GRADES 1 to 12 School:
com
Teacher:
DAILY LESSON LOG
Teaching Dates and
Time:
MONDAY
I.OBJECTIVES
A.Content Standards *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
fraction
B.Performance Standards *The learner is able to recognize
and represent whole numbers up
to 10 000 000 in various forms and
contexts.
*The learner 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 Solves routine and non-routine
Competencies/Objectives problems involving multiplication
without
addition or subtraction of fractions
and whole numbers using
appropriate
problem solving strategies and
tools
M5NS –Ih-92.1
II.CONTENT Number and number sense
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.54
DepEdClub.
Grade Level: V
File Created by Ma’am EDNALYN D. MACARAIG
JULY 22 – 26, 2019 (WEEK 8)
TUESDAY
*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
fraction
*The learner is able to recognize
and represent whole numbers up to
10 000 000 in various forms and
contexts.
*The learner 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
Solves routine or non-routine
problems involving multiplication
with addition
or subtraction of fractions and
whole numbers using appropriate
problem
solving strategies and tools
M5NS-Ih-92.1
Number and number sense
CG p.54
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 fraction
*The learner is able to recognize
and represent whole numbers up
to 10 000 000 in various forms
and contexts.
*The learner 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
Create Problem (with reasonable
answers) involving multiplication
of
Fraction
M5NS-Ih-93.1
Number and number sense
CG p. 54
Learning Area: MATHEMATICS
Quarter: 1ST QUARTER
THURSDAY
*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 fraction
*The learner is able to
recognize and represent
whole numbers up to 10 000
000 in various forms and
contexts.
*The learner 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
Create problems (with
reasonable answers) involving
division or with any of the
other operations of fractions
and whole numbers
M5NS-Ih-93.1
Number and number sense
CG p.54
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 fraction
*The learner is able to
recognize and represent
whole numbers up to 10
000 000 in various forms
and contexts.
*The learner 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
Shows that multiplying
fraction by its reciprocal is
equal to 1
M5NS-Ih-94
Number and number sense
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource
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
metacards, pocket chart
Drill
Directions: Change these fractions
to lowest terms
Directions: Give the product of
these fractions
(Show a different of pictures of a
boy selling newspaper)
Class, this is Marlon. He helps his
parents earn money by
selling newspaper in their
neighborhood during Saturday and
Sunday.
Presentation
Problem
Marlon earns Php150 by selling
newspapers. He sets aside 25 of it
as his savings. How much does
Marlon save from his earnings?
flash cards, chart fraction cards, picture, activity Power point presentation, Charts, flash cards, activity
sheet, power point presentation activity sheets cards
Drill Drill Drill Drill
Directions: Perform the indicated Strategy: “Agawan Bola” Strategy: Show-Me-Game Directions: Have a drill on
operations. Reduce to lowest Materials: One medium-sized basic multiplication and
terms if possible ball, Flash Cards addition facts
a. 12 ×12 b. 415+ 78 c. 45−13 Review using flash cards.
d. 49×34 e. 4−16 Strategy: “The Weakest Link” 8 X 9 4X6 7 X 5 4 + 9 5 + 8
What are the steps in solving Solving word problems involving 2. Review
routine problems? How about non Multiplication of Fractions Strategy: Cooperative
routine problems? Learning
Multiplying Fraction by
Another Fraction
For today we are going to Who can give me some Garbage is one of the most How many of you already
Solve mathematical problem involving multiplication characteristics of a Filipino? prevalent problems that we heard the word reciprocal?
of fraction How about you, what positive have now. Do you have an idea of what
characteristic do you possess? What are the most common is it? Let us see.
household waste materials?
What can we do with those
wastes to lessen our problem
on garbage? (Introduce the
3Rs- Reduce, Reuse and
Recycle)
The Grade Five Class initiated
a project to minimize the
problem on waste products in
their community.
Let us find out what it is.
What are the sources of the Original File Submitted and
income of your family? Formatted by DepEd Club
Do your parents attend livelihood Member - visit depedclub.com
trainings and seminars? for more
Problem Problem Problem Study the table of equation
Mrs. Luna gives 4 hours seminar A farmer plowed 3/4 of his land. In a newspaper drive, 3 given below
and 34 hours livelihood training to He planted rice to 1/2 of the classes collected 20 23 kg, 25 (see powerpoint)
the parents of Barangay Prenza on plowed part. What part of his 12kg and 3513 of newspapers
Mondays and Thursday. How many field was planted with rice? respectively. What was the
hours of seminar and training did average collection per class?

