Finding GCF Using Continuous Division

GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas

Teaching Dates and July 4-8, 2016 Quarter
Time
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Find the common factors and the GCF of two – four numbers using continuous division
A. Content Standards Weekly Test

1. understanding of whole 1. understanding of whole 1. understanding of whole 1. understanding of whole
numbers up to 10 000 numbers up to 10 000 numbers up to 10 000 numbers up to 10 000
000. 000. 000. 000.
2. demonstrates 2. demonstrates 2. demonstrates 2. demonstrates

understanding of divisibility, understanding of divisibility, understanding of divisibility, understanding of divisibility,
order of operations, factors order of operations, factors order of operations, factors order of operations, factors
and multiples, and the four and multiples, and the four and multiples, and the four and multiples, and the four
fundamental operations fundamental operations fundamental operations fundamental operations
involving fractions involving fractions involving fractions involving fractions
B. Performance Standards
1. is able to recognize and 1. is able to recognize and 1. is able to recognize and 1. is able to recognize and
represent whole numbers represent whole numbers represent whole numbers represent whole numbers
up to 10 000 000 in various up to 10 000 000 in various up to 10 000 000 in various up to 10 000 000 in various
forms and contexts. forms and contexts. forms and contexts. forms and contexts.
2. is able to apply divisibility, 2. is able to apply divisibility, 2. is able to apply divisibility, 2. is able to apply divisibility,
order of operations, factors order of operations, factors order of operations, factors order of operations, factors
and multiples, and the four and multiples, and the four and multiples, and the four and multiples, and the four
involving fractions in involving fractions in involving fractions in involving fractions in
mathematical problems and mathematical problems and mathematical problems and mathematical problems and
real-life situations. real-life situations. real-life situations. real-life situations.
C. Learning
Competencies/Objectives finds the common factors finds the common factors finds the common factors finds the common factors
Write the LC code for and the GCF of 2–4 numbers and the GCF of 2–4 numbers and the GCF of 2–4 numbers and the GCF of 2–4 numbers
each using continuous division. using continuous division. using continuous division. using continuous division.
M5NS-Id-68.2 M5NS-Id-68.2 M5NS-Id-68.2 M5NS-Id-68.2
1
II. CONTENT Finds the common factors Finds the common factors Skip counting and Number Skip counting and Number
and the GCF of two - four and the GCF of two - four series series
numbers using continuous numbers using continuous Listing Method and Prime Listing Method and Prime
division division Factorizatio
Factorization
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages Code - M5NS-Id-68.2 K to Code - M5NS-Id-68.2 K to Code - M5NS-Id-69.2 K to Code - M5NS-Id-69.2 K to
12 Grade 5 Curriculum 12 Grade 5 Curriculum 12 Grade 5 Curriculum 12 Grade 5 Curriculum
TM Math Grade 4 pages 118 - TM Math Grade 4 pages 118 - TM Math Grade 4 pages 122 - TM Math Grade 4 pages 122 -
122 122 125 125
LM Math Grade 5 pages 1 to LM Math Grade 5 pages 1 to LM Math Grade 5 pages LM Math Grade 5 pages
3 3 to to
Mathematics Today and Mathematics Today and Mathematics Today and Mathematics Today and
Beyond pages 92 – 93 Beyond pages 92 – 93 Beyond pages 94 – 95 Beyond pages 94 – 95
Math @ work 6 page 136 Math @ work 6 page 136
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources strips of cartolina, boxes, strips of cartolina, boxes, flashcards, strips of cartolina, flashcards, strips of cartolina,
Flaglets, flash cards Flaglets, flash cards coins, boxes, ruler coins, boxes, ruler
IV. PROCEDURES
A. Reviewing previous Game – Climbing the Game – Climbing the Review how to use the listing Review how to use the listing
lesson or presenting Ladder “Reach for the Ladder “Reach for the method to get the LCM of the method to get the LCM of the
the new lesson
Star” Star” given number. given number.
2
Mechanics: Mechanics:
Divide the pupils into 2 Divide the pupils into 2
groups. groups.
Flash the cards with Flash the cards with
numbers. numbers.
The pupils identify the The pupils identify the
number whether it is prime or number whether it is prime
composite numbers. The first or composite numbers. The
pupil who answers correctly first pupil who answers
climbs one step of the correctly climbs one step of
ladder. The group who first the ladder.
reaches the top is the The group who first reaches
winner. the top is the winner.
B. Establishing a purpose for Compute the GCF of the Compute the GCF of the Identify the multiples of a Identify the multiples of a
the lesson
given numbers using given numbers using given number given number
continuous division continuous division Find the common multiples Find the common multiples
and LCM of two – four and LCM of two – four
numbers using continuous numbers using continuous
division division
Write the LCM of the given Write the LCM of the given
numbers using continuous numbers using continuous
division division
C. Presenting Show a picture of a girl Show a picture of a girl Show a picture of a boy and Show a picture of a boy and
examples/instances of the helping her mother in their helping her mother in their a girl collecting used plastic a girl collecting used plastic
new lesson
garden. Ask the pupils to tell garden. Ask the pupils to tell bottles. Ask the pupils to tell bottles. Ask the pupils to tell
something about the picture. something about the picture. something about the picture. something about the picture.
Elicit the value of Elicit the value of Elicit the value of recycling Elicit the value of recycling
helpfulness. helpfulness. used objects. used objects.
Ask: how do you show Ask: how do you show Ask: What are the objects Ask: What are the objects
helpfulness at home? In helpfulness at home? In that can be recycle? What do that can be recycle? What do
school? Is it good to be school? Is it good to be you do in the used objects you do in the used objects
3
helpful? Why? helpful? Why? like plastic bottles, used like plastic bottles, used
papers, glass bottles etc,. papers, glass bottles etc,.
What are the good effects of What are the good effects of
recycling in our environment? recycling in our environment?
D. Discussing new concepts Present this problem to the Present this problem to the Present this problem to the Present this problem to the
and practicing new skills
class. class. class. class.
#1
Kendra helps her Kendra helps her The Richard and The Richard and
mother in their garden. They mother in their garden. They Francis collected used Francis collected used
sold 36 bougainvillea plants sold 36 bougainvillea plants plastic bottles for recycling. plastic bottles for recycling.
and 60 rose plants. They and 60 rose plants. They They arranged the bottles in They arranged the bottles in
need to delivery those plants need to delivery those plants boxes of 8 and 12. What is boxes of 8 and 12. What is
in the resort. What is the in the resort. What is the the least number of bottles the least number of bottles
biggest number of biggest number of they gathered in all? they gathered in all?
bougainvillea and roses that bougainvillea and roses that
can be placed in delivery can be placed in delivery
trucks if these are of the trucks if these are of the
same number? same number?
Have the pupils read the Have the pupils read the
Have the pupils read the Have the pupils read the
problem. Then ask: What did problem. Then ask: What did
problem. Then ask: How problem. Then ask: How
Richard and Francis Richard and Francis
many bougainvillea plants many bougainvillea plants
collected? What does the collected? What does the
were sold? How many rose were sold? How many rose
problem ask for? How will problem ask for? How will
plants were sold? What do plants were sold? What do
you solve for the answer to you solve for the answer to
Kendra and her mother Kendra and her mother
the problem? Can you think the problem? Can you think
needs to do with the needs to do with the
of ways to solve it? of ways to solve it?
bougainvillea plants and rose bougainvillea plants and rose
plants? How will you solve plants? How will you solve
for the answer to the for the answer to the
problem? problem?
Using the same given Using the same given
numbers 36 and 60, find the numbers 36 and 60, find the
GCF by using continuous GCF by using continuous
division. division.
4
Guide the pupils to get the Guide the pupils to get the
5
GCF of the given numbers. GCF of the given numbers.
Ask the pupil to write the Ask the pupil to write the
number horizontally. number horizontally.
36 60 36 60
What prime number can What prime number can
divide 36 and 60? (12) divide 36 and 60? (12)
36 60 36 60
Ask the pupils to divide the Ask the pupils to divide the
numbers by the given prime numbers by the given prime
number. Write the quotients number. Write the quotients
below the dividends. below the dividends.
36 60 36 60
18 30 18 30
Continue the process until Continue the process until
none of the numbers have a none of the numbers have a
common divisor. common divisor.
36 60 36 60
18 30 18 30
9 15 9 15
3 5 3 5
Therefore the GCF is 2 x 2 x 3 Therefore the GCF is 2 x 2 x 3
= 12. = 12.
What is the GCF of 36 and What is the GCF of 36 and
60? 60?
How did you get the GCF of How did you get the GCF of
36 and 60? 36 and 60?
By getting the product of all By getting the product of all
the prime divisor or the the prime divisor or the
common factors, we obtain common factors, we obtain
the GCF of the given the GCF of the given
6
numbers. numbers.
E. Discussing new concepts Group the pupils into 4 Group the pupils into 4 Group the pupils into 5 Group the pupils into 5
working teams and have working teams and have groups. Give each group a groups. Give each group a
#2
them perform the task using them perform the task using Manila paper and pentel Manila paper and pentel pen
continuous division. continuous division. pen for their solutions and for their solutions and
Richard bakes 42 cupcakes Richard bakes 42 cupcakes answers. Tell the pupils that answers. Tell the pupils that
and 54 cookies. He plans to and 54 cookies. He plans to there are three ways of there are three ways of
pack them separately in pack them separately in getting the LCM the listing, getting the LCM the listing,
small boxes. What is the small boxes. What is the prime factorization and the prime factorization and the
biggest number of cupcakes biggest number of cupcakes continuous division. continuous division.
and cookies that can be and cookies that can be
placed in boxes if these are placed in boxes if these are
of the same number? of the same number?
There are 12 grade V and 18 There are 12 grade V and 18

grade VI pupils who will join grade VI pupils who will join
the basketball team. What is the basketball team. What is
the greatest number of the greatest number of
Grade V and Grade VI pupils Grade V and Grade VI pupils
that can be grouped together that can be grouped together
if all pupils are to be if all pupils are to be
included? included?
If the numbers are 81 and If the numbers are 81 and
99, what is the GCF? 99, what is the GCF?
Name the common factors of Name the common factors of
39, 65, 11 39, 65, 11
F. Developing mastery Ask the groups to present Ask the groups to present Let the groups present their Let the groups present their
(Leads to Formative Assessment
3) and discuss their answers on and discuss their answers on outputs. outputs.
the board. the board. Ask: How did you solve the Ask: How did you solve the
7
Expected answer: Expected answer: correct answer? Which correct answer? Which
We solved problem by We solved problem by multiples are common to 8 multiples are common to 8
continuous division, we continuous division, we and 12? What is the smallest and 12? What is the smallest
multiply the prime divisors to multiply the prime divisors to multiple common to 8 and multiple common to 8 and
get the GCF. get the GCF. 12? 12?
Expected answer: Expected answer:
We solved problem by listing We solved problem by listing
method method
We get the LCM using prime We get the LCM using prime
factorization factorization
We solved problem using We solved problem using
continuous division; getting continuous division; getting
the product of all the prime the product of all the prime
divisor and the last set of divisor and the last set of
quotients we get the Least quotients we get the Least
Common Multiples (LCM). Common Multiples (LCM).
G. Finding practical Discuss the presentation on Discuss the presentation on Discuss the presentation Discuss the presentation
applications of concepts
top of page 1 of LM Math top of page 1 of LM Math on page 4 of LM Math on page 4 of LM Math
and skills in daily living
Grade 5. Grade 5. Grade 5, and then give the Grade 5, and then give the
following exercises. following exercises.
Find the least common Find the least common
multiples of the following multiples of the following
pairs of numbers using pairs of numbers using
continuous division. continuous division.
25 and 50 25 and 50
7 and 14 7 and 14
4, 6, 8, and 9 4, 6, 8, and 9
6 , 9 and 18 6 , 9 and 18
3, 8 and 15 3, 8 and 15
7, 9, 21 and 63 7, 9, 21 and 63
H. Making generalizations What is Greatest Common What is Greatest Common Summarize the lesson by Summarize the lesson by
8
and abstractions about Factor (GCF) of two given Factor (GCF) of two given asking: asking:
the lesson What is Least Common What is Least Common
number? number?
How do we find the Greatest How do we find the Greatest Multiple (LCM) of two given Multiple (LCM) of two given
Common Factor (GCF) of Common Factor (GCF) of number? number?
two given numbers using two given numbers using How do we find the Least How do we find the Least
continuous division? continuous division? Common Multiple (LCM) of Common Multiple (LCM) of
two given numbers using two given numbers using
continuous division? continuous division?
I. Evaluating learning Find the Greatest Common Find the Greatest Common Find the Least Common Find the Least Common
Factor (GCF) of the given Factor (GCF) of the given Multiple (LCM) of the given Multiple (LCM) of the given
pairs of numbers by pairs of numbers by pairs of numbers by pairs of numbers by
continuous division. continuous division. continuous division. continuous division.
1. 16 and 24 1. 16 and 24 11 and 18 11 and 18
2. 20 and 30 2. 20 and 30
11 and 99 11 and 99
3. 21 and 35 3. 21 and 35
5, 10 and 30 5, 10 and 30
4, 5 and 16 4, 5 and 16
9, 54, 90 and 108 9, 54, 90 and 108
J. Additional activities for Provide more exercises. Provide more exercises. Provide more exercises. Provide more exercises.
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 who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
9
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?

Time

I. OBJECTIVES 1. Identify the multiples of a given number
2. Find the common multiples and LCM of two – four numbers using continuous division
3. Write the LCM of the given numbers using continuous division
A. Content Standards 2. demonstrates understanding of 2. demonstrates 2. demonstrates 2. demonstrates
divisibility, order of operations, factors understanding of understanding understanding of
and multiples, and the four divisibility, order of of divisibility, order of divisibility, order of
fundamental operations involving operations, factors and operations, factors operations, factors and
fractions multiples, and the four and multiples, and the multiples, and the four
fundamental operations four fundamental fundamental operations
involving fractions operations involving involving fractions
fractions
B. Performance Standards 2. is able to apply divisibility, order of 2. is able to apply 2. is able to apply 2. is able to apply
operations, factors and multiples, and divisibility, order of divisibility, order of divisibility, order of
the four fundamental operations operations, factors and operations, factors and operations, factors and
involving fractions in mathematical multiples, and the four multiples, and the four multiples, and the four
problems and real-life situations. fundamental operations fundamental fundamental operations
involving fractions in operations involving involving fractions in
mathematical problems fractions in mathematical problems
and real-life situations. mathematical and real-life situations.
problems and real-life
situations.
10
C. Learning
Competencies/Objective
M5NS-Id-69.2 M5NS-Ie-70.2 M5NS-Ie-71.2 M5NS-Ie-84
s
Write the LC code for
each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide k-12 TG MATH5 P.54 k-12 TG MATH5 P.54 k-12 TG MATH5 P.54 k-12 TG MATH5 P.55
pages
2. Learner’s Material LM Math Grade 4 pages 122 - 125 LM MATH 5 pp.1-2 LM MATH 5 pp.1-2 LM MATH 5 pp.1-2
pages LM Math Grade 5 pages to
Ateneo Lesson Guide pages 44 – 48
3. Textbook pages
from Learning
Resource (LR) portal
B. Other Learning flashcards, strips of cartolina, coins, cards with numbers pairs flash card, drill board, flash card, drill board,
Resources boxes, ruler for the drill activity, chart chart
problem written on the
chart.
IV. PROCEDURES
A. Reviewing previous Present “Explore and Discover” LM p.1 How do we get the LCM Have a drill on solving Have a review on how A. Setting of standards
lesson or presenting of numbers using the problems involving to create word problem B. Giving directions
the new lesson continuous division? finding the GCF and involving GCF and LCM C. Administering
LCM. in of 2-3 given numbers. the test
D. Checking
E. Recording of scores
B. Establishing a purpose What is Least Common Multiple (LCM) Present a picture of a Discuss the Explore Ask the pupils if they
for the lesson of two given number? boy helping her mother and Discover! On p. love to eat pizza?
in a flower shop. Ask the 1 of LM Math Grade V Ask: What do you
pupils to tell something notice about the size of
about the picture. Elicit the pizza? How it
the value of helpfulness. divided into parts?
C. Presenting Present the problem to the class. Present each problem to Ask the pupils to work Present problem to
examples/instances of the class. on exercises under Get the class
the new lesson Moving on page .
Check their Answers.
11
D. Discussing new Have the pupils read the problem. Then How will you solve for Process the answers of How will you solve for
concepts and practicing ask: What did Richard and Francis the answer to each the pupils. the problem?
new skills #1 collected? problem?
E. Discussing new Answer “Challenge Yourself With the Discuss the 4-step plan Present more similar Group the pupils into
concepts and practicing Problem “ LM p. 3-4 in solving word problem. problems. four working teams. Ask
new skills #2 Ask the pupils to solve the groups to solve the
the problems under Get problem.
Moving on p. 1 LM
Math Grade V.
F. Developing mastery Answer “Keep Moving (B) LM p. 3 For mastery, have For more practice, let Ask the groups to
(Leads to Formative them solve the them answer the present and
Assessment 3)
problems under Keep exercises under Keep discuss their
Moving on Page Moving on page answer on the
of LM Math of LM Math V. Check board.
Grade V. Check the on the pupil’s answers Ask: How did you solve
for the answers?
pupil’s answer. Ask the pupils to answer
the activity under Get
Moving on page LM
Math Grade V.
G. Finding practical Have the pupils do the Have the pupils do the Ask them also to answer
applications of exercises under Apply exercises under Apply the activity under Keep
concepts and skills in your Skills on page 99 your Skills on p. 2 Moving on page
daily living LM Math Grade V. LM Math Grade V. LM Math Grade V.
Encourage some pupils Have the pupils do
to show and discuss the the exercises under
answers. Apply
your Skills on page
LM Math Grade V.
H. Making generalizations How do we find the Least Common How do we solve How do we create “How do we add fraction
and abstractions about Multiple (LCM) of two given numbers problem solving GCF and problem involving GCF and mixed fraction with
the lesson using continuous division? LCM of two or three and LCM of two or and without regrouping?
given numbers? three given numbers?
I. Evaluating learning Ask pupils to work on exercises A and Answer “assessment” in Answer “assessment” Answer “assessment” Teacher – made Test
B under Get Moving on pages 4 and 5 TG in TG in TG
LM Math Grade 5. Check the pupils’
answers
J. Additional activities for have them answer the exercises under Provide more practice on Let the pupils copy Let the pupils copy their Give remediation
application or Keep Moving on page 5 of LM Math finding the GCF and LCM their assignment from assignment from slide. activity to those who
remediation Grade 5. Check on the pupils’ answers. of two numbers. Then, slide. failed to get 80% above
give problems similar to correct responses
those given in the
lesson.
12
V. REMARKS
13
VI. REFLECTION
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
lesson
D. No. of learners who
continue to require
remediation
strategies worked well?
Why did these work?
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?

Time

I. OBJECTIVES
A. Content Standards Subtracts fraction and mixed Solves routine and non- Solves routine and non- Creates problems (with Weekly Test
fractions without and with routine problems involving routine problems involving reasonable answers)
regrouping addition and/ or subtraction addition and/ or subtraction involving addition and/or
of fractions using of fractions using subtraction of fractions using
appropriate appropriate appropriate strategies
problem solving strategies problem solving strategies
14
and tools. and tools.
B. Performance Standards Subtracting fraction and Solving routine and non- Solving routine and non- Creating problems (with
mixed fractions without and routine problems involving routine problems involving reasonable answers)
with regrouping addition and/ or subtraction addition and/ or subtraction involving addition and/or
appropriate problem solving appropriate problem solving appropriate strategies
strategies strategies
C. Learning Curriculum Guide 5, M5NS-If- K to 12 Grade 5 K to 12 Grade 5 K to 12 Grade 5
Competencies/Objectives 85 Curriculum Guide M5NS- Curriculum Guide M5NS- Curriculum (M5NS-If-88.2);
Write the LC code for If-87.2 If-87.2
each
II. CONTENT Subtracting fraction and Solving routine and non- Solving routine and non- Creating problems (with
mixed fractions without and routine problems involving routine problems involving reasonable answers)
with regrouping addition and/ or subtraction addition and/ or subtraction involving addition and/or
appropriate problem solving appropriate problem solving appropriate strategies
strategies strategies
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Quarter 1 week 6 pp. Quarter 1 week 6 pp. Quarter 1 week 6 pp. Quarter 1 week 6 pp.
2. Learner’s Material Quarter 1 week 6 pp. Quarter 1 week 6 pp. Quarter 1 week 6 pp. Quarter 1 week 6 pp.
pages
3. Textbook pages
(LR) portal
B. Other Learning Resources flash cards, manila paper and Drill cards, activity sheets flash cards, paper for folding, flash cards, paper
marker pen. problem chart strips, activity cards,
fruit and vegetable cut-
outs
IV. PROCEDURES
15
A. Reviewing previous Review on adding mixed Have a review on changing What are the steps in solving What are the steps in solving
lesson or presenting fractions. Provide exercises dissimilar fractions to similar word problems? In what word problems? In what
the new lesson written on flash cards. fractions dissimilar fractions steps will the following steps will the following
Changing fraction to lowest to similar fractions. .Change questions fall? questions fall?
terms the following dissimilar -What is asked? -What is asked?
fractions to similar fractions. -What are the given facts? -What are the given facts?
-What is the process to be -What is the process to be
used? used?
-What is the number -What is the number
sentence? sentence?
16
-Show the solution and -Show the solution and
complete answer complete answer
B. Establishing a purpose for How many of you have Give this situation for the How often do you spend time Read and study the following
the lesson brothers or sisters. Do you pupils to think about with your family? What problems.
share anything with them? and provide answers. activities do you do together?
When you give something to Jun’s family is making sweet Is it important that we spend Ask: Can we solve these
somebody what happen to tamarind candies to earn time with our family? problems? Why and why not?
the things you had before? extra income and sustain the
(Wait for some response). family’s daily expenses. Is it
What do you feel when important to learn how to
you share something to earn extra money especially
others? Why? during vacation time? Why?
What other income-
generating projects a family
may engage in to earn extra
income
C. Presenting Present the situation to the Presentation One afternoon, Mr. Cruz
examples/instances of the class. Present this problem. Ask brought home one whole Post the jumbled parts of a
new lesson There was 1 1/2 melon left the class to read and pizza. He made 8 slices. His word problem on the board.
for dinner. At dinner time, the understand it. daughters Lily, Lenie and Luz Ask some pupils to read
family ate 2/3 of the melon. Justine bakes an got their share. Mr. Cruz and them.
What part of the melon was apple cake for her mother’s his wife ate theirs too. How
left for the next meal? birthday. Her brother ate 3/5 much pizza was left?
Ask:What is asked in the while her sister ate 2/4. Who Ask the
situation? ate more? How much more? following questions:
What are the given facts? What is asked?
-What are the given facts?
-What is the process to be
used?
-What is the number
sentence?
-Show the solution and
complete answer
D. Discussing new concepts Group the pupils into four Ask the pupils to solve the Tell the pupils to do paper Can you arrange the
and practicing new skills working teams. Let them problem by pairs. folding/cutting to answer the sentences to form a word
#1 think to solve the problems. Expected answer : 3/5- 2/4 problem. problem?Let the pupils
Possible Solution: = 12/20- 10/20 give different suggestions
1 1/2-2/3= N until the class arrives at
After all the groups have Understand the correct answer.
finished, ask them to display Know what is
their output on the board and asked in the problem?
ask them to discuss their Who ate more? By how
answers. much?
Know the given facts,
17
3/5 and 2/4
18
Plan: Determine the
operation to use. Subtraction
Draw a picture to
represent the problem.
Solve: Think of the solution to
the problem
E. Discussing new concepts After all the groups have After sharing the answers, let Ask pupils if they have other How do we know that the
and practicing new skills presented their answers, ask: the pupils express their ways of solving the problem. problem is now correctly
#2 “How did you find the thoughts about the activity. Say: There are times some arranged?What must a
activity? How were you able Appreciate the thoughts then problems can be solved in problem have for us to know
to subtract dissimilar ask: How did you solve the other ways like: Guess and that it is complete?
fractions? What did you do?” problem? Test Strategy, Using an
operation, Drawing a picture,
Understand the etc.
problem Plan , Solve
Solution to the problem
Check and Look Back
We stated the complete
answer
F. Developing mastery Discuss the Discuss the presentation Solve this problem using a Collaborative Activity
(Leads to Formative Assessment presentation under Explore under Explore and strategy you may choose. 1. Divide the class
3)
and Discover on page , Discover on p. ,LM Bessie baked a banana cake. into three groups.
LM Math Grade 5. Then, Math Grade V. Then, ask Her brother ate 3/10 of the 2. Give each group an
give the following exercises. the pupils to answer Get cake while her sister ate activity card with data to be
Ask the pupils to Moving. ¼.Who ate more and by how used in creating a problem.
subtract. much? 3. All members
must cooperate in
5 1/5-2/3 creating the problem.
8 2/7-10/14 4. The group leader will
3 1/2- 1 5/6 report to the class the word
6 1/6-5/9 problem they created and the
solutionand answer to it.
G. Finding practical Ask pupils to work on items Ask pupils to solve the Solve the following using the Activity: Role Playing
applications of concepts 1 to 8 under Get Moving and problems under Apply strategy assigned to your Materials: Cut-outs of fruits
and skills in daily living items 1-5 under Keep Your Skills on page group. and vegetables
Moving on pages , LM LM for Grade V. Check the • Peter hiked 5/7 of a Mechanics:
Math Grade 5. pupils answer after a given kilometer. Mike hiked 1/3 of • The class will role-
period of time. a kilometer. Who covered a play going to market to buy
longer distance? fruits and vegetables. That
they will create.
• Cut-outs of fruits
and vegetables will be
displayed in front of the
class.
• Each cut-out has
19
an indicated number of
kilos.
20
• Each child will pick
2- 3 fruits and vegetables.
• They will use the
items they picked as
details in the problem
H. Making generalizations How to subtract fractions and What are the steps in solving What are the steps in solving How do we create a word
and abstractions about mixed fractions without and problems? problems? problem?
the lesson with regrouping?
I. Evaluating learning Answer the following Read and understand the Solve the following problems: Create a problem using
Take away 3 1/2 from 6 problems. Then solve 1. Julius and Edgar the given data. Then,
1/5. 1. Mark washed his car harvested 10 kilograms of solve the problem.
6 1/8 less 2 4/5 is equal to in 4/5 of an hour, cleaned star apples from the 1. Given: 3 ¾ hours
the garage in 2/6 of an hour, orchard. They gave 2 1/3 on Saturday, 2 1/5 hours
and painted the garden kilograms to their friends. on Sunday
How many kilograms of
fence in 3/4 hours. How long
fruits were left for the
did it take him to do all the
family?
tasks?
J. Additional activities for Read and analyze the Read and analyze Solve each word problem. Arrange the given details to
application or question then solve. the question then 1. Amor weighs 50 create a problem. Then,
remediation Find the difference solve. 1/8 kilos. Marife answer the problem.
of 4 2/3 and 2 5/6. Pia spent ¾ hours in her weighs 36 3/8 1. -She used 2
What is the Lolo Ben’s farm. This was kilos. ½ meters for her
difference between 10 1/2 2/3 of an hour more than the a. How heavy project.
and 6 4/6? time she spent at the are they -How much cloth was left?
mall .How much time did together? -Fay bought 6 ¾ meters of
she spent at the mall? b. Who is heavier? cloth.
By how many
kilos?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
21
22
did these work?
solve?
other teachers?

Time

I. OBJECTIVES Visualize multiplication of fractions using models
A. Content Standards demonstrates demonstrates demonstrates demonstrates
understanding of understanding of understanding of understanding of
whole numbers up to 10 whole numbers up to 10 000 000. whole numbers up to 10 000 000. whole numbers up to 10
000 000. 000 000.
demonstrates demonstrates
demonstrates understanding of understanding of demonstrates
understanding of divisibility, order of operations, factors divisibility, order of operations, factors understanding of
divisibility, order of and multiples, and the and multiples, and the divisibility, order of
operations, factors four fundamental four fundamental operations, factors
and multiples, and the operations involving operations involving and multiples, and the
four fundamental fractions fractions four fundamental
operations involving operations involving
fractions fractions
B. Performance Standards The learner is able to The learner is able to recognize The learner is able to recognize The learner is able to
recognize and represent whole and represent whole recognize
and represent whole numbers up to 10 000 numbers up to 10 000 and represent whole
numbers up to 10 000 000 in various forms 000 in various forms numbers up to 10 000
000 in various forms and contexts and able to apply and contexts and able to apply 000 in various forms
and contexts and able divisibility, order of divisibility, order of and contexts and able to
to apply operations, factors and multiples, and operations, factors and multiples, and apply
divisibility, order of the four fundamental operations the four fundamental operations divisibility, order of
operations, factors and involving fractions in involving fractions in operations, factors and
multiples, and the four mathematical problems and real-life mathematical problems and real-life multiples, and the four
23
fundamental operations situations. situations. fundamental operations
involving fractions in involving fractions in
mathematical problems mathematical problems
and real-life situations. and real-life situations.
C. Learning K-12 Grade 5 Curriculum Kto 12 Curriculum Guide for Grade V Kto 12 Curriculum Guide for Grade V K to 12 Grade 5
Competencies/Objective pp. 59 Code: M5NS Ig-90.1 p. 56 Code: M5NS Ig-90.1 p. 56 Curriculum Guide, Code
s Code:M5NS-Ig-89 M5NS-Ig-91 p.56,
each
II. CONTENT Multiplication of Multiplying fraction and a whole Multiplying fraction and a whole Multiplies mentally proper
fractions using models number and another Fraction number and another Fraction fractions with
denominators up to 10
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp.
pages
2. Learner’s Material Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp.
pages
3. Textbook pages
from Learning
B. Other Learning Flashcards, strips of Flash card, chart, activity sheets, Flash card, chart, activity sheets, flash cards/window cards,
Resources paper, cartolina strips of paper, two cubes with all strips of paper, two cubes with all charts, activity sheets
faces of numbered. faces of numbered.
IV. PROCEDURES
A. Reviewing previous Read and Solve Use drawing to help Use drawing to help Give the multiples of the
lesson or presenting Mother bought 5 kg of you find the answer to the you find the answer to the following numbers 3, 6, 9
the new lesson meat. She cooked 1 ½ following following
kg on Saturday and 2 1. 3/5 of 1/3 = 1. 3/5 of 1/3 =
1/3 kg on Sunday. How 2. 2/3 of 1/5 = 2. 2/3 of 1/5 =
many Kilograms of meat 3. 3/5 of ¼ = 3. 3/5 of ¼ =
not cooked? 4. 2/5 of ½ = 4. 2/5 of ½ =
5. 2/4 of ½ = 5. 2/4 of ½ =
B. Establishing a purpose What is ½ of a whole? How many of you asked by your How many of you asked by your Who among you likes
for the lesson Show it through your mother to go to the Market? What mother to go to the Market? What to eat pizza? What will
piece of pad paper. If do you buy from the market? Did do you buy from the market? Did you do to the pizza
you find ½ of that part you help your mother preparing you help your mother preparing before eating it?
again, what answer will food? food?
you get? (Let them fold
the paper once more in
half and shade that
24
part). How is the result
compared with ½?
C. Presenting Using problem opener Using problem opener Using problem opener Present the situation to
examples/instances of and Visual presentations Ask these questions Ask these questions the class.
the new lesson What ingredients did Caty’s buy from What ingredients did Caty’s buy from
the market? the market?
What kind of a girl is Caty? What kind of a girl is Caty?
Will you obey your mother? Will you obey your mother?
D. Discussing new Ask these questions: To answer the first problem, let To answer the first problem, let Group the pupils into five
concepts and practicing a. How big us draw a figure to represent 1/6 us draw a figure to represent 1/6 working teams. Tell them
new skills #1 is father’s land? of a piece of cheese of a piece of cheese to think of methods on
b. What part of it how to solve the problem
was planted with mentally.
sweet corn?
c. What are
given in the problem?
d. What is asked?
Guide the pupils
in planning how to solve
the problem by asking
them these questions:
What is 1/3 of
¾? What is the number
sentence? ( 1/3 x ¾ =
N)
E. Discussing new Group Work: Let the We can also express as … 5 x 1 = 5 or We can also express as … 5 x 1 = 5 or By mental computation
concepts and practicing pupils to visualize the we multiply 5 by 1 we multiply 5 by 1 ½ × ⅓ - Multiply
new skills #2 multiplication problem How did you find the activity? How did you find the activity? numerator to numerator
using model by How did you multiply the fraction to How did you multiply the fraction to and multiply denominator
presenting one hectare another fraction? another fraction? to denominator.
by whole piece of How did you multiply fraction to a How did you multiply fraction to a ½ × ⅓ = 1/6
cartolina. Say, “ if this is whole number? whole number?
1 hectare, how will you
represent the ¾ hectare
piece of land owned by
father?
(Pupils may fold the
piece into 4 equal parts
and shades ¾ ).
F. Developing mastery After performing the A. Discuss the presentation A. Discuss the presentation How did you go with
(Leads to Formative activity the pupils under Explore and Discover on under Explore and Discover on the activity?
Assessment 3)
answer the following page page How did you get
questions through the of LM Grade Five of LM Grade Five the product without paper
visualization B. Ask the pupils to work on B. Ask the pupils to work on and pencil?
25
the exercises under Get Moving on the exercises under Get Moving on
page page
26
multiplication of of LM Grade Five of LM Grade Five For the
fractions using models C. For Mastery, have them C. For Mastery, have them solution: We multiply
answer the items under Keep answer the items under Keep both numerators and
Moving on page of LM Grade Moving on page of LM Grade denominators to get the
Five Five product of the
fractions mentally.
G. Finding practical Show the product: Ask the pupils to do items 1 to 3 Ask the pupils to do items 1 to 3 A. Solve each
applications of concepts a. One half of one under Apply your Skills on page 153 under Apply your Skills on page 153 item mentally.
and skills in daily living and one half of the of LM Grade 5 of LM Grade 5 1. 2/3 × 4/5 =
farm is planted with 2. ½ × 2/3 =
corn. Illustrate the area. 3. ¾ × 2/3 =
b. Have the 4. 5/7 × 7/8=
pupils do their under 5. 7/10 × 1/5 =
Apply your Skills on B. Solve for N
Page --- LM Grade 5 mentally. 1. 5/6 × 7/8
Math. =N
2. 3/8 × 5/6 = N
3. 3/10 × ½ = N
4. 2/3 × ½ = N
For more exercises,
let the pupils answer
exercise B under Keep
Moving on page LM Math
Grade 5.
H. Making generalizations How do we visualize How do we multiply whole number to How do we multiply whole number to Lead the pupils to give the
and abstractions about multiplication of Fraction fraction? fraction? generalization by asking:
the lesson using model. How do we multiply fraction to How do we multiply fraction to How do you multiply the
Multiplication equation fraction? fraction? proper fractions with the
for each visualization by denominators up to 10?
paper folding drawing
and the like.
27
I. Evaluating learning A. Discuss the Understand the questions Understand the questions Let the pupils
presentation under carefully then write your answers in carefully then write your answers in answer exercise Aunder
Explore and Discover on the blanks. the blanks. Apply Your Skillson page
page of LM Math 1. In the equation 2/3 x ½ x 5 = 1. In the equation 2/3 x ½ x 5 = LM Math Grade 5
Grade 5 N N
B. Let the pupils 2. If you multiply 3 , ¼ and 2. If you multiply 3 , ¼ and
work on exercises under
2/3, what will be the product 2/3, what will be the product
Get Movingon page
3. Multiply 2/3 , 2 and 4/5 . It will 3. Multiply 2/3 , 2 and 4/5 . It will
on page of LM Grade 5.
For more Practice give give a product of . give a product of .
exercises under Keep 4. What is the product of 2/7 4. What is the product of 2/7
Moving on page of LM , 3/8 and ½ ? , 3/8 and ½ ?
Grade 5 5. Multiply 2, 5/6 and ¾. The 5. Multiply 2, 5/6 and ¾. The
answer is . answer is .
28
J. Additional activities for Prepare an album Find the product. Express your answer Find the product. Express your answer Answer exercise B
application or showing the following in lowest terms if possible in lowest terms if possible underApply Your Skillson
remediation equations. Use paper – Dan bought 6 kilos of rice in Dan bought 6 kilos of rice in page LM Math Grade 5
folding methods. the market. He shared 1/3 for their the market. He shared 1/3 for their
1. 21 picnic. How many kilos of rice did he picnic. How many kilos of rice did he
3 x 2 = share? share?
Phiel planted pineapple on the Phiel planted pineapple on the
2. 13 ¾ of the 5/6 sq. hectares of ¾ of the 5/6 sq. hectares of
10 x 4 = farm, what part of the farm was farm, what part of the farm was
planted with pineapple? planted with pineapple?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
29
Teaching Dates and August 1-5, 2016 Quarter
Time

