads to Formative Assessment 3)

Using problem opener Ask these questions What ingredients did Caty’s buy from the market? What kind of a girl is Caty? Will you obey your mother? To answer the first problem, let us draw a figure to represent 1/6 of a piece of cheese

Using problem opener Ask these questions What ingredients did Caty’s buy from the market? What kind of a girl is Caty? Will you obey your mother? To answer the first problem, let us draw a figure to represent 1/6 of a piece of cheese

Present the situation to the class.

We can also express as … 5 x 1 = 5 or we multiply 5 by 1 How did you find the activity? How did you multiply the fraction to another fraction? How did you multiply fraction to a whole number?

We can also express as … 5 x 1 = 5 or we multiply 5 by 1 How did you find the activity? How did you multiply the fraction to another fraction? How did you multiply fraction to a whole number?

By mental computation ½ × ⅓ - Multiply numerator to numerator and multiply denominator to denominator. ½ × ⅓ = 1/6

A. Discuss the presentation under Explore and Discover on page ____ of LM Grade Five B. Ask the pupils to work on the exercises under Get Moving on page

A. Discuss the presentation under Explore and Discover on page ____ of LM Grade Five B. Ask the pupils to work on the exercises under Get Moving on page

How did you go with the activity? How did you get the product without paper and pencil?

Group the pupils into five working teams. Tell them to think of methods on how to solve the problem mentally.

19

multiplication of fractions using models

____of LM Grade Five C. For Mastery, have them answer the items under Keep Moving on page ___ of LM Grade Five

____of LM Grade Five C. For Mastery, have them answer the items under Keep Moving on page ___ of LM Grade Five

For the solution: We multiply both numerators and denominators to get the product of the fractions mentally.

G. Finding practical applications of concepts and skills in daily living

Show the product: a. One half of one and one half of the farm is planted with corn. Illustrate the area. b. Have the pupils do their under Apply your Skills on Page --LM Grade 5 Math.

Ask the pupils to do items 1 to 3 under Apply your Skills on page 153 of LM Grade 5

Ask the pupils to do items 1 to 3 under Apply your Skills on page 153 of LM Grade 5

H. Making generalizations and abstractions about the lesson

How do we visualize multiplication of Fraction using model. Multiplication equation for each visualization by paper folding drawing and the like. A. Discuss the presentation under Explore and Discover on page ___ of LM Math Grade 5 B. Let the pupils work on exercises under Get Movingon page___ on page of LM Grade 5. For more Practice give exercises under Keep Moving on page of LM Grade 5

How do we multiply whole number to fraction? How do we multiply fraction to fraction?

How do we multiply whole number to fraction? How do we multiply fraction to fraction?

A. Solve each item mentally. 1. 2/3 × 4/5 = _____ 2. ½ × 2/3 = _____ 3. ¾ × 2/3 = _____ 4. 5/7 × 7/8=_____ 5. 7/10 × 1/5 = _____ B. Solve for N mentally. 1. 5/6 × 7/8 = N 2. 3/8 × 5/6 = N 3. 3/10 × ½ = N 4. 2/3 × ½ = N For more exercises, let the pupils answer exercise B under Keep Moving on page__ LM Math Grade 5. Lead the pupils to give the generalization by asking: How do you multiply the proper fractions with the denominators up to 10?

Understand the questions carefully then write your answers in the blanks. 1. In the equation 2/3 x ½ x 5 = N 2. If you multiply 3 , ¼ and 2/3, what will be the product 3. Multiply 2/3 , 2 and 4/5 . It will give a product of __________. 4. What is the product of 2/7 , 3/8 and ½ ? _______ 5. Multiply 2, 5/6 and ¾. The answer is _____.

Understand the questions carefully then write your answers in the blanks. 1. In the equation 2/3 x ½ x 5 = N 2. If you multiply 3 , ¼ and 2/3, what will be the product 3. Multiply 2/3 , 2 and 4/5 . It will give a product of __________. 4. What is the product of 2/7 , 3/8 and ½ ? _______ 5. Multiply 2, 5/6 and ¾. The answer is _____.

I.

Evaluating learning

Let the pupils answer exercise Aunder Apply Your Skillson page__ LM Math Grade 5

20

J.

Additional activities for application or remediation

Prepare an album showing the following equations. Use paper – folding methods. 1. 21 3 x 2 = 2.

V. VI. A.

B.

C.

D.

x

4

=

Find the product. Express your answer in lowest terms if possible Dan bought 6 kilos of rice in the market. He shared 1/3 for their picnic. How many kilos of rice did he share? Phiel planted pineapple on the ¾ of the 5/6 sq. hectares of farm, what part of the farm was planted with pineapple?

Answer exercise B underApply Your Skillson page__ LM Math Grade 5

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

13 10

Find the product. Express your answer in lowest terms if possible Dan bought 6 kilos of rice in the market. He shared 1/3 for their picnic. How many kilos of rice did he share? Phiel planted pineapple on the ¾ of the 5/6 sq. hectares of farm, what part of the farm was planted with pineapple?

21

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

School Teacher Teaching Dates and August 1-5, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Thursday Friday Solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving demonstrates understanding of whole numbers up to 10 000 000. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations. solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies and tools.

strategies or tools. demonstrates understanding of whole numbers up to 10 000 000. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations. solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies and tools.

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

creates problems (with reasonable answers) involving multiplication of fraction

creates problems (with reasonable answers) involving multiplication of fraction

22

M5NS-Ih-93.1

II.

CONTENT

M5NS-Ih-93.1

M5NS-Ih-92.1

M5NS-Ih-92.1

Solving Routine or Non-

Solving Routine or Non-

Creating

routine Problems Involving

routine Problems Involving

reasonable answer) Involving

reasonable answer) Involving

Multiplication Without or With

Multiplication Without or With

Multiplication of

Multiplication of

Addition or Subtraction of

Addition or Subtraction of

Fractions

Fractions

Fractions and Whole Numbers

Fractions and Whole

Using Appropriate Problem

Numbers Using Appropriate

Solving Strategies or Tools.

Problem Solving Strategies or

Problems

(with

Creating

Problems

(with

Tools.

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

Guide,

Guide,

Guide, M5NS-Ih-93.1

Guide, M5NS-Ih-93.1

Code M5NS-Ih-92.1p.56

Code M5NS-Ih-92.1p.56

LM Grade 4 pp. 131-132

LM Grade 4 pp. 131-132

number cards, charts, activity sheets, coin

number cards, charts, activity sheets, coin

cards with problem for the

cards with problem for the

drill activity

drill activity

Using flash cards give the

Using flash cards give the

Conduct a review on solving

Conduct a review on solving

product of the following

product of the following

multistep routine and non-

multistep routine and non-

fractions mentally.

fractions mentally.

routine

routine

problems

involving

problems

involving

23

3/5 X ½

3/5 X ½

6/7 X 1/3

6/7 X 1/3

7/9 X 4/5

7/9 X 4/5

9/10 X ¼ B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

multiplication fractions using

multiplication fractions using

appropriate

appropriate

strategies and tools.

Solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies or tools. Do you know how to save your money? How do you save your money?

your money? How do you save your money?

Present this problem. Let the

Create

Present this problem. Let the pupils read and understand

it.

it.

Marlon earned ₱150 by selling

Marlon earned ₱150 by selling

2 5

of newspapers. If he puts

2 5

his money in his piggy bank,

his money in his piggy bank,

how much did he save?

how much did he save?

Ask: What is asked in the problem?

strategies and tools.

Ask: What is asked in the

problems

(with

Create

problems

(with

reasonable answer) involving

reasonable answer) involving

multiplication of fractions

multiplication of fractions

Show a picture of a boy/girl

Show a picture of a boy/girl

putting

putting

coins

on

a

piggy

bank.

pupils read and understand

newspapers. If he puts

problem-solving

9/10 X ¼

5. 8/10 X 3/ Solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies or tools. Do you know how to save

Ask:

D. Discussing new concepts and practicing new skills #1

problem-solving

coins

on

a

piggy

bank. What

is

the

boy/girl

Ask:

What

is

the

boy/girl

doing? Is it necessary for a

doing? Is it necessary for a

child like you to learn how to

child like you to learn how to

save money? Why? Present this problem.

save money? Why? Present this problem.

Everyday

Shane’s

mother

Everyday

Shane’s

mother

gives her Php 50 for her

gives her Php 50 for her

allowance. She only spend ¾

allowance. She only spend ¾

of it and save the rest on her

of it and save the rest on her

coin bank. If she saves her

coin bank. If she saves her

of money religiously every day,

money religiously every day,

how much money will she

how much money will she

have in 4 weeks?

have in 4 weeks?

Guide the pupils in solving

Guide the pupils in solving

the problem. Refer to the

the problem. Refer to the

questions.

questions.

24

What are given in the

problem?

problem?

What are given in the

What is asked in the

What is asked in the

problem? What are the given

problem? What are the given

facts? What is

word

facts? What is

clue? What is the operation

clue? What is the operation

to be used? What is

to be used? What is

What word clue would help

problem?

you solve the problem?

What word clue would help

What operation needed to

you solve the problem?

solve the problem?

What operation needed to

What is the number

solve the problem?

sentence?

What is the number

Call one pupil to show his/her

sentence?

mathematical

solution on the board.

Call one pupil to show his/her

sentence

solution on the board.

the

the

the

word

the

mathematical

for

the

problem? Solve and explain the

sentence

for

the

problem? Solve and explain the

answer.

answer.

Allow each group to

Allow each group to

solve

solve

the

problem.

the

problem.

Let them post their

Let them post their

work on the board as

work on the board as

soon

soon

as

they

are

as

they

are

finished with it. Let

finished with it. Let

each

each

group

discuss

group

discuss

their solutions. Possible solution: 4/4 – ¾ = ¼ She

their solutions. Possible solution: 4/4 – ¾ = ¼ She

saves

saves

¼

of

her

¼

of

her

money daily (¼ of 50) x 20 = N ¼ x 50= 12.50 her

money daily (¼ of 50) x 20 = N ¼ x 50= 12.50 her

daily savings 12.50 x 20 (number

daily savings 12.50 x 20 (number

of school days in 4

of school days in 4

weeks)

weeks)

=

Php

=

Php

25

E. Discussing new concepts and practicing new skills #2

250.00 her savings

250.00 her savings

in 4 weeks

in 4 weeks

Ask: Can you create a

Ask: Can you create a

problem similar to the given

problem similar to the given

problem?

problem?

Ask: Why do you think Marlon

Ask: Why do you think Marlon

Group the pupils into five

Group the pupils into five

saved money in his piggy

saved money in his piggy

working

working

bank? Is it proper to save

bank? Is it proper to save

them

money? Why? What kind of

money? Why? What kind of

problem to the one given.

problem to the one given.

boy is Marlon?

boy is Marlon?

Say: Let us have another

Say: Let us have another

Create a problem with the

Create a problem with the

problem. This time you will

problem. This time you will

given data.

given data.

group yourselves into 5.

group yourselves into 5.

15 kilograms of mangoes-

15 kilograms of mangoes-

teams.

to

create

Encourage a

similar

them

teams.

to

create

Encourage a

similar

Group 1-A metro Aide can

Group 1-A metro Aide can

harvested by John from the

harvested by John from the

clean 10 2/3 meters of the

clean 10 2/3 meters of the

orchard1/3 kilograms-shared

orchard1/3 kilograms-shared

lawn

lawn

by John to his neighbours

by John to his neighbours

manymeters can he cleans in

per

manymeters can he cleans in

5 ½ litres of paint- amount of

5 ½ litres of paint- amount of

4 ½ hours?

4 ½ hours?

paint to be used for painting

paint to be used for painting

the fence

the fence

Group 2-

hour.

How

A man owned a

per

Group 2-

hour.

How

A man owned a

parcel of land that was 1 4/5

parcel of land that was 1 4/5

¾ of the total paint- the

¾ of the total paint- the

hectares in area. He used

hectares in area. He used

amount of paint consume to

amount of paint consume to

2/3 of the land for a garden.

2/3 of the land for a garden.

paint the entire fence.

paint the entire fence.

What fraction of the land

What fraction of the land

area is the garden?

area is the garden?

Group 3-

Group 3-

sacks

of

Julius sold 3 ½ rice.

Each

sack

sacks

of

Julius sold 3 ½ rice.

Each

sack

weighs 50 kilograms. How

weighs 50 kilograms. How

manyKilograms of rice did

manyKilograms of rice did

Julius sell?

Julius sell?

26

Group 4-

Precy answered

Precy answered

¾ of the test correctly. If

¾ of the test correctly. If

there is a total of 20 test

there is a total of 20 test

items,

items,

how many items did

how many items did

she get correctly?

she get correctly?

Group 5-

Group 5-

Ricky painted 3/5

Ricky painted 3/5

of the side of the garage.

of the side of the garage.

When he repainted ½ of this

When he repainted ½ of this

part, what part of the side of

part, what part of the side of

the garage of each ad he

the garage of each ad he

painted twice?

painted twice?

Call a representative of

F.

Group 4-

Call a representative of

each group to report the

each group to report the

Developing mastery

outcomes of their activity. Discuss the presentation

outcomes of their activity. Discuss the presentation

(Leads to Formative Assessment 3)

under Explore and

under Explore and

Discoveron page 1 of LM

Discoveron page 1 of LM

Math Grade 5.

Math Grade 5.

Read and solve the problems

Read and solve the problems

carefully.

carefully.

Nelson wants to paint one of

Nelson wants to paint one of

the walls of his bedroom with

the walls of his bedroom with

a color different from

a color different from

that of the other walls. The

that of the other walls. The

monthly salary from

monthly salary from

wall he will paint is 5 ½

wall he will paint is 5 ½

her

her

metres long and 4 ½ metres

metres long and 4 ½ metres

class

high. What is the dimension

high. What is the dimension

of the wall?

of the wall?

Joshua had a piece of tape 4

Joshua had a piece of tape 4

1/3 m. long. He used ¾ of it.

1/3 m. long. He used ¾ of it.

A.

B.

1.

Discuss

the

C. Discuss

presentation on page

presentation on page

___of LM Math Grade

___of LM Math Grade

V. Have

the

pupils

V. D. Have

the

pupils

create a problem with

create a problem with

the

the

information

given. Php 25,000- Ericka’s online

3.

tutorial

information

given. Php 25,000- Ericka’s online

tutorial

class 1/8

- she puts

1/8

on her savings every 2.

the

month 5/6- part of the house to be cleaned

- she puts

on her savings every 4.

month 5/6- part of the house to be cleaned

27

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

How many metres of

How many metres of

½- part of the house

½- part of the house

Tape did he use?

Tape did he use?

finished in cleaning

finished in cleaning

How do you find with the

How do you find with the

After all the groups have

After all the groups have

activity? Did you enjoy doing

activity? Did you enjoy doing

presented their work, ask the

presented their work, ask the

it?

it?

following questions:

following questions:

How were you able to solve

How were you able to solve

How did you find the activity?

How did you find the activity?

it?

it?

How were you able to create

How were you able to create

How do we solve routine and

How do we solve routine and

a problem? Summarize

a problem? Summarize

non-routine word problem?

non-routine word problem?

asking: How do we create

asking: How do we create

The steps in solving routine

The steps in solving routine

problems

problems

problems are:

problems are:

multiplication of fractions?

Understand – Know what is

Understand – Know what is

We

familiarize

asked, what are given.

asked, what are given.

ourselves

with

Plan – Know what operation.

Plan – Know what operation.

different

different

Write the number sentence.

Write the number sentence.

Mathematical

Mathematical

Solve – Write

Solve – Write

the

correct

units/label your answers. Check

and

Review

and

Look

–

your

answers. To

correct

units/label your answers.

back

check

the

Check

and

Review

and

Look

check

non-

problems

routine involving

To

solve

non-

problems

routine

subtraction

of

fraction and whole numbers,

fraction and whole numbers,

read and analyze

read and analyze

problem

carefully.

Tell

the

problem

carefully.

involving

multiplication of fractions?

the

concepts. Analyse the data first

We

familiarize

ourselves

with

the

concepts. Analyse the data first of problems you want

addition

the

by

of problems you want

involving or

lesson

your

addition

of

involving

the

and think of the type

multiplication without or with

subtraction

by

and think of the type

multiplication without or with or

lesson

–

back

answers.

solve

the

to create. Study some sample problems familiar

and with

be the

to create. Study some sample problems familiar

and with

be the

organization of data

organization of data

on the problem.

on the problem.

Tell

what is asked and what are

what is asked and what are

given. Then, use other

given. Then, use other

28

strategies like act out the

strategies like act out the

problem,

problem,

listing/table

method,

I.

Evaluating learning

guess

and

test,

listing/table

method,

guess

and

test,

drawing/making a diagram,

drawing/making a diagram,

using

using

patterns,

working

backwards, etc. to solve. Read and solve carefully. 1.

working

backwards, etc. to solve. Read and solve carefully.

Albert is taking a

the

pupils

do

the

Have

the

pupils

do

the

exercises under Apply your

exercises under Apply your

60-item multiple

60-item multiple

Skills on page ____, LM Math

Skills on page ____, LM Math

choice

He

choice

He

Grade

Grade

the

knows

the

pupils to show and discuss

pupils to show and discuss

the answers.

the answers.

test.

correct

1.

Have

Albert is taking a

knows

2.

patterns,

answers

test.

correct

answers

to all, xxcept 1/5 of the

to all, xxcept 1/5 of the

items.

items.

If

he

If

guesses correctly

on ¾ of these

on ¾ of these

questions,

questions,

many items will

he

he

correctly? A farmer has 3

2.

sons and 10 ¾ hectares of rice

field. He gave 2/7

field. He gave 2/7

of the land to the oldest, 3/5 of

of the land to the oldest, 3/5 of

what remained to

what remained to

the next oldest,

the next oldest,

and

and

remained to the

Encourage

some

correctly? A farmer has 3

hectares of rice

still

V.

answer

sons and 10 ¾

what

some

how

many items will answer

Encourage

he

guesses correctly how

V.

what

still

remained to the

29

youngest. much

How

land

each 3.

receive? Mang

much

son

each 3.

50

son

receive? Mang

Celso 50

He sold 4/5 of

He sold 4/5 of

these

these

to

his

to

his

neighbors and brought the rest

neighbors and brought the rest

to

to

the

market. many

the

market.

How

many

kilograms of fish

kilograms of fish

were sold in the

were sold in the

market? Jose harvested ½

kg

4.

of

market? Jose harvested 45

½

kg

of

squash from his

squash from his

garden. He gave

garden. He gave

5/8 of these to

5/8 of these to

the visitors. How

the visitors. How

many

many

kilograms

left? A car travel at a speed

Additional activities for

did

caught

of squash were

J.

land

kilograms of fish.

45

5.

How

kilograms of fish.

How

4.

did

Celso

caught

youngest.

of

2

¼

kilograms

of squash were 5.

left? A car travel at a speed

of

2

¼

kph. How far can

kph. How far can

it go in 3 1/3

it go in 3 1/3

hours?

hours?

Let the pupils answer

Let the pupils answer

Write a question for the given

Write a question for the given

30

application or remediation

exercise A under Apply Your Skills on page_ LM Math Grade 5

exercise A under Apply Your Skills on page_ LM Math Grade 5

problem. 1.

2.

problem. Rudy earns Php 500

each day working in

an office. He spends

an office. He spends

3/4 of it for food. Jen bought 3

B.

C.

D.

2.

3/4 of it for food. Jen bought 3

¼

meter ribbon for her

dress.

dress.

The used

dressmaker

The used

only 2/3 of it.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

¼

meter ribbon for her

only 2/3 of it.

A.

Rudy earns Php 500

each day working in

dressmaker

V. VI.

1.

GRADES 1 to 12

School

Grade Level 31

DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

Teacher Teaching Dates and August 8-12, 2016 Time Monday Visualizes division of fraction demonstrates understanding of whole numbers up to 10 000 000. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations. visualizes division of fractions

M5NS-Ii-95

Tuesday

Learning Areas Quarter

Wednesday

Thursday

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations. visualizes division of fractions

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

divides

divides

- simple fractions - whole numbers by a fraction and vice versa

- simple fractions - whole numbers by a fraction and vice versa

M5NS-Ii-96.1

M5NS-Ii-96.1

M5NS-Ii-95

Friday Weekly Test

32

II.

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

M5NS-Ii-95, Lesson Guide in

M5NS-Ii-95, Lesson Guide in

Mathematics VI p. 266-270,

Mathematics VI p. 266-270,

Our World of Math 5 p.202-

Our World of Math 5 p.202-

204, XL Excelling in

204, XL Excelling in

Mathematics 6 p.172-173

Mathematics 6 p.172-173

Geometric figures, fraction

Geometric figures, fraction

chart, flash cards

chart, flash cards

Conduct a review on

Conduct a review on

multiplication of fraction

multiplication of fraction

using flash cards.

using flash cards.

1.

2 3 × =¿ 3 4

2.

4 6 × =¿ 5 7 1 5 × =¿ 3 6

3.

4.

1.

2 3 × =¿ 3 4

2.

M5NS-Ii-96.1, LG in Math 6 p. 270- 277, Our World of Math 5 p. 202-207, XL Excelling in Mathematics 6 174-176

flash cards, number line, activity cards

flash cards, number line, activity cards

Write the following as mixed numbers or whole numbers Group 1

Write the following as mixed numbers or whole numbers Group 1

12 3 13 4

4 6 × =¿ 5 7 1 5 × =¿ 3 6

M5NS-Ii-96.1, LG in Math 6 p. 270- 277, Our World of Math 5 p. 202-207, XL Excelling in Mathematics 6 174-176

3.

14 5

2.

4.

23 4 19 4

3.

5.

12 3 13 4

2.

4.

23 4 19 4

3.

5.

14 5

4.

33

2 3 × =¿ 9 4

5.

3 4 × =¿ 8 5

2 3 × =¿ 9 4

5.

3 4 × =¿ 8 5

B. Establishing a purpose for the lesson

Visualizes division of fraction

Visualizes division of fraction

C. Presenting examples/instances of the new lesson

Present a picture of a girl

Present a picture of a girl

sharing a slice of bread to her

sharing a slice of bread to her

playmate. Ask the pupils to

playmate. Ask the pupils to

tell something about the

tell something about the

picture. Elicit the value of

picture. Elicit the value of

sharing.

sharing.

Present each problem to the

Present each problem to the

class.

class.

D. Discussing new concepts and practicing new skills #1

Grace has 4 meters of cloth.

Grace has 4 meters of cloth.

She wants to make hand

She wants to make hand

towels for her EPP project.

towels for her EPP project.

How many hand towels can

How many hand towels can

she make if each hand towel

she make if each hand towel

1 2

1 2

measures

meter?

measures

meter?

Analyze the problem. Ask

Analyze the problem. Ask

“What are the given facts?”

“What are the given facts?”

What is asked? What is the

What is asked? What is the

Divides simple fraction and whole number by a fraction and vice versa Present a picture of a boy helping his parents in doing household chores. Ask the pupils if they also help their parents at home in doing household chores. Elicit the value of helping.

Divides simple fraction and whole number by a fraction and vice versa Present a picture of a boy helping his parents in doing household chores. Ask the pupils if they also help their parents at home in doing household chores. Elicit the value of helping.

Present each problem to the class.

Present each problem to the class.

A

5 6

m wire is to be cut

into pieces Lito helps his father cutting it into

1 12

A

5 6

m wire is to be cut

into pieces Lito helps his father cutting it into

1 12

meter long. How many pieces can he cut from the wire?

meter long. How many pieces can he cut from the wire?

Analyze the problem: What is asked? What facts are given? What is the needed operation?

Analyze the problem: What is asked? What facts are given? What is the needed operation?

34

E. Discussing new concepts and practicing new skills #2

operation to be used?

operation to be used?

Write the equation.

Write the equation.

Group the pupils and have

Group the pupils and have

them perform the task.

them perform the task.

Group the pupils and have them perform the task. Find each quotient.

Group the pupils and have them perform the task. Find each quotient.

2 3 ÷

1 3

÷

1 8

=n

6.

3. 6. 6 = n

3 4

F.

Developing mastery

(Leads to Formative Assessment 3)

Let the groups present their

Let the groups present their

outputs.

outputs.

How did you find the activity?

How did you find the activity?

Were you able to visualize

Were you able to visualize

division of fraction? In how

division of fraction? In how

many ways were you able to

many ways were you able to

show the answer?

show the answer?

5. 24

÷

4 5 ÷

÷

1 4

8 =

=n

7.

=n

1 6

1 3

÷

1 8

6

8=n

12 ÷

8. 9

2 3

5

=n 4

4. 5 n

5 6

2.

=n

5

=n

3. 6. 6 = n 6

4

4. 5 n 6.

8=n

3 4

12 ÷

8. 9

5 6

2.

÷

4 5 ÷

5. 24

1 4

8 =

=n

7.

=n

1 6

Let the pupils present their work. How did you find the activity? How did you find the quotient of simple fraction? whole number and fraction vice versa?

Let the pupils present their work. How did you find the activity? How did you find the quotient of simple fraction? whole number and fraction vice versa?

To divide simple fractions Change the divisor to its reciprocal. Change the division sign to multiplication sign. Multiply the numerators then

To divide simple fractions Change the divisor to its reciprocal. Change the division sign to multiplication sign. Multiply the numerators then

35

G. Finding practical applications of concepts and skills in daily living

Have the pupils solve the

multiply the denominators. multiply the denominators. Express in lowest terms if Express in lowest terms if necessary. necessary. To divide whole number and To divide whole number and a fraction vice versa: a fraction vice versa: Step 1. Write the number Step 1. Write the number sentence. sentence. Step 2. Rename the whole Step 2. Rename the whole number in fraction form number in fraction form Step 3. Get the reciprocal of Step 3. Get the reciprocal of the divisor then proceed to the divisor then proceed to Multiplication of fractions. Multiplication of fractions. Step 4. Write the product of Step 4. Write the product of the numerators over the the numerators over the product of the denominators; product of the denominators; and and reduce the fractions if needed. reduce the fractions if needed. . . Discuss the presentation. On Discuss the presentation. On Discuss the presentation. On page ___ of LM Math Grade V, page ___ of LM Math Grade V, page ___ of LM Math Grade V, Have the pupils solve the Have the pupils solve the Have the pupils solve the following problems. following problems.

following problems.

following problems.

Use a fraction chart to show:

Use a fraction chart to show:

Discuss the presentation. On page ___ of LM Math Grade V,

1 3

a) 3 1

a) 3

b) 5 2

2 3

Ask the pupils to solve the

c) 6

2 3

Ask the pupils to solve the

problems under Get Moving

problems under Get Moving

on page ____ LM Math Grade

on page ____ LM Math Grade

V. Check their Answer. For

V. Check their Answer. For

mastery, have them solve the

mastery, have them solve the

3 5

of a big

birthday cake in the refrigerator. She served

1 5

1

b) 5 2 c) 6

1 3

Lita found

piece of the cake to

each of her friends. How many of her friends ate the cake? How

many

2 5

-meter

long

pieces can be cut from an -meter ribbon? 12 ÷ ¼ 6 ÷ 4/5 3 ÷ 2/8

8 10

Lita found

3 5

of a big

birthday cake in the refrigerator. She served

1 5

piece of the cake to

each of her friends. How many of her friends ate the cake? How

many

2 5

-meter

long

pieces can be cut from an -meter ribbon? 12 ÷ ¼ 6 ÷ 4/5 3 ÷ 2/8

8 10

36

H. Making generalizations and abstractions about the lesson

problems under Keep

problems under Keep

Moving on Page _______ of

Moving on Page _______ of

LM Math Grade V. Check the

LM Math Grade V. Check the

pupil’s answer. Lead the pupils to generalize

pupil’s answer. Lead the pupils to generalize

that: To visualize division offraction we use the illustration, fraction chart and number line

I.

Evaluating learning

Solve the problem using

Lead the pupils to generalize Lead the pupils to generalize that: that: that: To divide simple fraction: To divide simple fraction: To visualize division Change the divisor to its Change the divisor to its reciprocal. reciprocal. offraction we use the Change the division sign to Change the division sign to illustration, fraction chart and multiplication sign. multiplication sign. Multiply the numerators then Multiply the numerators then number line multiply the denominators. multiply the denominators. Express in lowest terms if Express in lowest terms if necessary. necessary. To divide whole number and To divide whole number and a fraction vice versa: a fraction vice versa: Step 1. Write thee number Step 1. Write thee number sentence. sentence. Step 2. Rename the whole Step 2. Rename the whole number in fraction form number in fraction form Step 3. Get the reciprocal of Step 3. Get the reciprocal of the divisor then proceed to the divisor then proceed to Multiplication of fractions. Multiplication of fractions. Step 4. Write the product Step 4. Write the product of the num numerators over the of the num numerators over the product of the den product of the den denominators; and denominators; and reduce the fractions if needed. reduce the fractions if needed. Solve the problem using

illustration:

illustration:

1) Jayra bought 3 pineapples.

1) Jayra bought 3 pineapples.

She cut each into ½ pieces.

She cut each into ½ pieces.

How many halves did she

How many halves did she

have?

have?

2) Rico has to pack 4 kg. of

2) Rico has to pack 4 kg. of

rice in bags that can contain

rice in bags that can contain

Find the quotient:

5 1. 8 9 10 7 8

1 3

÷

÷

÷

1 2 1 2

Find the quotient: =n

=n

=n

2.

3.

4.

1.

5 8

9 10 7 8

1 3

÷

÷

÷

1 2 1 2

=n

=n

=n

2.

3.

4.

37

4/5 kg per bag. How many

J.

Additional activities for application or remediation

bags will he need to pack the

bags will he need to pack the

rice?

rice?

Illustrate the following

division problems. Write the

division problems. Write the

answer in your notebook.

answer in your notebook.

1.) 6

2.) 12

=N 2 3

=N

3.) 1/3 ÷ 1/6

10 ÷

2 3

Illustrate the following

3 4

4.) 6

3 4

5.) 12

1.

=N 2 3

=N

5 9

= n 2.

4 5

÷

1 2

= n 3. 6

1 3

6.) 1/3 ÷ 1/6

7 10

B.

C.

D.

2 3

÷

=n

=n

4. 24 ÷

5. 3 ÷

1 8

10 ÷

=

1 3

1 4

A.

= n 5. 8 ÷

Find the quotient. Write the answer in your notebook.

÷

V. VI.

1 8

4/5 kg per bag. How many

= n 5. 8 ÷

=

Find the quotient. Write the answer in your notebook. 2.

1 3

÷

5 9

= n 2.

4 5

÷

1 2

= n 3. 6

1 3

÷

1 4

=n

=n

4. 24 ÷

5. 3 ÷

7 10

=n =n

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation

38

E.

Which of my teaching strategies worked well? Why did these work?

F.

What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

School Teacher Teaching Dates and August 15-19, 2016 Time Monday

I. OBJECTIVES A. Content Standards

B. Performance Standards

Grade Level Learning Areas Quarter

Tuesday

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of whole numbers up to 10 000 000.

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms

demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts and able to apply

Wednesday REVIEW

Thursday PERIODICAL TEST

Friday PERIODICAL TEST

39

C. Learning Competencies/Objectives Write the LC code for each

II.

and contexts and able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

solves routine or non-routine problems involving division without or with any of the other operations of fractions and whole numbers using appropriate problem solving strategies and tools

creates problems (with reasonable answers) involving division or with any of the other operations of fractions and whole numbers.

M5NS-Ij-97.1

M5NS-Ij-98.1

M5NS-1j-97.1, Elementary Mathematics 6 p. 126

M5NS-1j-98.1

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Module in Mathematics 6 Lesson 89-91 pages 123-127

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV.

flashcards of basic division

flashcards

,

facts, activity cards, charts

charts

of word problems

activity cards

of

activity word

cards,

problems,

PROCEDURES

40

A. Reviewing previous lesson or presenting the new lesson

Checking of Assignment

Checking of Assignment

Review the steps in solving

Review the steps in solving word

word problems.

problems.

Ask: What are the steps in

Ask: What are the steps in

solving a word problem

solving a word problem In what steps will the following questions fall? What is asked? What are the given facts? What is the process to be used? What is the number sentence? Show the solution and complete

B. Establishing a purpose for the lesson

Solves routine or non-routine

answer. Create

problems involving division

reasonable answers) involving

without or with any

division or with any of other

of the

problems

other operations of fractions

operations

and whole numbers using

whole numbers

of

(with

fractions

and

appropriate problem solving C. Presenting examples/instances of the new lesson

strategies and tools. Do you drink pineapple juice? Do you share it with your friends?

Read and study the problem. Malou is making a placemats for her mother. How many placemats can she cut from 4 meters of linen cloth? Ask:

Can

you

solve

the

problem? Why not? What is the needed information to solve the problem?

41

D. Discussing new concepts and practicing new skills #1

Present a problem opener

Post the jumbled word problems

Pauline prepared ¾ liter of pineapple juice for her 3 visitors. How much juice were served to each of her friends if she served equally among them?

on the board.

They have 48 cups of buko salad. How many servings can be made?

Ask: What is asked in the problem? What are the given facts? What word clue would help you solve the problem? What operation is to be

A cafeteria is offering buko salad for desert. Each serving is 2/3 of a cup. Let the pupils read the sentences written on the strips.

used? Ask a pupil to show his/her E. Discussing new concepts and practicing new skills #2

solution on the board. Ask: Which of the problems

Ask: Get a partner and try to

is

arrange the sentences to form a

easier

to

solve?

What

operation did you use to get the answer? How were you able to solve it? Did you work with your group cooperatively?

word a problem. A cafeteria is offering

buko salad for desert. They have 48 cups of buko salad. Each serving is 2/3 of a cup. How many serving can be made?

When your group solved the

Ask:

Did

you

arrange

the

problem easily, how did you

sentences correctly to form a

feel?

word problem? Say: Let the pairs solve the problem and ask someone to show the solution on the board.

42

F.

Developing mastery

(Leads to Formative Assessment 3)

Say: Let us solve more problems. Let the pupils answer the following problems by pairs. Check the pupils’ answers

a. Group Activity Divide the class in four groups. Let them choose a leader and a secretary. Give each group an activity card with data to be used for creating a problem. Let each group post their work on the board. The leader will report the problem they have created and show their

answer and

solution. G. Finding practical applications of concepts and skills in daily living

Divide

the

class

in

four

Ask

pupils

to

work

the

groups. Let them choose a

exercises

leader and a secretary. Give

Moving on page___ of LM Math

each group an activity card

Grade

with problems written on it.

answers.

5.

under

on

Check

Keeping the

pupils’

Then each group will post their work on the board. The leader H. Making generalizations and abstractions about the lesson

will

explain

their

answers and solutions. Lead the pupils generalize

Lead the pupils generalize the

the following.

following.

The steps in solving routine problems are: Understand –Know what is asked, what are given Plan- Know the operation. Write the number sentence. Solve- Write the correct units/label your answer. Check and Look back – Review and check your answer.

To create a word problem, Be familiar with the concepts of Math. Think of the type of problem to be created. Read some samples of word problems and study their solutions. The following are necessary when creating a problem.

43

To solve non-routine problems involving division, read and analyze the problem carefully. Tell what is asked and what are given. Use other strategies like act out the problem, table method, drawing/making a diagram to solve.

I.

Evaluating learning

To check if the answer to the problem you have created and solved is correct; All the given data needed to solve the problem should be there. The answer must be the answer to what is asked for and must be reasonable.

Solve the following

Create a problem using the

problems.

given data. Then, solve the

Mrs. Gibe had 4 bars of

problem.

laundry soap. In how many days did she use the bar of soap if she used 1 1/3 bars a day? There are 5 pieces of silk cloth. Each piece is 8/9 meters long. It takes 4/9 of a meter to make one décor. How many decors can be made from all the pieces? A tailor has a bolt of cloth 50

Given:

6

2 3

water 3 big containers filled equally Asked: Number of pails of water each container hold Problem: ________________________________ _ Solution and answer:

meters long. If a uniform needs 2 2/3 meters of cloth, how many uniforms can he

collected pails of

Given:

12

3 4

m long of stick

make from the cloth?

7 equal parts

Rayne has 5 meters of cloth.

Asked: the measure of each

She will use it for making

stick

scarves. How many scarves

Problem: _________________

44

can she make if each scarf

Solution and answer:

needs 2/3 meter? Mark bought 30 2/3 meters of rope and cut it into equal pieces. If he is to divide it equally among 16 children, how many meters of rope will each receive?

Given:

6 8

of 100 pupils

3 groups Asked: the number of members in each group Problem: _____________________ Solution and answer:

J.

Additional activities for application or remediation

Solve each problem.

Create your own problems. Problem:__________________

After harvesting 20 sacks of

Solution and Answer:

corn, 3 sacks were divided by Mang Jun. He gave ¼ of a sack of corn to each of his neighbors.

How

many

neighbors shared Mang Jun’s good harvest? Mother has 6 kg of boiled peanuts. repack

She these

wants into

to

small

plastic bags which weigh 3/8 kg each. How many plastic bags does she need? Hannah and Mother can sew one table cloth in ¼ hour. How many table cloths can they finish in 5 hours? V.

REMARKS

45

VI. A.

B.

C.

D.

REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12

School Teacher

Grade Level Learning Areas 46

DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

Teaching Dates and Time

August 22-26, 2016

Quarter

Monday Tuesday Wednesday Gives the place value and the value of a digit of a given decimal number through ten thousandths. 1.demonstrates understanding of decimals.

Thursday

1.demonstrates understanding of decimals.

1.demonstrates understanding of decimals.

1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and reallife situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

gives the place value and the value of a digit of a given decimal number through ten thousandths.

gives the place value and the value of a digit of a given decimal number through ten thousandths.

reads and writes decimal numbers through ten thousandths.

reads and writes decimal numbers through ten thousandths.

M5NS-IIa-101.2

M5NS-IIa-102.2

M5NS-IIa-102.2

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Weekly Test

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

M5NS-IIa-101.2 II.

CONTENT

III.

LEARNING RESOURCES

Numbers and Number Sense

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

47

A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum Guide

VI pp.38-42

K to 12 grade 5 Curriculum p. 57. (M5NS-IIa-102), Growing Up with math pp. 163166. Lesson Guide In Mathematics 5 pp. 310315, MISOSA Module 6Reading and Writing Decimals

K to 12 grade 5 Curriculum p. 57. (M5NS-IIa-102), Growing Up with math pp. 163166. Lesson Guide In Mathematics 5 pp. 310315, MISOSA Module 6Reading and Writing Decimals

Guide p. 57 MN5NS-IIa-101.2

p. 57 MN5NS-IIa-101.2 Lesson

Lesson Guide in Elementary

Guide in Elementary Mathematics

Mathematics VI pp.38-42

Cards, place value chart

Cards, place value chart

Cards, place value chart

Cards, place value chart

Game- Brothers/Sisters, Where

Game- Brothers/Sisters, Where Are

Are You?

You?

Different card bearing number

Different card bearing number

Review on reading and writing whole numbers by presenting some statistics.

Review on reading and writing whole numbers by presenting some statistics.

phrases, fractions, and

phrases, fractions, and decimals

decimals will be given to

will be given to pupils. Be sure to

pupils. Be sure to have the

have the complete set.

Read the numbers and write them in words (cartolina strips) Here are some facts about the Philippines

Read the numbers and write them in words (cartolina strips) Here are some facts about the Philippines

Reads and writes decimal numbers through ten thousands

Reads and writes decimal numbers through ten thousands

Are you all aware of what is happening in our country? Are you aware of the economic situation in the Philippines? What is the

Are you all aware of what is happening in our country? Are you aware of the economic situation in the Philippines? What is the

complete set. B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson

Gives the place value and the

Gives the place value and the value

value of a digit of a given

of a digit of a given decimal

decimal number through ten When you see 5, what does it

number through ten When you see 5, what does it mean

mean to you? (5 objects or 5

to you? (5 objects or 5 units)

units)

How about 0.5? Do we read it simply as “point 5”? Is there a way to read it correctly?

How about 0.5? Do we read it simply as “point 5”?

48

Is there a way to read it correctly? D. Discussing new concepts and practicing new skills #1

Present the problem:

Present the problem:

Raul and Joey love studying. Even though their houses are far from their school, they still attend their classeseveryday. The distance of Raul’s house to school is 2 kilometers while joey’s house is 2.25 kilometers away.

Raul and Joey love studying. Even though their houses are far from their school, they still attend their classeseveryday. The distance of Raul’s house to school is 2 kilometers while joey’s house is 2.25 kilometers away. The pupils will answer the following questions; What numbers are given in the situation? What kind of number is 2? How about 2,25? Do you know the different place value positions of a decimal?

The pupils will answer the following questions; What numbers are given in the situation? What kind of number is 2? How about 2,25? Do you know the different place value positions of a decimal? E. Discussing new concepts and practicing new skills #2

morning, he read that the

morning, he read that the

exchange rate of a dollar is

exchange rate of a dollar is

P 46.468. How does we

P 46.468. How does we

read this number?

read this number?

Present

the

decimal

chart.

A. Flash cards one at a time. Let the pupil read and write decimal numbers.

A. Flash cards one at a time. Let the pupil read and write decimal numbers.

2. 3-tens

place and what is the value?

and what is the value?

2-hundredths

What digit is in the hundredths

What digit is in the hundredths

place? What is the value?

place? What is the value?

6-ones 4-thousandths 5- tenths

thousandths place, what is the

place, what is the value?

5-ten thousandths8-

value?

What digit is in the ten thousandths

hundredths

ten

thousandths place, what is the

place, what is the value?

decimal

chart.