E. Discussing new concepts and
practicing new skills #2
F.Developing Mastery
Performing Activities
Answer the following questions:
Questions
a. What are given?
b. What is being asked?
c. What is the number sentence?
d. How will you solve the
problem?
e. If you were Marlon, what will
you do with your savings?
Performing Activities
Answer the following questions:
Questions
a. What are given?
b. What is being asked?
c. What is the number sentence?
d. How will you solve the
problem?
e. If you were Marlon, what will
you do with your savings?
she give them at the end of the 4th
week?
Give some comprehension
questions and valuing
Divide the class into group of 5s.
The task of the pupils is to help
each other to solve the problem.
Give them enough time to perform
the task.
After all groups have finished,
asked them to post their output on
the board and let them discuss
their solutions.
Questions to answer:
What is asked?
What are given?
How will you solve the problem?
Discuss the problem to the
class.
How will you solve the problem?
Emphasize that the problem
involves multiplication of
fraction.
Can you create problems similar
to the problem
presented?
Group the pupils into four
working teams. Ask the groups to
create a problem using the
information below
Let the group present and discuss
the problem they have created.
How did you create a problem
using the given information?
What was the project Questions:
initiated by the Grade Five a. How many columns of
pupils? numbers are there?
How many classes joined in b. What can you say about
the newspaper drive? the numbers in each
How can such project help column?
lessen our widespread c. What kind of numbers are
problem on garbage? ( Cite in column A? B? C?
other ways on how pupils like d. Have you seen any
you can help solve the pattern in each column?
problems on garbage) e. What mathematical term
What facts are given? is shown in the equation
What operations are given?
needed to solve the problem/
In a newspaper drive, 3
classes collected 20 23 kg, 25
12kg and 3513 of newspapers
respectively. What was the
average collection per class?
What is the number
sentence that fits the
problem?
What is the answer to the
problem?
Guide the pupils in solving the
problem.
Let them create another
problem similar to the given
one.
the pupils into four. Let the Group the pupils into four
groups work cooperatively on learning teams. Let them
station 1 for group 1, station 2 answer the given questions.
for group 2, station 3 for Give them ample time to do
group 3 and station 4 for the task.
group 4. Let them present After all groups have
their output one at a time. finished, let them display
Direction: Create a 2 to-3-step their output and
word problem involving let them explain.
division of fractions with any
of the other operations of
fractions and whole numbers
based on the given data.

G.Finding Parctical application of
concepts and skills in daily living
Group Work
Provide each group with a
problem to solve. Let them post
their answers on the board. .
Group 1- During a three-day
camping, a Boy Scout troop
consumes 58 of the 50-kg sack of
rice. How many kilograms of rice
were consumed?
Group 2- Many jogs 5 35 kilometer
each day. How many kilometers
After the activity, ask the pupils to
explain their answers.
What is asked? (Understand)
Expected Answer : numbers of
hours of seminar and
Mrs. Luna gives 4 hours seminar
and 34 hours livelihood training to
the parents of Barangay Prenza on
Mondays and Thursday. How many
hours of seminar and training did
she give them at the end of the 4th
week?
.
training did she give them at the
end of the 4th week
What are given? (Understand)
Expected Answer : 4 hours and 34
hours of seminar and
training on Mondays and Thursdays
What operations will you use?
(Plan)
Expected Answer : addition and
multiplication
What is the number sentence?
(Plan)
Expected Answer : (4+34) ×4 =𝑁
How did you solve the problem?
Expected Answer : (4+34) ×4 =𝑁
434 ×4=194 ×4=191=19 ℎ𝑜𝑢𝑟𝑠
What is the final answer?
Expected Answer : She had given 19
hours of seminar and and training
at the end of the 4th week
Group the pupils into five learning Create a problem using the data Create a problem involving Put a check on the blank if
teams. Ask the group to work below division of fractions with any the first number is a
together in solving for the answer of the other operations of reciprocal of the second
to each problem. Give the learning fractions out of the given column.
teams enough time to do the task. situations.
a. Lilia spends 34 of her weekly (Let the pupils work by pair)
allowance for lunch and 15for
snacks. How much does she save if
her weekly allowance 50 kg.
is Php 500.
b. Six- sevenths of a 49-meter long

