Region I

LA UNION SCHOOLS DIVISION OFFICE

San Fernando City
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ALTERNATIVE LEARNING Community Learning Center (CLC) LUNA II DISTRICT CLC Grade level Advance Elementary
SYSTEM Learning Facilitator RAFFIE R. MICUA Learning Area Learning Strand 3: Mathematical and
WEEKLY LESSON LOG Problem-Solving Skills
Month and Quarter MARCH 19, 2021 Quarter 1st Quarter

I. OBJECTIVES
A. Content Standards Identifying place value and value of the digits of a decimal
B. Performance Standards Write place value and value of the digits of a decimal
C. Learning Competencies/Objectives Identifies the place value and value of the digits of a decimal
II. CONTENT Place Value and Value of the Digits of a Decimal
III. LEARNING RESOURCES
A. References
1. Teacher’s Session Guide Page K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM pp 16
2. Learner’s Materials Page Giving the Place Value and the Value of a Digit of a Given Decimal Number Through Ten Thousandths [M5NS-IIa-101.2]
Kto12 Grade 5 Curriculum Guidep. 57 MN5NS-101.2 Lesson Guide in Elementary Mathematics VI pp. 38-42
3. Additional Materials from Learning Powerpoint Presentation, Drill cards, Charts
Resources (LR) portal
B. Others
IV. PROCEDURES FACILITATOR’S ACTIVITIES LEARNER’S ACTIVITIES
A. Springboard/Motivation (establishing a Using flashcards. A. Answer: a. 96/100 b. 38/100 c. 6/10 d. 752/1000
purpose for the lesson) A. Rename these asdecimal as fractions
a. 0.96 b. 0.38 c. 0.6 d. 0.752 e. 0.09 e. 9/100
B. Rename as decimals. B. Answer: a. 0.3 b.0.56 c. 0.035 d. 0.05 e. 0.8
a. 3/10 d. 5/100
b. 56/100 e. 8/10
c. 35/1000

B. Activity (Review of previous lesson/s or Game- Brothers/Sisters, Where Are You? Answers may vary.
presenting the new lesson)
 Different card bearing number phrases, fractions, and

C. Analysis (Presenting
examples/instances of the new lesson)
D. Discussing new concepts and practicing
new skills, sub-activity #1
decimals will be given to pupils. Be sure to have the
complete set.
e.g.
Three Tenths Twelve Hundredths
3 12
10 0.3 100 0.12
 At the signal of the teacher, the pupils will go around to
find the value of the number phrase/fraction/decimal
he/she holding.
 The first pupils to find their “brother and sister” win.
Value Integration:
Ask: How did you find the activity? Did you cooperate?
What traits have you shown to your classmates?
Present the lesson through powerpoint presentation. 5 objects or 5 units
When you see 5, what does it mean to you? (5 objects or 5 units)
Maybe YES or NO
How about 0.5? Do we read it simply as “point 5”?
Is there a way to read it correctly?
Present the problem:
Juan and Jose are Igorots and they love studying.
Even though their houses are far from their school, they
still attend their classes everyday. The distance of Juan’s
house to school is 2 kilometers while Jose’s house is 2.25
kilometers away.
 Possible answers.
1. Yes sir we are going to school everyday, because we
The pupils will answer the following questions; want to finish our studies.
1. If you were Juan and Jose are you going to school 2. No sir. We should respect them, and we should be
everyday? Why? friendly to them.
2. If you saw an Igorot are going to bully them?0 3. 2 and 2.5
3. What numbers are given in the situation? 4. whole number
4. What kind of number is 2? 5. decimal number
5. How about 2,25? 6. maybe yes or no
6. Do you know the different place value positions of a
decimal?
Study the place value chart of decimal numbers
Learners will study the chart on the screen.
below.
1. To classify the place value of a whole and the place
value of decimal number.

Decimal point

Thousandths

thousandths
Hundredths
Hundreds 2. We need to put decimal point to determine the whole
Thousands

Tenths

0.001
Ones
number digits and the decimal digits

Tens

0.01
0.1

ten
3. Tenths, hundredths, thousandths and ten thousandths
4. Hundredths
Six hundredths
3 7 8 5 6 2 5 Tenths and thousandths

Five tenths and five thousandths

1. What is the purpose of the decimal point?

2. Why do we need to put decimal point?
3. What are the different place value positions to the
right of the decimal point?
4. In 378.5625, what is the place value of 6?
What is the value 6?
Place value of 5? Value of 5?
E. Discussing new concept and practicing Performing Activities Have each group present their output. Check their answer.
new skills; sub-activity #2
Group Activity
Based on the numeral 0.4786 answer the following:
1. What is the position of zero? When do we used zero?
2. What is the digit in the tenths place and what is the
value?
3. What digit is in the hundredths place? What is the value?
4. What digit is in the thousandths place, what is the value?
5. What digit is in the ten thousandths place, what is the
value?
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F. Abstraction (Making Generalizations How do you know the value and place value of each digit in The value of a digit in a given decimal is the
about the lesson) product of that digit holding the decimal place and the
a given decimal?
value of that position.

G. Application (Developing mastery) Analyze the table below and answer the following questions  NCR
 8% or 0.08
Covid Victims in the Philippines  0.13
 I will stay inside our home, keep away from
Regions PECENTAGE DECIMAL crowded places, wear face mask and clean our
Value body everyday, so that we will be away from
NCR 35% 0.35 infection of Covid Virus .
CALABARZON 32.3% 0.323
ILOCOS 8% 0.08
REGION
CENTRAL 28% 0.28
LUZON
DAVAO 15% 0.15

What region have the highest rate of covid victims?

How many victims are there in Ilocos Region?
What is the difference between Davao and Central Luzon?
If your place is in ECQ,what are you going to do? Why?
H. Evaluation (Assessing Learners) Give the place value and the value of the underlined digit. Number Place Value Value
 6. 08912 Thousandths Nine Thousandths
Number Place Value Value 392. 035 Hundredths Three Hundredths
6. 08912 80.5487 Ten Thousandths Seven ten
392. 035 thousandths
80.5487 0.96582 Tenths Nine tenths
0.96582 175.6734 Hundredths Seven Hundredths
175.6734
I. Agreement (Additional activities) Write the digit in each place Write the digit in each place
1. 0.34607 4. 0.34607
_______ hundredths ____4___ hundredths
_______ tenths ___3____ tenths
_______ thousandths ____6___ thousandths
2. 0.00642 5. 0.00642
_______ thousandths ___6____ thousandths
_______ hundredths ____0___ hundredths
_______ ten thousandths ___4____ ten thousandths
3. 5.06789 6. 5.06789
_______ tenths ___0____ tenths
_______ ten thousandths ___8____ ten thousandths
_______ hundredths ___6____ hundredths
_______ thousandths ___7____ thousandths

V. REMARKS Lesson was successfully delivered.

VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
Did the remedial lessons work? No. of learners who have caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these work?
What difficulties did I encounter which my principal or supervisor can help me solve?
What innovation or localized materials did I use/discover which I wish to share with other teachers?
Prepared by: Observed by:
RAFFIE R. MICUA JOENEL G. OBILLE
DALSC/Teacher III DALSC-Balaoan District/ Master Teacher
 Region I
LA UNION SCHOOLS DIVISION OFFICE
San Fernando City

ALTERNATIVE LEARNING Community Learning Center (CLC) LUNA II DISTRICT CLC Grade level Junior High School
SYSTEM Learning Facilitator RAFFIE R. MICUA Learning Area Learning Strand 2: Scientific Literacy
WEEKLY LESSON LOG and Critical Thinking
Month and Quarter JUNE 25, 2021 Quarter 2nd Quarter

I. OBJECTIVES
A. Content Standards Describe the Motion of an Object
B. Performance Standards Describe the motion of an object by tracing and measuring its change in position [ distance travelled] over a period of time
C. Learning Competencies/Objectives Describe the motion of an objects in terms of distance or displacement, speed or velocity, and acceleration
D. Science Concept/ Ideas Distance is the measure of how far or near two points are from one another. It can be measured using different ways such as time,
landmark or body parts
E. Science Processes Observing, describing, measuring
II. CONTENT Motion of an Object
III. LEARNING RESOURCES
C. References
4. Teacher’s Session Guide Page K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM LS2 Scientific literacy and Critical
Thinking pp 31
5. Learner’s Materials Page
6. Additional Materials from Learning Quarter 3- Week 1- Module 1: Describing the Motion of an Object by Measuring and Tracing Its Change in Position [Distance Travelled]
Resources (LR) portal Over A Period of Time
D. Others Powerpoint Presentation, models, illustrations, diagrams, Charts
IV. PROCEDURES FACILITATOR’S ACTIVITIES LEARNER’S ACTIVITIES
A. Springboard/Motivation (establishing a Set the Standards for the activity. Answers may vary.
purpose for the lesson) What will you do if you are going to school?
Are you going to walk if you go to Manila? What will you do?
Who has no assignment?
Is it possible to go anywhere without movements?
 B. Activity (Review of previous lesson/s or
presenting the new lesson)
Present the lesson through a PowerPoint presentation. Learner’s Answers:
Try to answer the problem He runs 2000 meters a day
A typical track and field oval is 400 meters. Suppose a runner Lane number 1 takes the longest and lane number 4
trains for his upcoming marathon in this oval everyday. He usually takes the shortest time.
runs around it five times. How far is he running everyday? Which
lane takes the longest time? Shortest time?

If you are going to race with your friends and you won, what will you do?
Answers may vary
Are you going to bully them? Why?

C. Analysis (Presenting examples/instances of the
new lesson)
Let the learners study the slides.
What is Motion?
How Speed measured?
When you apply force on any object, what will happen?
When do we say that the object is in motion?
How do we solve the speed? distance?
Why motion very important in our life?
If you are a minor, is it proper that you drive a motor vehicle? Why?
*Motion is a change in position measured by distance and
time.
*The speed of a moving object is a measure of how
quickly or slowly the object changes position. A faster
object would in the same amount of time.
*When you apply force on any object., the object will
move and change its position.
*When an object changes position over time when
compared with a reference point we say that the object is
in motion.
* Speed = Distance / time
* Distance = Speed x Time
 * Yes, because we cannot do our work if we don’t move
No, because minors are prohibited in driving vehicles
especially along the national highway and they might be
committing an accidents that endanger their life and the
life of other people.

D. Application Activity 1 Every group will report their outputs

Activity 1.
Group Activity: Group the learners into two. 1. 10.3 sec.
Direction: Complete the table below by filling in the 2. Jen
3. Jen
needed information. 4. 12 meters
5. a. seconds b. meters c. meter per second
Table for observation

Model Distance Time Speed

pupils {meter} (seconds) (meter per
second)

Jen 10m 12 sec.

Jastine 12m 9 sec

Jon 14m 10 sec

Average Average Average

distance time speed

Answer the questions below. Refer to the table

above.
1. What is the average time spent in walking?
2. Who among the pupils walked the slowest?
 3. Who among the model pupils walked the fastest?
4. What is the average distance walked by the
models?
5. What units are used to express:
a. time
b; distance
c. speed

Activity 2. Activity 2
1. the house
2. It Changed its position
Direction: Study the pictures carefully. How do you that
3. It Surpassed the House which is the point or frame of
the car has already moved? Answer the following reference
question: 4. The car will be more far away from the house.
There is change in the position of an object.

1. What objects in the surrounding can you use as

reference point to tell that the car has moved?

2. What made you think that the car has moved?

3. Can you describe how the car has changed its

position from the gate of the house?

4. Using the house as your reference point, where will

the position of the car be if it travelled a few more
meters?
 5. What happens to the position of an object when there
is motion?
F. Evaluation (Assessing Learners) A. Direction: Read each item carefully and choose the letter Key answers:
1. d.
that corresponds to the correct answer.
2. c
1. Which is an ideal reference point? 3. b
4. c
a. A colored objects c. A cloud in the sky.
5. b
b. A person running d. A nonmoving landmark 6. c
7. force
2. What is the basic unit for measuring time?
8. reference point
a. hour c. second 9. motion
10. speed
b. minute d. month
3. What is the basic unit for measuring distance?
a. feet c. centimeter
b. meter d. kilometer
4. Jay runs at an average speed of 6kph. If he runs for 5 ½
hours, hour far does he travel?
a. 30 km c. 33 km
b. 32 km d. 35 km
5. What is the average speed of the cyclist if he travels 30
km in two hours?
a. 10 km/h c. 30 km/h
b. 15 km/h d. 60 km/h
6. Bella is walking along a sidewalk. Which of the following
sentences is true?
a. Bella is not moving with respect to the sun.
b. Bella is not moving with respect to the sidewalk.
c. Bella is moving with respect to the building at the corner.
d. Bella is moving with respect to another person who is
 walking beside her.
7. When you apply ________ on any object., the object will move and
change its position.
8. When an object changes position over time when compared with a
____________ we say that the object is in motion.
9. ________ is a change in position measured by distance and time.
10. The _________ of a moving object is a measure of how quickly or
slowly the object changes position.

G. Agreement (Additional activities) How do you know that you are in motion?
Imagine that you are a member of a cycling team of your
barangay. Show yourself in motion. Draw your reference
points. Describe how you set yourself in motion

V. REMARKS Lesson was successfully delivered.

VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
Did the remedial lessons work? No. of learners who have caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these work?
What difficulties did I encounter which my principal or supervisor can help me solve?
What innovation or localized materials did I use/discover which I wish to share with other teachers?
Prepared by: Observed by:

RAFFIE R. MICUA IMELDA Y. NAVORA

DALSC/Teacher III Master Teacher