School: DepEdClub.

com Grade Level: V

GRADES 1 to 12 Teacher: File Created by Ma’am ROSA HILDA P. SANTOS Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: AUGUST 29 – SEPTEMBER 2, 2022 (WEEK 2) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
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

B. Performance Standards
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.

C. Learning Uses divisibility rules for 2, 5 and Uses divisibility rules for 3, Uses divisibility rules for 4, 8, 12
Competencies/Objectives 10to find common factors 6 and 9 to find common and 11 to find common factors
Write the LC code for each Code: M5NS-Ib 58.1/Page 53 of 109 factors Code: M5NS-Ib 58.3/ Page 53 of Weekly Test
M5NS-Ib-58.2/ Page 53 of 109
109
II. CONTENT Using Divisibility rules for 2, 5 and Using Divisibility rules for 3, Using Divisibility rules for 4, 8, 12
10 to find common factors 6 and 9 to find common and 11 to find common factors
factors
III. LEARNING RESOURCES
A. References Curriculum Guide in Math 5
1. Teacher’s Guide pages TG/Week 2 TG/Week 2 TG/Week 2
2. Learner’s Material pages LM/Week 2/DLP Gr. 4 Module 4, LM/Week 2/DLP Gr. 5 LM/Week 2 /DLP Gr. 5 Module 1,
Gr. 5 Module 1, 12 12
Module 1, 12  Lesson Guide in Elem.
 Lesson Guide in Elem. Math Gr. 5 p.51, 57
Math Gr. 5 p.48
3. Textbook pages Growing Up with Math 5 p. 97 Growing Up with Math 5 p. Growing Up with Math 5 p. 97
97

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources flash cards, pocket chart, problem flash cards, pocket chart, flash cards, pocket chart, problem
written on the chart.
problem written on the written on the chart.
chart.
 IV. PROCEDURES
A. Reviewing previous lesson 1.Drill 1.Drill 1.Drill
or presenting the new Division Division
Mental Drills on Easy Division (3-
lesson a.426 ÷ 6 = n a.488 ÷ 8 = n
digit dividends by 1-digit divisor) b.164 ÷ 2 = n b.168 ÷ 4 = n
c.357 ÷ 7 = n c.132 ÷ 12 = n
using flash cards
d.555 ÷ 5 = n d.143 ÷ 11 = n
a.248÷ 4 = n
b.126 ÷ 3 = n 2.Review 2.Review
Conduct a review on the Conduct a review on the divisibility
c.522 ÷ 6 = n divisibility rules of 2, 5 and rules of 3, 6 and 9.
d.255 ÷ 5 = n 10. Teacher produces small cards with
Teacher produces check marks. Have students place
2.Review small cards with check the check cards under the correct
On multiples of a number marks. Have students place column by which the numbers are
the check cards under the visible
Give the first three multiples of: correct column by which 3 6 9
1.4 2.3 3.5 4.6 5.8 the numbers are visible.
2 5 10
4110

4000
423

4124
846

875
630

726

B. Establishing a purpose for the 3.Motivation 3.Motivation 3.Motivation

lesson Playing “the boat is sinking”
Who among you are Who among you are actively
The students will group
themselves according to the members of the student participating in the outreach
number called out by the teacher.
council? As a member what programs of your school? Are you
Students who failed to group
themselves according to that do you usually do to help happy with your participation?
number sit down and are out of the
your co- students in school? Original File Submitted and
game.
While the game is in Formatted by DepEd Club Member
progress, teacher writes data on
- visit depedclub.com for more
the board.
C. Presenting examples/instances 1.Presentation 1.Presentation 1.Presentation
of the new lesson Present each problem to Present the problem to the class.
Present the problem to the class.
the class.
On a certain bakery, there were
The school janitors are setting During the Oplan Kalinisan, 1000
230 monay breads to be placed pupils joined the cleanliness
up the hall for the students’
on trays. The baker wants to council meeting. There are a campaign. Teacher Edna thought
total of 297 monoblock chairs of dividing them into 8 members
arrange them in either 2, 5 or 10 each. Was she able to divide them
which they have to set up in
rows. Would it be possible for either rows of 3,6 or 9. Which with every student as a member of
are possible set ups? a group ?
him to arrange the breads?

a. Ask the students: If

Ask: How many monay breads were you were one of those who
have to set up the hall,
in the bakery? what would you do? Would
What does the problem askedyou you got ahead and try to Ask: How many pupils
make rows of 3, 6 or 9? Is joined the campaign?
to find there an easier way? What does the problem
How will you find the answer to b. Tell the students askedyou to find?
that using the divisibility How will you find the
the problem? rules will help in identifying answer to the problem
if a number is divisible by
another number without
actual division.
c. Elicit examples of
numbers that are divisible
by 3,6 or 9.Have the
students look at the sum of
the digits of each of the
numbers. Elicit patterns and
observations.
D. Discussing new concepts and 2.Performing the Activities 2.Performing the Activities 2. Performing the Activities
practicing new skills #1 Ask the pupils to work in pairs in Group the pupils into four Ask the pupils to work in pairs in
solving the problem. working teams and have solving the problem.
Solution 1A : Dividing 230 by 2 them perform the task. Solution 1 : Dividing 1000 by 8
230 ÷ 2 = 165,arranging 1000 ÷ 8 = 125, each student is a
the breads by 2’s is possible member of the group
Solution 1B : Using the divisibility Solution 2 : Using the divisibility
rule for 2 rule for 8
All even nos. are divisible by 2 A number ending in three zeros is
230 is an even no., therefore it is divisible by 8
divisible by 2, arrangement of 1000 ends in three zeros, therefore
bread by 2’s is possible it is divisible by 8,each student is a
 Solution 2A: Dividing 230 by 5 member of the group
230 ÷ 5 = 46, arranging by
5’s is possible Group Activity: Using the divisibility
Solution 2B: Using the divisibility rules for 4, 8, 12 or 11
rule for 5
Numbers ending in 0 and 5 are
divisible by 5
230 ends in 0, therefore it is
divisible by 5, arrangement of
bread by 5’s is possible.

