LESSON LOG School: Doña Juana Actub Lluch Memorial Central School Date: September 30-October 4,

GRADE FIVE 2019

Teacher: Maria Mae L. Uday Quarter: 2nd Quarter (8th Week)
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Time: Monday -Friday

A.M 7:30-11:30 A.M 7:30-11:30
P.M. 1:00-4:30
The learner demonstrates understanding of the four fundamental The interactions for survival among living and non-living things that take place in
I. OBJECTIVES:
operations involving decimals and ratio and proportion estuaries and intertidal zones
A. Content Standard
The learner is able to apply the four fundamental operations involving The learners should be able to create a hypothetical community to show how
B. Performance Standard decimals and ratio and proportion in mathematical problems and real- organisms interact and reproduce to survive
life situations
Expresses ratio using either the colon (:) or fractions The learners should ne able to discuss the interactions among living and non-living
C. Learning Objective/s Code: M5NS-IIh-123 things in estuaries and intertidal zones
S5LT-IIh8
Expressing Ratio using either the Colon (:) or Fractions Interaction of Living and Non-Living in an Estuary and Intertidal Zone
II. CONTENT:

III. LEARNING RESOURCES:
1. Teacher’s Guide
2. Learner’s Manual
3. Textbook
4. Others
IV. PROCEDURE:
1. Before the Lesson
2. During the Lesson
Curriculum Guide, page 60 of 109
Mathematics for a better Life pp. 196-197
Lesson Guide in Elem. Math Grade 5 p. 218-222
Lesson Guide in Elem. Math Grade 5 p. 218-222
Mathematics for a Better Life 5
BEAM LG Grade 5 Module 9
BEAM LG Grade 6 Module 11
Reducing Fractions to Lowest Terms
Strategy: Show-Me- Game
Mechanics:
1. Each pupil uses his or her own show-me-board.
2. The teacher flashes fractions in higher terms like the examples below
. 3. When the teacher gives the signal “Go” , the pupils raise their show-
me-boards containing the lowest term of the fraction shown by the
teacher.
4. This activity continues for 3 to 5 minutes
What are the things that are inside your bag? Why do you carry them in going to
school regularly? How do those things help you in your studies?
Curriculum Guide k-12
a. Science for Daily Use
b. Science Spectrum 5
Science V textbook
PowerPoint presentation, activity sheet, chart, pictures
Directions: Identify the following.
_______1.It is the boundary where a freshwater
ecosystem meets a saltwater ecosystem
_______2. It is the shallowest part of the ocean
ecosystem, where it is covered out
and uncovered as the tide goes in and out.
_______3. It is formed through the interaction of a
community of organisms with their
environment.
_______4. It is referred to as “desert” zone of the
ocean.
_______5. It is the zone that is regularly covered by water.
The world we live in is very rich in natural resources whether it
may be terrestrial or aquatic. Why are there so many living organisms
on Earth? so many different species? How do the characteristics of
the non-living environment help determine which organisms thrive in
particular areas? How do they interact in a certain habitat?
1. Presentation of the lesson through video presentation
https://youtu.be/MGODmyXkkPU
 Please bring out some of your stuff in your bag because we will be using them in Group Activity
our lesson today. Use the information in the video presented. Fill in
a. Place different objects on the table like notebooks, pencils, crayons and the table below
sheets of paper. What are the interactions among living and non-living things in an estuaries and
b. Ask the pupils to count the number of objects in each set and tabulate their
intertidal zones?
answers.
Sample answers Group presentation
How will you compare the number of notebooks with the number of Discussing new concepts and practicing new skills #1
pencils? Introduce the concept of ratio as the comparison of two How do plants and animals respond when environmental conditions in an estuary
quantities. change? in an intertidal zone?
The ratio of notebooks to pencils is 5 to 7. How do environmental changes in both ecosystems affect the organisms inhabiting
Can we interchange the terms in the ratio? Why? or Why not? there?
(Lead the pupils to state that the terms of a ratio are not How are producers able to feed the organisms as shown in the video?
commutative.) Why are decomposers important in an ecosystem?
Ratios can also be written in other ways:
Direction: Complete the Venn Diagram by giving the interactions
The ratio 5 to 7 can also be written as
Give more examples or have the pupils form among living and non-living things in estuary and intertidal
other ratios using the objects in the table. zone.
Avocado Php8.00 What might happen if the estuary is being damaged by pollution?
Banana Php5.00 How can you help protect the estuary and intertidal zone?
Papaya Php25.00
Pineapple Php35.00 Apple Php20.00
Directions: Give the comparison of the cost of the following. Express
your answers using fraction form and colon form.
Fraction Form Colon Form
a. Avocado to Banana _______ ________
b. Banana to Papaya _______ ________
c. Avocado to Apple _______ ________
d. Apple to Papaya _______ ________
e. Pineapple to Avocado _______
In your class, what is the ratio of the number of:
1. boys to girls
2. girls to boys
3. boys to all pupils
4. girls to all pupils
Express your answers in colon form and fraction form.
A ratio is a comparison of two quantities or given sets of objects. It is also a pair Estuaries and intertidal zones make up an ecosystem. Living things in these
3. After the Lesson of numbers that compare two quantities in the same unit by division. environments interact with each other. They exhibit feeding relationships that enable
We write ratio using colon or fraction form the nutrients and energy to cycle through them.
Directions: Write the following ratio in Fraction form and Colon form.
Fraction Form Colon Form
How do living and non-living things interact in estuaries and intertidal zones.
1. 2 teachers to 46 pupils __________ __________
2. 4 books to 10 pupils _________ _________ Complete the graphic organizer below
3. 12 flowers to 4 vases __________ _________
4. 21 garbage cans to 14 classrooms ______ _______
5. 36 glasses of juice to 30 sandwiches ____ _______
V. REMARKS V-1_________ V-2_________ V-3_________
V-3 __________
V-5_________ V-6_________ V-7_________
VI. REFLECTION
A. Did the remedial lessons work? No. of
learners who have caught up with
the lesson
B. No. of learners who continue to require
remediation
C. Which of my teaching strategies
worked well? Why did these
work?
D. What difficulties did I encounter
which my principal or supervisor
can help me solve?
E. What innovation or localized materials
did I use/discover which I wish to
share with other teachers?
___Yes ___No ____ of Learners who caught up the lesson
__Yes ___No ____ of Learners who caught up the lesson
___ of Learners who continue to require remediation ___ of Learners who continue to require remediation
Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration
___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary activities /exercises ___ Answering preliminary activities /exercises
___ Discussion ___ Discussion
___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks ___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils
Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos
__ Making use big books from __ Making use big books from
views of the locality views of the locality
__ Recycling of plastics to be used as Instructional Materials __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition __ local poetical composition
__Fashcards __Fashcards
__Pictures __Pictures