What is the digit in the tenths place

the

the

number in a place value

What is the digit in the tenths

in

Present

number in a place value

7-tenths

is

the

of the dollar exchange. One

do we used zero?

digit

Arcigalreads

of the dollar exchange. One

When do we used zero?

What

Atty.

newspaper. He takes note

What is the position of zero? When

What digit is in the thousandths

the

morning

newspaper. He takes note

answer the following:

the

Atty.

Arcigalreads

What is the position of zero?

in

0.4786

Every

morning

answer the following:

is

numeral

Every

Based

digit

the

implication to our economy of the dollar exchange rate? Problem:

Based on the numeral 0.4786

What

on

implication to our economy of the dollar exchange rate? Problem:

9-ten thosandths Have pupils work in pairs. Each pair works on every

7-tenths 2. 3-tens 2-hundredths 6-ones 4-thousandths 5- tenths 5-ten thousandths8hundredths 9-ten thosandths Have pupils work in pairs.

49

value?

F.

Developing mastery

(Leads to Formative Assessment 3)

Have

each

group

their

output.

presents

Check

their

Have each group presents their output. Check their answer.

answer.

Say;

Say; how were you able to

determine the place value and

determine the place value and

value

value of a digit in a decimal

number?

number?

how of

were a

digit

you in

able

to

a decimal

station simultaneously.

Each pair works on every

Each of them will check

station simultaneously.

their answers and present

Each of them will check

their output.

their answers and present

Station 1. Write five and three hundred ten thousandths in decimal form. Station 2. Write 24 and 6 hundred ten thousandths in decimal form. Then write in words. Station 3. Write 46 and sixty-three hundredths in decimal form. Then write in words Station 4. Write 92 ten thousandths in decimal form and write in words. Station 5. Write four thousand fifteen and fortyone thousandths in decimal

their output.

Let the class check their answers by pairs and present their outputs one at a time. After the class presented, ask, “How did you find the activity? How did you read and write decimal numbers? Say: We read decimal numbers like reading whole numbers. Then say, the place value of the last digit. The decimal point is read as “and.” We use 0 as placeholder.

Station 1. Write five and three hundred ten thousandths in decimal form. Station 2. Write 24 and 6 hundred ten thousandths in decimal form. Then write in words. Station 3. Write 46 and sixty-three hundredths in decimal form. Then write in words Station 4. Write 92 ten thousandths in decimal form and write in words. Station 5. Write four thousand fifteen and fortyone thousandths in decimal Let the class check their answers by pairs and present their outputs one at a time. After the class presented, ask, “How did you find the activity? How did you read and write decimal numbers? Say: We read decimal numbers like reading whole numbers. Then say, the place value of the last digit. The decimal point is read as “and.” We use 0 as placeholder.

50

G. Finding practical applications of concepts and skills in daily living

Discuss the presentation on

Discuss

Explore and Discover on page

Explore

______ of LM Math Grade 5.

______ of LM Math Grade 5. Ask the

Ask the pupils to work on

pupils to work on items 1 to 10

items

under Get Moving on page ______.

1

to

10

under

Get

Moving on page ______.

the and

presentation Discover

on

on page

Check the pupils’ answers. For the mastery, have them answer items 1 o 10 under Keep Moving of LM Math Grade 5 on page ____. Check the pupils’ answer

Check the pupils’ answers. For the mastery, have them answer items 1 o 10 under Keep Moving of LM Math Grade 5 on page ____. Check the pupils’ answer

H. Making generalizations and abstractions about the lesson

How do you know the value

How do you know the value and

and place value of each digit

place value of each digit in a given

in a given decimal?

decimal?

I.

Give the place value and the

Give the place value and the value

value of the underlined digit.

of the underlined digit.

Evaluating learning

Number

Plac

Valu

e

e

Number

Valu 6. 08912 392. 035 80.5487 0.96582 175.6734

Valu

e

e

Discuss the presentation on Explore and Discover on page ___ of LM Math Grade 5. The teacher will give other exercise: Write the decimals that the teacher will dictate 267.249 138.5611 3984.06 34.6823 450.65 Ask the pupils to work on items under Get Moving on page ___ of LM Math Grade 5. For mastery, have them answer the items under Keep Moving on pages ____ to ____ of LM Math Grade 5. Elicit from the pupils the rules on reading and writing decimals. Let them explain how the decimal point is to be read.

Write in words.

Write in words.

36.5438 140. 569 9.2345

36.5438 140. 569 9.2345

Valu

e 1. 2. 3. 4. 5.

Plac

Discuss the presentation on Explore and Discover on page ___ of LM Math Grade 5. The teacher will give other exercise: Write the decimals that the teacher will dictate 267.249 138.5611 3984.06 34.6823 450.65 Ask the pupils to work on items under Get Moving on page ___ of LM Math Grade 5. For mastery, have them answer the items under Keep Moving on pages ____ to ____ of LM Math Grade 5. Elicit from the pupils the rules on reading and writing decimals. Let them explain how the decimal point is to be read.

e 6. 7. 8. 9.

6. 08912 392. 035 80.5487 0.96582

51

10. 175.6734

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

Write the digit in each place

Write the digit in each place

0.34607

0.34607

_______ hundredths

_______ hundredths

_______ tenths

_______ tenths

_______ thousandths

_______ thousandths

0.00642

0.00642

_______ thousandths

_______ thousandths

_______ hundredths

_______ hundredths

_______ ten thousandths

_______ ten thousandths

5.06789

5.06789

_______ tenths

_______ tenths

_______ ten thousandths

_______ ten thousandths

_______ hundredths

_______ hundredths

_______ thousandths

_______ thousandths

Write the following in words. 1. Twenty-four and six thousand three hundred forty-eight ten thousandths. 2. Six hundred twelve and five hundred-six thousandths 3. Three hundred thirtyseven and three hundred eight thousandths 4. Eighteen and nine hundred ten thousandths 5. Forty-six and one thousand three hundred ninety-four ten thousandths.

Write the following in words. 1. Twenty-four and six thousand three hundred forty-eight ten thousandths. 2. Six hundred twelve and five hundred-six thousandths 3. Three hundred thirtyseven and three hundred eight thousandths 4. Eighteen and nine hundred ten thousandths 5. Forty-six and one thousand three hundred ninety-four ten thousandths.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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

52

G.

principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and August 29- September 2, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Rounds decimal numbers to the nearest hundredths and thousandths. 1.demonstrates 1.demonstrates 1.demonstrates understanding of decimals. understanding of decimals. understanding of decimals.

Thursday 1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

Friday Weekly Test

B. Performance Standards

53

C. Learning Competencies/Objectives Write the LC code for each II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

rounds decimal numbers to the nearest hundredth and thousandth.

rounds decimal numbers to the nearest hundredth and thousandth.

compares and arranges decimal numbers.

compares and arranges decimal numbers.

M5NS-IIa-103.2

M5NS-IIa-103.2

M5NS-IIb-104.2

M5NS-IIb-104.2

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

K to 12 Grade 5 Curriculum (MN5S-IIa-1012.3) p.57, Lesson Guide in Mathematics Grade 5 pp. 316-318, Growing Up with Math pp. 170-171, Math for Life pp.215-217

K to 12 Grade 5 Curriculum (MN5S-IIa-1012.3) p.57, Lesson Guide in Mathematics Grade 5 pp. 316-318, Growing Up with Math pp. 170-171, Math for Life pp.215-217

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 6 p. 4649, 271 MISOSA Module Mathematics 6 No. 12 Workbook in Mathematics 6, Rubio, May Ester M. p. 20-23 Growing Up with Math 5 p. 167-168

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 6 p. 4649, 271 MISOSA Module Mathematics 6 No. 12 Workbook in Mathematics 6, Rubio, May Ester M. p. 20-23 Growing Up with Math 5 p. 167-168

flashcards, number line

flashcards, number line

activity cards

activity cards

Write the decimals that the teacher will dictate. Mechanics: a. The teacher dictate the decimal number. b. The first pupil in a row will write his answer on a piece of paper as a group’s answer sheet. c. He pass it to his teammate next to him for his answer to

Write the decimals that the teacher will dictate. Mechanics: a. The teacher dictate the decimal number. b. The first pupil in a row will write his answer on a piece of paper as a group’s answer sheet. c. He pass it to his teammate next to him for his answer to

Arranging numbers in ascending or descending order.

Arranging numbers in ascending or descending order.

a. Group the class with 5 members each. b. Each member of the group will be given cards with numbers.

a. Group the class with 5 members each. b. Each member of the group will be given cards with numbers.

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

54

the number dictate bythe teacher. d. As soon as the last pupil in a row has written his answer he submits their answer sheet to the teacher for checking. e. The group with the most number of correct answers win.

the number dictate bythe teacher. d. As soon as the last pupil in a row has written his answer he submits their answer sheet to the teacher for checking. e. The group with the most number of correct answers win.

Group 1

Group 1

c. The teacher gives instruction to arrange themselves in ascending order; then in descending order. d. The first group to arrange themselves correctly wins the game.

c. The teacher gives instruction to arrange themselves in ascending order; then in descending order. d. The first group to arrange themselves correctly wins the game.

B. Establishing a purpose for the lesson

Rounds decimal numbers to the nearest hundredths and thousandths.

Rounds decimal numbers to the nearest hundredths and thousandths.

Compares and arranges decimal numbers.

Compares and arranges decimal numbers.

C. Presenting examples/instances of the new lesson

What percent is the molecules of carbon dioxide present in the earth’s atmosphere?

What percent is the molecules of carbon dioxide present in the earth’s atmosphere?

During the Palaro ng Bayan, Alex Soriano ran the 100 meter dash in 11.43 seconds. Jun Abad the same event in 11.58 seconds. Who is faster between the two runners? Ask:

During the Palaro ng Bayan, Alex Soriano ran the 100 meter dash in 11.43 seconds. Jun Abad the same event in 11.58 seconds. Who is faster between the two runners? Ask:

How long did it take for Alex to reach the finish line? How about Jun? Which of the time recorded in seconds is less than? greater than? If you win the race, are you the fastest or the slowest? If you are, do you have the least or the greatest time spent? Who is faster between the two runners?

How long did it take for Alex to reach the finish line? How about Jun? Which of the time recorded in seconds is less than? greater than? If you win the race, are you the fastest or the slowest? If you are, do you have the least or the greatest time spent? Who is faster between the two runners?

Encourage the pupils to work in pairs. Give them time to solve for the answer to the problem by illustration.

Encourage the pupils to work in pairs. Give them time to solve for the answer to the problem by illustration.

D. Discussing new concepts and practicing new skills #1

Present the problem in the class. “Of the 100% total molecules present in the total molecules present composition of the

Present the problem in the class. “Of the 100% total molecules present in the total molecules present composition of the

55

E. Discussing new concepts and practicing new skills #2

F.

Earth’s atmosphere, only 0.0325 percent is carbon dioxide.’ Ask: What number is closest to 0.0325? Why? Why not? What are the other possible numbers closest to 0.325? What are the rules in rounding off decimal numbers? . Encourage the pupils to work in pairs. Give them time to solve for the answer to the problem by illustration.

Earth’s atmosphere, only 0.0325 percent is carbon dioxide.’ Ask: What number is closest to 0.0325? Why? Why not? What are the other possible numbers closest to 0.325? What are the rules in rounding off decimal numbers? . Encourage the pupils to work in pairs. Give them time to solve for the answer to the problem by illustration.

After all groups presented their answers, ask: Which group/s was/were able to give all correct answers? Which group/s missed an answer? Which group/s was/were not able to give any correct answer?

After all groups presented their answers, ask: Which group/s was/were able to give all correct answers? Which group/s missed an answer? Which group/s was/were not able to give any correct answer?

Ask:

Ask:

How do we compare decimals? How do we order decimals?

How do we compare decimals? How do we order decimals?

Developing mastery

After the group have played, ask,” How do you find the activity? How did you round decimal number nearest to hundredths and thousandths?” Expected answer: By using number line By following the rules in rounding off numbers.

After the group have played, ask,” How do you find the activity? How did you round decimal number nearest to hundredths and thousandths?” Expected answer: By using number line By following the rules in rounding off numbers.

Let the pupils study Explore and Discover on page ___ of the LM Math Grade 5. Emphasize the use of the number line to compare and order decimals. Let the pupils observe that the value of numbers at the right part of the number line is greater than the value of numbers on its left.

Let the pupils study Explore and Discover on page ___ of the LM Math Grade 5. Emphasize the use of the number line to compare and order decimals. Let the pupils observe that the value of numbers at the right part of the number line is greater than the value of numbers on its left.

G. Finding practical applications of concepts and skills in daily living

Discuss the presentation on Explore and Discover and the other examples, LM

Discuss the presentation on Explore and Discover and the other examples, LM

Allow pupils to answer exercises A and B under Keep Moving, pages ____

Allow pupils to answer exercises A and B under Keep Moving, pages ____

(Leads to Formative Assessment 3)

56

H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

Math Grade 5. Check their answer. For mastery, have them answer the answer the Items under Keep Moving on page _____ of LM Math Grade 5. Check pupils answers. What is the rule to be followed when rounding decimals? 1. Identify the digit to be rounded-off. 2. Inspect the digit to the right of the required place. a. If the digit is greater than 5, add 1 to the digit at the required place. b. If the digit is less than 5, retain the digit at the required place. Then drop all the digits to the right of the required place. c. Copy all the digits to the left of the required place if there are any.

Math Grade 5. Check their answer. For mastery, have them answer the answer the Items under Keep Moving on page _____ of LM Math Grade 5. Check pupils answers. What is the rule to be followed when rounding decimals? 1. Identify the digit to be rounded-off. 2. Inspect the digit to the right of the required place. a. If the digit is greater than 5, add 1 to the digit at the required place. b. If the digit is less than 5, retain the digit at the required place. Then drop all the digits to the right of the required place. c. Copy all the digits to the left of the required place if there are any.

and LM Math Grade 5. Check the pupils’ answer.

and LM Math Grade 5. Check the pupils’ answer.

In comparing and ordering decimals: Line up decimals. Write equivalent decimals if necessary. Begin at the left. Compare to find the first place where the digits are different. Compare the digits. Order the decimals if there are 3 or more given decimals from least to greatest or from greatest to least.

In comparing and ordering decimals: Line up decimals. Write equivalent decimals if necessary. Begin at the left. Compare to find the first place where the digits are different. Compare the digits. Order the decimals if there are 3 or more given decimals from least to greatest or from greatest to least.

Round off the following to the nearest place indicated. Hundredths Thousandths 1. 0.823 6.5864 2. 1.376 35.0465 3. 0.937 74.3091 4. 0.608 49.1719 5. 0.381 35.0007

Round off the following to the nearest place indicated. Hundredths Thousandths 1. 0.823 6.5864 2. 1.376 35.0465 3. 0.937 74.3091 4. 0.608 49.1719 5. 0.381 35.0007

B. Compare these decimals by writing or = in the blank.

B. Compare these decimals by writing or = in the blank.

1. 0.162 _____ 0.106

1. 0.162 _____ 0.106 6.

0.61 _____ 0.601 2. 0.036 _____ 0.031

6. 0.61 _____ 0.601 2. 0.036 _____ 0.031

7. 9.2 _____ 9.200 3. 0.4 _____ 0.40 8. 10.021 _____ 0.045 4. 3.53 _____ 3.59 9. 0.7562 _____ 0.7559 5. 7.01 _____ 7.103

7. 9.2 _____ 9.200 3. 0.4 _____ 0.40 8. 10.021 _____ 0.045 4. 3.53 _____ 3.59 9. 0.7562 _____ 0.7559 5. 7.01 _____ 7.103

57

J.

Additional activities for application or remediation

V. VI.

No. of learners who earned 80% in the evaluation

B.

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation

D.

E.

Which of my teaching strategies worked well? Why did these work?

F.

What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

Round 85.81267 to the

nearest place indicated.

nearest place indicated.

a. hundredths

a. hundredths

b. thousandths

b. thousandths

10.8.627 _____ 8.649

Order the numbers from least to greatest.

Order the numbers from least to greatest.

1. 2. 3. 4. 5.

0.0990, 0.0099, 0.999, 0.90 3.01, 3.001, 3.1, 3.0011 0.123, 0.112, 0.12, 0.121 7.635, 7.628, 7.63, 7.625 4.349, 4.34, 4.3600, 4.3560

1. 2. 3. 4. 5.

0.0990, 0.0099, 0.999, 0.90 3.01, 3.001, 3.1, 3.0011 0.123, 0.112, 0.12, 0.121 7.635, 7.628, 7.63, 7.625 4.349, 4.34, 4.3600, 4.3560

REMARKS REFLECTION

A.

C.

Round 85.81267 to the

10.8.627 _____ 8.649

58

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and September 5-9, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Visualizes addition and subtraction of decimals. 1.demonstrates 1.demonstrates understanding of decimals. understanding of decimals.

Wednesday

Thursday

1.demonstrates understanding of decimals.

1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

Friday Weekly Test

B. Performance Standards

59

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

visualizes addition and subtraction of decimals.

visualizes addition and subtraction of decimals.

M5NS-IIb-105

M5NS-IIb-105

adds and subtracts decimal numbers through thousandths without and with regrouping.

adds and subtracts decimal numbers through thousandths without and with regrouping.

M5NS-IIb-106.1

M5NS-IIb-106.1

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 6 p. 48, 274 MISOSA Module Mathematics 6 No. 42

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 6 p. 48, 274 MISOSA Module Mathematics 6 No. 42

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 5 p. 251254, 264-267 Growing Up with Math p. 173, 176 MISOSA Module Mathematics 5, Nos. 41, 42

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 5 p. 251254, 264-267 Growing Up with Math p. 173, 176 MISOSA Module Mathematics 5, Nos. 41, 42

activity cards

activity cards

flash cards, pictures, illustrations

flash cards, pictures, illustrations

Have you been to a sari-sari store? Have you try to compute the amount of the things/item that you bought? Do you find it easily to compute? Ask: Do you count the change that you receive after buying? Why? Let the pupils realize that it is

Have you been to a sari-sari store? Have you try to compute the amount of the things/item that you bought? Do you find it easily to compute? Ask: Do you count the change that you receive after buying? Why? Let the pupils realize that it is

Add or subtract the following.

Add or subtract the following.

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

2.9

7.2

2.9

7.2

+1 .6

3.8

+1 .6

3.8

60

importance of accuracy in basic addition and subtraction in our daily routines. Visualizes addition and subtraction of decimals.

importance of accuracy in basic addition and subtraction in our daily routines. Visualizes addition and subtraction of decimals.

C. Presenting examples/instances of the new lesson

A. Encourage pupils to use grid lines to solve the problem. Instruct the pupils to do the following:

A. Encourage pupils to use grid lines to solve the problem. Instruct the pupils to do the following:

D. Discussing new concepts and practicing new skills #1

Mang Dodong is an architect. He has plan to place a 100 square side by side to make his room looks elegant. He wants to have a variation on the colors of the tiles, so he puts 15 red tiles, 35 blue tiles and the remaining tiles are green? How many tiles are green?

Mang Dodong is an architect. He has plan to place a 100 square side by side to make his room looks elegant. He wants to have a variation on the colors of the tiles, so he puts 15 red tiles, 35 blue tiles and the remaining tiles are green? How many tiles are green?

Ask: What is the total number of tiles does Mang Dodong have? Tell the pupils that total number represents the whole which is equivalent to one. Explain to the pupil that each squares are equivalent to 0.001. What is the total number of tiles whose color are red and blue? How will you be able to find the total number? How will you know the

Ask: What is the total number of tiles does Mang Dodong have? Tell the pupils that total number represents the whole which is equivalent to one. Explain to the pupil that each squares are equivalent to 0.001. What is the total number of tiles whose color are red and blue? How will you be able to find the total number? How will you know the

B. Establishing a purpose for the lesson

Add and subtract decimal numbers through thousandths without and with regrouping. What should you do to the things that you used in school? Do you keep it orderly and use as needed? Emphasize the value of being orderly and thrifty to the resources/ things that we have.

Add and subtract decimal numbers through thousandths without and with regrouping. What should you do to the things that you used in school? Do you keep it orderly and use as needed? Emphasize the value of being orderly and thrifty to the resources/ things that we have.

Charlie decided to go to the nearest church in the succeeding town by biking. He knew that it was 7.529 km from his current location. For the first few minutes, he recorded that he had biked 2.097 km for the first 7 minutes and 3.618 km for the next 10 minutes. How far will he need to bike to reach his destination?

Charlie decided to go to the nearest church in the succeeding town by biking. He knew that it was 7.529 km from his current location. For the first few minutes, he recorded that he had biked 2.097 km for the first 7 minutes and 3.618 km for the next 10 minutes. How far will he need to bike to reach his destination?

Ask:

Ask:

How far is thechurch from Charlie’s current location? What is the total distance covered by Charlie for 17 minutes? How will you know the distance he still needs to cover to reach the church?

How far is thechurch from Charlie’s current location? What is the total distance covered by Charlie for 17 minutes? How will you know the distance he still needs to cover to reach the church?

61

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery

(Leads to Formative Assessment 3)

number of tiles which are not red or blue? Make the pupils realized that the tiles left are green

number of tiles which are not red or blue? Make the pupils realized that the tiles left are green

1. Count a 10 x 10 squares on a graphing paper. 2. Cut four sets of 10 x 10 squares to be used to solve the problem. 3. Color two sets of 10 x 10 squares based from the number of squares tiles on the given problem. 4. For the third set of 10 x 10 squares colored it with both red and blue as indicated in the problem. 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.

1. Count a 10 x 10 squares on a graphing paper. 2. Cut four sets of 10 x 10 squares to be used to solve the problem. 3. Color two sets of 10 x 10 squares based from the number of squares tiles on the given problem. 4. For the third set of 10 x 10 squares colored it with both red and blue as indicated in the problem. 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.

Ask the pupils to work in groups in solving the problem.

Ask the pupils to work in groups in solving the problem.

2.097 km + 3.618 km Arranged the numbers vertically. Then add the numbers from 5.715 km right to left. Put the decimal point on its corresponding place. Arranged the numbers vertically. Subtract the numbers from 1.814 km right to left. Put the decimal point on its corresponding place.

2.097 km + 3.618 km Arranged the numbers vertically. Then add the numbers from 5.715 km right to left. Put the decimal point on its corresponding place. Arranged the numbers vertically. Subtract the numbers from 1.814 km right to left. Put the decimal point on its corresponding place.

After all groups presented their answers, ask: How did you find the activity? How did you solve the total number of red and blue square tiles? How about the green tiles? How did you do it?

After all groups presented their answers, ask: How did you find the activity? How did you solve the total number of red and blue square tiles? How about the green tiles? How did you do it?

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

Ask:

Ask:

Ask: What strategy was used in solving the problem? Does it help you to clearly see the addition and subtraction of decimals through visualization?

Ask: What strategy was used in solving the problem? Does it help you to clearly see the addition and subtraction of decimals through visualization?

How do we add decimals through thousandths with or without regrouping? Did you move the decimal point of the sum of decimals? How do you subtract decimals through thousandths with or without

How do we add decimals through thousandths with or without regrouping? Did you move the decimal point of the sum of decimals? How do you subtract decimals through thousandths with or without

62

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Discuss the presentation under Explore and Discover and the other examples, LM Math Grade 5 on page ___.

Discuss the presentation under Explore and Discover and the other examples, LM Math Grade 5 on page ___.

Ask the pupils to work on the exercises under Get Moving on page ___ of LM Math Grade 5. Check their answers. For mastery, have them answer the items under Keep Moving on page 153 of LM Math Grade 5. Check the pupils answer.

Ask the pupils to work on the exercises under Get Moving on page ___ of LM Math Grade 5. Check their answers. For mastery, have them answer the items under Keep Moving on page 153 of LM Math Grade 5. Check the pupils answer.

In adding/subtracting decimals: Write the decimals in a column, aligning the decimal points. Use 0 as place holder when needed.

In adding/subtracting decimals: Write the decimals in a column, aligning the decimal points. Use 0 as place holder when needed.

Add/subtract as you would add/subtract whole numbers. Regroup if necessary

Add/subtract as you would add/subtract whole numbers. Regroup if necessary

Place the decimal point in the result aligned with the other decimal points

Place the decimal point in the result aligned with the other decimal points

regrouping? Did you move the decimal point of the difference of decimals?

regrouping? Did you move the decimal point of the difference of decimals?

Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. Then give these exercises.

Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. Then give these exercises.

Arranged the decimals vertically and does the indicated operation.

Arranged the decimals vertically and does the indicated operation.

1. 2.589 + 1.051 2. 16. 603 – 8.546 3. 620 – 2.915 4. 20.12 + 8.621 5. 12. 958 + 9.834

1. 2.589 + 1.051 2. 16. 603 – 8.546 3. 620 – 2.915 4. 20.12 + 8.621 5. 12. 958 + 9.834

Allow pupils to answer exercises A and B under Keep Moving, pages ____ and LM Math Grade 5. Check the pupils’ answer.

Allow pupils to answer exercises A and B under Keep Moving, pages ____ and LM Math Grade 5. Check the pupils’ answer.

In adding/subtracting decimals follow these steps: Arrange the numbers in column. Align the decimal points. Use 0 as placeholder if needed. Add/subtract as you would add/subtract whole numbers from right to left. Place a decimal point in the sum/ difference. Align this

In adding/subtracting decimals follow these steps: Arrange the numbers in column. Align the decimal points. Use 0 as placeholder if needed. Add/subtract as you would add/subtract whole numbers from right to left. Place a decimal point in the sum/ difference. Align this

63

with the other decimal points.

I.

Evaluating learning

Complete the illustration by shading or coloring them correctly showing the given addition or subtraction statements. Take note that each squares represents 0.001.

Complete the illustration by shading or coloring them correctly showing the given addition or subtraction statements. Take note that each squares represents 0.001.

with the other decimal points.

A. Perform the indicated operation.

1.

16.00

A. Perform the indicated operation.

1.

16.00

15.47

15.47

+ 0.324

+ 0.324

2.

2.

24. 63 18. 914

18. 914

+ 55. 892 3.

24. 63

+ 55. 892

248. 79

3.

248. 79

36.71

36.71

+42.845 J.

Additional activities for application or remediation

V. VI.

Draw an illustration that will represent the following.

Draw an illustration that will represent the following.

1. 0.085 – 0.076

1. 0.085 – 0.076

2. 0.063 + 0.009

2. 0.063 + 0.009

3. 0.098 – 0.075 4. 0.025 + 0.018

3. 0.098 – 0.075 4. 0.025 + 0.018

5. 1.041 + 0. 043

5. 1.041 + 0. 043

+42.845

A. Add or subtract. Match with the correct answer.

A. Add or subtract. Match with the correct answer.

1. 0.257 0.525 2. 0.928 0.766 3. 0.754 4. 0.316 5. 0.863 0.534

1. 0.257 0.525 2. 0.928 0.766 3. 0.754 4. 0.316 5. 0.863 0.534

+ 0.212

a.

– 0.403

b.

– 0.22 c. 0.469 + 0.45 d. 0.987 + 0.124 e.

+ 0.212

a.

– 0.403

b.

– 0.22 c. 0.469 + 0.45 d. 0.987 + 0.124 e.

REMARKS REFLECTION

64

A.

B.

C.

D.

No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and September 12-16, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Estimates the sum or difference of decimal numbers with reasonable results. 1.demonstrates 1.demonstrates 1.demonstrates understanding understanding of decimals. understanding of decimals. of decimals.

1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

Thursday

Friday

65

and proportion.

and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

estimates the sum or difference of decimal numbers with reasonable results.

estimates the sum or difference of decimal numbers with reasonable results.

M5NS-IIc-107

M5NS-IIc-107

solves routine or nonroutine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools.

solves routine or nonroutine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools.

M5NS-IIc-108.1

M5NS-IIc-108.1

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

K to 12 Gr. 5 CG M5NS-IIc-

K to 12 Gr. 5 CG M5NS-IIc-

107, LM, LG Gr.6 pp.51-54,

107, LM, LG Gr.6 pp.51-54,

Gr. 6, Growing Up with Math

Gr. 6, Growing Up with Math

M5NS-IIc-108.1, LG Grade V p. 268-270, 21st Century mathematics p.68 LM Grade IV p 68-69

M5NS-IIc-108.1, LG Grade V p. 268-270, 21st Century mathematics p.68 LM Grade IV p 68-69

Gr. 5 pp.160-162, Math

Gr. 5 pp.160-162, Math

Connections Gr. 5 pp. 133-

Connections Gr. 5 pp. 133-

136

136

III.

66

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

counters, paper bag, index

counters, paper bag, index

card

card

Teacher flashes decimal

Teacher flashes decimal

number and its rounded off

number and its rounded off

number:

number:

Ex.:

Ex.:

84.815 = 84.5

=

tenths

42.583 = 42.58

84.815 = 84.5

= =

hundredths 1.53863 = 1.5386

tenths

42.583 = 42.58

=

hundredths =

1.53863 = 1.5386

=

charts, flash cards, chart of word problems activity cards

charts, flash cards, chart of word problems activity cards

Check the assignment

Check the assignment

Review the steps in solving word problems.

Review the steps in solving word problems.

Ask: What are the steps in solving a word problem? In what steps will the following questions fall? * What is asked? * What are the given facts? * What is the process to be used? * What is the number sentence? * Show the solution and complete answer.

Ask: What are the steps in solving a word problem? In what steps will the following questions fall? * What is asked? * What are the given facts? * What is the process to be used? * What is the number sentence? * Show the solution and complete answer.

ten thousandths

ten thousandths

B. Establishing a purpose for the lesson

Estimates the sum or difference of decimal numbers with reasonable results.

Estimates the sum or difference of decimal numbers with reasonable results.

Solve routine or non-routine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools

Solve routine or non-routine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools

C. Presenting examples/instances of the new lesson

You were asked by your

You were asked by your

mother to buy some

mother to buy some

groceries after class.

groceries after class.

Without computing, how

Without computing, how

would you know that the

would you know that the

Show a picture of a hill? Ask: Have you been to a hill? What did you do there? Share some of your experiences. Ask: Is it necessary to conserve our environment?

Show a picture of a hill? Ask: Have you been to a hill? What did you do there? Share some of your experiences. Ask: Is it necessary to conserve our environment?

money given to you is

money given to you is

enough or not? Why?

enough or not? Why?

67

D. Discussing new concepts and practicing new skills #1

Role Playing

Role Playing

Divide the class into 2

Divide the class into 2

groups.

groups.

Provide an activity card in

Provide an activity card in

each group for them to act

each group for them to act

out or role play.

out or role play.

Ex.:

Ex.:

Ron has Php.12,720 in his

Ron has Php.12,720 in his

savings account. He wants

savings account. He wants

to buy a stereo and speakers

to buy a stereo and speakers

while they are on sale. The

while they are on sale. The

stereo cost Php.9,889.99

stereo cost Php.9,889.99

and the speakers cost

and the speakers cost

Php.915.50. About how

Php.915.50. About how

much of his savings will be

much of his savings will be

left after the purchase?

left after the purchase?

They have to act out also

They have to act out also

the following:

the following:

What information is given in

What information is given in

the problem?(savings Php12

the problem?(savings Php12

720, cost of stereo Php9

720, cost of stereo Php9

889.99, speaker Php915.50)

889.99, speaker Php915.50)

What should be done first so

What should be done first so

that Ron will have an idea in

that Ron will have an idea in

the following:

the following:

About how much will he

About how much will he

pay? ( Php10 000 and

pay? ( Php10 000 and

A total of 357 Grades IV, V, and VI pupils of Pook Elementary School joined a tree-planting program. They planted Narra seedling that cost 1,230.67 and and Apitong seedlings cost 2,968.78 How much seedlings did they plant in all?

A total of 357 Grades IV, V, and VI pupils of Pook Elementary School joined a tree-planting program. They planted Narra seedling that cost 1,230.67 and and Apitong seedlings cost 2,968.78 How much seedlings did they plant in all?

Ask: What is asked in the problem? What are given facts? What word clue help you solve the problem? What operation is to be used? Ask a pupil to show his/her answer on the board.

Ask: What is asked in the problem? What are given facts? What word clue help you solve the problem? What operation is to be used? Ask a pupil to show his/her answer on the board.

68

Php900 )

Php900 )

About how much will be left

About how much will be left

of his savings?

of his savings?

( Php13 000 – Php10 900 =

E. Discussing new concepts and practicing new skills #2

( Php13 000 – Php10 900 =

Php2 100 )

Php2 100 )

Have them compute the

Have them compute the

actual answer and compare

actual answer and compare

it with the estimated answer.

it with the estimated answer.

( Php12 720 – ( Php9 889.99

( Php12 720 – ( Php9 889.99

+ Php915.50 ) = Php1

+ Php915.50 ) = Php1

914.51 )

914.51 )

Have each group present its

Have each group present its

work in front.

work in front.

Teacher prepares the

Teacher prepares the

following:

following:

Situation card:

Situation card:

Your group has

Your group has

Php.15,395.20. You will order

Php.15,395.20. You will order

3 items from a mail order

3 items from a mail order

catalog.

catalog.

Mail Order Catalog

Mail Order Catalog

Items

Items

Prices

Stand fan

Stand fan

Php.2,485.00 Printer

Prices Php.2,485.00

Printer Php.6,000.00

CD/Cassette player Php.5,750.00

Php.6,000.00 CD/Cassette player Php.5,750.00

69

Computer table

Computer table

Php.2,500.00

Php.2,500.00

The class should be grouped

The class should be grouped

by column.

by column.

Provide each group by

Provide each group by

situation card, a mail order

situation card, a mail order

catalog and order card.

catalog and order card.

The first pupil in the row

The first pupil in the row

selects 3 items and writes

selects 3 items and writes

these with the

these with the

corresponding prices on the

corresponding prices on the

order card, then passes this

order card, then passes this

to pupil next to him.

to pupil next to him.

The second pupil writes the

The second pupil writes the

rounded off amount for each

rounded off amount for each

item, then passes the order

item, then passes the order

card to his teammate.

card to his teammate.

The third pupil gives the

The third pupil gives the

estimated sum of all the

estimated sum of all the

items.

items.

The fourth pupil gives the

The fourth pupil gives the

estimated difference.

estimated difference.

The fifth pupil computes the

The fifth pupil computes the

actual sum and difference,

actual sum and difference,

then, compares it with the

then, compares it with the

estimated sum and

estimated sum and

70

F.

Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

difference.

difference.

As soon as all members of

As soon as all members of

the group are finished, they

the group are finished, they

submit their answers to the

submit their answers to the

teacher for checking.

teacher for checking.

The first group to finish with

The first group to finish with

correct answers wins.

correct answers wins.

How did you find the activity

How did you find the activity

? How were you able to find

? How were you able to find

the answer to the problem?

the answer to the problem?

Discuss with the pupils how

Discuss with the pupils how

to find the estimated

to find the estimated

sum/difference of decimals. Discuss the presentation

sum/difference of decimals. Discuss the presentation

under “ Explore and

under “ Explore and

Discover “ in LM.

Discover “ in LM.

For more practice, Have the

For more practice, Have the

pupils work on “ Get Moving

pupils work on “ Get Moving

“

“

Ask the pupils to work on the

Ask the pupils to work on the

exercises under “ Keep

exercises under “ Keep

Moving “

Moving “

Ask: Is it necessary to conserve our environment? Why? How can you help conserve our environment?

Ask: Is it necessary to conserve our environment? Why? How can you help conserve our environment?

The pupils will form 3 groups and will be given a problem written on the bond paper. They are going to solve the problem and answer the questions on the problem.

The pupils will form 3 groups and will be given a problem written on the bond paper. They are going to solve the problem and answer the questions on the problem.

Problem 1. Group 1 Jacob brought a pair of shoes for P245 a pair of sacks for P42.75 and trousers for P 526.99. He gave the cashier a thousand –peso bill. How much change did he receive? a. What is asked? b. What are the given facts? c. What is the process to be used? d.What is the number sentence? e. Show the solution and complete answer.

Problem 1. Group 1 Jacob brought a pair of shoes for P245 a pair of sacks for P42.75 and trousers for P 526.99. He gave the cashier a thousand –peso bill. How much change did he receive? a. What is asked? b. What are the given facts? c. What is the process to be used? d.What is the number sentence? e. Show the solution and complete answer.

71

H. Making generalizations and abstractions about the lesson

Lead the pupils to give the

Lead the pupils to give the

following generalization by

following generalization by

asking :

asking :

How do we find the

How do we find the

estimated sum or difference

estimated sum or difference

of decimals?

of decimals?

The steps in solving routine problems are: a. Understand- Know what is asked? What are given? b. Plan-Know the operation. Write the number sentence. c. Solve-Write your answer with correct units /labels d. Check and Look back- Review and check your answer. To solve nonroutine problems, read and analyze the problems. Tell what is asked and what are given. Use other strategies like act out the problem,listing/tabl e method, guess and test, drawing /making a diagram, using patterns, working backwards etc.

The steps in solving routine problems are: e. Understand- Know what is asked? What are given? f. Plan-Know the operation. Write the number sentence. g. Solve-Write your answer with correct units /labels h. Check and Look back- Review and check your answer. To solve nonroutine problems, read and analyze the problems. Tell what is asked and what are given. Use other strategies like act out the problem,listing/tabl e method, guess and test, drawing /making a diagram, using patterns, working backwards etc.

72

I.

J.

Evaluating learning

Additional activities for application or remediation

Arrange the numbers in

Arrange the numbers in

column. Round off the

column. Round off the

numbers to the nearest

numbers to the nearest

hundredths then find the

hundredths then find the

estimated sum and

estimated sum and

difference.

difference.

36.5 + 18.91 + 55.41 = N

36.5 + 18.91 + 55.41 = N

Php.285.15 + Php.27.35 +

Php.285.15 + Php.27.35 +

Php.627.30 = N

Php.627.30 = N

8.941 – 8.149 = N

8.941 – 8.149 = N

639.27 – 422.30 = N

639.27 – 422.30 = N

Solve the problem.

Solve the problem.

Rhoda bought 2.5 kg of

Rhoda bought 2.5 kg of

lanzones. She found that her

lanzones. She found that her

Solve the following problems.

Solve the following problems.

Study the following menu in the canteen and answer the question that follows. MENU Spaghetti-P 23.75

Study the following menu in the canteen and answer the question that follows. MENU Spaghetti-P 23.75

Palabok -P21.50 Lugaw- P 8.50 Rice- P 5.00

Palabok -P21.50 Lugaw- P 8.50 Rice- P 5.00

Mango Juice-P7.50

Mango Juice-P7.50

Arnel paid P 50.00 for pork nilaga and rice. How much was his change?

Arnel paid P 50.00 for pork nilaga and rice. How much was his change?

Ayen ordered palabok and gulaman.How much was her change with her P 100 –bill.

Ayen ordered palabok and gulaman.How much was her change with her P 100 –bill.

Mrs. Lopez ordered rice,pinakbet and fried fish. She gave P100. How much was her change?

Mrs. Lopez ordered rice,pinakbet and fried fish. She gave P100. How much was her change?

Kate gave P 50 for mango juice and spaghetti. How much is her change?

Kate gave P 50 for mango juice and spaghetti. How much is her change?

It was Tina’s birthday. She ordered spaghetti, palabok, mango juice and gulaman. If she paid P100 peso-bill and she gave a tip of P 5.00 , how much will be her change?

It was Tina’s birthday. She ordered spaghetti, palabok, mango juice and gulaman. If she paid P100 peso-bill and she gave a tip of P 5.00 , how much will be her change?

Solve the following problems. 1. AJ earned P 35.50 in selling newspapers and he earned P32.50 for

Solve the following problems. 3. AJ earned P 35.50 in selling newspapers and he earned P32.50 for

73

brother bought home 1.75

brother bought home 1.75

kg of lanzones. Her family

kg of lanzones. Her family

ate around 2.75 kg. About

ate around 2.75 kg. About

how many kg of lanzones

how many kg of lanzones

were left?

were left?

Mother bought 4.75 kg of

Mother bought 4.75 kg of

fish. She cooked 1.25 kg of

fish. She cooked 1.25 kg of

escabeche and roasted .5 kg

escabeche and roasted .5 kg

of fish for their family

of fish for their family

gathering. About how many

gathering. About how many

kg of fish were uncooked?

kg of fish were uncooked?

Jethro has Php.250 for his

Jethro has Php.250 for his

daily allowance. He spent

daily allowance. He spent

Php.95.50 for fare,

Php.95.50 for fare,

Php.75.75 for food, and

Php.75.75 for food, and

saved the rest. About how

saved the rest. About how

much is his savings?

much is his savings?

Shane ran 3.75 km and

Shane ran 3.75 km and

Cathy ran 7.09 km. About

Cathy ran 7.09 km. About

how much farther did Cathy

how much farther did Cathy

ran?

ran?

Mona bought a watch for

Mona bought a watch for

Php.1895.60 and a ring for

Php.1895.60 and a ring for

Php.2512.50. She gave the

Php.2512.50. She gave the

cashier % Php.1000-bills.

cashier % Php.1000-bills.

About how much change did

About how much change did

she received?

she received?

2.

selling pandesal in the morning.He paid P 52.75 for a pad paper and a ballpen. How much money had he left? JM visits his dentist every six month. Hepaid his dentist P500 for dental treatment and P450 for prophylaxis. How much change did he get from P 1,000?

4.

selling pandesal in the morning.He paid P 52.75 for a pad paper and a ballpen. How much money had he left? JM visits his dentist every six month. Hepaid his dentist P500 for dental treatment and P450 for prophylaxis. How much change did he get from P 1,000?