H.Making generalization and
abstraction about the lesson
I.Evaluating learning
does in jog in 3 weeks?
Group 3 - A Metro Aide can clean
10 23 meters of the lawn per hour.
How many meters of lawn can he
clean in 4 13 hours?
To solve routine and non-routine
problems involving factors,
multiples and divisibility rules, we
are guided by the following:
Understand
Know what is asked in the
problem
Know the hidden questions
Know what are the given facts
Plan
Determine the operation to be
used
Write the number sentence
Solve
Show the solution
Check and Look Back
Check your answers
State the complete answer
Directions: Solve the following
problems.
a. Jose harvested 15 kilograms of
guavas from the orchard. He gave
25 of them to his neighbors. How
many kilograms of guavas were
given to the neighbors?
Julius sold 3 12 sacks of rice? Each
sack weigh 50 kilograms. How
many kilograms of rice did Julius
sell?
To solve routine and non-routine
problems involving factors,
multiples and divisibility rules, we
are guided by the following:
Understand
Know what is asked in the
cord was used for the
project. How many meters of cord
were not used?
To solve routine problems involving
multiplication with addition or
subtraction of fractions and whole
numbers using appropriate
strategies and tools, follow these
steps:
Understand
Know what is asked
Know the given facts
If any, determine the hidden
questions
Plan
Determine the operations to be
used
Write the number sentence
Solve
Use the operation solve
Check and Look Back
Write the correct answer
Directions: Read, analyze and solve
the following problems.
a. Mr. Carino spent 12 of his salary
for food, 15for miscellaneous, and
310 for education. How much
money was allotted for each item if
his
monthly salary was Php 46,000.
b. It takes 25 yards of material to
make a skirt and 34 to make a
dress.
How many yards will it take to
make 6 skirts and 3 dresses?
sold 4/5
? kg
How will you create a problem
involving Least Common Multiple In creating a problem, we do
(LCM) given the following the following:
information? Familiarize ourselves with
the concept and its
application to real-life
situations.
Think of the type of
problems we want to create
Read some problems and
study their solutions.
Create problems involving multiplication of fraction Create a problem involving
based on division of fractions with any
the information given below of the other operations of
1. Mr. Roxas gathered 100 eggs from his fractions out of the given
poultry. situations. Write your answers
He gave 48 to his friend. on your answer sheet
2. Geward had 2 1/ 2 litres of paint.
Used 2 /3 of it to paint their dining room
How will you show that
when you multiply a
fraction by its reciprocal is
equal to 1?
Using equation, we can
show that multiplying a
fraction by its reciprocal is
equal to 1. And there is a
rule that says that when
product of two numbers is
1, they are reciprocal to
each other or multiplicative
inverse.
Write “YES” if the second
number is the reciprocal of
the first. If not, write the
reciprocal of the first
number
1) 1 ½ x 23=
2) 8 25x 542=
3) 2 38x 810=
4) 4 16x 624=
5) 3 23 x 112

J.additional activities for application
or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
in the evaluation
B.No.of learners who require
additional activities for remediation
problem
Know the hidden questions
Know what are the given facts
Plan
Determine the operation to be
used
Write the number sentence
Solve
Show the solution
Check and Look Back
Check your answers
State the complete answer
A man owned a parcel of land that
was 2 58 hectares in area. He used
23 of it for a garden. What
fractions of the land is the garden?
b. A car travels at a speed of 2 14
kph. How far can it go in 3 13
hours?
Solve the problem below. Read, analyze and solve the Create problem involving Give the reciprocal of each
Nelia sold 5 12 sacks of calamansi. following problem. Multiplication of Fraction using Directions: Write a question of the following, then show
How many kilograms of calamansi A scoutmaster bought 35 m of the for the given situations. your solution.
did she sell if a sack weighed 4 rope. He used 47 of the information given below. Solve 1. Allan and his father can 1) 8
12kilograms assuming that the Roper for knot tying. How many for the answer repair one desk in 13 hour. 2) 1/5
sacks have the same weight? meters of rope were not used for They worked for 3 hours. 3) 3/7
knot tying? Problem: 4) 8/10
________________________
_______
Solution:
________________________
_______
___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on
next objective. next objective. the next objective. to 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
___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
in answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
___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 lesson ___Pupils did not enjoy the answering their lesson. in answering their lesson.
 because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___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 additional activities for remediation additional activities for additional activities for additional activities for
remediation remediation remediation 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 helpme solve?
G.What innovation or localized
materials did used/discover whichI
wish to share with other teachers?
 ___Bridging: Examples: Think-
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
pair-share, quick-writes,
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
 ___Metacognitive Development:  ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair-
and share, quick-writes, and
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught ____ of Learners who
the lesson up the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who continue ___ of Learners who
require remediation to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work Strategies used that work
well: well:
Examples: Self assessments, note ___Metacognitive  ___Metacognitive
taking and studying techniques, Development: Examples: Self Development: Examples:
and vocabulary assignments. assessments, note taking and Self assessments, note
___Bridging: Examples: Think- studying techniques, and taking and studying
pair-share, quick-writes, and vocabulary assignments. techniques, and vocabulary
 anticipatory charts.
 
