GRADES 1 to 12 School: C.L.

HODGES ELEMENTARY SCHOOL Grade Level: V

DAILY LESSON LOG Teacher: SHIELA JANE P. LAHAYLAHAY Learning Area: MATHEMATICS
Teaching Dates and
Time: OCTOBER 9 – 13, 2023 (WEEK 7) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards *Demonstrates understanding of *Demonstrates understanding of *Demonstrates understanding of *Demonstrates understanding *Demonstrates
whole numbers up to 10 000 000 whole numbers up to 10 000 000 whole numbers up to 10 000 000 of whole numbers up to 10 000 understanding of whole
*Demonstrates understanding of *Demonstrates understanding of *Demonstrates understanding of 000 numbers up to 10 000 000
divisibility, order of operations, divisibility, order of operations, divisibility, order of operations, *Demonstrates understanding *Demonstrates
factors and multiples and the four factors and multiples and the factors and multiples and the of divisibility, order of understanding of divisibility,
fundamental operations involving four fundamental operations four fundamental operations operations, factors and order of operations, factors
fraction involving fraction involving fraction multiples and the four and multiples and the four
fundamental operations fundamental operations
involving fraction involving fraction
B.Performance Standards *The learner is able to recognize and *The learner is able to recognize *The learner is able to recognize *The learner is able to *The learner is able to
represent whole numbers up to 10 and represent whole numbers up and represent whole numbers up recognize and represent whole recognize and represent
000 000 in various forms and to 10 000 000 in various forms to 10 000 000 in various forms numbers up to 10 000 000 in whole numbers up to 10
contexts. and contexts. and contexts. various forms and contexts. 000 000 in various forms
*The learner is able to apply *The learner is able to apply *The learner is able to apply *The learner is able to apply and contexts.
divisibility, order of operations, divisibility, order of operations, divisibility, order of operations, divisibility, order of operations, *The learner is able to apply
factors and multiples and the four factors and multiples and the factors and multiples and the factors and multiples and the divisibility, order of
fundamental operations involving four fundamental operations four fundamental operations four fundamental operations operations, factors and
fractions in mathematical problems involving fractions in involving fractions in involving fractions in multiples and the four
and real-life situations mathematical problems and real- mathematical problems and real- mathematical problems and fundamental operations
life situations life situations real-life situations involving fractions in
mathematical problems and
real-life situations
C.Learning Visualizes multiplication of fractions Multiplies a fraction and a whole Multiplies a fraction and another Multiplies a whole number and Multiplies mentally proper
Competencies/Objectives using models M5NS-Ig-88.2, number M5NS-Ig-90.1, fraction M5NS-Ig-90.1 a fraction M5NS-Ig-90.1 fractions with denominators
up to 10
M5NS-Ig-90.1
II.CONTENT Number and number Sense
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. 55 CG p. 55 CG p. 55 CG p. 55 CG p. 55
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource metacards, pocket chart, colored Show me cards, chart fraction cards, picture, activity show–me-boards, real objects Charts, flash cards
paper, acetate film sheet, power point presentation
IV.PROCEDURES
A.Reviewing previous lesson or Directions: Change the following Drill Drill Drill 1. Drill
presenting the new lesson fractions to lowest terms. Directions: Determine whether Strategy: “PASS IT ON” Visualization of fractions Directions: Have a drill on
Review the fraction is in lowest terms. Materials: Activity Sheet and Strategy: drawing on show-me- basic multiplication and
LET’S MATCH THE BOXES Clap once when YES and clap Flash Cards boards division facts
Materials: fraction metacards twice when NO Review Directions: Show the following using flash cards
Review Strategy: “WHERE’S MY BABY?” by drawing 2. Review
Individual Activity Review Strategy : Cooperative
Materials: Show-me-cards Strategy: Group Contest Learning
Multiplying Fraction by
Whole
B.Establishing a purpose for the (Show a different colored papers Who among you have vegetables Show a picture of a whole pizza. Who among you are members We’re done with
lesson that have been folded into garden at your backyard? Into how many parts does this of any organization in school? multiplying whole number
halves, thirds, fourths, etc.) Class, What are the plants planted in pizza divided? In what club are you a and a fraction.
into how many equal parts is this your vegetable garden? When you have slices of pizza, member? What are the Let us now try to multiply
paper divided? How does it help you and your what do you usually do? activities that you and your co- fractions mentally
Now we will help Mang Pilo in his family? Are you willing to share part of it members do?
vegetable farm. to someone?
C.Presenting Examples/ instances Presentation of the problem Presentation of the problem Strategy: Problem Opener ( using Strategy: Problem Opener Strategy: Problem Opener
of the new lesson Concept Development ( using Concept Development ( using Concept
Development
D.Discussing new concepts and Performing Activities Performing the Activities The teacher must first ask some Performing the Activities Performing the Activities
practicing new skills #1 Answer the following questions: Group Work comprehension questions about  Pupils will be divided into 4 Group the pupils into five
Questions Group the class into five teams. the problem. teams. learning teams. Let
a. What are given? Let them solve the  What did Lita receive?  Each team will be given them answer the given
b. What is being asked? problem for a few minutes Materials: cutouts of animals and objects like popsicle sticks, questions mentally
c. What is the number sentence? their respective baby animals. caps or other real objects.
Mechanics:  They are going to take one-
a) This activity will be done by the fifth of the 40 objects and
whole class. determine how many one-fifth
b) Teacher will distribute cutouts of them is.
of animals with fraction.  They can use other fraction
c) Cutouts of mother animals and record their answers.
with exercises on multiplying  The pupils must also write
fraction and a whole number will the number sentences
be posted on the board. Original File Submitted and
34 x 3 , 56 X 2 , 17 x 4 , 23 x 6 , 45 Formatted by DepEd Club
8 Member - visit depedclub.com
d) Pupils in pair will solve the for more
exercises and look for the cutout
of the baby animal which has the
 correct answer.
e) As they found the baby animal,
they will go to the board and post
the baby beside its mother
animal.
f) Joker will be provided by
having other baby animals with
incorrect answers.
a)
 The first pupil in each group
gives the answer in lowest term.
 The group who gives the
correct answer will be given a
point.
 Continue this activity up to 5th
or 6th round.
 The group with the most
number of points will be the
winner.
 What part of a pie did she
receive?
 Why did Lita share her pizza to
her seatmate?
 If you were Lita will you do the
same? Why?
b. Analyze the problem by asking
the following questions:
 What is asked in the problem?
 What are given in the problem?
 What do you think are the
operations to be used to solve
the problem?
 How will you solve the
problem?
 What equation can you make to
solve the problem?
E. Discussing new concepts and Processing Activities After all the groups have Group the pupils into five Processing the Activities Processing the Activities
practicing new skills #2  What are given in the problem? presented their answers, working teams. Ask them to work  What is asked in the How did you find the
Expected Answer look back at the given example. cooperatively in finding the problem? activity?
3/4 hectare piece of land and 1/3 of To multiply a fraction and a answers to the problem. Give  What facts are given? How did you get the
it with sweet corn whole number, consider them enough time to think and  What operation are we going product without using
 What is being asked? the whole number as a fraction perform the task. to use? paper and
Expected Answer whose denominator is 1. N= 15 of 40 pencil? To what kind of
The part of the land planted with We follow the following N= 15 x 40 fractions are dealing with?
 sweet corn. procedure,  How did you get 8? For solution 1 – we multiply
 What is the number sentence?  How do you change 40 into a the numerator by
Expected Answer fraction? numerator,
1/3 x 3/4 = N  So, what would be the denominator by the
Let us use this piece of cartolina to equation now? denominator and reduce
visualize the land of Mang Pilo. N= 15 x 401 the answer to
If this whole cartolina represents 1  What do you do with the simplest form .
hectare, how will you represent the numerator? Denominator? For solution 2 - we apply
¾ hectare piece of land  How do you express your cross cancellation by using
(Pupils may fold the whole colored product? the
paper horizontally into 4 equal parts the GCF.
and then shade 𝟑𝟒.)
F.Developing Mastery Directions: Try to visualize this Multiply the following fractions. Directions: Find the product. Reinforcing the Concept and Directions: Give the
problem using paper-folding Reduce the answer to Express the answer in simplest Skill products of the following
method. lowest terms if possible form if A. Directions: Find the products mentally
possible of the following. Use
cancellation before multiplying
whenever possible.
G.Finding Parctical application of Directions: Visualize the answer the Multiply the following fractions. Group Activity: Applying to New and Other Directions: Using the data
concepts and skills in daily living problem below Reduce the answer to Directions: Find each product. Situations below, create a problem for
Luisa help her mother cleaning their lowest terms if possible Express the answer in lowest Directions: Read and solve each of
house. He finished cleaning after 5/6 term each problem carefully. Label the following:
of an hour. If she spend 2/7 of it if possible. all a. One-step word problem
sweeping the floor, what part of an answers. involving addition of
hour did she spend sweeping the a. Brian has 4 liters of paint. He fractions
floor? used 58 of it to paint the b. One-step word problem
doghouse. How many liters of involving subtraction of
paint was used for the fractions
doghouse. c. Two-step word problem
b. In a class of 48 pupils, 46 involving addition and
were boys. How many were subtraction
girls? of fractions
c. During a sale, Joy paid only Name Fruit Bought Quantity
34 of the price of the bag. How (in kg)
much did she pay if the bag 1. Sharon Lanzones ½
had a marked price of Php500? 2. Tabern Guava ½
3. Dick Rambutan ¼
H.Making generalization and To visualize multiplication of How do we multiply fractions and To multiply fraction by another Summarizing the Lesson  Lead the pupils to give the
abstraction about the lesson fractions: a whole number? fraction: To multiply fraction by a whole generalization.
 We can use paper folding, drawing  Multiply both the numerators. number, How do you multiply
and the like  Multiply both the  Multiply the whole number mentally proper fractions?
denominators. by the numerator of the  To create word problems
 Express or reduce the answer in fraction to get the numerator involving addition or
lowest term if possible. of the product. subtraction of fractions do
  Copy the denominator of the the following:
fraction to get the  Familiarize yourself with
denominator of the concept.
the product.  Think of the problem you
 Express the obtained product want to create.
in lowest terms a. Consider the character,
cite the situation/setting,
data presented, word
problem to be created, and
the key question.
b. Ensure that the word
problem is clearly stated
and practical.
I.Evaluating learning Directions: Illustrate the product of Multiply the following fractions. Directions: Find the product and Directions: Write each answer Directions: Using the data
the following using drawing. Reduce the answer to lowest reduce the answer in lowest term in lowest term. below, create a one –step
𝑎.9/10 of 16/20 terms if possible. if a) 5x7/8 = N word problem
𝑏.4/12 of 1/4 possible. b) 3/7 x 21 = N involving (a) addition of
𝑐. 4/5 of 3/7 c) 1/5x23 = N fractions and (b)
𝑑. 6/9 of /14 d) What is 1/4 of 80? subtraction of
𝑒. 5/ 6 of 7/12 e) How many is 27 of 1/4? fractions.
J.additional activities for Directions: Visualize the product of Directions: Find the product. Give the product in simplest Directions: Find the product. Directions: Give the
application or remediation the following using paper-folding Reduce the answers in their form. Express the answers in lowest product:
method. lowest terms. a. ½ x ¾ = b. 78x 1/2= c. 4 5x
terms if possible. a. 4 x 2/ 5 = ________ c. 5/9 x 7/9=
11 = ________
b. 8 x 5/7 = ________ d. 4/7 x
15 = ________
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on
in the evaluation next objective. the next objective. the next objective. the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
additional activities for answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. their lesson.
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the answering their lesson. in answering their lesson.
because of lack of knowledge, skills lesson because of lack of lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
and interest about the lesson. knowledge, skills and interest knowledge, skills and interest lesson because of lack of lesson because of lack of
___Pupils were interested on the about the lesson. about the lesson. knowledge, skills and interest knowledge, skills and
lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested on about the lesson. interest about the lesson.
 encountered in answering the the lesson, despite of some the lesson, despite of some ___Pupils were interested on ___Pupils were interested
questions asked by the teacher. difficulties encountered in difficulties encountered in the lesson, despite of some on the lesson, despite of
___Pupils mastered the lesson answering the questions asked by answering the questions asked by difficulties encountered in some difficulties
despite of limited resources used by the teacher. the teacher. answering the questions asked encountered in answering
the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson by the teacher. the questions asked by the
___Majority of the pupils finished despite of limited resources used despite of limited resources used ___Pupils mastered the lesson teacher.
their work on time. by the teacher. by the teacher. despite of limited resources ___Pupils mastered the
___Some pupils did not finish their ___Majority of the pupils finished ___Majority of the pupils finished used by the teacher. lesson despite of limited
work on time due to unnecessary their work on time. their work on time. ___Majority of the pupils resources used by the
behavior. ___Some pupils did not finish ___Some pupils did not finish finished their work on time. teacher.
their work on time due to their work on time due to ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. unnecessary behavior. their work on time due to finished their work on time.
unnecessary behavior. ___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
learners who have caught up with above above above 80% above 80% above
the lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation additional activities for remediation additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
work? lesson the lesson the lesson up the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
which my principal or supervisor require remediation require remediation require remediation to require remediation continue to require
can helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
materials did used/discover which ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive well:
I wish to share with other Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self ___Metacognitive
teachers? taking and studying techniques, and taking and studying techniques, taking and studying techniques, assessments, note taking and Development: Examples:
vocabulary assignments. and vocabulary assignments. and vocabulary assignments. studying techniques, and Self assessments, note
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments. taking and studying
share, quick-writes, and anticipatory pair-share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples: Think- techniques, and vocabulary
charts. anticipatory charts. anticipatory charts. pair-share, quick-writes, and assignments.
anticipatory charts. ___Bridging: Examples:
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: Think-pair-share, quick-
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: writes, and anticipatory
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and Examples: Compare and charts.
projects. projects. projects. contrast, jigsaw learning, peer
teaching, and projects. ___Schema-Building:
___Contextualization: ___Contextualization: ___Contextualization: Examples: Compare and
Examples: Demonstrations, media, Examples: Demonstrations, Examples: Demonstrations, ___Contextualization: contrast, jigsaw learning,
manipulatives, repetition, and local media, manipulatives, repetition, media, manipulatives, repetition, Examples: Demonstrations, peer teaching, and projects.
opportunities. and local opportunities. and local opportunities. media, manipulatives,
repetition, and local ___Contextualization:
___Text Representation: ___Text Representation: ___Text Representation: opportunities. Examples: Demonstrations,
Examples: Student created Examples: Student created Examples: Student created media, manipulatives,
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Text Representation: repetition, and local
Examples: Student created opportunities.
___Modeling: Examples: Speaking ___Modeling: Examples: ___Modeling: Examples:
slowly and clearly, modeling the Speaking slowly and clearly, Speaking slowly and clearly, drawings, videos, and games.
language you want students to use, modeling the language you want modeling the language you want ___Modeling: Examples: ___Text Representation:
and providing samples of student students to use, and providing students to use, and providing Speaking slowly and clearly, Examples: Student created
work. samples of student work. samples of student work. modeling the language you drawings, videos, and
want students to use, and games.
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies providing samples of student ___Modeling: Examples:
used: used: used: work. Speaking slowly and clearly,
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching modeling the language you
___ Group collaboration ___ Group collaboration ___ Group collaboration Other Techniques and want students to use, and
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh Strategies used: providing samples of
play play play ___ Explicit Teaching student work.
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Group collaboration
activities/exercises activities/exercises activities/exercises ___Gamification/Learning Other Techniques and
___ Carousel ___ Carousel ___ Carousel throuh play Strategies used:
___ Diads ___ Diads ___ Diads ___ Answering preliminary ___ Explicit Teaching
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction activities/exercises ___ Group collaboration
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Carousel ___Gamification/Learning
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Diads throuh play
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Differentiated Instruction ___ Answering preliminary
Why? Why? Why? ___ Role Playing/Drama activities/exercises
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Discovery Method ___ Carousel
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Lecture Method ___ Diads
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why? ___ Differentiated
___ Group member’s ___ Group member’s ___ Group member’s ___ Complete IMs Instruction
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Availability of Materials ___ Role Playing/Drama
in doing their tasks in doing their tasks in doing their tasks ___ Pupils’ eagerness to learn ___ Discovery Method
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s ___ Lecture Method
of the lesson of the lesson of the lesson collaboration/cooperation Why?
in doing their tasks ___ Complete IMs
___ Audio Visual Presentation ___ Availability of Materials
 of the lesson ___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperati
on
in doing their tasks
___ Audio Visual
Presentation
of the lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized
Indigenized IM’s Indigenized IM’s Indigenized IM’s and Indigenized IM’s and Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to
Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials be used as Instructional
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition Materials
__ local poetical
composition