74

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and September 19-23, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Thursday Creating Problems (with reasonable answers)Involving Addition and Subtraction of Decimal Numbers Including Money 1.demonstrates 1.demonstrates 1.demonstrates 1.demonstrates understanding of decimals. understanding of decimals. understanding of decimals. understanding of decimals. 2. demonstrates understanding of the four

2. demonstrates understanding of the four

2. demonstrates understanding of the four

Friday Weekly Test

2. demonstrates understanding of the four

75

fundamental operations involving decimals and ratio and proportion.

fundamental operations involving decimals and ratio and proportion.

fundamental operations involving decimals and ratio and proportion.

fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

creates problems (with reasonable answers) involving addition and/or subtraction of decimal numbers including money.

creates problems (with reasonable answers) involving addition and/or subtraction of decimal numbers including money.

visualizes multiplication of decimal numbers using pictorial models.

visualizes multiplication of decimal numbers using pictorial models.

M5NS-IIc-109.1

M5NS-IIc-109.1

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

M5NS-IIc-109.1,

M5NS-IIc-109.1,

K to 12 Curriculum Guide, M5NS-IId-110, Lesson Guide in Elementary 5 p.274

K to 12 Curriculum Guide, M5NS-IId-110, Lesson Guide in Elementary 5 p.274

flash cards, chart of word problems, activity cards

flash cards, chart of word problems, activity cards

flash cards, colored papers, marker(pentellpen), building blocks

flash cards, colored papers, marker(pentellpen), building blocks

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

M5NS-IId-110

M5NS-IId-110

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

76

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

Check the assignment

Check the assignment

Solve the following mentally: 1.) Sophia bought 0.8 kg of hotdog. She placed 0.25 kg of it in the refrigerator and cooked the rest. How much hotdog did she cooked?

Solve the following mentally: 1.) Sophia bought 0.8 kg of hotdog. She placed 0.25 kg of it in the refrigerator and cooked the rest. How much hotdog did she cooked?

Review the steps in solving word problems.

Review the steps in solving word problems.

Ask the learners to tell what they understand about the following essential guide questions to problem solving.

Ask the learners to tell what they understand about the following essential guide questions to problem solving.

2.) A Math book is 0.6 dm thick. A Science book is 0.2 times as thick as the Math book. How thick is the Science book?

2.) A Math book is 0.6 dm thick. A Science book is 0.2 times as thick as the Math book. How thick is the Science book?

B. Establishing a purpose for the lesson

Create Problems (with reasonable answers)Involving Addition and Subtraction of Decimal Numbers Including Money

Create Problems (with reasonable answers)Involving Addition and Subtraction of Decimal Numbers Including Money

Visualize multiplication of Decimals Using Pictorial Models

Visualize multiplication of Decimals Using Pictorial Models

C. Presenting examples/instances of the new lesson

Talk about fruits and vegetables grown in the school garden. Ask: Have you been to our school garden? What did you see there? What are the plants grown there? Let the pupils share their experiences in the garden.

Talk about fruits and vegetables grown in the school garden. Ask: Have you been to our school garden? What did you see there? What are the plants grown there? Let the pupils share their experiences in the garden.

Using building blocks. Try to solve this problem. Baby Isabel plays with blocks. Each block measures 3.7 inches tall. She has a collection of 41 blocks. If she could stack all the blocks up one on top of the other. How many inches tall would her tower be.

Using building blocks. Try to solve this problem. Baby Isabel plays with blocks. Each block measures 3.7 inches tall. She has a collection of 41 blocks. If she could stack all the blocks up one on top of the other. How many inches tall would her tower be.

D. Discussing new concepts and practicing new skills #1

The table shows the number of kilograms of vegetables harvested by the pupils.

The table shows the number of kilograms of vegetables harvested by the pupils.

Present this situation. Mr. Dizon’s farm is 0.3 km long and 0.1 km wide. How big is his land?

Present this situation. Mr. Dizon’s farm is 0.3 km long and 0.1 km wide. How big is his land?

The pupils will answer in groups. a. Into how many parts is the whole divided? b. How is 0.3 shown in the grid? What about 0.1? c. How many squares are

The pupils will answer in groups. a. Into how many parts is the whole divided? b. How is 0.3 shown in the grid? What about 0.1? c. How many squares are

Princ e

Mustar d

Aldri n

Pecha y

Lore n

Carrot

5. 12 kilogra ms 8.48 kilogra ms 12.6 kilogra

Princ e

Mustar d

Aldri n

Pecha y

Lore n

Carrot

5. 12 kilogra ms 8.48 kilogra ms 12.6 kilogra

77

E. Discussing new concepts and practicing new skills #2

ms Based on the table presented , how will you create problems involving addition and subtraction of decimals including money?

ms Based on the table presented , how will you create problems involving addition and subtraction of decimals including money?

Ask: What is asked in the problem? What are given facts? What word clue help you solve the problem? What operation is to be used? Ask a pupil to show his/her answer on the board. Group the pupils into three. Let the group work collaboratively on station 1 for group 1, station 2 for group 2 and station 3 for group 3. Let them present their output one at a time when done.

Ask: What is asked in the problem? What are given facts? What word clue help you solve the problem? What operation is to be used? Ask a pupil to show his/her answer on the board. Group the pupils into three. Let the group work collaboratively on station 1 for group 1, station 2 for group 2 and station 3 for group 3. Let them present their output one at a time when done.

Station 1 – Addition of decimals Direction: Based on the table of data presented, create a problem involving addition of decimals.

Station 1 – Addition of decimals Direction: Based on the table of data presented, create a problem involving addition of decimals.

Station 2 – Subtraction of fraction Direction: Based on the table of data presented, create a problem involving subtraction of decimals.

Station 2 – Subtraction of fraction Direction: Based on the table of data presented, create a problem involving subtraction of decimals.

Station 3 – Addition and Subtraction of fraction Direction: Based on the table of data presented, create a problem involving addition and subtraction of decimals.

Station 3 – Addition and Subtraction of fraction Direction: Based on the table of data presented, create a problem involving addition and subtraction of decimals.

double shaded? In fraction form write 1/10 of 1/3 = 1/10 x 3/10 = 3/100 Another way of writing fraction is in decimal form. 0.1 of 0.3 = 0.1 x 0.3 = 0.03 d. How many decimal places are there in both factors? How about in product?

double shaded? In fraction form write 1/10 of 1/3 = 1/10 x 3/10 = 3/100 Another way of writing fraction is in decimal form. 0.1 of 0.3 = 0.1 x 0.3 = 0.03 d. How many decimal places are there in both factors? How about in product?

After all the groups have presented their answer, ask: Which group was/were able to give all correct answers? Which group/s missed an answer? Which group/s did not get any correct answer? Provide immediate feedback/remedial measures to those incorrect.

After all the groups have presented their answer, ask: Which group was/were able to give all correct answers? Which group/s missed an answer? Which group/s did not get any correct answer? Provide immediate feedback/remedial measures to those incorrect.

Ask: How did you find the activity? Was using horizontal and vertical lines place over the other helps you visualized multiplying decimals?

Ask: How did you find the activity? Was using horizontal and vertical lines place over the other helps you visualized multiplying decimals?

78

F.

Developing mastery

(Leads to Formative Assessment 3)

Sample problem Station 1 Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. How many kg. Of vegetables were harvested by the two pupils?

Sample problem Station 1 Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. How many kg. Of vegetables were harvested by the two pupils?

Station 2 Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. How many more kg. of vegetables were harvested by Prince than Loren? Station 3 Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. If Aldrin harvested 5 kg of Mustard, How many kg.more is his harvest than the total amount harvested by Prince and Loren

Station 2 Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. How many more kg. of vegetables were harvested by Prince than Loren? Station 3 Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. If Aldrin harvested 5 kg of Mustard, How many kg.more is his harvest than the total amount harvested by Prince and Loren

After all the groups have presented, ask How did you find the activity? How did you create problems involving Addition , Subtraction or addition and subtraction of decimals. Expected answers: We familiarized ourselves with the concepts of addition and subtraction of decimals.

After all the groups have presented, ask How did you find the activity? How did you create problems involving Addition , Subtraction or addition and subtraction of decimals. Expected answers: We familiarized ourselves with the concepts of addition and subtraction of decimals.

We taught of the problem we want to create.

We taught of the problem we

a. Discuss the presentation on Explore and Discover on page ___ of LM in Math Grade 5

a. Discuss the presentation on Explore and Discover on page ___ of LM in Math Grade 5

79

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

We studied sample problems and studied their solutions.

want to create.

Discuss the presentation under Explore and Discover on page of LM Math Grade V. Ask the pupils to work on the items under Get Moving LM Math Grade 5 page __ . Check the pupils answer. For mastery, have them answer items under Keep Moving, LM Math Grade V page __. Check the pupils answer To create word problems involving addition and subtraction of fractions do the ff. Familiarize yourself with the concept Think of the problem you want to create. Consider the character, cite the situation, /setting, data presented, word problem to be created, and the key question. Ensure that the word problem is clearly stated and practical Read some sample problems and study their solutions. To solve non- routine problems, read and analyze the problems. Tell what is asked and what are given. Use other strategies like act out the problem,listing/table method, guess and test, drawing /making a diagram, using patterns, working backwards etc.

Discuss the presentation under Explore and Discover on page of LM Math Grade V. Ask the pupils to work on the items under Get Moving LM Math Grade 5 page __ . Check the pupils answer. For mastery, have them answer items under Keep Moving, LM Math Grade V page __. Check the pupils answer To create word problems involving addition and subtraction of fractions do the ff. Familiarize yourself with the concept Think of the problem you want to create. Consider the character, cite the situation, /setting, data presented, word problem to be created, and the key question. Ensure that the word problem is clearly stated and practical Read some sample problems and study their solutions. To solve non- routine problems, read and analyze the problems. Tell what is asked and what are given. Use other strategies like act out the problem,listing/table method, guess and test, drawing /making a diagram, using patterns, working backwards etc.

We studied sample problems and studied their solutions. b. Ask the pupils to work on Get Moving on page ____ of LM in Math Grade 5

b. Ask the pupils to work on Get Moving on page ____ of LM in Math Grade 5

Lead the pupils to generalize that: Multiplying decimals can be visualized by representing each factor with the horizontal and vertical lines placed over the other. The double shaded part represents the answer to the equation.

Lead the pupils to generalize that: Multiplying decimals can be visualized by representing each factor with the horizontal and vertical lines placed over the other. The double shaded part represents the answer to the equation.

80

I.

Evaluating learning

J.

Additional activities for application or remediation

V. VI. A.

B.

Using the data below, create 3- two step word problem involving addition and subtraction of decimals MENU Spaghet Gulamanti-P P6.00 23.75 Palabok Nilaga(por -P21.50 k)- P22.50 LugawPinakbetP 8.50 P 15.00 Rice- P Fried Fish5.00 P 12.00 Mango JuiceP7.50 Using the data below ,create a two-step word problem involving addition and subtraction of fraction. Nam e

Fruits bought

Shar on Anna

Banan a Guava

Josef a

Lanzon es

Quanti ty in Kg. 12.65 kg. 23.16k g. 9.16kg .

Using the data below, create 3- two step word problem involving addition and subtraction of decimals MENU Spaghet Gulamanti-P P6.00 23.75 Palabok Nilaga(por -P21.50 k)- P22.50 LugawPinakbetP 8.50 P 15.00 Rice- P Fried Fish5.00 P 12.00 Mango JuiceP7.50 Using the data below ,create a two-step word problem involving addition and subtraction of fraction. Nam e

Fruits bought

Shar on Anna

Banan a Guava

Josef a

Lanzon es

Quanti ty in Kg. 12.65 kg. 23.16k g. 9.16kg .

A. Write the correct multiplication equation for each of the following numbers represented by the shaded region

A. Write the correct multiplication equation for each of the following numbers represented by the shaded region

Illustrate the following number sentences.

Illustrate the following number sentences.

1.) 2.) 3.) 4.) 5.)

2 x 0.5 = N 0.6 x 0.7 = N 4 x 0.3 = N 0.2 x 0.9 = N 0.8 x 0.4 = N

1.) 2.) 3.) 4.) 5.)

2 x 0.5 = N 0.6 x 0.7 = N 4 x 0.3 = N 0.2 x 0.9 = N 0.8 x 0.4 = N

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for

81

C.

D.

remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

82

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and September 26- 30, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Multiplies decimals up to 2 decimal places by 1 to 2 digit whole numbers. 1.demonstrates 1.demonstrates 1.demonstrates understanding of decimals. understanding of decimals. understanding of decimals.

Thursday 1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

multiplies decimals up to 2 decimal places by 1- to 2digit whole numbers.

multiplies decimals up to 2 decimal places by 1- to 2digit whole numbers.

multiplies decimals with factors up to 2 decimal places.

multiplies decimals with factors up to 2 decimal places.

M5NS-IId-111.1

M5NS-IId-111.1

M5NS-IId-111.2

M5NS-IId-111.2

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Friday Weekly Test

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

III.

LEARNING RESOURCES

83

A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson

M5NS-IId-111.1, MISOSA Grade 5 ModuleMultiplication of Decimals and Whole Numbers.

M5NS-IId-111.1, MISOSA Grade 5 ModuleMultiplication of Decimals and Whole Numbers.

M5Ns-IId-III.2, LG in Elementary Mathematics Grade 5 p.279-282, MISOSA Grade 5, Module Multiplication of Decimals ThroughHundreths

M5Ns-IId-III.2, LG in Elementary Mathematics Grade 5 p.279-282, MISOSA Grade 5, Module Multiplication of Decimals ThroughHundreths

Cards with whole and decimal numbers, charts, cube/dice with numbers and activity sheet

Cards with whole and decimal numbers, charts, cube/dice with numbers and activity sheet

Multiplication wheel, 10 by 10 grid (transparent plastic)

Multiplication wheel, 10 by 10 grid (transparent plastic)

Tossing Dice Materials: two dice with the following faces. 1.2 , 3.5 .2.6 , 4.1 , 1.2 , 3.3

Tossing Dice Materials: two dice with the following faces. 1.2 , 3.5 .2.6 , 4.1 , 1.2 , 3.3

If you have three ₱ 500.00 bills, how much do you have in all? At ₱ 12.75 for each ripe mango, how much will 6 ripe mangoes cost?

If you have three ₱ 500.00 bills, how much do you have in all? At ₱ 12.75 for each ripe mango, how much will 6 ripe mangoes cost?

Mechanics: a. Distribute 2 cubes to each group. b. One pupil rolls the cube and the other records the face up digit. c. The group who gives the most number of correct answers wins the game. Multiplies decimals up to 2 decimal places by 1 to 2 digit whole numbers.

Mechanics: a. Distribute 2 cubes to each group. b. One pupil rolls the cube and the other records the face up digit. c. The group who gives the most number of correct answers wins the game. Multiplies decimals up to 2 decimal places by 1 to 2 digit whole numbers.

Multiplies decimals with factors up to 2 decimal places.

Multiplies decimals with factors up to 2 decimal places.

Which are decimals? Which are whole numbers?

Which are decimals? Which are whole numbers?

How many of you have gone to Luneta? Fort Santiago? What do you usually see in these place?

How many of you have gone to Luneta? Fort Santiago? What do you usually see in these place?

84

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical

Rudolf lives 2.4 km from school. How far does he ride in going to and from the school?

Rudolf lives 2.4 km from school. How far does he ride in going to and from the school?

a. How far is Rudolf’s house from the school? b. What is being asked in the problem?

a. How far is Rudolf’s house from the school? b. What is being asked in the problem?

After the activity, see to it that the teacher immediately sets remedial for those who got the wrong answers.

After the activity, see to it that the teacher immediately sets remedial for those who got the wrong answers.

Ask: Did you learn something from the activity? How did you get the answer? Did you follow the steps?

Ask: Did you learn something from the activity? How did you get the answer? Did you follow the steps?

Discuss the predentstion on Explore and Discover page ___ of LM Math Grade 5.

Discuss the predentstion on Explore and Discover page ___ of LM Math Grade 5.

Ask the pupils to work on Get

Ask the pupils to work on Get

The park is rectangular in shape and measures 0.3 km long and 0.2 km wide. a. What picture do you have in your mind when you read the problem? b. What are the signs that you usually see in the park? c. As a good boy or girl what must you do with signs that you see in the problem? d. What is asked in the problem? e. How shall we solve it?

The park is rectangular in shape and measures 0.3 km long and 0.2 km wide. a. What picture do you have in your mind when you read the problem? b. What are the signs that you usually see in the park? c. As a good boy or girl what must you do with signs that you see in the problem? d. What is asked in the problem? e. How shall we solve it?

To find the area, we multiply the length and the width.

To find the area, we multiply the length and the width.

Step 1: Multiply the digit as if you are multiplying whole numbers. Step 2: Count the number of decimal places in the multiplicand and multiplier. The sum of the number of decimal places in the factors is equal to the number of decimal places in the product.

Step 1: Multiply the digit as if you are multiplying whole numbers. Step 2: Count the number of decimal places in the multiplicand and multiplier. The sum of the number of decimal places in the factors is equal to the number of decimal places in the product.

Step 3: Add zero, if necessary. After the activity, check whether the answer of your pupils are correct. Put immediate action on the pupils that got the wrong answer.

Step 3: Add zero, if necessary. After the activity, check whether the answer of your pupils are correct. Put immediate action on the pupils that got the wrong answer.

a. Discuss the presentation on Explore and Discover

a. Discuss the presentation on Explore and Discover

85

applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

Mowing and Keep Moving page ___ of LM Math Grade 5. Lead the pupils to generalize that: To multiply decimals by whole numbers, multiply like whole numbers then count the number of decimal places in the factors. The sum of the number of decimal places in the factor is equal to the number of decimal places in the product. Copy and give the product. 1. 2. 3.

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

.76 x 4 = 90 x .30 = 34 x .5 =

Marina's car gets 44.8 miles per gallon on the highway. If her fuel tank holds 15.4 gallons, then how far can she travel on one full tank of gas?

Mowing and Keep Moving page ___ of LM Math Grade 5. Lead the pupils to generalize that: To multiply decimals by whole numbers, multiply like whole numbers then count the number of decimal places in the factors. The sum of the number of decimal places in the factor is equal to the number of decimal places in the product. Copy and give the product. 4. 5. 6.

.76 x 4 = 90 x .30 = 34 x .5 =

Marina's car gets 44.8 miles per gallon on the highway. If her fuel tank holds 15.4 gallons, then how far can she travel on one full tank of gas?

on page ___ of LM Math Grade 5

on page ___ of LM Math Grade 5

Lead the pupils to generalize that: In multiplying decimals with factors up to 2 decimal places, multiply like multiplying whole numbers. Place the decimal point In the product equal to the sum of the number of decimal places in both factors.

Lead the pupils to generalize that: In multiplying decimals with factors up to 2 decimal places, multiply like multiplying whole numbers. Place the decimal point In the product equal to the sum of the number of decimal places in both factors.

Answer Apply Your Skills, page ___ of LM Math Grade 5.

Answer Apply Your Skills, page ___ of LM Math Grade 5.

A. Find the products. Write in column.

A. Find the products. Write in column.

1.) 2.) 3.) 4.) 5.)

1.) 2.) 3.) 4.) 5.)

6.5 0.8 9.3 0.9 0.7

x x x x x

0.7 0.3 0.8 0.9 0.6

= = = =

6.5 0.8 9.3 0.9 0.7

x x x x x

0.7 0.3 0.8 0.9 0.6

= = = =

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue

86

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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and October 3-7, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Estimates the products of decimal numbers with reasonable results. 1.demonstrates 1.demonstrates 1.demonstrates understanding of decimals. understanding of decimals. understanding of decimals.

1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

Thursday

Friday Weekly Test

87

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES C. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

estimates the products of decimal numbers with reasonable results.

estimates the products of decimal numbers with reasonable results.

M5NS-IIe-112

M5NS-IIe-112

solves routine and nonroutine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools.

solves routine and nonroutine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools.

M5NS-IIe-113.1

M5NS-IIe-113.1

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

M5NS – II e – 112 pp. 59, Lesson Guide 6 pp.70 Growing Up with Math 5 pp.197

M5NS – II e – 112 pp. 59, Lesson Guide 6 pp.70 Growing Up with Math 5 pp.197

M5NS – II e – 113.1 pp. 59 , Lesson Guide 6 pp.96

M5NS – II e – 113.1 pp. 59 , Lesson Guide 6 pp.96

Number Cards, problem cards

Number Cards, problem cards

dartboard, activity cards, dice

dartboard, activity cards, dice

III.

4. Additional Materials from Learning Resource (LR) portal D. Other Learning Resources IV.

PROCEDURES

88

A. Reviewing previous lesson or presenting the new lesson

Estimating the sum/difference Ask: How do you estimate the sum/difference? Round to the nearest whole number and estimate the sum/difference. How many can you do orally? Flash problem cards for the pupils to solve.

Estimating the sum/difference Ask: How do you estimate the sum/difference? Round to the nearest whole number and estimate the sum/difference. How many can you do orally? Flash problem cards for the pupils to solve.

a. Present a problem on the board. b. Leaders will throw a die on the board placed on the table. The corresponding points if they can answer correctly the questions are the following: Bull’s eye – 10 points 2nd circle – 5 points Big circle – 1 point c. Failure to give the correct answer means a deduction from their points. d. Teacher gives emphasis on analyzing 2– step problems. Ex. In a class of 27 boys and 25 girls, 16 joined the choir. How many are not members of the choir?

a. Present a problem on the board. b. Leaders will throw a die on the board placed on the table. The corresponding points if they can answer correctly the questions are the following: Bull’s eye – 10 points 2nd circle – 5 points Big circle – 1 point c. Failure to give the correct answer means a deduction from their points. d. Teacher gives emphasis on analyzing 2– step problems. Ex. In a class of 27 boys and 25 girls, 16 joined the choir. How many are not members of the choir?

B. Establishing a purpose for the lesson

Estimates the products of decimal numbers with reasonable results.

Estimates the products of decimal numbers with reasonable results.

C. Presenting examples/instances of the new lesson

You were asked by your mother to buy some groceries after class. Without computing how would you know that the money given to you is enough or not? Why?

You were asked by your mother to buy some groceries after class. Without computing how would you know that the money given to you is enough or not? Why?

Solves routine and nonroutine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools Present the following problem

Solves routine and nonroutine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools Present the following problem

Rico saves

Rico saves

4.50 on

4.50 on

Monday,

7.25 on

Monday,

7.25 on

Tuesday,

5.15 on

Tuesday,

5.15 on

Wednesday,

3.90

Wednesday,

3.90

89

D. Discussing new concepts and practicing new skills #1

Present the following problem

Present the following problem

Carlo bought 5 notebooks at ₱38.95 each. About how much did he pay in all?

Carlo bought 5 notebooks at ₱38.95 each. About how much did he pay in all?

a. Ask the following questions: 1) What are given? 2) What is being asked? 3) Do we need exact answer or just an estimate to solve the problem? Why do you think so? 4) What is the number sentence? 5) How do we estimate products of decimals?

a. Ask the following questions: 1) What are given? 2) What is being asked? 3) Do we need exact answer or just an estimate to solve the problem? Why do you think so? 4) What is the number sentence? 5) How do we estimate products of decimals?

on Thursday, and 8.20 on Friday from his daily transportation allowance for 3 weeks. From these savings, he wants to buy a t-shirt which costs P195.00. How much more must he save? How much money was saved by Rico? How much is the t-shirt he would like to buy? How much more money must he save? What is the number sentence? How many hidden questions are there in the problem

on Thursday, and 8.20 on Friday from his daily transportation allowance for 3 weeks. From these savings, he wants to buy a t-shirt which costs P195.00. How much more must he save? How much money was saved by Rico? How much is the t-shirt he would like to buy? How much more money must he save? What is the number sentence? How many hidden questions are there in the problem

Each group will give an activity card. They will work together in solving the problem ,following the guided questions below.

Each group will give an activity card. They will work together in solving the problem ,following the guided questions below.

90

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery

(Leads to Formative Assessment 3)

b. Explain step-by-step the process of estimating products of decimals numbers. If possible, elicit this from the pupils or have them do the explaining. c. Discuss the importance of estimation and its practical applications in real life. Elicit examples of situations where estimation is needed. d. Why is it important to make sound and logical decisions? Have you done any? How did it affect you? GAME Materials: number cards, calculator Mechanics: Organize the pupils in pairs. Shuffle the number cards. Have both pupils select a number card and place them on the table. Then have each pair estimate the product of the two numbers by rounding the factors. After recording the original numbers and the product, the pupils use a calculator to check the exact answer and to determine whether the estimate is good or reasonable. How did you find the activity? How did you estimate product of decimals? Were you able to estimate the product correctly? Before getting the product, what was the first step?

b. Explain step-by-step the process of estimating products of decimals numbers. If possible, elicit this from the pupils or have them do the explaining. c. Discuss the importance of estimation and its practical applications in real life. Elicit examples of situations where estimation is needed. d. Why is it important to make sound and logical decisions? Have you done any? How did it affect you? GAME Materials: number cards, calculator Mechanics: Organize the pupils in pairs. Shuffle the number cards. Have both pupils select a number card and place them on the table. Then have each pair estimate the product of the two numbers by rounding the factors. After recording the original numbers and the product, the pupils use a calculator to check the exact answer and to determine whether the estimate is good or reasonable. How did you find the activity? How did you estimate product of decimals? Were you able to estimate the product correctly? Before getting the product, what was the first step?

How did you find the activity? How did you estimate product of decimals? How were you able to find the answer to the problem? In how many ways were you able to arrive at the answer? Discuss with the pupils the ways on how they were able to solve for the answer to the problems.

How did you find the activity? How did you estimate product of decimals? How were you able to find the answer to the problem? In how many ways were you able to arrive at the answer? Discuss with the pupils the ways on how they were able to solve for the answer to the problems.

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 42 b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5 . Check their answers and provide immediate remedial measures.

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 42 b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5 . Check their answers and provide immediate remedial measures.

91

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 41. b. Then give the following activities. Estimate the product. Complete the table. How do you estimate the products of decimal numbers?

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 41. b. Then give the following activities. Estimate the product. Complete the table. How do you estimate the products of decimal numbers?

Estimate each product by rounding:

Estimate each product by rounding:

1) 22.7 x 0.08 x 0.28

1) 22.7 x 0.08 x 0.28

2.73.82

2.73.82

For more practice, have the pupils do more exercises by solving the problems under Keep Moving on LM Grade 5 page __ Let the pupils show their solutions on the board.

For more practice, have the pupils do more exercises by solving the problems under Keep Moving on LM Grade 5 page __ Let the pupils show their solutions on the board.

Lead the pupils to give the generalization

Lead the pupils to give the generalization

To solve routine and nonroutine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools, we are guided by the following: Understand * Know what is asked * Know the hidden facts * If any, determine the hidden questions Plan * Determine the operation to be used * Write the number sentence Solve * Show the solution Check and Look Back * Check your answer * State the complete answer Read and analyze, then solve the following: Mary prepared sandwiches for the seminar participants. She bought 5 loaves

To solve routine and nonroutine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools, we are guided by the following: Understand * Know what is asked * Know the hidden facts * If any, determine the hidden questions Plan * Determine the operation to be used * Write the number sentence Solve * Show the solution Check and Look Back * Check your answer * State the complete answer Read and analyze, then solve the following: Mary prepared sandwiches for the seminar participants. She bought 5 loaves

92

J.

Additional activities for application or remediation

Estimate the product: 1. 33 x .65 = 2. 26 x 18 =

Estimate the product: 3. 33 x .65 = 4. 26 x 18 =

of bread at 22.50 each, 2 bottles of

of bread at 22.50 each, 2 bottles of

mayonnaise at 55.50 a bottle, and 1.5 kilograms of ham

mayonnaise at 55.50 a bottle, and 1.5 kilograms of ham

at If

at If

240 a kilogram. she gave the

240 a kilogram. she gave the

saleslady 1,000, how much change did she receive?

saleslady 1,000, how much change did she receive?

a) What is asked? b) What are given? c) What is/are the hidden questions? d) What operation will you use to solve the problem? e) What is the number sentence? f) What is the answer? Read, analyze, and solve for the answer. a. Mother bought 3 kg

a) What is asked? b) What are given? c) What is/are the hidden questions? d) What operation will you use to solve the problem? e) What is the number sentence? f) What is the answer? Read, analyze, and solve for the answer. a. Mother bought 3 kg

of sugar at 23.70 per kilogram and 2 kg of rice at

of sugar at 23.70 per kilogram and 2 kg of rice at

21.50 per kilogram. How much change did she receive

21.50 per kilogram. How much change did she receive

from her

from her

b.

500 bill?

Roy’s allowance is

500 a week. He spent for transportation and for meal and snacks.

b. 80

225 How

500 bill?

Roy’s allowance is

500 a week. He spent for transportation and for meal and snacks.

80 225 How

93

much money can he save in 4 weeks? V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

much money can he save in 4 weeks?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and October 10-14, 2016 Time Monday Tuesday Visualizes division of decimal number using pictorial models 1.demonstrates 1.demonstrates understanding of decimals. understanding of decimals.

Grade Level Learning Areas Quarter

Wednesday 1.demonstrates understanding of decimals.

Thursday 1.demonstrates understanding of decimals.

Friday Weekly Test

94

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

visualizes division of decimal numbers using pictorial models.

visualizes division of decimal numbers using pictorial models.

divides decimals with up to 2 decimal places.

divides decimals with up to 2 decimal places.

M5NS-IIf-116.1

M5NS-IIf-116.1

M5NS-IIf-115

M5NS-IIf-115

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

Numbers and Number Sense

K to 12 Grade 5 Curriculum Guide M5NS-IIf-115 p. 59, Lesson Guide in Elementary Mathematics Grade 5 pp. 305 – 309 Mathematics for a Better Life 5 pp180-181

K to 12 Grade 5 Curriculum Guide M5NS-IIf-115 p. 59, Lesson Guide in Elementary Mathematics Grade 5 pp. 305 – 309 Mathematics for a Better Life 5 pp180-181

K to 12 Grade 5 Curriculum Guide M5NS-IIf-116.1, Learners Material, Mathematics for a Better Life pp.182-183, Growing Up with Math pp. 170-172

K to 12 Grade 5 Curriculum Guide M5NS-IIf-116.1, Learners Material, Mathematics for a Better Life pp.182-183, Growing Up with Math pp. 170-172

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource

95

(LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

Decimal models

Decimal models

Number cards, flash cards, chart, calculator

Number cards, flash cards, chart, calculator

Dividing decimals by whole number.

Dividing decimals by whole number.

Strategy: Game – “ Number Scramble” Materials: 2 sets of cards with digits 0 – 5 Mechanics: Form 2 groups. Give each group a set of cards

Strategy: Game – “ Number Scramble” Materials: 2 sets of cards with digits 0 – 5 Mechanics: Form 2 groups. Give each group a set of cards

Using the numbers on their cards, ask the groups to form a division equation that will satisfy the question you will dictate.

Using the numbers on their cards, ask the groups to form a division equation that will satisfy the question you will dictate.

Sample questions: Form a division equation that gives the smallest possible quotient.

Sample questions: Form a division equation that gives the smallest possible quotient.

Form a division equation that gives the greatest possible quotient.

Form a division equation that gives the greatest possible quotient.

Form a division equation that gives a quotient multiple by 10.

Form a division equation that gives a quotient multiple by 10.

Form a division equation with a number 2 in the quotient. Etc.

Form a division equation with a number 2 in the quotient. Etc.

The group who can first give the correct answer gets a point.

The group who can first give the correct answer gets a point.

96

B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

The first group to earn 3 points win the game

The first group to earn 3 points win the game

Divides decimal with up to 2 decimal places

Divides decimal with up to 2 decimal places

What projects do you do in your EPP class? Do you make these yourself? Do you submit these on time?

What projects do you do in your EPP class? Do you make these yourself? Do you submit these on time?

Visualizes division of decimal number using pictorial models Number Scramble Materials: 4 sets of cards with the following digits 0 to 9 Mechanics: Divide the class into four

Visualizes division of decimal number using pictorial models Number Scramble Materials: 4 sets of cards with the following digits 0 to 9 Mechanics: Divide the class into four

groups.

groups.

Distribute the sets of cards to

Distribute the sets of cards to

the different groups.

the different groups.

Using the numbers on their

Using the numbers on their

cards, ask the groups to form

cards, ask the groups to form

a division

a division

equation that gives the

equation that gives the

smallest possible quotient.

smallest possible quotient.

Go around the room to check

Go around the room to check

the group’s answers.

the group’s answers.

Repeat the activity, this time have the groups form a division equation with the greatest possible quotient.

Repeat the activity, this time have the groups form a division equation with the greatest possible quotient.

Present the following situation in class.

Present the following situation in class.

Present this problem to the class.

Present this problem to the class.

Kiko went to the market. He bought an egg pie for his snack. He sliced the pie into ten equal parts and gave 5 parts to his friends. What decimal part of the pie was given to his friends?

Kiko went to the market. He bought an egg pie for his snack. He sliced the pie into ten equal parts and gave 5 parts to his friends. What decimal part of the pie was given to his friends?

Aldy bought a piece of rattan 0.36- metre long for his EPP project. He cut it into pieces of 0.12 metre each. How many pieces did he make?

Aldy bought a piece of rattan 0.36- metre long for his EPP project. He cut it into pieces of 0.12 metre each. How many pieces did he make?

Ask:

Ask:

Help the pupils understand the answer by asking some comprehension questions.

Help the pupils understand the answer by asking some comprehension questions.

What trait did Kiko

What trait did Kiko

97

E. Discussing new concepts and practicing new skills #2

show? How will you answer the

show? How will you answer the

Then ask: What is asked? What are given?

Then ask: What is asked? What are given?

question in

question in

the problem?

the problem?

What operation should you use to solve the problem ? Why is division the operation needed to solve it?

What operation should you use to solve the problem ? Why is division the operation needed to solve it?

Let the pupils write the number sentence on the board.

Let the pupils write the number sentence on the board.

Study the problem, then answer the questions . Jenny bought 0.75 meter of pink ribbon, which she will cut into 0.25 meter strips for her Project in EPP. How many pieces did she make? What is asked?

Study the problem, then answer the questions . Jenny bought 0.75 meter of pink ribbon, which she will cut into 0.25 meter strips for her Project in EPP. How many pieces did she make? What is asked?

What are given?

What are given?

What is the operation to be used to solve the problem?

What is the operation to be used to solve the problem?

What is the number sentence?

What is the number sentence?

What is the answer? Present your answer in a flowchart showing the sequential steps in dividing decimal by a decimal.

What is the answer? Present your answer in a flowchart showing the sequential steps in dividing decimal by a decimal.

Why was the decimal point moved two places to the right in both the dividend and the divisor?

Why was the decimal point moved two places to the right in both the dividend and the divisor?

Group Activity

Group Activity

Activity 1: Cooperative

Activity 1: Cooperative

Learning

Learning

Activity 2: Coins Model

Activity 2: Coins Model

Activity 3: Number line

Activity 3: Number line

Model

Model

98

F.

Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Let the groups present their output one at a time. After all groups have presented, ask “How did you find the activity? How were you able to visualize 0.25? in how many ways were you able to show the answer?”

Let the groups present their output one at a time. After all groups have presented, ask “How did you find the activity? How were you able to visualize 0.25? in how many ways were you able to show the answer?”

Expected Answer: We used blocks, grids, number lines and money to visualize

Expected Answer: We used blocks, grids, number lines and money to visualize

A. Illustrate the quotient using the following models below. Refer to lm.

A. Illustrate the quotient using the following models below. Refer to lm.

How will you divide decimals by decimals?

How will you divide decimals by decimals?

When dividing decimals by decimals, change the divisor to a whole number. To do this, multiply both the divisor and dividend by a power of 10. Then divide as with whole numbers.

When dividing decimals by decimals, change the divisor to a whole number. To do this, multiply both the divisor and dividend by a power of 10. Then divide as with whole numbers.

Note:

Note:

When multiplying by

When multiplying by

After all teams have presented their output, ask the questions : “ How did you find the Activity? How were you able to find the answer to the problem? Discus with the pupils thesteps in dividing decimal with up to 2 decimal places.

After all teams have presented their output, ask the questions : “ How did you find the Activity? How were you able to find the answer to the problem? Discus with the pupils thesteps in dividing decimal with up to 2 decimal places.

Discuss the presentation under “ Explore and Discover “ in LM.

Discuss the presentation under “ Explore and Discover “ in LM.

For more practice, have the pupils work on items 1-5 under “ Get Moving “

For more practice, have the pupils work on items 1-5 under “ Get Moving “

Ask the pupils to work on the exercises under “ Keep Moving “using calculator.

Ask the pupils to work on the exercises under “ Keep Moving “using calculator.

Lead the pupils to give the following generalization by asking : How do we divide a decimal with up to two decimal places?

Lead the pupils to give the following generalization by asking : How do we divide a decimal with up to two decimal places?

In dividing a decimal with a two digit decimals :

In dividing a decimal with a two digit decimals :

First, make both divisor and dividend a whole number by multiplying 100 or by

First, make both divisor and dividend a whole number by multiplying 100 or by

99

I.

Evaluating learning

6. 1. 8. 3.

0.2 0.2 0.4 0.4 0.07 0.07 3.5 3.5

power of ten, move the decimal point to the right as many places as the number of zeros in the power of ten.

power of ten, move the decimal point to the right as many places as the number of zeros in the power of ten.

A. Visualize the quotients.

A. Visualize the quotients.

7.2. 0.8 0.8 0.048 0.048 9. 4. 0.009 0.009 0.027 0.027

5. 0.6 0.24 10. J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

A. Find the quotients using illustration model. 1. 0.05 0.85 2. 0.30 9.35 3. 0.05 27.65

A. Find the quotients using illustration model. 1. 0.05 0.85 2. 0.30 9.35 3. 0.05 27.65

moving decimal point two times going to the right. Then, divide as in dividing with a whole numbers Find the quotient. 1). 0.24 ÷ 0.06 2). 0.56 ÷ 0.08 3). 0.88 ÷ 0.11 4). 4. 55 ÷ 0.05

moving decimal point two times going to the right. Then, divide as in dividing with a whole numbers Find the quotient. 1). 0.24 ÷ 0.06 2). 0.56 ÷ 0.08 3). 0.88 ÷ 0.11 4). 4. 55 ÷ 0.05

Answer these questions: How many 0.31 meter are there in 9 61 meters?

Answer these questions: How many 0.31 meter are there in 9 61 meters?

How many 0.12 cm are there in 6.48 cm?

How many 0.12 cm are there in 6.48 cm?

How many 0.26 m are there in 5.98 m?

How many 0.26 m are there in 5.98 m?

How many 0.47 m are there in 6.11 m?

How many 0.47 m are there in 6.11 m?

How many 0.08 kg are there in 6.48 kg?

How many 0.08 kg are there in 6.48 kg?

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue

100

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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

School Teacher Teaching Dates and October 17-21, 2016 Time Monday Tuesday Divides whole numbers with quotients in decimal form.

Grade Level Learning Areas Quarter

Wednesday

Thursday

1.demonstrates understanding of decimals.

1.demonstrates understanding of decimals.

1.demonstrates understanding of decimals.

1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in

Friday

Weekly Test

B. Performance Standards

101

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

mathematical problems and real-life situations.

mathematical problems and real-life situations.

mathematical problems and real-life situations.

mathematical problems and real-life situations.

divides whole numbers with quotients in decimal form.

divides whole numbers with quotients in decimal form.

estimates the quotients of decimal numbers with reasonable results.

estimates the quotients of decimal numbers with reasonable results.

M5NS-IIf-116.2

M5NS-IIf-116.2

M5NS-IIg-117

M5NS-IIg-117

Numbers and number sense

Numbers and number sense

Numbers and number sense

Numbers and number sense

K to 12 Gr. 5 CG – M5NS – IIf – 116., LM, LG Gr.6 pp.109111

K to 12 Gr. 5 CG – M5NS – IIf – 116., LM, LG Gr.6 pp.109111

Curriculum Guide in Math 5, p. 59 (M5NS-IIg-117) Lesson Guide in Elementary Mathematics 6, p. 100-102

Curriculum Guide in Math 5, p. 59 (M5NS-IIg-117) Lesson Guide in Elementary Mathematics 6, p. 100-102

flashcards, activity cards

flashcards, activity cards

number cards, cut-outs

number cards, cut-outs

Game Relay

Game Relay

Teacher prepares activity

Teacher prepares activity

cards.

cards.

Mechanics

Mechanics

Pick a number written on the cut-outs of flowers. Tell the place value of the underlined digit and then round it.

Pick a number written on the cut-outs of flowers. Tell the place value of the underlined digit and then round it.

Divide the class into 2 with 5

Divide the class into 2 with 5

members each group.

members each group.

Place equal stacks of cards

Place equal stacks of cards

with identical problems.

with identical problems.

As the teacher says “ Go “

As the teacher says “ Go “

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

102

the first player for each

the first player for each

team goes to the board and

team goes to the board and

solves the first problem on

solves the first problem on

the first card.

the first card.

As soon as the first player is

As soon as the first player is

finished, the second player

finished, the second player

takes the next card and

takes the next card and

solves the problem correctly.

solves the problem correctly.

The team that got the most

The team that got the most

number of correct answer

number of correct answer

declared a winner.

declared a winner.

Example :

Example :

Darwin will cut strips of paper

Darwin will cut strips of paper

0.25 dm wide from a sheet

0.25 dm wide from a sheet

1.50dm wide. How many

1.50dm wide. How many

strips of paper will he have?

strips of paper will he have?

A nutritionist poured 0.70 L of

A nutritionist poured 0.70 L of

honey into 14 L plastic cups.

honey into 14 L plastic cups.

Find the number of plastic

Find the number of plastic

cups filled.

cups filled.

A rectangular rice field is

A rectangular rice field is

0.40 km wide and has an

0.40 km wide and has an

area of2.80 sq. km. Find the

area of2.80 sq. km. Find the

length of the field.

length of the field.

A city government plans to

A city government plans to

put streetlights along its 88

put streetlights along its 88

103

km main road. The

km main road. The

streetlights are to be placed

streetlights are to be placed

0.22 km apart. How many

0.22 km apart. How many

streetlights will the city

streetlights will the city

government need?

government need?

A bamboo pole 0.80 m long

A bamboo pole 0.80 m long

was cut into pieces, each

was cut into pieces, each

0.05 of a meter long. How

0.05 of a meter long. How

many pieces of bamboo were

many pieces of bamboo were

there?

there?

B. Establishing a purpose for the lesson

Divides whole numbers with quotients in decimal form.

Divides whole numbers with quotients in decimal form.

Estimate the quotients of decimal numbers with reasonable results.

Estimate the quotients of decimal numbers with reasonable results.

C. Presenting examples/instances of the new lesson

How many are you in the

How many are you in the

family?

family?

Have you experienced

Have you experienced

bringing home something

bringing home something

which is not enough for your

which is not enough for your

family?

family?

What did you do?

What did you do?

Present a picture of a carpenter. What do carpenters do before buying materials for building a house? Would it be alright to estimate the needed materials ahead of time? Why?

Present a picture of a carpenter. What do carpenters do before buying materials for building a house? Would it be alright to estimate the needed materials ahead of time? Why?

How did you share it equally

How did you share it equally

to everyone? Group Activity( Group of 4 )

to everyone? Group Activity( Group of 4 )

Ana brought home 3 suman.

Ana brought home 3 suman.

Present this situation to the class.

Present this situation to the class.

If she has 4 sisters, how will

If she has 4 sisters, how will

she divide it equally among

she divide it equally among

her sisters?

her sisters?

Task for each group

Task for each group

Use strips of paper to

Use strips of paper to

Tina and Rose volunteered to donate ballpens as prizes for a contest in school. They have ₱100. They want to know about how many ballpens they can buy if each ballpen costs ₱4.75.

Tina and Rose volunteered to donate ballpens as prizes for a contest in school. They have ₱100. They want to know about how many ballpens they can buy if each ballpen costs ₱4.75.

D. Discussing new concepts and practicing new skills #1

104

represent the 3 suman.

represent the 3 suman.

Divide each strip into 4 equal

Divide each strip into 4 equal

parts.

parts.

Give one piece to each

Give one piece to each

member of the group. Do the

member of the group. Do the

same with the other strips.

same with the other strips.

Answer the following :

Answer the following :

What do you call each part? (

What do you call each part? (

¼)

¼)

How many fourths did each

How many fourths did each

one receive? ( 3 )

one receive? ( 3 )

How do you change ¾ to

How do you change ¾ to

decimal?

decimal?

( by multiplying both terms

( by multiplying both terms

by 25; that is, 3 x 25 = 75; 4

by 25; that is, 3 x 25 = 75; 4

x 25 = 100 )

x 25 = 100 )

How will you write 75 and

How will you write 75 and

100 in fraction form? ( 75 /

100 in fraction form? ( 75 /

100 )

100 )

How is 75 / 100 written in

How is 75 / 100 written in

decimal form? ( 0.75 )

decimal form? ( 0.75 )

What is the quotient of 3 ÷

What is the quotient of 3 ÷

4?

4?

Ask : What did Tina and Rose volunteered to donate in school? What kind of students are they? Are you willing to help your school? Why? Analyze the problem. What are the given facts? What is asked in the problem? What operations are you going to use? Do we need the exact/ actual answer in the problem? What words suggests that we need only to estimate?

Ask : What did Tina and Rose volunteered to donate in school? What kind of students are they? Are you willing to help your school? Why? Analyze the problem. What are the given facts? What is asked in the problem? What operations are you going to use? Do we need the exact/ actual answer in the problem? What words suggests that we need only to estimate?

105

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery

(Leads to Formative Assessment 3)

Show your solution.

Show your solution.

Read, analyze and solve the

Read, analyze and solve the

problem.

problem.

A dressmaker has a bolt of

A dressmaker has a bolt of

fabric that is 49 meters long.

fabric that is 49 meters long.

She plans to make 50 table

She plans to make 50 table

runners. How long will each

runners. How long will each

piece be?

piece be?

What is asked in the

What is asked in the

problem?

problem?

What are given?

What are given?

What operation will you use

What operation will you use

to solve it?

to solve it?

Write the number sentence.

Write the number sentence.

What is your answer ? Show

What is your answer ? Show

your solution.

your solution.

How did you find the

How did you find the

activity ? How were you able

activity ? How were you able

to find the answer to the

to find the answer to the

problem?

problem?

Discuss with the pupils the

Discuss with the pupils the

steps in dividing whole

steps in dividing whole

numbers by whole numbers

numbers by whole numbers

withdecimal quotients?

withdecimal quotients?

Say : “ Estimating is an educated guess. There are times when an estimate is needed and not the actual one.” Say : “ Let us solve and analyze the solution to the problem.” ₱100 ÷ 4.75 → ₱100 ÷ 5 ( the divisor is rounded to the nearest whole number So 100 ÷ 5 = 20 → estimated quotient

Say : “ Estimating is an educated guess. There are times when an estimate is needed and not the actual one.” Say : “ Let us solve and analyze the solution to the problem.” ₱100 ÷ 4.75 → ₱100 ÷ 5 ( the divisor is rounded to the nearest whole number So 100 ÷ 5 = 20 → estimated quotient

So, Tina and Rose can buy about 20 ballpens as prizes for a contest in schoolSay “ There are times when compatible numbers are used to estimate quotients.” Let us study this example: 625 ÷ 2.5 = N 625 ÷ 2.5 → 600 ÷ 3 → 600 is compatible with 3 since 600 ÷ 3 = 200 So 600÷ 3 = 200 Ask: How is estimation done in the solution we have in the problem? What was done first to the divisor and the dividend? Then, what was cancelled in the rounded divisor and dividend? Then, what was done next? Expected answer : We round the divisor and the dividend to the nearest whole number.

So, Tina and Rose can buy about 20 ballpens as prizes for a contest in schoolSay “ There are times when compatible numbers are used to estimate quotients.” Let us study this example: 625 ÷ 2.5 = N 625 ÷ 2.5 → 600 ÷ 3 → 600 is compatible with 3 since 600 ÷ 3 = 200 So 600÷ 3 = 200 Ask: How is estimation done in the solution we have in the problem? What was done first to the divisor and the dividend? Then, what was cancelled in the rounded divisor and dividend? Then, what was done next? Expected answer : We round the divisor and the dividend to the nearest whole number.

106

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Discuss the presentation

Discuss the presentation

under “ Explore and Discover

under “ Explore and Discover

“ in LM.

“ in LM.

For more practice, Have the

For more practice, Have the

pupils work on “ Get Moving “

pupils work on “ Get Moving “

Ask the pupils to work on the

Ask the pupils to work on the

exercises under “ Keep

exercises under “ Keep

Moving “ Lead the pupils to give the

Moving “ Lead the pupils to give the

following generalization by

following generalization by

asking :

asking :

Cancelled zeroes in the decimal places then proceed to dividing. Say : “ Now, let us compare the actual answer to the estimated one.” Ask: Are the quotients the same or different? How far or near is the estimated answer to the actual one? What will you do if the estimated answer is too large or too small compared to the actual one? Expected Answer:” There are times that the estimated answer is too large or small if we round both the divisor and the dividend to the highest place value. One way to make our estimated answer reasonable or close to the exact answer is by using compatible numbers.”

Cancelled zeroes in the decimal places then proceed to dividing. Say : “ Now, let us compare the actual answer to the estimated one.” Ask: Are the quotients the same or different? How far or near is the estimated answer to the actual one? What will you do if the estimated answer is too large or too small compared to the actual one? Expected Answer:” There are times that the estimated answer is too large or small if we round both the divisor and the dividend to the highest place value. One way to make our estimated answer reasonable or close to the exact answer is by using compatible numbers.”

Let the pupils study Explore and Discover on page ___ of the LM Math Grade 5. Ask the pupils to do exercises under Get Moving on page ___ of LM Math Grade Five.

Let the pupils study Explore and Discover on page ___ of the LM Math Grade 5. Ask the pupils to do exercises under Get Moving on page ___ of LM Math Grade Five.

To estimate quotients, round the divisor to the highest place value and use compatible numbers for the

To estimate quotients, round the divisor to the highest place value and use compatible numbers for the

107

How do we divide whole

How do we divide whole

numbers with decimal

numbers with decimal

quotients?

quotients?

In dividing whole numbers

In dividing whole numbers

with a decimal quotients : divisor must be

with a decimal quotients : divisor must be

bigger than its

dividend write the equation

Evaluating learning

dividend as

numerator and

numerator and

divisor as

divisor as

Find the best estimated quotient. 1. 4 308 ÷ 61.75

denominator divide numerator

by its

by its

denominator,

denominator,

since numerator is

since numerator is

smaller than

smaller than

denominator it

denominator it

can’t be divided add zero to the

numerator but

numerator but

before that add a

before that add a

decimal point

decimal point

before zero quotient must

Find the best estimated quotient. 1. 4 308 ÷ 61.75

dividend write the equation

dividend as

then have a I.

in fraction form,

can’t be divided add zero to the

dividend to divide. This will make your estimated quotient reasonable.

bigger than its

in fraction form,

denominator divide numerator

dividend to divide. This will make your estimated quotient reasonable.

before zero quotient must then have a

decimal point. Find the quotient. Round your

decimal point. Find the quotient. Round your

answer to the nearest place

answer to the nearest place

108

value indicated.

value indicated.

4. 559.8 ÷ 785

Tenths Hundredths

Hundredths

5÷6

5÷6

Additional activities for application or remediation

V. VI. A.

B.

C.

________

_____

12 ÷ 18 ________

12 ÷ 18 ________

______

______ ____

15 ÷ 80

2. 1 019 ÷ 51.5 5. 19 785 ÷ 30.8 3. 88.975 ÷ 968

2. 1 019 ÷ 51.5 5. 19 785 ÷ 30.8 3. 88.975 ÷ 968

________

_____

15 ÷ 80

J.

Tenths

4. 559.8 ÷ 785

____

______

______

16 ÷ 18_____ ______ Solve for N.

16 ÷ 18_____ ______ Solve for N.

25 ÷ 50 = N

25 ÷ 50 = N

56 ÷ 58 = N

56 ÷ 58 = N

72 ÷ 74 = N

72 ÷ 74 = N

99 ÷ 100 = N

99 ÷ 100 = N

Answer the following: 1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average speed for the journey? 2. Jay has 6 584 metres of ribbon. He wants to cut it into 25.6 metres. About how many ribbons can be cut from it?

Answer the following: 1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average speed for the journey? 2. Jay has 6 584 metres of ribbon. He wants to cut it into 25.6 metres. About how many ribbons can be cut from it?

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson

109

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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

School Teacher Teaching Dates and November 3-4, 2016 Time Monday

I. OBJECTIVES A. Content Standards

Grade Level Learning Areas Quarter

Tuesday

Wednesday REVIEW

Thursday SECOND PERIODICAL TEST

Friday SECOND PERIODICAL TEST

B. Performance Standards

110

C. Learning Competencies/Objectives Write the LC code for each II.

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F.

Developing mastery (Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

111

H. Making generalizations and abstractions about the lesson I. Evaluating learning

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12

School

Grade Level 112

DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Teacher Teaching Dates and November 7-11, 2016 Time Monday Tuesday Visualizes percent and its relationship to fractions, ratios, and decimal Models. demonstrates understanding of demonstrates understanding of polygons, circles, and solid polygons, circles, and solid figures. figures.

Learning Areas Quarter

Wednesday numbers using

Thursday

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

visualizes, names, and describes polygons with 5 or more sides.

visualizes, names, and describes polygons with 5 or more sides.

M5GE-IIIc-19

M5GE-IIIc-19

describes and compares properties of polygons (regular and irregular polygons).

describes and compares properties of polygons (regular and irregular polygons).

M5GE-IIIc-20

M5GE-IIIc-20

Geometry

Geometry

Geometry

Geometry

K to 12 Grade V Curriculum p 61 (M5NS-IIIa-136), Lesson Guide in Mathematics pp. 402-406, Growing Up with Math pp. 217219, Math for Life pp. 254-257, Mathematics for a Better Life pp. 208- 210

K to 12 Grade V Curriculum p 61 (M5NS-IIIa-136), Lesson Guide in Mathematics pp. 402-406, Growing Up with Math pp. 217219, Math for Life pp. 254-257, Mathematics for a Better Life pp. 208- 210

K to 12 Curriculum Guide Grade 5 (M5NS-IIa-137), Lesson Guide in Mathematics 6 pp.311, Growing Up with Math pp.220, Math for Life pp.256

K to 12 Curriculum Guide Grade 5 (M5NS-IIa-137), Lesson Guide in Mathematics 6 pp.311, Growing Up with Math pp.220, Math for Life pp.256

Friday

Weekly test

III.

113

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

Chart

Chart

flashcards, paperclips, graphing paper

flashcards, paperclips, graphing paper

Review meaning of percent

Review meaning of percent

Matching Game Materials: 3 charts (having ratio, decimal, or fraction), number cards

Matching Game Materials: 3 charts (having ratio, decimal, or fraction), number cards

Mechanics: 1. Teacher post the 2 charts on the board. 2. Divide the class into 3 group. Give each group a well shuffled set of a number cards. These cards are then distributed to the group members with each receiving one Card. 3. When the signal is given by the teacher, a pupil from each group simultaneously goes to the board and places the number card in the correct slot. 4. The pupils will go to their group and tap the next player. Continue this until the chart has been completed. 5. The group that finishes first, with the most number of correct answers win. Defines percentage, rate or percent and base.

Mechanics: 1. Teacher post the 2 charts on the board. 2. Divide the class into 3 group. Give each group a well shuffled set of a number cards. These cards are then distributed to the group members with each receiving one Card. 3. When the signal is given by the teacher, a pupil from each group simultaneously goes to the board and places the number card in the correct slot. 4. The pupils will go to their group and tap the next player. Continue this until the chart has been completed. 5. The group that finishes first, with the most number of correct answers win. Defines percentage, rate or percent and base.

Visualizes percent and its relationship to fractions, ratios, and decimal numbers using Models.

Visualizespercent and its relationship to fractions, ratios, and decimal numbers using Models.

114

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

Who among you have baby brother and sisters who still take milk from bottles? Do You know how to prepare their milk? How many ounces of water do you use? How many scoops of milk do you put? (Pupils may say for every 4 ounces of water they put 2 scoop of milk before shaking the bottle.) Why is it necessary to follow the instruction in preparing milk for your youngerbrother/sister? Survival Game Mechanics: 1. Let 5 boys and 5 girls stand in front of the class forming a circle. While the music is being played the participants move around. 2. When the music stops the teacher will say “The boat is sinking group yourselves into2.” 3. The group continues till the described players necessary to form the ratio is achieved. Discuss the following to the pupils; For instance, the first group there are 3 girls and 1 boy left. Then the ratio of boys to girls is 1;3The ratio of girls to boys is 3;1 If we are to write the ratio 1;3in fraction which will be the numerator? the denominator? If we are to get how many percent of the pupils are boys, in relation to the group, divide The numerator by denominator.

Who among you have baby brother and sisters who still take milk from bottles? Do You know how to prepare their milk? How many ounces of water do you use? How many scoops of milk do you put? (Pupils may say for every 4 ounces of water they put 2 scoop of milk before shaking the bottle.) Why is it necessary to follow the instruction in preparing milk for your youngerbrother/sister? Survival Game Mechanics: 1. Let 5 boys and 5 girls stand in front of the class forming a circle. While the music is being played the participants move around. 2. When the music stops the teacher will say “The boat is sinking group yourselves into2.” 3. The group continues till the described players necessary to form the ratio is achieved. Discuss the following to the pupils; For instance, the first group there are 3 girls and 1 boy left. Then the ratio of boys to girls is 1;3The ratio of girls to boys is 3;1 If we are to write the ratio 1;3in fraction which will be the numerator? the denominator? If we are to get how many percent of the pupils are boys, in relation to the group, divide The numerator by denominator.

Showing a paper clips. Where do we used these paper clips?

Showing a paper clips. Where do we used these paper clips?

Problem Opener Rafaela has 10 paper clips. She gives 2 paper clips to her seatmate and keeps the rest for the future use. Is it right for her to say that she keeps 80% of the paperclips? Questions to answer: 1. Who has 10 paper clips? 2. To whom does she give 2 paper clips? 3. if you were Rafaela will you also keep materials for the future? Why? a. Get 2 paper clips from 10 paper clips. Express in fraction form the paper clips partedin relation to the total paper clips. Change the fraction form to rate or percent. Relate the number of 2s in 10. Let them think aloud on the number of 20% in 100% and in relation to 2s in 10. b. Ask them what part of the total number of paper

Problem Opener Rafaela has 10 paper clips. She gives 2 paper clips to her seatmate and keeps the rest for the future use. Is it right for her to say that she keeps 80% of the paperclips? Questions to answer: 1. Who has 10 paper clips? 2. To whom does she give 2 paper clips? 3. if you were Rafaela will you also keep materials for the future? Why? a. Get 2 paper clips from 10 paper clips. Express in fraction form the paper clips partedin relation to the total paper clips. Change the fraction form to rate or percent. Relate the number of 2s in 10. Let them think aloud on the number of 20% in 100% and in relation to 2s in 10. b. Ask them what part of the total number of paper

115

E. Discussing new concepts and practicing new skills #2

There are 33% in relation to the girls in the group. In decimal, change percent to fraction with denominator of 100. Ten express the fraction as a decimal.

There are 33% in relation to the girls in the group. In decimal, change percent to fraction with denominator of 100. Ten express the fraction as a decimal.

Or simply drop the % symbol, Then move the decimal point 2 places to the left.

Or simply drop the % symbol, Then move the decimal point 2 places to the left.

A. Using pictures the pupils will give the ratio of the number shaded parts to the unshadedpart. Then change them to fractions, decimal and percent.

A. Using pictures the pupils will give the ratio of the number shaded parts to the unshadedpart. Then change them to fractions, decimal and percent.

clips describing the number of paperclips for future use. Require them to relate 80% to the number of paper clips for future use. c. Let the pupils identify rate, base and percentage. The rate is the percent of the whole. It has the percent symbol (%). The base is the whole we’re talking about. It is written after the word “of” or thephrase “percent of”. The percentage is the portion of the whole based on the rate. It is usually followed by the word “is”.

clips describing the number of paperclips for future use. Require them to relate 80% to the number of paper clips for future use. c. Let the pupils identify rate, base and percentage. The rate is the percent of the whole. It has the percent symbol (%). The base is the whole we’re talking about. It is written after the word “of” or thephrase “percent of”. The percentage is the portion of the whole based on the rate. It is usually followed by the word “is”.

A.Let the pupils work in pair. Each pair works on every station simultaneously. Each of them will check their answers and present their output.

A.Let the pupils work in pair. Each pair works on every station simultaneously. Each of them will check their answers and present their output.

Station 1: 5 is what percent of 50? What is the rate? ______

Station 1: 5 is what percent of 50? What is the rate? ______

Station 2: 40% of 60 is what?

Station 2: 40% of 60 is what?

What is the percentage? _______

What is the percentage? _______

Station 3: 16 is 25% of 64 The base is ________

Station 3: 16 is 25% of 64 The base is ________

Station 4: 15% of total sales is P 8 910.

Station 4: 15% of total sales is P 8 910.

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F.

Developing mastery

Let the group present their output and answer the questions one at a time. After all the group presented, ask, How did you find the activity? How can you change ratio to fraction?to decimal? Topercent? Say: Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we can getthe percent equivalent by dividing the numerator by the denominator. The result is a decimal but move the decimal point two places the right and affix the Percent sign.

Let the group present their output and answer the questions one at a time. After all the group presented, ask, How did you find the activity? How can you change ratio to fraction?to decimal? Topercent? Say: Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we can getthe percent equivalent by dividing the numerator by the denominator. The result is a decimal but move the decimal point two places the right and affix the Percent sign.

G. Finding practical applications of concepts and skills in daily living

Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5 Ask the pupil to work on Get Moving on page ____ of LM Grade 5. Check the pupils’ answers. For mastery, have the pupils answer the items under Keep Moving on page ____ of LM math Grade 5.

Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5 Ask the pupil to work on Get Moving on page ____ of LM Grade 5. Check the pupils’ answers. For mastery, have the pupils answer the items under Keep Moving on page ____ of LM math Grade 5.

(Leads to Formative Assessment 3)

The rate is _________

The rate is _________

Station 5: 43% of 150 is 64.5 The base is ___________ Let the class the class check their answers by pairs and present their outputs one at a time. After all pairs have presented, ask “What is the meaning of percentage? Rate? Base? How will you determine the base in a given problem? The rate? and the Percentage? Say: The percentage is the portion of the whole based on the rate. It is usually followed By the word “is”. The rate is the percent of the whole. It has the percent symbol (%). The base is the whole we are talking about. It is written after the word “of” or the phrase “percent of”.

Station 5: 43% of 150 is 64.5 The base is ___________ Let the class the class check their answers by pairs and present their outputs one at a time. After all pairs have presented, ask “What is the meaning of percentage? Rate? Base? How will you determine the base in a given problem? The rate? and the Percentage? Say: The percentage is the portion of the whole based on the rate. It is usually followed By the word “is”. The rate is the percent of the whole. It has the percent symbol (%). The base is the whole we are talking about. It is written after the word “of” or the phrase “percent of”.

Discuss the presentation on Explore and Discover on page____ of LM Math 5. Ask thepupils to work on items 1 to 5 under Get Moving on page ___ of LM Math 5. Check the pupils’ answers. For mastery, have them answer the items under Keep Moving on page _____ of LM Math Grade 5. Check the pupils’ answers.

Discuss the presentation on Explore and Discover on page____ of LM Math 5. Ask thepupils to work on items 1 to 5 under Get Moving on page ___ of LM Math 5. Check the pupils’ answers. For mastery, have them answer the items under Keep Moving on page _____ of LM Math Grade 5. Check the pupils’ answers.

117

H. Making generalizations and abstractions about the lesson

I.

J.

Lead he pupils to give the following generalization by asking: What is the relationship of ratios to fractions? Topercent? If your data is written in ratio form, can you write it in fraction form? How can we get percent equivalent of a ratio and a fraction?

Lead he pupils to give the following generalization by asking: What is the relationship of ratios to fractions? Topercent? If your data is written in ratio form, can you write it in fraction form? How can we get percent equivalent of a ratio and a fraction?

Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we can get the percent equivalent by dividing the numerator by the denominator. The result is a decimal but move the decimal point two places the right and affix the percent sign.

Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we can get the percent equivalent by dividing the numerator by the denominator. The result is a decimal but move the decimal point two places the right and affix the percent sign.

Write the name for each shaded part as fraction, ratio, percent and decimal.

Write the name for each shaded part as fraction, ratio, percent and decimal.

Remediation Complete the table below using the given data

Remediation Complete the table below using the given data

1. The set of even numbers from 1 to 20. 2. The set of odd numbers from 1 to 20. 3. The set of composite numbers from 1 to 20. 4. The set of prime numbers from 1 to 20. Rat Fracti Deci Perc io on mal ent

1. The set of even numbers from 1 to 20. 2. The set of odd numbers from 1 to 20. 3. The set of composite numbers from 1 to 20. 4. The set of prime numbers from 1 to 20. Rat Fracti Deci Perc io on mal ent

Evaluating learning

Additional activities for application or remediation

What is the meaning of percentage? Rate?Base?

What is the meaning of percentage? Rate?Base?

Percentage is a part of a whole. It is the resulting fractional part of the base. Rate is the number written with the word “percent” or with the symbol “%”. Base is the total or whole and it is the number that usually follows the phrase “percent of” or “% of”.

Percentage is a part of a whole. It is the resulting fractional part of the base. Rate is the number written with the word “percent” or with the symbol “%”. Base is the total or whole and it is the number that usually follows the phrase “percent of” or “% of”.

Ask the pupils to do the activity under Apply Your Skills on page ___ of LM Math 5.

Ask the pupils to do the activity under Apply Your Skills on page ___ of LM Math 5.

Identify the R, B, and P in the following statements: 1. 180% of 200 is 360 2. 35% of 90 is 31.5 3. P100 is 4% of P2 500 4. 20% of 50 is 10

Identify the R, B, and P in the following statements: 1. 180% of 200 is 360 2. 35% of 90 is 31.5 3. P100 is 4% of P2 500 4. 20% of 50 is 10

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V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

School Teacher Teaching Dates and November 14-18, 2016

Grade Level Learning Areas Quarter 119

Time

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages

Monday Identifies the base, percentage, demonstrates understanding of polygons, circles, and solid figures.

Tuesday and rate in the problem. demonstrates understanding of polygons, circles, and solid figures.

Wednesday

Thursday

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

draws polygons with 5 or more sides.

draws polygons with 5 or more sides.

visualizes congruent polygons.

M5GE-IIIc-21 M5GE-IIIc-21

Friday Weekly test

visualizes congruent polygons. M5GE-IIId-22

M5GE-IIId-22

Geometry

Geometry

Geometry

K to 12 Curriculum Guide (M5NS-IIIa-138) Lesson Guide in Mathematics 5 pp. 417 Lesson Guide in Math 6 p 311

K to 12 Curriculum Guide (M5NS-IIIa-138) Lesson Guide in Mathematics 5 pp. 417 Lesson Guide in Math 6 p 311

K to 12 Curriculum Guide, LM Math Grade 5 pages Building New Horizon in Math: A Simplified Approach p. 302-305 Growing Up with Math 5 p.220-222 Lesson Guide in Elementary Mathematics Grade 6 p. 316319 Workbook in Mathematics 6 Third Quarter, Rubio, May Ester M. p. 16-18 Workbook on Math (Grade 6), Cayanan, Remedios p.140

Geometry

III.

3. Textbook pages

120

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

hundred grid cardboards, crayons, fraction strips

hundred grid cardboards, crayons, fraction strips

strips of cartolina, flash cards

strips of cartolina, flash cards

Concept Development Material: fraction strips Mechanics: a. Form 5 groups. b. Distribute fraction strips equally among the groups and place them face down in a pile. c. Pupils look at the top card, name fraction and the name percent for the fraction. d. The group with the most number of correct responses wins the game.

Concept Development Material: fraction strips Mechanics: a. Form 5 groups. b. Distribute fraction strips equally among the groups and place them face down in a pile. c. Pupils look at the top card, name fraction and the name percent for the fraction. d. The group with the most number of correct responses wins the game.

a. Divide the class into 4 groups. One representative from each group stands at the back of the classroom. b. Flash the strips of cartolina with a short problem written on it. The representative from each group will identify the missing/unknown part in the problem.

a. Divide the class into 4 groups. One representative from each group stands at the back of the classroom. b. Flash the strips of cartolina with a short problem written on it. The representative from each group will identify the missing/unknown part in the problem.

c. The first one who gives the correct answer will get the point. d. The game continues until all the pupils from each group have participated. e. The group with the most number of points wins.

c. The first one who gives the correct answer will get the point. d. The game continues until all the pupils from each group have participated. e. The group with the most number of points wins.

B. Establishing a purpose for the lesson

Identifies the base, percentage, and rate in the problem.

Identifies the base, percentage, and rate in the problem.

Finds the percentage in given problem.

Finds the percentage in given problem.

C. Presenting examples/instances of the new lesson

Action Song (Body Exercise) Tune: Are you Sleeping Title: Fraction to Percent

Action Song (Body Exercise) Tune: Are you Sleeping Title: Fraction to Percent

(One-fourth) 4x (Twenty-five) 2x (One-fourth change to percent) 2x (Twenty-five percent) 2x

(One-fourth) 4x (Twenty-five) 2x (One-fourth change to percent) 2x (Twenty-five percent) 2x

What’s your target score in a 20-item test? What passing grade is it? (75%, 80%, 90% or 100%? The pupils have the freedom to choose.

What’s your target score in a 20-item test? What passing grade is it? (75%, 80%, 90% or 100%? The pupils have the freedom to choose.

One-half = 50%

One-half = 50%

Ask: Do you study your lesson every day? Do you listen well and participate in class discussion? Ask: Why do you need to

Ask: Do you study your lesson every day? Do you listen well and participate in class discussion? Ask: Why do you need to

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

121

D. Discussing new concepts and practicing new skills #1

One-fifth = 20% Three-fourths = 75% Two-fifths = 40%

One-fifth = 20% Three-fourths = 75% Two-fifths = 40%

study? Will it help you prepare for your future? Emphasize the value of being studious and participative.

study? Will it help you prepare for your future? Emphasize the value of being studious and participative.

Acting Out: My Favorite Fruit Mechanics; 1. Divide the class into 8 groups. 2. Teacher will presents a question: If you were to choose which fruits would you like to eat everyday? 3. Each group decides on their favourite fruit among the fruits posted on the board. 4. Teacher request the 8 group leaders to stand at the back of the classroom. 5. As the teacher gives the signal, the leaders go to the fruit the fruit chose. 6. The teacher ask the leaders to explain their choices. 7. Let the pupils form the ratios for each fruit chosen: number of groups who chose the fruit To the total number of groups. 8. Convert the ratios to fractions then to percent.

Acting Out: My Favorite Fruit Mechanics; 1. Divide the class into 8 groups. 2. Teacher will presents a question: If you were to choose which fruits would you like to eat everyday? 3. Each group decides on their favourite fruit among the fruits posted on the board. 4. Teacher request the 8 group leaders to stand at the back of the classroom. 5. As the teacher gives the signal, the leaders go to the fruit the fruit chose. 6. The teacher ask the leaders to explain their choices. 7. Let the pupils form the ratios for each fruit chosen: number of groups who chose the fruit To the total number of groups. 8. Convert the ratios to fractions then to percent.

Vincent, a boy from a fishing village is a diligent and studious pupil. He goes to school and every day and does his work well. He never skips studying his lesson every night. When he took their 50-item quarter examination he got 96% of it correctly? What is his score? Ask:

Vincent, a boy from a fishing village is a diligent and studious pupil. He goes to school and every day and does his work well. He never skips studying his lesson every night. When he took their 50-item quarter examination he got 96% of it correctly? What is his score? Ask:

Who is the boy from the fishing village? How is he as a pupil? Did he do well in school? How do you know? How many items is their test? What rating does Vincent get in the test? Is this a high rating? How do you know? Will you do the same? Why?

Who is the boy from the fishing village? How is he as a pupil? Did he do well in school? How do you know? How many items is their test? What rating does Vincent get in the test? Is this a high rating? How do you know? Will you do the same? Why?

Discussion a. How many group are there? 8 b. How many chose apple? 6

Discussion a. How many group are there? 8 b. How many chose apple? 6

122

c. How do we write it in percent? 75% Say: We can write: 75% of 8 = 6 We deal with the three elements: rate, base and percentage:

c. How do we write it in percent? 75% Say: We can write: 75% of 8 = 6 We deal with the three elements: rate, base and percentage:

The relationship among the three is: R x B = p or P = RxB 75% is the rate. The number written with the word “percent” or with the symbol “%” It can be expressed as a ratio of

The relationship among the three is: R x B = p or P = RxB 75% is the rate. The number written with the word “percent” or with the symbol “%” It can be expressed as a ratio of

fraction

E. Discussing new concepts and practicing new skills #2

75 100

75 100

. 8 is called the base. The total or whole and it is the number that usually follows the phrase “percent of” or “% of”. 6 is called percentage. It is the part of the whole.

fraction

. 8 is called the base. The total or whole and it is the number that usually follows the phrase “percent of” or “% of”. 6 is called percentage. It is the part of the whole.

We can also use the Techan’s Triangle to identify rate, base and percentage.

We can also use the Techan’s Triangle to identify rate, base and percentage.

A. Using flashcards. Identify the rate, base and percentage.

A. Using flashcards. Identify the rate, base and percentage.

B. Have the pupils work in group. The teacher gives

B. Have the pupils work in group. The teacher gives

Ask the pupils to work in groups in solving the problem.

Ask the pupils to work in groups in solving the problem.

123

F.

Developing mastery

(Leads to Formative Assessment 3)

problem statements wherein the pupils Identify the rate, base and percentage:

problem statements wherein the pupils Identify the rate, base and percentage:

Group 1: Paolo listen very well to the teacher during the discussion of the lesson. When they were given a 5-itm test he got 4 correct answer. He has a grade of 80%.

Group 1: Paolo listen very well to the teacher during the discussion of the lesson. When they were given a 5-itm test he got 4 correct answer. He has a grade of 80%.

Group 2: There are 40 pupils in a class. Seventy-five percent of them are present. 30 pupils are present.

Group 2: There are 40 pupils in a class. Seventy-five percent of them are present. 30 pupils are present.

Group 3: Monique invited 300 kids to her party. Only 15% of the kids did not showed up.Fortyfive kids did not attend the party.

Group 3: Monique invited 300 kids to her party. Only 15% of the kids did not showed up.Fortyfive kids did not attend the party.

Group 4:

Group 4:

Shiela got 90% of a 20-item test in Science. She answers 18 item correctly. Let the group present their output. Check their work one at a time. How did you find the activity? How can we identify the rate? base? Percentage? Say: We can identify the rate easily because it is the number with the symbol % or number with the word

Shiela got 90% of a 20-item test in Science. She answers 18 item correctly. Let the group present their output. Check their work one at a time. How did you find the activity? How can we identify the rate? base? Percentage? Say: We can identify the rate easily because it is the number with the symbol % or number with the word

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

Ask:

Ask:

How do we solve for the percentage?

How do we solve for the percentage?

124

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

“percent”. Base is the whole number which you take thepercent while percentage is the part of the whole. We can also use Techan’sTriangle to identify the rate, base and percentage.

“percent”. Base is the whole number which you take thepercent while percentage is the part of the whole. We can also use Techan’sTriangle to identify the rate, base and percentage.

Did you move the decimal point of the rate from right to left? How many move of decimal point do we move?

Did you move the decimal point of the rate from right to left? How many move of decimal point do we move?

Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5. Ask the pupils to work on items 1 to 10 under Get Moving, on page ___ of LM Math 5 Check the pupils’ answers. For mastery, have them answer the items under Keep Moving on page _____ of LM Math Grade 5. Lead the pupils to give the following generalization by asking: How can you identify the rate, base and percentage? Rate is the number written with the word “percent”. It is express in percent form. Base is the total or whole and it is the number that usually follows the phrase “percent”. Percentage is the part of the whole. Techan’s Triangle is also used in identifying rate, base and percentage.

Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5. Ask the pupils to work on items 1 to 10 under Get Moving, on page ___ of LM Math 5 Check the pupils’ answers. For mastery, have them answer the items under Keep Moving on page _____ of LM Math Grade 5. Lead the pupils to give the following generalization by asking: How can you identify the rate, base and percentage? Rate is the number written with the word “percent”. It is express in percent form. Base is the total or whole and it is the number that usually follows the phrase “percent”. Percentage is the part of the whole. Techan’s Triangle is also used in identifying rate, base and percentage.

Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. Then give these exercises.

Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. Then give these exercises.

Lead the pupils to generalize as follows:

Lead the pupils to generalize as follows:

In finding the percentage of a given number follow these steps: Find the rate in the given problem. Arrange the numbers in vertically. Move the decimal point of the given rate twice from right to left. Multiply the numbers following the steps in multiplication.

In finding the percentage of a given number follow these steps: Find the rate in the given problem. Arrange the numbers in vertically. Move the decimal point of the given rate twice from right to left. Multiply the numbers following the steps in multiplication.

Count the number at the right of the decimal point which will decide where to

Count the number at the right of the decimal point which will decide where to

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I.

Evaluating learning

Identify the rate, base, or percentage in the following problems. 1. 50% of 78 = 39 2. 10% of 60 = 6 3. A 20% or P 4 600 is the down payment for a brand new TV set. The original price of the TV set is P 23 000. 4. Carlo invest P 750 000 at 6

Identify the rate, base, or percentage in the following problems. 1. 50% of 78 = 39 2. 10% of 60 = 6 3. A 20% or P 4 600 is the down payment for a brand new TV set. The original price of the TV set is P 23 000. 4. Carlo invest P 750 000 at 6

1 2

1 2

% simple interest a year. His interest is P 48 750. 5. Melissa has 120 kilograms of rice. Her mother sold 105 kilograms. Is she right to tell her mother sold 87.5% of what she sold?

J.

Additional activities for

Identify the R, B, and P in the

% simple interest a year. His interest is P 48 750. 5. Melissa has 120 kilograms of rice. Her mother sold 105 kilograms. Is she right to tell her mother sold 87.5% of what she sold?

Identify the R, B, and P in the

put the corresponding decimal point B. Solve the following percentage problems.

put the corresponding decimal point B. Solve the following percentage problems.

1) Forty-six percent of people surveyed said that they exercised on a fairly regular basis. If 12 100 people were surveyed, how many of them exercise?

1) Forty-six percent of people surveyed said that they exercised on a fairly regular basis. If 12 100 people were surveyed, how many of them exercise?

2) The price of gasoline decreased by 18%. If a liter of gasoline sold P 21.15 before the decrease, what was the amount of the decrease?

2) The price of gasoline decreased by 18%. If a liter of gasoline sold P 21.15 before the decrease, what was the amount of the decrease?

3) In a certain city, about 25% of the people are between the ages of 20 and 40 years. If the city population is 1 430 000, how many people are between those ages?

3) In a certain city, about 25% of the people are between the ages of 20 and 40 years. If the city population is 1 430 000, how many people are between those ages?

4) The Jimenez family planned to save at least 7.5% of their monthly income of P 12 500. How much did they plan to save?

4) The Jimenez family planned to save at least 7.5% of their monthly income of P 12 500. How much did they plan to save?

5) Marvin, a basketball player, usually scores 80% of his field shots. If he attempted 40 field shots during a game, how many did he score ?

5) Marvin, a basketball player, usually scores 80% of his field shots. If he attempted 40 field shots during a game, how many did he score ?

A. Answer the following.

A. Answer the following.

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application or remediation

following statement. 1. 180% of 200 is 360 2. 35% of 90 is 31.5 3. P 100 is 4% of P2 500

following statement. 1. 180% of 200 is 360 2. 35% of 90 is 31.5 3. P 100 is 4% of P2 500

2 3

2 3

4. 51 children, 66 % of them are boys, 34 are boys 5. 16 is 20% of 80

V. VI. A.

B.

C.

D.

1. What is 25% of 4? 2. N is 50% of 2. 3. 200 % of 3 is what number? 4. 75% of 12 is ____? 5. 60% of 30 is N. 6. 30% of 600 is what number? 7. 230% of 90 is N. 8. 150% of P 400 is _____. 9. 36% of 95 is N. 10. 48% of 290 is what number?

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

4. 51 children, 66 % of them are boys, 34 are boys 5. 16 is 20% of 80

1. What is 25% of 4? 2. N is 50% of 2. 3. 200 % of 3 is what number? 4. 75% of 12 is ____? 5. 60% of 30 is N. 6. 30% of 600 is what number? 7. 230% of 90 is N. 8. 150% of P 400 is _____. 9. 36% of 95 is N. 10. 48% of 290 is what number?

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GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning Competencies/Objective s Write the LC code for each II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

School Teacher Teaching Dates and November 21-25, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Solves routine and non-routine problems involving percentage using appropriate strategies and tools.

Thursday

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

visualizes and describes a circle.

visualizes and describes a circle.

identifies the terms related to a circle.

identifies the terms related to a circle.

M5GE-IIId-23.1

M5GE-IIId-23.1

Geometry

Geometry

Geometry

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary

Friday

Weekly test

M5GE-IIId-23.2 M5GE-IIId-23.2 Geometry

III.

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Grade 6 p. 316-319 Workbook in Mathematics 6 Third Quarter, Rubio, May Ester M. p. 16-18 Workbook on Math (Grade 6), Cayanan, Remedios p.140

Grade 6 p. 316-319 Workbook in Mathematics 6 Third Quarter, Rubio, May Ester M. p. 16-18 Workbook on Math (Grade 6), Cayanan, Remedios p.140

Mathematics Grade 6 p. 316-319

A. Checking of Assignment B. Review the steps in solving word problems. Ask: What are the steps in solving a problem? In what steps will the following questions fall?

A. Checking of Assignment B. Review the steps in solving word problems. Ask: What are the steps in solving a problem? In what steps will the following questions fall?

Conduct a review on solving routine and non-routine problems involving percentage using appropriate strategies and tools.

Conduct a review on solving routine and nonroutine problems involving percentage using appropriate strategies and tools.

What is asked? What are the given facts? What is the process to be used? What is the number sentence? Show the solution and complete answer.

What is asked? What are the given facts? What is the process to be used? What is the number sentence? Show the solution and complete answer.

B. Establishing a purpose for the lesson

Solves routine and nonroutine problems involving percentage using appropriate strategies and tools.

Solves routine and nonroutine problems involving percentage using appropriate strategies and tools.

Create problems involving percentage with reasonable answers.

Create problems involving percentage with reasonable answers.

