GRADE 5 Mathematics DLL Whole Year Grade 5
Short Description
DLL...
Description
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
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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?
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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
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.
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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
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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
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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.
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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?
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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?
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
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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
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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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