School: SAN JOSE ELEMENTARY SCHOOL Grade Level: 5

GRADES 1 to 12 Teacher: CARL JUSTIN A. DE DIOS Learning Area: MATH

DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 25-29,2023 (Week 5) Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learner The learner The learner The learner The learner
demonstrates demonstrates demonstrates demonstrates demonstrates
understanding of understanding of understanding of understanding of understanding of
divisibility, order of divisibility, order of divisibility, order of divisibility, order of divisibility, order of
operations, factors operations, factors operations, factors operations, factors operations, factors
and multiples, and and multiples, and and multiples, and and multiples, and and multiples, and
the four the four the four the four the four
fundamental fundamental fundamental fundamental fundamental
operations involving operations involving operations involving operations involving operations involving
fractions fractions fractions fractions fractions
B. Performance Objective The learner is able to apply The learner is able to apply The learner is able to apply The learner is able to apply The learner is able to apply
divisibility, order of divisibility, order of divisibility, order of divisibility, order of divisibility, order of
operations, factors and operations, factors and multiples, operations, factors and multiples, operations, factors and multiples, operations, factors and
multiples, and the four and the four fundamental and the four fundamental and the four fundamental multiples, and the four
fundamental operations operations involving fractions in operations involving fractions in operations involving fractions in fundamental operations
involving fractions in mathematical problems and real- mathematical problems and real- mathematical problems and real- involving fractions in
mathematical problems and life situations. life situations. life situations. mathematical problems and
real-life situations. real-life situations.
C. Learning Competencies Adds and subtracts fractions Adds and subtracts fractions and Adds and subtracts fractions and Adds and subtracts fractions and Adds and subtracts fractions
( Write the LC code for and mixed fractions without mixed fractions without and with mixed fractions without and with mixed fractions without and with and mixed fractions without and
each) and with regrouping M5NS-Ie- regrouping M5NS-Ie-84 regrouping M5NS-Ie-84 regrouping M5NS-Ie-84 with regrouping M5NS-Ie-84
84
I. CONTENT Adding fractions and Mixed Adding fractions and Mixed number Subtracting fractions and Mixed Subtracting fractions and Mixed
( Subject Matter) number without regrouping with regrouping number without regrouping number with regrouping

II. LEARNINGRESOURCES MODULE 8 MATH 5 MODULE 8 MATH 5 MODULE 8 MATH 5 MODULE 8 MATH 5 MODULE 8 MATH 5
A. References
1. Teachers Guide pages
2. Learners Material Pages
3. Textbook pages
4. Additional Materials from
LRDMS
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing past lesson or NEW LESSON Let’s check if you still remember Let’s check your assignment Let’s Subtract; Ask
Presenting the new Begin with classroom routine: the lesson that we discussed last
lesson a. Prayer meeting. Directions: Analyze and answer the What have you learned
b. Checking of attendance word problem below. Use a yesterday?
( Drill/Review/ Unlocking of
13 3/10 + 1 ½ = separate sheet of paper for your
Difficulties) d. Quick “kumustahan”
solutions.
Are your ready for a quiz today?
Have you ever encountered In a family reunion, there were
these kinds of numbers? different Filipino desserts (kakanin)
that were served on the table.
1/4, 2/4, 3/2, 4/3, 1/5 Tomas ate 𝟏 𝟑/𝟖 slices of
bibingka. Susan ate 𝟏 𝟔/𝟖 slices of
(Let the learners read the sapin-sapin. How much kakanin did
numbers to check if they still both of them eat?
remember how to read those =
numbers.) =

