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GRADES 1 to 12 Teacher: File Created by Ma’am IRENE A. MANZANERO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and

Time: OCTOBER 30 – NOVEMBER 3, 2017 (WEEK 1) Quarter: 3RD QUARTER

I.OBJECTIVES

a. Content Standards Demonstrate understanding of percent

b. Performance Is able to apply percent in mathematical problems and real-life situations.

Standards

c. Learning Visualizes percent and its

Identifies the base, percentage, and Identifies the base, percentage,

Competencies/ Objectives. relationship to fractions, ratios, Defines percentage, rate or Defines percentage, rate or percent,

rate in a problem. and rate in a problem.

Write the LC Code for each and decimal numbers using percent, and base. and base.

M5NS-IIIa-138 M5NS-IIIa-138

models. M5NS-IIIa-137 M5NS-IIIa-137

M5NS-IIIa-136

II.CONTENT VisualizingPercent and Its Relationship of percent to Relationship of percent to fractions, Identify the Base, Percentage, and Identify the Base, Percentage,

Relationship to Fractions, Ratios fractions, ratio, and decimal ratio, and decimal numbers. Rate in the Problem and Rate in the Problem

and Decimal Numbers Using numbers.

Models

III.LEARNING RESOURCES

A.References

1.Teacher’s Guide pages TG Q3 TG Q3 TG Q3 TG Q3 TG Q3

2.Learner’s Materials LM Q3 LM Q3 LM Q3 LM Q3 LM Q3

pages

3.Textbook pages Growing Up with Math pp. 217- Lesson Guide in Mathematics 5 Lesson Guide in Mathematics 5 pp. Growing Up with Math pp.220, Growing Up with Math pp.220,

219, Math for Life pp. 254-257, pp. 417 417 Math for Life pp.256 Math for Life pp.256

Mathematics for a Better Life pp. Lesson Guide in Lesson Guide in Math

208- 210. Math 6 p 311 6 p 311

4.Additional Resources

from Learning Resources

(LR) Portal

B. Other Learning

Resources

IV.PROCEDURES

A.Review previous lesson Using flash cards. Express each of Mental computation

or presenting the new the following in percent. Drill on

What is base, percentage, rate? Drill on percent What is base, percentage, rate?

lesson. Review meaning of Renaming Fractions to Decimals

percent to Ratio and Vice-Versa

B. Establishing the purpose Concept Development

to the lesson. Material: fraction

Action Song (Body Exercise)

strips

Tune: Are you Sleeping

Mechanics:

Who among you have Title: Fraction to Percent

a. Form 5 groups.

baby brother and sisters who still

b. Distribute

take milk from bottles? Do (One-fourth) 4x (Twenty-five) 2x

fraction strips equally among the

You know how (One-fourth change to percent)

groups and place them face down

to prepare their milk? How many 2x

in

ounces of water do you use? (Twenty-five percent) 2x

a pile.

How

c. Pupils look at

many scoops of One-half = 50%

the top card, name fraction and the

milk do you put? One-fifth = 20%

name percent for the fraction.

Three-fourths = 75%

d. The group with

Two-fifths = 40%

the most number of correct

responses wins the game.

C. Presenting examples/ Mechanics:

instances of the new 1. Let 5 boys and 5 girls

Action Song (Body Exercise)

lesson stand in front of the class

Tune: Are you Sleeping

forming a circle. While the music Showing a paper clips. Where do

Title: Fraction to Percent

is we used these paper clips?

(One-fourth) 4x (Twenty-five) 2x

being played the Original File Submitted and

(One-fourth change to percent) 2x

participants move around. Formatted by DepEd Club

(Twenty-five percent) 2x

2. When the music stops Member - visit depedclub.com

the teacher will say “The boat is for more

One-half = 50%

sinking group yourselves into

One-fifth = 20%

2.”

Three-fourths = 75%

3. The group continues till

Two-fifths = 40%

the described players necessary

to form the ratio is achieved.

D. Discussing new Discuss the following to the Problem Opener Acting Out: My Favorite Fruit

concepts and practicing pupils; Rafaela has 10 Mechanics;

new skills # 1 For instance, the first paper clips. She gives 2 paper 1. Divide the class into 8

group there are 3 girls and 1 boy clips to her seatmate and keeps groups.

left. the rest for the future 2. Teacher will presents a

Then the ratio of boys to use. Is it right for her to say that question: If you were to choose

girls is 1;3 she keeps 80% of the paper which fruits would you like to eat

The ratio of girls to boys clips? everyday?

is 3;1 Questions to answer: 3. Each group decides on

If we are to write the 1. Who has 10 their favourite fruit among the

ratio 1;3in fraction which will be paper clips? fruits posted on the board.

the numerator? the 2. To whom 4. Teacher request the 8

denominator? does she give 2 paper clips? group leaders to stand at the back

If we are to get how 3. if you were of the classroom.

many percent of the pupils are Rafaela will you also keep 5. As the teacher gives the

boys, in relation to the group, materials for the future? Why? signal, the leaders go to the fruit

divide the fruit chose.

The numerator by 6. The teacher ask the

denominator. 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.

E. Discussing new Present the table below: Discussion

concepts and practicing a. Get 2 paper clips from 10 a. How many group are

new skills # 2 paper clips. Express in fraction there? 8

form the paper clips parted b. How many chose

in relation to apple? 6

the total paper clips. Change the c. How do we write it in

fraction form to rate or percent. percent? 75%

Relate Say: We can write:

the number of 75% of 8 = 6

2s in 10. Let them think aloud on We deal with the three

the number of 20% in 100% and elements: rate, base and

There are 33% in relation to the in percentage:

girls in the group. relation to 2s in 75% of 8 = 6

In decimal, change 10.

percent to fraction with b. Ask them what part

denominator of 100. Ten express of the total number of paper clips

the fraction describing the number of paper

as a decimal. clips for future

Or simply drop the % symbol, use. Require them to relate 80%

Then move the decimal point 2 to the number of paper clips for

places to the left. future use.

c. Let the pupils The relationship among

identify rate, base and the three is:

percentage. R x B = p or P = R x B

The rate is the 75% is the rate. The number

percent of the whole. It has the written with the word “percent” or

percent symbol (%). with the symbol “%”

The base is the It can be expressed as a ratio of

whole we’re talking about. It is 75

written after the word “of” or the fraction .

phrase “percent 100

of”. 8 is called the base. The total or

The percentage whole and it is the number that

is the portion of the whole based usually follows the phrase “percent

on the rate. It is usually followed of” or “% of”.

by the word “is”. 6 is called percentage. It is the part

Using the Techan’s of the whole.

Triangle, ask them to determine We can also use the

the rate, base, and percentage. Techan’s Triangle to identify rate,

base and percentage.

F. Developing Mastery Have the pupils work in group. The

(Leads to Formative teacher gives problem statements

Assessment 3 wherein the pupils

Identify the rate, base and

percentage:

Group 1:

Station 1: 5 is what percent of Paolo listen very well to the teacher

50? during the discussion of the lesson.

What is the rate? ______ When they were given a 5-itm test

A. Using pictures the pupils will Station 2: 40% of 60 is what? he got 4 correct answer. He has a

give the ratio of the number What is the percentage? _______ grade of 80%.

shaded parts to the unshaded Station 3: 16 is 25% of 64 Group 2:

part. Then change them The base is ________ There are 40 pupils in a class.

to fractions, decimal and percent. Station 4: 15% of total sales is Seventy-five percent of them are

P 8 910. present. 30 pupils are present.

The rate is _________ Group 3:

Station 5: 43% of 150 is 64.5 Monique invited 300 kids to her

The base is ___________ party. Only 15% of the kids did not

showedup.Forty-five kids did not

attend the party.