C. Presenting examples/instances of the new lesson

How much money do you spend in school every day? Do you save some of it for future use? Why did you do

How much money do you spend in school every day? Do you save some of it for future use? Why did you do

What is your plan/ dream in the future? How do you plan to achieve it?

What is your plan/ dream in the future? How do you plan to achieve it?

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

strips of cartolina, flash cards

Ask: Is it important to make plan before doing any activity?

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D. Discussing new concepts and practicing new skills #1

it? Share your experience. Let the pupils realize theimportance of being thrifty.

it? Share your experience. Let the pupils realize theimportance of being thrifty.

Ask: Does making a plan contribute in achieving one’s goal? Why?Lead the pupils to appreciate planning ahead of time in any activity.

Reyes family has a monthly income of P 15 850. They allotted 40% of for food, 25% for education, 15% for water and electricity fare, 8% for transportation, 7% for miscellaneous expenses and 5% for savings. How much money is allotted for their savings?

Reyes family has a monthly income of P 15 850. They allotted 40% of for food, 25% for education, 15% for water and electricity fare, 8% for transportation, 7% for miscellaneous expenses and 5% for savings. How much money is allotted for their savings?

What is your plan/ dream in the future? How do you plan to achieve it?

Ask:

Ask:

Guide the pupils in solving the problem. Refer to the questions.

What is asked in the problem? What are the given facts? What is the operation to be used?

What is asked in the problem? What are the given facts? What is the operation to be used?

What What What What What

Ask: Is it important to make plan before doing any activity? Ask: Does making a plan contribute in achieving one’s goal? Why? Why not? Lead the pupils to appreciate planning ahead of time in any activity.

is asked in the problem? are given? is the operation to be used? is the number sentence? is the answer? Does it make sense?

Ask: Is it important to make plan before doing any activity? Ask: Does making a plan contribute in achieving one’s goal? Why?Lead the pupils to appreciate planning ahead of time in any activity. What is your plan/ dream in the future? How do you plan to achieve it? Ask: Is it important to make plan before doing any activity? Ask: Does making a plan contribute in achieving one’s goal? Why? Why not? Lead the pupils to appreciate planning ahead of time in any activity. Guide the pupils in solving the problem. Refer to the questions. What is asked in the problem? What are given? What is the operation to be used? What is the number sentence? What is the answer? Does it make sense?

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E. Discussing new concepts and practicing new skills #2

F.

Developing mastery (Leads to Formative Assessment 3)

Ask the pupils to work in groups in solving the problem.

Ask the pupils to work in groups in solving the problem.

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

Ask:

Ask:

Which of the two problems is easier to solve? In which problem did you enjoy solving? Why? How many operations did you use to solve problem 1? What operation is it? How did you solve it? What is your number sentence? What is your final answer? What about problem number 2? How were you able to solve it? Do you have a number sentence to solve it? Did you work in group cooperatively? When your group solved the problem easily, how did you feel?

Which of the two problems is easier to solve? In which problem did you enjoy solving? Why? How many operations did you use to solve problem 1? What operation is it? How did you solve it? What is your number sentence? What is your final answer? What about problem number 2? How were you able to solve it? Do you have a number sentence to solve it? Did you work in group cooperatively? When your group solved the problem easily, how did you feel?

Guide the pupils in solving the problem. Refer to the questions. What What What What What

is asked in the problem? are given? is the operation to be used? is the number sentence? is the answer? Does it make sense?

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem. Ask: How did you find the activity? How were you able to create a problem? How many move of decimal point do we move?

Guide the pupils in solving the problem. Refer to the questions. What is asked in the problem? What are given? What is the operation to be used? What is the number sentence? What is the answer? Does it make sense? After the group presented and checked their work, call on the leader to relate what they have done to solve the problem. Ask: How did you find the activity? How were you able to create a problem? How many move of decimal point do we move?

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G. Finding practical applications of concepts and skills in daily living

Say: Let us solve more problems. Ask pupils to do the exercises by pairs under Get Moving on page ___ 69 of LM Math Grade 5. Check the pupils’ answer.

Say: Let us solve more problems. Ask pupils to do the exercises by pairs under Get Moving on page ___ 69 of LM Math Grade 5. Check the pupils’ answer.

A. Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. B. Ask pupils to create problems with the information given. 1. P 18 920 – monthly income of Guevarra Family 15% - allotted for clothing 20% - allotted for transportation 25% - allotted for education 4o% - allotted for food 2. 600 – total number of farm animals 65% - four-legged animals Allow pupils to answer exercises A and B under Keep Moving, pages ____ and LM Math Grade 5. Check the pupils’ answer.

A. Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. B. Ask pupils to create problems with the information given. 1. P 18 920 – monthly income of Guevarra Family 15% - allotted for clothing 20% - allotted for transportation 25% - allotted for education 4o% - allotted for food 2. 600 – total number of farm animals 65% - four-legged animals Allow pupils to answer exercises A and B under Keep Moving, pages ____ and LM Math Grade 5. Check the pupils’ answer.

H. Making generalizations and abstractions about the lesson

Lead the pupils to generalize as follows:

Lead the pupils to generalize as follows:

The steps in solving routine problems involving percentage are: Understand – Know what is asked, what are given.

The steps in solving routine problems involving percentage are: Understand – Know what is asked,

Lead the pupils to give the generalization by asking: How do create problems involving percentage with reasonable answers. Lead the pupils to give the generalization by asking: How do create problems involving percentage with reasonable answers.

Lead the pupils to give the generalization by asking: How do create problems involving percentage with reasonable answers. Lead the pupils to give

132

Plan – Know the operation. Write the number sentence. Solve – Write the correct units/ label your answer. Check and Look back – Review and check your answer.

To solve non-routine problems involving percentage, keep in mind: Read and analyze the problem carefully. Tell what is asked and what are given. Then, use other strategies like act out the problem, listing/table method, guess and test, drawing/ making a diagram, using patterns, working backwards, etc. to solve I.

what are given. Plan – Know the operation. Write the number sentence. Solve – Write the correct units/ label your answer. Check and Look back – Review and check your answer.

the generalization by asking: How do create problems involving percentage with reasonable answers.

To solve non-routine problems involving percentage, keep in mind: Read and analyze the problem carefully. Tell what is asked and what are given. Then, use other strategies like act out the problem, listing/table method, guess and test, drawing/ making a diagram, using patterns, working backwards, etc. to solve

Evaluating learning A. Directions: Solve the following percentage problems.

A. Directions: Solve the following percentage problems.

1. On their family budget, Mariano family allotted 45% for the

1. On their family budget, Mariano family allotted 45% for the

A. Directions: Create a problem using the given information. 1. 50 – numbers of pupils in Grade 5 – Jose Rizal 12% - failed in the quarter examination in Mathematics

A. Directions: Create a problem using the given information. 1. 50 – numbers of pupils in Grade 5 – Jose Rizal 12% - failed in

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education of their children. If the family has a monthly income of P 13, 540.00, how much is allotted for the education of their children?

education of their children. If the family has a monthly income of P 13, 540.00, how much is allotted for the education of their children?

2. If 25% of 80 is 10% of a number? What is number?

2. If 25% of 80 is 10% of a number? What is number?

3. A regular fare of P 8.00 is implemented in a public jeepney. Students are given a 12.5% discount. If the jeepney drivers have 12 student passengers, how much discount are given to all 12 student passengers?

3. A regular fare of P 8.00 is implemented in a public jeepney. Students are given a 12.5% discount. If the jeepney drivers have 12 student passengers, how much discount are given to all 12 student passengers?

4. A group of 150 students are asked as to their favorite pets. 36% chose cat as their favorite, 48% chose dog, 12% chose birds and 4% chose fish. How many students chose birds as their favorite pet?

4. A group of 150 students are asked as to their favorite pets. 36% chose cat as their favorite, 48% chose dog, 12% chose birds and 4% chose fish. How many students chose birds as their favorite pet?

5. Jenny has a monthly allowance of P 4, 800.00. She allotted 60% of it for his studies. From this 60%, she allotted 25% of for his books. How much is

5. Jenny has a monthly allowance of P 4, 800.00. She allotted 60% of it for his studies. From this 60%, she allotted 25% of for his books. How much is allotted for books?

2. P 480.00 – weekly allowance of

the quarter examination in Mathematics

Jed 7% - savings per week 3. 500 – number of people included in the survey about the new shampoo product. 12% - nurses 35% - teachers 15% - policemen 24% - vendors 14% - government official 4. 2000 – number of people asked as to their favorite ice cream flavor 58% - chocolate 26% - mango 12% - strawberry 4% - avocado 5. 300 – number of high school students interviewed as to what course to pursue in college 32% - education 24% - engineering 15% - nursing 20% - tourism 9% - agriculture

2. P 480.00 – weekly allowance of Jed 7% - savings per week 3. 500 – number of people included in the survey about the new shampoo product. 12% - nurses 35% - teachers 15% policemen 24% - vendors 14% government official 4. 2000 – number of people asked as to their favorite ice cream flavor 58% chocolate 26% - mango 12% strawberry 4% - avocado 5. 300 – number of high school students interviewed as to what course to pursue in college 32% - education 24% engineering 15% - nursing 20% - tourism 9% - agriculture

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allotted for books? J.

Additional activities for application or remediation

A. Solve the following problem.

A. Solve the following problem.

1. Of the 40 members of Mathematics club, 35% are also member of Science Club. How many members of the club are also members of Science Club?

1. Of the 40 members of Mathematics club, 35% are also member of Science Club. How many members of the club are also members of Science Club?

2. In a group of 200 teachers, 72% are righthanded. Of these numbers 25% are musically inclined. How many teachers are musically inclined?

2. In a group of 200 teachers, 72% are righthanded. Of these numbers 25% are musically inclined. How many teachers are musically inclined?

3. There are 580 pupils enrolled as Grade Six pupils in Labangan Elementary School. If 15% of them are members of Pantawid Pamilyang Pilipino Program, how many pupils are not members of the Pantawid Pamilyang Pilipino Program?

3. There are 580 pupils enrolled as Grade Six pupils in Labangan Elementary School. If 15% of them are members of Pantawid Pamilyang Pilipino Program, how many pupils are not members of the Pantawid Pamilyang Pilipino Program?

A. Study the story problem given below. Complete the problem by creating a question for what is asked. Then solve the problem. 1) Kenneth took a 200-item high school entrance test. He got 85% of the test correctly. Question: __ Solution and Answer: 2) Father harvested 500 kilograms of different kinds of vegetables. 28% of it were tomatoes,64% of it were egg plant and the rest were squash? Question:__ Solution and Answer: B. Create a word problem by completing the data needed. Fill in the data to complete the problems below. Then solve the problems. 3) There are _____ books in the bookshelves. ______ of it are literary books? How many books were not literary books? 4) 150 respondents were asked to what they do as a form of exercise. _____ said that they enjoy biking, _____ said that they go on swimming, _____ said that spent walking and ___ likes running. How many chose swimming as a form of exercise? 5) Mira asked her 60 classmates as to

A. Study the story problem given below. Complete the problem by creating a question for what is asked. Then solve the problem. 1) Kenneth took a 200-item high school entrance test. He got 85% of the test correctly. Question: __ Solution and Answer: 2) Father harvested 500 kilograms of different kinds of vegetables. 28% of it were tomatoes,64% of it were egg plant and the rest were squash? Question:__ Solution and Answer: B. Create a word problem by completing the data needed. Fill in the data to complete the problems below. Then solve the problems. 3) There are _____ books in the bookshelves. ______ of it are literary books? How

135

their favorite color. ____ chose red, ____ chose blue, ____ chose green, ___ chose yellow and ____ chose pink. How many chose blue as their favorite color?

many books were not literary books? 4) 150 respondents were asked to what they do as a form of exercise. _____ said that they enjoy biking, _____ said that they go on swimming, _____ said that spent walking and ___ likes running. How many chose swimming as a form of exercise? 5) Mira asked her 60 classmates as to their favorite color. ____ chose red, ____ chose blue, ____ chose green, ___ chose yellow and ____ chose pink. How many chose blue as their favorite color?

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require

136

E.

F.

G.

remediation Which of my teaching strategies worked well? Why did these work? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and November 28- December 2, 2016 Time Monday Tuesday Draws circles with different radii using a compass demonstrates understanding demonstrates understanding of polygons, circles, and solid of polygons, circles, and solid figures. figures.

Grade Level Learning Areas Quarter

Wednesday

Thursday

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

Friday Weekly test

137

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

draws circles with different radii using a compass.

draws circles with different radii using a compass.

M5GE-IIIe-24

M5GE-IIIe-24

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures . visualizes and describes solid figures.

visualizes and describes solid figures.

M5GE-IIIe-25

M5GE-IIIe-25 II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Geometry

Geometry

Geometry

Geometry

K to 12 Grade 5 Curriculum Guide, p 61 Lesson Guide in Elementary Mathematics 5, p. 350-357

K to 12 Grade 5 Curriculum Guide, p 61 Lesson Guide in Elementary Mathematics 5, p. 350-357

M5GE- IIIe – 25 pp.62, Lesson Guide 6 pp.360

M5GE- IIIe – 25 pp.62, Lesson Guide 6 pp.360

compass, ruler, pencils, activity cards

compass, ruler, pencils, activity cards

paper robot , ball, funnel, art paper, scissors , real objects

paper robot , ball, funnel, art paper, scissors , real objects

Let them identify the name of line in a circle shown below.

Let them identify the name of line in a circle shown below.

Review the previous lesson. Give 2 examples.

Review the previous lesson. Give 2 examples.

Drawing of circles with different radii using a compass

Drawing of circles with different radii using a compass

Visualizes and describes solid figures

Visualizes and describes solid figures

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson

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C. Presenting examples/instances of the new lesson

Let the pupils sing a song, about circles like (Note: Teacher draws while pupils sing.)

Let the pupils sing a song, about circles like (Note: Teacher draws while pupils sing.)

Play the "Concentration Game." Teachers prepares 12 cards consecutively numbered. b) Teacher divides the class into 2 groups. c) A student from a group chooses 2 numbers, say 1 and 9. Teacher opens the number cards and finds out if the drawing word match. If they match, another student from the same group chooses another pair of numbers and so on. e) If the contents of the numbers don't match, the teacher flips the cards again to show the numbers (not the word or drawing). Then a player from another group chooses the next pair of numbers, and so on. f) The group with the most number of correctly matched pairs wins.

Play the "Concentration Game." Teachers prepares 12 cards consecutively numbered. b) Teacher divides the class into 2 groups. c) A student from a group chooses 2 numbers, say 1 and 9. Teacher opens the number cards and finds out if the drawing word match. If they match, another student from the same group chooses another pair of numbers and so on. e) If the contents of the numbers don't match, the teacher flips the cards again to show the numbers (not the word or drawing). Then a player from another group chooses the next pair of numbers, and so on. f) The group with the most number of correctly matched pairs wins.

D. Discussing new concepts and practicing new skills #1

A circle is a set of points in a plane that are the same distance from a fixed point (called the centre). These set of points form the perimeter of the circle.

A circle is a set of points in a plane that are the same distance from a fixed point (called the centre). These set of points form the perimeter of the circle.

The radius is the distance from the centre of the circle to any point on its perimeter.

The radius is the distance from the centre of the circle to any point on its perimeter.

The circumference of a circle is the perimeter of the circle.

The circumference of a circle is the perimeter of the circle.

a) Showing videos introducing spatial figures b) Activity 1) Introduce the different spatial figures Let the pupils describe the characteristics of each figure. 2) Ask what is common among all the spatial figures? 3) Present a paper robot whose parts are made3 up of spatial figures. 4) Ask the pupils to identify the spatial figures represented by each part completing the chart below.

a) Showing videos introducing spatial figures b) Activity 1) Introduce the different spatial figures Let the pupils describe the characteristics of each figure. 2) Ask what is common among all the spatial figures? 3) Present a paper robot whose parts are made3 up of spatial figures. 4) Ask the pupils to identify the spatial figures represented by each part completing the chart below.

139

E. Discussing new concepts and practicing new skills #2

These parts of a circle are indicated in the accompanying diagram.

These parts of a circle are indicated in the accompanying diagram.

a. Ask the pupils to be ready to draw a circle using compass. b. Tell them that compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil. c. Draw a circles using compass and label its part.

a. Ask the pupils to be ready to draw a circle using compass. b. Tell them that compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil. c. Draw a circles using compass and label its part.

GAME

GAME

Materials: number cards, calculator Mechanics: Organize the pupils in pairs. One member will draw a circle using compass, and the other one will label its part completely. After they finish their work one member will present their work in front of the class 3. Processing the Activities How did you find the activity? How did you draw a circle (or arc) with a compass? Were you able to draw a circle (or arc) with a compass correctly? Did you follow the proper handling of compass?

Materials: number cards, calculator Mechanics: Organize the pupils in pairs. One member will draw a circle using compass, and the other one will label its part completely. After they finish their work one member will present their work in front of the class 3. Processing the Activities How did you find the activity? How did you draw a circle (or arc) with a compass? Were you able to draw a circle (or arc) with a compass correctly? Did you follow the proper handling of compass?

Use of Real Situation Problem 1) Bring the students outside the classroom. 2) Let them observe their surroundings and jot down the different spatial figures they see. 3) Let them tabulate the answers. 4) Afterwards they go back to the classroom and share what they have listed on paper. 5) Discuss the importance of being aware of different spatial figures as seen and experienced through the environment.

Use of Real Situation Problem 1) Bring the students outside the classroom. 2) Let them observe their surroundings and jot down the different spatial figures they see. 3) Let them tabulate the answers. 4) Afterwards they go back to the classroom and share what they have listed on paper. 5) Discuss the importance of being aware of different spatial figures as seen and experienced through the environment.

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F.

Developing mastery

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 68.

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 68.

How did you find the activity? How did you visualize spatial figures? Were you able to differentiate spatial figures correctly? Did you identify the common characteristics of spatial figures?

How did you find the activity? How did you visualize spatial figures? Were you able to differentiate spatial figures correctly? Did you identify the common characteristics of spatial figures?

G. Finding practical applications of concepts and skills in daily living

b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice, give the exercises under Keep Moving on LM Grade 5 page __

b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice, give the exercises under Keep Moving on LM Grade 5 page __

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 69. b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice, give the exercises under Keep Moving on LM Grade 5 page __

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 69. b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice, give the exercises under Keep Moving on LM Grade 5 page __

What are the different spatial figures. Describe each one. What are their common characteristics? Give examples of real life objects that represent each spatial figure.

What are the different spatial figures. Describe each one. What are their common characteristics? Give examples of real life objects that represent each spatial figure.

(Leads to Formative Assessment 3)

H. Making generalizations and abstractions about the lesson

REMEMBER:

REMEMBER:

A circle is a set of points in a plane that are the same distance from a fixed point (called the centre). These set of points form the perimeter of the circle.

A circle is a set of points in a plane that are the same distance from a fixed point (called the centre). These set of points form the perimeter of the circle.

The radius is the distance from the centre of the circle to any point on its perimeter.

The radius is the distance from the centre of the circle to any point on its perimeter.

The circumference of a circle is the perimeter of the

The circumference of a circle is the perimeter of the

141

circle.

circle.

The name of a line in a circle depends on its position in the circle.

The name of a line in a circle depends on its position in the circle.

A secant is a line that passes through any two points on a circle.

A secant is a line that passes through any two points on a circle.

A chord is a line that joins two points on the circumference of a circle.

A chord is a line that joins two points on the circumference of a circle.

The diameter is a chord that passes through the centre of a circle.

The diameter is a chord that passes through the centre of a circle.

A tangent is a line that touches the circle at only one point.

A tangent is a line that touches the circle at only one point.

Parts of a Circle

Parts of a Circle

An arc is a part of the circumference. A sector is the part of a circle between two radii.

An arc is a part of the circumference. A sector is the part of a circle between two radii.

A segment is the part of a circle that is between a chord and the circumference.

A segment is the part of a circle that is between a chord and the circumference.

A semicircle is a half of a circle.

A semicircle is a half of a circle.

Compass

Compass

142

I.

J.

A compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil.

A compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil.

Note that a compass is also called a pair of compasses.

Note that a compass is also called a pair of compasses.

1. Use a compass to draw a circle of radius 5.5 cm. 2. Draw a diameter and label it PQ. 3. Draw a triangle PQR where R is on the semicircle. 4. Use a protractor to measure the size of angle PRQ.

1. Use a compass to draw a circle of radius 5.5 cm. 2. Draw a diameter and label it PQ. 3. Draw a triangle PQR where R is on the semicircle. 4. Use a protractor to measure the size of angle PRQ.

Evaluating learning

Additional activities for application or remediation

1. Use a compass to draw a circle of radius 5 cm. 2. Use a compass to draw a circle of diameter 12 cm. 3. Use a compass to draw a

1. Use a compass to draw a circle of radius 5 cm. 2. Use a compass to draw a circle of diameter 12 cm. 3. Use a compass to draw a

B. Name the spatial figures that resemble the following objects below:

B. Name the spatial figures that resemble the following objects below:

1) box 6) tin can

1) box 6) tin can

2) ball 7) camping tent

2) ball 7) camping tent

3) dice 8) funnel

3) dice 8) funnel

4) ice cream cone 9) water pipe

4) ice cream cone 9) water pipe

5) globe 10) glass

5) globe 10) glass

Bring objects that resemble to the following Spatial Figures: 1. Cube 2. Cylinder 3. Pyramid 4. Cone 5. Rectangular prism

Bring objects that resemble to the following Spatial Figures: 1. Cube 2. Cylinder 3. Pyramid 4. Cone 5. Rectangular prism

143

circle of radius 4.5 cm. 4.. Draw the diameter of the circle; and use a ruler to measure the length of the diameter. 5. Write an equation to represent the relation between the radius, r, and the diameter, d.

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

circle of radius 4.5 cm. 4.. Draw the diameter of the circle; and use a ruler to measure the length of the diameter. 5. Write an equation to represent the relation between the radius, r, and the diameter, d.

144

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

School Teacher Teaching Dates and December 5-9, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Thursday Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.

B. Performance Standards

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .

C. Learning Competencies/Objectives Write the LC code for each

makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.

makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.

makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.

makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.

M5GE-IIIe-26

M5GE-IIIe-26

M5GE-IIIe-26

M5GE-IIIe-26

Geometry

Geometry

Geometry

Geometry

M5GE- IIIe – 26 pp.62, Lesson Guide 6 pp.363

M5GE- IIIe – 26 pp.62, Lesson Guide 6 pp.363

M5GE- IIIe – 26 pp.62, Lesson Guide 6 pp.363

M5GE- IIIe – 26 pp.62, Lesson Guide 6 pp.363

cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief

cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief

cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief

cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Friday Weekly test

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV.

PROCEDURES

145

A. Reviewing previous lesson or presenting the new lesson

What are the different spatial figures? Give examples of real objects that are models of spatial figures.

What are the different spatial figures? Give examples of real objects that are models of spatial figures.

What are the different spatial figures? Give examples of real objects that are models of spatial figures.

What are the different spatial figures? Give examples of real objects that are models of spatial figures.

B. Establishing a purpose for the lesson

Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure

Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure

Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure

Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure

C. Presenting examples/instances of the new lesson

1) Group the pupils into Learning Barkada 2) Provide each group pieces of used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials. 4) The first to make 3 will be declared the winner.

1) Group the pupils into Learning Barkada 2) Provide each group pieces of used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials. 4) The first to make 3 will be declared the winner.

1) Group the pupils into Learning Barkada 2) Provide each group pieces of used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials. 4) The first to make 3 will be declared the winner.

1) Group the pupils into Learning Barkada 2) Provide each group pieces of used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials. 4) The first to make 3 will be declared the winner.

D. Discussing new concepts and practicing new skills #1

Present the lesson through this activity: a) Call the winner 1) Let them show their finished products to the class. 2) Have them describe each and identify its parts. b) Call the 2nd placer. 1) Let them show the spatial figures they made that are different from the first group. 2) Have them describe each and identify its parts. c) Do the same with the other group. Valuing: Did you make use your materials wisely? How? What are the things you have that can still be recycled? Why? In what way can you

Present the lesson through this activity: a) Call the winner 1) Let them show their finished products to the class. 2) Have them describe each and identify its parts. b) Call the 2nd placer. 1) Let them show the spatial figures they made that are different from the first group. 2) Have them describe each and identify its parts. c) Do the same with the other group. Valuing: Did you make use your materials wisely? How? What are the things you have that can still be recycled? Why? In what way can you

Present the lesson through this activity: a) Call the winner 1) Let them show their finished products to the class. 2) Have them describe each and identify its parts. b) Call the 2nd placer. 1) Let them show the spatial figures they made that are different from the first group. 2) Have them describe each and identify its parts. c) Do the same with the other group. Valuing: Did you make use your materials wisely? How? What are the things you have that can still be recycled? Why? In what way can you

Present the lesson through this activity: a) Call the winner 1) Let them show their finished products to the class. 2) Have them describe each and identify its parts. b) Call the 2nd placer. 1) Let them show the spatial figures they made that are different from the first group. 2) Have them describe each and identify its parts. c) Do the same with the other group. Valuing: Did you make use your materials wisely? How? What are the things you have that can still be recycled? Why? In what way can you

146

recycle them?

recycle them?

recycle them?

recycle them?

E. Discussing new concepts and practicing new skills #2

Matching Game 1) Divide the class into 2 groups. 2) The first group will be given activity cards with the name of spatial figures. 3) The second group will be given activity cards with descriptions of particular spatial figures. 4) Let the activity card holders raise the activity cards they holding. 5) Each of them will try to find their partner. 6) The first to match their cards correctly wins. 7) Let each pair stand in front and read their activity cards.

Matching Game 1) Divide the class into 2 groups. 2) The first group will be given activity cards with the name of spatial figures. 3) The second group will be given activity cards with descriptions of particular spatial figures. 4) Let the activity card holders raise the activity cards they holding. 5) Each of them will try to find their partner. 6) The first to match their cards correctly wins. 7) Let each pair stand in front and read their activity cards.

Matching Game 1) Divide the class into 2 groups. 2) The first group will be given activity cards with the name of spatial figures. 3) The second group will be given activity cards with descriptions of particular spatial figures. 4) Let the activity card holders raise the activity cards they holding. 5) Each of them will try to find their partner. 6) The first to match their cards correctly wins. 7) Let each pair stand in front and read their activity cards.

Matching Game 1) Divide the class into 2 groups. 2) The first group will be given activity cards with the name of spatial figures. 3) The second group will be given activity cards with descriptions of particular spatial figures. 4) Let the activity card holders raise the activity cards they holding. 5) Each of them will try to find their partner. 6) The first to match their cards correctly wins. 7) Let each pair stand in front and read their activity cards.

F.

How did you find the activity? How did you make spatial figures? Were you able to create spatial figures correctly? Did you give the description of particular spatial figures?

How did you find the activity? How did you make spatial figures? Were you able to create spatial figures correctly? Did you give the description of particular spatial figures?

How did you find the activity? How did you make spatial figures? Were you able to create spatial figures correctly? Did you give the description of particular spatial figures?

How did you find the activity? How did you make spatial figures? Were you able to create spatial figures correctly? Did you give the description of particular spatial figures?

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70. b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70. b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70. b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70. b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __

Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

147

H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

What is prism? What are the kinds of prisms? Describe each? What is pyramid? What are the kinds of pyramids? Describe each.

What is prism? What are the kinds of prisms? Describe each? What is pyramid? What are the kinds of pyramids? Describe each.

What is prism? What are the kinds of prisms? Describe each? What is pyramid? What are the kinds of pyramids? Describe each.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

What is prism? What are the kinds of prisms? Describe each? What is pyramid? What are the kinds of pyramids? Describe each.

148

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

School Teacher Teaching Dates and December 12-16, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Formulates the rule in Finding the next term in a sequence. demonstrates understanding demonstrates understanding of the concept of sequence of the concept of sequence and solving simple equations. and solving simple equations.

Wednesday

Thursday

demonstrates understanding of the concept of sequence and solving simple equations.

demonstrates understanding of the concept of sequence and solving simple equations.

1. is able to apply the knowledge of sequence in various situations.

1. is able to apply the knowledge of sequence in various situations.

1. is able to apply the knowledge of sequence in various situations.

1. is able to apply the knowledge of sequence in various situations.

2. is able to use different problem solving strategies.

2. is able to use different problem solving strategies.

2. is able to use different problem solving strategies.

2. is able to use different problem solving strategies.

Friday Weekly Test

149

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

formulates the rule in finding the next term in a sequence.

formulates the rule in finding the next term in a sequence.

formulates the rule in finding the next term in a sequence.

formulates the rule in finding the next term in a sequence.

e.g. 1, 3, 7,15, (15 x 2+1) Possible answers: (x 2 + 1) (+2, +4, +8, +16)

e.g. 1, 3, 7,15, (15 x 2+1) Possible answers: (x 2 + 1) (+2, +4, +8, +16)

e.g. 1, 3, 7,15, (15 x 2+1) Possible answers: (x 2 + 1) (+2, +4, +8, +16)

e.g. 1, 3, 7,15, (15 x 2+1) Possible answers: (x 2 + 1) (+2, +4, +8, +16)

M5AL-IIIf-6

M5AL-IIIf-6

M5AL-IIIf-6

M5AL-IIIf-6

Pattern and Algebra

Pattern and Algebra

Pattern and Algebra

Pattern and Algebra

K to 12 Gr. 5 CG M5AL-IIIf-6,

K to 12 Gr. 5 CG M5AL-IIIf-6, LM, Math for Life 6 pp. 107 112

K to 12 Gr. 5 CG M5AL-IIIf-6, LM, Math for Life 6 pp. 107 112

K to 12 Gr. 5 CG M5AL-IIIf-6, LM, Math for Life 6 pp. 107 – 112

drawings of patterns, picture

drawings of patterns, picture

drawings of patterns, picture

drawings of patterns, picture

cards

cards

cards

cards

III.

LM, Math for Life 6 pp. 107 112 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

Guessing Game Divide the class into 4 groups. Show them the picture cards. Let them guess the name of the figure.

150

B. Establishing a purpose for the lesson

Formulates the rule in Finding the next term in a sequence.

Formulates the rule in Finding the next term in a sequence.

Formulates the rule in Finding the next term in a sequence.

Formulates the rule in Finding the next term in a sequence.

C. Presenting examples/instances of the new lesson

Have a game on identifying

Have a game on identifying

Have a game on identifying

Have a game on identifying

whether a number is odd or

whether a number is odd or

whether a number is odd or

whether a number is odd or

even.

even.

even.

even.

Group the pupils into 2. As

Group the pupils into 2. As

Group the pupils into 2. As

Group the pupils into 2. As

group 1 gives a number,

group 1 gives a number,

group 1 gives a number,

group 1 gives a number,

Group 2 answers odd or

Group 2 answers odd or

Group 2 answers odd or

Group 2 answers odd or

even, then have them do it

even, then have them do it

even, then have them do it

even, then have them do it

vice-versa.

vice-versa.

vice-versa.

vice-versa.

Ask: Have you tried

Ask: Have you tried

Ask: Have you tried

Ask: Have you tried

answering a number pattern

answering a number pattern

answering a number pattern

answering a number pattern

with missing terms? Let them

with missing terms? Let them

with missing terms? Let them

with missing terms? Let them

know that odd or even

know that odd or even

know that odd or even

know that odd or even

numbers are used in number

numbers are used in number

numbers are used in number

numbers are used in number

patterns. Mrs. Reyes presented these

patterns. Mrs. Reyes presented these

patterns. Mrs. Reyes presented these

patterns. Mrs. Reyes presented these

number patterns to his Math

number patterns to his Math

number patterns to his Math

number patterns to his Math

class.

class.

class.

class.

1, 3, 7, 15, 31, 63

1, 3, 7, 15, 31, 63

1, 3, 7, 15, 31, 63

1, 3, 7, 15, 31, 63

Ask : What do you think is

Ask : What do you think is

Ask : What do you think is

Ask : What do you think is

the rule/pattern used to find

the rule/pattern used to find

the rule/pattern used to find

the rule/pattern used to find

the 2

the 2

the 2

the 2nd term? 3rd ? 4th? 5th?

D. Discussing new concepts and practicing new skills #1

nd

term? 3 ? 4 ? 5 ? rd

th

th

nd

term? 3 ? 4 ? 5 ? rd

th

th

nd

term? 3 ? 4 ? 5 ? rd

th

th

6th?

6th?

6th?

6th?

1x2+1=3

1x2+1=3

1x2+1=3

1x2+1=3

15 x 2 + 1 = 31

15 x 2 + 1 = 31

15 x 2 + 1 = 31

15 x 2 + 1 = 31

3x2+1=7

3x2+1=7

3x2+1=7

3x2+1=7

31 x 2 + 1 = 63

31 x 2 + 1 = 63

31 x 2 + 1 = 63

31 x 2 + 1 = 63

7 x 2 + 1 = 15

7 x 2 + 1 = 15

7 x 2 + 1 = 15

7 x 2 + 1 = 15

Patterns :

Patterns :

Patterns :

Patterns :

( x 2 + 1 ) or

( x 2 + 1 ) or

( x 2 + 1 ) or

( x 2 + 1 ) or

151

E. Discussing new concepts and practicing new skills #2

( +2, +4, +8, +16, +32 )

( +2, +4, +8, +16, +32 )

( +2, +4, +8, +16, +32 )

( +2, +4, +8, +16, +32 )

Group the pupils into 4. Let

Group the pupils into 4. Let

Group the pupils into 4. Let

Group the pupils into 4. Let

them answer items a to d by

them answer items a to d by

them answer items a to d by

them answer items a to d by

formulating/finding the rule

formulating/finding the rule

formulating/finding the rule

formulating/finding the rule

in finding the next term in a

in finding the next term in a

in finding the next term in a

in finding the next term in a

sequence. Group 1 will

sequence. Group 1 will

sequence. Group 1 will

sequence. Group 1 will

answer a, Grp.2 for b, Grp. 3

answer a, Grp.2 for b, Grp. 3

answer a, Grp.2 for b, Grp. 3

answer a, Grp.2 for b, Grp. 3

for c, Grp. 4 for d. Let the

for c, Grp. 4 for d. Let the

for c, Grp. 4 for d. Let the

for c, Grp. 4 for d. Let the

pupils present their work on

pupils present their work on

pupils present their work on

pupils present their work on

the board.

the board.

the board.

the board.

2, 5, 14, 41, 122

(x3

–1) 1, 5, 13, 29, 61

(x2

F.

Developing mastery

(Leads to Formative Assessment 3)

1, 5, 13, 29, 61

( +5

1, 12, 34, 78, 166

(x2

6, 9, 15, 27, 51

(x3

1, 5, 13, 29, 61

( +5

1, 12, 34, 78, 166

(x2

6, 9, 15, 27, 51

(x3

1, 5, 13, 29, 61

(x2

+3) ( +5

x2) (-2

2, 5, 14, 41, 122 –1)

+3)

x2) (-2

2, 5, 14, 41, 122 –1)

+3)

x2) 6, 9, 15, 27, 51

(x3

–1)

+3) 1, 12, 34, 78, 166

2, 5, 14, 41, 122

1, 12, 34, 78, 166

( +5

x2) (-2

6, 9, 15, 27, 51

(-2

x2+1)

x2+1)

x2+1)

x2+1)

How did you find the

How did you find the

How did you find the

How did you find the

activity ? How were you able

activity ? How were you able

activity ? How were you able

activity ? How were you able

to find the answer to the

to find the answer to the

to find the answer to the

to find the answer to the

number pattern?

number pattern?

number pattern?

number pattern?

Expected answers :

Expected answers :

Expected answers :

Expected answers :

Determine the order of

Determine the order of

Determine the order of

Determine the order of

numbers if it is ascending or

numbers if it is ascending or

numbers if it is ascending or

numbers if it is ascending or

descending.

152

Find the difference between

descending.

descending.

descending.

Find the difference between

Find the difference between

Find the difference between

the consecutive terms.

the consecutive terms.

the consecutive terms.

To find the rule of the next

To find the rule of the next

To find the rule of the next

term, use the difference

term, use the difference

term, use the difference

between terms.

between terms.

between terms.

Discuss the presentation

Discuss the presentation

Discuss the presentation

Discuss the presentation

under “ Explore and Discover

under “ Explore and Discover

under “ Explore and Discover

under “ Explore and Discover

“ in LM.

“ in LM.

“ in LM.

“ in LM.

For more practice, Have the

For more practice, Have the

For more practice, Have the

For more practice, Have the

pupils work on “ Get Moving “

pupils work on “ Get Moving “

pupils work on “ Get Moving “

pupils work on “ Get Moving “

Ask the pupils to work on the

Ask the pupils to work on the

Ask the pupils to work on the

Ask the pupils to work on the

exercises under “ Keep

exercises under “ Keep

exercises under “ Keep

exercises under “ Keep

Moving “ Lead the pupils to give the

Moving “ Lead the pupils to give the

Moving “ Lead the pupils to give the

Moving “ Lead the pupils to give the

following generalization by

following generalization by

following generalization by

following generalization by

asking :

asking :

asking :

asking :

How do we find / formulate

How do we find / formulate

How do we find / formulate

How do we find / formulate

the rules in finding the next

the rules in finding the next

the rules in finding the next

the rules in finding the next

term in a sequence?

term in a sequence?

term in a sequence?

term in a sequence?

Determine the order of

Determine the order of

Determine the order of

Determine the order of

numbers if it is ascending or

numbers if it is ascending or

numbers if it is ascending or

numbers if it is ascending or

descending.

descending.

descending.

descending.

Find the difference between

Find the difference between

Find the difference between

Find the difference between

the consecutive terms.

the consecutive terms.

the consecutive terms.

the consecutive terms.

To find the rule of the next

To find the rule of the next

To find the rule of the next

To find the rule of the next

term, use the difference

term, use the difference

term, use the difference

term, use the difference

between terms.

between terms.

between terms.

between terms.

the consecutive terms. To find the rule of the next term, use the difference between terms.

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

153

I.

J.

Evaluating learning

A.

C.

Write the rule used for each

Write the rule used for each

Write the rule used for each

sequence, then write the

sequence, then write the

sequence, then write the

sequence, then write the

missing number.

missing number.

missing number.

missing number.

3, 7, 11, 15, ____

3, 7, 11, 15, ____

3, 7, 11, 15, ____

3, 7, 11, 15, ____

19 ( +4 )

19 ( +4 )

19 ( +4 )

19 ( +4 )

5, 9, 17, 33, ____

5, 9, 17, 33, ____

5, 9, 17, 33, ____

5, 9, 17, 33, ____

65 ( x 2 – 1 )

65 ( x 2 – 1 )

65 ( x 2 – 1 )

65 ( x 2 – 1 )

20, 12, 8, 6, ____

20, 12, 8, 6, ____

20, 12, 8, 6, ____

20, 12, 8, 6, ____

5(÷2+2)

5(÷2+2)

5(÷2+2)

5(÷2+2)

2, 8, 26, 80, ____

2, 8, 26, 80, ____

2, 8, 26, 80, ____

2, 8, 26, 80, ____

242 ( x 3 + 2 )

242 ( x 3 + 2 )

242 ( x 3 + 2 )

242 ( x 3 + 2 )

36, 69, 135, 267, ____

36, 69, 135, 267, ____

36, 69, 135, 267, ____

36, 69, 135, 267, ____

531 ( x 2 – 3 )

531 ( x 2 – 3 )

531 ( x 2 – 3 )

531 ( x 2 – 3 )

Additional activities for application or remediation

V. VI.

B.

Write the rule used for each

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who

154

D.

have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

B. Performance Standards

School Teacher Teaching Dates and December 19-23, 2016 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Thursday Friday Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions.. demonstrates understanding of the concept of sequence and solving simple equations.

demonstrates understanding of the concept of sequence and solving simple equations.

demonstrates understanding of the concept of sequence and solving simple equations.

1. is able to apply the knowledge of sequence in various situations.

1. is able to apply the knowledge of sequence in various situations.

1. is able to apply the knowledge of sequence in various situations.

2. is able to use different problem solving strategies.

2. is able to use different problem solving strategies.

2. is able to use different problem solving strategies.

CHRISTMAS BREAK

CHRISTMAS BREAK

155

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

uses different strategies (looking for a pattern, working backwards, etc.) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions.

uses different strategies (looking for a pattern, working backwards, etc.) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions.

uses different strategies (looking for a pattern, working backwards, etc.) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions.

e.g. 3 x _ + 1 = 10 (the unknown is solved by working backward.

e.g. 3 x _ + 1 = 10 (the unknown is solved by working backward.

e.g. 3 x _ + 1 = 10 (the unknown is solved by working backward.

M5AL-IIIf-14

M5AL-IIIf-14

M5AL-IIIf-14

Pattern and Algebra

Pattern and Algebra

Pattern and Algebra

K to 12 Gr. 5 CG M5AL-IIIf-14,

K to 12 Gr. 5 CG M5AL-IIIf-14,

K to 12 Gr. 5 CG M5AL-IIIf-14,

LM,

LM,

LM,

number patterns, flashcards

number patterns, flashcards

number patterns, flashcards

Guessing Game

Guessing Game

Guessing Game

Divide the class into 4

Divide the class into 4

Divide the class into 4

groups.

groups.

groups.

Teacher will flashes cards

Teacher will flashes cards

Teacher will flashes cards

with number pattern. Let

with number pattern. Let

with number pattern. Let

them guess the missing term.

them guess the missing term.

them guess the missing term.

The group that first guess the

The group that first guess the

The group that first guess the

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

156

correct answer will get a

correct answer will get a

correct answer will get a

point.

point.

point.

The group with the highest

The group with the highest

The group with the highest

score wins the game.

score wins the game.

score wins the game.

B. Establishing a purpose for the lesson

Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions..

Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions..

Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions..

C. Presenting examples/instances of the new lesson

Who will give you your daily

Who will give you your daily

Who will give you your daily

allowance? How much was it?

allowance? How much was it?

allowance? How much was it?

Did you spend them all? Why

Did you spend them all? Why

Did you spend them all? Why

or why not? What character

or why not? What character

or why not? What character

traits did you show?

traits did you show?

traits did you show?

D. Discussing new concepts and practicing new skills #1

Carla

received

a

weekly

Carla

received

a

weekly

Carla

received

a

weekly

allowance of Php250.00 from

allowance of Php250.00 from

allowance of Php250.00 from

her parents. She wants to

her parents. She wants to

her parents. She wants to

save some money for her

save some money for her

save some money for her

future use. On Monday, she

future use. On Monday, she

future use. On Monday, she

deposited Php15.00 in her

deposited Php15.00 in her

deposited Php15.00 in her

piggy bank. She deposited

piggy bank. She deposited

piggy bank. She deposited

twice as much on Tuesday

twice as much on Tuesday

twice as much on Tuesday

and Friday. How much money

and Friday. How much money

and Friday. How much money

did Carla deposit?

did Carla deposit?

did Carla deposit?

Do you think Carla can easily solve it showing a solution?

Do you think Carla can easily solve it showing a solution?

Do you think Carla can easily solve it showing a solution?

157

E. Discussing new concepts and practicing new skills #2

Let us try to help Carla to show the complete solution. Let’s do it backwards. Friday twice as much - ( 2 x Php15.00 ) Tuesday twice as much - ( 2 x php15.00 ) Monday - ( Php15.00 ) ( 2 x 15 ) + ( 2 x 15 ) + 15 = n 30 + 30 + 15 = Php75.00 Carla deposited/saved Php75.00 from her allowance. What kind of pupil was Carla? Are you doing the same of what Carla did?

Let us try to help Carla to show the complete solution. Let’s do it backwards. Friday twice as much - ( 2 x Php15.00 ) Tuesday twice as much - ( 2 x php15.00 ) Monday - ( Php15.00 ) ( 2 x 15 ) + ( 2 x 15 ) + 15 = n 30 + 30 + 15 = Php75.00 Carla deposited/saved Php75.00 from her allowance. What kind of pupil was Carla? Are you doing the same of what Carla did?

Let us try to help Carla to show the complete solution. Let’s do it backwards. Friday twice as much - ( 2 x Php15.00 ) Tuesday twice as much - ( 2 x php15.00 ) Monday - ( Php15.00 ) ( 2 x 15 ) + ( 2 x 15 ) + 15 = n 30 + 30 + 15 = Php75.00 Carla deposited/saved Php75.00 from her allowance. What kind of pupil was Carla? Are you doing the same of what Carla did?

Group the pupils into 4. Let

Group the pupils into 4. Let

Group the pupils into 4. Let

them answer this problem.

them answer this problem.

them answer this problem.

Write your solution and

Write your solution and

Write your solution and

present your work when all

present your work when all

present your work when all

the groups have done.

the groups have done.

the groups have done.

At a bake sale Mrs. Smith

At a bake sale Mrs. Smith

At a bake sale Mrs. Smith

sold 6 dozen cookies before

sold 6 dozen cookies before

sold 6 dozen cookies before

lunch. After lunch, Mrs. Smith

lunch. After lunch, Mrs. Smith

lunch. After lunch, Mrs. Smith

sold another 7 dozen cookies.

sold another 7 dozen cookies.

sold another 7 dozen cookies.

When it was time to leave,

When it was time to leave,

When it was time to leave,

they had 2 dozen cookies

they had 2 dozen cookies

they had 2 dozen cookies

left. How many cookies did

left. How many cookies did

left. How many cookies did

she have at the start of the

she have at the start of the

she have at the start of the

bake sale?

bake sale?

bake sale?

2 + 7 + 6 = 15

2 + 7 + 6 = 15

2 + 7 + 6 = 15

She had 15 dozen of cookies at first.

She had 15 dozen of cookies at first.

She had 15 dozen of cookies at first.

158

F.

Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

Ask the groups to present

Ask the groups to present

Ask the groups to present

and discuss their answers on

and discuss their answers on

and discuss their answers on

the board.

the board.

the board.

How did you find the activity?

How did you find the activity?

How did you find the activity?

How do you solve the

How do you solve the

How do you solve the

problem? Discuss the presentation

problem? Discuss the presentation

problem? Discuss the presentation

under “ Explore and Discover

under “ Explore and Discover

under “ Explore and Discover

“ in LM.

“ in LM.

“ in LM.

For more practice, Have the

For more practice, Have the

For more practice, Have the

pupils work on “ Get Moving “

pupils work on “ Get Moving “

pupils work on “ Get Moving “

Ask the pupils to work on the

Ask the pupils to work on the

Ask the pupils to work on the

exercises under “ Keep

exercises under “ Keep

exercises under “ Keep

Moving “ Lead the pupils to give the

Moving “ Lead the pupils to give the

Moving “ Lead the pupils to give the

following generalization by

following generalization by

following generalization by

asking :

asking :

asking :

How do we solve a problem

How do we solve a problem

How do we solve a problem

using a working backwards

using a working backwards

using a working backwards

strategy? Read, analyze and solve the

strategy? Read, analyze and solve the

strategy? Read, analyze and solve the

problems carefully.

problems carefully.

problems carefully.

After finishing her shopping,

After finishing her shopping,

After finishing her shopping,

Chelsea wants to have Php25

Chelsea wants to have Php25

Chelsea wants to have Php25

left. She plans to buy sandals

left. She plans to buy sandals

left. She plans to buy sandals

for Php45 and a purse for

for Php45 and a purse for

for Php45 and a purse for

Php20. How much money

Php20. How much money

Php20. How much money

159

does she need?

does she need?

does she need?

Hannah ordered 2 suits for

Hannah ordered 2 suits for

Hannah ordered 2 suits for

Php175 each and a pair of

Php175 each and a pair of

Php175 each and a pair of

shoes. The total cost was

shoes. The total cost was

shoes. The total cost was

Php395. What was the cost of

Php395. What was the cost of

Php395. What was the cost of

the shoes?

the shoes?

the shoes?

It snowed twice as much in

It snowed twice as much in

It snowed twice as much in

January as in December.

January as in December.

January as in December.

December had 1 inch less

December had 1 inch less

December had 1 inch less

snowfall than March. March

snowfall than March. March

snowfall than March. March

had 4 inches of snow. How

had 4 inches of snow. How

had 4 inches of snow. How

much snow fell in January?

much snow fell in January?

much snow fell in January?

Jack walked from Santa Clara

Jack walked from Santa Clara

Jack walked from Santa Clara

to Palo Alto. It took 1 hour 25

to Palo Alto. It took 1 hour 25

to Palo Alto. It took 1 hour 25

minutes to walk from Santa

minutes to walk from Santa

minutes to walk from Santa

Clara to Los Altos. Then it

Clara to Los Altos. Then it

Clara to Los Altos. Then it

took 25 minutes to walk from

took 25 minutes to walk from

took 25 minutes to walk from

Los Altos to Palo Alto. He

Los Altos to Palo Alto. He

Los Altos to Palo Alto. He

arrived in Palo Alto at 2:45

arrived in Palo Alto at 2:45

arrived in Palo Alto at 2:45

P.M. At what time did he

P.M. At what time did he

P.M. At what time did he

leave Santa Clara?

leave Santa Clara?

leave Santa Clara?

Mary has some jelly beans.

Mary has some jelly beans.

Mary has some jelly beans.

Joan had 3 times as many as

Joan had 3 times as many as

Joan had 3 times as many as

Mary but ate 4 and now she

Mary but ate 4 and now she

Mary but ate 4 and now she

has 5. How many jelly beans

has 5. How many jelly beans

has 5. How many jelly beans

160

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

does Mary have?

does Mary have?

Show your solution in solving

Show your solution in solving

Show your solution in solving

this problem.

this problem.

this problem.

Dave, Nora, Tony, and Andrea are members of the same family. Dave is 2 years older than Andrea, who is 21 years older than Tony. Tony is 4 years older than Nora, who is 7 years old. How old are Dave, Tony, and Andrea?

Dave, Nora, Tony, and Andrea are members of the same family. Dave is 2 years older than Andrea, who is 21 years older than Tony. Tony is 4 years older than Nora, who is 7 years old. How old are Dave, Tony, and Andrea?

Dave, Nora, Tony, and Andrea are members of the same family. Dave is 2 years older than Andrea, who is 21 years older than Tony. Tony is 4 years older than Nora, who is 7 years old. How old are Dave, Tony, and Andrea?

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

does Mary have?

161

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/Objective s Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

School Teacher Teaching Dates and January 2-6, 2017 Time Monday Tuesday Measuring time using a 12-hours and 24-hours clock demonstrates understanding of demonstrates time and circumference. understanding of time and circumference. is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

Grade Level Learning Areas Quarter

Wednesday

Thursday

demonstrates understanding of time and circumference.

demonstrates understanding of time and circumference.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

measures time using a 12-hour andmeasures a 24-hourtime using a 12-hour 74. calculates and a 24-hour time in the clock. clock. different world time zones in relation to the M5ME-IIIg-14 M5ME-IIIg-14 Philippines.

Friday Weekly Test

74. calculates time in the different world time zones in relation to the Philippines.

M5ME-IIIg-15

M5ME-IIIg-15

measurement

Measurement

measurement

measurement

K-12 Grade 5 Curriculum Guide pp. 62 Code: M5ME-IIIg-14

K-12 Grade 5 Curriculum Guide pp. 62 Code: M5ME-IIIg-14

K to 12 Grade 5 Curriculum Guide, Code M5ME—IIIg-15 p.62 ,

K to 12 Grade 5 Curriculum Guide, Code M5ME—IIIg-15 p.62 ,

III.

4. Additional Materials from Learning Resource (LR) portal

162

B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

Clock, Activity sheet, picture, cartolina strips

Clock, Activity sheet, picture, cartolina strips

Real/improvised Clock, Table of the World Clock

Real/improvised Clock, Table of the World Clock

How many hours in 1 day have? According to the 12 hours clock system, each day is divided into two, how many parts of 12 hours each?

How many hours in 1 day have? According to the 12 hours clock system, each day is divided into two, how many parts of 12 hours each?

Checking of assignment

Checking of assignment

Showing of Word Clock (Table of Different Times of Countries)

Showing of Word Clock (Table of Different Times of Countries)

B. Establishing a purpose for the lesson

Measuring time using a 12-hours and 24-hours clock

Measuring time using a 12-hours and 24-hours clock

Calculates time in the different world time zones in relation to the Philippines

Calculates time in the different world time zones in relation to the Philippines

C. Presenting examples/instances of the new lesson

Show a picture of a bus station. Have you been to a bus station ? What did you do there? Share some of your experiences.

Show a picture of a bus station. Have you been to a bus station ? What did you do there? Share some of your experiences.

How many among you loves to travel? Do you know that when you travel to other country you will notice that there time is different from our time. So, today we will find out how are these things happened?

How many among you loves to travel? Do you know that when you travel to other country you will notice that there time is different from our time. So, today we will find out how are these things happened?

D. Discussing new concepts and practicing new skills #1

Present a dialog in the class “In the bus station”.

Present a dialog in the class “In the bus station”.

Present the time zone map. Let the pupils read and understand it.

Present the time zone map. Let the pupils read and understand it.

In 24 hours clock system, time is written as the number hours that have passed since midnight. In the 24 hours system the day is not divided into 2 parts of 12 hours each but it’s a continues periods of 24 hours. The 24 hours system of time written in 4 digits.

In 24 hours clock system, time is written as the number hours that have passed since midnight. In the 24 hours system the day is not divided into 2 parts of 12 hours each but it’s a continues periods of 24 hours. The 24 hours system of time written in 4 digits.

163

E. Discussing new concepts and practicing new skills #2

Lets help Jessie find the answer in his problem. Lets the pupils work by pairs. Give them enough time to answer the activity. Let the pupils show and explain their findings. In the 24 hours system of time – time starts at 12 o’clock midnight 00.00 (zero hour ) 1 am 0100 hours 2 am 0200 hours 4 am 0400 hours In 4:30 am ,how could it write that in 24 hours time format ? What time is it in the 24 hours format when it is 8:15 pm? What is the equivalent time of 17.24 in the 12 Hours Clock System ?

Lets help Jessie find the answer in his problem. Lets the pupils work by pairs. Give them enough time to answer the activity. Let the pupils show and explain their findings. In the 24 hours system of time –time starts at 12 o’clock midnight 00.00 (zero hour ) 1 am 0100 hours 2 am 0200 hours 4 am 0400 hours In 4:30 am ,how could it write that in 24 hours time format ? What time is it in the 24 hours format when it is 8:15 pm? What is the equivalent time of 17.24 in the 12 Hours Clock System ?

Group Activity: Tell the time of the countries given.

Group Activity: Tell the time of the countries given.

F.

Let the pupils present their answer Ask: How did you find the answer?

Let the pupils present their answer Ask: How did you find the answer?

5:30 a.m. in a 12 hours clock system will be written as 05.30 (5 and 30 hours) in the 24 hours clock system. (In 24 hours clock system, the time is written in 4 digits) 9:15 p.m. in a 12 hours clock system will be 21.15 (20 and 15 hour) in the 24 hours clock system. (In transforming 12 hours time format to 24hours time format add 12 to the hours and keep

5:30 a.m. in a 12 hours clock system will be written as 05.30 (5 and 30 hours) in the 24 hours clock system. (In 24 hours clock system, the time is written in 4 digits) 9:15 p.m. in a 12 hours clock system will be 21.15 (20 and 15 hour) in the 24 hours clock system.

Disscuss the presentation under Explore and Discover on page of LM Math Grade 5.

Disscuss the presentation under Explore and Discover on page of LM Math Grade 5.

Developing mastery (Leads to Formative Assessment 3)

164

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

the minute same.) 17:24 time is the equivalent of 5:24 time in the 12 hours clock system. ( In transforming 24 hours time format to 12 hours time format subtract 12 from the hours and keep the minute same )

(In transforming 12 hours time format to 24hours time format add 12 to the hours and keep the minute same.) 17:24 time is the equivalent of 5:24 time in the 12 hours clock system. ( In transforming 24 hours time format to 12 hours time format subtract 12 from the hours and keep the minute same )

Ask the pupils to do exercises under Get Moving on page ….. LM Grade 5 For further practice, ask the pupils to work on exercises under Keep Moving on page..LM Grade 5.

Ask the pupils to do exercises under Get Moving on page ….. LM Grade 5 For further practice, ask the pupils to work on exercises under Keep Moving on page..LM Grade 5.

Have the pupils perform the exercise under Get Moving __ LM Math Grade 5.

Have the pupils perform the exercise under Get Moving __ LM Math Grade 5.

Let the pupils to generalize

Lead the pupils to give the generalization by asking : How to calculate time in the different world time zones in relation to the Philippines? To calculate time in the different world time zones in relation to the Philippines, we need to use the world time zone map for as to easily understand their time differences.

Lead the pupils to give the generalization by asking : How to calculate time in the different world time zones in relation to the Philippines? To calculate time in the different world time zones in relation to the Philippines, we need to use the world time zone map for as to easily understand their time differences.

Let the pupils to generalize If the two digit to left is less than 12 time shows the morning hours that is before 12 o’ clock noon or am. But if the digits are more than that, means the time is the 12 noon or pm. While converting 12 hours time to 24 hours time, add 12 to the hours and keep the minutes same While converting 24 hours time to 12 hours time, subtract 12 hours from the hours and keep the minute same.

If the two digit to left is less than 12 time shows the morning hours that is before 12 o’ clock noon or am. But if the digits are more than that, means the time is the 12 noon or pm. While converting 12 hours time to 24 hours time, add 12 to the hours and keep the minutes same While converting 24 hours time to 12 hours

165

time, subtract 12 hours from the hours and keep the minute same.

I.

Evaluating learning

Ask pupils to answer exercise under Apply your Skills on page…of LM Grade 5

Ask pupils to answer exercise under Apply your Skills on page…of LM Grade 5

Let the pupils answer exercise A under Apply Your Skills on page__ LM Math Grade 5

Let the pupils answer exercise A under Apply Your Skills on page__ LM Math Grade 5

J.

Additional activities for application or remediation

Change the following time from 24 hour system. 1. 0715 2. 0400 3. 1232 4. 1645 5. 1315

Change the following time from 24 hour system. 6. 0715 7. 0400 8. 1232 9. 1645 10. 1315

Tell the time difference and the actual time of the following countries. USA – Australia Indonesia

Tell the time difference and the actual time of the following countries. USA – Australia Indonesia

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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

166

G.

principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/Objective s Write the LC code for each II.

CONTENT

School Teacher Teaching Dates and January 9-13, 2017 Time

Grade Level Learning Areas Quarter

Monday Tuesday Measures the circumference of a circle demonstrates demonstrates understanding of time understanding of time and and circumference. circumference.

Wednesday

Thursday

demonstrates understanding of time and circumference.

demonstrates understanding of time and circumference.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

solves problems involving time.

visualizes circumference of a circle.

measures circumference of a circle using appropriate tools.

derives a formula in finding the circumference of a circle.

M5ME-IIIg-16

M5ME-IIIh-67

Friday Weekly Test

M5ME-IIIi-69 M5ME-IIIh-68

Measurement

Measurement

Measurement

Measurement

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages

167

3. Textbook pages

Curriculum Guide Grade Five Math pp.63 Surfing Internet :Website: Education World

K to 12 Grade 5 Curriculum Guide M5NSIIIh-67 p. 63, Lesson Guide in Elementary Mathematics Grade 5 pp. 362 Mathematics for a Better Life 5 pp.242-243 Grade School Mathematics 5 page 226

K to 12 Grade 5 Curriculum Guide M5NSIIIh-68 p. 63, Lesson Guide in Elementary Mathematics Grade 5 pp. 362 Mathematics for a Better Life 5 pp.242-243 Growing Up with Math 5 page 284

K to 12 Grade 5 Curriculum, M5ME-IIIi-69, Lesson Guide Gr.5 pp. 362 - 366, Mathematics for a Better Life Textbook p. 242 - 243

Activity Sheet Flash Card

cut outs of circles, real objects inside the classroom and at home, compass. string

circular covers of lids of cans, jars, real objects, coins, string, tape measure, ruler, meter stick

flash cards, charts, calculator, circular objects

Conduct a review about calculates times in the different world time zones in relation to the Philippines

Identify the parts of a circle (flash a model with parts numbered)

Have a review on visualizing circumference of a circle by “Checking of Assignments”.

Identify the parts of a circle (flash a model with parts numbered)

B. Establishing a purpose for the lesson

Solving Problems Involving Time

Visualizes circumference of a circle

Measures circumference of a circle using appropriate tools.

Derives a formula in finding the circumference of a circle

C. Presenting examples/instances of the new lesson

Show a picture of a boy reading in a study table. Talk about the boy show in the picture. Ask: What do you usually do as a student before going to bed at night? How do you manage doing all the assignments. Projects and other home activities ?

Sing this song about circles. (Note: Teacher draws while pupils sing)

Present this problem opener.

Let the pupils sing a song, about circles like. (Note: Teacher draws while pupils sing)

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

In the middle of the park, there is circular flower garden that has a diameter of 10 meters. What is the distance around the garden? Ask: How can we protect the garden in a

168

( Connect the value of proper time management )

park? What is ask in the problem? What is/are given/s? How will you answer the question in the problem?

D. Discussing new concepts and practicing new skills #1

Present this problem to the class. Jeffrey started his homework at 7:21 pm. Jeffrey finished his homework at 8:40 pm. How much time did Jeffrey work in his homework?

Present the problem under Explore and Discover on page __, LM Math Grade 5.Have them read the problem

Cooperative Learning

a. Values Integration Ask: How can you show your care and concern to santan plants? What is ask in the problem? What is/are the given/s? How will you answer the

jars or cans. See to it

question in the problem?

Divide the class into four groups. Each group will have 3 different sizes of that each group will have all the required materials for the activity. With a piece of string, measure around each circle to find its

Present a situation to the class. Celso wants to find the distance around their circular table. He measured its diameter to be 1.4 m. Can you help him? Ask: What is the shape of the table? How long is its diameter? What will you do to solve the problem?

circumference. Then, measure the string with your ruler and enter the data in the table. Measure also the diameter and enter the measure in the table. Compare the measures of diameter to each circumference.

169

E. Discussing new concepts and practicing new skills #2

Ask: What did Jeffrey do ? At what time did she start making her homework? At what time did he finished ? How do we solved the problem ? Is there a need to follow a procedure ? What are the usual steps we use to solve the problem ?

Divide the class into three groups. See to it that each group has all the required materials Let the pupils draw a circle with a diameter of 2 meters representing the circular garden.(See to it that pupils get the correct measurement for the diameter by letting them trace the circular object on a piece of manila paper and fold it in half.) Place the string around

Let the groups present their output one at a time. After all groups have presented, ask “How did you find the activity? How will you measure the circumference of a circle? Does the circumference of the circle increases as the diameter increases? Is it easy to measure the circumference of a circle? Let the pupils find the distance around the circular garden.

Using a string with meter

22 7

(Leads to Formative Assessment 3)

Let the groups present their output one at a time. After all groups have presented, ask “How did you find the activity? How many markings were there? How were you able to visualize the number of meters Mrs. Alejandro planted with santan?”

1 7

or

or a number very close to 3.14.)

markings. Group the pupils into four groups Let the group work together to find the answers to the given problems with the following guide questions: What is asked in the problem ? What are the given ? What operation will be use ? What is the mathematical sentence ?

Note: For any circle, the ratio of the circumference to the

diameter is about 3

number of meter Developing mastery

Let the pupils measure the distance around the circular objects by winding the string on a tape around the object. Let them also measure the diameter of the object. Allow them to use a calculator to solve for c ÷ d or the ratio of the circumference to the diameter.

the circle. markings on it, Count the

F.

Divide the class into groups. See to it that each group has all the required materials for the activity.

Discuss the presentation under Explore and Discover on page ___ of LM Math Grade 5

How did you find the activity? How were you able to find the answer to the problem? Discuss with the pupils the formula in getting the circumference of a circle.

Expected Answer:: We used string and wind it

170

How is the solution done ? What is the answer to the problem ? G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

After all the groups have presented, ask,” How did you find the activity? How were you able to find the answer ? What were the steps followed to come up with the answer ? Encourage the pupils to check if their answers make sense by checking their answer.

Discuss the other examples under Get Moving on page ___ of LM Math Grade 5.

Lead the pupils to give the following generalization by asking : How do we solve word problems involving time ?

Lead the pupils give the following generalization by asking: How do you visualize circumference of a circle?

To solve word problems involving time, we follow the steps in solving word problems. Use the different ways to find the time such as subtracting / adding the time started from time ended, using a number line, and counting the minutes or seconds from the time started to the time ended. I.

Evaluating learning

11. d – 2.5 cm 13. d – 6 cm

around the circle.

Solve the problem: Carla left school at 3:15 pm. She walked to the school library to work on 12. d – 5 cm

14. r - 1.5 cm

For extra practice, give exercises under Get Moving and Keep Moving on pages __to __, LM Math 5.

Ask pupils to answer A and B exercises under Get Moving, pages ____ LM Math Grade 5. After the given time, check the pupils’ answers. Allow pupils to answer exercise A under Keep Moving, page ___ LM Math Grade 5. Check the pupils’ answers.

Lead the pupils to give the following generalization by asking: How do you measure the circumference of a circle? What tools were use in measuring circumference of a circle?

Lead the pupils to generalize as follows:

For extra practice, give exercises under Keep Moving on pages __to __, LM Math 5.

To visualize the circumference of a circle, we use string to wind around the circle and count the number of markings on it with the help of its diameter..

A. Visualize circumference of following circles with

the the

To measure the circumference of a circle, we can use string, ruler, meter stick or tape measure.

Measure the following objects (or any available objects) inside the classroom using

The formula in finding the circumference of a circle are: C = 3.14 x d or C = πd or C= 2πr (The circumference is equal to π times the diameter.) (The circumference is equal to π multiplied by twice the radius.)

Find the circumference of these circles using π = 3.14. 1.

6cm

171

her assignment .It took 15 minutes to walk to the school library. Carla’s mother picked her up at the school library one hour after he arrived. What time did Carla’s mother pick her up ? ( 4:30 pm ) What time is 4 hours after 6:30 am ? ( 10:30 am )

appropriate tools then, record the results in the table.

2. 3. 4. 5.

15cm 14cm 2m 150 cm

1.electric fan 2. number wheel 3. wall clock 4. speaker 5. jar a.

A plane landed in Cebu at 4:47 pm. It departed from Manila at 2:15 pm. How long did it take the plane to fly from Manila to Cebu ? ( 2 hours and 32 minutes ) Irene had two exams today in Mathematics and English . The first exam lasted from 8:30 am to 9:15 am. She had to wait 3 hours and 25 minutes from the end of the last exam to the beginning of the next exam. What time did the second exam begin ? ( 12:40 ) Trisha had a swimming lesson after school. School let out at 2:55 pm and it took Trisha 15 minutes to walk to her lesson. She made it just in time. After the 1- hour lesson it took Trisha 20 minutes to walk home. What time did she arrive

172

home ? ( 4:30 pm )

J.

Additional activities for application or remediation

Read and solve the problem using number line

Visualize circumference following:

Emily is driving to Cabuyao City. She leaves at 5:50 am. She arrives at 9:20 pm. How long did she drive for ?

1.

plate

2.

basin

the of

the

Measure 5 circle objects at home using the appropriate tools and record the results in the table.

Using = 3.14, find the circumference: 1) d = 10 cm 2) r = 4.5 cm 3) r = 6 m 4) d = 9 m 5) d = 2.5 m

3. water jag 4. cup 5. saucer

V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish

G.

173

to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards B. Performance Standards

School Teacher Teaching Dates and January 16-20, 2017 Time Monday Tuesday Finds the circumference of a circle demonstrates understanding demonstrates understanding of time and circumference. of time and circumference. is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

Grade Level Learning Areas Quarter

Wednesday REVIEW

Thursday PERIODICAL TEST

Friday PERIODICAL TEST

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

174

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

finds the circumference of a circle.

finds the circumference of a circle.

M5ME-IIIi-70

M5ME-IIIi-70

Measurement

Measurement

K to 12 Grade 5 Curriculum, M5ME-IIIi-70, Lesson Guide Gr.5 pp. 366 - 369, Mathematics for a Better Life Textbook p. 244 - 245

M5ME- IIIj- 71, Lesson Guide in Elementary Mathematics 5, Lesson Guide in Elementary Mathematics 6, Growing Up With Math 5

Fill in the blanks with the correct answer. Choose the number of the correct answers below and place it on the blanks.

Fill in the blanks with the correct answer. Choose the number of the correct answers below and place it on the blanks. a. The distance around a circle ________. b. A line that passes through the center of a circle is _______. c. An estimate of the value of pi is _______. d. One half of the diameter of a circle is _______. e. The formula in finding the circumference of a circle is ______.

III.

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

The distance around a circle is ________. A line that passes through the center of a circle is ______. An estimate of the value pi (π) is _______. One half of the diameter of a circle is ______. radius

175

area diameter circumference

1. radius 2. diameter 3. circumference 4. C=

πxd

5. area 6. 3.14 B. Establishing a purpose for the lesson

Written (Use drill boards for maximum participation) Write the product.

Solves routine and nonroutine problems involving circumference of a circle.

C. Presenting examples/instances of the new lesson

Present the problem.

Let the pupils sing an action song about circles like.

Mrs. Nicolas planted dwarf santan around her circular flower garden which has a diameter of 8 metres. How many metres did she plant with dwarf santan? Ask: What did Mrs. Nicolas planted in her garden? What is the shape of the garden of Mrs. Nicolas? How will you solve the problem?

D. Discussing new concepts and practicing new skills #1

Group the pupils in 5 working teams. Ask the teams to work together in looking for the solution to the problem. Expected answers Solution 1: To find the circumference, multiply the diameter by 3.14 d = 8m C = π x d = 3.14 x 8 m

Small circle, small circle, big circle Small circle, small circle, big circle There’s mama, there’s papa waiving at me There’s mama, there’s papa smiling at me 6 x 6 is 36, 6 x 6 is 36 6 x 6, 6 x 6, small pig

Alice is making a circular table cloth. It has a diameter of 2 meters. How many meters of lace are needed to decorate the sides of the table cloth? Know: What is asked? What are the given? Decide: What will you

176

= 25.12 m planted with dwarf santan

do to answer the problem?

Solution 2: If radius is given use this formula, C = 2πr Given: 4 metres radius C = (2 x 3.14) 4 = 6.28 x 4 = 25.12 m

solution

E. Discussing new concepts and practicing new skills #2

How did you find the activity? How were you able to find the answer to the problem? Discuss with the pupils the formula in getting the circumference of a circle.

Group Work- Give each group an activity card and different sizes of circles. a. Find the center of the circle. b. Measure the diameter of the circle. c. Find the radius of the given circle. d. Solve for the circumference. e. Report to the class how you found the answer.

F.

Developing mastery

Discuss the presentation under Explore and Discover on page _____ of LM Math Grade 5. Then, give the following activities: Ask the pupils to answer the activity under the Get Moving on page ____, LM Math Grade 5.

Analyze and solve for the answer. (To be done in pair) 1. Mr. Reyes is laying out a circular playground. Its radius is 50 meters. What is its circumference? 2. What is the circumference of the circle if the diameter is 24 meters? 3. A bicycle tire has a radius of 30 cm. Find the distance around the tire.

G. Finding practical applications of concepts and skills in daily living

Ask them also to answer the activity under Keep Moving on page ___, LM Math Grade

Group Activity

C=

πxd

Solve: Show the

(Leads to Formative Assessment 3)

C=πxd = 3.14 x 2 = 6.28 meters Check: How will you check it?

177

H. Making generalizations and abstractions about the lesson

5. Lead the pupils to give the following generalization by asking: “What is the formula in finding the circumference of a circle?” To find the circumference of the circle, use the formula: C = 2πr or C = πd

How do we solve problems on circumference? In solving problems involving circumference measure, know the diameter/radius and the formula, C=

πxd

or

C=

2 xπxr

I.

Evaluating learning

Find the circumference of the circle with the following radius or diameter. 1) r = 11 m 4) r = 9.5 m 2) d = 2 cm 5) d = 16 cm 3) d = 20 m

Read, analyze and solve. 1. Lorna’s circular garden is 5 meters in diameter. How many meters of wire are needed to put a fence around it? 2. The diameter of a tricycle tire is 60 cm. How far will the tire go in one rotation? 3. Find the circumference of a circle with a diameter of 21 meters. 4. Your friend is finding the circumference of a circle with a radius of 25 cm. help him solve for the answer. 5. If the circumference of a circle is 250 meters, how long is its radius?

J.

Additional activities for application or remediation

Answer activity on LM.

Copy and solve this problem. 1. Rixen’s bicycle wheel has a diameter of 70 cm. What is the circumference of the wheel? 2. A circle is half the radius of a larger circle. If the circumference of a larger

178

circle is 100 meters, what is the radius of the smaller circle? a. number sentence b. solution c. complete answer V. VI. A.

B.

C.

D.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

School Teacher Teaching Dates and January 23-27, 2017

Grade Level Learning Areas Quarter 179

Time

I. OBJECTIVES A. Content Standards

Monday Tuesday Identify the diameter and radius of the circle demonstrates understanding of demonstrates understanding of area, volume and temperature. area, volume and temperature.

Wednesday

Thursday

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

Friday Weekly test

B. Performance Standards

is able to apply knowledge of area, volume and temperature in mathematical problems and reallife situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and reallife situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

C. Learning Competencies/Objectives Write the LC code for each

visualizes area of a circle.

visualizes area of a circle.

derives a formula in finding the area of a circle .

derives a formula in finding the area of a circle .

M5ME-IVa-72

M5ME-IVa-72 M5ME-IVa-73

M5ME-IVa-73 Measurement

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Measurement

Measurement

Measurement

XL Excelling in Mathematics 5

XL Excelling in Mathematics 5

XL

III.

Mathematics 5 &6 Lesson

4. Additional Materials from Learning Resource (LR) portal B. Other Learning

Mathematics 5 &6 Lesson

Excelling

in

XL

Excelling

Mathematics 5

Mathematics 5

in

Guides

Guides

Mathematics 5 &6 Lesson

Mathematics 5 &6 Lesson

http://www.slideshare.net/Grade

http://www.slideshare.net/Grade

Guides

Guides

Six1/lp-circle

Six1/lp-circle

Code: M5ME –IVa 73

Code: M5ME –IVa 73

M5ME –Iva 72

M5ME –Iva 72

chart, ruler, real circle objects,

chart, ruler, real circle objects,

180

Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

pencil, compass

pencil, compass

Have a review on solving

Have a review on solving

Have a review about the

Have a review about the

problems involving

problems involving

parts of the circle.

parts of the circle.

circumference of a circle. Review

circumference of a circle. Review

the formula, give examples, and

the formula, give examples, and

then give exercises for the pupils

then give exercises for the pupils

to do.

to do.

Visualize the area of a circle

Visualize the area of a circle

Derives a formula in finding

Derives a formula in finding

Illustrates circle with different

Illustrates circle with different

the area of a circle

the area of a circle

radii

radii

Illustrates

Find enjoyment in doing the

Find enjoyment in doing the

different orientation

different orientation

activity

activity

Find enjoyment in doing

Find enjoyment in doing

the activity

the activity

circle

with

Illustrates

circle

with

C. Presenting examples/instances of the new lesson

Ask the pupils Is a circle a

Ask the pupils Is a circle a

Ask the pupils If the shape

Ask the pupils If the shape

polygon? Why? and why not?

polygon? Why? and why not?

of

of

D. Discussing new concepts and practicing new skills #1

Have the pupils observe the

Have the pupils observe the

iscuss

with

circles below

circles below

practical

applications

Take a look at each of the circles.

Take a look at each of the circles.

finding the area of a circle.

finding the area of a circle.

Do you find any line segments?

Do you find any line segments?

Explain

Explain

the

circle

can

be

parallelogram

A circle is a plane closed figure. That is not made out of line segments so, it is not a polygon. A circle is named by its center.

A circle is a plane closed figure. That is not made out of line segments so, it is not a polygon. A circle is named by its center.

the

circle

can

be

parallelogram

the

students for

problems

iscuss

with

practical

applications the

students for

problems

associated with partitioning

associated with partitioning

a circle into unit squares to

a circle into unit squares to

find

find

its

suggestions

area. on

how

Elicit the

its

area.

Elicit

suggestions on how the

area might be determined.

area might be determined.

Pass out the paper circles,

Pass out the paper circles,

scissors, rulers and colored

scissors, rulers and colored

181

markers or crayons. Have

E. Discussing new concepts and practicing new skills #2

students

markers or crayons.

draw

a

Have

students

draw

a

diameter (it does not need

diameter (it does not need

to be exact), and use two

to be exact), and use two

different colors to fill in the

different colors to fill in the

resulting semicircles.

resulting semicircles.

Instruct students to cut the

Instruct students to cut the

circle

circle

in

half

along

the

in

half

along

the

diameter. Then have them

diameter. Then have them

cut each of the resulting

cut each of the resulting

semicircles in half again.

semicircles in half again.

There are now a total of

There are now a total of

four pieces, two of each

four pieces, two of each

color.

color.

Ask students to assemble

Ask students to assemble

the four pieces, alternating

the four pieces, alternating

colors, so that they form

colors, so that they form

a shape which resembles a

a shape which resembles a

Group Activity

Group Activity

parallelogram Group Activity. Divide the

parallelogram Group Activity. Divide the

Divide the class into five groups.

Divide the class into five groups.

class

class

Distribute the cue card and let

Distribute the cue card and let

Distribute the activity card

Distribute the activity card

them answer the cards. Let them

them answer the cards. Let them

and let them follow the

and let them follow the

discuss.

discuss.

direction

direction

Use circle cero to complete the

Use circle cero to complete the

activity card.

activity card.

following statements:

following statements:

The distance from point O to

The distance from point O to

Group A.Have students cut

Group

point F is __________.

point F is __________.

each of the sectors in half,

cut each of the sectors in

The distance from point O to

The distance from point O to

once more, resulting in a

half, once more, resulting

point M is __________.

point M is __________.

total of 8 equal sectors,

in

into

three

written

groups.

in

the

a

into

three

groups.

written

A.Have

total

of

in

the

students

8

equal

182

F.

Developing mastery

(Leads to Formative Assessment 3)

The distance from point O to

The distance from point O to

four of each color.

Ask

sectors, four of each color.

point G is __________.

point G is __________.

students to assemble the

Ask students to assemble

If point G, O and F lie on one line,

If point G, O and F lie on one line,

eight

the

the distance from point G to F is

the distance from point G to F is

colors, so that they form a

alternating colors, so that

_______.

_______.

shape which resembles a

they form a shape which

parallelogram.

resembles a parallelogram.

pieces,

alternating

eight

pieces,

After the presentations of each

After the presentations of each

After the presentations of

After the presentations of

group, ask: how did you find the

group, ask: how did you find the

each group, ask: how did

each group, ask: how did

activity? Did you able to

activity? Did you able to

you find the activity? Did

you find the activity? Did

visualize the area of the circle?

visualize the area of the circle?

you

you

What value is developed in

What value is developed in

formula in finding the area

formula in finding the area

performing the activity?

performing the activity?

of the circle? What value is

of the circle? What value is

Expected Answers:

Expected Answers:

developed

developed

A little bit confusing

A little bit confusing

the activity?

the activity?

Yes by listening to the teacher

Yes by listening to the teacher

Expected Answers:

Expected Answers:

explanation

explanation

A little bit confusing

A little bit confusing

Enjoyment and Cooperation

Enjoyment and Cooperation

Yes

able

by

to

in

derive

a

performing

listening

to

the

Yes

able

by

to

in

derive

a

performing

listening

teacher explanation

teacher explanation

Enjoyment and Cooperation

Enjoyment

to

the and

Cooperation G. Finding practical applications of concepts and skills in daily living

Ask the pupils to answer the

Ask the pupils to answer the

Ask the pupils to answer

Ask the pupils to answer

activity under Get Moving on

activity under Get Moving on

the

the

page ___ LM Math Grade V. Ask

page ___ LM Math Grade V. Ask

Moving on page ___ LM

Moving on page ___ LM

them also to answer the activity

them also to answer the activity

Math Grade V. Ask them

Math Grade V. Ask them

under Keep Moving on page

under Keep Moving on page

also to answer the activity

also to answer the activity

____ LM Math Grade V.

____ LM Math Grade V.

under Keep Moving on

under Keep Moving on

page ____ LM Math Grade V.

page ____ LM Math Grade

activity

under

Get

activity

under

Get

V.

183

H. Making generalizations and abstractions about the lesson

A circle is a set of all points in a plane that are at fixed distance from a point called center. A radius is a line segment from the center to a point on the circle. A diameter is a line segment which passes through the center of a circle whose endpoints are on the circle. The length of radius is one half the length of a diameter of a circle. A compass is an instrument used to draw circles.

A circle is a set of all points in a plane that are at fixed distance from a point called center. A radius is a line segment from the center to a point on the circle. A diameter is a line segment which passes through the center of a circle whose endpoints are on the circle. The length of radius is one half the length of a diameter of a circle. A compass is an instrument used to draw circles.

Now we can use the area formula for a parallelogram to help us find the area of the circle. The original circle’s outside perimeter was the distance around, or the circumference of the circle Half of this distance around goes on the top of the parallelogram and the other half of the circle goes on the bottom. This is known as the base of the parallelogram. The height of the parallelogram is just the radius of the original circle. Now let’s substitute the information into the formula for the parallelogram.

Now we can use the area formula for a parallelogram to help us find the area of the circle. The original circle’s outside perimeter was the distance around, or the circumference of the circle Half of this distance around goes on the top of the parallelogram and the other half of the circle goes on the bottom. This is known as the base of the parallelogram. The height of the parallelogram is just the radius of the original circle. Now let’s substitute the information into the formula for the parallelogram.

I.

Use a real compass or an

Use a real compass or an

Do another guided activity.

Do another guided activity.

improvised one to draw circle

improvised one to draw circle

Let them make their own

Let them make their own

with these given radii.

with these given radii.

circle,

circle,

1 cm

1 cm

parallelogram and try to

parallelogram and try to

1.5 cm

1.5 cm

find the area of a circle.

find the area of a circle.

2.5 cm

2.5 cm

6 cm

6 cm

5 cm

5 cm

Provide exercises similar to those

Provide exercises similar to those

Find another polygon that

Find another polygon that

given in the lesson. If the

given in the lesson. If the

can be derive in finding the

can be derive in finding the

problem is on the mastery of the

problem is on the mastery of the

area of a triangle.

area of a triangle.

J.

Evaluating learning

Additional activities for application or remediation

cut

it

out

into

cut

it

out

into

184

area of a circle. V. VI. A.

B.

C.

D.

No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

area of a circle.

REMARKS REFLECTION

185

GRADES 1 to 12 DAILY LESSON LOG

School Teacher Teaching Dates and January 30-February 3, 2017 Time

Grade Level Learning Areas Quarter

Monday Finding the area of a circle demonstrates understanding of area, volume and temperature.

Tuesday

Wednesday

Thursday

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

B. Performance Standards

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

C. Learning Competencies/Objectives Write the LC code for each

finds the area of a given circle.

finds the area of a given circle.

solves routine and nonroutine problems involving the area of a circle.

solves routine and nonroutine problems involving the area of a circle.

M5ME-IVa-74

M5ME-IVa-74 M5ME-IVb-75

M5ME-IVb-75

Measurment

Measurment

I. OBJECTIVES A. Content Standards

II.

CONTENT

Measurment

Measurment

Friday Weekly test

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages

186

2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

XL Excelling in Mathematics 5

XL Excelling in Mathematics 5

M5ME –Iva 74

M5ME –Iva 74

chart, ruler, real circle objects

Growing up with Math 5

chart, ruler, real circle objects

Growing up with Math 5

pages 299-301

pages 299-301

Ateneo Lesson Guide pages

Ateneo Lesson Guide pages

382-386

382-386

cutouts

of

circles,

chart,

cutouts

of

circles,

chart,

flashcards, real objects

flashcards, real objects

Have a review on solving

Checking of Assignment

Checking of Assignment

problems

involving

problems

involving

Identify the parts of a circle

Identify the parts of a circle

a

circumference

a

Review the steps in solving

Review the steps in solving

word problems.

word problems.

circumference the

examples,

C. Presenting examples/instances of the new lesson

M5M-IVb-75

Have a review on solving

Review

B. Establishing a purpose for the lesson

M5M-IVb-75

of

formula,

and

then

circle. give

Review

the

give

examples,

of

formula,

and

then

circle. give give

exercises for the pupils to do.

exercises for the pupils to do.

Manipulate and measure the

Manipulate and measure the

Solves

diameter and radius of the

diameter and radius of the

routine

circle

circle

the area of a circle

Find enjoyment in doing the

Find enjoyment in doing the

activity Show real circular objects,

activity Show real circular objects,

Name

ask them to give examples of

ask them to give examples of

inside the classroom or any

inside the classroom or any

circular things, ask them how

circular things, ask them how

round

round

circle

circle

brought. Show the diameter

brought. Show the diameter

and the radius.

and the radius.

objects?

differ

from

other

objects?

differ

from

other

routine

and

problems

any

involving

Solves routine

routine

and

problems

non-

involving

the area of a circle

round

object

non-

objects

that

you

Name

any

round

object

objects

that

you

187

D. Discussing new concepts and practicing new skills #1

Present a problem.

Present a problem.

Every time it rains, Mrs.Flores saves water in a big clay jar called “Tapayan”. She covers them with a circular galvanized iron with a radius of 5 dm. What is the area of the circular cover?

Every time it rains, Mrs.Flores saves water in a big clay jar called “Tapayan”. She covers them with a circular galvanized iron with a radius of 5 dm. What is the area of the circular cover?

Ask: How will you solve for

Ask: How will you solve for

the problem?

the problem?

Look at the figure of the

Look at the figure of the

circle.

circle.

Explain to the pupils that the

Explain to the pupils that the

ratio of the circumference of

ratio of the circumference of

a circle to the diameter is the

a circle to the diameter is the

same

same

for

all

circles.

The

for

all

circles.

circumference of any circle is

about

about

diameter.

The

represented

π

letter

times

the

ratio

by

the

is

Greek

spelled pi and

3.14

diameter.

The

represented

π

letter

times by

Let the pupils find the area

Let the pupils find the area

r2

A=

= 3.14 x 5 x 5

page ___, LM Math Grade 5.

Discuss the situation with the

Discuss the situation with the

class.

class.

is

r2

= 3.14 x 5 x 5

= 3.14 x 25 Area = 78.50 dm

π

page ___, LM Math Grade 5.

spelled pi and

pronounced as pie.

π

Explore and Discover on

Greek

pronounced as pie.

A=

Explore and Discover on

the

ratio the

Present the situation under

The

circumference of any circle is 3.14

Present the situation under

= 3.14 x 25 2

Area = 78.50 dm2

188

E. Discussing new concepts and practicing new skills #2

Group the pupils into six to

Group the pupils into six to

Divide the class into four

Divide the class into four

eight members per group.

eight members per group.

groups and instruct them to

groups and instruct them to

Distribute cut outs of circle

Distribute cut outs of circle

bring out the materials that

bring out the materials that

with dimensions and let the

with dimensions and let the

they brought like paper plate,

they brought like paper plate,

pupils find the area.

pupils find the area.

ice cream cup cover or any

ice cream cup cover or any

Call as many pupils to solve

Call as many pupils to solve

round object. Let the pupils

round object. Let the pupils

for the area of the circle on

for the area of the circle on

measure the diameter. Divide

measure the diameter. Divide

the board.

the board.

the diameter by 2 to get the

the diameter by 2 to get the

radius. Tell the pupils that the

radius. Tell the pupils that the

value of π is approximately

value of π is approximately

3.14 and that the formula in

3.14 and that the formula in

finding the area of a circle is

finding the area of a circle is

A= π

F.

the

presentations

of

After

the

presentations

of

r2

A= π

r2

Solve for the area of the

Solve for the area of the

circle.

circle.

Ask

the

leader

to

Ask

the

leader

to

report their answers.

report their answers.

After the presentation of the

After the presentation of the

Developing mastery

After

(Leads to Formative Assessment 3)

each group, ask: how did you

each group, ask: how did you

groups, ask:

groups, ask:

find the activity? Did you able

find the activity? Did you able

How did you find the activity?

How did you find the activity?

to find the area of the circle?

to find the area of the circle?

How did you go about the

How did you go about the

What value is developed in

What value is developed in

task?

task?

performing the activity?

performing the activity?

What did you do with the

What did you do with the

objects before getting their

objects before getting their

Expected Answers:

Expected Answers:

areas?

areas?

Happy and curious

Happy and curious

How did you solve the area?

How did you solve the area?

189

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Yes by solving the area of a

Yes by solving the area of a

circle using the given formula

circle using the given formula

Cooperation and camaraderie Ask the pupils to answer the

Cooperation and camaraderie Ask the pupils to answer the

Say: Let us solve more

Say: Let us solve more

activity under Get Moving

activity under Get Moving

problems. Ask pupils to do

problems. Ask pupils to do

on page ___ LM Math Grade V.

on page ___ LM Math Grade V.

the exercises by pairs under

the exercises by pairs under

Ask them also to answer the

Ask them also to answer the

Get Moving on pages _____

Get Moving on pages _____

activity under Keep Moving

activity under Keep Moving

of LM Math 5. Check the

of LM Math 5. Check the

on page ____ LM Math Grade

on page ____ LM Math Grade

pupils’ answers.

pupils’ answers.

V. Lead the pupils to give the

V. Lead the pupils to give the

Lead the pupils generalize

Lead the pupils generalize

following generalization.

following generalization.

the following.

the following.

The area of a circle with pi, radius or diameter can be solved by the formula Always remember that radius is half of the diameter. Area of Circle = pi x radius x radius

The area of a circle with pi, radius or diameter can be solved by the formula Always remember that radius is half of the diameter. Area of Circle = pi x radius x radius

Steps in solving problems involving the area of a circle The formula in finding the area of a circle

Steps in solving problems involving the area of a circle The formula in finding the area of a circle

A= I.

Evaluating learning

π

r2

A=

π

A=π

r2

A=π

r2

r2

Ask the pupils to solve the

Ask the pupils to solve the

Solve the following problems.

Solve the following problems.

following

following

Find the area of circular

Find the area of circular

Find the area of a given circle

Find the area of a given circle

playground whose radius

playground whose radius

measures 6 meters.

measures 6 meters.

An extension of a house is

An extension of a house is

semicircular in shape with a

semicircular in shape with a

radius of 4 meters. Can you

radius of 4 meters. Can you

find its area?

find its area?

A circular fountain has a

A circular fountain has a

radius of 12 meters. What is

radius of 12 meters. What is

the area of the circular

the area of the circular

fountain?

fountain?

190

J.

Additional activities for application or remediation

What

is

circle with

The diameter of the drum is

The diameter of the drum is

70 cm. What is the area

70 cm. What is the area

covered when the drum

covered when the drum

stands?

stands?

Ana’s circular bed cover has

Ana’s circular bed cover has

a diameter of 2.25 m. How

a diameter of 2.25 m. How

many square meters is it?

many square meters is it?

Ask the pupils to solve these

Ask the pupils to solve these

Solve each problem.

Solve each problem.

problems.

problems.

Every time it rains, Mrs. Lapis

Every time it rains, Mrs. Lapis

saves water in a big clay jar

saves water in a big clay jar

of

a

called ‘tapayan’. She covers

called ‘tapayan’. She covers

a diameter of

5

them

them

the area

with

a

circular

with

a

circular

galvanized iron with a radius

galvanized iron with a radius

14 m. What is the area of the

14 m. What is the area of the

circular cover?

circular cover?

the areaof the circle? Granda has an old

Find the area of a circular

Find the area of a circular

clock that has a radius of 13

clock that has a radius of 13

family

cm.

cm.

8

What is the area of a circular

What is the area of a circular

are

pool with the diameter of 15

pool with the diameter of 15

m?

m?

meters?

1. If 3.

a circle has

diameter

a of

46centimeter what is

2. 4.

recipe

blueberry She

can

pancakes. make

pancakes

that

each

inches

18

for

in

diameter. What is the V. REMARKS area of the pancake? VI. Answer: REFLECTION (78.5 square A.

B.

No. of learners who meters, 72.22 earned 80% in the evaluation

squared

centimeter,

No. of learners who require 254.34activities inches) for additional remediation who scored

191

C.

D.

below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

School Teacher Teaching Dates and February 6-10, 2017 Time

Grade Level Learning Areas Quarter

Monday Tuesday Create problems involving a circle, with reasonable answers. demonstrates understanding demonstrates understanding of area, volume and of area, volume and temperature. temperature.

Wednesday

Thursday

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

Friday Weekly test

192

C. Learning Competencies/Objectives Write the LC code for each II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

creates problems involving a circle, with reasonable answers.

creates problems involving a circle, with reasonable answers.

visualizes the volume of a cube and rectangular prism.

visualizes the volume of a cube and rectangular prism.

M5ME-IVb-76

M5ME-IVb-76

M5ME-IVc-77

M5ME-IVc-77

Measurement

Measurement

Measurement

Measurement

M5M-IVb-76

M5M-IVb-76

Code -

III.

Growing

up

with

Math

5

Growing

up

with

Math

5

M5ME-IVc-77

K to

Code -

12 Grade 5 Curriculum

12 Grade 5 Curriculum

K to

pages 299-301

pages 299-301

TM Math Grade 4 pages 298 -

TM Math Grade 4 pages 298 -

Ateneo Lesson Guide pages

Ateneo Lesson Guide pages 382-386

307

307

Ateneo Lesson Guide 5 pages

Ateneo Lesson Guide 5 pages

395 - 402

395 - 402

382-386

Diwa

New

High

School

Diwa

of

flashcards, manila

circles, real

paper,

chart, objects,

ruler/meter

cutouts

of

flashcards, manila

circles, real

paper,

chart,

School

71-72

71-72 Lesson

Guide

6

Ateneo

Lesson

Guide

6

Chapter IV-Volume page 8-9

Chapter IV-Volume page 8-9

Distance

Distance

Education

for

Education

for

Elementary School (Volume

Elementary School (Volume

of a Cube and Rectangular

of a Cube and Rectangular

cubes

objects, ruler/meter

High

Mathematics First Year pages

Prism) pages 2 – 3

cutouts

New

Mathematics First Year pages Ateneo

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

M5ME-IVc-77

(big

and

small),

Prism) pages 2 – 3

cubes

rectangular prism,

ruler,

flash

(big

and

small),

rectangular cards,

prism,

ruler,

flash

cards,

193

stick,

stick,

pentel pen, show me board

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

marbles,

pentel pen, show me board

marbles,

worksheet, 1 transparent

worksheet, 1 transparent

rectangular container

rectangular container

Have a review on solving the

Have a review on solving the

Have

a

review

area of a circle.

area of a circle.

meaning of volume. Volume

is

the

space

occupied

on

the

Have

a

review

on

the

meaning of volume.

amount by

of any

Volume space

quantity.

quantity.

is

the

amount

occupied

by

of any

B. Establishing a purpose for the lesson

Create problems involving a circle, with reasonable answers.

Create problems involving a circle, with reasonable answers.

Visualize the Volume of a

Visualize the Volume of a

Cube and Rectangular Prism

Cube and Rectangular Prism

C. Presenting examples/instances of the new lesson

Let

the

circular

pupils objects

classroom. record object.

the

Ask area

find

any

Let

inside

the

circular

them of

to each

the

pupils objects

classroom. record object.

the

Ask area

find

any

Show a transparent cube and

Show a transparent cube and

inside

the

rectangular prism filled with

rectangular prism filled with

to

marbles. Ask pupils to guess

marbles. Ask pupils to guess

each

the number of marbles inside

the number of marbles inside

the

the

them of

cube

and

rectangular

cube

and

rectangular

prism. Let a volunteer count

prism. Let a volunteer count

the marbles to find out the

the marbles to find out the

answer. Elicit from them how

answer. Elicit from them how

they can make a good guess

they can make a good guess

of

of

the

total

number

of

the

total

number

of

marbles. Instill the value of

marbles. Instill the value of

patience

patience

and

orderliness.

and

orderliness.

Relate this to the concept of

Relate this to the concept of

volume.

volume.

194

D. Discussing new concepts and practicing new skills #1

Let the pupils present their

Let the pupils present their

a. Tell the class that the

a. Tell the class that the

answers. Ask them how they

answers. Ask them how they

number of small cubes that

number of small cubes that

got the area.

got the area.

make up the Rubik’s cube is

make up the Rubik’s cube is

its volume.

its volume.

b. Activity – Group Work

b. Activity – Group Work

Materials: worksheet, 1

Materials: worksheet, 1

transparent rectangular

transparent rectangular

container, small cubes

container, small cubes

Procedure: Fill the container

Procedure: Fill the container

with small cubes until its

with small cubes until its

upper portion.

upper portion.

Guide Questions:

Guide Questions:

1) What kind of solid figure is

1) What kind of solid figure is

the container?

the container?

2) How many cubes did you

2) How many cubes did you

put inside the rectangular

put inside the rectangular

container?

container?

3) How can you find the

3) How can you find the

number of cubes in the

number of cubes in the

container without counting

container without counting

them all?

them all?

a) Count the cubes in one

a) Count the cubes in one

layer.

layer.

Example

Example

4 x 2 = 8 cubes

4 x 2 = 8 cubes

b) Count the layers. Ex.: 3

b) Count the layers. Ex.: 3

layers

layers

c) How many cubes in all? 8 x

c) How many cubes in all? 8 x

3 = 24 cubes

3 = 24 cubes

4) When we get the total

4) When we get the total

195

E. Discussing new concepts and practicing new skills #2

number of cubes that the

number of cubes that the

container has, what have we

container has, what have we

looked for? (Answer: Volume)

looked for? (Answer: Volume)

5) What kind of polygon is

5) What kind of polygon is

the base of the container?

the base of the container?

What are its dimensions?

What are its dimensions?

6) How many cubes fit the

6) How many cubes fit the

length? the width?

length? the width?

7) What other dimension

7) What other dimension

does the rectangular

does the rectangular

container have? How many

container have? How many

cubes fit the height?

cubes fit the height?

8) Can you give the volume

8) Can you give the volume

of the rectangular prism by

of the rectangular prism by

just using the dimensions

just using the dimensions

(length, width, height)? How?

(length, width, height)? How?

(Note: Teacher must tell the

(Note: Teacher must tell the

pupils that by multiplying the

pupils that by multiplying the

length x width x height will

length x width x height will

give the volume thus, Volume

give the volume thus, Volume

= L x W x H))

= L x W x H))

Divide the class into four

Divide the class into four

Group

groups.

groups.

working

Let

each

group

Let

each

group

the

pupils

teams

into

and

4

have

Group working

the

pupils

teams

into

and

4

have

discuss how will they make a

discuss how will they make a

them perform the task.

them perform the task.

problem based on the given

problem based on the given

Activity 1. They need small

Activity 1. They need small

situations. The groups 1 and

situations. The groups 1 and

cubes,

cubes,

2 will discuss situation 1,

2 will discuss situation 1,

rectangular prism.

while groups 3 and 4 will

while groups 3 and 4 will

If each is a

focus on Situation 2.

focus on Situation 2.

unit, how many cubic units

big

cubes

and

big

cubes

and

rectangular prism. cubic

If each is a

cubic

unit, how many cubic units

196

are in the figures?

are in the figures?

How many cubic units are

How many cubic units are

there in one row?

there in one row?

How many cubic units are

How many cubic units are

there in one layer?

there in one layer?

How many layers are there?

How many layers are there?

What have you notice in the

What have you notice in the

number of layers and rows of

number of layers and rows of

cube and prism?

cube and prism?

What can you say about the

What can you say about the

number of layers and rows of

number of layers and rows of

a cube?

a cube?

What have you notice in the

What have you notice in the

length, width and height of a

length, width and height of a

cube?

cube?

What can you say about the

What can you say about the

number of layers and rows of

number of layers and rows of

a prism?

a prism?

What have you notice in the

What have you notice in the

length, width and height of a

length, width and height of a

prism?

prism?

Have number

pupils of

count

cubes

in

the

Have

the

number

pupils of

count

cubes

in

the the

figures.

figures.

Define volume as the number

Define volume as the number

of unit cubes in the solid

of unit cubes in the solid

figure. Mention the correct

figure. Mention the correct

label (cubic units)

label (cubic units)

Have them imagine filling up

Have them imagine filling up

197

the

F.

classroom

cubes.

Then

volume

of

with

we the

such

find

the

classroom.

the

classroom

cubes.

Then

volume

of

with

we the

such

find

the

classroom.

Elicit similar application of

Elicit similar application of

volume in daily situations.

volume in daily situations.

Developing mastery

After the activities have been

After the activities have been

Ask the groups to present

Ask the groups to present

(Leads to Formative Assessment 3)

done, let the groups post

done, let the groups post

and discuss their answers on

and discuss their answers on

their formulated problems in

their formulated problems in

the board.

the board.

each of the situations given

each of the situations given

Expected answer:

Expected answer:

and let them do the tasks

and let them do the tasks

Cube is a solid whose length,

Cube is a solid whose length,

below.

below.

width and height are equal.

width and height are equal.

Read the problem and ask

Read the problem and ask

Rectangular

Rectangular

the

the

length, width and height are

length, width and height are

not equal.

not equal.

class

to

solve

the

problem. Illustrate G. Finding practical applications of concepts and skills in daily living

H. Making generalizations

class

to

solve

the

problem. and

solve

the

Illustrate

and

solve

prism

whose

prism

whose

the

problem with the solution. Ask the pupils to do the

problem with the solution. Ask the pupils to do the

Discuss

exercises in the Get Moving

exercises in the Get Moving

under Explore and Discover

under Explore and Discover

and

and

on page 1 of LM Math Grade

on page 1 of LM Math Grade 5.

Keep

Moving

Keep

Moving

the

presentation

the

presentation

pages_____ and ____, LM Math

pages_____ and ____, LM Math

5.

Grade 5.

Grade 5.

exercises under Get Moving

exercises under Get Moving

on pages 2 and 3 of LM Math

on pages 2 and 3 of LM Math

Grade 5. Check the pupils’

Grade 5. Check the pupils’

answers. For mastery, have

answers. For mastery, have

them answer the exercises

them answer the exercises

under Keep Moving on page

under Keep Moving on page

3 and 4 of LM Math Grade 5.

3 and 4 of LM Math Grade 5.

Check on the pupils’ answers.

Check on the pupils’ answers.

Summarize

Summarize

Lead the pupils to give the

Lead the pupils to give the

Ask pupils to work on

Discuss

the

lesson

by

Ask pupils to work on

the

lesson

by

198

and abstractions about the lesson

I.

J.

Evaluating learning

Additional activities for

generalization

by

asking:

generalization

by

asking:

asking:

asking:

How did you create problems

How did you create problems

How can we visualize the

How can we visualize the

involving area of a circle?

involving area of a circle?

volume

volume

Steps in Creating Problems 1. Familiarize yourself with the mathematical concepts. Think of the application to everyday life situations. 2. Think of the type of the problem you want to make and the formula to be used. 3. Read and study more on math problems. Study the solutions. 4. Make your own styles/strategies to justify the solutions.

Steps in Creating Problems 5. Familiarize yourself with the mathematical concepts. Think of the application to everyday life situations. 6. Think of the type of the problem you want to make and the formula to be used. 7. Read and study more on math problems. Study the solutions. 8. Make your own styles/strategies to justify the solutions.

of

cube

and

of

cube

and

rectangular prism?

rectangular prism?

Lead the pupils to give the

Lead the pupils to give the

generalization.

generalization.

Volume is the amount space a solid figure occupies. We can visualize volume of cube and rectangular prism

Volume is the amount space a solid figure occupies. We can visualize volume of cube and rectangular prism

using more units to fill the container (like the used of marbles, pebbles, rice grains, seed, etc) this is what we called non-standard units. Non standard units do not give consistent and accurate measure of the volume of a container.

using more units to fill the container (like the used of marbles, pebbles, rice grains, seed, etc) this is what we called non-standard units. Non standard units do not give consistent and accurate measure of the volume of a container.

Using standard units, to find the volume o a space figure, count the number of cubic units needed to fill the space. Standard units are consistent and accurate.

Using standard units, to find the volume o a space figure, count the number of cubic units needed to fill the space. Standard units are consistent and accurate.

Let the pupils do the

Let the pupils do the

Let the pupils do the

Let the pupils do the

exercises in Keep Moving

exercises in Keep Moving

exercises in Keep Moving

exercises in Keep Moving

on page ___, LM Math Grade

on page ___, LM Math Grade

on page ___, LM Math Grade

on page ___, LM Math Grade

5. Check pupils’ work. Ask the pupils to create

5. Check pupils’ work. Ask the pupils to create

5. Check pupils’ work. Ask the pupils to create

5. Check pupils’ work. Ask the pupils to create

199

application or remediation V. VI. A.

B.

C.

D.

problems involving area of a circle.

problems involving area of a circle.

problems involving area of a circle.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

problems involving area of a circle.

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

School Teacher Teaching Dates and February 13-17, 2017 Time Monday Tuesday Wednesday Name the unit of measure for measuring the volume of cube and rectangular prism.

Grade Level Learning Areas Quarter

Thursday

Friday

200

A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Write the value of measuring accurately demonstrates understanding demonstrates understanding of area, volume and of area, volume and temperature. temperature.

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

names the appropriate unit of measure used for measuring the volume of a cube and a rectangle prism. M5ME-IVc-78

names the appropriate unit of measure used for measuring the volume of a cube and a rectangle prism. M5ME-IVc-78

derives the formula in finding the volume of a cube and a rectangular prism using cubic cm and cubic m.

derives the formula in finding the volume of a cube and a rectangular prism using cubic cm and cubic m.

M5ME-IVc-79

M5ME-IVc-79

Measurement

Measurement

Measurement

Measurement

Code -

Code -

Code -

Code -

Weekly Test

III.

M5ME-IVc-78 K to

12 Grade 5 Curriculum Integrated

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

Mathematics

M5ME-IVc-78 K to

12 Grade 5 Curriculum I

Integrated

Mathematics

M5ME-IVc-78 K to

12 Grade 5 Curriculum I

Integrated

Mathematics

M5ME-IVc-78 K to

12 Grade 5 Curriculum I

Integrated

Mathematics

I

pages 177 - 178

pages 177 - 178

pages 177 - 178

pages 177 - 178

LM Math Grade 5 pages 1 to

LM Math Grade 5 pages 1 to

LM Math Grade 5 pages 1 to

LM Math Grade 5 pages 1 to

3

3

3

3

Ateneo Lesson Guide Chapter

Ateneo Lesson Guide Chapter

IV

IV

Ateneo Lesson Guide Chapter IV Measurement/Volume pages 6 -18

Ateneo Lesson Guide Chapter IV Measurement/Volume pages 6 -18

flash cards (mm, cm, dm, m,

flash cards (mm, cm, dm, m,

Measurement/Volume

Measurement/Volume

pages 6 -18

pages 6 -18

flash cards (mm, cm, dm, m,

flash cards (mm, cm, dm, m,

201

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

etc.), real objects, pictures

etc.), real objects, pictures

etc.), real objects, pictures

etc.), real objects, pictures

What is difference between

What is difference between

Memory Game

Memory Game

cube and rectangular prism?

cube and rectangular prism?

Materials: pocket chart, flash

Materials: pocket chart, flash

What are the dimensions of

What are the dimensions of

cards

cards

cube and rectangular prism?

cube and rectangular prism?

Mechanics:

Mechanics:

a. Teacher prepares flash

a. Teacher prepares flash

cards with figure and

cards with figure and

dimensions on a set of cards

dimensions on a set of cards

and the corresponding area

and the corresponding area

of the figure on another set

of the figure on another set

of cards. Teacher then place

of cards. Teacher then place

the shuffled cards into pocket

the shuffled cards into pocket

chart slots. At the back of

chart slots. At the back of

each card, label them with

each card, label them with

letters.

letters.

Ex. front back

Ex. front back

b. Divide class into 3 groups.

b. Divide class into 3 groups.

c. Have a member of group 1

c. Have a member of group 1

choose

choose

2 letters corresponding to 2

2 letters corresponding to 2

cards. Teacher turns over the

cards. Teacher turns over the

cards. If the cards match

cards. If the cards match

(figure and its area), then the

(figure and its area), then the

team gets the point and the

team gets the point and the

cards taken out of the pocket

cards taken out of the pocket

chart. If the cards do not

chart. If the cards do not

match, then the cards are

match, then the cards are

turned over again in the

turned over again in the

same place/position in the

same place/position in the

202

B. Establishing a purpose for the lesson

pocket chart.

d. Have a member of group 2

d. Have a member of group 2

call out another pair of cards.

call out another pair of cards.

Continue the game until all

Continue the game until all

the cards have been used up.

the cards have been used up.

Team with the most number

Team with the most number

of points wins.

of points wins.

e. Teacher may divide set of

e. Teacher may divide set of

cards into a) finding area of

cards into a) finding area of

parallelograms and trapezoid

parallelograms and trapezoid

making sure that the

making sure that the

dimensions given are

dimensions given are

manageable by the pupils, or

manageable by the pupils, or

b) finding the missing

b) finding the missing

side/dimension given the

side/dimension given the

area.

area.

Name the unit of measure for

Name the unit of measure for

Derive a formula for finding

Derive a formula for finding

measuring

measuring

the volume of a cube and a

the volume of a cube and a

rectangular prism using cubic

rectangular prism using cubic

centimeter and meter.

centimeter and meter.

rectangular

Appreciation of application of volume in daily life situations Show a transparent plastic

Appreciation of application of volume in daily life situations Show a transparent plastic

inside.

He

container filled with balls. Ask

container filled with balls. Ask

wants to know the amount of

wants to know the amount of

pupils to guess the number of

pupils to guess the number of

space the sand occupied. He

space the sand occupied. He

balls inside the container. Let

balls inside the container. Let

wants to know also what unit

wants to know also what unit

a volunteer count the balls to

a volunteer count the balls to

of measure he will use. Elicit

of measure he will use. Elicit

find out the answer. Elicit

find out the answer. Elicit

the value of accuracy.

the value of accuracy.

from

from them

the

volume

of

cube and rectangular prism.

C. Presenting examples/instances of the new lesson

pocket chart.

Richard box

has

with

a

sand

volume

of

cube and rectangular prism.

rectangular

Richard

inside.

box

He

the

has

with

a

sand

them

how

they

can

make a good guess of the

how

they can

make a good guess of the

203

D. Discussing new concepts and practicing new skills #1

total number of balls. Relate

total number of balls. Relate

this

this

to

the

concept

of

to

volume.

volume.

the

concept

of

Present a rectangular box

Present a rectangular box

Let a pupil fill a rectangular

Let a pupil fill a rectangular

with sand inside.

with sand inside.

box with cubes. For purposes

box with cubes. For purposes

Ask the following questions:

Ask the following questions:

of having exact

of having exact

a. How can we be able to

a. How can we be able to

measurements and no half-

measurements and no half-

measure the capacity of the

measure the capacity of the

cubes, it is ideal that teacher

cubes, it is ideal that teacher

box?

box?

prepares boxes/ rectangular

prepares boxes/ rectangular

b. What will you use? What

b. What will you use? What

prisms that have

prisms that have

do you think are we looking

do you think are we looking

corresponding measurements

corresponding measurements

for?

for?

as the cubes that are going

as the cubes that are going

c. What unit of measure will

c. What unit of measure will

to be used in the activity.

to be used in the activity.

you use?

you use?

Ask the pupils the following

Ask the pupils the following

The volume of a solid is the

The volume of a solid is the

questions:

questions:

amount of space the solid

amount of space the solid

How many cubes did it take

How many cubes did it take

occupies. Volume is

occupies. Volume is

to fill the prism? How many

to fill the prism? How many

measured in cubic units. One

measured in cubic units. One

cubic units is the length? The

cubic units is the length? The

way to find the volume of a

way to find the volume of a

width? The height?

width? The height?

rectangular prism is to

rectangular prism is to

What similar situations

What similar situations

multiply the 3 dimensions:

multiply the 3 dimensions:

require you to fill up a solid

require you to fill up a solid

Volume = length x width x

Volume = length x width x

such as the

such as the

height

height

prism?

prism?

Define these situations as

Define these situations as

finding the volume of solids.

finding the volume of solids.

Define volume as the number

Define volume as the number

of cubic units (unit cubes)

of cubic units (unit cubes)

used to fill up a space. Use

used to fill up a space. Use

correct unit of measure.

correct unit of measure.

rectangular

rectangular

204

Using this definition, ask the

Using this definition, ask the

pupils the volume of the

pupils the volume of the

rectangular prism.

rectangular prism.

Ask: Without actually

Ask: Without actually

counting the number of unit

counting the number of unit

cubes in the solid how can

cubes in the solid how can

you find its volume? What

you find its volume? What

formula can we use to find

formula can we use to find

the number of cubic units in

the number of cubic units in

it or the volume of the

it or the volume of the

rectangular prism?

rectangular prism?

Elicit from the pupils that

Elicit from the pupils that

→ To find the volume of an

→ To find the volume of an

object means to find the

object means to find the

number of cubic units

number of cubic units

it

it

contains or holds

contains or holds

Lead them to state the

Lead them to state the

formula for the volume of a

formula for the volume of a

rectangular prism as

rectangular prism as

V = l x w x h.

V = l x w x h.

Define volume as the number

Define volume as the number

of unit cubes in the solid

of unit cubes in the solid

figure. Mention the correct

figure. Mention the correct

label (cubic units).

label (cubic units).

Using this definition, ask the

Using this definition, ask the

pupils the volume of the

pupils the volume of the

cube.

cube.

Ask: Without actually

Ask: Without actually

counting the number of unit

counting the number of unit

cubes, how can you find the

cubes, how can you find the

205

volume of the cube? What

volume of the cube? What

formula can we use to find

formula can we use to find

the number of cubic units in

the number of cubic units in

it?

it?

Try to elicit from the pupils

Try to elicit from the pupils

that to find the volume of a

that to find the volume of a

cube, the length of

cube, the length of

its

its

side is multiplied by itself

side is multiplied by itself

three times.

three times.

Lead them to state the

Lead them to state the

formula for the volume of a

formula for the volume of a

cube as

cube as

V=SxSxS

or

V=

V=SxSxS

or

V=

S³

S³

Let pupils apply the rule by

Let pupils apply the rule by

actually measuring and

actually measuring and

finding the volume of some

finding the volume of some

rectangular prisms and cube

rectangular prisms and cube

inside the room.

inside the room.

Present situations like how

Present situations like how

much water does it take to fill

much water does it take to fill

the aquarium, how far does

the aquarium, how far does

it take to run around the

it take to run around the

park, etc. and distinguish

park, etc. and distinguish

perimeter/circumference

perimeter/circumference

from area and volume. Elicit

from area and volume. Elicit

similar applications of

similar applications of

volume

volume

situations.

in daily life

in daily life

situations.

206

E. Discussing new concepts and practicing new skills #2

Group the class into four. Let

Group the class into four. Let

them

them

perform

the

give

the

give

activity.

activity.

Give the appropriate unit of

Give the appropriate unit of

measure to be used in finding

measure to be used in finding

the volume of(Select from

the volume of(Select from

Group the pupil into four working team and let them do the tasks.

the given choices: mm , cm ,

the given choices: mm3, cm3,

dm3, m3) :

dm3, m3) :

a) room _______

a) room _______

b) shoe box _______

b) shoe box _______

c) globe _______

c) globe _______

d) refrigerator _______

d) refrigerator _______

Developing mastery

e) ice cream cone _______ Ask the groups to present

e) ice cream cone _______ Ask the groups to present

Ask the groups to present

Ask the groups to present

(Leads to Formative Assessment 3)

and discuss their answers on

and discuss their answers on

and discuss their answers on

and discuss their answers on

the board.

the board.

the board.

the board.

Expected answer:

Expected answer:

Answer the exercises A and B

Answer the exercises A and B

under Keep Moving on page

under Keep Moving on page

2 and 3 of LM Math Grade 5.

2 and 3 of LM Math Grade 5.

Check on the pupils’ answers.

Check on the pupils’ answers.

3

F.

perform

Group the pupil into four working team and let them do the tasks.

a) room

3

m3

a) room

b) shoe box

cm

c) globe

cm3

3

d) refrigerator dm3 e) ice cream cone G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

m3

b) shoe box

cm3

c) globe

cm3

d) refrigerator dm3 cm3

f) dice mm3 Ask pupils to work on exercises A under Get Moving on pages 1 LM Math Grade 5.

e) ice cream cone

cm3

f) dice mm3 Ask pupils to work on exercises A under Get Moving on pages 1 LM Math Grade 5.

What do you call the capacity

What do you call the capacity

How can you find the volume

How can you find the volume

of things or the total space

of things or the total space

of a cube and a rectangular

of a cube and a rectangular

207

within a 3-dimensional

within a 3-dimensional

prism?

prism?

figure?

figure?

The formula in finding the

The formula in finding the

What unit of measure will you

What unit of measure will you

Volume of a cube is;

Volume of a cube is;

use in measuring volume?

use in measuring volume?

Volume = side x side x side

Volume = side x side x side

Volume is the amount of

Volume is the amount of

or V = S x S x S or V = S3

or V = S x S x S or V = S3

space occupied by a space

space occupied by a space

In rectangular prism we need

In rectangular prism we need

figure.

figure.

L = Length, W = Width and H

L = Length, W = Width and H

Volume measured in cubic

Volume measured in cubic

= Height, the formula in

= Height, the formula in

units, such as

units, such as

finding the Volume of a

finding the Volume of a

cubic centimeter (cm )

cubic centimeter (cm )

rectangular prism is;

rectangular prism is;

cubic meter (m )

cubic meter (m )

Volume = Length x Width x

Volume = Length x Width x

3

3

3

3

cubic millimeter (mm )

cubic millimeter (mm )

Height V = L x W x H

Height V = L x W x H

cubic decimeter (dm )

cubic decimeter (dm )

Volume is measured in cubic

Volume is measured in cubic

units, such as cubic

units, such as cubic

centimeters ( cm ), cubic

centimeters ( cm3), cubic

meters (m3), and millimeters

meters (m3), and millimeters

3

3

3

3

3

I.

Evaluating learning

Use cm3, m3, dm3 to tell

Use cm3, m3, dm3 to tell

(mm3) Draw the figure with their

(mm3) Draw the figure with their

which cubic unit of measure

which cubic unit of measure

measurements and find their

measurements and find their

is appropriate to be used.

is appropriate to be used.

volume.

volume.

a) box of chocolate

a) box of chocolate

L = 9 mW = 4 m

L = 9 mW = 4 m

b) tent

b) tent

H=3m

H=3m

c) glass

c) glass

d) gymnasium

d) gymnasium

e) math book

e) math book

L = 10 m

W

=

7

m

L = 10 m

H = 15 m L = 14 m

W = 10 m

Additional activities for

Give the cubic unit of

Give the cubic unit of

=

7

m

H = 15 m L = 14 m

H=9m

J.

W

W = 10 m H=9m

S = 12 cm

S = 12 cm

S = 7 cm

S = 7 cm

Draw the figure with their

Draw the figure with their

208

application or remediation

V. VI. A.

B.

C.

D.

measure for finding the

measurements and find their

measurements and find their

volume of the following:

volume of the following:

volume.

volume.

a) a box 44 cm by 9 cm by 6

a) a box 44 cm by 9 cm by 6

L=2m

cm

cm

b) a room 4m by 5m by 6 m

b) a room 4m by 5m by 6 m

L = 11 m

c) a cabinet 1.2 m by 0.9 m

c) a cabinet 1.2 m by 0.9 m

2m

by 0.5 m

by 0.5 m

S = 10 cm

d) a ball with radius 10 cm

d) a ball with radius 10 cm

e) a cylindrical tank 25 dm

e) a cylindrical tank 25 dm

long and radius 8 dm

long and radius 8 dm

W

=

3

m

L=2m

W

=

L = 11 m

H=4m H=5m

W

=

3

m

W

=

H=4m 2m

H=5m

S = 10 cm

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

measure for finding the

209

GRADES 1 to 12 DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

School Teacher Teaching Dates and February 20-24, 2017 Time

Grade Level Learning Areas Quarter

Monday Tuesday Converts cu.cm to cu.m and vice versa; cu.cm to L and vice versa demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

Wednesday

Thursday

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

Friday

Weekly Test

210

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

converts cu. cm to cu. m and vice versa; cu.cm to L and vice versa.

converts cu. cm to cu. m and vice versa; cu.cm to L and vice versa.

finds the volume of a given cube and rectangular prism using cu. cm and cu. m.

finds the volume of a given cube and rectangular prism using cu. cm and cu. m.

M5ME-IVd-81

M5ME-IVd-81

M5ME-IVd-80

M5ME-IVd-80

Curriculum Guide in Math 5

Curriculum Guide in Math 5

Curriculum Guide in Math 5

Curriculum Guide in Math 5

M5ME-IVd-80

M5ME-IVd-80

M5ME-IVd-81

M5ME-IVd-81

Ateneo Lesson Guide Grade 5

Ateneo Lesson Guide Grade 5

Ateneo Lesson Guide Grade 5

p.392

p.392

p.395

Ateneo Lesson Guide Grade 5 p.395

flash cards, pocket chart,

flash cards, pocket chart,

flash cards, model cubes and

flash cards, model cubes and

problem written on the chart.

problem written on the chart.

rectangular prisms set,

rectangular prisms set,

problem written on the chart.

problem written on the chart.

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV.

PROCEDURES

211

A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

Give the equivalent:

Give the equivalent:

Find the area of the following

Find the area of the following

Conversion of linear

Conversion of linear

figures. Write the answer on

figures. Write the answer on

measure.

measure.

your notebook.

your notebook.

6cm= ____ mm

6cm= ____ mm

5m= _____cm

5m= _____cm

____dm= 4m

____dm= 4m

____cm= 9dm

____cm= 9dm

____dm= 3m

____dm= 3m

Converts cu.cm to cu.m and

Converts cu.cm to cu.m and

vice versa; cu.cm to L and

vice versa; cu.cm to L and

vice versa

vice versa

Finds the volume of a given cube and rectangular prism using cu.cm and cu.m

Finds the volume of a given cube and rectangular prism using cu.cm and cu.m

A truck delivers sand

A truck delivers sand

Show a transparent plastic

Show a transparent plastic

weighing 54000 dm3 or L,

weighing 54000 dm3 or L,

container filled with balls. Ask

container filled with balls. Ask

what is the weight of the

what is the weight of the

pupils to guess the number of

pupils to guess the number of

sand in cubic metre (m )? In

sand in cubic metre (m )? In

balls inside the container. Let

balls inside the container. Let

cubic centimetre (cm ) ?

cubic centimetre (cm ) ?

a volunteer count the balls to

a volunteer count the balls to

find out the answer. Elicit

find out the answer. Elicit

What is asked in the

What is asked in the

from them how they can

from them how they can

make a good guess of the

make a good guess of the

total number of balls. Relate

total number of balls. Relate

this to the concept of

this to the concept of

volume.

volume.

3

3

3

problem? What are given? What must we know to be able to change 54000 dm to 3

cubic centimetres and to cubic metre? Which is larger a cubic decimetre or a cubic centimetre? How many cubic centimetres are there in cubic decimetres or L ?

3

problem? What are given? What must we know to be able to change 54000 dm3 to cubic centimetres and to cubic metre? Which is larger a cubic decimetre or a cubic centimetre? How many cubic centimetres are there in cubic decimetres or L ?

212

To change cubic decimetre to

To change cubic decimetre to

cubic centimetre we multiply

cubic centimetre we multiply

by 1000.

by 1000.

Since: 1dm=10cm

Since: 1dm=10cm

Therefore: 1dmx1dmx1dm=

Therefore: 1dmx1dmx1dm=

10cm x 10cm x 10cm

10cm x 10cm x 10cm

Thus, 1dm = 1000cm 3

54000 dm3 = ____ cm3

54000 dm3 = ____ cm3

54,000x1,000 = 54,000,000

54,000x1,000 = 54,000,000

cm

cm3

3

How will you compare cubic

How will you compare cubic

decimetres to cubic metres?

decimetres to cubic metres?

