DAILY LESSON PLAN/DAILY LESSON LOG BASED ON DO 42, S.

2016

Lesson Plan in Mathematics V with Science Integration

School: BASCARAN ELEMENTARY SCHOOL Grade: V – MATULUNGIN
Teacher: JESEN JAMES P. TOVERA Subject: MATHEMATICS V
Session/Quarter: QUARTER 1, WEEK 7
Date/Day:
I. DOMAIN/MAJOR TOPIC
A. Content Standards Demonstrates understanding of the four fundamental operations
involving fractions.
B. Performance Standards Is able to apply the four fundamental operations involving
fractions in mathematical problems and real-life situations.
C. Learning Competencies/ M5NS – Ig – 90.1.1 – Multiplies a fraction and a whole
Objectives and LC Codes number.
II. CONTENT (Subject Matter that the Number Senses
Teacher aims to teach)
III. LEARNING RESOURCES (List of materials to be used, a mix of concrete and manipulative materials
as well as paper-based materials)
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages 21st Century Mathletes 5, p. 42
3. Textbook pages Number Smart, pp. 31-39
4. Materials from Learning Resource
Portals
B. Other Learning Resources Charts, song, strips
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
1. Greetings
2. Checking of attendance
3. Song: Math Song
MATH SONG
Tune: Planting Rice

Learning Math is really fun

New ideas every time
There is joy for everyone
Problem Solving satisfies

I am glad, you are glad

For your answers are all right
We all feel that we are bright
Problem solving Makes us wise
3. Drill:
Strategy: Game (Naming the Babies)
Have a drill on the basic multiplication facts using the game “Naming the Babies”.
Name the babies by giving the product of the given factors.

12 x 3 9x8 7x7 8 x7 8x8

4. Review:
Have a short review on the visualizing multiplication of fractions using models.
Strategy: Find my partner
The teacher shows equations one at a time. Five pupils will be holding strips with answer that will match the
equation. Pupils will choose their classmate holding the answer that will match with the equation given by the
teacher. (Pupil to Pupil Interaction)

3/5 of 1/3 2/3 of 1/5 3/5 of ¼ 2/5 of ½ 2/4 of ½

B. Establishing a purpose for the lesson

Motivation:

picture

What can you see in the picture, class?

What subject does Mdm. Gina Dela Paz teach in your class?
Are you having group activities with her?
Integration: Value of Cooperation
What are the things that you during group activities?
Why do you need to cooperate with your group mates?

Mdm. Gina dela Paz has a problem here.

Do you want to help her solve the problem?

C. Presenting examples/instances of the new lesson

Present a problem opener.

Mrs. Gina dela Paz is dividing you up into groups for a Science Activity.
There are 16 girls and 12 boys in your class. If she wants to make the most
possible number of equal groups with no remainders, how many groups
can she form?

What is the problem of Mdm. Gina?

How many boys and girls were in her class?
What do you think is the most possible number of equal groups that she
Let’s find out the answer to her problem by using the following methods:
1. Through modelling
Strategy: Group yourselves
The teacher will call 16 girls and 12 boys from his class to group them equally.
The teacher will divide the number of boys and girls equally in each group and here are the following
situations.
SITUATION A

One group of 16 girls and 12 boys

SITUATION B

two groups of 8 boys and 6 girls

SITUATION C

three groups of 5 boys and 4 girls but,

1 boy will be excluded
 SITUATION C

4 groups of 4 boys and 3 girls

In situation D that Mdm. Gina is able to make the most possible

number of equal groups without remainder.

2. Listing of Factors (Listing Method)

One method is by listing all the factors of the given numbers, then identifying the highest common factor. Let us
solve Mdm. Gina’s problem by using this method.

Factors of 16: 1, 2, 4, 8, 16

Factors of 12: 1, 2, 3, 4, 6, 12

Common Factors: 1, 2, 4
GCF: 4

3. Prime Factorization (Factor Tree)

Another method of finding the GCF is by writing the prime factorization of the given number. The GCF is the
product of the common prime factors.

16 = 2 x 2 x 2 x 2
12 = 2 x 2 x 3
GCF = 2 x 2
= 4
Answer: GCF is 4

4. Continuous Division
We divide the numbers on the right by a common factor. We do this continuously until the common factor
becomes 1. The common factor on the left side, when multiplied, becomes the GCF of the given numbers.

2 16 12

2 8 6
 4 3

GCF = 2 x 2
GCF = 4

D. Discussing new concepts and practicing new skills #1

Practice Exercises: Teacher give more examples and explains how to solve using the abstract way. Do the solving on the
board.
Find the GCF.

1. 12 and 16

2. 28 and 36

3. 15 and 45

4. 8 and 12

5. 18 and 24

E. Discussing new concepts and new skills #2

Strategy: Group Activity
Group 1: Connect the Dots
Find the GCF of the following logically then connect the dots which contain the correct answer without
lifting your pen. Find the hidden figure.

Integration: Science
What figure was formed? (star)
When do we see stars?

Group 2: Decode Me
Decode the word that can be formed by finding the GCF. After finding the GCF find the letter that corresponds to
it in the box then decode the word.
Integration: Science
What word was formed? (EARTH)
Tell something about Earth.
Group 3: Give me a Word
Find the GCF. Then shade the spaces which contain the answers on the puzzle. What letter does it show?

Integration: Science
What Science Term can you give that begins with letter T.?

Group 4: What do diamonds and coal have in common?

To find out solve for the GCF. If your answer appears below, write the letter that corresponds to each number
to complete the message.

Integration: Science
What do diamond and coal have in common?

F. Developing mastery (Leads to Formative Assessment)

Strategy: FACT or BLUFF
Show FACT card if the statement is TRUE and BLUFF card if the statement is FALSE.
1. The GCF of 5 and 10 is 5.
2. The GCF of 6 and 16 is 3.
3. The GCF of 14 and 60 is 14.
4. The GCF of 16 and 32 is 16.
5. The GCF of 30 and 42 is 6.
G. Finding Practical applications of concepts and skills in daily living
Mang Manny picked 40 tomatoes in the morning and 48 eggplants in the afternoon. He will give the
vegetables to his neighbors. He wants to put them in an eco-bag. Each eco-bag must contain the same kind of
vegetable. What is the largest number of vegetables that he can put in eco-bag if there should be the same
number in each eco-bag?

Value Integration: (Being Eco-Friendly)

What kind of person is Mang Manny?
By using eco-bag, what quality does he possess?
Why is it important to use eco-bags?

What is the largest number of vegetables that he can put in eco-bag if there should be the same number in
each eco-bag?

H. Making generalizations and abstractions about the lesson

What did we learn today, class?
What are the methods of finding the GCF of two numbers?
I. Evaluating Learning
Choose the letter of the best number.
1. The GCF of 10 and 16
a. 3 b. 2 c. 4 d. 8
2. The GCF 0f 15 and 20
a. 5 b. 6 c. 8 d. 3
3. The GCF of 24 and 36
a. 8 b. 6 c. 12 d. 2
4. The GCF of 30 and 42
a. 4 b. 6 c. 5 d. 7
5. The GCF of 16 and 32 is _______________.
J. Additional activities for application or remediation
List the factors of each number in a pair. Give their common factors and GCF.
1. 15 and 18
2. 20 and 28
3. 16 and 32
4. 18 and 30
5. 63 and 72
V. Remarks:
5–
4–
3–
2–
1–
Mean –
MPS –
VI. Reflection
A. No. of learners who earned 80% in the evaluation ________ pupils
B. No. of learners who require additional activities for remediation ________pupils
(those who scored below 80%)
C. Did the remedial lessons work? No. of learners who have caught ________pupils
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

Prepared by: JESEN JAMES P. TOVERA

Teacher III
Observed by:
 LOURDES T. JASMIN
Elementary School Principal II