B. Establishing a purpose In your previous lesson, you In the previous lesson, you have In the previous lesson, you have In the previous lesson, you were
of the new lesson have learned the different learned how to add fractions and learned how to add fractions and taught how to subtract fractions
(Motivation kinds of fractions. mixed numbers without regrouping. mixed numbers with regrouping. and mixed numbers without
regrouping.
This lesson involves addition of This lesson, you are going to learn
⮚ Fractions with the
dissimilar fractions, similar how to subtract fractions and mixed In subtracting mixed numbers
same denominators fractions, proper fractions, numbers without regrouping. This with regrouping, the fraction part
are called similar improper fractions, whole numbers lesson involves subtraction of of the second mixed number is
fractions. and mixed numbers. dissimilar fractions, similar larger than fraction part of the
fractions, proper fractions, first mixed number.
⮚ Fractions with improper fractions, whole numbers To regroup, you borrow from the
and mixed numbers. column directly to the left (make
different sure to subtract 1 from that
denominators are
 called dissimilar column) and add it to the column
fractions you're working with. That will
give you enough to subtract.
C. Presenting Examples/ Our lesson for today is about Our lesson for today is about Our lesson for today is about Our lesson for today is about
⮚ A fraction whose
instances of the new Adding Fractions and Mixed Subtracting Fractions and Mixed Subtracting Fractions and Mixed Adding and Subtracting
lesson( Presentation) numerator is less number with regrouping number without regrouping number with regrouping Fractions and Mixed number
than its denominator with and without regrouping.
is called a proper
fraction.
⮚ A fraction with a
numerator that is
equal to or greater
than the denominator
is called an improper
fraction.
⮚ A fraction with a
numerator of 1 is
called a unit fraction.
⮚ A combination of a
whole number and a
fraction is called
mixed number.

Identify the type of fraction

correspond to the given
numbers. (Proper Fraction,
Improper Fraction, Mixed
Fraction)

8 3
2
12 4

9 8
5 3
 1
2
2

This time, you are going to

deal with adding fractions and
mixed numbers without
regrouping. This lesson
involves addition of dissimilar
fractions, similar fractions,
proper fractions, improper
fractions, whole numbers and
mixed numbers.
D. Discussing new concepts Consider the problem below. In Mathematics, regrouping is a Consider the real situation below: Analyze the word problem below.
and practicing new skills term used to describe the process
no.1.( Modeling) Martha is fond of creating arts of changing groups of ones into Rio arranges his reading books Roldan and Jaime join the
and crafts. During the tens to make adding easier. and magazines in the bookshelves. variety show called the biggest
quarantine she has been He has filled 2 𝟐/𝟑 of the weight loss challenge wherein
making a scrapbook and all Study the sample problem below: bookshelves with his reading books the one with the greatest weight
she needed to buy are ribbons and magazines. Onefourth ( 𝟏/𝟒 ) loss after taking all the
to finish it up. Martha bought Aling Mila is a famous tailor in the of the bookshelves has magazines. challenges becomes the winner.
3 𝟏/ 𝟐 m of yellow ribbon city. She is sewing a dress for Ms. What part of the bookshelves has Roldan lose 𝟕 𝟏/𝟔 kilos, while
and 𝟐/𝟓 blue ribbon. How Togonon’s wedding. Aleng Mila Ria’s reading books? Jaime lose 𝟑 𝟓/𝟔 kilos. Who will
many meters of ribbon did she used 4 2/3 meters of white cloth be announced as the biggest
buy? and 5 1/2 meters of red cloth. How To understand more, carefully weight-loss winner? How many
many meters of cloth did she use in study the steps on how to subtract kilos are their difference?
Adding mixed numbers with all? dissimilar fractions without
dissimilar fractions can be regrouping. We want to know who the
done by following the steps Adding mixed numbers with biggest weight-loss winner is and
below: dissimilar fractions with regrouping Subtracting mixed numbers with how much is the difference of
can be done by following the steps dissimilar fractions can be done by Roldan and Jaime’s weight.
We want to know how many below: following the steps below:
meters of ribbons Martha
bought. To solve for the sum We want to know how many To find the part of the reading
of 3 𝟏/ 𝟐 + 𝟐/𝟓 , here are the meters Aleng Mila used for the books in the shelves, subtract 𝟏 𝟒
following steps: wedding dress. To solve for the from 𝟐 𝟐 𝟑 . Here are the steps:
sum of 4 𝟖 𝟏𝟐 + 𝟓 𝟏 𝟐 , here are
the following steps:
 Step 1:
Align the fractions and STEP 1: Align the fractions and
compare the denominators compare the denominators.

Step 2:
Find the Least Common
Denominator (LCD). Rename STEP 2: Find the Least Common
the given as similar fractions. Denominator (LCD). Divide the
LCD to the denominator of each
dissimilar fraction then multiply to
the numerator.
Step 3:
Add the fractions. Write the
STEP 3: Add the whole numbers.
whole number before the
fraction sum.
4+5=9

STEP 4: Add the fractions.