 ___Schema-Building: Examples: 
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 
 ___Contextualization:  ___Contextualization:
 Examples: 
Demonstrations,
media, manipulatives, repetition,
and local opportunities.
 
 ___Text Representation:  ___Text Representation:
 Examples: Student 
created
drawings, videos, and games.
 ___Modeling: Examples: Speaking 
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
anticipatory charts.
 
___Schema-Building: 
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 
 ___Contextualization:
Examples: Demonstrations, media, 
manipulatives, repetition, and local
opportunities.
 media,
 ___Text Representation:
Examples: Student 
created
drawings, videos, and games.
___Modeling: Examples: Speaking 
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
anticipatory charts.  ___Bridging: Examples: Think- assignments.
pair-share, quick-writes, and ___Bridging: Examples:
___Schema-Building: Examples: anticipatory charts. Think-pair-share, quick-

Compare and contrast, jigsaw writes, and anticipatory
learning, peer teaching, and charts.
 ___Schema-Building:
projects. Examples: Compare and 
contrast, jigsaw learning, peer ___Schema-Building:
teaching, and projects. Examples: Compare and
 contrast, jigsaw learning,
Examples: Demonstrations,
peer teaching, and projects.

media, manipulatives, repetition, ___Contextualization:
and local opportunities.  Examples: Demonstrations, 

manipulatives, ___Contextualization:
repetition, and 
local Examples: Demonstrations,
opportunities. media, manipulatives,
Examples: Student created
drawings, videos, and games.  repetition, and local
 ___Text Representation: opportunities.
___Modeling: Examples:
Speaking slowly and clearly,  Examples: Student created 
modeling the language you want drawings, videos, and games. ___Text Representation:
students to use, and providing  ___Modeling: Examples:  Examples: Student created
samples of student work. Speaking slowly and clearly, drawings, videos, and
modeling the language you games.
Other Techniques and Strategies want students to use, and  ___Modeling: Examples:
used: providing samples of student Speaking slowly and clearly,
___ Explicit Teaching work. modeling the language you
___ Group collaboration want students to use, and
___Gamification/Learning throuh Other Techniques and providing samples of
play Strategies used: student work.
___ Answering preliminary ___ Explicit Teaching
activities/exercises ___ Group collaboration Other Techniques and
___ Carousel ___Gamification/Learning Strategies used:
___ Diads throuh play ___ Explicit Teaching
___ Differentiated Instruction ___ Answering preliminary ___ Group collaboration
___ Role Playing/Drama activities/exercises ___Gamification/Learning
___ Discovery Method ___ Carousel throuh play
___ Lecture Method ___ Diads ___ Answering preliminary
Why? ___ Differentiated Instruction activities/exercises
___ Complete IMs ___ Role Playing/Drama ___ Carousel
___ Availability of Materials ___ Discovery Method ___ Diads
___ Pupils’ eagerness to learn ___ Lecture Method ___ Differentiated
___ Group member’s Why? Instruction
collaboration/cooperation ___ Complete IMs ___ Role Playing/Drama
in doing their tasks ___ Availability of Materials ___ Discovery Method
___ Audio Visual Presentation
of the lesson
___ Audio Visual Presentation
of the lesson
___ Audio Visual Presentation
of the lesson
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s

collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson