School: DOLORES ELEMENTARY SCHOOL
Teacher: ALBERTO C. SARMIENTO
Teaching Dates and
Time:October 24-28,2022
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-
Competencies/Objectives routine 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
Grade Level:
Learning Area:
(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
V
MATHEMATICS
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
Quarter: 1ST QUARTER
THURSDAY 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
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
1.Teacher’s Guide pages
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
CG p.54
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
CG p.54 CG p. 54
flash cards, chart fraction cards, picture,
activity sheet, power point
presentation
Drill Drill
Directions: Perform the Strategy: “Agawan Bola”
indicated operations. Reduce Materials: One medium-
to lowest sized ball, Flash Cards
terms if possible Review
a. 12 ×12 b. 415+ 78 c. 45−13 Strategy: “The Weakest
d. 49×34 e. 4−16 Link”
What are the steps in solving Solving word problems
routine problems? How about involving Multiplication of
non routine problems? Fractions
For today we are going to Who can give me some
Solve mathematical problem involving multiplication characteristics of a Filipino?
of fraction How about you, what
positive characteristic do
you possess?
 What are the sources of the Original File Submitted and
income of your family? Formatted by DepEd Club
 Do your parents attend Member - visit
livelihood trainings and depedclub.com for more
seminars?
Problem Problem
CG p.54
Power point presentation,
activity sheets
Drill HOME BASE
Strategy: Show-Me-Game
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
Garbage is one of the most Give the reciprocal of each of
prevalent problems that we the following, then show your
have now. solution.
What are the most common 1) 8
household waste materials? 2) 1/5
What can we do with those 3) 3/7
wastes to lessen our problem 4) 8/10
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.
Problem
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F.Developing Mastery
Problem
Marlon earns Php150 by
selling newspapers. He sets
aside 25 of it as his savings.
How much does Marlon
save from his earnings?
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?
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?
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.
A farmer plowed 3/4 of his
land. He planted rice to 1/2
of the plowed part. What
part of his field was planted
with rice?
 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
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 was the project
initiated by the Grade Five
pupils?
 How many classes joined in
the newspaper drive?
 How can such project help
lessen our widespread
problem on garbage? ( Cite
other ways on how pupils like
you can help solve the
problems on garbage)
 What facts are given?
 What operations are 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
groups work cooperatively on
station 1 for group 1, station 2
for group 2, station 3 for
group 3 and station 4 for
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?
After all groups have finished, discuss the problem they group 4. Let them present
asked them to post their have created. their output one at a time.
output on the board and let How did you create a Direction: Create a 2 to-3-step
them discuss their solutions. problem using the given word problem involving
Questions to answer: information? division of fractions with any
What is asked? of the other operations of
What are given? fractions and whole numbers
How will you solve the based on the given data.
problem?
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?

G.Finding Parctical
application of concepts and
skills in daily living
H.Making generalization and
abstraction about the lesson
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 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
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 Create a problem using the Create a problem involving
learning teams. Ask the group data below division of fractions with any
to work together in solving for of the other operations of
the answer to each problem. fractions out of the given
Give the learning teams situations.
enough time to do the task. (Let the pupils work by pair)
a. Lilia spends 34 of her weekly
allowance for lunch and 15for
snacks. How much does she 50 kg.
save if her weekly allowance
is Php 500.
b. Six- sevenths of a 49-meter
long cord was used for the
project. How many meters of sold 4/5
cord were not used?
? kg
To solve routine problems How will you create a
involving multiplication with problem involving Least In creating a problem, we do
addition or subtraction of Common Multiple (LCM) the following:
fractions and whole numbers given the following  Familiarize ourselves with
using appropriate strategies information? the concept and its
and tools, follow these steps: application to real-life
Understand situations.
 Know what is asked  Think of the type of
 Know the given facts problems we want to create
 If any, determine the hidden  Read some problems and
questions study their solutions.
Plan
 Determine the operations to
be used
 to be used  Write the number sentence
 Write the number Solve
sentence  Use the operation solve
Solve Check and Look Back
 Show the solution  Write the correct answer
Check and Look Back
 Check your answers
 State the complete
answer
I.Evaluating learning Directions: Solve the Directions: Read, analyze and Create problems involving multiplication of Create a problem involving
following problems. solve the following problems. fraction based on division of fractions with any
a. Jose harvested 15 a. Mr. Carino spent 12 of his the information given below of the other operations of
kilograms of guavas from salary for food, 15for 1. Mr. Roxas gathered 100 eggs fractions out of the given
the orchard. He gave 25 of miscellaneous, and from his poultry. situations. Write your answers
them to his neighbors. How 310 for education. How much He gave 48 to his friend. on your answer sheet
many kilograms of guavas money was allotted for each 2. Geward had 2 1/ 2 litres of paint.
were given to the item if his Used 2 /3 of it to paint their dining room
neighbors? monthly salary was Php 46,000.
Julius sold 3 12 sacks of b. It takes 25 yards of material
rice? Each sack weigh 50 to make a skirt and 34 to make
kilograms. How many a dress.
kilograms of rice did Julius How many yards will it take to
sell? make 6 skirts and 3 dresses?
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

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
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.
Nelia sold 5 12 sacks of
calamansi. How many
kilograms of calamansi did
she sell if a sack weighed 4
12kilograms assuming that
the sacks have the same
weight?
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___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
Read, analyze and solve the
following problem.
A scoutmaster bought 35 m of
rope. He used 47 of the
Roper for knot tying. How
many meters of rope were not
used for
knot tying?
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___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
Create problem involving
Multiplication of Fraction
using the
information given below.
Solve for the answer
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___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
Directions: Write a question
for the given situations.
1. Allan and his father can
repair one desk in 13 hour.