Since a cubic metre is larger

Since a cubic metre is larger

thana cubic decimetre, we

thana cubic decimetre, we

divide by 1000. Using

divide by 1000. Using

conversion 1m = 1000dm 3

D. Discussing new concepts and practicing new skills #1

Thus, 1dm3 = 1000cm3

3

3

conversion 1m3= 1000dm3

54000dm3= 54m3

54000dm3= 54m3

1000 Group the pupils into three

1000 Group the pupils into three working teams and have them perform the task.

working teams and have them perform the task.

Using concrete objects

Using concrete objects

Let a pupil fill a rectangular

Let a pupil fill a rectangular

box with cubes.

box with cubes.

Ask the pupils the following

Ask the pupils the following

questions:

questions:

How many cubes did it take

How many cubes did it take

to fill the prism?

to fill the prism?

How many cubic units is the

How many cubic units is the

length/ the width? the

length/ the width? the

height?

height?

Define these situations as

Define these situations as

finding the volume of solids.

finding the volume of solids.

213

E. Discussing new concepts and practicing new skills #2

F.

Developing mastery (Leads to Formative Assessment 3)

Define volume as the number

Define volume as the number

of cubic units used to fill up a

of cubic units used to fill up a

space. Use correct unit of

space. Use correct unit of

measure.

measure.

Using this definition, ask the

Using this definition, ask the

pupils the volume of

pupils the volume of

rectangular prism.

rectangular prism.

Let them state the formula

Let them state the formula

for the volume of a

for the volume of a

rectangular prism as

rectangular prism as

V=lxwxh.

V=lxwxh.

How do we change and

How do we change and

Solve for the volume of these

Solve for the volume of these

convert a smaller unit to a

convert a smaller unit to a

rectangular prisms, given

rectangular prisms, given

higher unit?

higher unit?

their measurements.

their measurements.

when converting from larger

when converting from larger

l=9m

l=9m

unit to a smaller unit, use

unit to a smaller unit, use

multiplication

multiplication

w=4m

w=4m

when converting from a

when converting from a

h=3m

h=3m

smaller to a larger unit, use

smaller to a larger unit, use

l= 10cm

l= 10cm

division

division

Group Activity

Group Activity

s=12cm

s=12cm

s=6m

s=6m

w=7cm

w=7cm

h=15cm

h=15cm

l=14 m

l=14 m

w=10m

w=10m

h=9m What is volume?

h=9m What is volume?

What is the formula in finding

What is the formula in finding

the volume of a cube?

the volume of a cube?

Rectangular prism?

Rectangular prism?

214

G. Finding practical applications of concepts and skills in daily living

Discuss the presentation. On

Discuss the presentation. On

Discuss the presentation. On

Discuss the presentation. On

page ___ of LM Math Grade

page ___ of LM Math Grade

page ___ of LM Math Grade

page ___ of LM Math Grade

V,

V,

V,

V,

Have the pupils solve the

Have the pupils solve the

following exercises.

following exercises.

Supply the missing number. 1. 2. 3. 4. 5. H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

6700 dm = ____m 28 dm3= _____cm3 11500 cm3 =_____ m3 4 m3 =______cm3 8m3 =______dm3 3

3

Supply the missing number. 1. 2. 3. 4. 5.

6700 dm3= ____m3 28 dm3= _____cm3 11500 cm3 =_____ m3 4 m3 =______cm3 8m3 =______dm3

In converting from a larger

In converting from a larger

Volume of a rectangular

Volume of a rectangular

unit to a smaller unit, use

unit to a smaller unit, use

prism= L X W X H

prism= L X W X H

multiplication

multiplication

Volume of a cube=S X S X S

Volume of a cube=S X S X S

In converting from a smaller

In converting from a smaller

or S

or S3

to a larger unit, use division Change to smaller units.

to a larger unit, use division Change to smaller units.

Draw the figure with their

Draw the figure with their

measurements and find their

measurements and find their

volume.

volume.

1.

15 cm =

1.

15 cm =

2.

_____mm 61 dm3=

2.

_____mm 61 dm3=

3.

_____cm3 64 cm3 =

3.

_____cm3 64 cm3 =

4.

_____dm 25 cm3=

4.

_____dm3 25 cm3=

5.

_____mm3 87 dm3=

5.

_____mm3 87 dm3=

3

3

3

_____cm

3

3

_____cm

3

3

3

1.

l=4m w=1m h=3m

6.

l=4m w=1m h=3m

2.

s=14cm

7.

s=14cm

3.

3=20cm

8.

3=20cm

4.

l=8cm

9.

l=8cm

w=3cm

w=3cm

h=10cm

h=10cm

215

5. J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

Change these units to larger

or smaller units:

or smaller units:

1.7cm = ______mm 2. 5000 dm3= _____m3 3. 5m3 = _____cm3 4. 20000 cm3 = ____m3 5. 17m3= ____dm3 3

3

Measure object at home and find their volume.

10. s=12cm Measure object at home and find their volume.

1.7cm3= ______mm3 2. 5000 dm3= _____m3 3. 5m3 = _____cm3 4. 20000 cm3 = ____m3 5. 17m3= ____dm3

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

Change these units to larger

s=12cm

216

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

School Teacher Teaching Dates and February 27-March 3, 2017 Time

Grade Level Learning Areas Quarter

Monday Tuesday Estimate and use appropriate units of measure for volume demonstrates understanding demonstrates understanding of area, volume and of area, volume and temperature. temperature.

Wednesday

Thursday

demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

estimates and uses appropriate units of measure for volume.

estimates and uses appropriate units of measure for volume.

M5ME-IVd-82

M5ME-IVd-82

solves routine and nonroutine problems involving volume of a cube and rectangular prism in real-life situations using appropriate strategies and tools.

solves routine and nonroutine problems involving volume of a cube and rectangular prism in real-life situations using appropriate strategies and tools.

M5ME-IVe-83

M5ME-IVe-83

Mathematics for a better life

Mathematics for a better life

Friday Weekly Test

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Curriculum Guide in Math 5

Curriculum Guide in Math 5

217

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

M5ME-IVd-82

M5ME-IVd-82

5, pages 264-265

5, pages 264-265

Ateneo Lesson Guide Grade 5

Ateneo Lesson Guide Grade 5

Guide in Elementary

Guide in Elementary

p.399

p.399

Mathematics Grade VI pages

Mathematics Grade VI pages

403 and 405

403 and 405

Curriculum Guide 5,

Curriculum Guide 5,

meter stick, ruler, manila paper and marker pen

meter stick, ruler, manila paper and marker pen

flash cards, model cubes and

flash cards, model cubes and

rectangular prisms set,

rectangular prisms set,

aquarium.

aquarium.

Find the volume of these

Find the volume of these

Have a review on estimating

Have a review on estimating

prisms.

prisms.

and using appropriate units

and using appropriate units

of measure for volume.

of measure for volume.

1.

L=9m W=6m

B. Establishing a purpose for the lesson

2.

L=9m W=6m

H =3m Estimate and use appropriate

H =3m Estimate and use appropriate

Group the pupils into four.

Group the pupils into four.

units of measure for volume

units of measure for volume

Give each group a set of

Give each group a set of

steps in solving problems. Let

steps in solving problems. Let

them arrange the steps in

them arrange the steps in

correct order.

correct order.

(This can be done in the form

(This can be done in the form

of game)

of game)

Example: What operation is

Example: What operation is

needed to solve the problem?

needed to solve the problem?

What are the given facts?

What are the given facts?

What is the correct number

What is the correct number

218

C. Presenting examples/instances of the new lesson

sentence?

sentence?

What is being asked?

What is being asked?

Show a rectangular prism to

Show a rectangular prism to

Present these problems.

Present these problems.

each group and guess which

each group and guess which

has the greatest or least

has the greatest or least

volume.

volume.

A swimming pool is 12 m long, 9 m wide, and 1.85 m deep. How much water can it hold?

A swimming pool is 12 m long, 9 m wide, and 1.85 m deep. How much water can it hold?

Ask: What is the shape of

Ask: What is the shape of

the swimming pool?

the swimming pool?

Call a pupil to draw the figure

Call a pupil to draw the figure

of the swimming pool and put

of the swimming pool and put

the dimensions.

the dimensions.

How will you solve the D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

How will you solve the

Using concrete object

Using concrete object

problem? Let pupils solve the problem

problem? Let pupils solve the problem

(present an aquarium)

(present an aquarium)

by pairs.

by pairs.

An aquarium is 35 cm. long,

An aquarium is 35 cm. long,

Problem A

Problem A

25 cm wide and 33 cm high

25 cm wide and 33 cm high

Solution: Use the 4-step plan

Solution: Use the 4-step plan

is to be filled with water. How

is to be filled with water. How

in solving the problem.

in solving the problem.

many cubic centimetre of

many cubic centimetre of

water will be needed?

water will be needed?

1.What is asked in the

1.What is asked in the

problem?

problem?

2.What data are given?

2.What data are given?

3. Is the unit of measure

3. Is the unit of measure

appropriate with the data

appropriate with the data

given? Group the pupils. Give

given? Group the pupils. Give

Call some pupils to show

Call some pupils to show

rectangular prism to each

rectangular prism to each

their solutions and answers

their solutions and answers

group.

group.

on the board.

on the board.

Have each pupil first guess

Have each pupil first guess

Ask: How did you solve the

Ask: How did you solve the

219

F.

Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

which prism has the greatest

which prism has the greatest

and which prism has the

and which prism has the

least volume.

least volume.

Give the unit of measure to

Give the unit of measure to

be used. Have the students

be used. Have the students

estimate the volume of the

estimate the volume of the

rectangular prisms. What is volume?

rectangular prisms. What is volume?

How do we estimate volume

How do we estimate volume

of a prism? Discuss the presentation. On

of a prism? Discuss the presentation. On

page ___ of LM Math Grade

page ___ of LM Math Grade

V,

V,

Have the pupils solve the

Have the pupils solve the

following exercises.

following exercises.

Write the best unit of

Write the best unit of

measure to find the

measure to find the

volume of the following:

volume of the following:

(mm , cm , dm , m ) 1. water in a

(mm3, cm3, dm3, m3) 1. water in a

3

2. 3. 4. 5.

3

3

3

rectangular pool an ice before it melts a dice a blackboard eraser oil in a rectangular box

H. Making generalizations and abstractions about the lesson

2. 3. 4. 5.

problem?

problem?

the presentation under Explore and Discover on page , LM Math Grade 5.

the presentation under Explore and Discover on page , LM Math Grade 5.

Let the pupils do the activity under Get Moving on page , LM Math Grade 5.

Let the pupils do the activity under Get Moving on page , LM Math Grade 5.

rectangular pool an ice before it melts a dice a blackboard eraser oil in a rectangular box

How do we use appropriate

How do we use appropriate

Ask the following questions:

Ask the following questions:

unit of measure for volume?

unit of measure for volume?

How do you solve problems

How do you solve problems

How do we estimate volume?

How do we estimate volume?

involving

involving

a

cube

or

a

a

cube

or

a

rectangular prism?

rectangular prism?

What are the steps in solving

What are the steps in solving

word problems?

word problems?

220

I.

Evaluating learning

Answer the following: 1.

Marilou’s sewing box

J.

Additional activities for application or remediation

1.

Let

the

pupils

solve

the

Let

the

pupils

solve

the

Marilou’s sewing box

following problems:

following problems:

is 3 dm long, 2.5 dm

is 3 dm long, 2.5 dm

A flower box is 4.3 m long,

A flower box is 4.3 m long,

wide and 4.3 dm

wide and 4.3 dm

0.6 wide, and 0.53 m high.

0.6 wide, and 0.53 m high.

high. What is its

high. What is its

How many cubic meters of

How many cubic meters of

volume? Find the volume of a

soil will fill the box?

soil will fill the box?

A rectangular container is 0.4

A rectangular container is 0.4

m long, 0.3 m wide and 1 m

m long, 0.3 m wide and 1 m

high. What is its volume in

high. What is its volume in

cubic centimeters?

cubic centimeters?

A water tank is 0.8 m long,

A water tank is 0.8 m long,

0.6 m wide and 1 m high. If

0.6 m wide and 1 m high. If

the tank is half full, how

the tank is half full, how

many cubic centimeters of

many cubic centimeters of water does it hold? Analyze then solve

volume? Find the volume of a

2.

Answer the following:

2.

closet which is 2.5 m

closet which is 2.5

long, 5m and 2m

m long, 5m and 2m

high

high

Draw the figure with their

Draw the figure with their

water does it hold? Analyze then solve

measurements and find their

measurements and find their

problems.

problems.

volume.

volume.

A box of milk is 9 cm long, 8

A box of milk is 9 cm long, 8

cm wide and 18 cm high. Find

cm wide and 18 cm high. Find

its volume?

its volume?

1.

l=9m w=4m h=6m

1.

l=9m w=4m h=6m

Each

book

of

a

the

set

of

Each

book

of

a

the

set

of

2.

s=18cm

2.

s=18cm

3.

3=30cm

3.

3=30cm

4.

l=12cm

4.

l=12cm

books.

w=5cm

w=5cm

volume of all 19 books?

volume of all 19 books?

h=8cm

h=8cm

The toy hat of Alex is in the

The toy hat of Alex is in the

shape of a cone. Its base

shape of a cone. Its base

5.

s=14cm

5.

encyclopedia measures 2.85

encyclopedia measures 2.85

dm by 2.15 dm by 0.4 dm.

dm by 2.15 dm by 0.4 dm.

The

The

encyclopedia

s=14cm area is

What

is

2

72 cm

has the

19 total

and its

encyclopedia

books.

area is

What

is

2

72 cm

has the

19 total

and its

221

V. VI. H.

I.

J.

K.

L.

height is 21 cm. What is its

height is 21 cm. What is its

volume?

volume?

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these work?

M. What difficulties did I encounter which my principal or supervisor can help me solve? N. What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

School Teacher Teaching Dates and March 6- 10, 2017 Time

Grade Level Learning Areas Quarter

Monday Tuesday Wednesday Thursday Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real-life situations demonstrates understanding demonstrates understanding demonstrates understanding demonstrates understanding of area, volume and of area, volume and of area, volume and of area, volume and temperature. temperature. temperature. temperature.

Friday Weekly Test

222

B. Performance Standards

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

C. Learning Competencies/Objectives Write the LC code for each

creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real situation

creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real situation

reads and measures temperature using thermometer (alcohol and/or digital) in degree Celsius.

reads and measures temperature using thermometer (alcohol and/or digital) in degree Celsius.

M5ME-IVf-85

M5ME-IVf-85

M5ME-IVe-84 Measurement

M5ME-IVe-84 Measurement

Measurement

measurement

Mathematics for a better life

Mathematics for a better life

K to 12 Curriculum for Grade

K to 12 Curriculum for Grade

5, pages 264-265

5, pages 264-265

5, M5ME-IVf-85

5, M5ME-IVf-85

II.

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

Guide

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

in

Elementary

Guide

in

Elementary

Lesson Guide in Math V

Lesson Guide in Math V

Mathematics Grade VI pages

Mathematics Grade VI pages

p.405 Mathematics For a

p.405 Mathematics For a

403 and 405

403 and 405

Better Life 5 p. 266- 267

Better Life 5 p. 266- 267

Curriculum Guide 5,

Curriculum Guide 5,

real object

real object

real objects

real objects

Have a review on solving

Have a review on solving

Give the equivalent.

Give the equivalent.

problems on volume.

problems on volume.

Conversion of linear

Conversion of linear

Ask: What are the steps in

Ask: What are the steps in

measure.

measure.

solving word problems?

solving word problems?

Let

the

pupils

solve

this

Let

the

pupils

solve

this

223

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

problem.

problem.

Leo has a box measuring 15

Leo has a box measuring 15

cm long, 20 cm wide and 10

cm long, 20 cm wide and 10

cm high. Find its volume?

cm high. Find its volume?

Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in reallife

Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in reallife

Reads and measure

Reads and measure

temperature using

temperature using

thermometer (alcohol and/ or

thermometer (alcohol and/ or

Digital) in degree Celsius.

Digital) in degree Celsius.

Group the pupils into four

Group the pupils into four

Mother wants to find out if

Mother wants to find out if

and

and

her son has a fever.

her son has a fever.

them

read

the

let

them

read

the

problem and ask them to

problem and ask them to

What is the best thing

What is the best thing

draw

draw

mother can use to find the

mother can use to find the

described in the problem.

described in the problem.

body temperature of her sick

body temperature of her sick

A rectangular garden is 25

A rectangular garden is 25

son?

son?

cm long, 15 cm wide and 10

cm long, 15 cm wide and 10

cm thick. What its volume?

cm thick. What its volume?

Ask:

D. Discussing new concepts and practicing new skills #1

let

the

Can

solid

you

figure

create

a

Ask:

the

Can

solid

you

figure

create

a

problem on volume similar to

problem on volume similar to

the one given?

the one given?

Say: This time you will create

Say: This time you will create

problems

problems

involving

the

involving

the

volume of a cube and a

volume of a cube and a

rectangular prism. Each group will present the

rectangular prism. Each group will present the

Present a model of an

Present a model of an

solid figure formed.

solid figure formed.

improvised thermometer. It

improvised thermometer. It

Ask: What is asked in the

Ask: What is asked in the

has a movable red ribbon

has a movable red ribbon

problem?

problem?

which resembles the mercury

which resembles the mercury

What are the given data?

What are the given data?

in an actual thermometer.

in an actual thermometer.

What process is needed to

What process is needed to

Ask:

Ask:

224

solve the problem? What

is

solve the problem?

the

number

sentence?

is

the

number

sentence?

What is the correct answer?

E. Discussing new concepts and practicing new skills #2

What

What is the correct answer?

What does the red ribbon

What does the red ribbon

represents?

represents?

Give each group an

Give each group an

improvised thermometer,

improvised thermometer,

announce the temperature

announce the temperature

readings,

readings,

The pupils will reflect it in

The pupils will reflect it in

their thermometer model.

their thermometer model.

Check if the temperature

Check if the temperature

reading each group is

reading each group is

Divide the class into four

Divide the class into four

showing is correct. Divide the class into four

showing is correct. Divide the class into four

groups.

groups.

groups. Distribute activity

groups. Distribute activity

Let

each

group

Let

each

group

discuss how they will make a

discuss how they will make a

sheets in each group.

sheets in each group.

problem based on the given

problem based on the given

Provide group 1 with digital

Provide group 1 with digital

situations.

situations.

thermometer, Group 2 with

thermometer, Group 2 with

The

first

two

The

first

two

groups will discuss situation 1

groups will discuss situation 1

set of pictures showing

set of pictures showing

and

and

temperature readings and

temperature readings and

the

remaining

two

the

remaining

two

groups will focus on situation

groups will focus on situation

Group 3 using pictorials,

Group 3 using pictorials,

2.

2.

Group 4 with alcohol

Group 4 with alcohol

Situation 1:

Situation 1:

thermometer.

thermometer.

Group 1 - Using digital

Group 1 - Using digital

Ana

has

a

front

yard

Ana

has

a

front

yard

measuring 15 m long and 8

measuring 15 m long and 8

thermometer

thermometer

m wide.

m wide.

Group 2 - Using pictures of

Group 2 - Using pictures of

She wants to elevate it by

She wants to elevate it by

temperature readings

temperature readings

Group 3 - Using pictorials

Group 3 - Using pictorials

Group 4 – Using alcohol

Group 4 – Using alcohol

thermometer

thermometer

Let them discuss how they

Let them discuss how they

read and measure the

read and measure the

1 meter . 2

Situation 2:

1 meter . 2

Situation 2:

225

F.

Developing mastery

(Leads to Formative Assessment 3)

Lito’s business is to deliver

Lito’s business is to deliver

temperature

temperature

water to schools.

water to schools.

Group 1- Measure and read

Group 1- Measure and read

Her water tank measures 4

Her water tank measures 4

the pupils body temperature

the pupils body temperature

meters long, 2 meters wide,

meters long, 2 meters wide,

by putting the digital

by putting the digital

and 2 meters high.

and 2 meters high.

thermometer under their

thermometer under their

Every morning, he delivers a

Every morning, he delivers a

armpits. Record and compare

armpits. Record and compare

tank full of water to each of

tank full of water to each of

the results with the other

the results with the other

the schools

the schools

pupils.

pupils.

Guide and assist the pupils

Guide and assist the pupils

Group 2 - Read and record

Group 2 - Read and record

when doing the activity. Ask

when doing the activity. Ask

each thermometer reading

each thermometer reading

each group to show its work

each group to show its work

Group 3 - Give pictures and

Group 3 - Give pictures and

and to explain its output.

and to explain its output.

write if it is HOT or COLD

write if it is HOT or COLD

Picture of Baguio city

Picture of Baguio city

Picture of a dessert

Picture of a dessert

Picture of a glass of cold

Picture of a glass of cold

glass of water

glass of water

Picture of cup of coffee

Picture of cup of coffee

Group 4 - Give 2 glasses of

Group 4 - Give 2 glasses of

water, one has cold water

water, one has cold water

and the other has hot

and the other has hot

water, using alcohol

water, using alcohol

thermometer measure the

thermometer measure the

temperature of each

temperature of each

After the activities are done,

After the activities are done,

glasses. Read and record. How did you find the activity?

glasses. Read and record. How did you find the activity?

let

let

How were you able to read

How were you able to read

the

groups

post

their

the

groups

post

their

created problems from the

created problems from the

and measure the

and measure the

given situations and let them

given situations and let them

temperature? Discuss.

temperature? Discuss.

follow the task below.

follow the task below.

Emphasize that ◦C is read as

Emphasize that ◦C is read as

226

Read the problem and ask

Read the problem and ask

“degree Celsius” it is used to

“degree Celsius” it is used to

the

the

express temperature. Discuss

express temperature. Discuss

the difference between an

the difference between an

alcohol and a digital

alcohol and a digital

thermometer.

thermometer.

Discuss the presentation

Discuss the presentation

under Explore and Discover

under Explore and Discover

on page _____ of LM Math

on page _____ of LM Math

class

to

solve

the

problem.

class

to

solve

the

problem.

Illustrate

and

solve

the

Illustrate

and

solve

problem with its solution.

problem with its solution.

Ask:

Ask:

How did you create

the

How did you create

problems?

problems?

G. Finding practical applications of concepts and skills in daily living

Discuss the presentation under Explore and Discover on page , LM Math Grade 5.

Discuss the presentation under Explore and Discover on page , LM Math Grade 5.

H. Making generalizations and abstractions about the lesson

Ask the following questions:

Ask the following questions:

Grade 5 Ask the following questions:

Grade 5 Ask the following questions:

What did you do to be able to

What did you do to be able to

What is a temperature?

What is a temperature?

create problems involving the

create problems involving the

How can we measure

How can we measure

volume

volume

temperature?

temperature?

What are the parts of a

What are the parts of a

thermometer?

thermometer?

of

cube

and

a

rectangular prism? What

I.

Evaluating learning

are

the

of

cube

and

a

rectangular prism? steps

in

What

are

the

steps

in

creating problems?

creating problems?

What is the metric unit for

What is the metric unit for

Let the pupils make problems

Let the pupils make problems

measuring temperature? Ask the pupils to find the

measuring temperature? Ask the pupils to find the

involving the volume of a

involving the volume of a

temperature of the following.

temperature of the following.

rectangular

rectangular

A kettle of water was made

A kettle of water was made

prism

with

prism

with

corresponding answers based

corresponding answers based

to boil for 5 minutes more

to boil for 5 minutes more

on the given situations.

on the given situations.

than after it reached

than after it reached

itsboiling point. What is the

itsboiling point. What is the

In

constructing

a

new

In

constructing

a

new

building, a hole 4 m deep, 10

building, a hole 4 m deep, 10

temperature of the water?

temperature of the water?

m wide, and 115 m long was

m wide, and 115 m long was

What is the room

What is the room

dug in the ground.

dug in the ground.

temperature if the red liquid

temperature if the red liquid

A room is 15 m high, 4 m

A room is 15 m high, 4 m

(mercury) rose to 30◦ above

(mercury) rose to 30◦ above

wide and 10 m long.

wide and 10 m long.

the freezing point?

the freezing point?

227

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

A bar of gold is 25 dm long, 3

dm wide, and 2 dm high. Let the pupils create

dm wide, and 2 dm high. Let the pupils create

Record your body

Record your body

problems involving volume,

problems involving volume,

temperature every hour.

temperature every hour.

then provide solutions.

then provide solutions.

Ana’s sewing box is 7 dm

Ana’s sewing box is 7 dm

long, 4 dm wide and 3 dm

long, 4 dm wide and 3 dm

high.

high.

An antique wooden chest is

An antique wooden chest is

in the form of a cube. Its

in the form of a cube. Its

edge is 20 cm.

edge is 20 cm.

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

A bar of gold is 25 dm long, 3

228

GRADES 1 to 12 DAILY LESSON LOG

School Teacher Teaching Dates and March 13-17, 2017 Time

Grade Level Learning Areas Quarter

Monday Solves routine and non- routine demonstrates understanding of area, volume and temperature.

Tuesday problems involving temperature demonstrates understanding of area, volume and temperature.

Wednesday in real-life demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.

B. Performance Standards

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

C. Learning Competencies/Objectives Write the LC code for each

estimates the temperature(e.g. inside the classroom).

estimates the temperature(e.g. inside the classroom).

solves routine and nonroutine problems involving temperature in real-life situations

solves routine and nonroutine problems involving temperature in real-life situations

M5ME-IVf-86

M5ME-IVf-86 M5ME-IVf-87

M5ME-IVf-87

I. OBJECTIVES A. Content Standards

II.

Thursday

Friday Weekly Test

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

Guide, M5ME- IVf-87

Guide, M5ME- IVf-87

Guide, M5ME- IVf-8

Guide, M5ME- IVf-8

Lesson Guide Grade 5

Lesson Guide Grade 5

page409

page409

page409

page409

Mathematics For A Better Life

Mathematics For A Better Life

Mathematics For A Better Life

Mathematics For A Better Life

5 p.268- 269

5 p.268- 269

5 p.268- 269

5 p.268- 269

Lesson Guide Grade 5

Lesson Guide Grade 5

229

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

activity sheets, thermometer

activity sheets, thermometer

improvised thermometer, digital or liquid thermometer, activity sheets/cards

improvised thermometer, digital or liquid thermometer, activity sheets/cards

Identify the part of the thermometer.

Identify the part of the thermometer.

Review about thermometer.

Review about thermometer.

Estimate the Temperature

Estimate the Temperature

Solves routine and non-

Solves routine and non-

(e.g. inside the classroom)

(e.g. inside the classroom)

routine problems involving

routine problems involving

temperature in real-life

temperature in real-life

How do you know if you have

How do you know if you have

Give the temperature when

Give the temperature when

a fever?

a fever?

the liquid or digital

the liquid or digital

One has a fever if one’s body

One has a fever if one’s body

thermometer is:

thermometer is:

temperature is above the

temperature is above the

at the freezing point of water

at the freezing point of water

normal body

normal body

10◦C below the normal body

10◦C below the normal body

temperature.

temperature.

The normal body

The normal body

temperature

temperature

temperature is 37◦C?

temperature is 37◦C?

25◦C above the boiling point

25◦C above the boiling point

What will you do if one of the

What will you do if one of the

of water

of water

members of your family has a

members of your family has

between 30◦C to 40◦C

between 30◦C to 40◦C

fever? Present the situation to the

a fever? Present the situation to the

at the boiling point of water Show 2 glasses of water, one

at the boiling point of water Show 2 glasses of water, one

class.

class.

has cold water and the other

has cold water and the other

Mother wants to find out if her son Rommel has fever. She got her thermometer and found out that the mercury level in the thermometer is at 38.5◦C, If the normal body temperature is 37.5◦C, how much higher is her son’s temperature than the normal body temperature?

Mother wants to find out if her son Rommel has fever. She got her thermometer and found out that the mercury level in the thermometer is at 38.5◦C, If the normal body temperature is 37.5◦C, how much higher is her son’s temperature than the normal body temperature?

has hot water.

has hot water.

Let the pupils get the actual

Let the pupils get the actual

temperature of the 2 glasses

temperature of the 2 glasses

of water. Record the results.

of water. Record the results.

Ask: Which of 2 has a higher

Ask: Which of 2 has a higher

temperature? lower

temperature? lower

temperature?

temperature?

How much higher is the

How much higher is the

230

Ask: What did Mother wants

Ask: What did Mother wants

temperature of one glass

temperature of one glass

to find out?

to find out?

than the other?

than the other?

What did she do?

What did she do?

Valuing: Getting the actual

Valuing: Getting the actual

What kind of mother is she?

What kind of mother is she?

temperature of one’s body is

temperature of one’s body is

Is your mother as kind as

Is your mother as kind as

important.

important.

Rommel’s mother?

Rommel’s mother?

Why should we read the

Why should we read the

Why is it important to know

Why is it important to know

thermometer with accuracy?

thermometer with accuracy?

one’s temperature?

one’s temperature?

Ask:

Ask:

Present a problem opener.

Present a problem opener.

The weather report in one newspaper predicted the lowest temperature for the day to be 24◦C and the highest at 32◦C. What was the difference in the predicted temperatures for that day?

The weather report in one newspaper predicted the lowest temperature for the day to be 24◦C and the highest at 32◦C. What was the difference in the predicted temperatures for that day?

Marina has a fever. At 12 noon, her temperature increased by 1.8◦C from her temperature at 7 A.M. Then her temperature went down by 1,3◦C at 5 P.M. At 11 P.M., her temperature rose again

Marina has a fever. At 12 noon, her temperature increased by 1.8◦C from her temperature at 7 A.M. Then her temperature went down by 1,3◦C at 5 P.M. At 11 P.M., her temperature rose again

What are the given

facts? What is asked in the

E. Discussing new concepts and practicing new skills #2

What are the given

facts? What is asked in the

problem?

problem?

What operation are you going

What operation are you going

to use?

to use?

Do we need the exact/ actual

Do we need the exact/ actual

answer in the problem?

answer in the problem?

What word/s suggests that

What word/s suggests that

we need only to estimate? Say: Estimating is an

we need only to estimate? Say: Estimating is an

educated guess. There are

educated guess. There are

times when an estimate is

times when an estimate is

needed and not the actual

needed and not the actual

one.

one.

231

F.

is

estimation

solve each problem? Group the pupils into four

done in the solution we have

learning teams. Ask the

learning teams. Ask the

in the problem?

in the problem?

groups to work together in

groups to work together in

What was done first to the

What was done first to the

Solve for the answer to each

Solve for the answer to each

numbers?

numbers?

problem. Give the learning

problem. Give the learning

Then, what was cancelled in

Then, what was cancelled in

teams enough time to do the

teams enough time to do the

the rounded numbers?

the rounded numbers?

task.

task.

Then what was done next?

Then what was done next?

Solution to Problem B : Using

Solution to Problem B : Using

Say :

Say :

the 4- Step Plan

the 4- Step Plan

Understand : Know what is

Understand : Know what is

to

the

the

estimation

solve each problem? Group the pupils into four

done in the solution we have

answer

is

Ask: How are you going to

(Leads to Formative Assessment 3)

actual

How

Ask: How are you going to Ask:

Now, let us compare

Ask:

by 1.1 ◦C. If her temperature at 11 P.M. was 39.7◦C, what was her temperature at 7 A.M.?

Developing mastery

the

How

by 1.1 ◦C. If her temperature at 11 P.M. was 39.7◦C, what was her temperature at 7 A.M.?

Now, let us compare

actual

answer

to

the

estimated one.

estimated one.

asked : What was Marina’s

asked : What was Marina’s

Ask:

Ask:

temperature at 7 A.M.?

temperature at 7 A.M.?

39.9◦C - 1.3◦C

39.9◦C - 1.3◦C

Are the difference the

same or different? How

near

estimated

or

same or different?

far

answer

is

the

How

to

the

estimated

actual one? What

will

Are the difference the near

or

far

answer

is

the

to

the

if

the

actual one? you

do

if

the

What

will

you

do

estimated answer is too large

estimated answer is too large

or small compared to

or small compared to

the actual one?

the actual one?

Say:

Say:

There are times that

There are times that

the estimated answer is too

the estimated answer is too

long or small if we round both

long or small if we round both

the numbers to the highest

the numbers to the highest

place

place

value.

One

way

to

value.

One

way

to

232

G. Finding practical applications of concepts and skills in daily living

make our estimated answer

make our estimated answer

reasonable or close to the

reasonable or close to the

exact answer is by using

exact answer is by using

compatible numbers. Let the pupils study Explore

compatible numbers. Let the pupils study Explore

After all groups have

After all groups have

and Discover on page

and Discover on page

presented their output, ask

presented their output, ask

________of the LM Math Grade

________of the LM Math Grade

these questions.

these questions.

4. Emphasize the estimating

4. Emphasize the estimating

How did you find the activity?

How did you find the activity?

of temperature.

of temperature.

How were you able to find

How were you able to find

the answer to the problem?

the answer to the problem?

In how many ways were you

In how many ways were you

able to arrive at the answer.

able to arrive at the answer.

Discuss with the pupils the

Discuss with the pupils the

ways on how they were able

ways on how they were able

to solve for the answer to

to solve for the answer to

The problems. ( Use the 4-

The problems. ( Use the 4-

step plan and illustrating a

step plan and illustrating a

diagram)

diagram)

Ask: Are there was by which

Ask: Are there was by which

you can solve the given

you can solve the given

problems?

problems?

The first problem is an

The first problem is an

example of a routine

example of a routine

problem. Routine problem

problem. Routine problem

solving concerns solving

solving concerns solving

problems that are useful for

problems that are useful for

daily living ( in the present or

daily living ( in the present or

future).

future).

The second problem is an

The second problem is an

example of a non routine

example of a non routine

233

problem. Non routine

problem. Non routine

problem solving is mostly

problem solving is mostly

concerned with developing

concerned with developing

pupil’s mathematical

pupil’s mathematical

reasoning

reasoning

power and fostering the

power and fostering the

understanding that

understanding that

mathematics is a creative

mathematics is a creative

endeavour.

endeavour.

This kind of problem helps

This kind of problem helps

the teacher to motivate and

the teacher to motivate and

challenge their pupils.

challenge their pupils.

Some strategies used in

H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

Some strategies used in

this kinds of problem are

this kinds of problem are

Guess and Check, Drawing

Guess and Check, Drawing

Diagram,

Diagram,

Using patterns, Working

Using patterns, Working

Lead the pupils to generalize

Lead the pupils to generalize

Backwards. Lead the pupils to give the

Backwards. Lead the pupils to give the

as follows.

as follows.

generalization by asking

generalization by asking

To estimate temperature, round the number to the highest place value and use compatible numbers for the number to be estimated. This will make your estimated temperature reasonable. Estimate the temperature.

To estimate temperature, round the number to the highest place value and use compatible numbers for the number to be estimated. This will make your estimated temperature reasonable. Estimate the temperature.

How do you solve routine and

How do you solve routine and

non- routine word problem

non- routine word problem

solving involving temperature

solving involving temperature

in real life situation?

in real life situation?

Solve the following problems:

Solve the following problems:

Give the estimated sum or

Give the estimated sum or

difference.

difference.

The recorded temperatures

The recorded temperatures

3.5 ◦C higher than normal

3.5 ◦C higher than normal

for 5 days were 21◦C, 27◦C,

for 5 days were 21◦C, 27◦C,

body temperature

body temperature

29.2◦C,29.8◦C and

29.2◦C,29.8◦C and

234

J.

Additional activities for application or remediation

V. VI. A.

B.

C.

D.

E.

10.5◦C below 0◦C

10.5◦C below 0◦C

30◦C.What was the average

30◦C.What was the average

Halfway between 78.6◦C and

Halfway between 78.6◦C and

temperature?

temperature?

80.2◦C

80.2◦C

A freezer is set at 0◦C. Corina

A freezer is set at 0◦C. Corina

The sum of 32.4◦C and

The sum of 32.4◦C and

reset it to 8.5◦C. Did the

reset it to 8.5◦C. Did the

33.8◦C

33.8◦C

temperature in the freezer

temperature in the freezer

The difference between

The difference between

rise Or drop? By how many

rise Or drop? By how many

98.2◦C and 72.8◦C Estimate the temperature by

98.2◦C and 72.8◦C Estimate the temperature by

degree? Solve the following problems;

degree? Solve the following problems;

rounding method.

rounding method.

show the solution in your

show the solution in your

36.2◦C

36.2◦C

notebook.

notebook.

43.7◦C

43.7◦C

From the normal body

From the normal body

19.25◦C

19.25◦C

temperature, Joseph’s

temperature, Joseph’s

29.2◦C

29.2◦C

temperature rose by 2,5◦c

temperature rose by 2,5◦c

18.6◦C

18.6◦C

due to high fever. What is

due to high fever. What is

Joseph’s body temperature?

Joseph’s body temperature?

The temperature reading is

The temperature reading is

42◦C. It changed to

42◦C. It changed to

53.5◦C.by how much

53.5◦C.by how much

temperature was increased?

temperature was increased?

REMARKS REFLECTION No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching

235

strategies worked well? Why did these work? F.

G.

What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

GRADES 1 to 12 DAILY LESSON LOG

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

II.

CONTENT

School Teacher Teaching Dates and March 20-24, 2017 Time Monday Tuesday Wednesday Interprets data presented in different kinds of line graphs (single to double-line graph) demonstrates understanding demonstrates understanding REVIEW of area, volume and of area, volume and temperature. temperature. is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

interprets data presented in different kinds of line graphs (single to double-line graph).

interprets data presented in different kinds of line graphs (single to double-line graph).

M5SP-IVh-3.5

M5SP-IVh-3.5

Statistics and probability

Statistics and probability

Grade Level Learning Areas Quarter

Thursday FOURTH PERIODICAL TEST

Friday FOURTH PERIODICAL TEST

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages

236

2. Learner’s Material pages 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

K to 12 Grade 5 Curriculum

K to 12 Grade 5 Curriculum

Guide, M5SP-IVh-3.5

Guide, M5SP-IVh-3.5

Lesson Guide in Elementary Mathematics V pp.501-507

Lesson Guide in Elementary Mathematics V pp.501-507

Conduct a review on

Conduct a review on

interpreting data presented

interpreting data presented

in a bar graph.

in a bar graph.

Conduct a review on

Conduct a review on

interpreting data presented

interpreting data presented

in a bar graph.

in a bar graph.

Interprets data presented in different kinds of line graphs (single to double-line graph) How many of you are

Interprets data presented in different kinds of line graphs (single to double-line graph) How many of you are

observant with the day’s

observant with the day’s

temperature?

temperature?

Why does a weatherman

Why does a weatherman

inform us about temperature

inform us about temperature

readings?

readings?

Why do you think there is a

Why do you think there is a

need to check the day’s

need to check the day’s

temperature from time to

temperature from time to

time? Present a line graph with

time? Present a line graph with

complete parts and let the

complete parts and let the

pupil interpret the data.

pupil interpret the data.

237

Ask:

Ask:

What are the parts of a line

What are the parts of a line

graph?

graph?

Looking at the data, can you

Looking at the data, can you

interpret what is presented

interpret what is presented

by the graph? How?

by the graph? How?

How does a line graph help in

How does a line graph help in

data presentation?

data presentation?

Is it important to have an

Is it important to have an

accurate data? Why? Group the pupils into five.

accurate data? Why? Group the pupils into five.

Give activity sheets involving

Give activity sheets involving

line graph to each group for

line graph to each group for

interpretation.

interpretation.

Ask each group to work

Ask each group to work

together in interpreting the

together in interpreting the

data on the graph. Once

data on the graph. Once

finished, the assign member

finished, the assign member

will post their work on the

will post their work on the

board and discuss their

board and discuss their

Developing mastery

answer. Each group will present their

answer. Each group will present their

(Leads to Formative Assessment 3)

interpretation of the graph.

interpretation of the graph.

Then ask:

Then ask:

How did you find the activity?

How did you find the activity?

How were you able to

How were you able to

interpret the graph?

interpret the graph?

Discuss with the pupils how

Discuss with the pupils how

to use the data to interpret

to use the data to interpret

the graph. Discuss the presentation

the graph. Discuss the presentation

E. Discussing new concepts and practicing new skills #2

F.

G. Finding practical

238

applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

I.

J.

Evaluating learning

Additional activities for

under Explore and Discover

under Explore and Discover

on pages ___of LM Math

on pages ___of LM Math

Grade V.

Grade V.

Have the pupilswork on items

Have the pupilswork on items

under Get Moving and the

under Get Moving and the

items under Keep Moving on

items under Keep Moving on

pages ____, LM Math Grade 5.

pages ____, LM Math Grade 5.

Check the pupil’s answers. Lead the pupils to give the

Check the pupil’s answers. Lead the pupils to give the

generalization of the lesson

generalization of the lesson

by asking: What are the parts

by asking: What are the parts

of a line graph? Why is it

of a line graph? Why is it

useful? How do we interpret

useful? How do we interpret

data presented on a line

data presented on a line

graph?

graph?

Study the line graph, and then answer the question below.

Study the line graph, and then answer the question below.

What is the title of the graph?

What is the title of the graph?

How many mangoes were

How many mangoes were

harvested for the first two

harvested for the first two

weeks?

weeks?

In what week was there the

In what week was there the

greatest amount of harvest?

greatest amount of harvest?

What is the least amount of

What is the least amount of

mango harvested?

mango harvested?

What is the total amount of

What is the total amount of

harvest for six weeks?

harvest for six weeks?

Make a bar graph on your

Make a bar graph on your

239

application or remediation V. REMARKS VI. REFLECTION A.

B.

C.

D.

own.

No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson 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 help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

G.

own.

240

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