Answer: Aleng Mila used 10 𝟏/𝟔

meters of cloth for the wedding
dress.
9
Answer: Martha bought 3
10
m of ribbon.
E. Discussing new concepts Consider the other problem Consider the other problem below: How about subtracting similar How about subtracting mixed
and practicing new skills below. fractions and mixed numbers? The numbers with regrouping having
no.2( Guided Practice) Sarah is preparing to go home to process is just as it is for addition dissimilar fractions?
Lino won a bag of candies her province from Manila as one of of fractions with like denominators,
from a birthday party weighing the locally stranded individuals. except you subtract! You subtract Consider the problem below:
4 𝟓/𝟏𝟐 g. while his younger She checked the weight of her two the second numerator from the first
sister Lina, got 𝟓 𝟏/𝟑 g. When luggage to make sure that she will and keep the denominator the Karla was called by her teacher
they reached home, they not exceed in her baggage same. Follow the steps below: to solve on the board, 7 𝟏/𝟓 -
added all their candies in a allowance. Her first luggage 3 𝟏/𝟒 = N. Karla doesn’t know
clear container. How much did weighed 2 𝟑/𝟓 kg, the second Imagine that you have a Hawaiian what to do. If you are her
the siblings have in all? luggage is 6 𝟐/𝟑 kg. How much is pizza with equal-sized pieces. classmate and willing to help,
the total weight of her baggage? Some of the pizza has already how will you answer the given
We want to know how much been eaten, so you have a fraction fraction.
amount of candies Lino and of the pizza remaining. You could
Lina have. To solve for the represent the pizza pieces with the Follow the steps below:
sum of 4 𝟓/𝟏𝟐 + 𝟓 𝟏/𝟑 , here figure below.
are the following steps:

Step 1:
Simply add the whole
numbers.

Step 2:
Find the Least Common
Denominator (LCD). Let’s practice more:

The pizza is cut into 12 equal

Step 3: pieces to start. Two are eaten, so
Reduce the answer 𝟗/𝟏𝟐 to the remaining pizza can be
the lowest term, since both the represented with the fraction
numerator and denominator 𝟏𝟎/𝟏𝟐 . If three more pieces of
has a common factor greater pizza are eaten, what fraction of
than one. In this case, it is 3. the pizza is left? You can represent
that problem with the expression
𝟏𝟎/𝟏𝟐 – 𝟑/𝟏𝟐 .

Step 4:
Finalize the answer by
combining 𝟑/𝟒 with the whole
number 9.

Answer: Lina and Lino’s

 candies all in all is 𝟗 𝟑/𝟒
grams.

F. Developing Mastery Let’s Do it! Add, regroup then reduce to the Subtract the following dissimilar Let’s try!
(Leads to Formative Add then reduce to the lowest lowest term whenever possible. fractions, then reduce to the lowest Subtract the given fractions and
Assessment 3.) term whenever possible. term whenever possible. mixed numbers. Reduce to the
( Independent Practice ) lowest term, if possible. Write
your answers in your Activity
Notebook.

G. Finding practical Adding fractions and mixed Adding fractions and mixed Subtracting fractions and mixed Here's a practical application of
application of concepts fractions without regrouping is fractions with regrouping is a fractions without regrouping is a subtracting fractions and mixed
and skills in daily living a valuable skill in various valuable skill in daily life, especially valuable math skill that can be fractions with regrouping in daily
(Application/Valuing) practical situations, including when dealing with measurements applied in various daily life life:
daily living. Here's an example: and recipes. Here's a practical situations. One practical application
application: is in cooking or baking recipes. Imagine you're following a recipe
*Recipe Adjustments:* When to bake a cake, and the recipe
cooking or baking, recipes Imagine you're following a recipe Imagine you have a recipe that calls for 1 3/4 cups of flour but
often call for specific that calls for 3/4 cup of flour and 1 calls for 3 1/2 cups of flour but you you only have 1 cup of flour in
measurements of ingredients. 1/2 cups of sugar. To make sure only have 2 3/4 cups left in your your kitchen. You need to figure
If you want to adjust a recipe you have enough of each pantry. To determine how much out how much more flour you
to make more or less food, you ingredient, you need to add these more flour you need, you can use need to complete the recipe.
may need to add or subtract fractions. your subtraction skills:
fractions. So, you'll need a total of 1 whole 1. First, you need to subtract the
cup of flour and 2 cups of sugar for So, you need 2/1 (which is amount of flour you have (1 cup)
This skill allows you to scale your recipe. This application of equivalent to 2) more cups of flour from the amount required (1 3/4
recipes to fit your needs adding fractions ensures you have to complete the recipe. This cups). To do this, you'll need to
without any difficulties the right proportions of ingredients practical application helps you work with mixed fractions and
when cooking or baking, making adjust recipes according to the regrouping.
your dishes turn out just the way ingredients you have on hand,
you want them to. ensuring your dish turns out just 1 3/4 - 1 = ?
right.
2. To subtract the fractions, you'll
need to find a common
denominator, which in this case
is 4.