They worked for 3 hours.
Problem:
________________________
_______
Solution:
________________________
_______
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___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
Give the reciprocal of each of
the following, then show your
solution.
1) 8
2) 1/5
3) 3/7
4) 8/10
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___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
 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.
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.
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.
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.
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? ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
No.of learners who have 80% above 80% above 80% above 80% above 80% above
caught up with the lesson
D.No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation 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?
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who ____ of Learners who caught ____ of Learners who ____ of Learners who caught ____ of Learners who caught
caught up the lesson up the lesson caught up the lesson up the lesson up the lesson
___ of Learners who ___ of Learners who continue ___ of Learners who ___ of Learners who continue ___ of Learners who continue
continue to require to require remediation continue to require to require remediation to require remediation
remediation remediation
Strategies used that work Strategies used that work well: Strategies used that work Strategies used that work Strategies used that work well:
well: ___Metacognitive well: well: ___Metacognitive
___Metacognitive Development: Examples: Self ___Metacognitive ___Metacognitive Development: Examples: Self
Development: Examples: assessments, note taking and Development: Examples: Development: Examples: Self assessments, note taking and
Self assessments, note studying techniques, and Self assessments, note assessments, note taking and studying techniques, and
taking and studying vocabulary assignments. taking and studying studying techniques, and vocabulary assignments.
techniques, and vocabulary ___Bridging: Examples: Think- techniques, and vocabulary vocabulary assignments. ___Bridging: Examples: Think-
assignments. pair-share, quick-writes, and assignments. ___Bridging: Examples: Think- pair-share, quick-writes, and
___Bridging: Examples: anticipatory charts. ___Bridging: Examples: pair-share, quick-writes, and anticipatory charts.
Think-pair-share, quick- Think-pair-share, quick- anticipatory charts.
writes, and anticipatory ___Schema-Building: writes, and anticipatory ___Schema-Building:
charts. Examples: Compare and charts. ___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer Examples: Compare and contrast, jigsaw learning, peer
teaching, and projects. contrast, jigsaw learning, peer teaching, and projects.
___Schema-Building: ___Schema-Building:
Examples: Compare and Examples: Compare and teaching, and projects.
contrast, jigsaw learning, ___Contextualization:  contrast, jigsaw learning, ___Contextualization: 
peer teaching, and projects. Examples: Demonstrations, peer teaching, and projects. ___Contextualization:  Examples: Demonstrations,
media, manipulatives, Examples: Demonstrations, media, manipulatives,
___Contextualization:  repetition, and local ___Contextualization:  media, manipulatives, repetition, and local
opportunities. repetition, and local opportunities.
Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, media, manipulatives, opportunities.
repetition, and local ___Text Representation:  repetition, and local ___Text Representation: 
opportunities. Examples: Student created opportunities. ___Text Representation:  Examples: Student created
drawings, videos, and games. Examples: Student created drawings, videos, and games.
___Text Representation:  ___Modeling: Examples: ___Text Representation:  drawings, videos, and games. ___Modeling: Examples:
Examples: Student created Speaking slowly and clearly, Examples: Student created ___Modeling: Examples: Speaking slowly and clearly,
drawings, videos, and modeling the language you drawings, videos, and Speaking slowly and clearly, modeling the language you
games. want students to use, and games. modeling the language you want students to use, and
providing samples of student want students to use, and providing samples of student
___Modeling: Examples: ___Modeling: Examples:
work. providing samples of student work.
Speaking slowly and clearly, Speaking slowly and clearly,
modeling the language you modeling the language you work.
want students to use, and Other Techniques and want students to use, and Other Techniques and
providing samples of Strategies used: providing samples of Other Techniques and Strategies used:
student work. ___ Explicit Teaching student work. Strategies used: ___ Explicit Teaching
___ Group collaboration ___ Explicit Teaching ___ Group collaboration
___Gamification/Learning ___ Group collaboration ___Gamification/Learning
Other Techniques and Other Techniques and
throuh play ___Gamification/Learning throuh play
Strategies used: Strategies used:
___ Answering preliminary throuh play ___ Answering preliminary
___ Explicit Teaching ___ Explicit Teaching
activities/exercises ___ Answering preliminary activities/exercises
___ Group collaboration ___ Group collaboration
___ Carousel activities/exercises ___ Carousel
___Gamification/Learning ___Gamification/Learning
___ Diads ___ Carousel ___ Diads
throuh play throuh play
___ Differentiated Instruction ___ Diads ___ Differentiated Instruction
___ Answering preliminary ___ Answering preliminary
___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
activities/exercises activities/exercises
___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Carousel ___ Carousel
___ Lecture Method ___ Discovery Method ___ Lecture Method
___ Diads ___ Diads
Why? ___ Lecture Method Why?
___ Differentiated ___ Differentiated
___ Complete IMs Why? ___ Complete IMs
Instruction Instruction
___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Role Playing/Drama ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Discovery Method ___ Discovery Method
___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s
___ Lecture Method ___ Lecture Method
Why? collaboration/cooperation Why? ___ Group member’s collaboration/cooperation
___ Complete IMs in doing their tasks ___ Complete IMs collaboration/cooperation in doing their tasks
___ Availability of Materials ___ Audio Visual Presentation ___ Availability of Materials in doing their tasks ___ Audio Visual Presentation
___ Pupils’ eagerness to of the lesson ___ Pupils’ eagerness to ___ Audio Visual Presentation of the lesson
learn learn of the lesson
___ Group member’s ___ Group member’s
collaboration/cooperati collaboration/cooperati
on on
in doing their tasks in doing their tasks
___ Audio Visual ___ Audio Visual
Presentation Presentation
of the lesson of the lesson