Group 4:

Shiela got 90% of a 20-item test in

Science. She answers 18 item

correctly.

G. Finding practical

applications of concepts

and skills in daily living

Ask the pupils to do the

activity under Apply Your Skills on

Have the pupils work in group.

page ____ of LM Math 5

H. Making generalizations Ratio is a comparison between

Rate is the number written with the

and abstractions about the two or more quantities. It can

Percentage is a part of a whole. It Percentage is a part of a whole. It is word “percent”. It is express in

lesson also be expressed as fraction, the

is the resulting fractional part of the resulting fractional part of the percent form.

first number being the

the base. Rate is the number base. Rate is the number written Base is the total or whole and it is

denominator. Through ratios and

written with the word “percent” with the word “percent” or with the the number that usually follows the

fractions we can get the percent

or with the symbol “%”. Base is symbol “%”. Base is the total or phrase “percent”.

equivalent by dividing the

the total or whole and it is the whole and it is the number that Percentage is the part of the whole.

numerator by the denominator.

number that usually follows the usually follows the phrase “percent Techan’s Triangle is also used in

The result is a decimal but move

phrase “percent of” or “% of”. of” or “% of”. identifying rate, base and

the decimal point two places the

percentage.

right and affix the percent sign.

I. Evaluating learning Encircle the letter of the correct

answer.

1. When one finds what percent

one number is of another, we

looks for the ______.

a. base c. rate

b. percentage d. ratio

Identify the rate, base, or

2. Finding a number when a

percentage in the following

percent of it is known means

problems.

solving for the ________.

1. 50% of 78 = 39

a. base c. proportion

2. 10% of 60 = 6

b. percentage d. ratio

3. A 20% or P 4 600 is the

3. 16 is 25% of 64. The

down payment for a brand new TV

Write the name for each shaded percentage in the problem is

set. The original price of the

part as fraction, ratio, percent __________.

TV set is P 23 000.

and decimal a.16 c. 64

4. Carlo invest P 750 000 at

b.25% d. 41

6 % simple interest a year. His

4. Two of the 50 pieces of

interest is P 48 750.

tomatoes in the basket are

5. Melissa has 120

rotten. This is 4% of all the

kilograms of rice. Her mother sold

tomatoes in the basket. Which is

105 kilograms. Is she right to tell

the rate?

her mother sold 87.5% of what she

a. 50 c. 4%

sold?

b. 2 d. 48

5. Seven of the 35 boys in the

class wear eyeglasses. 20% of the

boys wear eyeglasses.

Which is the base?

a. 20% c. 7

b. 35 d. 40

J. Additional activities for Complete the table below using

application or remediation the given data

Identify the R, B, and P in the

1. The set of even Identify the R, B, and P in the

following statements:

numbers from 1 to 20. following statement.

1. 180% of 200 is 360

2. The set of odd 1. 180% of 200 is 360

2. 35% of 90 is 31.5

numbers from 1 to 20. 2. 35% of 90 is 31.5

3. P100 is 4% of P2 500

3. The set of composite 3. P 100 is 4% of P2 500

4. 20% of 50 is 10

numbers from 1 to 20. 4. 51 children, 66 % of

4. The set of prime them are boys, 34 are boys

numbers from 1 to 20. 5. 16 is 20% of 80

Ratio Fraction

Percent Decimal

V.REMARKS Introduce new topic

VI.REFLECTION

A. Number of pupils who

earned 80% in the

evaluation

B. Number of learners who

require additional

activities for remediation

who score below 80%

C. Did the remedial lesson

work? No. of learners who

got caught up in the lesson

D. Number of learners who

continue to require

remediation

E. Which of my teaching

strategy worked well?

Why did this work?

F. What difficulties did I

encounter which my

principal or supervisor can

help me solve?

G. what innovation or

localized materials did I

used to discover which I

wish to share with the

teachers.

File Created by Ma’am IRENE A. MANZANERO

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