1 3/4 - 4/4 = ?

3. Now, you can subtract the

fractions. 3/4 - 4/4 equals -1/4.

1 - 1/4 = ?

4. Finally, subtract the whole

numbers. 1 - 1 = 0.

So, the answer is 0 1/4 cups of

flour, which means you need an
additional 1/4 cup of flour to
complete the recipe. This
demonstrates how subtracting
fractions and mixed fractions
with regrouping can be applied
when adjusting recipes or
measurements in daily cooking
 and baking
H. Making Generalization Fill in the blanks each item, In adding similar and dissimilar In ____________ similar fractions In subtracting dissimilar
and abstraction about based on what you have fractions, _________ first the and mixed numbers, when they (1)__________ and mixed
the learned in this lesson, In whole numbers if there is/are any. _______________ are the same, numbers, we have to
lesson( Generalization) adding __________ fractions, In ____________ similar fractions, just _______________ right away (2)________ with
the _________________ are the numerators are the only ones the whole numbers and the (3)__________ denominators.
the only ones being added. being ___________. If the sum of _________________. If the Then (4)________ the first
The ________ must be written the ________________ is greater difference can still be reduced to fraction. Next, is to
above the common than the denominator, then you the lowest term, then (5)_________ the whole
____________________, and have to regroup by changing the __________________. In numbers and (6)___________. If
the answers should be ______________ fraction to mixed subtracting dissimilar the answer has a common
expressed in the fraction. The answers should be ______________ and factor, (7)___________ by
______________ form as expressed in the simplest _____________ numbers, you reducing it to the
much as possible. Below are __________ as much as possible. need to find the least (8)___________ term. To
the steps in adding dissimilar In adding _____________ fractions ______________ denominator to regroup, you borrow from the
fractions: Convert with regrouping, first, you need to make them similar. Then subtract column directly to the left (make
____________ fractions into convert dissimilar fractions into the whole numbers and sure to subtract (9)________
similar fractions. In converting ____________ fractions by getting _______________. Write the from that column) and (10)_____
dissimilar fractions to the LCD. After ______________, ______________ over the it to the column you're working
___________ fractions, we add the whole ___________ and common denominator. with. That will give you enough to
need to get the ___________. fractional parts. Simplify the subtract.
Add the _________ numbers answer whenever possible.
and fractional parts.
____________ whenever
possible.
I. Evaluating learning Add then reduce to the lowest Add, regroup then reduce to the Subtract then reduce to the lowest
term whenever possible. lowest term whenever possible. term whenever possible.
J. Additional activities for Assignment: Assignment: Assignment:
application and Add then reduce the lowest Directions: Analyze and answer the
remediation( Assignment term whenever possible. Write word problem below. Use a Directions: Understand and
) your answers in your Activity separate sheet of paper for your answer the word problem below.
Notebook. solutions. Use a separate sheet of paper
for your answer.
In a family reunion, there were
different Filipino desserts (kakanin) Leah’s santan plants grew 18 2/3
that were served on the table. inches in one week. Her roses
Tomas ate 𝟏 𝟑/𝟖 slices of grew 3 3/4 inches in one week.
bibingka. Susan ate 𝟏 𝟔/𝟖 slices of How many more inches did the
sapin-sapin. How much kakanin did santan grow in a week than the
both of them eat? roses?
IV. REMARKS
V. REFLECTION
A. No. of learner who earned
80%
B .No. of learner who scored
below 80% ( needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies work well? Why?
F. What difficulties did I
encounter which my
principal /supervisor can help
me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/other teacher?

Prepared by: Checked by: Recommending Approval: Approved by:

CARL JUSTIN A. DE DIOS, T1 JASMIN KIMBERLY C. GARCIA, MT1 EDWIN S. LOPEZ, ESHT3 ROBELYN J. DIAN
Class Adviser Master Teacher-in-Charge Grade Level Coordinator Teacher-in-Charge