Solution 3A: Dividing 230 by 10

230 ÷ 10 = 23, arranging
breads by 10’s is possible
Solution 3B: Using divisibility rule
for 10
Numbers ending in 0 are divisible
by 10
230 ends in 0, therefore it is
divisible by 10, arrangement of
breads by 10’s is possible
Group Activity: Using the divisibility
rules for 2, 5 and 10

E. Discussing new concepts and Processing the Activities 3.Processing the Activities
practicing new skills #2 Processing the Activities •We used the divisibility •How did you find the activity?
•How did you find the activity? rule to know if the number •How did we know if a number is
•How did we know if a number is is divisible by 3 ,6 or 9 divisible by another number?
divisible by another number? •The number is divisible by •How did we know if 4 8 12 and 11
•How did we know if 2 , 5 and 10 3,6 or 9 if they have these are factors of a number?
are factors of a number? numbers as their factors
F. Developing mastery . Reinforcing the Concept and Skill 4.Reinforcing the Concept 4.Reinforcing the Concept and Skill
(Leads to Formative
Discuss the presentation. On page and Skill Discuss the presentation. On page
Assessment 3)
___ of LM Math Grade V, Discuss the presentation. ___ of LM Math Grade V,
Have the pupils solve the following On page ___ of LM Math Have the pupils solve the following
exercises. Grade V, exercises.
Put a check under the correct Have the pupils solve the Put a check under the correct
column applying the rules for following exercises. column applying the rules for
divisibility.\ Put a check under the divisibility.
2 5 10 correct column applying the 4 8 12
rules for divisibility
6345 56784
3 6

8000 5000
315

4970 4376
120

2560 1224
8640

4176

G. Finding practical applications . Applying to New and Other Applying to New and Other Applying to New and Other
of concepts and skills in daily
Situations Situations Situations
living
Have the pupils do the exercises Have the pupils do the Have the pupils do the exercises
under Apply your Skills on page LM exercises under Apply your under Apply your Skills on page LM
Math Grade V. Encourage some Skills on page LM Math Math Grade V. Encourage some
pupils to show and discuss the Grade V. Encourage some pupils to show and discuss the
answers. pupils to show and discuss answers.
the answers.
H. Making generalizations and Summarizing the Lesson Summarizing the Lesson Summarizing the Lesson
abstractions about the lesson How do we find the factors of a
How do we find the factors How do we find the factors
number using divisibility rules?
•We recall and apply the rules on of a number using of a number using divisibility rules?
 divisibility for 2, 5 and 10. divisibility rules? •We recall and apply the rules on
 Divisibility rule for 2
•We recall and apply the divisibility for 4, 8, 12 or 11
All even nos. are divisible by 2
Divisibility rule for 5 rules on divisibility for 3, 6
Numbers ending in 0 and 5 are
or 9 .
divisible by 5
Divisibility rule for 10 Divisible by 3: sum of digits
Numbers ending in 0 are divisible
of the number is divisible by
by 10
3
Divisible by 6: number is
divisible by both 2 and 3
Divisible by 9: sum of the
digits of the number is
divisible by 9
I. Evaluating learning C.Assessment C.Assessment C. Assessment
Using the divisibility rule, Using the divisibility rule, Using the divisibility rule, encircle
encircle the numbers whose encircle the numbers whose the numbers whose factors are the
factors are the given number factors are the given given number before each item.
before each item. number before each item. 4___ 1. 84 480 60
2__ _ 1. 88 470 3___ 1. 84 346 264
90 294 57 264 8____ 2.2000 3928
5__ __ 2.5000 7528 9____ 2.299 627 6000 846
6010 845 657 846 12___3.372 756 840
10_ __3.370 950 3____ 3.312 799 579
840 530 843 579 11____4.378 352 1132
10____4.370 355 6_____4.378 216 143
3455 140 1953 117 4____5.477 524 296
5 ___5.470 830 6_____5.477 357 342
525 450 296 346
J. Additional activities for Remediation Remediation C. Home Activity
application or remediation Write on the blank before each Using the
item whether the given number is divisibility rule put a check Remediation
divisible by 2, 5 and 10 on the blank if the second Using the divisibility rule, put a
1. 16 _______ number is a factor of the check on the blank if the second
2. 125 ______ first number. number is a factor of the first
3. 30 _______ 1. 459,3 _____ number.
4. 344 ______ 2. 261,6 _____ 1. 436,4 _____
5. 650 ______ 3. 6453,9 ____ 2. 263,12 _____
4. 345,3 _____ 3. 2328,8 ____
5. 114,6 _____ 4. 346,4 _____
 6. 5. 114,11 _____

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation

E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?