I. OBJECTIVES Solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using
appropriate problem solving strategies or tools.
A. Content Standards demonstrates demonstrates demonstrates demonstrates
whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 000
000. 000. 000. 000.
demonstrates demonstrates demonstrates demonstrates

divisibility, order of divisibility, order of divisibility, order of divisibility, order of
operations, factors operations, factors operations, factors operations, factors
and multiples, and the and multiples, and the and multiples, and the and multiples, and the
four fundamental four fundamental four fundamental four fundamental
operations involving operations involving operations involving operations involving
fractions fractions fractions fractions
B. Performance Standards The learner is able to The learner is able to The learner is able to The learner is able to
recognize recognize recognize recognize
and represent whole and represent whole and represent whole and represent whole
000 in various forms 000 in various forms 000 in various forms 000 in various forms
and contexts and able to and contexts and able to and contexts and able to and contexts and able to
apply apply apply apply
operations, factors and operations, factors and operations, factors and operations, factors and
multiples, and the four multiples, and the four multiples, and the four multiples, and the four
C. Learning solves routine or non-routine solves routine or non-routine
Competencies/Objectives problems involving problems involving creates problems (with creates problems (with
Write the LC code for multiplication without or with multiplication without or with reasonable answers) reasonable answers)
each addition or subtraction of addition or subtraction of involving multiplication of involving multiplication of
fractions and whole numbers fractions and whole numbers fraction fraction
using appropriate problem using appropriate problem
solving strategies and tools. solving strategies and tools.
30
M5NS-Ih-93.1 M5NS-Ih-93.1
M5NS-Ih-92.1 M5NS-Ih-92.1
II. CONTENT Solving Routine or Non- Solving Routine or Non- Creating Problems (with Creating Problems (with
routine Problems Involving routine Problems Involving reasonable answer) Involving reasonable answer) Involving
Multiplication Without or With Multiplication Without or With Multiplication of Multiplication of
Addition or Subtraction of Addition or Subtraction of Fractions Fractions
Fractions and Whole Numbers Fractions and Whole
Using Appropriate Problem Numbers Using Appropriate
Solving Strategies or Tools. Problem Solving Strategies or
Tools.
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Grade 5 K to 12 Grade 5 K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum
Curriculum Guide, Curriculum Guide, Guide, M5NS-Ih-93.1 Guide, M5NS-Ih-93.1
Code M5NS-Ih-92.1p.56 Code M5NS-Ih-92.1p.56 LM Grade 4 pp. 131-132 LM Grade 4 pp. 131-132
(LR) portal
B. Other Learning Resources number cards, charts, activity number cards, charts, activity cards with problem for the cards with problem for the
sheets, coin sheets, coin drill activity drill activity
IV. PROCEDURES
A. Reviewing previous Using flash cards give the Using flash cards give the Conduct a review on solving Conduct a review on solving
lesson or presenting product of the following product of the following multistep routine and non- multistep routine and non-
the new lesson
fractions mentally. fractions mentally. routine problems involving routine problems involving
31
3/5 X ½ 3/5 X ½ multiplication fractions using multiplication fractions using
6/7 X 1/3 6/7 X 1/3 appropriate problem-solving appropriate problem-solving
7/9 X 4/5 7/9 X 4/5 strategies and tools. strategies and tools.
9/10 X ¼ 9/10 X ¼
5. 8/10 X 3/
B. Establishing a purpose for Solves routine or non-routine Solves routine or non-routine Create problems (with Create problems (with
the lesson problems involving problems involving reasonable answer) involving reasonable answer) involving
multiplication without or with multiplication without or with
addition or addition or multiplication of fractions multiplication of fractions
subtraction of fractions and subtraction of fractions and
whole numbers using whole numbers using
appropriate problem solving appropriate problem solving
strategies or tools. strategies or tools.
C. Presenting Do you know how to save Do you know how to save Show a picture of a boy/girl Show a picture of a boy/girl
examples/instances of the your money? How do you
your money? How do you putting coins on a piggy putting coins on a piggy
new lesson save your money?
save your money? bank. bank.
Ask: What is the boy/girl Ask: What is the boy/girl
doing? Is it necessary for a doing? Is it necessary for a
child like you to learn how to child like you to learn how to
save money? Why? save money? Why?
D. Discussing new concepts Present this problem. Let Present this problem. Let Present this problem. Present this problem.
the pupils read and the pupils read and
#1 Everyday Shane’s mother Everyday Shane’s mother
understand it. understand it.
gives her Php 50 for her gives her Php 50 for her
Marlon earned ₱150 by selling Marlon earned ₱150 by selling allowance. She only spend ¾ allowance. She only spend ¾
of it and save the rest on her of it and save the rest on her
2 2 coin bank. If she saves her coin bank. If she saves her
newspapers. If he puts 5 of newspapers. If he puts 5 of money religiously every day, money religiously every day,
how much money will she how much money will she
his money in his piggy bank, his money in his piggy bank, have in 4 weeks? have in 4 weeks?
how much did he save? how much
did he save? Guide the pupils in solving Guide the pupils in solving
Ask: What is asked in the problem. Refer to the the problem. Refer to the
the problem? Ask: What is asked in the questions. questions.
32
What are given in the problem?  What is asked in the  What is asked in the
problem? What are given in the problem? problem?
What word clue would help problem?  What are the given  What are the given
you solve the problem? What word clue would help facts? facts?
 What is the word  What is the word
What operation needed to you solve the problem?
clue? clue?
solve the problem? What operation needed to
 What is the operation  What is the operation
What is the number solve the problem?
to be used? to be used?
sentence? What is the number  What is the  What is the
Call one pupil to show his/her sentence? mathematical mathematical
solution on the board. Call one pupil to show his/her sentence for sentence for the
solution on the board. the problem?
problem?  Solve and explain the
 Solve and explain the answer.
answer.
Allow each group to
Allow each group to solve the problem.
solve the problem. Let them post their
Let them post their work on the board as
work on the board as soon as they are
soon as they are finished with it. Let
finished with it. Let each group discuss
each group discuss their solutions.
Possible solution:
their solutions.
4/4 – ¾ = ¼ She
Possible solution:
4/4 – ¾ = ¼ She saves ¼ of her
saves ¼ of her money daily
(¼ of 50) x 20 = N
money daily
¼ x 50= 12.50 her
(¼ of 50) x 20 = N
¼ x 50= 12.50 her daily savings
12.50 x 20 (number
daily savings
12.50 x 20 (number of school days in 4
of school days in 4 weeks) = Php
weeks) = Php
33
250.00 her savings 250.00 her savings
in 4 weeks in 4 weeks
Ask: Can you create Ask: Can you create
a problem similar to the a problem similar to the given
given problem? problem?
E. Discussing new concepts Ask: Why do you think Ask: Why do you think Group the pupils into five Group the pupils into five
Marlon saved money in his Marlon saved money in his working teams. Encourage working teams. Encourage
#2
piggy bank? Is it proper to piggy bank? Is it proper to them to create a similar them to create a similar
save money? Why? What save money? Why? What problem to the one given. problem to the one given.
kind of boy is Marlon? kind of boy is Marlon?
Say: Let us have another Say: Let us have another Create a problem with the Create a problem with the
problem. This time you will problem. This time you will given data. given data.
group yourselves into 5. group yourselves into 5. 15 kilograms of mangoes- 15 kilograms of mangoes-
Group 1-A metro Aide can Group 1-A metro Aide can harvested by John from the harvested by John from the
clean 10 2/3 meters of the clean 10 2/3 meters of the orchard1/3 kilograms-shared orchard1/3 kilograms-shared
lawn per hour. How lawn per hour. How by John to his neighbours by John to his neighbours
manymeters can he cleans in manymeters can he cleans in 5 ½ litres of paint- amount 5 ½ litres of paint- amount of
4 ½ hours? 4 ½ hours? of paint to be used for paint to be used for painting
Group 2- A man owned a Group 2- A man owned a painting the fence the fence
parcel of land that was 1 4/5 parcel of land that was 1 4/5 ¾ of the total paint- the ¾ of the total paint- the
hectares in area. He used hectares in area. He used amount of paint consume to amount of paint consume to
2/3 of the land for a garden. 2/3 of the land for a garden. paint the entire fence. paint the entire fence.
What fraction of the land What fraction of the land
area is the garden? area is the garden?
Group 3- Julius sold 3 ½ Group 3- Julius sold 3 ½
sacks of rice. Each sack sacks of rice. Each sack
weighs 50 kilograms. How weighs 50 kilograms. How
manyKilograms of rice did manyKilograms of rice did
Julius sell? Julius sell?
34
Group 4- Precy answered Group 4- Precy answered
¾ of the test correctly. If ¾ of the test correctly. If
there is a total of 20 test there is a total of 20 test
items, how many items did items, how many items did
she get correctly? she get correctly?
Group 5- Ricky painted 3/5 Group 5- Ricky painted 3/5
of the side of the garage. of the side of the garage.
When he repainted ½ of this When he repainted ½ of this
part, what part of the side of part, what part of the side of
the garage of each ad he the garage of each ad he
painted twice? painted twice?
Call a representative of Call a representative of
each group to report the each group to report the
outcomes of their activity. outcomes of their activity.
F. Developing mastery Discuss the presentation Discuss the presentation
(Leads to Formative Assessment A. Discuss the C. Discuss the
3) under Explore and under Explore and
presentation on page presentation on page
Discoveron page 1 of LM Discoveron page 1 of LM
of LM Math Grade of LM Math Grade
Math Grade 5. Math Grade 5.
V. V.
Read and solve the problems Read and solve the problems
B. Have the pupils D. Have the pupils
carefully. carefully.
create a problem with create a problem with
Nelson wants to paint one of Nelson wants to paint one of
the information the information
the walls of his bedroom with the walls of his bedroom with
given. given.
a color different from a color different from 1. Php 25,000- Ericka’s 3. Php 25,000- Ericka’s
that of the other walls. The that of the other walls. The monthly salary from monthly salary from
wall he will paint is 5 ½ wall he will paint is 5 ½ her online tutorial her online tutorial
metres long and 4 ½ metres metres long and 4 ½ metres class class
1/8 - she puts 1/8 - she puts
high. What is the dimension high. What is the dimension
on her savings every on her savings every
of the wall? of the wall?
month month
Joshua had a piece of tape 4 Joshua had a piece of tape 4
2. 5/6- part of the house 4. 5/6- part of the house
1/3 m. long. He used ¾ of it. 1/3 m. long. He used ¾ of it.
to be cleaned to be cleaned
35
How many metres of How many metres of ½- part of the house ½- part of the house
Tape did he use? Tape did he use? finished in cleaning finished in cleaning
G. Finding practical How do you find with the How do you find with the After all the groups have After all the groups have
activity? Did you enjoy activity? Did you enjoy presented their work, ask the presented their work, ask the
doing it? doing it? following questions: following questions:
How were you able to solve How were you able to solve How did you find the activity? How did you find the activity?
it? it? How were you able to create How were you able to create
a problem? a problem?
H. Making generalizations How do we solve routine and How do we solve routine and Summarize the lesson by Summarize the lesson by
and abstractions about non-routine word problem? non-routine word problem? asking: How do we create asking: How do we create
the lesson
The steps in solving routine The steps in solving routine problems involving problems involving
problems are: problems are: multiplication of fractions? multiplication of fractions?
Understand – Know what is Understand – Know what is  We familiarize  We familiarize
asked, what are given. asked, what are given. ourselves with the ourselves with the
Plan – Know what operation. Plan – Know what operation. different different
Write the number sentence. Write the number sentence. Mathematical Mathematical
Solve – Write the correct Solve – Write the correct concepts. concepts.
units/label your answers. units/label your answers.  Analyse the data first  Analyse the data first
Check and Look back – Check and Look back – and think of the type and think of the type
Review and check your Review and check your of problems you want of problems you want
answers. answers. to create. to create.

 Study some sample  Study some sample
To solve non- routine To solve non- routine
problems and be problems and be
problems involving problems involving
familiar with the familiar with the
organization of data organization of data
addition or subtraction of addition or subtraction of
on the problem. on the problem.
fraction and whole numbers, fraction and whole numbers,
read and analyze read and analyze
the problem carefully. Tell the problem carefully. Tell
what is asked and what are what is asked and what are
given. Then, use other given. Then, use other
36
strategies like act out the strategies like act out the
problem, listing/table problem, listing/table
method, guess and test, method, guess and test,
drawing/making a diagram, drawing/making a diagram,
using patterns, working using patterns, working
backwards, etc. to solve. backwards, etc. to solve.
I. Evaluating learning Read and solve carefully. Read and solve carefully. Have the pupils do the Have the pupils do the
1. Albert is taking a 1. Albert is taking a exercises under Apply your exercises under Apply your
60-item multiple 60-item multiple Skills on page , LM Math Skills on page , LM Math
choice test. He choice test. He Grade V. Encourage some Grade V. Encourage some
knows the knows the pupils to show and discuss pupils to show and discuss
correct answers correct answers the answers. the answers.
to all, to all,
xxcept 1/5 of the xxcept 1/5 of the
items. If he items. If he
guesses guesses
correctly on ¾ of correctly on ¾ of
these questions, these questions,
how many items how many items
will he answer will he answer
correctly? correctly?
2. A farmer has 3 2. A farmer has 3
sons and 10 ¾ sons and 10 ¾
hectares of rice hectares of rice
field. He gave 2/7 field. He gave 2/7
of the land to the of the land to the
oldest, 3/5 of oldest, 3/5 of
what remained to what remained to
the next oldest, the next oldest,
and what still and what still
remained to the remained to the
37
youngest. How youngest. How
much land did much land did
each son each son
receive? receive?
3. Mang Celso 3. Mang Celso
caught 50 caught 50
kilograms of fish. kilograms of fish.
He sold 4/5 of He sold 4/5 of
these to his these to his
neighbors and neighbors and
brought the rest brought the rest
to the market. to the market.
How many How many
kilograms of fish kilograms of fish
were sold in the were sold in the
market? market?
4. Jose harvested 4. Jose harvested
45 ½ kg of 45 ½ kg of
squash from his squash from his
garden. He gave garden. He gave
5/8 of these to 5/8 of these to
the visitors. How the visitors. How
many kilograms many kilograms
of squash were of squash were
left? left?
5. A car travel at a 5. A car travel at a
speed of 2 ¼ speed of 2 ¼
kph. How far can kph. How far can
it go in 3 1/3 it go in 3 1/3
hours? hours?
J. Additional activities for Let the pupils answer Let the pupils answer Write a question for the given Write a question for the given
38
application or exercise A under Apply Your exercise A under Apply problem. problem.
remediation Skills on page_ LM Math Your Skills on page_ LM 1. Rudy earns Php 500 1. Rudy earns Php 500
Grade 5 Math Grade 5
each day working in each day working in
an office. He spends an office. He spends
3/4 of it for food. 3/4 of it for food.
2. Jen bought 3 ¼ 2. Jen bought 3 ¼
meter ribbon for her meter ribbon for her
dress. The dress. The
dressmaker used dressmaker used
only 2/3 of it. only 2/3 of it.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?

39
Time

I. OBJECTIVES Visualizes division of fraction
A. Content Standards demonstrates demonstrates demonstrates demonstrates Weekly Test
whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 000
000. 000. 000. 000.
demonstrates demonstrates demonstrates demonstrates

operations, factors operations, factors operations, factors operations, factors
and multiples, and the and multiples, and the and multiples, and the and multiples, and
four fundamental four fundamental four fundamental the four fundamental
operations involving operations involving operations involving operations involving
fractions fractions fractions fractions
B. Performance Standards The learner is able to The learner is able to The learner is able to The learner is able to
recognize recognize recognize recognize
and represent whole and represent whole and represent whole and represent whole
000 in various forms 000 in various forms 000 in various forms 000 in various forms
and contexts and able to and contexts and able to and contexts and able to and contexts and able to
apply apply apply apply
operations, factors and operations, factors and operations, factors and operations, factors and
multiples, and the four multiples, and the four multiples, and the four multiples, and the four
C. Learning visualizes division of fractions visualizes division of fractions divides divides
Competencies/Objectives - simple fractions - simple fractions
Write the LC code for M5NS-Ii-95 M5NS-Ii-95 - whole numbers by a - whole numbers by a
each
fraction and vice fraction and vice
versa versa
M5NS-Ii-96.1 M5NS-Ii-96.1
40
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages M5NS-Ii-95, Lesson Guide M5NS-Ii-95, Lesson Guide M5NS-Ii-96.1, LG in Math 6 p. M5NS-Ii-96.1, LG in Math 6 p.
270- 277, Our World of Math 270- 277, Our World of Math
in Mathematics VI p. 266- in Mathematics VI p. 266-
5 p. 202-207, 5 p. 202-207,
270, Our World of Math 5 270, Our World of Math 5 XL Excelling in Mathematics XL Excelling in Mathematics
p.202- 204, XL Excelling in p.202- 204, XL Excelling in 6 174-176 6 174-176
Mathematics 6 p.172-173 Mathematics 6 p.172-173
(LR) portal
B. Other Learning Resources Geometric figures, fraction Geometric figures, fraction flash cards, number line, flash cards, number line,
chart, flash cards chart, flash cards activity cards activity cards
IV. PROCEDURES
A. Reviewing previous Conduct a review on Conduct a review on Write the following as mixed Write the following as mixed
lesson or presenting numbers or whole numbers numbers or whole numbers
multiplication of fraction multiplication of fraction
the new lesson Group 1 Group 1
using flash cards. using flash cards.
2 3 2 3 12 23 12 23
1. × =¿ 2. 1. × =¿ 2. 3 2. 4 3. 3 2. 4 3.
3 4 3 4
13 19 13 19
4. 5. 4. 5.
4 6 4 6 4 4 4 4
× =¿ 3. × =¿ 3.
5 7 5 7 14 14
5 5
1 5 1 5
× =¿ 4. × =¿ 4.
3 6 3 6
41
2 3 2 3
× =¿ 5. × =¿ 5.
9 4 9 4
3 4 3 4
× =¿ × =¿
8 5 8 5
B. Establishing a purpose for Visualizes division of fraction Visualizes division of fraction Divides simple fraction and Divides simple fraction and
the lesson whole number by a fraction whole number by a fraction
and vice versa and vice versa
C. Presenting Present a picture of a girl Present a picture of a girl Present a picture of a boy Present a picture of a boy
examples/instances of the helping his parents in doing helping his parents in doing
sharing a slice of bread to sharing a slice of bread to
new lesson household chores. Ask the household chores. Ask the
her playmate. Ask the pupils her playmate. Ask the pupils pupils if they also help their pupils if they also help their
to tell something about the to tell something about the parents at home in doing parents at home in doing
household chores. Elicit the household chores. Elicit the
picture. Elicit the value of picture. Elicit the value of value of helping. value of helping.
sharing. sharing.
D. Discussing new concepts Present each problem to Present each problem to Present each problem to Present each problem to
and practicing new skills the class. the class.
the class. the class.
#1
Grace has 4 meters of cloth. Grace has 4 meters of cloth. 5 5

She wants to make hand She wants to make hand A m wire is to be cut A m wire is to be cut
6 6
towels for her EPP project. towels for her EPP project.
into pieces Lito helps his into pieces Lito helps his
How many hand towels can How many hand towels can 1 1
she make if each hand towel she make if each hand towel father cutting it into father cutting it into
12 12
meter long. How many pieces meter long. How many pieces
1 1 can he cut from the wire? can he cut from the wire?
measures meter? measures meter?
2 2
Analyze the Analyze the
Analyze the problem. Ask Analyze the problem. Ask problem: What is problem: What is
asked? asked?
“What are the given facts?” “What are the given facts?”
What facts are given? What facts are given?
What is asked? What is the What is asked? What is the What is the needed What is the needed
42
operation? operation?
43
operation to be used? operation to be used? Write the equation. Write the equation.
E. Discussing new concepts Group the pupils and Group the pupils and Group the pupils and Group the pupils and
and practicing new skills have them perform the have them perform the
have them perform the have them perform the
#2 task. task.
task. task. Find each quotient. Find each quotient.
2 1 5 2 1 5
3 ÷ 3 =n 2. 6 3 ÷ 3 =n 2. 6
1 5 1 5
÷ 8 =n 3. 6. 6 =n ÷ 8 =n 3. 6. 6 =n
4 6 4 6
4. 5 8=n 5. 24 8 = 4. 5  8=n 5. 24 8 =
n n
3 1 3 1
6. 4 ÷ 4 =n 7. 6. 4 ÷ 4 =n 7.
4 4
12 ÷ 5 =n 12 ÷ 5 =n
1 1
8. 9 ÷ 8. 9 ÷
6 6
F. Developing mastery Let the groups present their Let the groups present their Let the pupils present their Let the pupils present their
(Leads to Formative Assessment work. work.
3) outputs. outputs.
How did you find the activity? How did you find the activity?
How did you find the activity? How did you find the activity? How did you find the quotient How did you find the quotient
Were you able to visualize Were you able to visualize of simple fraction? whole of simple fraction? whole
number and fraction vice number and fraction vice
division of fraction? In how division of fraction? In how versa? versa?
many ways were you able to many ways were you able to
show the answer? show the answer? To divide simple fractions To divide simple fractions
Change the divisor to its Change the divisor to its
reciprocal. reciprocal.
Change the division sign to Change the division sign to
multiplication sign. multiplication sign.
Multiply the numerators then Multiply the numerators then
44
multiply the denominators. multiply the denominators.
Express in lowest terms if Express in lowest terms if
necessary. necessary.
To divide whole number and To divide whole number and
a fraction vice versa: a fraction vice versa:
Step 1. Write the number Step 1. Write the number
sentence. sentence.
Step 2. Rename the whole Step 2. Rename the whole
number in fraction form number in fraction form
Step 3. Get the reciprocal of Step 3. Get the reciprocal of
the divisor then proceed to the divisor then proceed to
Multiplication of fractions. Multiplication of fractions.
Step 4. Write the product of Step 4. Write the product of
the numerators over the the numerators over the
product of the denominators; product of the denominators;
and and
reduce the fractions if needed. e the fractions if needed.
reduc .
.
G. Finding practical Discuss the presentation. Discuss the presentation. Discuss the presentation. Discuss the presentation.
applications of concepts On page of LM Math On page of LM Math
On page of LM Math On page of LM Math
and skills in daily living Grade V, Have the pupils Grade V, Have the pupils
Grade V, Have the pupils Grade V, Have the pupils solve the following problems. solve the following problems.
solve the following problems. solve the following problems.
Use a fraction chart to show: Use a fraction chart to show:
3 3
Lita found 5 of a big Lita found 5 of a big
1 1
a) 3  3 a) 3  3 birthday cakein the birthday cakein the
refrigerator. She refrigerator. She served
1 1
served 1
b) 5  2 b) 5  2
1 piece of the cake to
5
2 2 5 piece of the cake to
each of her friends. How
c) 6  3 c) 6  3 each of her friends. How many of her friends ate the
many of her friends ate the cake?
cake? 2
How many 5 -meter long
Ask the pupils to solve the Ask the pupils to solve the 2
5
How many -meter long 8
problems under Get Moving problems under Get Moving 10
8 pieces can be cut from an
on page LM Math on page LM Math 10
pieces can be cut from an -meter ribbon?
Grade Grade -meter ribbon? 12 ÷ ¼
12 ÷ ¼ 6 ÷ 4/5
45
V. Check their Answer. For V. Check their Answer. For 6 ÷ 4/5 3 ÷ 2/8
3 ÷ 2/8
mastery, have them solve the mastery, have them solve the
46
problems under Keep problems under Keep
Moving on Page of Moving on Page of
LM Math Grade V. Check LM Math Grade V. Check
the the
pupil’s answer. pupil’s answer.
H. Making generalizations Lead the pupils to generalize Lead the pupils to generalize Lead the pupils to generalize Lead the pupils to
and abstractions about that: generalize that:
that: that:
the lesson To divide simple fraction: To divide simple fraction:
To visualize division To visualize division Change the divisor to its Change the divisor to its
offraction we use the offraction we use the reciprocal. reciprocal.
Change the division sign to Change the division sign to
illustration, fraction chart and illustration, fraction chart and multiplication sign. multiplication sign.
number line number line Multiply the numerators then Multiply the numerators then
multiply the denominators. multiply the denominators.
Express in lowest terms if Express in lowest terms if
To divide whole number and To divide whole number and
a fraction vice versa: a fraction vice versa:
Step 1. Write thee number Step 1. Write thee number
sentence. sentence.
Step 2. Rename the whole Step 2. Rename the whole
number in fraction form number in fraction form
Step 3. Get the reciprocal of Step 3. Get the reciprocal of
the divisor then proceed to the divisor then proceed to
Multiplication of fractions. Multiplication of fractions.
Step 4. Write the product Step 4. Write the product
of t he num numerators over t oh fehe num numerators over the
prodt uct of the uct of the den
deno dpenrod minators; and
red minators; and deno e the fractions if needed.
uce the fractions if needed. reduc
47
I. Evaluating learning Solve the problem Solve the problem Find the quotient: Find the quotient:
using illustration: using illustration: 5 1 5 1
1. ÷ =n 2. 1. ÷ =n 2.
1) Jayra bought 3 pineapples. 1) Jayra bought 3 pineapples. 8 3 8 3
She cut each into ½ pieces. She cut each into ½ pieces. 9 1 9 1
How many halves did she How many halves did she ÷ =n 3. ÷ =n 3.
10 2 10 2
have? have?
2) Rico has to pack 4 kg. of 2) Rico has to pack 4 kg. of 7 1 7 1
÷ =n 4. ÷ =n 4.
rice in bags that can contain rice in bags that can contain 8 2 8 2
48
4/5 kg per bag. How many 4/5 kg per bag. How many 1 1
bags will he need to pack the bags will he need to pack the 10 ÷ = n 5. 8 ÷ 10 ÷ = n 5. 8 ÷
8 8
rice? rice?
2 2
3 = 3 =
J. Additional activities for Illustrate the following Illustrate the following Find the quotient. Write the Find the quotient. Write the
application or answer in your notebook. answer in your notebook.
division problems. Write the division problems. Write the
remediation 1 5 1 5
answer in your notebook. answer in your notebook.
1. 3 ÷ 9 = n 2. 2. 3 ÷ 9 = n 2.
3 3
1.) 6 4 =N 4.) 6 4 =N
4 1 4 1
2 2
2.) 12 3 =N 5.) 12 3 =N 5 ÷ 2 = n 3. 6 5 ÷ 2 = n 3. 6
3.) 1/3 ÷ 1/6 6.) 1/3 ÷ 1/6

1 1
÷ 3 =n 4. 24 ÷ ÷ 3 =n 4. 24 ÷
1 1 7
4 =n 5. 3 ÷ 4 =n 5. 3 ÷ 10
7 =n
10 =n
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
49
did these work?
solve?
other teachers?

Time

I. OBJECTIVES
A. Content Standards demonstrates demonstrates REVIEW PERIODICAL TEST PERIODICAL TEST
understanding of understanding of
whole numbers up to 10 000 whole numbers up to 10 000
000. 000.
demonstrates demonstrates
understanding of understanding of
divisibility, order of divisibility, order of operations,
operations, factors factors
and multiples, and the and multiples, and the
four fundamental four fundamental
operations involving operations involving
fractions fractions
B. Performance Standards The learner is able to The learner is able to recognize
recognize and represent whole
and represent whole numbers up to 10 000
numbers up to 10 000 000 in various forms
000 in various forms and contexts and able to apply
50
and contexts and able to divisibility, order of
apply operations, factors and
divisibility, order of multiples, and the four
operations, factors and fundamental operations
multiples, and the four involving fractions in
fundamental operations mathematical problems
involving fractions in and real-life situations.
mathematical problems
and real-life situations.
C. Learning
Competencies/Objectives solves routine or non-routine creates problems (with
Write the LC code for problems involving division reasonable answers)
each without or with any of the involving division or with any
other operations of fractions of the other operations of
and whole numbers using
appropriate problem solving
fractions and whole
strategies and tools numbers.
M5NS-Ij-97.1 M5NS-Ij-98.1
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages M5NS-1j-97.1, Elementary M5NS-1j-98.1
Mathematics 6 p. 126 Module in Mathematics 6
Lesson 89-91 pages 123-127
(LR) portal
B. Other Learning Resources flashcards of basic division flashcards , activity cards,
facts, activity cards, charts charts of word problems,
of word problems activity cards
IV. PROCEDURES
51
A. Reviewing previous Checking of Assignment Checking of Assignment
lesson or presenting Review the steps in solving
Review the steps in solving
the new lesson
word problems. word problems.
Ask: What are the steps in Ask: What are the steps in
solving a word problem solving a word problem
In what steps will the following
questions fall?
What is asked?
What are the given facts?
What is the process to be used?
What is the number sentence?
Show the solution and complete
answer.
B. Establishing a purpose Solves routine or non- Create problems (with
for the lesson
routine problems involving reasonable answers) involving
division without or with any division or with any of other
of the other operations of operations of fractions and
fractions and whole numbers whole numbers
using appropriate problem
solving
strategies and tools.
C. Presenting Do you drink pineapple Read and study the problem.
examples/instances of juice? Do you share it with Malou is making a placemats
the new lesson your friends? for her mother. How many
placemats can she cut from 4
meters of linen cloth?
Ask: Can you solve the

problem? Why not? What is the
needed information to solve the
problem?
52
D. Discussing new concepts Present a problem opener Post the jumbled word problems
and practicing new skills Pauline prepared ¾ liter of on the board.
#1
pineapple juice for her 3
visitors. How much juice
They have 48 cups of buko
were served to each of her salad.
friends if she served equally
among them? How many servings can be
made?
Ask: What is asked in the
problem?
A cafeteria is offering buko
salad for desert.
What are the given facts?
What word clue would help Each serving is 2/3 of a cup.
you solve the problem?
Let the pupils read the
What operation is to be sentences written on the strips.
used?
Ask a pupil to show his/her
solution on the board.
E. Discussing new concepts Ask: Which of the problems Ask: Get a partner and try to
and practicing new skills arrange the sentences to form a
is easier to solve? What
#2
operation did you use to get A cafeteria is offering buko
word a
the answer? salad for desert. They have
How were you able to solve 48 cups of buko salad. Each
serving is 2/3 of a cup. How
it? Did you work with your
many serving can be made?
group cooperatively?
When your group solved the Ask: Did you arrange the
problem easily, how did you sentences correctly to form a
feel? word problem?
Say: Let the pairs solve the
problem and ask someone to
show the solution on the board.
53
F. Developing mastery Say: Let us solve more a. Group Activity
(Leads to Formative Assessment problems. Let the pupils
3) Divide the class in four groups.
answer the following
problems by pairs. Check Let them choose a leader and a
the pupils’ answers secretary. Give each group an
activity card with data to be
used for creating a problem. Let
each group post their work on
the board. The leader will report
the problem they have created
and show their answer and
solution.
G. Finding practical Divide the class in four Ask pupils to work on the
applications of concepts groups. Let them choose a exercises under Keeping
leader and a secretary. Give Moving on page of LM Math
each group an activity card Grade 5. Check the pupils’
with problems written on it. answers.
Then each group will post
their work on the board. The
leader will explain their
answers and solutions.
H. Making generalizations Lead the pupils generalize Lead the pupils generalize the
and abstractions about
the following. following.
the lesson
The steps in solving routine To create a word problem,
problems are:  Be familiar with the
Understand –Know what is concepts of Math.
asked, what are given  Think of the type of
Plan- Know the operation. problem to be
Write the number created.
sentence. Solve- Write the  Read some samples of
correct units/label your
word problems and
answer.
study their solutions.
Check and Look back –
The following are
Review and check your
necessary when
answer. creating a problem.
54
To solve non-routine
problems involving division, To check if the answer to the
read and analyze the problem you have created and
problem carefully. Tell what solved is correct;
is asked and what are given.  All the given data
Use other strategies like act needed to solve
out the problem, table the problem should
method, drawing/making a be there.
diagram to solve.  The answer must be
the answer to what is
asked for and must be
reasonable.
I. Evaluating learning Solve the Create a problem using

following the given data. Then,
problems. solve the problem.
2
Mrs. Gibe had 4 bars of
Given: 6 collected pails of
laundry soap. In how many 3
days did she use the bar of
water
soap if she used 1 1/3 bars
3 big containers filled equally
a day?
Asked: Number of pails of water
There are 5 pieces of silk
each container hold
cloth. Each piece is 8/9
Problem:
meters long. It takes 4/9 of a
meter to make one décor.
_
How many decors can be
Solution and answer:
made from all the pieces?
A tailor has a bolt of cloth 50
3
meters long. If a uniform Given: 12 m long of stick
needs 2 2/3 meters of cloth, 4
how many uniforms can he
7 equal parts
make from the cloth?
Asked: the measure of
Rayne has 5 meters of cloth.
each stick
She will use it for making
Problem:
scarves. How many scarves
55
can she make if each scarf Solution and answer:
needs 2/3 meter?
Mark bought 30 2/3 meters 6
of rope and cut it into equal Given: of 100 pupils
8
pieces. If he is to divide it
equally among 16 children, 3 groups
how many meters of rope Asked: the number of members
will each receive? in each group

Problem:
Solution and answer:
J. Additional activities for Solve each problem. Create your own

application or
problems. Problem:
remediation
After harvesting 20 sacks of Solution and Answer:
corn, 3 sacks were divided
by Mang Jun. He gave ¼ of
a sack of corn to each of his
neighbors. How many
neighbors shared Mang
Jun’s good harvest?
Mother has 6 kg of boiled
peanuts. She wants to
repack these into small
plastic bags which weigh 3/8
kg each. How many plastic
bags does she need?
Hannah and Mother can sew
one table cloth in ¼ hour.
How many table cloths can
they finish in 5 hours?
V. REMARKS
56
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

Teacher Learning Areas
57
DAILY LESSON LOG Teaching Dates and August 22-26, 2016 Quarter
Time
Monday Tuesday Wednesday Thursday

I. OBJECTIVES Gives the place value and the value of a digit of a given decimal number through ten
thousandths.
A. Content Standards 1. demonstrates understanding 1. demonstrates understanding 1. demonstrates 1. demonstrates Weekly Test
of decimals. of decimals. understanding of understanding of
decimals. decimals.
2. demonstrates 2. demonstrates understanding
understanding of the four of the four fundamental 2. demonstrates 2. demonstrates
fundamental operations operations involving decimals understanding of the four understanding of the four
involving decimals and and ratio and proportion. fundamental operations fundamental operations
ratio and proportion. involving decimals and involving decimals and
ratio and proportion. ratio and proportion.
represent decimals in represent decimals in various forms represent decimals in represent decimals in
various forms and contexts. and contexts. various forms and various forms and
contexts. contexts.
2. is able to apply the four 2. is able to apply the four 2. is able to apply the four
fundamental operations fundamental operations involving fundamental operations 2. is able to apply the
involving decimals and decimals and ratio and proportion involving decimals and four fundamental
ratio and proportion in in mathematical problems and ratio and proportion in operations involving
mathematical problems real- life situations. mathematical problems decimals and ratio and
and real-life situations. and real-life situations. proportion in
mathematical problems
and real-life situations.
C. Learning
Competencies/Objectives gives the place value and gives the place value and the reads and writes decimal reads and writes
Write the LC code for the value of a digit of a given value of a digit of a given decimal numbers through ten decimal numbers
each decimal number through ten number through ten thousandths. thousandths. through ten
thousandths. thousandths.
M5NS-IIa-101.2 M5NS-IIa-102.2 M5NS-IIa-102.2
M5NS-IIa-101.2
II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Numbers and Number
Sense Sense
III. LEARNING
RESOURCES
58
A. References
1. Teacher’s Guide
pages
pages
3. Textbook pages K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum Guide K to 12 grade 5 Curriculum K to 12 grade 5 Curriculum
p. 57. (M5NS-IIa-102), p. 57. (M5NS-IIa-102),
Guide p. 57 MN5NS-IIa-101.2 p. 57 MN5NS-IIa-101.2 Lesson
Growing Up with math pp. Growing Up with math pp.
Lesson Guide in Elementary Guide in Elementary Mathematics 163- 163-
Mathematics VI pp.38-42 VI pp.38-42 166. Lesson Guide In 166. Lesson Guide In
Mathematics 5 pp. 310- Mathematics 5 pp. 310-
315, MISOSA Module 6- 315, MISOSA Module 6-
Reading and Writing Reading and Writing
Decimals Decimals
(LR) portal
B. Other Learning Cards, place value chart Cards, place value chart Cards, place value chart Cards, place value chart
Resources
IV. PROCEDURES
A. Reviewing previous Game- Brothers/Sisters, Where Game- Brothers/Sisters, Where Are Review on reading and Review on reading and
lesson or presenting writing whole numbers by writing whole numbers by
Are You? You?
the new lesson presenting some statistics. presenting some statistics.
Different card bearing number Different card bearing number
phrases, fractions, and phrases, fractions, and decimals Read the numbers and Read the numbers and
decimals will be given to will be given to pupils. Be sure to write them in words write them in words
(cartolina strips) (cartolina strips)
pupils. Be sure to have the have the complete set.
Here are some facts about Here are some facts about
complete set. the Philippines the Philippines
B. Establishing a purpose Gives the place value and the Gives the place value and the Reads and writes decimal Reads and writes decimal
for the lesson numbers through ten numbers through ten
value of a digit of a given value of a digit of a given decimal
thousands thousands
decimal number through ten number through ten
C. Presenting When you see 5, what does When you see 5, what does it Are you all aware of what is Are you all aware of what
examples/instances of happening in our country? is happening in our
it mean to you? (5 objects or mean to you? (5 objects or 5 units)
the new lesson Are you aware of the country? Are you aware of
5 units) How about 0.5? Do we read it economic situation in the the economic situation in
simply as “point 5”?
How about 0.5? Do we read it Philippines? What is the the Philippines? What is
simply as “point 5”? Is there a way to read it correctly?
the
59
Is there a way to read implication to our economy implication to our economy
it correctly? of the dollar exchange of the dollar exchange
rate? rate?
D. Discussing new concepts Present the problem: Present the problem: Problem: Problem:
and practicing new skills Raul and Joey love studying. Raul and Joey love studying. Even Every morning Atty. Every morning Atty.
#1 Even though their houses are though their houses are far from Arcigalreads the Arcigalreads the
far from their school, they still their school, they still attend their
attend their classeseveryday. classeseveryday. The distance of newspaper. He takes note newspaper. He takes note
The distance of Raul’s house Raul’s house to school is 2 of the dollar exchange. of the dollar exchange.
to school is 2 kilometers while kilometers while joey’s house is
One morning, he read that One morning, he read that
joey’s house is 2.25 2.25 kilometers away.
kilometers away. the exchange rate of a the exchange rate of a
The pupils will answer the following dollar is P 46.468. How dollar is P 46.468. How
The pupils will answer the questions;
following questions; What numbers are given in the does we read this number? does we read this number?
What numbers are given in situation? Present the decimal Present the decimal
the situation? What kind of number is 2?
number in a place value number in a place value
What kind of number is 2? How about 2,25?
How about 2,25? Do you know the different place chart. chart.
Do you know the value positions of a decimal?
different place value
positions of a decimal?
E. Discussing new concepts Based on the numeral 0.4786 Based on the numeral 0.4786 A. Flash cards one at a A. Flash cards one at a
and practicing new skills time. Let the pupil read and time. Let the pupil read
answer the following: answer the following:
#2 write decimal numbers. and write decimal
What is the position of zero? What is the position of zero? When numbers.
When do we used zero? do we used zero? 7-tenths
7-tenths
What is the digit in the tenths What is the digit in the tenths 2. 3-tens
2. 3-tens
place and what is the value? place and what is the value? 2-hundredths
2-hundredths
What digit is in the hundredths What digit is in the hundredths 6-ones
6-ones
place? What is the value? place? What is the value? 4- thousandths
4- thousandths
What digit is in the What digit is in the thousandths 5- tenths
5- tenths
thousandths place, what is the place, what is the value? 5- ten thousandths8-
5- ten thousandths8-
value? What digit is in the ten thousandths hundredths
9-ten thosandths hundredths
What digit is in the ten place, what is the value?
9-ten thosandths
thousandths place, what is the Have pupils work in pairs.
Each pair works on every Have pupils work in pairs.
60
value? station simultaneously. Each pair works on every
Each of them will check station simultaneously.
their answers and present Each of them will check
their output. their answers and
Station 1. Write five and present their output.
three hundred ten Station 1. Write five and
thousandths in decimal three hundred ten
form. thousandths in decimal
Station 2. Write 24 and 6 form.
hundred ten thousandths in Station 2. Write 24 and 6
decimal form. Then write in hundred ten thousandths in
words. decimal form. Then write in
Station 3. Write 46 and words.
sixty-three hundredths in Station 3. Write 46 and
decimal form. Then write sixty-three hundredths in
in words decimal form. Then write
Station 4. Write 92 ten in words
thousandths in decimal Station 4. Write 92 ten
form and write in words. thousandths in decimal
Station 5. Write four form and write in words.
thousand fifteen and forty- Station 5. Write four
one thousandths in thousand fifteen and forty-
decimal one thousandths in decimal
F. Developing mastery Have each group presents Have each group presents their Let the class check their Let the class check their
their output. Check their output. Check their answer. answers by pairs and answers by pairs and
3)
present their outputs one present their outputs one
answer. Say; how were you able to at a time. After the class at a time. After the class
Say; how were you able to determine the place value and presented, ask, “How did presented, ask, “How did
determine the place value and value of a digit in a decimal you find the activity? How you find the activity? How
did you read and write did you read and write
value of a digit in a decimal number?
decimal numbers? decimal numbers?
number? Say: We read decimal Say: We read decimal
numbers like reading whole numbers like reading
numbers. Then say, the whole numbers. Then say,
place value of the last digit. the place value of the last
The decimal point is read digit. The decimal point is
as “and.” We use 0 as read as “and.” We use 0 as
placeholder. placeholder.
61
applications of concepts on Explore and Discover on Explore and Discover
Explore and Discover on page Explore and Discover on page
and skills in daily living on page of LM Math on page of LM Math
of LM Math Grade 5. of LM Math Grade 5. Ask Grade 5. Grade 5.
Ask the pupils to work on the pupils to work on items 1 to 10 The teacher will give other The teacher will give other
items 1 to 10 under Get under Get Moving on page . exercise: exercise:
Write the decimals that the Write the decimals that the
Moving on page . Check the pupils’ answers. For the
teacher will dictate teacher will dictate
mastery, have them answer items
Check the pupils’ answers. For 267.249 267.249
the mastery, have them 1 o 10 under Keep Moving of LM
Math Grade 5 on page . Check 138.5611 138.5611
answer items 1 o 10 under 3984.06 3984.06
Keep Moving of LM Math the pupils’ answer
34.6823 34.6823
Grade 5 on page . Check
450.65 450.65
the pupils’ answer
Ask the pupils to work on Ask the pupils to work on
items under Get Moving on items under Get Moving on
page of LM Math Grade page of LM Math Grade
5. 5.
For mastery, have them For mastery, have them
answer the items under answer the items under
Keep Moving on pages Keep Moving on pages
to to
of LM Math Grade 5. of LM Math Grade 5.
H. Making generalizations How do you know the value How do you know the value and Elicit from the pupils the Elicit from the pupils the
and abstractions about rules on reading and rules on reading and
and place value of each digit place value of each digit in a given
the lesson writing decimals. writing decimals.
in a given decimal? decimal? Let them explain how the Let them explain how the
decimal point is to be read. decimal point is to be read.
I. Evaluating learning Give the place value and the Give the place value and the value Write in words. Write in words.
value of the underlined digit. of the underlined digit.
36.5438 36.5438
Number Plac Valu Number Plac Valu 140. 569 140. 569
e e e e 9.2345 9.2345
Valu
Valu
e
1. 6. 08912 e
2. 392. 035 6. 6. 08912
3. 80.5487 7. 392. 035
4. 0.96582 8. 80.5487
5. 175.6734 9. 0.96582
62
10. 175.6734
J. Additional activities for Write the digit in each place Write the digit in each place Write the following in Write the following in
application or words. words.
0.34607 0.34607
remediation 1. Twenty-four and six 1. Twenty-four and six
hundredths hundredths thousand three hundred thousand three hundred
tenths tenths forty-eight ten thousandths. forty-eight ten
2. Six hundred twelve and thousandths.
thousandths thousandths five hundred-six 2. Six hundred twelve and
0.00642 0.00642 thousandths five hundred-six
3. Three hundred thirty- thousandths
thousandths thousandths
seven and three hundred 3. Three hundred thirty-
hundredths hundredths eight thousandths seven and three hundred
ten thousandths ten thousandths 4. Eighteen and nine eight thousandths
hundred ten thousandths 4. Eighteen and nine
5.06789 5.06789 5. Forty-six and one hundred ten thousandths
tenths tenths thousand three hundred 5. Forty-six and one
ninety-four ten thousand three hundred
ten thousandths ten thousandths
thousandths. ninety-four ten
hundredths hundredths thousandths.
thousandths thousandths
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
encounter which my
63
help me solve?
other teachers?

Teaching Dates and August 29- September 2, 2016 Quarter
Time

I. OBJECTIVES Rounds decimal numbers to the nearest hundredths and thousandths.
A. Content Standards 1. demonstrates 1. demonstrates 1. demonstrates 1. demonstrates Weekly Test
decimals. decimals. decimals. decimals.

understanding of the four understanding of the four understanding of the four understanding of the four
involving decimals and involving decimals and involving decimals and ratio involving decimals and
ratio and proportion. ratio and proportion. and proportion. ratio and proportion.
represent decimals in represent decimals in represent decimals in represent decimals in
various forms and contexts. various forms and contexts. various forms and contexts. various forms and contexts.
2. is able to apply the four 2. is able to apply the four 2. is able to apply the four 2. is able to apply the four
ratio and proportion in ratio and proportion in and proportion in ratio and proportion in
mathematical problems mathematical problems mathematical problems and mathematical problems and
and real-life situations. and real-life situations. real-life situations. real-life situations.
64
C. Learning rounds decimal numbers to rounds decimal numbers to compares and arranges compares and arranges
Competencies/Objectives the nearest hundredth and the nearest hundredth and decimal numbers. decimal numbers.
Write the LC code for thousandth. thousandth.
each M5NS-IIb-104.2 M5NS-IIb-104.2
M5NS-IIa-103.2 M5NS-IIa-103.2
II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum K to 12 Curriculum Guide, LM K to 12 Curriculum Guide, LM
(MN5S-IIa-1012.3) p.57, (MN5S-IIa-1012.3) p.57, Math Grade 5 pages Math Grade 5 pages
Lesson Guide in Lesson Guide in Lesson Guide in Elementary Lesson Guide in Elementary
Mathematics Grade 5 Mathematics Grade 5 Mathematics Grade 6 p. 46- Mathematics Grade 6 p. 46-
pp. 316-318, pp. 316-318, 49, 271 49, 271
Growing Up with Math pp. Growing Up with Math pp. MISOSA Module Mathematics MISOSA Module Mathematics
170-171, Math for Life 170-171, Math for Life 6 No. 12 6 No. 12
pp.215-217 pp.215-217 Workbook in Mathematics 6, Workbook in Mathematics 6,
Rubio, May Ester M. p. 20-23 Rubio, May Ester M. p. 20-23
Growing Up with Math 5 p. Growing Up with Math 5 p.
167-168 167-168
(LR) portal
B. Other Learning Resources flashcards, number line flashcards, number line activity cards activity cards
IV. PROCEDURES
A. Reviewing previous Write the decimals that the Write the decimals that the Arranging numbers in Arranging numbers in
lesson or presenting the teacher will dictate. teacher will dictate. ascending or descending ascending or descending
new lesson Mechanics: Mechanics: order. order.
a. The teacher dictate the a. The teacher dictate the
decimal number. decimal number. a. Group the class with 5 a. Group the class with 5
b. The first pupil in a row will b. The first pupil in a row will members each. members each.
write his answer on a piece write his answer on a piece b. Each member of the group b. Each member of the group
of paper as a group’s answer of paper as a group’s answer will be given cards with will be given cards with
sheet. sheet. numbers. numbers.
c. He pass it to his teammate c. He pass it to his teammate
next to him for his answer to next to him for his answer to
65
the number dictate bythe the number dictate bythe Group 1 Group 1
teacher. teacher.
d. As soon as the last pupil in d. As soon as the last pupil in c. The teacher gives c. The teacher gives
a row has written his answer a row has written his answer instruction to arrange instruction to arrange
he submits their answer he submits their answer themselves in ascending themselves in ascending
sheet to the teacher for sheet to the teacher for order; then in descending order; then in descending
checking. checking. order. order.
e. The group with the most e. The group with the most d. The first group to arrange d. The first group to arrange
number of correct answers number of correct answers themselves correctly wins themselves correctly wins
win. win. the game. the game.
B. Establishing a purpose for Rounds decimal numbers Rounds decimal numbers Compares and arranges Compares and arranges
the lesson to the nearest hundredths to the nearest hundredths decimal numbers. decimal numbers.
and thousandths. and thousandths.
C. Presenting What percent is the What percent is the During the Palaro ng Bayan, During the Palaro ng Bayan,
examples/instances of the molecules of carbon dioxide molecules of carbon dioxide Alex Soriano ran the 100 Alex Soriano ran the 100
new lesson present in the earth’s present in the earth’s meter dash in 11.43 seconds. meter dash in 11.43 seconds.
atmosphere? atmosphere? Jun Abad the same event in Jun Abad the same event in
11.58 seconds. Who is faster 11.58 seconds. Who is faster
between the two runners? between the two runners?
Ask: Ask:
How long did it take for How long did it take for
Alex to reach the finish Alex to reach the finish
line? How about Jun? line? How about Jun?
Which of the time recorded in Which of the time recorded in
seconds is less than? greater seconds is less than? greater
than? than?
If you win the race, are you If you win the race, are you
the fastest or the slowest? If the fastest or the slowest? If
you are, do you have the you are, do you have the
least or the greatest time least or the greatest time
spent? spent?
Who is faster between the Who is faster between the
two runners? two runners?
D. Discussing new concepts Present the problem in the Present the problem in the Encourage the pupils to work Encourage the pupils to work
and practicing new skills class. class. in pairs. Give them time to in pairs. Give them time to
#1 “Of the 100% total molecules “Of the 100% total molecules solve for the answer to the solve for the answer to the
present in the total molecules present in the total molecules problem by illustration. problem by illustration.
present composition of the present composition of the
66
Earth’s atmosphere, only Earth’s atmosphere, only
0.0325 percent is carbon 0.0325 percent is carbon
dioxide.’ dioxide.’
Ask: What number is closest Ask: What number is closest
to 0.0325? Why? Why not? to 0.0325? Why? Why not?
What are the other possible What are the other possible
numbers closest to 0.325? numbers closest to 0.325?
What are the rules in What are the rules in
rounding off decimal rounding off decimal
numbers? numbers?
E. Discussing new concepts . Encourage the pupils to . Encourage the pupils to After all groups presented After all groups presented
and practicing new skills work in pairs. Give them time work in pairs. Give them time their answers, ask: Which their answers, ask: Which
#2 to solve for the answer to the to solve for the answer to the group/s was/were able to group/s was/were able to
problem by illustration. problem by illustration. give all correct answers? give all correct answers?
Which group/s missed an Which group/s missed an
answer? Which group/s answer? Which group/s
was/were not able to give was/were not able to give
any correct answer? any correct answer?
Ask: Ask:
How do we compare How do we compare

decimals? decimals?
How do we order decimals? How do we order decimals?
F. Developing mastery After the group have played, After the group have played, Let the pupils study Explore Let the pupils study Explore
(Leads to Formative Assessment ask,” How do you find the ask,” How do you find the and Discover on page of and Discover on page of
3)
activity? How did you round activity? How did you round the LM Math Grade 5. the LM Math Grade 5.
decimal number nearest to decimal number nearest to Emphasize the use of the Emphasize the use of the
hundredths and hundredths and number line to compare and number line to compare and
thousandths?” thousandths?” order decimals. Let the order decimals. Let the
Expected answer: Expected answer: pupils observe that the value pupils observe that the value
By using number line By using number line of numbers at the right part of numbers at the right part
By following the rules in By following the rules in of the number line is greater of the number line is greater
rounding off numbers. rounding off numbers. than the value of numbers on than the value of numbers on
its left. its left.
G. Finding practical Discuss the presentation on Discuss the presentation on Allow pupils to answer Allow pupils to answer
applications of concepts Explore and Discover and the Explore and Discover and the exercises A and B under exercises A and B under
and skills in daily living other examples, LM other examples, LM Keep Moving, pages Keep Moving, pages
67
Math Grade 5. Check their Math Grade 5. Check their and LM Math Grade 5. Check and LM Math Grade 5. Check
answer. For mastery, have answer. For mastery, have the pupils’ answer. the pupils’ answer.
them answer the answer the them answer the answer the
Items under Keep Moving on Items under Keep Moving on
page of LM Math page of LM Math
Grade Grade
5. Check pupils answers. 5. Check pupils answers.
H. Making generalizations What is the rule to be What is the rule to be In comparing and ordering In comparing and ordering
and abstractions about followed when rounding followed when rounding decimals: decimals:
the lesson decimals? decimals?  Line up decimals.  Line up decimals.
1. Identify the digit to be 1. Identify the digit to be Write equivalent Write equivalent
rounded-off. rounded-off. decimals if necessary. decimals if necessary.
2. Inspect the digit to the 2. Inspect the digit to the  Begin at the left.  Begin at the left.
right of the required place. right of the required place. Compare to find Compare to find
a. If the digit is greater than a. If the digit is greater than
the first place the first place
5, add 1 to the digit at the 5, add 1 to the digit at the
where the digits are where the digits are
required place. required place.
different. different.
b. If the digit is less than 5, b. If the digit is less than 5,
 Compare the digits.  Compare the digits.
retain the digit at the retain the digit at the
required place. Then drop required place. Then drop  Order the decimals  Order the decimals
all the digits to the right of all the digits to the right of if there are 3 or if there are 3 or
the required place. the required place. more given more given
c. Copy all the digits to the c. Copy all the digits to the decimals from least decimals from least
left of the required place if left of the required place if to greatest or from to greatest or from
there are any. there are any. greatest to least. greatest to least.
I. Evaluating learning Round off the following to the Round off the following to the B. Compare these decimals B. Compare these decimals
nearest place indicated. nearest place indicated. by writing <, > or = in the by writing <, > or = in the
Hundredths Thousandths Hundredths Thousandths blank. blank.
1. 0.823 1. 0.823
6.5864 6.5864 1. 0.162 0.106 1. 0.162 0.106
2. 1.376 2. 1.376 6. 6.
35.0465 35.0465 0.61 0.601 0.61 0.601
3. 0.937 3. 0.937 2. 0.036 0.031 2. 0.036 0.031
74.3091 74.3091
4. 0.608 4. 0.608 7. 9.2 9.200 7. 9.2 9.200
49.1719 49.1719 3. 0.4 0.40 3. 0.4 0.40
5. 0.381 5. 0.381 8. 8.
35.0007 35.0007 10.021 0.045 10.021 0.045
4. 3.53 3.59 4. 3.53 3.59
9. 9.
0.7562 0.7559 0.7562 0.7559
5. 7.01 7.103 5. 7.01 7.103
68
10.8.627 8.649 10.8.627 8.649
J. Additional activities for Round 85.81267 to the Round 85.81267 to the Order the numbers from Order the numbers from
application or least to greatest. least to greatest.
remediation nearest place nearest place
indicated. indicated. 1. 0.0990, 0.0099, 0. 999, 0.90 1. 0.0990, 0.0099, 0.999, 0.90
2. 3.01, 3.001, 3.1, 3. 0011 2. 3.01, 3.001, 3.1, 3.0011
a. hundredths a. hundredths 3. 0.123, 0.112, 0.12, 0.121 3. 0.123, 0.112, 0.12, 0.121
4. 7.635, 7.628, 7.63, 7.625 4. 7.635, 7.628, 7.63, 7.625
b. thousandths b. thousandths 5. 4.349, 4.34, 4.360 0, 4.3560 5. 4.349, 4.34, 4.3600, 4.3560
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

below 80%
lesson
did these work?
solve?
other teachers?
69
Teaching Dates and September 5-9, 2016 Quarter
Time

I. OBJECTIVES Visualizes addition and subtraction of decimals.

70
C. Learning visualizes addition and visualizes addition and adds and subtracts decimal adds and subtracts decimal
Competencies/Objectives subtraction of decimals. subtraction of decimals. numbers through numbers through
Write the LC code for thousandths without and with thousandths without and with
each M5NS-IIb-105 M5NS-IIb-105 regrouping. regrouping.
M5NS-IIb-106.1 M5NS-IIb-106.1
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Curriculum Guide, LM K to 12 Curriculum Guide, LM K to 12 Curriculum Guide, LM K to 12 Curriculum Guide, LM
Math Grade 5 pages Math Grade 5 pages Math Grade 5 pages Math Grade 5 pages
Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary
Mathematics Grade 6 p. 48, Mathematics Grade 6 p. 48, Mathematics Grade 5 p. 251- Mathematics Grade 5 p. 251-
274 MISOSA Module 274 MISOSA Module 254, 264-267 254, 264-267
Mathematics 6 No. 42 Mathematics 6 No. 42 Growing Up with Math p. 173, Growing Up with Math p. 173,
176 176
MISOSA Module Mathematics MISOSA Module Mathematics
5, Nos. 41, 42 5, Nos. 41, 42
(LR) portal
B. Other Learning Resources activity cards activity cards flash cards, pictures, flash cards, pictures,
illustrations illustrations
IV. PROCEDURES
A. Reviewing previous Have you been to a sari-sari Have you been to a sari-sari Add or subtract the following. Add or subtract the following.
lesson or presenting store? Have you try to store? Have you try to
the new lesson compute the amount of the compute the amount of the
things/item that you bought? things/item that you bought?
2.9 7.2 2.9 7.2
Do you find it easily to Do you find it easily to
compute? compute?
+1 - +1 -
Ask: Do you count the Ask: Do you count the
change that you receive after change that you receive after
buying? Why? buying? Why?
Let the pupils realize that it is Let the pupils realize that it is
71
importance of accuracy in importance of accuracy in
basic addition and basic addition and
subtraction in our daily subtraction in our daily
routines. routines.
B. Establishing a purpose for Visualizes addition and Visualizes addition and Add and subtract decimal Add and subtract decimal
the lesson subtraction of decimals. subtraction of decimals. numbers through numbers through
thousandths without and thousandths without and
with regrouping. with regrouping.
C. Presenting A. Encourage pupils to use A. Encourage pupils to use What should you do to the What should you do to the
examples/instances of the grid lines to solve the grid lines to solve the things that you used in things that you used in
new lesson problem. Instruct the pupils problem. Instruct the pupils school? Do you keep it school? Do you keep it
to do the following: to do the following: orderly and use as needed? orderly and use as needed?
Emphasize the value of Emphasize the value of
being orderly and thrifty to being orderly and thrifty to
the resources/ things that we the resources/ things that we
have. have.
D. Discussing new concepts Mang Dodong is an architect. Mang Dodong is an architect. Charlie decided to go to the Charlie decided to go to the
and practicing new skills He has plan to place a 100 He has plan to place a 100 nearest church in the nearest church in the
#1 square side by side to make square side by side to make succeeding town by biking. succeeding town by biking.
his room looks elegant. He his room looks elegant. He He knew that it was 7.529 He knew that it was 7.529
wants to have a variation on wants to have a variation on km from his current location. km from his current location.
the colors of the tiles, so he the colors of the tiles, so he For the first few minutes, he For the first few minutes, he
puts 15 red tiles, 35 blue tiles puts 15 red tiles, 35 blue tiles recorded that he had biked recorded that he had biked
and the remaining tiles are and the remaining tiles are 2.097 km for the first 7 2.097 km for the first 7
green? How many tiles are green? How many tiles are minutes and 3.618 km for the minutes and 3.618 km for the
green? green? next 10 minutes. How far will next 10 minutes. How far will
he need to bike to reach his he need to bike to reach his
Ask: Ask: destination? destination?
What is the total number of What is the total number of
tiles does Mang Dodong tiles does Mang Dodong Ask: Ask:
have? Tell the pupils that have? Tell the pupils that
total number represents the total number represents the How far is thechurch from How far is thechurch from
whole which is equivalent to whole which is equivalent to Charlie’s current location? Charlie’s current location?
one. Explain to the pupil that one. Explain to the pupil that What is the total distance What is the total distance
each squares are equivalent each squares are equivalent covered by Charlie for 17 covered by Charlie for 17
to 0.001. to 0.001. minutes? minutes?
What is the total number of What is the total number of How will you know the How will you know the
tiles whose color are red and tiles whose color are red and distance he still needs to distance he still needs to
blue? How will you be able to blue? How will you be able to cover to reach the church? cover to reach the church?
find the total number? find the total number?
How will you know the How will you know the
72
number of tiles which are not number of tiles which are not
red or blue? red or blue?
Make the pupils realized that Make the pupils realized that
the tiles left are green the tiles left are green
E. Discussing new concepts 1. Count a 10 x 10 squares 1. Count a 10 x 10 squares Ask the pupils to work in Ask the pupils to work in
and practicing new skills on a graphing paper. on a graphing paper. groups in solving the groups in solving the
#2 2. Cut four sets of 10 x 10 2. Cut four sets of 10 x 10 problem. problem.
squares to be used to solve squares to be used to solve
the problem. the problem. 2.097 km 2.097 km
3. Color two sets of 10 x 10 3. Color two sets of 10 x 10 + 3.618 km + 3.618 km
squares based from the squares based from the Arranged the Arranged the numbers
number of squares tiles on number of squares tiles on numbers vertically. vertically. Then add
the given problem. the given problem. Then add the numbers the numbers from
4. For the third set of 10 x 10 4. For the third set of 10 x 10 from 5.715 km right to left.
squares colored it with both squares colored it with both 5.715 km right to left. Put the decimal point on its
red and blue as indicated in red and blue as indicated in Put the decimal point on its corresponding place.
the problem. Let them count the problem. Let them count corresponding place. Arranged the numbers
the total number of square the total number of square Arranged the numbers vertically. Subtract the
which are both red and blue. which are both red and blue. vertically. Subtract the numbers from 1.814 km
5. Let the pupils colored the 5. Let the pupils colored the numbers from 1.814 km right to left. Put the decimal
remaining numbers of remaining numbers of right to left. Put the decimal point on its corresponding
squares with green. Do it on squares with green. Do it on point on its corresponding place.
the fourth set of 10 x 10 the fourth set of 10 x 10 place.
squares. squares.
F. Developing mastery After all groups presented After all groups presented After the group presented After the group presented
(Leads to Formative Assessment their answers, ask: How did their answers, ask: How did and checked their work, call and checked their work, call
3)
you find the activity? How did you find the activity? How did on the leader to relate what on the leader to relate what
you solve the total number of you solve the total number of they have done to solve the they have done to solve the
red and blue square tiles? red and blue square tiles? problem. problem.
How about the green tiles? How about the green tiles?
How did you do it? How did you do it? Ask: Ask:
Ask: Ask: How do we add decimals How do we add decimals

What strategy was used in What strategy was used in through thousandths with or through thousandths with or
solving the problem? solving the problem? without regrouping? without regrouping?
Does it help you to clearly Does it help you to clearly Did you move the decimal Did you move the decimal
see the addition and see the addition and point of the sum of point of the sum of
subtraction of decimals subtraction of decimals decimals? How do you decimals? How do you
through visualization? through visualization? subtract decimals through subtract decimals through
thousandths with or without thousandths with or without
73
regrouping? regrouping?
Did you move the decimal Did you move the decimal
point of the difference of point of the difference of
decimals? decimals?
G. Finding practical Discuss the presentation Discuss the presentation Discuss the presentation Discuss the presentation
applications of concepts under Explore and under Explore and under Explore and Discover under Explore and Discover
and skills in daily living Discover and the other Discover and the other of page , LM Math Grade of page , LM Math Grade
examples, LM Math Grade 5 examples, LM Math Grade 5 5. Then give these 5. Then give these
on page . on page . exercises. exercises.
Ask the pupils to work on the Ask the pupils to work on the Arranged the Arranged the
exercises under Get Moving exercises under Get Moving decimals vertically decimals vertically
on page of LM Math on page of LM Math and does the and does the
Grade 5. Check their Grade 5. Check their indicated operation. indicated operation.
answers. For mastery, have answers. For mastery, have
them answer the items them answer the items 1. 2.589 + 1.051 1. 2.589 + 1.051
under Keep Moving on page under Keep Moving on page 2. 16. 603 – 8.546 2. 16. 603 – 8.546
153 of LM Math Grade 5. 153 of LM Math Grade 5. 3. 620 – 2.915 3. 620 – 2.915
Check the pupils answer. Check the pupils answer. 4. 20.12 + 8.621 4. 20.12 + 8.621
5. 12. 958 + 9.834 5. 12. 958 + 9.834
Allow pupils to answer Allow pupils to answer

exercises A and B under exercises A and B under
Keep Moving, pages Keep Moving, pages
and LM Math Grade 5. Check and LM Math Grade 5. Check
the pupils’ answer. the pupils’ answer.
H. Making generalizations In adding/subtracting In adding/subtracting In adding/subtracting In adding/subtracting

and abstractions about decimals: decimals: decimals follow these decimals follow these
the lesson Write the decimals in a Write the decimals in a steps: steps:
column, aligning the decimal column, aligning the decimal  Arrange the  Arrange the
points. Use 0 as place points. Use 0 as place numbers in column. numbers in column.
holder when needed. holder when needed. Align the decimal Align the decimal
points. Use 0 as points. Use 0 as
Add/subtract as you would Add/subtract as you would placeholder if placeholder if
add/subtract whole add/subtract whole needed. needed.
numbers. Regroup if numbers. Regroup if  Add/subtract as you  Add/subtract as you
necessary necessary would add/subtract would add/subtract
whole numbers whole numbers
Place the decimal point in the Place the decimal point in the from right to left. from right to left.
result aligned with the other result aligned with the other  Place a decimal point  Place a decimal point
decimal points decimal points in the sum/ in the sum/
74
difference. Align difference. Align this
this
75
with the other
with the other
decimal points.
decimal points.
I. Evaluating learning
Complete the illustration by Complete the illustration by A. Perform the indicated A. Perform the indicated
shading or coloring them shading or coloring them operation. operation.
correctly showing the given correctly showing the given
addition or subtraction addition or subtraction
statements. Take note that statements. Take note that
1. 16.00 1. 16.00
each squares represents each squares represents
15.47 15.47
0.001. 0.001.
+ 0.324 + 0.324
2. 24. 63 2. 24. 63
18. 914 18. 914
+ 55. 892 + 55. 892
3. 248. 79 3. 248. 79
36.71 36.71
+42.845 +42.845
J. Additional activities for Draw an illustration that will Draw an illustration that will A. Add or subtract. A. Add or subtract.
application or represent the following. represent the following. Match with the correct Match with the correct
remediation answer. answer.
1. 0.085 – 0.076 1. 0.085 – 0.076
1. 0.257 + 0.212 a. 1. 0.257 + 0.212 a.
2. 0.063 + 0.009 2. 0.063 + 0.009 0.525 0.525
2. 0.928 – 0.403 b. 2. 0.928 – 0.403 b.
0.766 0.766
3. 0.098 – 0.075 3. 0.098 – 0.075
3. 0.754 – 0.22 c. 0.469 3. 0.754 – 0.22 c. 0.469
4. 0.025 + 0.018 4. 0.025 + 0.018
4. 0.316 + 0.45 d. 0.987 4. 0.316 + 0.45 d. 0.987
5. 0.863 + 0.124 e. 5. 0.863 + 0.124 e.
5. 1.041 + 0. 043 5. 1.041 + 0. 043 0.534 0.534
V. REMARKS
VI. REFLECTION
76
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?

Time

I. OBJECTIVES Estimates the sum or difference of decimal numbers with reasonable results.
A. Content Standards 1. demonstrates 1. demonstrates 1. demonstrates understanding 1. demonstrates understanding
understanding of understanding of of decimals. of decimals.
decimals. decimals.
2. demonstrates understanding 2. demonstrates understanding
2. demonstrates 2. demonstrates of the four fundamental of the four fundamental
understanding of the four understanding of the four operations involving decimals operations involving decimals
fundamental operations fundamental operations and ratio and proportion. and ratio and proportion.
involving decimals and involving decimals and
77
ratio ratio
78
and proportion. and proportion.
various forms and various forms and various forms and contexts. various forms and contexts.
contexts. contexts.
2. is able to apply the four 2. is able to apply the four
2. is able to apply the four 2. is able to apply the four fundamental operations fundamental operations
fundamental operations fundamental operations involving decimals and ratio involving decimals and ratio
involving decimals and involving decimals and and proportion in mathematical and proportion in mathematical
ratio and proportion in ratio and proportion in problems and real-life problems and real-life
mathematical problems mathematical problems and situations. situations.
and real-life situations. real-life situations.
C. Learning estimates the sum or estimates the sum or solves routine or non- solves routine or non-
Competencies/Objectives difference of decimal difference of decimal routine problems involving routine problems involving
Write the LC code for numbers with reasonable numbers with reasonable addition and subtraction of addition and subtraction of
each results. results. decimal numbers decimal numbers
including money using including money using
M5NS-IIc-107 M5NS-IIc-107 appropriate problem appropriate problem
solving strategies and solving strategies and
tools. tools.
M5NS-IIc-108.1 M5NS-IIc-108.1
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages K to 12 Gr. 5 CG M5NS-IIc- K to 12 Gr. 5 CG M5NS-IIc- M5NS-IIc-108.1, LG Grade V p. M5NS-IIc-108.1, LG Grade V p.
268-270, 21st Century 268-270, 21st Century
107, LM, LG Gr.6 pp.51-54, 107, LM, LG Gr.6 pp.51-54,
mathematics p.68 mathematics p.68
Gr. 6, Growing Up with Math Gr. 6, Growing Up with Math LM Grade IV p 68-69 LM Grade IV p 68-69
Gr. 5 pp.160-162, Math Gr. 5 pp.160-162, Math
Connections Gr. 5 pp. 133- Connections Gr. 5 pp. 133-
136 136
79
(LR) portal
B. Other Learning Resources counters, paper bag, counters, paper bag, index charts, flash cards, chart of charts, flash cards, chart of
word problems activity cards word problems activity cards
index card card
IV. PROCEDURES
A. Reviewing previous Teacher flashes decimal Teacher flashes decimal Check the assignment Check the assignment
lesson or presenting number and its rounded off number and its rounded off
the new lesson Review the steps in Review the steps in
number: number: solving word problems. solving word problems.
Ex.: 84.815 = 84.5 Ex.: 84.815 = 84.5 Ask: What are the steps Ask: What are the steps
in solving a word problem? in solving a word problem?
= tenths = tenths In what steps will the In what steps will the
following questions fall? following questions fall?
42.583 = 42.58 = 42.583 = 42.58 =
* What is asked? * What is asked?
hundredths hundredths * What are the given * What are the given
facts? facts?
1.53863 = 1.5386 = 1.53863 = 1.5386 = * What is the process * What is the process
ten thousandths ten thousandths to be used? to be used?
* What is the * What is the
number sentence? number sentence?
* Show the * Show the
solution and complete solution and complete
answer. answer.
B. Establishing a purpose Estimates the sum or Estimates the sum or Solve routine or non- Solve routine or non-
for the lesson difference of decimal difference of decimal routine problems involving routine problems involving
numbers with reasonable numbers with reasonable addition and subtraction of addition and subtraction of
results. results. decimal numbers including decimal numbers including
money using appropriate money using appropriate
problem solving strategies problem solving strategies
and tools and tools
C. Presenting You were asked by your You were asked by your Show a picture of a hill? Show a picture of a hill?
examples/instances of Ask: Have you been to a hill? Ask: Have you been to a hill?
mother to buy some mother to buy some
the new lesson What did you do there? Share What did you do there? Share
groceries after class. groceries after class. some of your experiences. some of your experiences.
Without computing, how Without computing, how Ask: Is it necessary to Ask: Is it necessary to
conserve our environment? conserve our environment?
would you know that the would you know that the
money given to you is money given to you is
enough or not? Why? enough or not? Why?
80
D. Discussing new concepts Role Playing Role Playing A total of 357 Grades IV, V, A total of 357 Grades IV, V,
and practicing new skills and VI pupils of Pook and VI pupils of Pook
Divide the class into 2 Divide the class into 2
#1 Elementary School joined a Elementary School joined a
groups. groups. tree-planting program. They tree-planting program. They
planted Narra seedling that planted Narra seedling that
Provide an activity card in Provide an activity card in cost 1,230.67 and and cost 1,230.67 and and
Apitong seedlings cost Apitong seedlings cost
each group for them to act each group for them to act
2,968.78 How much seedlings 2,968.78 How much seedlings
out or role play. out or role play. did they plant in all? did they plant in all?
Ex.: Ex.: Ask: What is asked in Ask: What is asked in

the problem? the problem?
Ron has Php.12,720 in his Ron has Php.12,720 in his What are given facts? What are given facts?
savings account. He wants savings account. He wants What word clue What word clue
help you solve the help you solve the
to buy a stereo and to buy a stereo and problem? problem?
speakers while they are on speakers while they are on What operation is to be What operation is to be
used? used?
sale. The stereo cost sale. The stereo cost Ask a pupil to show Ask a pupil to show
Php.9,889.99 and the Php.9,889.99 and the his/her answer on the board. his/her answer on the board.
speakers cost Php.915.50. speakers cost Php.915.50.
About how much of his About how much of his
savings will be left after the savings will be left after the
purchase? purchase?
They have to act out also They have to act out also
the following: the following:
What information is given in What information is given in

the problem?(savings Php12 the problem?(savings Php12
720, cost of stereo Php9 720, cost of stereo Php9
889.99, speaker Php915.50) 889.99, speaker Php915.50)
What should be done first What should be done first

so that Ron will have an so that Ron will have an
idea in the following: idea in the following:
About how much will About how much will
81
he pay? ( Php10 000 he pay? ( Php10 000
and and
82
Php900 ) Php900 )
About how much will be left About how much will be left
of his savings? of his savings?
( Php13 000 – Php10 900 = ( Php13 000 – Php10 900 =

Php2 100 ) Php2 100 )
Have them compute the Have them compute the
actual answer and actual answer and
compare it with the compare it with the
estimated answer. estimated answer.
( Php12 720 – ( Php9 889.99 ( Php12 720 – ( Php9 889.99

+ Php915.50 ) = Php1 + Php915.50 ) = Php1
914.51 ) 914.51 )
Have each group present Have each group present
its work in front. its work in front.
83
E. Discussing new concepts Teacher prepares the Teacher prepares the
and practicing new skills following: following:
#2
Situation card: Situation card:
Your group has Your group has
Php.15,395.20. You will order Php.15,395.20. You will order
3 items from a mail order 3 items from a mail order
catalog. catalog.
Mail Order Catalog Mail Order Catalog
Items Prices Items Prices
Stand fan Stand fan
Php.2,485.00 Php.2,485.00
Printer Printer
Php.6,000.00 Php.6,000.00
CD/Cassette player CD/Cassette player
Php.5,750.00 Php.5,750.00
84
Computer table Computer table
Php.2,500.00 Php.2,500.00
The class should be grouped The class should be grouped
by column. by column.
Provide each group by Provide each group by

situation card, a mail order situation card, a mail order
catalog and order card. catalog and order card.
The first pupil in the row The first pupil in the row
selects 3 items and writes selects 3 items and writes
these with the these with the
corresponding prices on the corresponding prices on the
order card, then passes order card, then passes
this to pupil next to him. this to pupil next to him.
The second pupil writes The second pupil writes

the rounded off amount for the rounded off amount for
each item, then passes the each item, then passes the
order card to his order card to his
teammate. teammate.
The third pupil gives The third pupil gives

the estimated sum of all the estimated sum of all
the items. the items.
The fourth pupil gives the The fourth pupil gives the
estimated difference. estimated difference.
The fifth pupil computes the The fifth pupil computes the
actual sum and difference, actual sum and difference,
then, compares it with the then, compares it with the
estimated sum and estimated sum and
85
difference. difference.
As soon as all members of As soon as all members of

the group are finished, they the group are finished, they
submit their answers to the submit their answers to the
teacher for checking. teacher for checking.
The first group to finish with The first group to finish with
correct answers wins. correct answers wins.
F. Developing mastery How did you find the activity How did you find the activity Ask: Is it necessary to Ask: Is it necessary to
(Leads to Formative Assessment conserve our environment? conserve our environment?
3) ? How were you able to ? How were you able to
Why? How can you help Why? How can you help
find the answer to the find the answer to the conserve our environment? conserve our environment?
problem? Discuss with the problem? Discuss with the
pupils how to find the pupils how to find the
estimated estimated
sum/difference of decimals. sum/difference of decimals.
86
G. Finding practical Discuss the presentation Discuss the presentation The pupils will form 3 groups The pupils will form 3 groups
applications of concepts and will be given a problem and will be given a problem
under “ Explore and under “ Explore and
and skills in daily living written on the bond paper. written on the bond paper.
Discover “ in LM. Discover “ in LM. They are going to solve the They are going to solve the
problem and answer the problem and answer the
For more practice, Have For more practice, Have questions on the problem. questions on the problem.
the pupils work on “ Get the pupils work on “ Get
Problem 1. Group 1 Problem 1. Group 1
Moving “ Moving “ Jacob brought a pair of shoes Jacob brought a pair of shoes
for P245 a pair of sacks for for P245 a pair of sacks for
Ask the pupils to work on the Ask the pupils to work on the P42.75 and trousers for P P42.75 and trousers for P
526.99. He gave the cashier 526.99. He gave the cashier a
exercises under “ Keep exercises under “ Keep
a thousand –peso bill. How thousand –peso bill. How
Moving “ Moving “ much change did he receive? much change did he receive?
a. What is asked? a. What is asked?
b. What are the given facts? b. What are the given facts?
c. What is the process to be c. What is the process to be
used? used?
d. What is the d. What is the
e. Show the solution e. Show the solution
and complete answer. and complete answer.
87
H. Making generalizations Lead the pupils to give the Lead the pupils to give the The steps in solving The steps in solving
and abstractions about routine problems are: routine problems are:
following generalization following generalization
the lesson
by asking : by asking : a. Understand- Know e. Understand- Know
what is asked? what is asked?
How do we find the How do we find the
What are given? What are given?
estimated sum or difference estimated sum or difference b. Plan-Know the f. Plan-Know the
of decimals? of decimals? operation. Write operation. Write
the number the number
sentence. sentence.
c. Solve-Write your g. Solve-Write your
answer with answer with
correct units correct units
/labels /labels
d. Check and Look h. Check and Look
back- Review and back- Review and
check your check your
answer. To solve answer. To solve
non- routine non- routine
problems, read problems, read
and analyze the and analyze the
problems. Tell problems. Tell
what is asked and what is asked and
what are given. what are given.
Use other Use other
strategies like act strategies like act
out the out the
problem,listing/tabl problem,listing/tabl
e method, guess e method, guess
and test, and test,
drawing /making a drawing /making a
diagram, using diagram, using
patterns, working patterns, working
backwards etc. backwards etc.
88
I. Evaluating learning Solve the following problems. Solve the following problems.
Arrange the numbers in Arrange the numbers in
Study the following menu in Study the following menu in
column. Round off the column. Round off the
the canteen and answer the canteen and answer
numbers to the nearest numbers to the nearest the question that follows. the question that follows.
hundredths then find the hundredths then find the MENU MENU
Spaghetti-P 23.75 Spaghetti-P 23.75
estimated sum and estimated sum and
Palabok -P21.50 Palabok -P21.50
difference. difference. Lugaw- P 8.50 Lugaw- P 8.50
Rice- P 5.00 Rice- P 5.00
Mango Juice-P7.50 Mango Juice-P7.50
36.5 + 18.91 + 55.41 = N 36.5 + 18.91 + 55.41 = N
Arnel paid P 50.00 for pork Arnel paid P 50.00 for pork
Php.285.15 + Php.27.35 + Php.285.15 + Php.27.35 + nilaga and rice. How much was nilaga and rice. How much was
Php.627.30 = N Php.627.30 = N his change? his change?
Ayen ordered palabok and Ayen ordered palabok and

8.941 – 8.149 = N 8.941 – 8.149 = N
gulaman.How much was her gulaman.How much was her
change with her P 100 –bill. change with her P 100 –bill.
639.27 – 422.30 = N 639.27 – 422.30 = N
Mrs. Lopez ordered Mrs. Lopez ordered
rice,pinakbet and fried fish. rice,pinakbet and fried fish.
She gave P100. How much was She gave P100. How much was
her change? her change?
Kate gave P 50 for mango Kate gave P 50 for mango

juice and spaghetti. How much juice and spaghetti. How much
is her change? is her change?
It was Tina’s birthday. She It was Tina’s birthday. She

ordered spaghetti, palabok, ordered spaghetti, palabok,
mango juice and gulaman. If mango juice and gulaman. If
she paid P100 peso-bill and she paid P100 peso-bill and
she gave a tip of P 5.00 , she gave a tip of P 5.00 , how
how much will be her much will be her change?
change?
J. Additional activities for Solve the problem. Solve the problem. Solve the following problems. Solve the following problems.
application or 1. AJ earned P 35.50 in 3. AJ earned P 35.50 in
Rhoda bought 2.5 kg of Rhoda bought 2.5 kg of
remediation selling newspapers and selling newspapers and
lanzones. She found that her lanzones. She found that her he earned P32.50 for he earned P32.50 for
89
brother bought home 1.75 brother bought home 1.75 selling pandesal in the selling pandesal in the
kg of lanzones. Her family kg of lanzones. Her family morning.He paid P morning.He paid P
52.75 for a pad paper 52.75 for a pad paper
ate around 2.75 kg. About ate around 2.75 kg. About
and a ballpen. How and a ballpen. How
how many kg of lanzones how many kg of lanzones much money had he much money had he
were left? were left? left? left?
2. JM visits his dentist 4. JM visits his dentist
Mother bought 4.75 kg of Mother bought 4.75 kg of every six month. every six month.
Hepaid his dentist Hepaid his dentist
fish. She cooked 1.25 kg of fish. She cooked 1.25 kg of
P500 for dental P500 for dental
escabeche and roasted .5 kg escabeche and roasted .5 kg treatment and P450 for treatment and P450 for
of fish for their family of fish for their family prophylaxis. How prophylaxis. How much
gathering. About how many gathering. About how many much change did he change did he get from
get from P 1,000? P 1,000?
kg of fish were uncooked? kg of fish were uncooked?
Jethro has Php.250 for his Jethro has Php.250 for his
daily allowance. He spent daily allowance. He spent
Php.95.50 for fare, Php.95.50 for fare,
Php.75.75 for food, and Php.75.75 for food, and
saved the rest. About how saved the rest. About how
much is his savings? much is his savings?
Shane ran 3.75 km and Shane ran 3.75 km and

Cathy ran 7.09 km. About Cathy ran 7.09 km. About
how much farther did Cathy how much farther did Cathy
ran? ran?
Mona bought a watch for Mona bought a watch for

Php.1895.60 and a ring for Php.1895.60 and a ring for
Php.2512.50. She gave the Php.2512.50. She gave the
cashier % Php.1000-bills. cashier % Php.1000-bills.
About how much change did About how much change did
she received? she received?
90
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

Time

I. OBJECTIVES Creating Problems (with reasonable answers)Involving Addition and Subtraction of Decimal Numbers Including Money

91
involving decimals and ratio involving decimals and ratio involving decimals and ratio involving decimals and ratio
and proportion. and proportion. and proportion. and proportion.
C. Learning creates problems (with creates problems (with visualizes multiplication of visualizes multiplication of
Competencies/Objectives reasonable answers) reasonable answers) decimal numbers using decimal numbers using
Write the LC code for involving addition and/or involving addition and/or pictorial models. pictorial models.
each subtraction of decimal subtraction of decimal
numbers including money. numbers including money. M5NS-IId-110
M5NS-IId-110
M5NS-IIc-109.1 M5NS-IIc-109.1
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages M5NS-IIc-109.1, M5NS-IIc-109.1, K to 12 Curriculum Guide, K to 12 Curriculum Guide,
M5NS-IId-110, Lesson Guide M5NS-IId-110, Lesson Guide
in Elementary 5 p.274 in Elementary 5 p.274
(LR) portal
B. Other Learning Resources flash cards, chart of word flash cards, chart of word flash cards, colored papers, flash cards, colored papers,
problems, activity cards problems, activity cards marker(pentellpen), building marker(pentellpen), building
blocks blocks
92
IV. PROCEDURES
A. Reviewing previous Check the assignment Check the assignment Solve the following mentally: Solve the following mentally:
lesson or presenting 1.) Sophia bought 0.8 kg of 1.) Sophia bought 0.8 kg of
the new lesson Review the steps in Review the steps in hotdog. She placed 0.25 hotdog. She placed 0.25
solving word problems. solving word problems. kg of it in the refrigerator kg of it in the refrigerator
and cooked the rest. How and cooked the rest. How
Ask the learners to tell what Ask the learners to tell what much hotdog did she much hotdog did she
they understand about the they understand about the cooked? cooked?
following essential guide following essential guide
questions to problem solving. questions to problem solving. 2.) A Math book is 0.6 dm 2.) A Math book is 0.6 dm
thick. A Science book is 0.2 thick. A Science book is 0.2
times as thick as the times as thick as the
Math book. How thick is the Math book. How thick is the
Science book? Science book?
B. Establishing a purpose for Create Problems (with Create Problems (with Visualize multiplication of Visualize multiplication of
the lesson reasonable answers)Involving reasonable answers)Involving Decimals Using Pictorial Decimals Using Pictorial
Addition and Subtraction of Addition and Subtraction of Models Models
Decimal Numbers Including Decimal Numbers Including
Money Money
C. Presenting Talk about fruits and Talk about fruits and Using building blocks. Try to Using building blocks. Try to
examples/instances of the vegetables grown in the vegetables grown in the solve this problem. solve this problem.
new lesson school garden. school garden. Baby Isabel plays with blocks. Baby Isabel plays with blocks.
Ask: Have you been to our Ask: Have you been to our Each block measures 3.7 Each block measures 3.7
school garden? What did you school garden? What did you inches tall. She has a inches tall. She has a
see there? What are the see there? What are the collection of 41 blocks. If she collection of 41 blocks. If she
plants grown there? Let the plants grown there? Let the could stack all the blocks up could stack all the blocks up
pupils share their pupils share their one on top of the other. How one on top of the other. How
experiences in the garden. experiences in the garden. many inches tall would her many inches tall would her
tower be. tower be.
D. Discussing new concepts The table shows the number The table shows the number Present this situation. Present this situation.
and practicing new skills of kilograms of vegetables of kilograms of vegetables Mr. Dizon’s farm is 0.3 km Mr. Dizon’s farm is 0.3 km
#1 harvested by the pupils. harvested by the pupils. long and 0.1 km wide. How long and 0.1 km wide. How
big is his land? big is his land?
Princ Mustar 5. 12 Princ Mustar 5. 12
e d kilogra e d kilogra The pupils will answer in The pupils will answer in
ms ms groups. groups.
Aldri Pecha 8.48 Aldri Pecha 8.48 a. Into how many parts is a. Into how many parts is
n y kilogra n y kilogra the whole divided? the whole divided?
ms ms b. How is 0.3 shown in b. How is 0.3 shown in
Lore Carrot 12.6 Lore Carrot 12.6 the grid? What about the grid? What about
n kilogra n kilogra 0.1? 0.1?
c. How many squares are c. How many squares are
93
ms ms double shaded? double shaded?
Based on the table presented Based on the table presented In fraction form write 1/10 of In fraction form write 1/10
, how will you create , how will you create 1/3 = 1/10 x 3/10 = 3/100 of 1/3 = 1/10 x 3/10 =
problems involving addition problems involving addition Another way of writing 3/100
and subtraction of decimals and subtraction of decimals fraction is in decimal form. Another way of writing
including money? including money? 0.1 of 0.3 = 0.1 x 0.3 = 0.03 fraction is in decimal form.
d. How many decimal places 0.1 of 0.3 = 0.1 x 0.3 =
are there in both factors? 0.03
Ask: What is asked in Ask: What is asked in
How about in product? d. How many decimal places
are there in both factors?
What are given facts? What are given facts?
How about in product?
What word clue help What word clue help you
you solve the problem? solve the problem?
What operation is to be used? What operation is to be used?
Ask a pupil to show his/her Ask a pupil to show his/her
answer on the board. answer on the board.
E. Discussing new concepts Group the pupils into three. Group the pupils into three. After all the groups have After all the groups have
and practicing new skills Let the group work Let the group work presented their answer, ask: presented their answer, ask:
#2 collaboratively on station 1 collaboratively on station 1 Which group was/were able Which group was/were able
for group 1, station 2 for for group 1, station 2 for to give all correct answers? to give all correct answers?
group 2 and station 3 for group 2 and station 3 for Which group/s missed an Which group/s missed an
group 3. group 3. answer? Which group/s did answer? Which group/s did
Let them present their output Let them present their output not get any correct answer? not get any correct answer?
one at a time when done. one at a time when done. Provide immediate Provide immediate
feedback/remedial measures feedback/remedial measures
Station 1 – Addition of Station 1 – Addition of to those incorrect. to those incorrect.
decimals decimals
Direction: Based on the table Direction: Based on the table Ask: How did you find the Ask: How did you find the
of data presented, create a of data presented, create a activity? Was using horizontal activity? Was using horizontal
problem involving addition of problem involving addition of and vertical lines place over and vertical lines place over
decimals. decimals. the the
other helps you visualized other helps you visualized
Station 2 – Subtraction of Station 2 – Subtraction of multiplying decimals? multiplying decimals?
fraction fraction
Direction: Based on the table Direction: Based on the table
of data presented, create a of data presented, create a
problem involving subtraction problem involving subtraction
of decimals. of decimals.
Station 3 – Addition and Station 3 – Addition and

Subtraction of fraction Subtraction of fraction
Direction: Based on the table Direction: Based on the table
of data presented, create a of data presented, create a
problem involving addition problem involving addition
and subtraction of decimals. and subtraction of decimals.
94
Sample problem Sample problem
Station 1 Station 1
Prince and Loren harvested Prince and Loren harvested
vegetables. Prince harvested vegetables. Prince harvested
2.5 kg of pechay and Loren 2.5 kg of pechay and Loren
harvested 1.9 kg. of carrot. harvested 1.9 kg. of carrot.
How many kg. Of How many kg. Of
vegetables were harvested vegetables were harvested
by the two pupils? by the two pupils?
Station 2 Station 2
How many more kg. of How many more kg. of
vegetables were harvested vegetables were harvested
by Prince than Loren? by Prince than Loren?
Station 3 Station 3
If Aldrin harvested 5 kg of If Aldrin harvested 5 kg of
Mustard, How many Mustard, How many
kg.more is his harvest than kg.more is his harvest than
the total amount harvested the total amount harvested
by Prince and Loren by Prince and Loren
F. Developing mastery After all the groups have After all the groups have a. Discuss the a. Discuss the
(Leads to Formative Assessment presented, ask How did you presented, ask How did you presentation on Explore presentation on Explore
3)
find the activity? How did you find the activity? How did you and Discover on page and Discover on page
create problems involving create problems involving of LM in Math of LM in Math
Addition , Subtraction or Addition , Subtraction or Grade 5 Grade 5
addition and subtraction of addition and subtraction of
decimals. decimals.
Expected answers: Expected answers:
We familiarized ourselves We familiarized ourselves
with the concepts of addition with the concepts of addition
and subtraction of decimals. and subtraction of decimals.
We taught of the problem we We taught of the problem we

want to create.
95
We studied sample problems want to create.
and studied their solutions.
We studied sample
problems and studied their
solutions.
G. Finding practical Discuss the presentation Discuss the presentation b. Ask the pupils to work on b. Ask the pupils to work on
applications of concepts under Explore and under Explore and Get Moving on page of Get Moving on page of
and skills in daily living Discover on page of LM Discover on page of LM LM in Math Grade 5 LM in Math Grade 5
Math Grade V. Math Grade V.
Ask the pupils to work on Ask the pupils to work on
the items under Get Moving the items under Get Moving
LM Math Grade 5 page . LM Math Grade 5 page .
Check the pupils answer. For Check the pupils answer. For
mastery, have them answer mastery, have them answer
items under Keep Moving, items under Keep Moving,
LM Math Grade V page . LM Math Grade V page .
Check the pupils answer Check the pupils answer
H. Making generalizations To create word problems To create word problems Lead the pupils to generalize Lead the pupils to generalize
and abstractions about involving addition and involving addition and that: Multiplying decimals that: Multiplying decimals
the lesson subtraction of fractions do subtraction of fractions do can be visualized by can be visualized by
the ff. the ff. representing each factor representing each factor
Familiarize yourself with the Familiarize yourself with the with the horizontal with the horizontal
concept concept and vertical lines placed over and vertical lines placed over
Think of the problem you Think of the problem you the other. The double the other. The double
want to create. want to create. shaded part represents the shaded part represents the
Consider the character, cite Consider the character, cite answer to the equation. answer to the equation.
the situation, /setting, data the situation, /setting, data
presented, word problem to presented, word problem to
be created, and the key be created, and the key
question. question.
Ensure that the word Ensure that the word
problem is clearly stated and problem is clearly stated and
practical Read some sample practical Read some sample
problems and study their problems and study their
solutions. solutions.
To solve non- routine To solve non- routine
problems, read and analyze problems, read and analyze
the problems. Tell what is the problems. Tell what is
asked and what are given. asked and what are given.
Use other strategies like act Use other strategies like act
out the problem,listing/table out the problem,listing/table
method, guess and test, method, guess and test,
drawing /making a diagram, drawing /making a diagram,
using patterns, working using patterns, working
96
backwards etc. backwards etc.
97
I. Evaluating learning Using the data below, Using the data below, A. Write the correct A. Write the correct
create 3- two step word create 3- two step word multiplication equation for multiplication equation for
problem involving addition problem involving addition each of the following each of the following
and subtraction of decimals and subtraction of decimals numbers represented by the numbers represented by the
MENU MENU shaded region shaded region
Spaghet Gulaman- Spaghet Gulaman-
ti-P P6.00 ti-P P6.00
23.75 23.75
Palabok Nilaga(por Palabok Nilaga(por
-P21.50 k)- P22.50 -P21.50 k)- P22.50
Lugaw- Pinakbet- Lugaw- Pinakbet-
P 8.50 P 15.00 P 8.50 P 15.00
Rice- P Fried Fish- Rice- P Fried Fish-
5.00 P 12.00 5.00 P 12.00
Mango Mango
Juice- Juice-
P7.50 P7.50
J. Additional activities for Using the data below Using the data below Illustrate the following Illustrate the following
application or ,create a two-step word ,create a two-step word number sentences. number sentences.
remediation problem involving addition problem involving addition
and subtraction of fraction. and subtraction of fraction. 1.) 2 x 0.5 = N 1.) 2 x 0.5 = N
2.) 0.6 x 0.7 =N 2.) 0.6 x 0.7 =N
3.) 4 x 0.3 = N 3.) 4 x 0.3 = N
Nam Fruits Quanti Nam Fruits Quanti 4.) 0.2 x 0.9 =N 4.) 0.2 x 0.9 =N
e bought ty in e bought ty in 5.) 0.8 x 0.4 =N 5.) 0.8 x 0.4 =N
Kg. Kg.
Shar Banan 12.65 Shar Banan 12.65
on a kg. on a kg.
Anna Guava 23.16k Anna Guava 23.16k
g. g.
Josef Lanzon 9.16kg Josef Lanzon 9.16kg
a es . a es .
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
98
below 80%
lesson
did these work?
solve?
other teachers?
99
Teaching Dates and September 26- 30, 2016 Quarter
Time

I. OBJECTIVES Multiplies decimals up to 2 decimal places by 1 to 2 digit whole numbers.

C. Learning
Competencies/Objectives multiplies decimals up to 2 multiplies decimals up to 2 multiplies decimals with multiplies decimals with
Write the LC code for decimal places by 1- to 2- decimal places by 1- to 2- factors up to 2 decimal factors up to 2 decimal
each digit whole numbers. digit whole numbers. places. places.
M5NS-IId-111.1 M5NS-IId-111.1 M5NS-IId-111.2 M5NS-IId-111.2
III. LEARNING
RESOURCES
100
A. References
pages
3. Textbook pages M5NS-IId-111.1, MISOSA M5NS-IId-111.1, MISOSA M5Ns-IId-III.2, LG in M5Ns-IId-III.2, LG in
Grade 5 Module- Grade 5 Module- Elementary Mathematics Elementary Mathematics
Multiplication of Multiplication of Grade 5 p.279-282, Grade 5 p.279-282, MISOSA
Decimals and Whole Decimals and Whole MISOSA Grade 5,
Numbers. Numbers. Grade 5, Module Multiplication of
Module Multiplication of Decimals ThroughHundreths
Decimals ThroughHundreths
(LR) portal
B. Other Learning Resources Cards with whole and Cards with whole and Multiplication wheel, 10 by Multiplication wheel, 10 by
decimal numbers, charts, decimal numbers, charts, 10 grid (transparent plastic) 10 grid (transparent plastic)
cube/dice with numbers and cube/dice with numbers and
activity sheet activity sheet
IV. PROCEDURES
A. Reviewing previous Tossing Dice Tossing Dice If you have three ₱ 500.00 If you have three ₱ 500.00
lesson or presenting Materials: two dice with the Materials: two dice with the bills, how much do you have bills, how much do you have
the new lesson following faces. following faces. in all? At ₱ 12.75 for each in all? At ₱ 12.75 for each
1.2 , 3.5 .2.6 1.2 , 3.5 .2.6 ripe mango, how much will 6 ripe mango, how much will 6
, 4.1 , , 4.1 , ripe mangoes cost? ripe mangoes cost?
1.2 , 3.3 1.2 , 3.3
a. Distribute 2 cubes to a. Distribute 2 cubes to
each group. each group.
b. One pupil rolls the b. One pupil rolls the
cube and the other cube and the other
records the face up digit. records the face up digit.
c. The group who gives c. The group who gives
the most number of the most number of
correct answers wins the correct answers wins the
game. game.
B. Establishing a purpose for Multiplies decimals up to 2 Multiplies decimals up to 2 Multiplies decimals with Multiplies decimals with
the lesson decimal places by 1 to 2 digit decimal places by 1 to 2 digit factors up to 2 decimal factors up to 2 decimal
whole numbers. whole numbers. places. places.
C. Presenting Which are decimals? Which are decimals? How many of you have gone How many of you have gone
examples/instances of the Which are whole numbers? Which are whole numbers? to Luneta? Fort Santiago? to Luneta? Fort Santiago?
new lesson What do you usually see in What do you usually see in
these place? these place?
101
D. Discussing new concepts Rudolf lives 2.4 km from Rudolf lives 2.4 km from The park is rectangular in The park is rectangular in
and practicing new skills school. How far does he school. How far does he shape and measures 0.3 km shape and measures 0.3 km
#1 ride in going to and from ride in going to and from long and 0.2 km wide. long and 0.2 km wide.
the school? the school? a. What picture do you a. What picture do you
have in your mind when have in your mind when
a. How far is Rudolf’s a. How far is Rudolf’s you read the problem? you read the problem?
house from the school? house from the school? b. What are the signs that b. What are the signs that
b. What is being asked in b. What is being asked in you usually see in the you usually see in the
the problem? the problem? park? park?
c. As a good boy or girl c. As a good boy or girl
what must you do with what must you do with
signs that you see in the signs that you see in the
problem? problem?
d. What is asked in d. What is asked in
e. How shall we solve it? e. How shall we solve it?
E. Discussing new concepts After the activity, see to it After the activity, see to it To find the area, we multiply To find the area, we multiply
and practicing new skills that the teacher immediately that the teacher immediately the length and the width. the length and the width.
#2 sets remedial for those who sets remedial for those who
got the wrong answers. got the wrong answers. Step 1: Step 1:
Multiply the digit as if Multiply the digit as if
Ask: Did you learn Ask: Did you learn you are multiplying whole you are multiplying whole
something from the activity? something from the activity? numbers. numbers.
How did you get the How did you get the Step 2: Count the number of Step 2: Count the number of
answer? Did you follow the answer? Did you follow the decimal places in the decimal places in the
steps? steps? multiplicand and multiplier. multiplicand and multiplier.
The sum of the number of The sum of the number of
decimal places in the factors decimal places in the factors
is equal to the number of is equal to the number of
decimal places in the decimal places in the
product. product.
Step 3: Add zero, if Step 3: Add zero, if

F. Developing mastery Discuss the predentstion on Discuss the predentstion on After the activity, check After the activity, check
(Leads to Formative Assessment Explore and Discover page Explore and Discover page whether the answer of your whether the answer of your
3)
of LM Math Grade 5. of LM Math Grade 5. pupils are correct. Put pupils are correct. Put
immediate action on the immediate action on the
pupils that got the wrong pupils that got the wrong
answer. answer.
102
G. Finding practical Ask the pupils to work on Get Ask the pupils to work on Get a. Discuss the presentation a. Discuss the presentation
on Explore and Discover on Explore and Discover
103
applications of concepts Mowing and Keep Moving Mowing and Keep Moving on page of LM Math on page of LM Math
and skills in daily living page of LM Math Grade page of LM Math Grade Grade 5 Grade 5
5. 5.
H. Making generalizations Lead the pupils to generalize Lead the pupils to Lead the pupils to generalize Lead the pupils to
and abstractions about that: generalize that: that: generalize that:
the lesson To multiply decimals by To multiply decimals by In multiplying decimals with In multiplying decimals with
whole numbers, multiply like whole numbers, multiply like factors up to 2 decimal factors up to 2 decimal
whole numbers then count whole numbers then count places, multiply like places, multiply like
the number of decimal the number of decimal multiplying whole numbers. multiplying whole numbers.
places in the factors. The places in the factors. The Place the decimal point In Place the decimal point In
sum of the number of sum of the number of the product equal to the the product equal to the
decimal places in the factor decimal places in the factor sum of the number of sum of the number of
is equal to the number of is equal to the number of decimal places in both decimal places in both
decimal places in the decimal places in the factors. factors.
product. product.
I. Evaluating learning Copy and give the product. Copy and give the product. Answer Apply Your Skills, Answer Apply Your Skills,
page of LM Math Grade page of LM Math Grade
1. .76 x 4 = 4. .76 x 4 = 5. 5.
2. 90 x .30 = 5. 90 x .30 =
3. 34 x .5 = 6. 34 x .5 =
J. Additional activities for Marina's car gets 44.8 miles Marina's car gets 44.8 miles A. Find the products. Write A. Find the products. Write
application or per gallon on the highway. If per gallon on the highway. If in column. in column.
remediation her fuel tank holds 15.4 her fuel tank holds 15.4
gallons, gallons, 1.) 6.5 x 0.7 = 1.) 6.5 x 0.7 =
then how far can she travel then how far can she travel 2.) 0.8 x 0.3 = 2.) 0.8 x 0.3 =
on one full tank of gas? on one full tank of gas? 3.) 9.3 x 0.8 = 3.) 9.3 x 0.8 =
4.) 0.9 x 0.9 4.) 0.9 x 0.9
5.) 0.7 x 0.6 = 5.) 0.7 x 0.6 =
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
104
did these work?
solve?
other teachers?

Teaching Dates and October 3-7, 2016 Quarter
Time

I. OBJECTIVES Estimates the products of decimal numbers with reasonable results.

105
C. Learning
Competencies/Objectives estimates the products of estimates the products of solves routine and non- solves routine and non-
Write the LC code for decimal numbers with decimal numbers with routine problems involving routine problems involving
each reasonable results. reasonable results. multiplication without or with multiplication without or with
M5NS-IIe-112 M5NS-IIe-112 decimals and whole numbers decimals and whole numbers
strategies and tools. strategies and tools.
M5NS-IIe-113.1 M5NS-IIe-113.1
III. LEARNING
RESOURCES
C. References
pages
3. Textbook pages M5NS – II e – 112 pp. 59, M5NS – II e – 112 pp. 59, M5NS – II e – 113.1 pp. 59 , M5NS – II e – 113.1 pp. 59 ,
Lesson Guide 6 pp.70 Lesson Guide 6 pp.70 Lesson Guide 6 pp.96 Lesson Guide 6 pp.96
Growing Up with Math Growing Up with Math
5 pp.197 5 pp.197
(LR) portal
D. Other Learning Resources Number Cards, problem cards Number Cards, problem cards dartboard, activity cards, dice dartboard, activity cards, dice
IV. PROCEDURES
106
A. Reviewing previous Estimating the Estimating the a. Present a problem on a. Present a problem on
lesson or presenting sum/difference sum/difference the board. the board.
the new lesson Ask: How do you estimate the Ask: How do you b. Leaders will throw a b. Leaders will throw a
sum/difference? estimate the die on the board placed on die on the board placed on
Round to the nearest sum/difference? the table. The corresponding the table. The corresponding
whole number and Round to the nearest points if they can answer points if they can answer
estimate the whole number and
correctly the questions are correctly the questions are
sum/difference. How many estimate the
the following: the following:
can you do orally? sum/difference. How many
Flash problem cards for can you do orally? Bull’s eye – 10 points Bull’s eye – 10 points
the pupils to solve. Flash problem cards for 2nd circle – 5 points 2nd circle – 5 points
the pupils to solve. Big circle – 1 point Big circle – 1 point
c. Failure to give the c. Failure to give the
correct answer means a correct answer means a
deduction from their points. deduction from their points.
d. Teacher gives d. Teacher gives
emphasis on analyzing 2– emphasis on analyzing 2–
step problems. step problems.
Ex. In a class of 27 boys Ex. In a class of 27 boys
and 25 girls, 16 joined the and 25 girls, 16 joined the
choir. choir.
How many are not members How many are not members
of the choir? of the choir?
B. Establishing a purpose for Estimates the products of Estimates the products of Solves routine and non- Solves routine and non-
the lesson decimal numbers with decimal numbers with routine problems involving routine problems involving
reasonable results. reasonable results. multiplication without or with multiplication without or with
decimals and whole numbers decimals and whole numbers
strategies and tools strategies and tools
C. Presenting You were asked by your You were asked by your Present the following problem Present the following problem
examples/instances of the mother to buy some mother to buy some
new lesson groceries after class. groceries after class.
Without computing how Without computing how Rico saves 4.50 on Rico saves 4.50 on
would you know that the would you know that the
money given to you is money given to you is Monday, 7.25 on Monday, 7.25 on
enough or not? enough or not?
Why? Why? Tuesday, 5.15 on Tuesday, 5.15 on
Wednesday, 3.90 Wednesday, 3.90
107
on Thursday, and on Thursday, and
8.20 on Friday from 8.20 on Friday from
his daily his daily
transportation transportation
allowance for 3 allowance for
weeks. From these 3 weeks.
savings, he wants to From these
buy a t-shirt which savings, he wants to
costs P195.00. How buy a t-shirt which
much more must he costs P195.00. How
save? much more must he
How much money was saved save?
by Rico? How much money was saved
How much is the t-shirt he by Rico?
would like to buy? How much is the t-shirt he
How much more money must would like to buy?
he save? How much more money must
What is the number he save?
sentence? What is the number
How many hidden questions sentence?
are there in the problem How many hidden questions
are there in the problem
D. Discussing new concepts Present the following problem Present the following problem Each group will give an Each group will give an
and practicing new skills activity card. They will work activity card. They will work
#1 Carlo bought 5 notebooks at Carlo bought 5 notebooks at together in solving the together in solving the
₱38.95 each. About how ₱38.95 each. About how problem ,following the guided problem ,following the guided
much did he pay in all? much did he pay in all? questions below. questions below.
a. Ask the following a. Ask the following

questions: questions:
1) What are given? 1) What are given?
2) What is being asked? 2) What is being asked?
3) Do we need exact 3) Do we need exact
answer or just an estimate answer or just an estimate
to solve the problem? Why to solve the problem? Why
do you think so? do you think so?
4) What is the 4) What is the
5) How do we estimate 5) How do we estimate
products of decimals? products of decimals?
108
b. Explain step-by-step the b. Explain step-by-step the
process of estimating process of estimating
products of decimals products of decimals
numbers. If possible, elicit numbers. If possible, elicit
this this
from the pupils or have them from the pupils or have them
do the explaining. do the explaining.
c. Discuss the importance of c. Discuss the importance of
estimation and its practical estimation and its practical
applications in real life. Elicit applications in real life. Elicit
examples of situations where examples of situations where
estimation is needed. estimation is needed.
d. Why is it important to d. Why is it important to
make sound and logical make sound and logical
decisions? Have you done decisions? Have you done
any? How did it affect any? How did it affect
you? you?
E. Discussing new concepts GAME GAME How did you find the How did you find the
and practicing new skills Materials: number cards, Materials: number cards, activity? How did you activity? How did you
#2 calculator calculator estimate product of estimate product of
Mechanics: Mechanics: decimals? decimals?
Organize the pupils in pairs. Organize the pupils in pairs. How were you able to find How were you able to find
Shuffle the number cards. Shuffle the number cards. the answer to the problem? the answer to the problem?
Have both pupils select a Have both pupils select a In how many ways were you In how many ways were you
number card and place them number card and place them able to arrive at the answer? able to arrive at the answer?
on the table. Then have each on the table. Then have each Discuss with the pupils the Discuss with the pupils the
pair estimate the product of pair estimate the product of ways on how they were able ways on how they were able
the two numbers by rounding the two numbers by rounding to solve for the answer to to solve for the answer to
the factors. After recording the factors. After recording the problems. the problems.
the original numbers and the the original numbers and the
product, the pupils use a product, the pupils use a
calculator to check the exact calculator to check the exact
answer and to determine answer and to determine
whether the estimate is good whether the estimate is good
or reasonable. or reasonable.
F. Developing mastery How did you find the How did you find the a. Discuss the presentation a. Discuss the presentation
(Leads to Formative Assessment activity? How did you activity? How did you under Explore and Discover under Explore and Discover
3)
estimate product of estimate product of on page of LM Math on page of LM Math
decimals? decimals? Grade Grade
Were you able to estimate Were you able to estimate 5 Lesson 42 5 Lesson 42
the product correctly? the product correctly? b. Ask the pupils to answer b. Ask the pupils to answer
Before getting the product, Before getting the product, the exercises under Get the exercises under Get
what was the first step? what was the first step? Moving on page of LM Moving on page of LM
Grade 5 . Grade 5 .
Check their answers and Check their answers and
109
provide immediate remedial provide immediate remedial
measures. measures.
110
G. Finding practical a. Discuss the presentation a. Discuss the presentation For more practice, have the For more practice, have the
applications of concepts under Explore and Discover under Explore and Discover pupils do more exercises by pupils do more exercises by
and skills in daily living on page of LM Math on page of LM Math solving the problems under solving the problems under
Grade Grade Keep Moving on LM Grade Keep Moving on LM Grade
5 Lesson 41. 5 Lesson 41. 5 page 5 page
b. Then give the following b. Then give the following Let the pupils show Let the pupils show
activities. activities. their solutions on the their solutions on the
Estimate the product. Estimate the product. board. board.
Complete the table. Complete the table.
H. Making generalizations How do you estimate the How do you estimate the Lead the pupils to give the Lead the pupils to give the
and abstractions about products of decimal products of decimal generalization generalization
the lesson numbers? numbers?
To solve routine and non- To solve routine and non-
routine problems involving routine problems involving
decimals and whole numbers decimals and whole numbers
strategies and tools, we are strategies and tools, we are
guided by the following: guided by the following:
Understand Understand
* Know what is asked * Know what is asked
* Know the hidden facts * Know the hidden facts
* If any, determine the * If any, determine the
hidden questions hidden questions
Plan Plan
* Determine the operation to * Determine the operation to
be used be used
* Write the number * Write the number
sentence Solve sentence Solve
* Show the solution * Show the solution
Check and Look Check and Look
Back Back
* Check your answer * Check your answer
* State the complete answer * State the complete answer
I. Evaluating learning Estimate each product by Estimate each product by Read and analyze, then Read and analyze, then
rounding: rounding: solve the following: solve the following:
Mary prepared Mary prepared
1) 22.7 2.73.82 1) 22.7 2.73.82 sandwiches for the sandwiches for the
x 0.08 x 0.28 x 0.08 x 0.28 seminar participants. seminar participants.
She bought 5 loaves She bought 5 loaves
111
of bread at 22.50 of bread at 22.50
each, 2 bottles of each, 2 bottles of
mayonnaise at mayonnaise at
55.50 a bottle, and 55.50 a bottle, and
1.5 kilograms of ham 1.5 kilograms of ham
at 240 a kilogram. at 240 a kilogram.

If she gave the If she gave the
saleslady 1,000, saleslady 1,000,

how much change how much change
did she receive? did she receive?
a) What is asked? a) What is asked?

b) What are given? b) What are given?
c) What is/are the c) What is/are the
hidden questions? hidden questions?
d) What operation will d) What operation will
you use to solve the you use to solve the
problem? problem?
e) What is the number e) What is the number
sentence? sentence?
f) What is the answer? f) What is the answer?
J. Additional activities for Estimate the product: Estimate the product: Read, analyze, and solve for Read, analyze, and solve for
application or 1. 33 x .65 = 3. 33 x .65 = the answer. the answer.
remediation 2. 26 x 18 = 4. 26 x 18 = a. Mother bought 3 kg a. Mother bought 3 kg
of sugar at 23.70 per of sugar at 23.70 per

kilogram and 2 kg of rice at kilogram and 2 kg of rice at
21.50 per kilogram. How 21.50 per kilogram. How

much change did she receive much change did she receive
from her 500 bill? from her 500 bill?
b. Roy’s allowance is b. Roy’s allowance is
500 a week. He spent 80 500 a week. He spent 80
for transportation and 225 for transportation and 225

for meal and snacks. How for meal and snacks. How
112
much money can he save in much money can he save in
4 weeks? 4 weeks?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?

Time

I. OBJECTIVES Visualizes division of decimal number using pictorial models
A. Content Standards 1.demonstrates 1.demonstrates 1.demonstrates 1.demonstrates Weekly Test
113
involving decimals and ratio involving decimals and ratio involving decimals and ratio involving decimals and ratio
and proportion. and proportion. and proportion. and proportion.
C. Learning visualizes division of visualizes division of divides decimals with up divides decimals with up
Competencies/Objectives decimal numbers using decimal numbers using to 2 decimal places. to 2 decimal places.
Write the LC code for pictorial models. pictorial models.
each M5NS-IIf-116.1 M5NS-IIf-116.1
M5NS-IIf-115 M5NS-IIf-115
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Grade 5 K to 12 Grade 5 K to 12 Grade 5 K to 12 Grade 5
Curriculum Guide M5NS- Curriculum Guide M5NS- Curriculum Guide M5NS- Curriculum Guide M5NS-
IIf-115 p. 59, IIf-115 p. 59, IIf-116.1, IIf-116.1,
Lesson Guide in Lesson Guide in Learners Material, Learners Material,
Elementary Mathematics Elementary Mathematics Mathematics for a Better Mathematics for a Better
Grade 5 pp. 305 – 309 Grade 5 pp. 305 – 309 Life pp.182-183, Growing Up Life pp.182-183, Growing Up
Mathematics for a Better Life Mathematics for a Better Life with Math pp. 170-172 with Math pp. 170-172
5 pp180-181 5 pp180-181
114
(LR) portal
B. Other Learning Resources Decimal models Decimal models Number cards, flash cards, Number cards, flash cards,
chart, calculator chart, calculator
IV. PROCEDURES
A. Reviewing previous Dividing decimals by whole Dividing decimals by whole Strategy: Game – “ Number Strategy: Game – “ Number
lesson or presenting number. number. Scramble” Scramble”
the new lesson Materials: 2 sets of cards with Materials: 2 sets of cards with
digits 0 – 5 digits 0 – 5
Form 2 groups. Give each Form 2 groups. Give each
group a set of cards group a set of cards
Using the numbers on their Using the numbers on their

cards, ask the groups to form cards, ask the groups to form
a division equation that will a division equation that will
satisfy the question you will satisfy the question you will
dictate. dictate.
Sample questions: Sample questions:

Form a division equation that Form a division equation that
gives the smallest possible gives the smallest possible
quotient. quotient.

gives the greatest possible gives the greatest possible
quotient. quotient.

gives a quotient multiple by gives a quotient multiple by
10. 10.
Form a division equation with Form a division equation with

a number 2 in the quotient. a number 2 in the quotient.
Etc. Etc.
The group who can first give The group who can first give
the correct answer gets a the correct answer gets a
point. point.
115
The first group to earn 3 The first group to earn 3
points win the game points win the game
B. Establishing a purpose for Visualizes division of decimal Visualizes division of decimal Divides decimal with up to 2 Divides decimal with up to 2
the lesson number using pictorial number using pictorial decimal places decimal places
models models
C. Presenting Number Scramble Number Scramble What projects do you do in What projects do you do in
examples/instances of the Materials: 4 sets of cards with Materials: 4 sets of cards with your EPP class? Do you make your EPP class? Do you
new lesson the following digits 0 to 9 the following digits 0 to 9 these yourself? Do you make these yourself? Do you
Mechanics: Mechanics: submit these on time? submit these on time?
Divide the class into four Divide the class into four
groups. groups.
Distribute the sets of cards to Distribute the sets of cards to
the different groups. the different groups.
Using the numbers on their Using the numbers on their
cards, ask the groups to form cards, ask the groups to form
a division a division
equation that gives the equation that gives the
smallest possible quotient. smallest possible quotient.
Go around the room to check Go around the room to check
the group’s answers. the group’s answers.
Repeat the activity, this time Repeat the activity, this time
have the groups form a have the groups form a
division equation with the division equation with the
greatest possible quotient. greatest possible quotient.
D. Discussing new concepts Present the following Present the following Present this problem to the Present this problem to the
and practicing new skills situation in class. situation in class. class. class.
#1
Kiko went to the market. He Kiko went to the market. He Aldy bought a piece of Aldy bought a piece of
bought an egg pie for his bought an egg pie for his rattan 0.36- metre long for rattan 0.36- metre long for
snack. He sliced the pie into snack. He sliced the pie into his EPP project. He cut it his EPP project. He cut it
ten equal parts and gave 5 ten equal parts and gave 5 into pieces of 0.12 metre into pieces of 0.12 metre
parts to his friends. What parts to his friends. What each. How many pieces did each. How many pieces did
decimal part of the pie was decimal part of the pie was he make? he make?
given to his friends? given to his friends?
Help the pupils understand Help the pupils understand
Ask: What trait did Kiko Ask: What trait did Kiko the answer by asking some the answer by asking some
116
comprehension questions. comprehension questions.
117
show? show? Then ask: What is asked? Then ask: What is asked?
How will you answer the How will you answer the What are given? What are given?
question in question in What operation should you What operation should you
use to solve the problem ? use to solve the problem ?
Why is division the Why is division the
operation needed to solve operation needed to solve
it? it?
Let the pupils write the Let the pupils write the
number sentence on the number sentence on the
board. board.
E. Discussing new concepts Group Activity Group Activity Study the problem, then Study the problem, then
and practicing new skills Activity 1: Cooperative Activity 1: Cooperative answer the questions . answer the questions .
#2 Jenny bought 0.75 meter of Jenny bought 0.75 meter of
Learning Learning pink ribbon, which she will pink ribbon, which she will
Activity 2: Coins Activity 2: Coins cut into 0.25 meter strips for cut into 0.25 meter strips for
her her
Model Activity 3: Model Activity 3: Project in EPP. How many Project in EPP. How many
Number line Model Number line Model pieces did she make? pieces did she make?
What is asked? What is asked?
What is the operation to be What is the operation to be

used to solve the problem? used to solve the problem?
What is the number What is the number

sentence? sentence?
What is the answer? What is the answer?

Present your answer in a Present your answer in a
flowchart showing the flowchart showing the
sequential steps in dividing sequential steps in dividing
decimal by a decimal. decimal by a decimal.
Why was the decimal point Why was the decimal point
moved two places to the moved two places to the
right in both the dividend and right in both the dividend and
the divisor? the divisor?
118
F. Developing mastery After all teams have After all teams have
(Leads to Formative Assessment Let the groups present their Let the groups present their presented their output, ask presented their output, ask
3)
output one at a time. After all output one at a time. After all the questions : “ How did you the questions : “ How did you
groups have presented, ask groups have presented, ask find the find the
“How did you find the “How did you find the Activity? How were you able Activity? How were you able
activity? How were you able activity? How were you able to find the answer to the to find the answer to the
to visualize 0.25? in how to visualize 0.25? in how problem? Discus with the problem? Discus with the
many ways were you able to many ways were you able to pupils thesteps in dividing pupils thesteps in dividing
show the answer?” show the answer?” decimal with up to 2 decimal decimal with up to 2 decimal
places. places.
Expected Answer: We used Expected Answer: We used
blocks, grids, number lines blocks, grids, number lines
and money to visualize and money to visualize
G. Finding practical A. Illustrate the quotient A. Illustrate the quotient Discuss the presentation Discuss the presentation
applications of concepts using the following models using the following models under “ Explore and under “ Explore and
and skills in daily living below. Refer to lm. below. Refer to lm. Discover “ in LM. Discover “ in LM.
For more practice, have the For more practice, have the
pupils work on items 1-5 pupils work on items 1-5
under “ Get Moving “ under “ Get Moving “
Ask the pupils to work on the Ask the pupils to work on the
Moving “using calculator. Moving “using calculator.
H. Making generalizations How will you divide decimals How will you divide decimals Lead the pupils to give the Lead the pupils to give the
and abstractions about by decimals? by decimals? following generalization by following generalization
the lesson asking : by asking :
How do we divide a decimal How do we divide a decimal
When dividing decimals by When dividing decimals by with up to two decimal with up to two decimal
decimals, change the divisor decimals, change the divisor places? places?
to a whole number. To do to a whole number. To do
In dividing a decimal with a In dividing a decimal with a
this, multiply both the divisor this, multiply both the divisor
two digit decimals : two digit decimals :
and dividend by a power of and dividend by a power of
10. Then divide as with 10. Then divide as with  First, make both  First, make both
whole numbers. whole numbers. divisor and divisor and
dividend a whole dividend a whole
Note: When multiplying by Note: When multiplying by
number by number by
119
multiplying 100 or by multiplying 100 or by
120
power of ten, move the power of ten, move the moving decimal point moving decimal point
decimal point to the right as decimal point to the right as two times going to two times going to
many places as the number many places as the number the right. the right.
of zeros in the power of ten. of zeros in the power of ten.  Then, divide as in  Then, divide as in
dividing with a whole dividing with a whole
numbers numbers
I. Evaluating learning A. Visualize the quotients. A. Visualize the quotients. Find the quotient. Find the quotient.
6. 0.2 0.4 7. 0.8 0.048 1). 0.24 ÷ 0.06 1). 0.24 ÷ 0.06
1. 0.2 0.4 2. 0.8 2). 0.56 ÷ 0.08 2). 0.56 ÷ 0.08
8. 0.07 3.5
0.048 9. 0.009 0.027 3). 0.88 ÷ 0.11 3). 0.88 ÷ 0.11
4). 4. 55 ÷ 0.05 4). 4. 55 ÷ 0.05
10.
3. 0.6
0.070.24
3.5 4. 0.009
J. Additional activities for A. Find the quotients using A. Find the quotients using Answer these questions: Answer these questions:
application or illustration model. illustration model. How many 0.31 meter are How many 0.31 meter are
remediation 1. 0.05 0.85 1. 0.05 0.85 there in 9 61 meters? there in 9 61 meters?
2. 0.30 9.35 2. 0.30 9.35
3. 0.05 27.65 3. 0.05 27.65 How many 0.12 cm are there How many 0.12 cm are there
in 6.48 cm? in 6.48 cm?
How many 0.26 m are there How many 0.26 m are there
in 5.98 m? in 5.98 m?
How many 0.47 m are there How many 0.47 m are there
in 6.11 m? in 6.11 m?
How many 0.08 kg are there How many 0.08 kg are there
in 6.48 kg? in 6.48 kg?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
121
did these work?
solve?
other teachers?

Time

I. OBJECTIVES Divides whole numbers with quotients in decimal form.


122
mathematical problems mathematical problems mathematical problems mathematical problems
and real-life situations. and real-life situations. and real-life situations. and real-life situations.
C. Learning divides whole numbers with divides whole numbers with estimates the quotients of estimates the quotients of
Competencies/Objectives quotients in decimal form. quotients in decimal form. decimal numbers with decimal numbers with
Write the LC code for reasonable results. reasonable results.
each M5NS-IIf-116.2 M5NS-IIf-116.2
M5NS-IIg-117 M5NS-IIg-117
II. CONTENT Numbers and number sense Numbers and number sense Numbers and number sense Numbers and number sense
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Gr. 5 CG – M5NS – IIf – K to 12 Gr. 5 CG – M5NS – IIf – Curriculum Guide in Math 5, Curriculum Guide in Math 5,
116., LM, LG Gr.6 pp.109- 116., LM, LG Gr.6 pp.109- p. 59 (M5NS-IIg-117) p. 59 (M5NS-IIg-117)
111 111 Lesson Guide in Elementary Lesson Guide in Elementary
Mathematics 6, p. 100-102 Mathematics 6, p. 100-102
(LR) portal
B. Other Learning Resources flashcards, activity cards flashcards, activity cards number cards, cut-outs number cards, cut-outs
IV. PROCEDURES
A. Reviewing previous Game Relay Game Relay Pick a number written on Pick a number written on
lesson or presenting the cut-outs of flowers. the cut-outs of flowers.
Teacher prepares Teacher prepares
the new lesson Tell the place value of the Tell the place value of the
activity cards. activity cards. underlined digit and then underlined digit and then
Mechanics Mechanics round it. round it.
Divide the class into 2 with 5 Divide the class into 2 with 5
members each group. members each group.
Place equal stacks of cards Place equal stacks of cards

with identical problems. with identical problems.
As the teacher says “ Go “ As the teacher says “ Go “
123
the first player for each the first player for each
team goes to the board team goes to the board and
and solves the first solves the first problem on
problem on the first card. the first card.
As soon as the first player is As soon as the first player is

finished, the second player finished, the second player
takes the next card and takes the next card and
solves the problem correctly. solves the problem correctly.
The team that got the most The team that got the most
number of correct answer number of correct answer
declared a winner. declared a winner.
Example : Example :
Darwin will cut strips of paper Darwin will cut strips of paper
0.25 dm wide from a sheet 0.25 dm wide from a sheet
1.50dm wide. How many 1.50dm wide. How many
strips of paper will he have? strips of paper will he have?
A nutritionist poured 0.70 L A nutritionist poured 0.70 L

of honey into 14 L plastic of honey into 14 L plastic
cups. Find the number of cups. Find the number of
plastic cups filled. plastic cups filled.
A rectangular rice field is A rectangular rice field is

0.40 km wide and has an 0.40 km wide and has an
area of2.80 sq. km. Find the area of2.80 sq. km. Find the
length of the field. length of the field.
A city government plans to A city government plans to

put streetlights along its 88 put streetlights along its 88
124
km main road. The km main road. The
streetlights are to be placed streetlights are to be placed
0.22 km apart. How many 0.22 km apart. How many
streetlights will the city streetlights will the city
government need? government need?
A bamboo pole 0.80 m long A bamboo pole 0.80 m long

was cut into pieces, each was cut into pieces, each
0.05 of a meter long. How 0.05 of a meter long. How
many pieces of bamboo many pieces of bamboo
were there? were there?
B. Establishing a purpose for Divides whole numbers with Divides whole numbers with Estimate the quotients of Estimate the quotients of
the lesson quotients in decimal form. quotients in decimal form. decimal numbers with decimal numbers with
reasonable results. reasonable results.
C. Presenting How many are you in the How many are you in the Present a picture of a Present a picture of
examples/instances of the carpenter. a carpenter.
family? family?
new lesson What do carpenters do What do carpenters do
Have you experienced Have you experienced before buying materials for before buying materials for
bringing home something bringing home something building a house? building a house?
Would it be alright to Would it be alright to
which is not enough for your which is not enough for your estimate the needed estimate the needed
family? family? materials ahead of time? materials ahead of time?
Why? Why?
What did you do? What did you do?
How did you share it equally How did you share it equally
to everyone? to everyone?
D. Discussing new concepts Group Activity( Group of 4 ) Group Activity( Group of 4 ) Present this situation to the Present this situation to the
and practicing new skills class. class.
Ana brought home 3 Ana brought home 3
#1
suman. If she has 4 sisters, suman. If she has 4 sisters, Tina and Rose volunteered to Tina and Rose volunteered to
how will she divide it how will she divide it donate ballpens as prizes for donate ballpens as prizes for
a contest in school. They a contest in school. They
equally among her sisters? equally among her sisters? have ₱100. They want to have ₱100. They want to
Task for each group Task for each group know about how many know about how many
ballpens they can buy if each ballpens they can buy if each
Use strips of paper to Use strips of paper to ballpen costs ₱4.75. ballpen costs ₱4.75.
125
represent the 3 suman. represent the 3 suman. Ask : What did Tina and Rose Ask : What did Tina and Rose
volunteered to donate in volunteered to donate in
Divide each strip into 4 equal Divide each strip into 4 equal school? school?
What kind of students are What kind of students are
parts. parts. they? they?
Are you willing to help your Are you willing to help your
Give one piece to each Give one piece to each school? Why? school? Why?
member of the group. Do the member of the group. Do the Analyze the problem. Analyze the problem.
What are the given What are the given facts?
same with the other strips. same with the other strips. facts? What is asked in What is asked in the
the problem? problem?
Answer the following : Answer the following : What operations are What operations are
you going to use? you going to use?
What do you call each part? ( What do you call each part? ( Do we need the exact/ actual Do we need the exact/ actual
answer in the problem? answer in the problem?
¼) ¼) What words suggests that we What words suggests that we
need only to estimate? need only to estimate?
How many fourths did each How many fourths did each
one receive? ( 3 ) one receive? ( 3 )
How do you change ¾ to How do you change ¾ to

decimal? decimal?
( by multiplying both terms ( by multiplying both terms

by 25; that is, 3 x 25 = 75; by 25; that is, 3 x 25 = 75;
4 4
x 25 = 100 ) x 25 = 100 )
How will you write 75 and How will you write 75 and
100 in fraction form? ( 75 / 100 in fraction form? ( 75 /
100 ) 100 )
How is 75 / 100 written in How is 75 / 100 written in

decimal form? ( 0.75 ) decimal form? ( 0.75 )
What is the quotient of 3 What is the quotient of 3

÷4? ÷4?
126
Show your solution. Show your solution.
E. Discussing new concepts Read, analyze and solve the Read, analyze and solve the Say : “ Estimating is an Say : “ Estimating is an
and practicing new skills educated guess. There are educated guess. There are
problem. problem.
#2 times when an estimate is times when an estimate is
A dressmaker has a bolt of A dressmaker has a bolt of needed and not the actual needed and not the actual
fabric that is 49 meters long. fabric that is 49 meters long. one.” one.”
Say : “ Let us solve and Say : “ Let us solve and
She plans to make 50 table She plans to make 50 table analyze the solution to the analyze the solution to the
runners. How long will each runners. How long will each problem.” problem.”
piece be? piece be? ₱100 ÷ 4.75 → ₱100 ÷ 5 ₱100 ÷ 4.75 → ₱100 ÷ 5
( the divisor is rounded to the ( the divisor is rounded to the
What is asked in the What is asked in the nearest whole number nearest whole number
problem? problem? So 100 ÷ 5 = 20 → So 100 ÷ 5 = 20 → estimated
estimated quotient quotient
So, Tina and Rose can buy So, Tina and Rose can buy
about 20 ballpens as prizes about 20 ballpens as prizes
What operation will you use What operation will you use for a contest in schoolSay “ for a contest in schoolSay “
to solve it? to solve it? There are times when There are times when
compatible numbers are compatible numbers are
used to estimate quotients.” used to estimate quotients.”
Write the number sentence. Write the number sentence.
Let us study this example: Let us study this example:
625 ÷ 2.5 = N 625 ÷ 2.5 = N
What is your answer ? Show What is your answer ? Show 625 ÷ 2.5 → 600 ÷ 3 → 600 is 625 ÷ 2.5 → 600 ÷ 3 → 600 is
your solution. your solution. compatible with 3 since 600 compatible with 3 since 600
÷ 3 = 200 ÷ 3 = 200
So 600÷ 3 = 200 So 600÷ 3 = 200
F. Developing mastery How did you find the How did you find the Ask: How is estimation done Ask: How is estimation done
(Leads to Formative Assessment in the solution we have in the in the solution we have in the
3) activity ? How were you activity ? How were you
problem? problem?
able to find the answer to able to find the answer to What was done first to the What was done first to the
the problem? the problem? divisor and the dividend? divisor and the dividend?
Then, what was cancelled in Then, what was cancelled in
Discuss with the pupils the Discuss with the pupils the the rounded divisor and the rounded divisor and
steps in dividing whole steps in dividing whole dividend? dividend?
numbers by whole numbers by whole numbers Then, what was done Then, what was done
next? Expected answer : next? Expected answer :
numbers withdecimal withdecimal quotients? We round the divisor and We round the divisor and
quotients? the dividend the dividend
127
to the nearest whole number. to the nearest whole number.
128
Cancelled zeroes in the Cancelled zeroes in the
decimal places then decimal places then
proceed to dividing. proceed to dividing.
Say : “ Now, let us compare Say : “ Now, let us compare
the actual answer to the the actual answer to the
estimated one.” estimated one.”
Ask: Are the quotients the Ask: Are the quotients the
same or different? same or different?
How far or near is the How far or near is the
estimated answer to the estimated answer to the
actual one? actual one?
What will you do if the What will you do if the
estimated answer is too large estimated answer is too large
or too small compared to the or too small compared to the
Expected Answer:” There are Expected Answer:” There are
times that the estimated times that the estimated
answer is too large or small answer is too large or small
if we round both the divisor if we round both the divisor
and the dividend to the and the dividend to the
highest place value. One highest place value. One
way to make our estimated way to make our estimated
answer answer
reasonable or close to the reasonable or close to the
exact answer is by using exact answer is by using
compatible numbers.” compatible numbers.”
G. Finding practical Discuss the presentation Discuss the presentation Let the pupils study Explore Let the pupils study Explore
applications of concepts and Discover on page and Discover on page
under “ Explore and under “ Explore and
and skills in daily living of the LM Math Grade 5. of the LM Math Grade 5.
Discover “ in LM. Discover “ in LM. Ask the pupils to do Ask the pupils to do
For more practice, Have the For more practice, Have the exercises under Get Moving exercises under Get Moving
on page on page
pupils work on “ Get Moving “ pupils work on “ Get Moving “ of LM Math of LM Math
Ask the pupils to work on the Ask the pupils to work on the Grade Five. Grade Five.
Moving “ Moving “
H. Making generalizations Lead the pupils to give the Lead the pupils to give the To estimate quotients, round To estimate quotients, round
and abstractions about the divisor to the highest the divisor to the highest
following generalization by following generalization by
the lesson place value and use place value and use
asking : asking : compatible numbers for the compatible numbers for the
129
How do we divide whole How do we divide whole dividend to divide. This will dividend to divide. This will
make your estimated make your estimated
numbers with decimal numbers with decimal
quotient reasonable. quotient reasonable.
quotients? quotients?
In dividing whole numbers In dividing whole numbers

with a decimal quotients : with a decimal quotients :
 divisor must be  divisor must be
bigger than its bigger than its
dividend dividend
 write the equation  write the equation
in fraction form, in fraction form,
dividend as dividend as
numerator and numerator and
divisor as divisor as
denominator denominator
 divide numerator  divide numerator
by its by its
denominator, denominator,
since numerator since numerator
is smaller than is smaller than
denominator it denominator it
can’t be divided can’t be divided
 add zero to the  add zero to the
numerator but numerator but
before that add before that add
a decimal point a decimal point
before zero before zero
 quotient must  quotient must
then have a then have a
decimal point. decimal point.
I. Evaluating learning Find the quotient. Round your Find the quotient. Round your Find the best estimated Find the best estimated
answer to the nearest place answer to the nearest place quotient. quotient.
1. 4 308 ÷ 61.75 1. 4 308 ÷ 61.75
130
value indicated. value indicated. 4. 559.8 ÷ 4. 559.8 ÷
785 785
Tenths Tenths 2. 1 019 ÷ 51.5 2. 1 019 ÷ 51.5
5. 19 785 ÷ 30.8 5. 19 785 ÷ 30.8
Hundredths Hundredths 3. 88.975 ÷ 968 3. 88.975 ÷ 968
5÷6 5÷6
12 ÷ 18 12 ÷ 18
15 ÷ 80 15 ÷ 80
16 ÷ 18 16 ÷ 18
J. Additional activities for Solve for N. Solve for N. Answer the following: Answer the following:
application or 1. Rex traveled 154 km in 1. Rex traveled 154 km in
25 ÷ 50 = 25 ÷ 50 =
remediation 3.2 hours. Approximately, 3.2 hours. Approximately,
N N what was his average speed what was his average speed
for the for the
56 ÷ 58 = N 56 ÷ 58 = N journey? journey?
2. Jay has 6 584 metres of 2. Jay has 6 584 metres of
72 ÷ 74 = N 72 ÷ 74 = N ribbon. He wants to cut it into ribbon. He wants to cut it into
25.6 metres. About how 25.6 metres. About how
many many
99 ÷ 100 = N 99 ÷ 100 = N ribbons can be cut from it? ribbons can be cut from it?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
131
did these work?
solve?
other teachers?

Teaching Dates and November 3-4, 2016 Quarter
Time

I. OBJECTIVES
A. Content Standards REVIEW SECOND PERIODICAL TEST SECOND PERIODICAL TEST
132
C. Learning
Competencies/Objectives
each
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
B. Other Learning Resources
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
#1
E. Discussing new concepts

#2
F. Developing mastery
3)
G. Finding practical
133
H. Making generalizations
the lesson
J. Additional activities for

application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
134
Time

I. OBJECTIVES Visualizes percent and its relationship to fractions, ratios, and decimal numbers using
Models.
A. Content Standards demonstrates understanding of demonstrates understanding demonstrates demonstrates Weekly test
polygons, circles, and solid of polygons, circles, and solid understanding of understanding of
figures. figures. polygons, circles, and solid polygons, circles, and solid
figures. figures.
B. Performance Standards is able to construct and describe is able to construct and describe is able to construct and is able to construct and
polygons, circles, and solid polygons, circles, and solid describe polygons, circles, describe polygons, circles,
figures . figures . and solid figures . and solid figures .
C. Learning
Competencies/Objectives visualizes, names, and describes visualizes, names, and describes describes and compares describes and compares
Write the LC code for polygons with 5 or more sides. polygons with 5 or more sides. properties of polygons properties of polygons
each (regular and irregular (regular and irregular
M5GE-IIIc-19 M5GE-IIIc-19 polygons). polygons).
M5GE-IIIc-20 M5GE-IIIc-20
II. CONTENT Geometry Geometry Geometry Geometry
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages K to 12 Grade V Curriculum p 61 K to 12 Grade V Curriculum p 61 K to 12 Curriculum Guide K to 12 Curriculum Guide
(M5NS-IIIa-136), Lesson Guide in (M5NS-IIIa-136), Lesson Guide in Grade 5 (M5NS-IIa-137), Grade 5 (M5NS-IIa-137),
Mathematics pp. 402-406, Mathematics pp. 402-406, Lesson Guide in Lesson Guide in
Growing Up with Math pp. 217- Growing Up with Math pp. 217- Mathematics 6 Mathematics 6
219, Math for Life pp. 254-257, 219, Math for Life pp. 254-257, pp.311, pp.311,
Mathematics for a Better Life pp. Mathematics for a Better Life pp.
Growing Up with Math Growing Up with Math
208- 210 208- 210
pp.220, Math for Life pp.220, Math for Life
pp.256 pp.256
135
(LR) portal
B. Other Learning Chart Chart flashcards, paperclips, flashcards, paperclips,
Resources graphing paper graphing paper
IV. PROCEDURES
A. Reviewing previous Review meaning of percent Review meaning of percent Matching Game Matching Game
lesson or presenting Materials: 3 charts (having Materials: 3 charts (having
the new lesson ratio, decimal, or fraction), ratio, decimal, or fraction),
number cards number cards
1. Teacher post the 1. Teacher post the
2 charts on the 2 charts on the
board. board.
2. Divide the class into 3 2. Divide the class into 3
group. Give each group group. Give each group
a well shuffled set of a a well shuffled set of a
number cards. number cards.
These cards are then These cards are then
distributed to the group distributed to the group
members with each members with each
receiving one Card. receiving one Card.
3. When the signal is given 3. When the signal is given
by the teacher, a pupil from by the teacher, a pupil from
each group simultaneously each group simultaneously
goes to the board and goes to the board and
places the number card in places the number card in
the correct slot. the correct slot.
4. The pupils will go to 4. The pupils will go to
their group and tap the their group and tap the
next player. Continue this next player. Continue this
until the chart has been until the chart has been
completed. completed.
5. The group that finishes 5. The group that finishes
first, with the most number first, with the most number
of correct answers win. of correct answers win.
B. Establishing a purpose Visualizes percent and its Visualizespercent and its Defines percentage, rate or Defines percentage, rate or
for the lesson relationship to fractions, ratios, relationship to fractions, ratios, percent and base. percent and base.
and decimal numbers using and decimal numbers using
Models. Models.
136
C. Presenting Who among you have baby Who among you have baby Showing a paper clips. Showing a paper clips.
examples/instances of brother and sisters who still take brother and sisters who still take Where do we used these Where do we used these
the new lesson milk from bottles? Do milk from bottles? Do paper clips? paper clips?
You know how to prepare their You know how to prepare their
milk? How many ounces of milk? How many ounces of
water do you use? How many water do you use? How many
scoops of milk do you put? scoops of milk do you put?
(Pupils may say for every 4 (Pupils may say for every 4
ounces of water they put 2 ounces of water they put 2
scoop of milk before shaking the scoop of milk before shaking the
bottle.) bottle.)
Why is it necessary to follow Why is it necessary to follow
the instruction in preparing the instruction in preparing
milk for milk for
your youngerbrother/sister? your youngerbrother/sister?
137
D. Discussing new concepts Survival Game Survival Game Problem Opener Problem Opener
and practicing new skills Mechanics: Mechanics: Rafaela has 10 paper Rafaela has 10 paper
#1 1. Let 5 boys and 5 girls stand in 1. Let 5 boys and 5 girls stand in clips. She gives 2 paper clips. She gives 2 paper
front of the class forming a front of the class forming a clips to her seatmate and clips to her seatmate and
circle. While the music is being circle. While the music is being keeps the rest for the keeps the rest for the
played the participants move played the participants move future use. Is it right for her future use. Is it right for her
around. around. to say that she keeps 80% to say that she keeps 80%
2. When the music stops the 2. When the music stops the of the paperclips? of the paperclips?
teacher will say “The boat is teacher will say “The boat is Questions to answer: Questions to answer:
sinking group yourselves into2.” sinking group yourselves into2.” 1. Who has 10 paper clips? 1. Who has 10 paper clips?
3. The group continues till the 3. The group continues till the 2. To whom does she give 2 2. To whom does she give 2
described players necessary to described players necessary to paper clips? paper clips?
form the ratio is achieved. form the ratio is achieved. 3. if you were Rafaela will 3. if you were Rafaela will
Discuss the following to the Discuss the following to the you also keep materials you also keep materials
pupils; pupils; for the future? Why? for the future? Why?
For instance, the first group For instance, the first group a. Get 2 paper clips from a. Get 2 paper clips from
there are 3 girls and 1 boy left. there are 3 girls and 1 boy left. 10 paper clips. Express in 10 paper clips. Express in
Then the ratio of boys to girls is Then the ratio of boys to girls is fraction form the paper fraction form the paper
1;3The ratio of girls to boys is 1;3The ratio of girls to boys is clips partedin relation to clips partedin relation to
3;1 3;1 the total paper clips. the total paper clips.
If we are to write the ratio 1;3in If we are to write the ratio 1;3in Change the fraction form to Change the fraction form to
fraction which will be the fraction which will be the rate or percent. Relate the rate or percent. Relate the
numerator? the denominator? numerator? the denominator? number of 2s in 10. Let number of 2s in 10. Let
If we are to get how many If we are to get how many them think aloud on the them think aloud on the
percent of the pupils are boys, in percent of the pupils are boys, in number of 20% in 100% number of 20% in 100%
relation to the group, divide relation to the group, divide and in relation to 2s in 10. and in relation to 2s in 10.
The numerator by denominator. The numerator by denominator. b. Ask them what part of b. Ask them what part of
the total number of paper the total number of paper
138
There are 33% in relation to the There are 33% in relation to the clips describing the number clips describing the number
girls in the group. In decimal, girls in the group. In decimal, of paperclips for future use. of paperclips for future use.
change percent to fraction with change percent to fraction with Require them to relate 80% Require them to relate 80%
denominator of 100. Ten denominator of 100. Ten to the number of paper to the number of paper
express the fraction as a express the fraction as a clips for future use. clips for future use.
decimal. decimal. c. Let the pupils identify c. Let the pupils identify
rate, base and percentage. rate, base and percentage.
Or simply drop the % symbol, Or simply drop the % symbol, The rate is the percent of The rate is the percent of
Then move the decimal point 2 Then move the decimal point 2 the whole. It has the the whole. It has the
places to the left. places to the left. percent symbol (%). percent symbol (%).
The base is the whole The base is the whole
we’re talking about. It is we’re talking about. It is
written after the word “of” written after the word “of”
or thephrase “percent of”. or thephrase “percent of”.
The percentage is the The percentage is the
portion of the whole based portion of the whole
on the rate. It is usually based on the rate. It is
followed by the word “is”. usually followed by the
word “is”.
E. Discussing new concepts A. Using pictures the pupils will A. Using pictures the pupils will A.Let the pupils work in A.Let the pupils work in
and practicing new skills give the ratio of the number give the ratio of the number pair. Each pair works on pair. Each pair works on
#2 shaded parts to the shaded parts to the every station every station
unshadedpart. Then change unshadedpart. Then change simultaneously. Each of simultaneously. Each of
them to fractions, decimal and them to fractions, decimal and them will check their them will check their
percent. percent. answers and present their answers and present their
output. output.
Station 1: 5 is what percent Station 1: 5 is what percent

of 50? of 50?
What is the rate? What is the rate?
Station 2: 40% of 60 is Station 2: 40% of 60 is

what? what?
What is the percentage? What is the percentage?
Station 3: 16 is 25% of Station 3: 16 is 25% of

64 The base is 64 The base is
Station 4: 15% of total Station 4: 15% of total

sales is P 8 910. sales is P 8 910.
139
The rate is The rate is
Station 5: 43% of 150 is Station 5: 43% of 150 is

64.5 64.5
The base is The base is
F. Developing mastery Let the group present their Let the group present their Let the class the class Let the class the class
(Leads to Formative Assessment output and answer the questions output and answer the questions check their answers by check their answers by
3)
one at a time. After all the one at a time. After all the pairs and present their pairs and present their
group presented, ask, How did group presented, ask, How did outputs one at a time. After outputs one at a time. After
you find the activity? How can you find the activity? How can all pairs have presented, all pairs have presented,
you change ratio to fraction?to you change ratio to fraction?to ask “What is the meaning ask “What is the meaning
decimal? Topercent? decimal? Topercent? of percentage? Rate? of percentage? Rate?
Say: Ratio is a comparison Say: Ratio is a comparison Base? How will you Base? How will you
between two or more quantities. between two or more quantities. determine the base in a determine the base in a
It can also be expressed as It can also be expressed as given problem? The rate? given problem? The rate?
fraction, the first number being fraction, the first number being and the and the
the denominator. Through ratios the denominator. Through ratios Percentage? Say: The Percentage? Say: The
and fractions we and fractions we percentage is the portion of percentage is the portion of
can getthe percent equivalent can getthe percent equivalent the whole based on the the whole based on the
by dividing the numerator by the by dividing the numerator by the rate. It is usually followed rate. It is usually followed
denominator. The denominator. The By the word “is”. The rate By the word “is”. The rate
result is a decimal but move the result is a decimal but move the is the percent of the whole. is the percent of the whole.
decimal point two places the decimal point two places the It has the percent symbol It has the percent symbol
right and affix the Percent sign. right and affix the Percent sign. (%). (%).
The base is the whole we The base is the whole we
are talking about. It is are talking about. It is
written after the word “of” written after the word “of”
or the phrase “percent of”. or the phrase “percent of”.
applications of concepts Explore and Discover on page Explore and Discover on page on Explore and Discover on Explore and Discover
and skills in daily living of LM Math Grade 5 of LM Math Grade 5 on page of LM Math 5. on page of LM Math 5.
Ask the pupil to work on Get Ask the pupil to work on Get Ask thepupils to work on Ask thepupils to work on
Moving on page of LM Moving on page of LM items 1 to 5 under Get items 1 to 5 under Get
Grade 5. Check the pupils’ Grade 5. Check the pupils’ Moving on page of LM Moving on page of LM
answers. For mastery, have the answers. For mastery, have the Math 5. Check the pupils’ Math 5. Check the pupils’
pupils answer the items under pupils answer the items under answers. For mastery, answers. For mastery,
Keep Moving on page Keep Moving on page have them answer the have them answer the
of LM math Grade 5. of LM math Grade 5. items under Keep Moving items under Keep Moving
on page on page
of LM Math Grade 5. of LM Math Grade 5.
Check the pupils’ answers. Check the pupils’ answers.
140
H. Making generalizations Lead he pupils to give the Lead he pupils to give the What is the meaning of What is the meaning of
and abstractions about following generalization by following generalization by percentage? Rate?Base? percentage? Rate?Base?
the lesson asking: asking:
What is the relationship of What is the relationship of Percentage is a part of a Percentage is a part of a
ratios to fractions? Topercent? ratios to fractions? Topercent? whole. It is the resulting whole. It is the resulting
If your data is written in ratio If your data is written in ratio fractional part of the base. fractional part of the base.
form, can you write it in fraction form, can you write it in fraction Rate is the number written Rate is the number written
form? How can we get percent form? How can we get percent with the word “percent” or with the word “percent” or
equivalent of a ratio and a equivalent of a ratio and a with the symbol “%”. Base with the symbol “%”. Base
fraction? fraction? is the total or whole and it is the total or whole and it
is the number that usually is the number that usually
Ratio is a comparison between Ratio is a comparison between follows the phrase “percent follows the phrase “percent
two or more quantities. It can two or more quantities. It can of” or “% of”. of” or “% of”.
also be expressed as fraction, also be expressed as fraction,
the first number being the the first number being the
denominator. Through ratios denominator. Through ratios
and fractions we can get the and fractions we can get the
percent equivalent by dividing percent equivalent by dividing
the numerator by the the numerator by the
denominator. The result is a denominator. The result is a
decimal but move the decimal decimal but move the decimal
point two places the right and point two places the right and
affix the percent sign. affix the percent sign.
I. Evaluating learning Ask the pupils to do the Ask the pupils to do the
Write the name for each shaded Write the name for each shaded activity under Apply Your activity under Apply Your
part as fraction, ratio, percent part as fraction, ratio, percent Skills on page of LM Skills on page of LM
and decimal. and decimal. Math 5. Math 5.
J. Additional activities for Identify the R, B, and P in Identify the R, B, and P in

application or Remediation Remediation the following statements: the following statements:
remediation Complete the table below using Complete the table below using 1. 180% of 200 is 360 1. 180% of 200 is 360
the given data the given data 2. 35% of 90 is 31.5 2. 35% of 90 is 31.5
3. P100 is 4% of P2 500 3. P100 is 4% of P2 500
1. The set of even numbers 1. The set of even numbers 4. 20% of 50 is 10 4. 20% of 50 is 10
from 1 to 20. from 1 to 20.
2. The set of odd numbers 2. The set of odd numbers
3. The set of composite 3. The set of composite
numbers from 1 to 20. numbers from 1 to 20.
4. The set of prime numbers 4. The set of prime numbers
141
Rat Fracti Deci Perc Rat Fracti Deci Perc
io on mal ent io on mal ent
142
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

143
Time

I. OBJECTIVES Identifies the base, percentage, and rate in the problem.
A. Content Standards demonstrates understanding demonstrates understanding demonstrates understanding demonstrates understanding Weekly test
of polygons, circles, and of polygons, circles, and of polygons, circles, and of polygons, circles, and
solid figures. solid figures. solid figures. solid figures.
B. Performance Standards is able to construct and is able to construct and is able to construct and is able to construct and
describe polygons, circles, describe polygons, circles, describe polygons, circles, describe polygons, circles,
and solid figures . and solid figures . and solid figures . and solid figures .
C. Learning draws polygons with 5 or visualizes congruent

Competencies/Objectives draws polygons with 5 or more sides. visualizes congruent polygons.
Write the LC code for more sides. polygons.
each M5GE-IIIc-21 M5GE-IIId-22
M5GE-IIIc-21 M5GE-IIId-22
III. LEARNING
RESOURCES
A. References
2. Learner’s Material K to 12 Curriculum Guide K to 12 Curriculum Guide K to 12 Curriculum Guide, LM
pages (M5NS-IIIa-138) Lesson Guide (M5NS-IIIa-138) Lesson Guide Math Grade 5 pages
in Mathematics 5 pp. 417 in Mathematics 5 pp. 417 Building New Horizon in
Lesson Guide in Math 6 p Lesson Guide in Math 6 p Math: A Simplified Approach
311 311 p. 302-305
Growing Up with Math 5
p.220-222
Lesson Guide in Elementary
Mathematics Grade 6 p. 316-
319
Workbook in Mathematics 6
Third Quarter, Rubio, May
Ester M. p. 16-18
Workbook on Math (Grade 6),
Cayanan, Remedios p.140
3. Textbook pages
144
(LR) portal
B. Other Learning Resources hundred grid cardboards, hundred grid cardboards, strips of cartolina, flash cards strips of cartolina, flash cards
crayons, fraction strips crayons, fraction strips
IV. PROCEDURES
A. Reviewing previous Concept Development Concept Development a. Divide the class into 4 a. Divide the class into 4
lesson or presenting Material: fraction strips Material: fraction strips groups. One representative groups. One representative
the new lesson Mechanics: Mechanics: from each group stands at from each group stands at
a. Form 5 groups. a. Form 5 groups. the back of the classroom. the back of the classroom.
b. Distribute fraction strips b. Distribute fraction strips b. Flash the strips of cartolina b. Flash the strips of cartolina
equally among the groups equally among the groups with a short problem written with a short problem written
and place them face down in and place them face down in on it. The representative on it. The representative
a pile. a pile. from each group will identify from each group will identify
c. Pupils look at the top c. Pupils look at the top the missing/unknown the missing/unknown
card, name fraction and the card, name fraction and the part in the problem. part in the problem.
name percent for the name percent for the
fraction. fraction. c. The first one who gives the c. The first one who gives the
d. The group with the most d. The group with the most correct answer will get the correct answer will get the
number of correct responses number of correct responses point. point.
wins the game. wins the game. d. The game continues until d. The game continues until
all the pupils from each all the pupils from each
group have participated. group have participated.
e. The group with the most e. The group with the most
number of points wins. number of points wins.
B. Establishing a purpose for Identifies the base, Identifies the base, Finds the percentage in Finds the percentage in
the lesson percentage, and rate in the percentage, and rate in the given problem. given problem.
problem. problem.
C. Presenting Action Song (Body Action Song (Body What’s your target score in a What’s your target score in a
examples/instances of the Exercise) Tune: Are you Exercise) Tune: Are you 20-item test? What passing 20-item test? What passing
new lesson Sleeping Title: Fraction to Sleeping Title: Fraction to grade is it? (75%, 80%, 90% grade is it? (75%, 80%, 90%
Percent Percent or 100%? The pupils have or 100%? The pupils have
the freedom to choose. the freedom to choose.
(One-fourth) 4x (Twenty-five) (One-fourth) 4x (Twenty-five)
2x 2x Ask: Do you study your Ask: Do you study your
(One-fourth change to (One-fourth change to lesson every day? Do you lesson every day? Do you
percent) 2x percent) 2x listen well and participate in listen well and participate in
(Twenty-five percent) 2x (Twenty-five percent) 2x class discussion? class discussion?
Ask: Why do you need to Ask: Why do you need to
145
One-half = 50% One-half = 50%
146
One-fifth = 20% One-fifth = 20% study? Will it help you study? Will it help you
Three-fourths = 75% Three-fourths = 75% prepare for your future? prepare for your future?
Two-fifths = 40% Two-fifths = 40% Emphasize the value of Emphasize the value of
being studious and being studious and
participative. participative.
D. Discussing new concepts Acting Out: My Favorite Acting Out: My Favorite Vincent, a boy from a fishing Vincent, a boy from a fishing
and practicing new skills Fruit Mechanics; Fruit Mechanics; village is a diligent and village is a diligent and
#1 1. Divide the class 1. Divide the class studious pupil. He goes to studious pupil. He goes to
into 8 groups. into 8 groups. school and every day and school and every day and
2. Teacher will 2. Teacher will does his work well. He never does his work well. He never
presents a question: If you presents a question: If you skips studying his lesson skips studying his lesson
were to choose which fruits were to choose which fruits every night. When he took every night. When he took
would you like to eat would you like to eat their 50-item quarter their 50-item quarter
everyday? everyday? examination he got 96% of it examination he got 96% of it
3. Each group 3. Each group correctly? What is his score? correctly? What is his score?
decides on their favourite decides on their favourite Ask: Ask:
fruit among the fruits posted fruit among the fruits posted
on the board. on the board. Who is the boy from the Who is the boy from the
4. Teacher request 4. Teacher request fishing village? fishing village?
the 8 group leaders to stand the 8 group leaders to stand How is he as a pupil? How is he as a pupil?
at the back of the classroom. at the back of the classroom. Did he do well in school? How Did he do well in school? How
5. As the teacher 5. As the teacher do you know? do you know?
gives the signal, the leaders gives the signal, the leaders How many items is their How many items is their
go to the fruit the fruit chose. go to the fruit the fruit chose. test? What rating does test? What rating does
6. The teacher ask 6. The teacher ask Vincent get in the test? Is Vincent get in the test? Is
the leaders to explain their the leaders to explain their this a high rating? How do this a high rating? How do
choices. choices. you know? you know?
7. Let the pupils form 7. Let the pupils form Will you do the same? Why? Will you do the same? Why?
the ratios for each fruit the ratios for each fruit
chosen: number of groups chosen: number of groups
who chose the fruit who chose the fruit
To the total number To the total number
of groups. of groups.
8. Convert the ratios 8. Convert the ratios
to fractions then to percent. to fractions then to percent.
Discussion Discussion
a. How many a. How many
group are there? 8 group are there? 8
b. How many chose b. How many chose
apple? 6 apple? 6
147
c. How do we write c. How do we write
it in percent? 75% it in percent? 75%
Say: We can write: Say: We can write:
75% of 8 = 6 75% of 8 = 6
We deal with the We deal with the
three elements: rate, base three elements: rate, base
and percentage: and percentage:
The relationship The relationship

among the three is: among the three is:
R x B = p or P = R x B = p or P =
RxB RxB
75% is the rate. The 75% is the rate. The
number written with the number written with the
word “percent” or with the word “percent” or with the
symbol “%” symbol “%”
It can be It can be
expressed as a ratio of expressed as a ratio of
75 75
100 100
fraction . fraction .
8 is called the base. 8 is called the base.
The total or whole and it is The total or whole and it is
the number that usually the number that usually
follows the phrase follows the phrase
“percent of” “percent of”
or “% of”. or “% of”.
6 is called 6 is called
percentage. It is the part of percentage. It is the part of
the whole. the whole.
We can also use the We can also use the

Techan’s Triangle to identify Techan’s Triangle to identify
rate, base and percentage. rate, base and percentage.
E. Discussing new concepts A. Using flashcards. Identify A. Using flashcards. Identify Ask the pupils to work in Ask the pupils to work in
and practicing new skills the rate, base and the rate, base and groups in solving the groups in solving the
#2 percentage. percentage. problem. problem.
B. Have the pupils work in B. Have the pupils work in

group. The teacher gives group. The teacher gives
148
problem statements wherein problem statements
the pupils wherein the pupils
Identify the rate, base and Identify the rate, base and
percentage: percentage:
Group 1: Group 1:
Paolo listen very well to the Paolo listen very well to the
teacher during the discussion teacher during the discussion
of the lesson. When they of the lesson. When they
were given a 5-itm test he were given a 5-itm test he
got 4 correct answer. He has got 4 correct answer. He has
a grade of 80%. a grade of 80%.
Group 2: Group 2:
There are 40 pupils in a There are 40 pupils in a
class. Seventy-five percent class. Seventy-five percent
of them are present. 30 of them are present. 30
pupils are present. pupils are present.
Group 3: Group 3:
Monique invited 300 kids to Monique invited 300 kids to
her party. Only 15% of the her party. Only 15% of the
kids did not showed kids did not showed
up.Forty- five kids did not up.Forty- five kids did not
attend the party. attend the party.
Group 4: Group 4:
Shiela got 90% of a 20-item Shiela got 90% of a 20-item

test in Science. She answers test in Science. She answers
18 item correctly. 18 item correctly.
F. Developing mastery Let the group present their Let the group present their After the group presented After the group presented
(Leads to Formative Assessment output. Check their work one output. Check their work one and checked their work, call and checked their work, call
3)
at a time. How did you find at a time. How did you find on the leader to relate what on the leader to relate what
the activity? How can we the activity? How can we they have done to solve the they have done to solve the
identify the rate? base? identify the rate? base? problem. problem.
Percentage? Percentage?
Say: We can identify the Say: We can identify the Ask: Ask:
rate easily because it is the rate easily because it is the
How do we solve for the How do we solve for the
number with the symbol % or number with the symbol % or
number with the word number with the word percentage? percentage?
149
“percent”. Base is the whole “percent”. Base is the whole Did you move the decimal Did you move the decimal
number which you take number which you take point of the rate from right to point of the rate from right to
thepercent while percentage thepercent while percentage left? left?
is the part of the whole. We is the part of the whole. We How many move of decimal How many move of decimal
can also use can also use point do we move? point do we move?
Techan’sTriangle to identify Techan’sTriangle to identify
the rate, base and the rate, base and
percentage. percentage.
applications of concepts Explore and Discover on page Explore and Discover on page under Explore and Discover under Explore and Discover
and skills in daily living of LM Math Grade 5. of LM Math Grade 5. of page , LM Math Grade of page , LM Math Grade
Ask the pupils to work on Ask the pupils to work on 5. Then give these 5. Then give these
items 1 to 10 under Get items 1 to 10 under Get exercises. exercises.
Moving, on page of LM Moving, on page of LM
Math 5 Math 5
Check the pupils’ answers. Check the pupils’ answers.
For mastery, have them For mastery, have them
answer the items under Keep answer the items under Keep
Moving on page of LM Moving on page of LM
H. Making generalizations Lead the pupils to give the Lead the pupils to give the Lead the pupils to Lead the pupils to
and abstractions about following generalization by following generalization by generalize as follows: generalize as follows:
the lesson asking: asking:
How can you identify the How can you identify the
rate, base and percentage? rate, base and percentage? In finding the percentage of a In finding the percentage of a
Rate is the number written Rate is the number written given number follow these given number follow these
with the word “percent”. It is with the word “percent”. It is steps: steps:
express in percent form. express in percent form.  Find the rate in  Find the rate in
Base is the total or whole Base is the total or whole the given problem. the given problem.
and it is the number that and it is the number that  Arrange the numbers  Arrange the numbers
usually follows the phrase usually follows the phrase in vertically. in vertically.
“percent”. Percentage is the “percent”. Percentage is the  Move the decimal  Move the decimal
part of the whole. part of the whole. point of the given point of the given
Techan’s Triangle is also used Techan’s Triangle is also used rate twice from rate twice from
in identifying rate, base and in identifying rate, base and right to left. right to left.
percentage. percentage.  Multiply the numbers  Multiply the numbers
following the steps in following the steps in
multiplication. multiplication.
Count the number at the Count the number at the

right of the decimal point right of the decimal point
which will decide where which will decide where
150
to to
151
put the corresponding put the corresponding
decimal point decimal point
I. Evaluating learning Identify the rate, base, or Identify the rate, base, or B. Solve the following B. Solve the following
percentage in the following percentage in the following percentage problems. percentage problems.
problems. problems.
1. 50% of 78 = 39 1. 50% of 78 = 39 1) Forty-six percent of 1) Forty-six percent of
2. 10% of 60 = 6 2. 10% of 60 = 6 people surveyed said that people surveyed said that
3. A 20% or P 4 600 is the 3. A 20% or P 4 600 is the they exercised on a fairly they exercised on a fairly
down payment for a brand down payment for a brand regular basis. If 12 regular basis. If 12
new TV set. The original price new TV set. The original price 100 people were surveyed, 100 people were surveyed,
of the TV set is P 23 000. of the TV set is P 23 000. how many of them exercise? how many of them exercise?
4. Carlo invest P 750 000 at 6 4. Carlo invest P 750 000 at 6
2) The price of gasoline 2) The price of gasoline
1 1 decreased by 18%. If a liter decreased by 18%. If a liter
2 2 of gasoline sold P 21.15 of gasoline sold P 21.15
% simple interest a year. % simple interest a year. before before
His interest is P 48 750. His interest is P 48 750. the decrease, what was the decrease, what was
5. Melissa has 120 kilograms 5. Melissa has 120 kilograms the amount of the decrease? the amount of the decrease?
of rice. Her mother sold 105 of rice. Her mother sold 105
3) In a certain city, about 3) In a certain city, about
kilograms. Is she right to tell kilograms. Is she right to tell
25% of the people are 25% of the people are
her mother sold 87.5% of her mother sold 87.5% of
between the ages of 20 and between the ages of 20 and
what she sold? what she sold?
40 years. If the city 40 years. If the city
population is 1 430 000, population is 1 430 000,
how many people are how many people are
between those ages? between those ages?
4) The Jimenez family 4) The Jimenez family

planned to save at least planned to save at least
7.5% of their monthly income 7.5% of their monthly income
of P 12 500. How of P 12 500. How
much did they plan to much did they plan to
save? save?
5) Marvin, a basketball 5) Marvin, a basketball

player, usually scores 80% of player, usually scores 80% of
his field shots. If he his field shots. If he
attempted 40 field attempted 40 field
shots during a game, how shots during a game, how
many did he score ? many did he score ?
J. Additional activities for Identify the R, B, and P in the Identify the R, B, and P in the A. Answer the following. A. Answer the following.
152
application or following statement. following statement. 1. What is 25% of 4? 1. What is 25% of 4?
remediation 1. 180% of 200 is 1. 180% of 200 is 2. N is 50% of 2. 2. N is 50% of 2.
360 360 3. 200 % of 3 is what 3. 200 % of 3 is what
2. 35% of 90 is 31.5 2. 35% of 90 is 31.5 number? number?
3. P 100 is 4% of P2 500 3. P 100 is 4% of P2 500 4. 75% of 12 is ? 4. 75% of 12 is ?
5. 60% of 30 is N. 5. 60% of 30 is N.
2 2 6. 30% of 600 is what 6. 30% of 600 is what
3 3 number? number?
4. 51 children, 66 % of 4. 51 children, 66 % of 7. 230% of 90 is N. 7. 230% of 90 is N.
them are boys, 34 are boys them are boys, 34 are boys 8. 150% of P 400 is . 8. 150% of P 400 is .
5. 16 is 20% of 80 5. 16 is 20% of 80 9. 36% of 95 is N. 9. 36% of 95 is N.
10. 48% of 290 is what 10. 48% of 290 is what
number? number?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
153
Time

I. OBJECTIVES Solves routine and non-routine problems involving percentage using appropriate strategies and tools.
A. Content Standards demonstrates demonstrates demonstrates understanding of demonstrates Weekly test

understanding of understanding of polygons, circles, and solid figures. understanding of
polygons, circles, and solid polygons, circles, and solid polygons, circles, and
figures. figures. solid figures.
B. Performance Standards is able to construct and is able to construct and is able to construct and describe is able to construct and
describe polygons, circles, describe polygons, circles, polygons, circles, and solid figures . describe polygons,
and solid figures . and solid figures . circles, and solid
figures .
C. Learning
Competencies/Objective visualizes and describes a visualizes and describes a identifies the terms related to a circle. identifies the terms
s circle. circle. related to a circle.
Write the LC code for M5GE-IIId-23.2
each M5GE-IIId-23.1 M5GE-IIId-23.1 M5GE-IIId-23.2
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages K to 12 Curriculum Guide, K to 12 Curriculum Guide, K to 12 Curriculum Guide, LM Math Grade
LM Math Grade 5 pages LM Math Grade 5 pages 5 pages
Lesson Guide in Lesson Guide in Lesson Guide in Elementary
Elementary Mathematics Elementary Mathematics
154
Grade 6 p. 316-319 Grade 6 p. 316-319 Mathematics Grade 6 p. 316-319
Workbook in Mathematics Workbook in Mathematics
6 Third Quarter, Rubio, 6 Third Quarter, Rubio,
May Ester M. p. 16-18 May Ester M. p. 16-18
Workbook on Math (Grade Workbook on Math (Grade
6), Cayanan, Remedios 6), Cayanan, Remedios
p.140 p.140
from Learning
B. Other Learning strips of cartolina, flash
Resources cards
IV. PROCEDURES
A. Reviewing previous A. Checking of Assignment A. Checking of Assignment Conduct a review on solving routine and Conduct a review on
lesson or presenting B. Review the steps in B. Review the steps in non-routine problems involving solving routine and non-
the new lesson solving word problems. solving word problems. percentage using appropriate strategies routine problems
Ask: What are the steps in Ask: What are the steps in and tools. involving percentage
solving a problem? solving a problem? using appropriate
In what steps will the In what steps will the strategies and tools.
following questions fall? following questions fall?
What is asked? What is asked?

What are the given facts? What are the given facts?
What is the process to be What is the process to be
used? used?
What is the number What is the number
sentence? sentence?
Show the solution and Show the solution and
complete answer. complete answer.
B. Establishing a purpose Solves routine and non- Solves routine and non- Create problems involving percentage Create problems
for the lesson routine problems involving routine problems involving with reasonable answers. involving percentage
percentage using percentage using with reasonable
appropriate strategies and appropriate strategies and answers.
tools. tools.
C. Presenting How much money do you How much money do you What is your plan/ dream in the future? What is your plan/
examples/instances of spend in school every spend in school every How do you plan to achieve it? dream in the future?
the new lesson day? Do you save some of day? Do you save some of How do you plan to
it for future use? Why did it for future use? Why did Ask: Is it important to make plan before achieve it?
you do you do doing any activity?
155
it? Share your it? Share your Ask: Does making a plan contribute in
experience. Let the pupils experience. Let the pupils achieving one’s goal? Why?Lead the Ask: Is it important to
realize theimportance of realize theimportance of pupils to appreciate planning ahead of make plan before
being thrifty. being thrifty. time in any activity. doing any activity?
Ask: Does making a
plan contribute in
achieving one’s goal?
Why?Lead the pupils
to appreciate planning
ahead of time in any
activity.
D. Discussing new Reyes family has a Reyes family has a What is your plan/ dream in the future? What is your plan/
concepts and practicing monthly income of P 15 monthly income of P 15 How do you plan to achieve it? dream in the future?
new skills #1 850. They allotted 40% of 850. They allotted 40% of How do you plan to
for food, 25% for for food, 25% for Ask: Is it important to make plan before achieve it?
education, 15% for water education, 15% for water doing any activity?
and electricity fare, 8% for and electricity fare, 8% for Ask: Does making a plan contribute in Ask: Is it important to
transportation, 7% for transportation, 7% for achieving one’s goal? Why? Why not? make plan before
miscellaneous expenses miscellaneous expenses Lead the pupils to appreciate planning doing any activity?
and 5% for savings. How and 5% for savings. How ahead of time in any activity. Ask: Does making a
much money is allotted for much money is allotted for plan contribute in
Guide the pupils in solving the problem. achieving one’s goal?
their savings? their savings?
Refer to the questions. Why? Why not?
Ask: Ask: Lead the pupils to
What is asked in the
appreciate planning
problem? What are given?
What is asked in the What is asked in the ahead of time in any
What is the operation to be used?
problem? problem? activity.
What is the number sentence?
What are the given facts? What are the given facts?
What is the answer? Does it make sense? Guide the pupils in
What is the operation to What is the operation to
be used? be used? solving the problem.
Refer to the
questions.

problem?
What are given?
What is the operation to
be used?
What is the number
sentence?
What is the answer?
Does it make sense?
156
E. Discussing new Ask the pupils to work in Ask the pupils to work in Guide the pupils in solving the problem. Guide the pupils in
concepts and practicing groups in solving the groups in solving the Refer to the questions. solving the problem.
new skills #2 problem. problem. Refer to the
What is asked in the questions.
What is the operation to be used? What is asked in the
What is the number sentence? problem?
What is the answer? Does it make sense? What are given?
What is the operation to
be used?
What is the number
sentence?
What is the answer?
Does it make sense?
F. Developing mastery After the group After the group After the group presented and checked After the group
(Leads to Formative presented and checked presented and checked their work, call on the leader to relate presented and checked
Assessment 3)
their work, call on the their work, call on the what they have done to solve the their work, call on the
leader to relate what leader to relate what problem. leader to relate what
they have they have they have done to solve
done to solve the problem. done to solve the problem. Ask: the problem.
Ask: Ask: How did you find the activity? Ask:

How were you able to create a
Which of the two problems Which of the two problems problem? How many move of decimal How did you find the
is easier to solve? is easier to solve? point do we move? activity?
In which problem did you In which problem did you How were you able to
enjoy solving? Why? enjoy solving? Why? create a problem?
How many operations How many operations How many move of
did you use to solve did you use to solve decimal point do we
problem 1? problem 1? move?
What operation is it? What operation is it?
How did you solve it? How did you solve it?
What is your number What is your number
sentence? What is your sentence? What is your
final answer? final answer?
What about What about
problem number 2? problem number 2?
How were you able to solve How were you able to solve
it? Do you have a number it? Do you have a number
sentence to solve it? sentence to solve it?
Did you work in group Did you work in group
cooperatively? cooperatively?
When your group solved When your group solved
157
the problem easily, how did the problem easily, how did
you feel? you feel?
158
G. Finding practical Say: Let us solve more Say: Let us solve more A. Discuss the presentation under A. Discuss the
applications of concepts problems. problems. Explore and Discover of page , LM presentation under
and skills in daily living Ask pupils to do the Ask pupils to do the Math Grade 5. Explore and Discover
exercises by pairs under exercises by pairs under of page , LM Math
Get Moving on page Get Moving on page B. Ask pupils to create problems with Grade 5.
69 of LM Math Grade 5. 69 of LM Math Grade 5. the information given.
Check the pupils’ Check the pupils’ B. Ask pupils to
answer. answer. 1. P 18 920 – monthly income of Guevarra create problems with
Family the information given.
15% - allotted for clothing
20% - allotted for transportation 1. P 18 920 – monthly
25% - allotted for education income of Guevarra
4o% - allotted for food Family
15% - allotted for
2. 600 – total number of farm clothing
animals 65% - four-legged animals 20% - allotted for
transportation
Allow pupils to answer exercises A and B 25% - allotted for
under Keep Moving, pages and LM education
Math Grade 5. Check the pupils’ answer. 4o% - allotted for food
2. 600 – total
number of farm
animals
65% - four-legged
animals
Allow pupils to answer

exercises A and B under
Keep Moving, pages
and LM Math
Grade 5. Check
the pupils’ answer.
H. Making generalizations Lead the pupils to Lead the pupils to Lead the pupils to give the generalization Lead the pupils to give
and abstractions about generalize as follows: generalize as follows: by asking: the generalization by
the lesson How do create problems involving asking:
The steps in solving routine The steps in solving routine percentage with reasonable answers. How do create
problems involving problems involving problems involving
percentage are: percentage are: percentage with
Lead the pupils to give the generalization reasonable answers.
 Understand – Know  Understand – Know
by asking:
what is asked, what is asked, How do create problems involving
what are given. percentage with reasonable answers. Lead the pupils to give
159
 Plan – Know the what are given. the generalization by
operation. Write  Plan – Know the asking:
the number operation. Write How do create problems
sentence. the number involving percentage
 Solve – Write the sentence. with reasonable
 Solve – Write the answers.
correct units/ label
your answer. correct units/ label
 Check and Look your answer.
back – Review and  Check and Look
check your answer. back – Review and
check your answer.
To solve non-routine
problems involving To solve non-routine
percentage, keep in mind: problems involving
 Read and analyze percentage, keep in mind:
the problem  Read and analyze
carefully. the problem
 Tell what is asked carefully.
and what are  Tell what is asked
given. and what are
 Then, use other given.
strategies like act  Then, use other
out the problem, strategies like act
listing/table out the problem,
method, guess and listing/table
test, drawing/ method, guess and
making a diagram, test, drawing/
using patterns, making a diagram,
working using patterns,
backwards, etc. to working
solve backwards, etc. to
solve
I. Evaluating learning A. Directions: Create a problem using A. Directions: Create a

A. Directions: Solve the A. Directions: Solve the the given information. problem using the given
following percentage following percentage information.
problems. problems. 1. 50 – numbers of pupils in Grade 5
– Jose Rizal 1. 50 – numbers of
1. On their family 1. On their family 12% - failed in the quarter pupils in Grade 5 – Jose
budget, Mariano family budget, Mariano family examination in Mathematics Rizal
allotted 45% for the allotted 45% for the 12% - failed in
160
education of their children. education of their children. the quarter examination
If the family has a If the family has a 2. P 480.00 – weekly allowance of in Mathematics
monthly income of P 13, monthly income of P 13, Jed
540.00, how much is 540.00, how much is 7% - savings per week 2. P 480.00 –
allotted for the allotted for the 3. 500 – number of people included in weekly allowance of Jed
education of their education of their the survey about the new shampoo 7% - savings
children? children? product. per week
12% - nurses 3. 500 – number of
2. If 25% of 80 is 2. If 25% of 80 is 35% - teachers people included in
10% of a number? What is 10% of a number? What is 15% - policemen the survey about the
number? number? 24% - vendors new shampoo
14% - government official product.
3. A regular fare of 3. A regular fare of 12% - nurses
P 8.00 is implemented in a P 8.00 is implemented in a 4. 2000 – number of people asked as 35% - teachers
public jeepney. Students public jeepney. Students to their favorite ice cream flavor 15% -
are given a are given a policemen
12.5% discount. If 12.5% discount. If 58% - chocolate 24% - vendors
the jeepney drivers have the jeepney drivers have 26% - mango 14% -
12% - strawberry government official
12 student passengers, 12 student passengers,
4% - avocado
how how
much discount are much discount are 4. 2000 – number of
5. 300 – number of high school people asked as to their
given to all 12 student given to all 12 student
students interviewed as to what course favorite ice cream flavor
passengers? passengers?
to pursue in college
32% - education 58% -
4. A group of 150 4. A group of 150
24% - engineering chocolate
students are asked as to students are asked as to 15% - nursing
their favorite pets. 36% their favorite pets. 36% 26% - mango
20% - tourism 12% -
chose cat as their chose cat as their 9% - agriculture
favorite, 48% favorite, 48% strawberry
chose dog, 12% chose chose dog, 12% chose 4% - avocado
birds and 4% chose fish. birds and 4% chose fish.
5. 300 – number of
How many students How many students
chose birds as chose birds as high school students
their favorite pet? their favorite pet? interviewed as to what
course to pursue in
5. Jenny has a 5. Jenny has a college
monthly allowance of P 4, monthly allowance of P 4, 32% - education
800.00. She allotted 60% 800.00. She allotted 60% 24% -
of it for his studies. of it for his studies. engineering
From this 60%, From this 60%, 15% - nursing
20% - tourism
she allotted 25% of for his she allotted 25% of for his
9% - agriculture
books. How much is books. How much is
allotted for books?
161
allotted for books?
J. Additional activities for A. Solve the A. Solve the A. Study the story problem given below. A. Study the story
application or following problem. following problem. Complete the problem by creating a problem given below.
remediation question for Complete the
1. Of the 40 members of 1. Of the 40 members of what is asked. Then solve the problem by creating a
Mathematics club, 35% Mathematics club, 35% problem. question for
are also member of are also member of what is asked.
Science Club. Science Club. 1) Kenneth took a 200-item high Then solve the problem.
How many members of the How many members of the school entrance test. He got 85% of the
club are also members of club are also members of test correctly. 1) Kenneth took a
Science Club? Science Club? Question: 200-item high school
Solution and Answer: entrance test. He got
85% of the test
2) Father harvested 500 kilograms correctly.
2. In a group of 200 2. In a group of 200 of different kinds of vegetables. 28% of it Question:
teachers, 72% are right- teachers, 72% are right- were Solution and
handed. Of these numbers handed. Of these numbers tomatoes,64% of it were egg Answer:
25% are musically 25% are musically plant and the rest were
inclined. How many inclined. How many squash? Question: 2) Father
teachers are musically teachers are musically Solution and Answer: harvested 500 kilograms
inclined? inclined? of different kinds of
B. Create a word problem by vegetables. 28% of it
3. There are 580 pupils 3. There are 580 pupils completing the data needed. Fill in the were
enrolled as Grade Six enrolled as Grade Six data to complete the tomatoes,64%
pupils in Labangan pupils in Labangan problems below. Then solve the of it were egg plant and
Elementary School. If 15% Elementary School. If 15% problems. the rest were squash?
of them are members of of them are members of Question:
Pantawid Pamilyang Pantawid Pamilyang 3) There are books in the Solution and
Pilipino Program, how Pilipino Program, how bookshelves. of it are literary Answer:
many pupils many pupils books? How many
are not members of the are not members of the books were not literary books? B. Create a word
Pantawid Pamilyang Pantawid Pamilyang problem by completing
4) 150 respondents were asked to the data needed. Fill in
Pilipino Program? Pilipino Program?
what they do as a form of exercise. the data to complete the
said that they problems below.
enjoy biking, said that they Then solve the
go on swimming, said that spent problems.
walking and
likes running. How many chose 3) There are
swimming as a form of exercise? books in the
bookshelves. of it
5) Mira asked her 60 classmates as to
are literary books? How
162
their favorite color. chose red, many
chose books were not
blue, chose green, chose literary books?
yellow and chose pink. How many
chose 4) 150 respondents
blue as their favorite color? were asked to what they
do as a form of exercise.
said that they
enjoy biking,
said that they go
on swimming, said
that spent walking and
likes running.
How many chose
swimming as a form of
exercise?
5) Mira asked her

60 classmates as to
their favorite color.
chose red, chose
blue, chose
green, chose yellow
and chose pink.
How many chose
blue as their
favorite color?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
continue to require
163
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?

Teaching Dates and November 28- December 2, 2016 Quarter
Time

I. OBJECTIVES Draws circles with different radii using a compass
of polygons, circles, and of polygons, circles, and of polygons, circles, and solid of polygons, circles, and
solid solid figures. solid
figures. figures. figures.
164
C. Learning visualizes and describes solid

Competencies/Objectives draws circles with different draws circles with different figures.
Write the LC code for radii using a compass. radii using a compass. visualizes and describes
each solid figures. M5GE-IIIe-25
M5GE-IIIe-24 M5GE-IIIe-24
M5GE-IIIe-25
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum M5GE- IIIe – 25 pp.62, M5GE- IIIe – 25 pp.62,
Guide, p 61 Guide, p 61 Lesson Guide 6 pp.360 Lesson Guide 6 pp.360
Lesson Guide in Elementary Lesson Guide in Elementary
Mathematics 5, p. 350-357 Mathematics 5, p. 350-357
(LR) portal
B. Other Learning Resources compass, ruler, pencils, compass, ruler, pencils, paper robot , ball, funnel, art paper robot , ball, funnel, art
activity cards activity cards paper, scissors , real objects paper, scissors , real objects
IV. PROCEDURES
A. Reviewing previous Let them identify the name of Let them identify the name of Review the previous lesson. Review the previous lesson.
lesson or presenting line in a circle shown below. line in a circle shown below. Give 2 examples. Give 2 examples.
the new lesson
B. Establishing a purpose for Drawing of circles with Drawing of circles with Visualizes and describes solid Visualizes and describes solid
the lesson different radii using a different radii using a figures figures
compass compass
165
C. Presenting Let the pupils sing a song, Let the pupils sing a song, Play the "Concentration Play the "Concentration
examples/instances of the about circles like about circles like Game." Game."
new lesson (Note: Teacher draws while (Note: Teacher draws while Teachers prepares 12 cards Teachers prepares 12 cards
pupils sing.) pupils sing.) consecutively numbered. consecutively numbered.
b) Teacher divides the class b) Teacher divides the class
into 2 groups. into 2 groups.
c) A student from a c) A student from a
group chooses 2 group chooses 2
numbers, say 1 and 9. numbers, say 1 and 9.
Teacher opens the number Teacher opens the number
cards and finds out if the cards and finds out if the
drawing word match. If they drawing word match. If they
match, another student from match, another student from
the the
same group chooses another same group chooses another
pair of numbers and so on. pair of numbers and so on.
e) If the contents of the e) If the contents of the
numbers don't match, the numbers don't match, the
teacher flips the cards again teacher flips the cards again
to show the numbers (not to show the numbers (not the
the word or word or
drawing). Then a player from drawing). Then a player from
another group chooses the another group chooses the
next pair of numbers, and so next pair of numbers, and so
on. on.
f) The group with the most f) The group with the most
number of correctly matched number of correctly matched
pairs wins. pairs wins.
D. Discussing new concepts A circle is a set of points in A circle is a set of points in a) Showing videos a) Showing videos
and practicing new skills a plane that are the same a plane that are the same introducing spatial figures introducing spatial figures
#1 distance from a fixed point distance from a fixed point b) Activity b) Activity
(called the centre). These (called the centre). These 1) Introduce the different 1) Introduce the different
set of points form set of points form spatial figures spatial figures
the perimeter of the circle. the perimeter of the circle. Let the pupils describe the Let the pupils describe the
characteristics of each figure. characteristics of each figure.
The radius is the distance The radius is the distance 2) Ask what is common 2) Ask what is common
among all the spatial among all the spatial
from the centre of the circle from the centre of the circle
figures? figures?
to any point on its to any point on its
3) Present a paper robot 3) Present a paper robot
perimeter. perimeter. whose parts are made3 up whose parts are made3 up
of spatial figures. of spatial figures.
The circumference of a The circumference of a 4) Ask the pupils to identify 4) Ask the pupils to identify
circle is the perimeter of the circle is the perimeter of the the spatial figures the spatial figures
circle. circle. represented by each part represented by each part
166
completing the chart completing the chart
below. below.
167
These parts of a circle are These parts of a circle are
indicated in the indicated in the
accompanying diagram. accompanying diagram.
a. Ask the pupils to be ready a. Ask the pupils to be ready

to draw a circle using to draw a circle using
compass. compass.
b. Tell b. Tell
them that compass them that compass
is an is an
instrument used to draw instrument used to draw
circles or the parts of circles circles or the parts of circles
called arcs. It consists of called arcs. It consists of
two movable arms hinged two movable arms hinged
together where one arm has together where one arm has
a pointed end and the other a pointed end and the other
arm holds a pencil. arm holds a pencil.
c. Draw a circles c. Draw a circles
using compass and label using compass and label
its part. its part.
E. Discussing new concepts GAME GAME Use of Real Situation Problem Use of Real Situation Problem
and practicing new skills Materials: number Materials: number 1) Bring the students 1) Bring the students
#2 cards, calculator cards, calculator outside the classroom. outside the classroom.
Mechanics: Mechanics: 2) Let them observe their 2) Let them observe their
Organize the Organize the surroundings and jot down surroundings and jot down
pupils in pairs. One member pupils in pairs. One member the different spatial figures the different spatial figures
will draw a circle using will draw a circle using they see. they see.
compass, and the other one compass, and the other one 3) Let them tabulate the 3) Let them tabulate the
will label its part completely. will label its part completely. answers. answers.
After they finish their work After they finish their work 4) Afterwards they go back 4) Afterwards they go back
one member will present one member will present to the classroom and share to the classroom and share
their work in front of the their work in front of the what they have listed on what they have listed on
class class paper. paper.
3. Processing the 3. Processing the 5) Discuss the importance 5) Discuss the importance
Activities Activities of being aware of different of being aware of different
How did you find the How did you find the spatial figures as seen and spatial figures as seen and
activity? activity? experienced through the experienced through the
How did you draw a How did you draw a environment. environment.
circle (or arc) with a circle (or arc) with a
compass? compass?
Were you able to Were you able to
draw a circle (or arc) with a draw a circle (or arc) with a
compass correctly? compass correctly?
Did you follow the Did you follow the
proper handling of compass? proper handling of
168
compass?
169
F. Developing mastery a. Discuss the presentation a. Discuss the presentation How did you find the activity? How did you find the activity?
(Leads to Formative Assessment under Explore and Discover under Explore and Discover How did you visualize spatial How did you visualize spatial
3)
on page of LM Math Grade on page of LM Math Grade figures? figures?
5 Lesson 68. 5 Lesson 68. Were you able to differentiate Were you able to differentiate
spatial figures correctly? spatial figures correctly?
Did you identify the common Did you identify the common
characteristics of spatial characteristics of spatial
figures? figures?
G. Finding practical b. Ask the pupils to answer b. Ask the pupils to answer a. Discuss the presentation a. Discuss the presentation
applications of concepts the exercises under Get the exercises under Get under Explore and Discover under Explore and Discover
and skills in daily living Moving on page of LM Moving on page of LM on page of LM Math on page of LM Math
Grade 5. For extra Grade 5. For extra Grade 5 Lesson 69. Grade 5 Lesson 69.
practice, give the exercises practice, give the exercises b. Ask the pupils to answer b. Ask the pupils to answer
under Keep Moving on LM under Keep Moving on LM the exercises under Get the exercises under Get
Grade 5 page Grade 5 page Moving on page of LM Moving on page of LM
Grade 5. For extra Grade 5. For extra
practice, give the exercises practice, give the exercises
under Keep Moving on LM under Keep Moving on LM
Grade 5 page Grade 5 page
H. Making generalizations What are the different spatial What are the different spatial
and abstractions about REMEMBER: REMEMBER: figures. Describe each one. figures. Describe each one.
the lesson What are their common What are their common
characteristics? characteristics?
A circle is a set of points in A circle is a set of points in Give examples of real life Give examples of real life
a plane that are the same a plane that are the same objects that represent each objects that represent each
distance from a fixed point distance from a fixed point spatial figure. spatial figure.
(called the centre). These (called the centre). These
set of points form set of points form
the perimeter of the circle. the perimeter of the circle.
The radius is the distance The radius is the distance

from the centre of the circle from the centre of the circle
to any point on its to any point on its
perimeter. perimeter.
The circumference of a The circumference of a

circle is the perimeter of the circle is the perimeter of the
170
circle. circle.
The name of a line in a circle The name of a line in a circle

depends on its position in the depends on its position in the
circle. circle.
A secant is a line that passes A secant is a line that passes

through any two points on a through any two points on a
circle. circle.
A chord is a line that joins A chord is a line that joins

two points on two points on
the circumference of a circle. the circumference of a circle.
The diameter is a chord that The diameter is a chord that

passes through the centre of passes through the centre of
a circle. a circle.
A tangent is a line that A tangent is a line that

touches the circle at only one touches the circle at only one
point. point.
Parts of a Circle Parts of a Circle
An arc is a part of An arc is a part of

the circumference. the circumference.
A sector is the part of a A sector is the part of a
circle between two radii. circle between two radii.
A segment is the part of a A segment is the part of a

circle that is between circle that is between
a chord and a chord and
the circumference. the circumference.
A semicircle is a half of a A semicircle is a half of a

circle. circle.
Compass Compass
171
A compass is an instrument A compass is an instrument
used to draw circles or the used to draw circles or the
parts of circles called arcs. It parts of circles called arcs. It
consists of two movable arms consists of two movable arms
hinged together where one hinged together where one
arm has a pointed end and arm has a pointed end and
the other arm holds a pencil. the other arm holds a pencil.
Note that a compass is also Note that a compass is also

called a pair of compasses. called a pair of compasses.
1. Use a compass to draw a 1. Use a compass to draw a B. Name the spatial B. Name the spatial
circle of radius 5.5 cm. circle of radius 5.5 cm. figures that resemble the figures that resemble the
2. Draw a diameter and 2. Draw a diameter and following objects below: following objects below:
label it PQ. label it PQ.
3. Draw a 3. Draw a 1) box 1) box
triangle PQR where R is on triangle PQR where R is on 6) tin can 6) tin can
the semicircle. the semicircle.
4. Use a protractor 4. Use a protractor
2) ball 2) ball
to measure the size to measure the size
7) camping tent 7) camping tent
of angle PRQ. of angle PRQ.
3) dice 3) dice
8) funnel 8) funnel
4) ice cream cone 4) ice cream cone

9) water pipe 9) water pipe
5) globe 5) globe
10) glass 10) glass
J. Additional activities for Bring objects that resemble Bring objects that
application or 1. Use a compass to draw a 1. Use a compass to draw a to the following Spatial resemble to the following
remediation circle of radius 5 cm. circle of radius 5 cm. Figures: Spatial Figures:
2. Use a compass to draw 2. Use a compass to draw 1. Cube 2. Cylinder 1. Cube 2. Cylinder
a circle of diameter 12 cm. a circle of diameter 12 cm. 3. Pyramid 4. Cone 3. Pyramid 4. Cone
3. Use a compass to draw a 3. Use a compass to draw a 5. Rectangular prism 5. Rectangular prism
172
circle of radius 4.5 cm. circle of radius 4.5 cm.
4.. Draw the diameter of the 4.. Draw the diameter of the
circle; and use a ruler to circle; and use a ruler to
measure the length of the measure the length of the
diameter. diameter.
5. Write an equation to 5. Write an equation to
represent the relation represent the relation
between the radius, r, and between the radius, r, and
the diameter, d. the diameter, d.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
173
Teaching Dates and December 5-9, 2016 Quarter
Time

I. OBJECTIVES Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure
of polygons, circles, and of polygons, circles, and of polygons, circles, and of polygons, circles, and
solid figures. solid figures. solid figures. solid figures.
C. Learning makes models of different makes models of different makes models of different makes models of different
Competencies/Objectives solid figures: cube, prism, solid figures: cube, prism, solid figures: cube, prism, solid figures: cube, prism,
Write the LC code for pyramid, cylinder, cone, and pyramid, cylinder, cone, and pyramid, cylinder, cone, and pyramid, cylinder, cone, and
each sphere using plane figures. sphere using plane figures. sphere using plane figures. sphere using plane figures.
M5GE-IIIe-26 M5GE-IIIe-26 M5GE-IIIe-26 M5GE-IIIe-26
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages M5GE- IIIe – 26 pp.62, M5GE- IIIe – 26 pp.62, M5GE- IIIe – 26 pp.62, M5GE- IIIe – 26 pp.62,
Lesson Guide 6 pp.363 Lesson Guide 6 pp.363 Lesson Guide 6 pp.363 Lesson Guide 6 pp.363
(LR) portal
B. Other Learning Resources cartolina, pair of scissors, cartolina, pair of scissors, cartolina, pair of scissors, cartolina, pair of scissors,
paste, flashcards, spatial paste, flashcards, spatial paste, flashcards, spatial paste, flashcards, spatial
figures, handkerchief figures, handkerchief figures, handkerchief figures, handkerchief
IV. PROCEDURES
174
A. Reviewing previous What are the different What are the different spatial What are the different spatial What are the different spatial
lesson or presenting spatial figures? figures? figures? figures?
the new lesson Give examples of real Give examples of real Give examples of real Give examples of real
objects that are models of objects that are models of objects that are models of objects that are models of
spatial figures. spatial figures. spatial figures. spatial figures.
B. Establishing a purpose for Makes models of different Makes models of different Makes models of different Makes models of different
the lesson solid figures: cube, prism, solid figures: cube, prism, solid figures: cube, prism, solid figures: cube, prism,
pyramid, cylinder, cone, and pyramid, cylinder, cone, and pyramid, cylinder, cone, and pyramid, cylinder, cone, and
sphere using sphere using sphere using sphere using
plane figure plane figure plane figure plane figure
C. Presenting 1) Group the pupils 1) Group the pupils 1) Group the pupils 1) Group the pupils
examples/instances of the into Learning Barkada into Learning Barkada into Learning Barkada into Learning Barkada
new lesson 2) Provide each group pieces 2) Provide each group pieces 2) Provide each group pieces 2) Provide each group pieces
of used folders, pair of of used folders, pair of of used folders, pair of of used folders, pair of
scissors, and paste scissors, and paste scissors, and paste scissors, and paste
3) Let them make some 3) Let them make some 3) Let them make some 3) Let them make some
spatial figures out of spatial figures out of spatial figures out of spatial figures out of
these materials. these materials. these materials. these materials.
4) The first to make 3 will 4) The first to make 3 will 4) The first to make 3 will 4) The first to make 3 will
be declared the winner. be declared the winner. be declared the winner. be declared the winner.
D. Discussing new concepts Present the lesson through Present the lesson through Present the lesson through Present the lesson through
and practicing new skills this activity: this activity: this activity: this activity:
#1 a) Call the winner a) Call the winner a) Call the winner a) Call the winner
1) Let them show their 1) Let them show their 1) Let them show their 1) Let them show their
finished products to the finished products to the finished products to the finished products to the
class. class. class. class.
2) Have them describe 2) Have them describe 2) Have them describe 2) Have them describe
each and identify its parts. each and identify its parts. each and identify its parts. each and identify its parts.
b) Call the 2nd placer. b) Call the 2nd placer. b) Call the 2nd placer. b) Call the 2nd placer.
1) Let them show the 1) Let them show the 1) Let them show the 1) Let them show the
spatial figures they made spatial figures they made spatial figures they made spatial figures they made
that are different from the that are different from the that are different from the that are different from the
first group. first group. first group. first group.
2) Have them describe 2) Have them describe 2) Have them describe 2) Have them describe
each and identify its parts. each and identify its parts. each and identify its parts. each and identify its parts.
c) Do the same with the c) Do the same with the c) Do the same with the c) Do the same with the
other group. other group. other group. other group.
Valuing: Did you Valuing: Did you Valuing: Did you Valuing: Did you
make use your materials make use your materials make use your materials make use your materials
wisely? wisely? wisely? wisely?
How? How? How? How?
What are the things you have What are the things you have What are the things you have What are the things you have
175
that can still be recycled? that can still be recycled? that can still be recycled? that can still be recycled?
Why? In what way can you Why? In what way can you Why? In what way can you Why? In what way can you
176
recycle them? recycle them? recycle them? recycle them?
E. Discussing new concepts Matching Game Matching Game Matching Game Matching Game
and practicing new skills 1) Divide the class into 1) Divide the class into 1) Divide the class into 1) Divide the class into
#2 2 groups. 2 groups. 2 groups. 2 groups.
2) The first group will be 2) The first group will be 2) The first group will be 2) The first group will be
given activity cards with the given activity cards with the given activity cards with the given activity cards with the
name of spatial figures. name of spatial figures. name of spatial figures. name of spatial figures.
3) The second group will 3) The second group will 3) The second group will 3) The second group will
be given activity cards with be given activity cards with be given activity cards with be given activity cards with
descriptions of particular descriptions of particular descriptions of particular descriptions of particular
spatial figures. spatial figures. spatial figures. spatial figures.
4) Let the activity card 4) Let the activity card 4) Let the activity card 4) Let the activity card
holders raise the activity holders raise the activity holders raise the activity holders raise the activity
cards they holding. cards they holding. cards they holding. cards they holding.
5) Each of them will try 5) Each of them will try 5) Each of them will try 5) Each of them will try
to find their partner. to find their partner. to find their partner. to find their partner.
6) The first to match 6) The first to match 6) The first to match 6) The first to match
their cards correctly their cards correctly their cards correctly their cards correctly
wins. wins. wins. wins.
7) Let each pair stand in 7) Let each pair stand in 7) Let each pair stand in 7) Let each pair stand in
front and read their activity front and read their activity front and read their activity front and read their activity
cards. cards. cards. cards.
F. Developing mastery How did you find the activity? How did you find the activity? How did you find the activity? How did you find the activity?
(Leads to Formative Assessment How did you make spatial How did you make spatial How did you make spatial How did you make spatial
3)
figures? figures? figures? figures?
Were you able to create Were you able to create Were you able to create Were you able to create
spatial figures correctly? spatial figures correctly? spatial figures correctly? spatial figures correctly?
Did you give the Did you give the Did you give the Did you give the
description of particular description of particular description of particular description of particular
spatial figures? spatial figures? spatial figures? spatial figures?
G. Finding practical a. Discuss the presentation a. Discuss the presentation a. Discuss the presentation a. Discuss the presentation
applications of concepts under Explore and Discover under Explore and Discover under Explore and Discover under Explore and Discover
and skills in daily living on page of LM Math on page of LM Math on page of LM Math on page of LM Math
Grade 5 Lesson 70. Grade 5 Lesson 70. Grade 5 Lesson 70. Grade 5 Lesson 70.
b. Ask the pupils to answer b. Ask the pupils to answer b. Ask the pupils to answer b. Ask the pupils to answer
the exercises under Get the exercises under Get the exercises under Get the exercises under Get
Moving on page of LM Moving on page of LM Moving on page of LM Moving on page of LM
Grade 5. For extra practice Grade 5. For extra practice Grade 5. For extra practice Grade 5. For extra practice
give the exercises under give the exercises under give the exercises under give the exercises under
Keep Moving on LM Grade Keep Moving on LM Grade Keep Moving on LM Grade Keep Moving on LM Grade
5 page 5 page 5 page 5 page
177
H. Making generalizations What is prism? What are the What is prism? What are the What is prism? What are the What is prism? What are the
and abstractions about kinds of prisms? Describe kinds of prisms? Describe kinds of prisms? Describe kinds of prisms? Describe
the lesson each? each? each? each?
What is pyramid? What What is pyramid? What What is pyramid? What What is pyramid? What
are the kinds of pyramids? are the kinds of pyramids? are the kinds of pyramids? are the kinds of pyramids?
Describe each. Describe each. Describe each. Describe each.

application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
178
Time

I. OBJECTIVES Formulates the rule in Finding the next term in a sequence.
A. Content Standards demonstrates understanding demonstrates understanding demonstrates understanding demonstrates understanding Weekly Test
of the concept of sequence of the concept of sequence of the concept of sequence of the concept of sequence
and solving simple and solving simple and solving simple and solving simple
equations. equations. equations. equations.
B. Performance Standards 1. is able to apply the 1. is able to apply the 1. is able to apply the 1. is able to apply the
knowledge of sequence knowledge of sequence knowledge of sequence knowledge of sequence
in various situations. in various situations. in various situations. in various situations.
2. is able to use different 2. is able to use different 2. is able to use different 2. is able to use different
problem solving problem solving problem solving problem solving
strategies. strategies. strategies. strategies.
179
C. Learning formulates the rule in finding formulates the rule in finding formulates the rule in finding formulates the rule in finding
Competencies/Objectives the next term in a sequence. the next term in a sequence. the next term in a sequence. the next term in a sequence.
each e.g. e.g. e.g. e.g.
1, 3, 7,15, (15 x 2+1) 1, 3, 7,15, (15 x 2+1) 1, 3, 7,15, (15 x 2+1) 1, 3, 7,15, (15 x 2+1)
Possible answers: Possible answers: Possible answers: Possible answers:
(x 2 + 1) (x 2 + 1) (x 2 + 1) (x 2 + 1)
(+2, +4, +8, +16) (+2, +4, +8, +16) (+2, +4, +8, +16) (+2, +4, +8, +16)
M5AL-IIIf-6 M5AL-IIIf-6 M5AL-IIIf-6 M5AL-IIIf-6
II. CONTENT Pattern and Algebra Pattern and Algebra Pattern and Algebra Pattern and Algebra
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Gr. 5 CG M5AL-IIIf-6, K to 12 Gr. 5 CG M5AL-IIIf-6, K to 12 Gr. 5 CG M5AL-IIIf-6, K to 12 Gr. 5 CG M5AL-IIIf-6,
LM, Math for Life 6 pp. 107 - LM, Math for Life 6 pp. 107 - LM, Math for Life 6 pp. 107 - LM, Math for Life 6 pp. 107
112 112 – 112
112
(LR) portal
B. Other Learning Resources drawings of patterns, picture drawings of patterns, picture drawings of patterns, picture drawings of patterns, picture
cards cards cards cards
IV. PROCEDURES
A. Reviewing previous Guessing Game
Divide the class into 4
the new lesson
groups.
Show them the picture cards.

Let them guess the name of
the figure.
180
B. Establishing a purpose for Formulates the rule in Finding Formulates the rule in Finding Formulates the rule in Finding Formulates the rule in Finding
the lesson the next term in a sequence. the next term in a sequence. the next term in a sequence. the next term in a sequence.
C. Presenting Have a game on Have a game on Have a game on Have a game on

examples/instances of the identifying whether a identifying whether a identifying whether a identifying whether a
new lesson
number is odd or even. number is odd or even. number is odd or even. number is odd or even.
Group the pupils into 2. As Group the pupils into 2. As Group the pupils into 2. As Group the pupils into 2. As
group 1 gives a number, group 1 gives a number, group 1 gives a number, group 1 gives a number,
Group 2 answers odd or Group 2 answers odd or Group 2 answers odd or Group 2 answers odd or
even, then have them do it even, then have them do it even, then have them do it even, then have them do it
vice-versa. vice-versa. vice-versa. vice-versa.
Ask: Have you tried Ask: Have you tried Ask: Have you tried Ask: Have you tried
answering a number pattern answering a number pattern answering a number pattern answering a number pattern
with missing terms? Let them with missing terms? Let them with missing terms? Let them with missing terms? Let them
know that odd or even know that odd or even know that odd or even know that odd or even
numbers are used in number numbers are used in number numbers are used in number numbers are used in number
patterns. patterns. patterns. patterns.
D. Discussing new concepts Mrs. Reyes presented Mrs. Reyes presented these Mrs. Reyes presented Mrs. Reyes presented these
these number patterns to number patterns to his Math these number patterns to number patterns to his Math
#1
his Math class. class. his Math class. class.
1, 3, 7, 15, 31, 63 1, 3, 7, 15, 31, 63 1, 3, 7, 15, 31, 63 1, 3, 7, 15, 31, 63
Ask : What do you think is Ask : What do you think is Ask : What do you think is Ask : What do you think is
the rule/pattern used to find the rule/pattern used to find the rule/pattern used to find the rule/pattern used to find
the 2 nd
term? 3 ? 4 ? 5 ?
rd th th
the 2 nd
term? 3 ? 4 ? 5 ?
rd th th
the 2 nd
term? 3 ? 4 ? 5 ?
rd th th
the 2nd term? 3rd ? 4th? 5th?
6th? 6th? 6th? 6th?

1x2+1=3 1x2+1=3 1x2+1=3 1x2+1=3
15 x 2 + 1 = 31 15 x 2 + 1 = 31 15 x 2 + 1 = 31 15 x 2 + 1 = 31
3x2+1=7 3x2+1=7 3x2+1=7 3x2+1=7
31 x 2 + 1 = 63 31 x 2 + 1 = 63 31 x 2 + 1 = 63 31 x 2 + 1 = 63
7 x 2 + 1 = 15 7 x 2 + 1 = 15 7 x 2 + 1 = 15 7 x 2 + 1 = 15
Patterns : (x2+1) or Patterns : (x2+1) or Patterns : (x2+1) or Patterns : (x2+1) or
181
( +2, +4, +8, +16, +32 ) ( +2, +4, +8, +16, +32 ) ( +2, +4, +8, +16, +32 ) ( +2, +4, +8, +16, +32 )
E. Discussing new concepts Group the pupils into 4. Let Group the pupils into 4. Let Group the pupils into 4. Let Group the pupils into 4. Let
and practicing new skills them answer items a to d them answer items a to d them answer items a to d them answer items a to d
#2
by formulating/finding the by formulating/finding the by formulating/finding the by formulating/finding the
rule in finding the next term rule in finding the next term rule in finding the next term rule in finding the next term
in a sequence. Group 1 will in a sequence. Group 1 will in a sequence. Group 1 will in a sequence. Group 1 will
answer a, Grp.2 for b, Grp. answer a, Grp.2 for b, Grp. answer a, Grp.2 for b, Grp. answer a, Grp.2 for b, Grp.
3 for c, Grp. 4 for d. Let the 3 for c, Grp. 4 for d. Let the 3 for c, Grp. 4 for d. Let the 3 for c, Grp. 4 for d. Let the
pupils present their work on pupils present their work on pupils present their work on pupils present their work on
the board. the board. the board. the board.
2, 5, 14, 41, 122 (x3 2, 5, 14, 41, 122 (x3 2, 5, 14, 41, 122 (x3 2, 5, 14, 41, 122 (x3
–1) –1) –1) –1)
1, 5, 13, 29, 61 (x2 1, 5, 13, 29, 61 (x2 1, 5, 13, 29, 61 (x2 1, 5, 13, 29, 61 (x2
+3) +3) +3) +3)
1, 12, 34, 78, 166 ( +5 1, 12, 34, 78, 166 ( +5 1, 12, 34, 78, 166 ( +5 1, 12, 34, 78, 166 ( +5
x2) x2) x2) x2)
6, 9, 15, 27, 51 (-2 6, 9, 15, 27, 51 (-2 6, 9, 15, 27, 51 (-2 6, 9, 15, 27, 51 (-2
x2+1) x2+1) x2+1) x2+1)
F. Developing mastery How did you find the How did you find the How did you find the How did you find the
3) activity ? How were you activity ? How were you activity ? How were you activity ? How were you
able to find the answer to able to find the answer to able to find the answer to able to find the answer to
the number pattern? the number pattern? the number pattern? the number pattern?
Expected answers : Expected answers : Expected answers : Expected answers :
Determine the order of Determine the order of Determine the order of Determine the order of
numbers if it is ascending or numbers if it is ascending or numbers if it is ascending or numbers if it is ascending or
descending.
182
Find the difference between descending. descending. descending.
the consecutive terms.
Find the difference between Find the difference between Find the difference between
To find the rule of the next the consecutive terms. the consecutive terms. the consecutive terms.
term, use the difference
To find the rule of the next To find the rule of the next To find the rule of the next
between terms.
term, use the difference term, use the difference term, use the difference
between terms. between terms. between terms.
applications of concepts under “ Explore and under “ Explore and under “ Explore and under “ Explore and
Discover “ in LM. Discover “ in LM. Discover “ in LM. Discover “ in LM.
For more practice, Have the For more practice, Have the For more practice, Have the For more practice, Have the
pupils work on “ Get Moving “ pupils work on “ Get Moving “ pupils work on “ Get Moving “ pupils work on “ Get Moving “
Ask the pupils to work on the Ask the pupils to work on the Ask the pupils to work on the Ask the pupils to work on the
exercises under “ Keep exercises under “ Keep exercises under “ Keep exercises under “ Keep
Moving “ Moving “ Moving “ Moving “
H. Making generalizations Lead the pupils to give the Lead the pupils to give the Lead the pupils to give the Lead the pupils to give the
following generalization following generalization following generalization by following generalization
the lesson
by asking : by asking : asking : by asking :
How do we find / formulate How do we find / formulate How do we find / formulate How do we find / formulate
the rules in finding the next the rules in finding the next the rules in finding the next the rules in finding the next
term in a sequence? term in a sequence? term in a sequence? term in a sequence?
Determine the order of Determine the order of Determine the order of Determine the order of
numbers if it is ascending or numbers if it is ascending or numbers if it is ascending or numbers if it is ascending or
descending. descending. descending. descending.
Find the difference between Find the difference between Find the difference between Find the difference between
the consecutive terms. the consecutive terms. the consecutive terms. the consecutive terms.
To find the rule of the next To find the rule of the next To find the rule of the next To find the rule of the next
term, use the difference term, use the difference term, use the difference term, use the difference
between terms. between terms. between terms. between terms.
183
I. Evaluating learning Write the rule used for each Write the rule used for each Write the rule used for each Write the rule used for each
sequence, then write the sequence, then write the sequence, then write the sequence, then write the
missing number. missing number. missing number. missing number.
3, 7, 11, 15, 3, 7, 11, 15, 3, 7, 11, 15, 3, 7, 11, 15,
19 ( +4 ) 19 ( +4 ) 19 ( +4 ) 19 ( +4 )
5, 9, 17, 33, 5, 9, 17, 33, 5, 9, 17, 33, 5, 9, 17, 33,

65 ( x 2 – 1 ) 65 ( x 2 – 1 ) 65 ( x 2 – 1 ) 65 ( x 2 – 1 )
20, 12, 8, 6, 20, 12, 8, 6, 20, 12, 8, 6, 20, 12, 8, 6,

5(÷2+2) 5(÷2+2) 5(÷2+2) 5(÷2+2)
2, 8, 26, 80, 2, 8, 26, 80, 2, 8, 26, 80, 2, 8, 26, 80,

242 ( x 3 + 2 ) 242 ( x 3 + 2 ) 242 ( x 3 + 2 ) 242 ( x 3 + 2 )
36, 69, 135, 267, 36, 69, 135, 267, 36, 69, 135, 267, 36, 69, 135, 267,
531 ( x 2 – 3 ) 531 ( x 2 – 3 ) 531 ( x 2 – 3 ) 531 ( x 2 – 3 )

application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
184
lesson
did these work?
solve?
other teachers?

Time

I. OBJECTIVES Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on
whole numbers and
fractions..
A. Content Standards demonstrates understanding demonstrates understanding demonstrates understanding CHRISTMAS BREAK CHRISTMAS BREAK
of the concept of sequence of the concept of sequence of the concept of sequence
and solving simple and solving simple and solving simple
equations. equations. equations.
B. Performance Standards 1. is able to apply the 1. is able to apply the 1. is able to apply the
knowledge of sequence knowledge of sequence knowledge of sequence
in various situations. in various situations. in various situations.
2. is able to use different 2. is able to use different 2. is able to use different

problem solving problem solving problem solving
strategies. strategies. strategies.
185
C. Learning
Competencies/Objectives uses different strategies uses different strategies uses different strategies
Write the LC code for (looking for a pattern, (looking for a pattern, (looking for a pattern,
each working backwards, etc.) to working backwards, etc.) to working backwards, etc.) to
solve for the unknown in solve for the unknown in solve for the unknown in
simple equations involving simple equations involving simple equations involving
one or more operations on one or more operations on one or more operations on
whole numbers and whole numbers and whole numbers and
fractions. fractions. fractions.
e.g. e.g. e.g.

3 x _ + 1 = 10 3 x _ + 1 = 10 3 x _ + 1 = 10
(the unknown is solved by (the unknown is solved by (the unknown is solved by
working backward. working backward. working backward.
M5AL-IIIf-14 M5AL-IIIf-14 M5AL-IIIf-14

II. CONTENT Pattern and Algebra Pattern and Algebra Pattern and Algebra
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Gr. 5 CG M5AL-IIIf-14, K to 12 Gr. 5 CG M5AL-IIIf-14, K to 12 Gr. 5 CG M5AL-IIIf-14,
LM, LM, LM,
(LR) portal
B. Other Learning Resources number patterns, flashcards number patterns, flashcards number patterns, flashcards
IV. PROCEDURES
A. Reviewing previous Guessing Game Guessing Game Guessing Game
lesson or presenting Divide the class into 4 Divide the class into 4 Divide the class into 4
the new lesson
groups. groups. groups.
Teacher will flashes cards Teacher will flashes cards Teacher will flashes cards
with number pattern. Let with number pattern. Let with number pattern. Let
them guess the missing them guess the missing them guess the missing
term. term. term.
186
The group that first guess the The group that first guess the The group that first guess the
187
correct answer will get a correct answer will get a correct answer will get a
point. point. point.
The group with the highest The group with the highest The group with the highest
score wins the game. score wins the game. score wins the game.
B. Establishing a purpose for Uses different strategies Uses different strategies Uses different strategies
the lesson ( looking for a pattern, ( looking for a pattern, ( looking for a pattern,
working backwards, etc ) to working backwards, etc ) to working backwards, etc ) to
solve for the unknown in solve for the unknown in solve for the unknown in
simple equations involving simple equations involving simple equations involving
one or more operations on one or more operations on one or more operations on
whole numbers and whole numbers and whole numbers and
fractions.. fractions.. fractions..
C. Presenting Who will give you your daily Who will give you your daily Who will give you your daily
allowance? How much was it? allowance? How much was it? allowance? How much was it?
new lesson
Did you spend them all? Why Did you spend them all? Why Did you spend them all? Why
or why not? What character or why not? What character or why not? What character
traits did you show? traits did you show? traits did you show?
D. Discussing new concepts Carla received a weekly Carla received a weekly Carla received a weekly
and practicing new skills allowance of Php250.00 from allowance of Php250.00 from allowance of Php250.00 from
#1
her parents. She wants to her parents. She wants to her parents. She wants to
save some money for her save some money for her save some money for her
future use. On Monday, she future use. On Monday, she future use. On Monday, she
deposited Php15.00 in her deposited Php15.00 in her deposited Php15.00 in her
piggy bank. She deposited piggy bank. She deposited piggy bank. She deposited
twice as much on Tuesday twice as much on Tuesday twice as much on Tuesday
and Friday. How much and Friday. How much and Friday. How much
money did Carla deposit? money did Carla deposit? money did Carla deposit?
Do you think Carla can easily Do you think Carla can easily Do you think Carla can easily
solve it showing a solution? solve it showing a solution? solve it showing a solution?
188
Let us try to help Carla to Let us try to help Carla to Let us try to help Carla to
show the complete solution. show the complete solution. show the complete solution.
Let’s do it backwards. Let’s do it backwards. Let’s do it backwards.
Friday twice as much - ( 2 x Friday twice as much - ( 2 x Friday twice as much - ( 2 x
Php15.00 ) Php15.00 ) Php15.00 )
Tuesday twice as much - ( Tuesday twice as much - ( Tuesday twice as much - (
2 x php15.00 ) 2 x php15.00 ) 2 x php15.00 )
Monday - ( Php15.00 ) Monday - ( Php15.00 ) Monday - ( Php15.00 )
( 2 x 15 ) + ( 2 x 15 ) + 15 = ( 2 x 15 ) + ( 2 x 15 ) + 15 = ( 2 x 15 ) + ( 2 x 15 ) + 15 =
n n n
30 + 30 + 15 = 30 + 30 + 15 = 30 + 30 + 15 =
Php75.00 Php75.00 Php75.00
Carla deposited/saved Carla deposited/saved Carla deposited/saved
Php75.00 from her allowance. Php75.00 from her allowance. Php75.00 from her allowance.
What kind of pupil was Carla? What kind of pupil was Carla? What kind of pupil was Carla?
Are you doing the same of Are you doing the same of Are you doing the same of
what Carla did? what Carla did? what Carla did?
E. Discussing new concepts Group the pupils into 4. Let Group the pupils into 4. Let Group the pupils into 4. Let
and practicing new skills them answer this problem. them answer this problem. them answer this problem.
#2
Write your solution and Write your solution and Write your solution and
present your work when all present your work when all present your work when all
the groups have done. the groups have done. the groups have done.
At a bake sale Mrs. Smith At a bake sale Mrs. Smith At a bake sale Mrs. Smith
sold 6 dozen cookies before sold 6 dozen cookies before sold 6 dozen cookies before
lunch. After lunch, Mrs. lunch. After lunch, Mrs. lunch. After lunch, Mrs.
Smith sold another 7 dozen Smith sold another 7 dozen Smith sold another 7 dozen
cookies. When it was time to cookies. When it was time to cookies. When it was time to
leave, they had 2 dozen leave, they had 2 dozen leave, they had 2 dozen
cookies left. How many cookies left. How many cookies left. How many
cookies did she have at the cookies did she have at the cookies did she have at the
start of the bake sale? start of the bake sale? start of the bake sale?
2 + 7 + 6 = 15 2 + 7 + 6 = 15 2 + 7 + 6 = 15
She had 15 dozen of cookies She had 15 dozen of cookies She had 15 dozen of cookies
at first. at first. at first.
189
F. Developing mastery Ask the groups to present Ask the groups to present Ask the groups to present
3) and discuss their answers and discuss their answers and discuss their answers
on the board. on the board. on the board.
How did you find the activity? How did you find the activity? How did you find the activity?
How do you solve the How do you solve the How do you solve the
problem? problem? problem?
G. Finding practical Discuss the presentation Discuss the presentation Discuss the presentation
under “ Explore and under “ Explore and under “ Explore and
Discover “ in LM. Discover “ in LM. Discover “ in LM.
For more practice, Have the For more practice, Have the For more practice, Have the
pupils work on “ Get Moving “ pupils work on “ Get Moving “ pupils work on “ Get Moving “
Ask the pupils to work on the Ask the pupils to work on the Ask the pupils to work on the
exercises under “ Keep exercises under “ Keep exercises under “ Keep
Moving “ Moving “ Moving “
H. Making generalizations Lead the pupils to give the Lead the pupils to give the Lead the pupils to give the
and abstractions about following generalization following generalization following generalization by
the lesson
by asking : by asking : asking :
How do we solve a problem How do we solve a problem How do we solve a problem
using a working using a working using a working
backwards strategy? backwards strategy? backwards strategy?
I. Evaluating learning Read, analyze and solve the Read, analyze and solve the Read, analyze and solve the
problems carefully. problems carefully. problems carefully.
After finishing her shopping, After finishing her shopping, After finishing her shopping,
Chelsea wants to have Php25 Chelsea wants to have Php25 Chelsea wants to have Php25
left. She plans to buy sandals left. She plans to buy sandals left. She plans to buy sandals
for Php45 and a purse for for Php45 and a purse for for Php45 and a purse for
Php20. How much money Php20. How much money Php20. How much money
190
does she need? does she need? does she need?
Hannah ordered 2 suits for Hannah ordered 2 suits for Hannah ordered 2 suits for
Php175 each and a pair of Php175 each and a pair of Php175 each and a pair of
shoes. The total cost was shoes. The total cost was shoes. The total cost was
Php395. What was the cost Php395. What was the cost Php395. What was the cost
of the shoes? of the shoes? of the shoes?
It snowed twice as much in It snowed twice as much in It snowed twice as much in

January as in December. January as in December. January as in December.
December had 1 inch less December had 1 inch less December had 1 inch less
snowfall than March. March snowfall than March. March snowfall than March. March
had 4 inches of snow. How had 4 inches of snow. How had 4 inches of snow. How
much snow fell in January? much snow fell in January? much snow fell in January?
Jack walked from Santa Clara Jack walked from Santa Clara Jack walked from Santa Clara
to Palo Alto. It took 1 hour 25 to Palo Alto. It took 1 hour 25 to Palo Alto. It took 1 hour 25
minutes to walk from Santa minutes to walk from Santa minutes to walk from Santa
Clara to Los Altos. Then it Clara to Los Altos. Then it Clara to Los Altos. Then it
took 25 minutes to walk from took 25 minutes to walk from took 25 minutes to walk from
Los Altos to Palo Alto. He Los Altos to Palo Alto. He Los Altos to Palo Alto. He
arrived in Palo Alto at 2:45 arrived in Palo Alto at 2:45 arrived in Palo Alto at 2:45
P.M. At what time did he P.M. At what time did he P.M. At what time did he
leave Santa Clara? leave Santa Clara? leave Santa Clara?
Mary has some jelly beans. Mary has some jelly beans. Mary has some jelly beans.
Joan had 3 times as many as Joan had 3 times as many as Joan had 3 times as many as
Mary but ate 4 and now she Mary but ate 4 and now she Mary but ate 4 and now she
has 5. How many jelly beans has 5. How many jelly beans has 5. How many jelly beans
191
does Mary have? does Mary have? does Mary have?
J. Additional activities for Show your solution in solving Show your solution in solving Show your solution in solving
application or this problem. this problem. this problem.
remediation
Dave, Nora, Tony, and Andrea Dave, Nora, Tony, and Andrea Dave, Nora, Tony, and Andrea
are members of the same are members of the same are members of the same
family. Dave is 2 years older family. Dave is 2 years older family. Dave is 2 years older
than Andrea, who is 21 years than Andrea, who is 21 years than Andrea, who is 21 years
older than Tony. Tony is 4 older than Tony. Tony is 4 older than Tony. Tony is 4
years older than Nora, who is years older than Nora, who is years older than Nora, who is
7 years old. How old are 7 years old. How old are 7 years old. How old are
Dave, Tony, and Andrea? Dave, Tony, and Andrea? Dave, Tony, and Andrea?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
192
Teaching Dates and January 2-6, 2017 Quarter
Time

I. OBJECTIVES Measuring time using a 12-hours and 24-hours clock
A. Content Standards demonstrates understanding demonstrates demonstrates demonstrates Weekly Test
of time and circumference. understanding of time understanding of time understanding of time
and circumference. and circumference. and circumference.
B. Performance Standards is able to apply knowledge is able to apply is able to apply is able to apply
of time and circumference in knowledge of time and knowledge of time and knowledge of time and
mathematical problems and circumference in circumference in circumference in
real-life situations. mathematical problems mathematical problems mathematical problems
and real-life situations. and real-life situations. and real-life situations.
C. Learning measures time using a 12-hour andmae2a4s-uhroeusrtime 2-7h4o.ucr alncudlate2s4- 74. calculates time in the
Competencies/Objective clock. using a 1 clock. thimouer in the different different world time
s world time zones in zones in relation to the
Write the LC code for M5ME-IIIg-14 M5ME-IIIg-14 relation to the Philippines.
each Philippines.
M5ME-IIIg-15
M5ME-IIIg-15
II. CONTENT measurement Measurement measurement measurement
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages K-12 Grade 5 Curriculum Guide K-12 Grade 5 Curriculum K to 12 Grade 5 K to 12 Grade 5
pp. 62 Guide pp. 62 Curriculum Guide, Curriculum Guide,
Code: M5ME-IIIg-14 Code: M5ME-IIIg-14 Code M5ME—IIIg-15 Code M5ME—IIIg-15
p.62 , p.62 ,
from Learning
193
B. Other Learning Clock, Activity sheet, picture, Clock, Activity sheet, Real/improvised Clock, Real/improvised Clock,
Resources cartolina strips picture, cartolina strips Table of the World Clock Table of the World Clock
IV. PROCEDURES
A. Reviewing previous How many hours in 1 day have? How many hours in 1 day Checking of assignment Checking of assignment
lesson or presenting According to the 12 hours clock have?
the new lesson system, each day is divided into According to the 12 Showing of Word Clock Showing of Word Clock
two, how many parts of 12 hours clock system, (Table of Different Times (Table of Different Times
hours each? each day is divided into of Countries) of Countries)
two, how many parts of
12 hours each?
B. Establishing a purpose Measuring time using a 12-hours Measuring time using a Calculates time in the Calculates time in the
for the lesson and 24-hours clock 12-hours and 24-hours different world time different world time
clock zones in relation to the zones in relation to the
Philippines Philippines
C. Presenting Show a picture of a bus station. Show a picture of a bus How many among you How many among you
examples/instances of Have you been to a bus station ? station. Have you been loves to travel? Do you loves to travel? Do you
the new lesson What did you do there? Share to a bus station ? What know that when you know that when you
some of your experiences. did you do there? Share travel to other travel to other
some of your country you will notice country you will notice
experiences. that there time is that there time is
different from our time. different from our time.
So, today we will find out So, today we will find
how are these things out how are these things
happened? happened?
D. Discussing new concepts Present a dialog in the class “In Present a dialog in the Present the time zone Present the time zone
and practicing new skills the bus station”. class “In the bus map. Let the pupils read map. Let the pupils read
#1 station”. and understand it. and understand it.
In 24 hours clock system, time
is written as the number hours In 24 hours clock
that have passed since system, time is written as
midnight. In the 24 hours the number hours that
system the day is not divided have passed since
into 2 parts of 12 hours each midnight. In the 24
but it’s a continues periods of hours system the day is
24 hours. The 24 hours system not divided into 2 parts
of time written in 4 digits. of 12 hours each but it’s
a continues periods of
24 hours. The 24 hours
system of time written in
4 digits.
194
E. Discussing new concepts Lets help Jessie find the answer Lets help Jessie find the Group Activity: Group Activity:
and practicing new skills in his problem. answer in his problem. Tell the time of the Tell the time of the
#2 Lets the pupils work by pairs. Lets the pupils work by countries given. countries given.
Give them enough time to pairs. Give them
answer the activity. Let the enough time to answer
pupils show and explain their the activity. Let the
findings. pupils show and explain
In the 24 hours system of time their findings.
– time starts at 12 o’clock In the 24 hours system of
midnight 00.00 (zero hour ) time –time starts at 12
1 am 0100 hours 2 am o’clock midnight 00.00
0200 hours 4 am (zero hour )
0400 hours 1 am 0100 hours 2
In 4:30 am ,how could it write am 0200
that in 24 hours time format ? hours 4 am
What time is it in the 24 hours 0400 hours
format when it is 8:15 pm? In 4:30 am ,how could it
What is the equivalent time of write that in 24 hours
17.24 in the 12 Hours time format ?
Clock System ? What time is it in the 24
hours format when it is
8:15 pm?
What is the equivalent
time of 17.24 in the 12
Hours Clock System ?
F. Developing mastery Let the pupils present their Let the pupils present Disscuss the Disscuss the
(Leads to Formative answer their answer presentation under presentation under
Assessment 3)
Ask: How did you find the Ask: How did you find the Explore and Discover Explore and Discover
answer? answer? on page of LM Math on page of LM Math
Grade 5. Grade 5.
5:30 a.m. in a 12 hours clock 5:30 a.m. in a 12 hours
system will be written as 05.30 clock system will be
(5 and 30 hours) in the 24 written as 05.30 (5 and
hours clock system. 30 hours) in the 24 hours
(In 24 hours clock system, clock system.
the time is written in 4 digits) (In 24 hours clock
9:15 p.m. in a 12 hours clock system, the time is
system will be 21.15 (20 and 15 written in 4 digits)
hour) in the 24 hours clock 9:15 p.m. in a 12
system. hours clock system
(In transforming 12 hours time will be
format to 24hours time format 21.15 (20 and 15 hour) in
add 12 to the hours and keep the 24 hours clock
195
system.
196
the minute same.) (In transforming 12
17:24 time is the equivalent of hours time format to
5:24 time in the 12 hours 24hours time format add
clock system. 12 to the hours and
( In transforming 24 hours time keep the minute same.)
format to 12 hours time format 17:24 time is the
subtract 12 from the hours and equivalent of 5:24 time in
keep the minute same ) the 12 hours clock
system.
( In transforming 24
hours time format to 12
hours time format
subtract 12 from the
hours and keep the
minute same )
G. Finding practical Ask the pupils to do exercises Ask the pupils to do Have the pupils perform Have the pupils perform
applications of concepts under Get Moving on page ….. exercises under Get the exercise under Get the exercise under Get
and skills in daily living LM Grade 5 Moving on page ….. LM Moving LM Math Moving LM Math
For further practice, ask the Grade 5 Grade 5. Grade 5.
pupils to work on exercises For further practice, ask
under Keep Moving on the pupils to work on
page..LM Grade 5. exercises under Keep
Moving on page..LM
Grade 5.
H. Making generalizations Let the pupils to generalize Let the pupils to Lead the pupils to give Lead the pupils to give
and abstractions about generalize the generalization by the generalization by
the lesson If the two digit to left is less than asking : asking :
12 time shows the morning If the two digit to left is How to calculate time in How to calculate time in
hours that is before 12 o’ clock less than 12 time shows the different world time the different world time
noon or am. But if the digits are the morning hours that is zones in relation to the zones in relation to the
more than that, means the time before 12 o’ clock noon Philippines? Philippines?
is the 12 noon or pm. or am. But if the digits To calculate time in the To calculate time in the
While converting 12 hours time are more than that, different world time different world time
to 24 hours time, add 12 to the means the time is the 12 zones in relation to the zones in relation to the
hours and keep the minutes noon or pm. Philippines, we need to Philippines, we need to
same While converting 12 use the world time zone use the world time zone
While converting 24 hours time hours time to 24 hours map for as to easily map for as to easily
to 12 hours time, subtract 12 time, add 12 to the hours understand their time understand their time
hours from the hours and keep and keep the minutes differences. differences.
the minute same. same
While converting 24
hours time to 12 hours
197
time, subtract 12 hours
from the hours and keep
the minute same.
I. Evaluating learning Ask pupils to answer exercise Ask pupils to answer Let the pupils answer Let the pupils answer
under Apply your Skills on exercise under Apply exercise A under exercise A under
page…of LM Grade 5 your Skills on page…of Apply Your Skills on Apply Your Skills on
LM Grade 5 page LM Math Grade page LM Math Grade
5 5
J. Additional activities for Change the following time Change the following Tell the time difference Tell the time difference
application or from 24 hour system. time from 24 hour and the actual time of and the actual time of
remediation 1. 0715 system. the following countries. the following countries.
2. 0400 6. 0715 USA – Australia - USA – Australia -
3. 1232 7. 0400 Indonesia Indonesia
4. 1645 8. 1232
5. 1315 9. 1645
10. 1315
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
continue to require
remediation
Why did these work?
encounter which my
198
help me solve?
to share with other
teachers?

Time

I. OBJECTIVES Measures the circumference of a circle
A. Content Standards demonstrates demonstrates demonstrates demonstrates understanding Weekly Test
understanding of time understanding of time and understanding of time of time and circumference.
and circumference. circumference. and circumference.
B. Performance Standards is able to apply is able to apply is able to apply is able to apply knowledge
knowledge of time and knowledge of time and knowledge of time and of time and circumference in
circumference in circumference in circumference in mathematical problems and
mathematical problems mathematical problems mathematical problems real-life situations.
and real-life situations. and real-life situations. and real-life situations.
C. Learning
Competencies/Objective solves problems visualizes circumference measures circumference derives a formula in finding
s involving time. of a circle. of a circle using the circumference of a
Write the LC code for appropriate tools. circle.
each M5ME-IIIg-16 M5ME-IIIh-67
M5ME-IIIh-68 M5ME-IIIi-69
II. CONTENT Measurement Measurement Measurement Measurement
III. LEARNING
RESOURCES
A. References
pages
pages
199
3. Textbook pages Curriculum Guide Grade K to 12 Grade 5 K to 12 Grade 5 K to 12 Grade 5
Five Math pp.63 Curriculum Guide M5NS- Curriculum Guide M5NS- Curriculum, M5ME-IIIi-69,
Surfing Internet :Website: IIIh-67 p. 63, Lesson Guide IIIh-68 p. 63, Lesson Lesson Guide - Gr.5 pp. 362
Education World in Guide in - 366,
Elementary Mathematics Elementary Mathematics for a Better
Grade 5 pp. 362 Mathematics Grade 5 Life Textbook p. 242 - 243
Mathematics for a Better pp. 362
Life 5 pp.242-243 Mathematics for a Better
Grade School Life 5 pp.242-243
Mathematics 5 page Growing Up with Math 5
226 page 284
from Learning
B. Other Learning Activity Sheet cut outs of circles, real circular covers of lids of flash cards, charts,
Resources Flash Card objects inside the cans, jars, real objects, calculator, circular
classroom and at home, coins, string, tape objects
compass. string measure, ruler, meter
stick
IV. PROCEDURES
A. Reviewing previous Conduct a review Identify the parts of a Have a review on Identify the parts of a circle
lesson or presenting about calculates times circle (flash a model with visualizing circumference (flash a model with parts
the new lesson in the different world parts numbered) of a circle by “Checking numbered)
time zones in relation of Assignments”.
to the Philippines
B. Establishing a purpose Solving Problems Visualizes circumference Measures circumference Derives a formula in finding
for the lesson Involving Time of a circle of a circle using the circumference of a circle
appropriate tools.
C. Presenting Show a picture of a boy Sing this song about Present this problem Let the pupils sing a song,
examples/instances of reading in a study table. circles. (Note: Teacher opener. about circles like.
the new lesson Talk about the boy draws while pupils sing) (Note: Teacher draws while
show in the picture. In the middle of the park, pupils sing)
Ask: What do you there is circular flower
usually do as a student garden that has a
before going to bed at diameter of 10 meters.
night?
What is the distance
How do you manage
doing all the around the garden?
assignments. Projects
and other home activities Ask: How can we
? protect the garden in a
200
( Connect the value of park?
proper time What is ask in the
management ) problem?
What is/are given/s?
How will you answer
the
question in the problem?
D. Discussing new Present this problem Present the problem Cooperative Learning Present a situation to the
concepts and practicing to the class. under Explore and class.
Divide the class into
new skills #1 Discover on page , LM
Jeffrey started his Math Grade 5.Have them four groups. Each Celso wants to find the
homework at 7:21 pm. read the problem group will have 3 distance around their circular
Jeffrey finished his table. He measured its
homework at 8:40 pm. a. Values Integration different sizes of jars or diameter to be 1.4 m. Can
How much time did Ask: How can you show cans. See to it that each you help him?
Jeffrey work in his your care and concern
homework? group will have all the
to santan plants? Ask:
What is ask in the required materials for What is the shape of the
problem? the activity. table?
What is/are the given/s? How long is its diameter?
With a piece of string,
How will you answer the What will you do to solve the
measure around each problem?
question in
circle to find its
the problem? circumference.
Then, measure the
string with your ruler
and enter the data in
the table.
Measure also the
diameter and enter the
measure in the table.
Compare the measures
of diameter to each
circumference.
201
E. Discussing new Ask: What did Jeffrey do Divide the class into three Divide the class into groups.
concepts and practicing ? At what time did she Let the groups present See to it that each group
groups. See to it that
new skills #2 start making her their output one at a has all the required
homework? each group has all the time. After all groups materials for the activity.
At what time did he have presented, ask
required materials
finished ? Let the pupils measure the
“How did you find the
How do we solved the Let the pupils draw a
activity? How will you distance around the circular
problem ?
circle with a diameter of 2 measure the objects by winding the string
Is there a need to follow
a procedure ? circumference of a on a tape around the object.
meters representing the
What are the usual steps circle? Does the Let them also measure the
circular garden.(See to it circumference of the diameter of the object. Allow
we use to solve the
problem ? that pupils get the correct circle increases as the them to use a calculator to
diameter increases? Is it solve for c ÷ d or the ratio of
measurement for the
easy to measure the the circumference to the
diameter by letting them circumference of a diameter.
trace the circular object circle?
Note: For any circle, the
on a piece of manila Let the pupils find the ratio of the circumference to
paper and fold it in half.) distance around the the
circular garden.
Place the string 1
around the circle. 7
Using a string with meter diameter is about 3 or
markings on it, Count 22

the number of meter 7
or a number very close
markings.
to 3.14.)
F. Developing mastery Group the pupils into four Discuss the presentation How did you find the
(Leads to Formative groups Let the groups present activity?
under Explore and
Assessment 3)
Let the group work their output one at a time. Discover on page How were you able to find
together to find the After all groups have the answer to the problem?
of LM Math Grade 5
answers to the given presented, ask “How did Discuss with the pupils the
problems with the formula in getting the
you find the activity? How
following guide
many markings were circumference of a circle.
questions:
What is asked in the there? How were you able
problem ? to visualize the number of
What are the given ? meters Mrs. Alejandro
What operation will be planted with santan?”
use ?
What is the Expected Answer::
mathematical sentence We used
202
? string and wind it
203
How is the solution
done ? around the circle.
What is the answer to
the problem ?
G. Finding practical After all the groups have Discuss the other For extra practice, give Ask pupils to answer A and B
applications of concepts presented, ask,” How did examples under Get exercises under Get exercises under Get
and skills in daily living you find the activity? Moving on page of LM Moving and Keep Moving, pages LM Math
How were you able to Math Grade 5. Moving on pages to Grade 5. After the given
find the answer ? What time, check the pupils’
were the steps followed , LM Math 5.
For extra practice, give answers.
to come up with the Allow pupils to answer
answer ? exercises under Keep
exercise A under Keep
Encourage the pupils to Moving on pages to , Moving, page LM Math
check if their answers LM Math 5.
make sense by checking Grade 5. Check the pupils’
their answer. answers.
H. Making generalizations Lead the pupils to give Lead the pupils give the Lead the pupils to give Lead the pupils to generalize
and abstractions about the following following generalization the following as follows:
the lesson generalization by by asking: How do you generalization by asking:
asking :
visualize circumference of How do you measure the The formula in finding the
How do we solve word circumference of a circle
problems involving a circle? circumference of a
circle? What tools were C = 3.14 x d or C =
time ? are: πd or C=
To visualize the use in measuring
2πr
To solve word problems circumference of a circle, circumference of a
involving time, we follow we use string to wind circle?
the steps in solving word (The circumference is equal
around the circle and to π times the diameter.)
problems. Use the
count the number of To measure the (The circumference is equal
different ways to find the
time such as markings on it with the circumference of a circle, to π multiplied by twice the
subtracting / adding the help of its diameter.. we can use string, ruler, radius.)
time started from time meter stick or tape
ended, using a number measure.
line, and counting the
minutes or seconds
from the time started to
the time ended.
Solve the problem: A. Visualize the Measure the following Find the circumference of
Carla left school at 3:15 circumference of the objects (or any available these circles using π = 3.14.
pm. She walked to the following circles with objects) inside the
11.d – 2.5 cm school library to work classroom using 1. 6cm
12.d – 5 cm
171
13.d – 6 cm 14.r - 1.5 cm
her assignment .It took appropriate tools then, 2. 15cm
15 minutes to walk to the record the results in the 3. 14cm
school library. Carla’s table. 4. 2m
mother picked her up at 5. 150 cm
the school library one 1. electric fan
hour after he arrived. 2. number wheel
What time did
3. wall clock
Carla’s mother pick
4. speaker
her up ? ( 4:30 pm )
5. jar
What time is 4 hours
after 6:30 am ? ( 10:30 a.
am )
A plane landed in Cebu

at 4:47 pm. It departed
from Manila at 2:15 pm.
How long did it take the
plane to fly from Manila
to Cebu ? ( 2 hours and
32 minutes )
Irene had two exams

today in Mathematics
and English . The first
exam lasted from 8:30
am to 9:15 am. She had
to wait 3 hours and 25
minutes from the end of
the last exam to the
beginning of the next
exam. What time did the
second exam begin ?
( 12:40 )
Trisha had a
swimming lesson after
school.
School let out at 2:55
pm and it took Trisha 15
minutes to walk to her
lesson. She made it just
in time. After the 1- hour
lesson it took Trisha 20
minutes to walk home.
What time did she arrive
17
home ?
( 4:30 pm )
J. Additional activities for Read and solve the Visualize the Measure 5 circle objects Using = 3.14, find the
application or problem using at home using the circumference:
circumference of the
remediation number line appropriate tools and 1) d = 10 cm
following: record the results in the 2) r = 4.5 cm
Emily is driving to table. 3) r = 6 m
1. plate
Cabuyao City. She leaves 4) d = 9 m
at 5:50 am. She arrives 2. basin 5) d = 2.5 m
at 9:20 pm. How long
3. water jag
did she drive for ?
4. cup
5. saucer
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
continue to require
remediation
Why did these work?
encounter which my
help me solve?
17
to share with other
teachers?

Time

I. OBJECTIVES Finds the circumference of a circle
A. Content Standards demonstrates understanding demonstrates understanding REVIEW PERIODICAL TEST PERIODICAL TEST
of time and circumference. of time and circumference.
B. Performance Standards is able to apply knowledge is able to apply knowledge

of time and circumference in of time and circumference in
mathematical problems and mathematical problems and
real-life situations. real-life situations.
17
C. Learning
Competencies/Objectives finds the circumference of a finds the circumference of a
Write the LC code for circle. circle.
each
M5ME-IIIi-70 M5ME-IIIi-70
II. CONTENT Measurement Measurement
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Grade 5 M5ME- IIIj- 71, Lesson Guide
Curriculum, M5ME-IIIi-70, in Elementary Mathematics
Lesson Guide - Gr.5 pp. 366 5, Lesson Guide in
- 369, Elementary Mathematics 6,
Mathematics for a Better Growing Up With Math 5
Life Textbook p. 244 - 245
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Fill in the blanks with the Fill in the blanks with the
lesson or presenting correct answer. correct answer.
the new lesson Choose the number of the Choose the number of the
correct answers below and correct answers below and
place it on the blanks. place it on the blanks.
a. The distance around
The distance around a a circle .
circle is . b. A line that passes
A line that passes through through the center of a
the center of a circle is circle is
. .
An estimate of the value c. An estimate of the value
pi (π) is . of pi is .
One half of the diameter of d. One half of the diameter
a circle is . of a circle is .
e. The formula in finding
radius the circumference of a
17
circle is
.
17
area
diameter 1. radius
circumference 2. diameter
3. circumference
4. C= πxd
5. area
6.
3.14
B. Establishing a purpose for Written (Use drill boards for Solves routine and non-
the lesson maximum participation) routine problems involving
Write the product. circumference of a circle.
C. Presenting Present the problem. Let the pupils sing an action

examples/instances of the song about circles like.
new lesson Mrs. Nicolas planted
dwarf santan around her Small circle, small
circular flower garden circle, big circle
which has a diameter of 8 Small circle, small
metres. How many metres circle, big circle
did she plant with There’s mama,
dwarf santan? there’s papa waiving at me
There’s mama,
Ask: there’s papa smiling at me
What did Mrs. Nicolas 6 x 6 is 36, 6 x 6 is
planted in her garden? 36
What is the shape of the 6 x 6, 6 x 6, small pig
garden of Mrs. Nicolas?
How will you solve the
problem?
D. Discussing new concepts Group the pupils in 5 working Alice is making a circular
and practicing new skills teams. Ask the teams to table cloth. It has a diameter
#1 work together in looking of 2 meters. How many
for meters of lace are needed
the solution to the problem. to decorate the sides of the
Expected answers table cloth?
Solution 1:
To find the circumference, Know: What is asked?
multiply the diameter by What are the
3.14 d = 8 m given?
C = π x d Decide: What will you
17
= 3.14 x 8 m
17
= 25.12 m planted with do to answer the problem?
dwarf santan C= πxd
Solve: Show the
Solution 2: solution
If radius is given use this C=πxd
formula, C = 2πr
Given: 4 metres = 3.14 x 2
radius C = (2 x 3.14) = 6.28
4 meters
= 6.28 x 4 Check: How will you check it?
= 25.12 m
E. Discussing new concepts How did you find the Group Work- Give each group
and practicing new skills activity? How were you able an activity card and different
#2 to find the answer to the sizes of circles.
problem? Discuss with the a. Find the center of
pupils the formula in getting the circle.
the circumference of a circle. b. Measure the diameter
of the circle.
c. Find the radius of the
given circle.
d. Solve for
the
circumference.
e. Report to the class
how you found the
answer.
F. Developing mastery Discuss the presentation Analyze and solve for the
(Leads to Formative Assessment under Explore and answer. (To be done in
3)
Discover on page of pair)
LM Math Grade 5. Then, 1. Mr. Reyes is laying out a
give the following activities: circular playground. Its
Ask the pupils to answer radius is 50 meters. What is
the activity under the Get its circumference?
Moving on page , 2. What is the circumference
LM Math Grade of the circle if the diameter is
5. 24 meters?
3. A bicycle tire has a
radius of 30 cm. Find the
distance around the tire.
17
G. Finding practical Ask them also to answer the Group Activity
applications of concepts activity under Keep Moving
and skills in daily living on page , LM Math Grade
18
5.
H. Making generalizations Lead the pupils to give the How do we solve problems on
and abstractions about following generalization by circumference?
the lesson asking: “What is the formula In solving problems
in finding the circumference involving circumference
of a circle?” measure, know the
diameter/radius and the
To find the circumference formula,
of the circle, use the C= πxd or C=
formula: C = 2πr or
C = πd 2 xπxr
I. Evaluating learning Find the circumference of Read, analyze and solve.

the circle with the following 1. Lorna’s circular garden is
radius or diameter. 5 meters in diameter. How
1) r = 11 m many meters of wire are
4) r = 9.5 m needed to put a fence
2) d = 2 cm around it?
5) d = 16 cm 2. The diameter of a tricycle
3) d = 20 m tire is 60 cm. How far will
the tire go in one rotation?
3. Find the circumference of
a circle with a diameter of 21
meters.
4. Your friend is finding the
circumference of a circle
with a radius of 25 cm. help
him solve for the answer.
5. If the circumference of
a circle is 250 meters,
how long is its radius?
J. Additional activities for Answer activity on LM. Copy and solve this problem.
application or 1. Rixen’s bicycle wheel has
remediation a diameter of 70 cm. What is
the circumference of the
wheel?
2. A circle is half the radius
of a larger circle. If the
circumference of a larger
18
circle is 100 meters, what is
the radius of the smaller
circle?
a. number sentence
b. solution
c. complete answer
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?

18
Time

I. OBJECTIVES Identify the diameter and radius of the circle
A. Content Standards demonstrates understanding of demonstrates understanding of demonstrates demonstrates Weekly test
area, volume and temperature. area, volume and temperature. understanding of area, understanding of area,
volume and temperature. volume and temperature.
B. Performance Standards is able to apply knowledge of is able to apply knowledge of is able to apply knowledge is able to apply knowledge
area, volume and temperature in area, volume and temperature in of area, volume and of area, volume and
mathematical problems and real- mathematical problems and real- temperature in temperature in
life situations. life situations. mathematical problems mathematical problems
and real-life situations. and real-life situations.
C. Learning visualizes area of a circle. visualizes area of a circle. derives a formula in finding derives a formula in
Competencies/Objectives the area of a circle . finding the area of a
Write the LC code for M5ME-IVa-72 M5ME-IVa-72 circle .
each M5ME-IVa-73
M5ME-IVa-73
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages XL Excelling in Mathematics 5 XL Excelling in Mathematics 5 XL Excelling in XL Excelling in
Mathematics 5 &6 Lesson Mathematics 5 &6 Lesson Mathematics 5 Mathematics 5
Guides Guides Mathematics 5 &6 Lesson Mathematics 5 &6 Lesson
http://www.slideshare.net/Grade http://www.slideshare.net/Grade Guides Guides
Six1/lp-circle Six1/lp-circle Code: M5ME –IVa 73 Code: M5ME –IVa 73
M5ME –Iva 72 M5ME –Iva 72
(LR) portal
B. Other Learning chart, ruler, real circle objects, chart, ruler, real circle objects,
18
Resources pencil, compass pencil, compass
IV. PROCEDURES
A. Reviewing previous Have a review on solving Have a review on solving Have a review about the Have a review about the
lesson or presenting problems involving problems involving parts of the circle. parts of the circle.
the new lesson
circumference of a circle. circumference of a circle.
Review the formula, give Review the formula, give
examples, and then give examples, and then give
exercises for the pupils to do. exercises for the pupils to do.
B. Establishing a purpose Visualize the area of a circle Visualize the area of a circle Derives a formula in finding Derives a formula in
for the lesson Illustrates circle with different Illustrates circle with different the area of a circle finding the area of a circle
radii radii Illustrates circle with Illustrates circle with
Find enjoyment in doing the Find enjoyment in doing the different orientation different orientation
activity activity Find enjoyment in doing Find enjoyment in doing
the activity the activity
C. Presenting Ask the pupils Is a circle a Ask the pupils Is a circle a Ask the pupils If the shape Ask the pupils If the shape
examples/instances of
polygon? Why? and why not? polygon? Why? and why not? of the circle can be of the circle can be
the new lesson
parallelogram parallelogram
D. Discussing new concepts Have the pupils observe the Have the pupils observe the iscuss with students iscuss with students
and practicing new skills circles below circles below practical applications for practical applications for
#1
Take a look at each of the circles. Take a look at each of the circles. finding the area of a circle. finding the area of a circle.
Do you find any line segments? Do you find any line segments? Explain the problems Explain the problems
associated with partitioning associated with partitioning
A circle is a plane closed figure. A circle is a plane closed figure. a circle into unit squares to a circle into unit squares to
That is not made out of line That is not made out of line
find its area. Elicit find its area.
segments so, it is not a polygon. segments so, it is not a polygon.
A circle is named by its center. A circle is named by its center. suggestions on how the Elicit suggestions
area might be determined. on how the area might be
Pass out the paper circles, determined. Pass out the
scissors, rulers and colored paper circles,
18
scissors, rulers and colored
18
markers or crayons. markers or crayons.
Have students draw a Have students draw a
diameter (it does not need diameter (it does not need
to be exact), and use two to be exact), and use two
different colors to fill in the different colors to fill in the
resulting semicircles. resulting semicircles.
Instruct students to cut the Instruct students to cut the
circle in half along the circle in half along the
diameter. Then have them diameter. Then have them
cut each of the resulting cut each of the resulting
semicircles in half again. semicircles in half again.
There are now a total of There are now a total of
four pieces, two of each four pieces, two of each
color. color.
Ask students to assemble Ask students to assemble
the four pieces, alternating the four pieces, alternating
colors, so that they form colors, so that they form
a shape which resembles a a shape which resembles
parallelogram a
parallelogram
E. Discussing new concepts Group Activity Group Activity Group Activity. Divide the Group Activity. Divide the
and practicing new skills Divide the class into five groups. Divide the class into five groups. class into three groups. class into three groups.
#2
Distribute the cue card and let Distribute the cue card and let Distribute the activity card Distribute the activity card
them answer the cards. Let them them answer the cards. Let them and let them follow the and let them follow the
discuss. discuss. direction written in the direction written in the
Use circle cero to complete the Use circle cero to complete the activity card. activity card.
following statements: following statements:
The distance from point O The distance from point O Group A.Have students cut Group A.Have students
to point F is . to point F is . each of the sectors in half, cut each of the sectors in
The distance from point O to The distance from point O to once more, resulting in a half, once more, resulting
point M is . point M is . total of 8 equal sectors, in a total of 8 equal
18
The distance from point O The distance from point O four of each color. Ask sectors, four of each color.
to point G is . to point G is . students to assemble the Ask students to assemble
If point G, O and F lie on one line, If point G, O and F lie on one line, eight pieces, alternating the eight pieces,
the distance from point G to F is the distance from point G to F is colors, so that they form a alternating colors, so that
. . shape which resembles a they form a shape which
parallelogram. resembles a parallelogram.
F. Developing mastery After the presentations of each After the presentations of each After the presentations of After the presentations of
3) group, ask: how did you find group, ask: how did you find each group, ask: how did each group, ask: how did
the activity? Did you able to the activity? Did you able to you find the activity? Did you find the activity? Did
visualize the area of the circle? visualize the area of the circle? you able to derive a you able to derive a
What value is developed in What value is developed in formula in finding the area formula in finding the area
performing the activity? performing the activity? of the circle? What value is of the circle? What value is
Expected Answers: Expected Answers: developed in performing developed in performing
A little bit confusing A little bit confusing the activity? the activity?
Yes by listening to the teacher Yes by listening to the teacher Expected Answers: Expected Answers:
explanation explanation A little bit confusing A little bit confusing
Enjoyment and Cooperation Enjoyment and Cooperation Yes by listening to the Yes by listening to the
teacher explanation teacher explanation
Enjoyment and Cooperation Enjoyment and
Cooperation
G. Finding practical Ask the pupils to answer the Ask the pupils to answer the Ask the pupils to answer Ask the pupils to answer
activity under Get Moving on activity under Get Moving on the activity under Get the activity under Get
page LM Math Grade V. page LM Math Grade V. Moving on page LM Moving on page LM
Ask them also to answer the Ask them also to answer the Math Grade V. Ask them Math Grade V. Ask them
activity under Keep Moving on activity under Keep Moving on also to answer the activity also to answer the activity
page page under Keep Moving on under Keep Moving on
LM Math Grade V. LM Math Grade V. page LM Math Grade V. page LM Math Grade
V.
18
H. Making generalizations A circle is a set of all points in A circle is a set of all points in Now we can use the area Now we can use the area
and abstractions about a plane that are at fixed a plane that are at fixed formula for a parallelogram formula for a parallelogram
the lesson distance from a point called distance from a point called to help us find the area of to help us find the area of
center. center. the circle. the circle.
A radius is a line segment from A radius is a line segment from The original circle’s The original circle’s
the center to a point on the the center to a point on the outside perimeter was the outside perimeter was the
circle. circle. distance around, or the distance around, or the
A diameter is a line segment A diameter is a line segment circumference of the circle circumference of the circle
which passes through the center which passes through the center Half of this distance Half of this distance
of a circle whose endpoints are of a circle whose endpoints are around goes on the top of around goes on the top of
on the circle. on the circle. the parallelogram and the the parallelogram and the
The length of radius is one half The length of radius is one half other half of the circle other half of the circle
the length of a diameter of a the length of a diameter of a goes on the bottom. This goes on the bottom. This
circle. circle. is known as the base of is known as the base of
A compass is an instrument A compass is an instrument the parallelogram. the parallelogram.
used to draw circles. used to draw circles. The height of the The height of the
parallelogram is just the parallelogram is just the
radius of the original radius of the original
circle. Now let’s substitute circle. Now let’s substitute
the information into the the information into the
formula for the formula for the
parallelogram. parallelogram.
I. Evaluating learning Use a real compass or an Use a real compass or an Do another guided activity. Do another guided activity.
improvised one to draw circle improvised one to draw circle Let them make their own Let them make their own
with these given radii. with these given radii. circle, cut it out into circle, cut it out into
1 cm 1 cm parallelogram and try to parallelogram and try to
1.5 cm 1.5 cm find the area of a circle. find the area of a circle.
2.5 cm 2.5 cm
6 cm 6 cm
5 cm 5 cm
J. Additional activities for Provide exercises similar to those Provide exercises similar to those Find another polygon that Find another polygon that
application or given in the lesson. If the given in the lesson. If the can be derive in finding the can be derive in finding the
remediation
problem is on the mastery of the problem is on the mastery of the area of a triangle. area of a triangle.
18
area of a circle. area of a circle.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?
18
Teaching Dates and January 30-February 3, 2017 Quarter
Time

I. OBJECTIVES Finding the area of a circle
of area, volume and of area, volume and of area, volume and of area, volume and
temperature. temperature. temperature. temperature.
B. Performance Standards is able to apply knowledge of is able to apply knowledge of is able to apply knowledge of is able to apply knowledge of
area, volume and area, volume and area, volume and area, volume and
temperature in mathematical temperature in mathematical temperature in mathematical temperature in mathematical
problems and real-life problems and real-life problems and real-life problems and real-life
situations. situations. situations. situations.
C. Learning finds the area of a given finds the area of a given solves routine and non- solves routine and non-
Competencies/Objectives circle. circle. routine problems involving routine problems involving
Write the LC code for the area of a circle. the area of a circle.
each M5ME-IVa-74 M5ME-IVa-74
M5ME-IVb-75 M5ME-IVb-75
II. CONTENT Measurment Measurment Measurment Measurment
III. LEARNING
RESOURCES
A. References
19
pages
3. Textbook pages XL Excelling in Mathematics 5 XL Excelling in Mathematics 5 M5M-IVb-75 M5M-IVb-75
M5ME –Iva 74 M5ME –Iva 74 Growing up with Math 5 Growing up with Math 5
pages 299-301 pages 299-301
Ateneo Lesson Guide pages Ateneo Lesson Guide pages
382-386 382-386
(LR) portal
B. Other Learning Resources chart, ruler, real circle objects chart, ruler, real circle objects cutouts of circles, chart, cutouts of circles, chart,
flashcards, real objects flashcards, real objects
IV. PROCEDURES
A. Reviewing previous Have a review on solving Have a review on solving Checking of Assignment Checking of Assignment
lesson or presenting problems involving problems involving Identify the parts of a circle Identify the parts of a circle
the new lesson
circumference of a circle. circumference of a circle. Review the steps in solving Review the steps in solving
Review the formula, give Review the formula, give word problems. word problems.
examples, and then give examples, and then give
exercises for the pupils to do. exercises for the pupils to do.
B. Establishing a purpose for Manipulate and measure the Manipulate and measure the Solves routine and non- Solves routine and non-
the lesson
diameter and radius of the diameter and radius of the routine problems involving routine problems involving
circle circle the area of a circle the area of a circle
Find enjoyment in doing the Find enjoyment in doing the
activity activity
C. Presenting Show real circular objects, Show real circular objects, Name any round objects Name any round objects
examples/instances of the ask them to give examples of ask them to give examples of inside the classroom or any inside the classroom or any
new lesson
circular things, ask them how circular things, ask them how round object that you round object that you
circle differ from other circle differ from other brought. Show the diameter brought. Show the diameter
objects? objects? and the radius. and the radius.
19
D. Discussing new concepts Present a problem. Present a problem. Present the situation under Present the situation under
Explore and Discover on Explore and Discover on
#1 Every time it rains, Every time it rains,
Mrs.Flores saves water in a Mrs.Flores saves water in a page , LM Math Grade 5. page , LM Math Grade 5.
big clay jar called “Tapayan”. big clay jar called “Tapayan”. Discuss the situation with the Discuss the situation with the
She covers them with a She covers them with a
circular galvanized iron with circular galvanized iron with class. class.
a radius of 5 dm. What is the a radius of 5 dm. What is the
area of the circular cover? area of the circular cover?
Ask: How will you solve for Ask: How will you solve for
Look at the figure of the Look at the figure of the
circle. circle.
Explain to the pupils that the Explain to the pupils that the
ratio of the circumference of ratio of the circumference of
a circle to the diameter is the a circle to the diameter is the
same for all circles. The same for all circles. The
circumference of any circle is circumference of any circle is
about 3.14 times the about 3.14 times the
diameter. The ratio is diameter. The ratio is
represented by the Greek represented by the Greek
letter π spelled pi and letter π spelled pi and
pronounced as pie. pronounced as pie.
Let the pupils find the area Let the pupils find the area
A= π r2 A= π r2
= 3.14 x 5 x 5 = 3.14 x 5 x 5
= 3.14 x 25 = 3.14 x 25
Area = 78.50 dm2 Area = 78.50 dm2
19
E. Discussing new concepts Group the pupils into six to Group the pupils into six to Divide the class into four Divide the class into four
and practicing new skills eight members per group. eight members per group. groups and instruct them to groups and instruct them to
#2
Distribute cut outs of circle Distribute cut outs of circle bring out the materials that bring out the materials that
with dimensions and let the with dimensions and let the they brought like paper plate, they brought like paper plate,
pupils find the area. pupils find the area. ice cream cup cover or any ice cream cup cover or any
Call as many pupils to solve Call as many pupils to solve round object. Let the pupils round object. Let the pupils
for the area of the circle on for the area of the circle on measure the diameter. measure the diameter.
the board. the board. Divide the diameter by 2 to Divide the diameter by 2 to
get the radius. Tell the pupils get the radius. Tell the pupils
that the value of π is that the value of π is
approximately approximately
3.14 and that the formula in 3.14 and that the formula in
finding the area of a circle is finding the area of a circle is
2 2
A= π r A= π r
Solve for the area of the Solve for the area of the
circle. Ask the leader to circle. Ask the leader to
report their answers. report their answers.
F. Developing mastery After the presentations of After the presentations of After the presentation of the After the presentation of the
3) each group, ask: how did you each group, ask: how did you groups, ask: groups, ask:
find the activity? Did you able find the activity? Did you able How did you find the activity? How did you find the activity?
to find the area of the circle? to find the area of the circle? How did you go about the How did you go about the
What value is developed in What value is developed in task? task?
performing the activity? performing the activity? What did you do with the What did you do with the
objects before getting their objects before getting their
Expected Answers: Expected Answers: areas? areas?
Happy and curious Happy and curious How did you solve the area? How did you solve the area?
19
Yes by solving the area of a Yes by solving the area of a
circle using the given formula circle using the given formula
Cooperation and camaraderie Cooperation and camaraderie
G. Finding practical Ask the pupils to answer the Ask the pupils to answer the Say: Let us solve more Say: Let us solve more
activity under Get Moving activity under Get Moving problems. Ask pupils to do problems. Ask pupils to do
on page LM Math Grade on page LM Math Grade the exercises by pairs under the exercises by pairs under
V. Ask them also to answer V. Ask them also to answer Get Moving on pages Get Moving on pages
the activity under Keep the activity under Keep of LM Math 5. Check the of LM Math 5. Check the
Moving on page LM Moving on page LM pupils’ answers. pupils’ answers.
Math Grade Math Grade
V. V.
H. Making generalizations Lead the pupils to give the Lead the pupils to give the Lead the pupils generalize Lead the pupils generalize
following generalization. following generalization. the following. the following.
the lesson
The area of a circle with pi, The area of a circle with pi, Steps in solving problems Steps in solving problems
radius or diameter can be radius or diameter can be involving the area of a circle involving the area of a circle
solved by the formula solved by the formula The formula in finding the The formula in finding the
Always remember that radius Always remember that radius area of a circle area of a circle
2 2
is half of the diameter. is half of the diameter. A=π r A=π r
Area of Circle = pi x radius Area of Circle = pi x radius
x radius x radius
A= π r2 A= π r2
I. Evaluating learning Ask the pupils to solve the Ask the pupils to solve the Solve the following Solve the following
following following problems. Find the area of problems. Find the area of
Find the area of a given circle Find the area of a given circle circular playground whose circular playground whose
radius measures 6 meters. radius measures 6 meters.
An extension of a house is An extension of a house is
semicircular in shape with a semicircular in shape with a
radius of 4 meters. Can you radius of 4 meters. Can you
find its area? find its area?
A circular fountain has a A circular fountain has a
radius of 12 meters. What is radius of 12 meters. What is
the area of the circular the area of the circular
fountain? fountain?
19
The diameter of the drum is The diameter of the drum is
70 cm. What is the area 70 cm. What is the area
covered when the drum covered when the drum
stands? stands?
Ana’s circular bed cover has Ana’s circular bed cover
a diameter of 2.25 m. How has a diameter of 2.25 m.
many square meters is it? How many square meters
is it?
J. Additional activities for Ask the pupils to solve these Ask the pupils to solve these Solve each problem. Solve each problem.
application or
problems. problems. Every time it rains, Mrs. Lapis Every time it rains, Mrs. Lapis
remediation
saves water in a big clay jar saves water in a big clay jar
What is the area of a called ‘tapayan’. She covers called ‘tapayan’. She covers
What is the area of a
circle with a diameter of 5 them with a circular them with a circular
circle with a diameter of 5
meters? galvanized iron with a radius galvanized iron with a radius
meters?
3.1. IfIf aa circle has
circle has a
a 14 m. What is the area of the 14 m. What is the area of the
diameter of circular cover? circular cover?
diameter
46centimeter what is
the
of areaof the circle? Find the area of a circular Find the area of a circular
4. Granda has an old clock that has a radius of 13 clock that has a radius of 13
46centimeter what
family
is recipe for cm. cm.
blueberry
the pancakes.
areaof the
circle?
She can make 8 What is the area of a circular What is the area of a circular
2. Granda has an old
pancakes that are pool with the diameter of 15 pool with the diameter of 15
family recipe for
each 18 inches in m? m?
blueberry pancakes.
diameter. What is the
She can make 8
area of the pancake?
pancakes that are
Answer: (78.5 square
each 18 inches
meters, 72.22
in
squared centimeter,
diameter. What is re
254.34
the inches)
V.
19
below 80%
lesson
did these work?
solve?
other teachers?

Teaching Dates and February 6-10, 2017 Quarter
Time

I. OBJECTIVES Create problems involving a circle, with reasonable answers.
19
C. Learning creates problems involving a creates problems involving visualizes the volume of a visualizes the volume of a
Competencies/Objectives circle, with reasonable a circle, with reasonable cube and rectangular prism. cube and rectangular prism.
Write the LC code for answers. answers.
each M5ME-IVc-77 M5ME-IVc-77
M5ME-IVb-76 M5ME-IVb-76
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages M5M-IVb-76 M5M-IVb-76 Code - M5ME-IVc-77 K to Code - M5ME-IVc-77 K to
Growing up with Math 5 Growing up with Math 5 12 Grade 5 Curriculum 12 Grade 5 Curriculum
pages 299-301 pages 299-301 TM Math Grade 4 pages 298 - TM Math Grade 4 pages 298 -
Ateneo Lesson Guide pages Ateneo Lesson Guide 307 307
pages 382-386 Ateneo Lesson Guide 5 pages Ateneo Lesson Guide 5 pages
382-386
395 - 402 395 - 402
Diwa New High School Diwa New High School
Mathematics First Year Mathematics First Year
pages 71-72 pages 71-72
Ateneo Lesson Guide 6 Ateneo Lesson Guide 6
Chapter IV-Volume page 8-9 Chapter IV-Volume page 8-9
Distance Education for Distance Education for

Elementary School (Volume Elementary School (Volume
of a Cube and Rectangular of a Cube and Rectangular
Prism) pages 2 – 3 Prism) pages 2 – 3
(LR) portal
B. Other Learning Resources cutouts of circles, chart, cutouts of circles, chart, cubes (big and small), cubes (big and small),
flashcards, real objects, flashcards, real objects, rectangular rectangular
manila paper, ruler/meter manila paper, ruler/meter prism, ruler, flash cards, prism, ruler, flash cards,
19
stick, stick, marbles, marbles,
pentel pen, show me board pentel pen, show me board worksheet, 1 transparent worksheet, 1 transparent
rectangular container rectangular container
IV. PROCEDURES
A. Reviewing previous Have a review on solving the Have a review on solving the Have a review on the Have a review on the
area of a circle. area of a circle. meaning of volume. meaning of volume.
the new lesson
Volume is the amount of Volume is the amount of
space occupied by any space occupied by any
quantity. quantity.
B. Establishing a purpose for Create problems involving Create problems involving Visualize the Volume of a Visualize the Volume of a
the lesson a circle, with reasonable a circle, with reasonable Cube and Rectangular Prism Cube and Rectangular Prism
answers. answers.
C. Presenting Let the pupils find any Let the pupils find any Show a transparent cube Show a transparent cube
examples/instances of the circular objects inside the circular objects inside the and rectangular prism filled and rectangular prism filled
new lesson
classroom. Ask them to classroom. Ask them to with marbles. Ask pupils to with marbles. Ask pupils to
record the area of each record the area of each guess the number of marbles guess the number of marbles
object. object. inside the cube and inside the cube and
rectangular prism. Let a rectangular prism. Let a
volunteer count the marbles volunteer count the marbles
to find out the answer. Elicit to find out the answer. Elicit
from them how they can from them how they can
make a good guess of the make a good guess of the
total number of marbles. total number of marbles.
Instill the value of patience Instill the value of patience
and orderliness. Relate this and orderliness. Relate this
to the concept of volume. to the concept of volume.
19
D. Discussing new concepts Let the pupils present their Let the pupils present their a. Tell the class that the a. Tell the class that the
answers. Ask them how they answers. Ask them how they number of small cubes that number of small cubes that
#1
got the area. got the area. make up the Rubik’s cube make up the Rubik’s cube
is its volume. is its volume.
b. Activity – Group Work b. Activity – Group Work
Materials: worksheet, 1 Materials: worksheet, 1
transparent rectangular transparent rectangular
container, small cubes container, small cubes
Procedure: Fill the Procedure: Fill the
container with small cubes container with small cubes
until its upper portion. until its upper portion.
Guide Questions: Guide Questions:
1) What kind of solid figure 1) What kind of solid figure
is the container? is the container?
2) How many cubes did 2) How many cubes did
you put inside the you put inside the
rectangular container? rectangular container?
3) How can you find the 3) How can you find the
number of cubes in the number of cubes in the
container without counting container without counting
them all? them all?
a) Count the cubes in a) Count the cubes in
one layer. one layer.
Example Example
4 x 2 = 8 cubes 4 x 2 = 8 cubes
b) Count the layers. Ex.: b) Count the layers. Ex.:
3 layers 3 layers
c) How many cubes in all? 8 c) How many cubes in all? 8
x 3 = 24 cubes x 3 = 24 cubes
4) When we get the total 4) When we get the total
19
number of cubes that the number of cubes that the
container has, what have we container has, what have we
looked for? (Answer: Volume) looked for? (Answer: Volume)
5) What kind of polygon 5) What kind of polygon
is the base of the is the base of the
container? What are its container? What are its
dimensions? dimensions?
6) How many cubes fit 6) How many cubes fit
the length? the width? the length? the width?
7) What other dimension 7) What other dimension
does the rectangular does the rectangular
container have? How container have? How
many cubes fit the height? many cubes fit the height?
8) Can you give the volume 8) Can you give the volume
of the rectangular prism by of the rectangular prism by
just using the dimensions just using the dimensions
(length, width, height)? How? (length, width, height)? How?
(Note: Teacher must tell the (Note: Teacher must tell the
pupils that by multiplying the pupils that by multiplying the
length x width x height will length x width x height will
give the volume thus, give the volume thus,
Volume Volume
= L x W x H)) = L x W x H))
E. Discussing new concepts Divide the class into four Divide the class into four Group the pupils into 4 Group the pupils into 4
and practicing new skills groups. Let each group groups. Let each group working teams and have working teams and have
#2
discuss how will they make a discuss how will they make a them perform the task. them perform the task.
problem based on the given problem based on the given Activity 1. They need small Activity 1. They need small
situations. The groups 1 and situations. The groups 1 and cubes, big cubes and cubes, big cubes and
2 will discuss situation 1, 2 will discuss situation 1, rectangular prism. rectangular prism.
while groups 3 and 4 will while groups 3 and 4 will If each is a cubic If each is a cubic
focus on Situation 2. focus on Situation 2. unit, how many cubic units unit, how many cubic units
20
are in the figures? are in the figures?
How many cubic units are How many cubic units are
there in one row? there in one row?
How many cubic units are How many cubic units are
there in one layer? there in one layer?
How many layers are there? How many layers are there?
What have you notice in the What have you notice in the
number of layers and rows of number of layers and rows of
cube and prism? cube and prism?
What can you say about the What can you say about the
a cube? a cube?
length, width and height of a length, width and height of a
cube? cube?
What can you say about the What can you say about the
a prism? a prism?
length, width and height of a length, width and height of a
prism? prism?
Have pupils count the Have pupils count the

number of cubes in the number of cubes in the
figures. figures.
Define volume as the Define volume as the
number of unit cubes in the number of unit cubes in the
solid figure. Mention the solid figure. Mention the
correct label (cubic units) correct label (cubic units)
Have them imagine filling up Have them imagine filling up
20
the classroom with such the classroom with such
cubes. Then we find the cubes. Then we find the
volume of the classroom. volume of the classroom.
Elicit similar application of Elicit similar application of
volume in daily situations. volume in daily situations.
F. Developing mastery After the activities have After the activities have Ask the groups to present Ask the groups to present
3) been done, let the groups been done, let the groups and discuss their answers on and discuss their answers on
post their formulated post their formulated the board. the board.
problems in each of the problems in each of the Expected answer: Expected answer:
situations given and let situations given and let Cube is a solid whose length, Cube is a solid whose length,
them do the tasks below. them do the tasks below. width and height are equal. width and height are equal.
Read the problem and ask Read the problem and ask Rectangular prism whose Rectangular prism whose
the class to solve the the class to solve the length, width and height are length, width and height are
problem. problem. not equal. not equal.
Illustrate and solve the Illustrate and solve the
problem with the solution. problem with the solution.
G. Finding practical Ask the pupils to do the Ask the pupils to do the Discuss the presentation Discuss the presentation
exercises in the Get Moving exercises in the Get Moving under Explore and Discover under Explore and Discover
and Keep Moving and Keep Moving on page 1 of LM Math Grade on page 1 of LM Math Grade
pages and , LM Math pages and , LM Math 5. Ask pupils to work on 5. Ask pupils to work on
Grade 5. Grade 5. exercises under Get Moving exercises under Get Moving
on pages 2 and 3 of LM Math on pages 2 and 3 of LM Math
Grade 5. Check the pupils’ Grade 5. Check the pupils’
answers. For mastery, have answers. For mastery, have
them answer the exercises them answer the exercises
under Keep Moving on page under Keep Moving on page
3 and 4 of LM Math Grade 5. 3 and 4 of LM Math Grade 5.
Check on the pupils’ Check on the pupils’
answers. answers.
H. Making generalizations Lead the pupils to give the Lead the pupils to give the Summarize the lesson by Summarize the lesson by
20
and abstractions about generalization by asking: generalization by asking: asking: asking:
the lesson
How did you create problems How did you create problems How can we visualize the How can we visualize the
involving area of a circle? involving area of a circle? volume of cube and volume of cube and
rectangular prism? rectangular prism?
Steps in Creating Problems Steps in Creating Problems
Lead the pupils to give the Lead the pupils to give the
1. Familiarize yourself 5. Familiarize
with the yourself with the generalization. generalization.
mathematical mathematical
concepts. Think concepts. Think
of the application of the application  Volume is the  Volume is the
to everyday life to everyday life amount space a solid amount space a solid
situations. situations. figure occupies. figure occupies.
2. Think of the type of 6. Think of the type of  We can visualize  We can visualize
the problem you the problem you volume of cube and volume of cube and
want to make and want to make and rectangular prism rectangular prism
the formula to be the formula to be
used. used.
using more units to fill the using more units to fill the
3. Read and study 7. Read and study
more on math more on math container (like the used of container (like the used of
problems. Study the problems. Study the marbles, pebbles, rice marbles, pebbles, rice
solutions. solutions. grains, seed, etc) this is what grains, seed, etc) this is what
4. Make your own 8. Make your own we called non-standard units. we called non-standard units.
styles/strategies to styles/strategies to Non standard units do not Non standard units do not
justify the solutions. justify the solutions. give consistent and accurate give consistent and accurate
measure of the volume of a measure of the volume of a
container. container.
Using standard units, to find Using standard units, to find

the volume o a space figure, the volume o a space figure,
count the number of cubic count the number of cubic
units needed to fill the space. units needed to fill the space.
Standard units are consistent Standard units are consistent
and accurate. and accurate.
I. Evaluating learning Let the pupils do the Let the pupils do the Let the pupils do the Let the pupils do the
exercises in Keep Moving exercises in Keep Moving exercises in Keep Moving exercises in Keep Moving
on page , LM Math Grade on page , LM Math Grade on page , LM Math Grade on page , LM Math Grade
5. Check pupils’ work. 5. Check pupils’ work. 5. Check pupils’ work. 5. Check pupils’ work.
J. Additional activities for Ask the pupils to create Ask the pupils to create Ask the pupils to create Ask the pupils to create
20
application or problems involving area of a problems involving area of a problems involving area of a problems involving area of a
remediation circle. circle. circle. circle.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?

Time

I. OBJECTIVES Name the unit of measure for measuring the volume of cube and rectangular prism.
20
Write the value of measuring accurately
C. Learning
Competencies/Objectives names the appropriate unit of names the appropriate unit of derives the formula in finding derives the formula in finding
Write the LC code for measure used for measuring measure used for measuring the volume of a cube and a the volume of a cube and a
each the volume of a cube and a the volume of a cube and a rectangular prism using cubic rectangular prism using cubic
rectangle prism. rectangle prism. cm and cubic m. cm and cubic m.
M5ME-IVc-78 M5ME-IVc-78
M5ME-IVc-79 M5ME-IVc-79
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages Code - M5ME-IVc-78 K to Code - M5ME-IVc-78 K to Code - M5ME-IVc-78 K to Code - M5ME-IVc-78 K to
12 Grade 5 Curriculum 12 Grade 5 Curriculum 12 Grade 5 Curriculum 12 Grade 5 Curriculum
Integrated Mathematics I Integrated Mathematics I Integrated Mathematics I Integrated Mathematics I
pages 177 - 178 pages 177 - 178 pages 177 - 178 pages 177 - 178
LM Math Grade 5 pages 1 to LM Math Grade 5 pages 1 to LM Math Grade 5 pages 1 to LM Math Grade 5 pages 1 to
3 3 3 3
Ateneo Lesson Guide Chapter Ateneo Lesson Guide Chapter Ateneo Lesson Guide Chapter Ateneo Lesson Guide Chapter
IV Measurement/Volume IV Measurement/Volume IV Measurement/Volume IV Measurement/Volume
pages 6 -18 pages 6 -18
pages 6 -18 pages 6 -18
(LR) portal
B. Other Learning Resources flash cards (mm, cm, dm, m, flash cards (mm, cm, dm, m, flash cards (mm, cm, dm, m, flash cards (mm, cm, dm, m,
20
etc.), real objects, pictures etc.), real objects, pictures etc.), real objects, pictures etc.), real objects, pictures
IV. PROCEDURES
A. Reviewing previous What is difference between What is difference between Memory Game Memory Game
lesson or presenting Materials: pocket chart, flash Materials: pocket chart,
cube and rectangular prism? cube and rectangular
the new lesson
What are the dimensions of prism? What are the cards flash cards
cube and rectangular prism? dimensions of cube and Mechanics: Mechanics:
rectangular prism? a. Teacher prepares flash a. Teacher prepares flash
cards with figure and cards with figure and
dimensions on a set of cards dimensions on a set of cards
and the corresponding area and the corresponding area
of the figure on another set of the figure on another set
of cards. Teacher then place of cards. Teacher then place
the shuffled cards into the shuffled cards into
pocket chart slots. At the pocket chart slots. At the
back of each card, label back of each card, label
them with letters. them with letters.
Ex. front back Ex. front back
b. Divide class into 3 groups. b. Divide class into 3 groups.
c. Have a member of group c. Have a member of group
1 choose 1 choose
2 letters corresponding to 2 2 letters corresponding to 2
cards. Teacher turns over the cards. Teacher turns over
cards. If the cards match the cards. If the cards match
(figure and its area), then the (figure and its area), then the
team gets the point and the team gets the point and the
cards taken out of the pocket cards taken out of the pocket
chart. If the cards do not chart. If the cards do not
match, then the cards are match, then the cards are
turned over again in the turned over again in the
same place/position in the same place/position in the
20
pocket chart. pocket chart.
d. Have a member of group 2 d. Have a member of group 2
call out another pair of cards. call out another pair of cards.
Continue the game until all Continue the game until all
the cards have been used the cards have been used
up. Team with the most up. Team with the most
number of points wins. number of points wins.
e. Teacher may divide set of e. Teacher may divide set of
cards into a) finding area of cards into a) finding area of
parallelograms and trapezoid parallelograms and
making sure that the trapezoid making sure that
dimensions given are the dimensions given are
manageable by the pupils, or manageable by the pupils,
b) finding the missing or
side/dimension given b) finding the missing
the area. side/dimension given
the area.
B. Establishing a purpose for Name the unit of measure for Name the unit of measure for Derive a formula for finding Derive a formula for finding
the lesson measuring the volume of measuring the volume of the volume of a cube and a the volume of a cube and a
cube and rectangular prism. cube and rectangular prism. rectangular prism using cubic rectangular prism using cubic
centimeter and meter. centimeter and meter.
Appreciation of application of Appreciation of application of
volume in daily life situations volume in daily life situations
C. Presenting Richard has a rectangular Richard has a rectangular Show a transparent plastic Show a transparent plastic
box with sand inside. He box with sand inside. He container filled with balls. container filled with balls.
new lesson
wants to know the amount of wants to know the amount of Ask pupils to guess the Ask pupils to guess the
space the sand occupied. He space the sand occupied. He number of balls inside the number of balls inside the
wants to know also what unit wants to know also what unit container. Let a volunteer container. Let a volunteer
of measure he will use. Elicit of measure he will use. Elicit count the balls to find out the count the balls to find out the
the value of accuracy. the value of accuracy. answer. Elicit from them answer. Elicit from them
how they can how they can
20
make a good guess of the make a good guess of the
20
total number of balls. Relate total number of balls. Relate
this to the concept of this to the concept of
volume. volume.
D. Discussing new concepts Present a rectangular box Present a rectangular box Let a pupil fill a rectangular Let a pupil fill a rectangular
with sand inside. with sand inside. box with cubes. For box with cubes. For
#1
Ask the following questions: Ask the following questions: purposes of having exact purposes of having exact
a. How can we be able to a. How can we be able to measurements and no half- measurements and no half-
measure the capacity of measure the capacity of cubes, it is ideal that teacher cubes, it is ideal that teacher
the box? the box? prepares boxes/ rectangular prepares boxes/ rectangular
b. What will you use? b. What will you use? prisms that have prisms that have
What do you think are we What do you think are we corresponding measurements corresponding measurements
looking for? looking for? as the cubes that are going as the cubes that are going
c. What unit of measure c. What unit of measure to be used in the activity. to be used in the activity.
will you use? will you use? Ask the pupils the following Ask the pupils the following
The volume of a solid is the The volume of a solid is the questions: questions:
amount of space the solid amount of space the solid How many cubes did it take How many cubes did it take
occupies. Volume is occupies. Volume is to fill the prism? How many to fill the prism? How many
measured in cubic units. measured in cubic units. cubic units is the length? cubic units is the length?
One way to find the volume One way to find the volume The width? The height? The width? The height?
of a rectangular prism is to of a rectangular prism is to What similar situations What similar situations
multiply the 3 dimensions: multiply the 3 dimensions: require you to fill up a solid require you to fill up a solid
Volume = length x width x Volume = length x width x such as the rectangular such as the rectangular
height height prism? prism?
Define these situations as Define these situations as
finding the volume of solids. finding the volume of solids.
number of cubic units (unit number of cubic units (unit
cubes) used to fill up a cubes) used to fill up a
space. Use space. Use
correct unit of measure. correct unit of measure.
20
Using this definition, ask the Using this definition, ask the
pupils the volume of the pupils the volume of the
rectangular prism. rectangular prism.
Ask: Without actually Ask: Without actually
counting the number of unit counting the number of unit
cubes in the solid how can cubes in the solid how can
you find its volume? What you find its volume? What
formula can we use to find formula can we use to find
the number of cubic units in the number of cubic units in
it or the volume of the it or the volume of the
rectangular prism? rectangular prism?
Elicit from the pupils that Elicit from the pupils that
→ To find the volume of an → To find the volume of an
object means to find the object means to find the
number of cubic units it number of cubic units it
contains or holds contains or holds
Lead them to state the Lead them to state the
formula for the volume of a formula for the volume of a
rectangular prism as rectangular prism as
V = l x w x h. V = l x w x h.
number of unit cubes in the number of unit cubes in the
solid figure. Mention the solid figure. Mention the
correct label (cubic units). correct label (cubic units).
pupils the volume of the pupils the volume of the
cube. cube.
Ask: Without actually Ask: Without actually
counting the number of unit counting the number of unit
cubes, how can you find the cubes, how can you find the
21
volume of the cube? What volume of the cube? What
formula can we use to find formula can we use to find
the number of cubic units in the number of cubic units in
it? it?
Try to elicit from the Try to elicit from the
pupils that to find the pupils that to find the
volume of a cube, the volume of a cube, the
length of its length of its
side is multiplied by itself side is multiplied by itself
three times. three times.
Lead them to state the Lead them to state the
formula for the volume of a formula for the volume of a
cube as cube as
V=SxSxS or V= V=SxSxS or V=
S³ S³
Let pupils apply the rule by Let pupils apply the rule by
actually measuring and actually measuring and
finding the volume of some finding the volume of some
rectangular prisms and cube rectangular prisms and cube
inside the room. inside the room.
Present situations like how Present situations like how
much water does it take to fill much water does it take to fill
the aquarium, how far does the aquarium, how far does
it take to run around the it take to run around the
park, etc. and distinguish park, etc. and distinguish
perimeter/circumference perimeter/circumference
from area and volume. Elicit from area and volume. Elicit
similar applications of similar applications of
volume in daily life volume in daily life
situations. situations.
21
E. Discussing new concepts Group the class into four. Let Group the class into four. Let Group the pupil into four Group the pupil into four
and practicing new skills working team and let them working team and let them
them perform the give them perform the give
#2 do the tasks. do the tasks.
activity. activity.
Give the appropriate unit of Give the appropriate unit of
measure to be used in measure to be used in
finding the volume of(Select finding the volume of(Select
from the given choices: from the given choices:
mm , cm , dm , m ) :
3 3 3 3
mm3, cm3, dm3, m3) :
a) room a) room
b) shoe box b) shoe box
c) globe c) globe
d) refrigerator d) refrigerator
e) ice cream cone e) ice cream cone
F. Developing mastery Ask the groups to present Ask the groups to present Ask the groups to present Ask the groups to present
3) and discuss their answers on and discuss their answers on and discuss their answers on and discuss their answers on
the board. the board. the board. the board.
Expected answer: Expected answer:
a) room m 3
a) room m3
b) shoe box cm3 b) shoe box cm3
c) globe cm3 c) globe cm3
d) refrigerator dm3 d) refrigerator dm3
e) ice cream cone cm3 e) ice cream cone cm3
f) dice mm3 f) dice mm3
G. Finding practical Ask pupils to work on Ask pupils to work on Answer the exercises A and B Answer the exercises A and B
applications of concepts exercises A under Get exercises A under Get under Keep Moving on page under Keep Moving on page
and skills in daily living Moving on pages 1 LM Math Moving on pages 1 LM Math
Grade 5. Grade 5. 2 and 3 of LM Math Grade 5. 2 and 3 of LM Math Grade 5.
Check on the pupils’ answers. Check on the pupils’ answers.
H. Making generalizations What do you call the capacity What do you call the capacity How can you find the volume How can you find the volume
of things or the total space of things or the total space of a cube and a rectangular of a cube and a rectangular
the lesson
21
within a 3-dimensional within a 3-dimensional prism? prism?
figure? figure? The formula in finding the The formula in finding the
What unit of measure will you What unit of measure will you Volume of a cube is; Volume of a cube is;
use in measuring volume? use in measuring volume? Volume = side x side x side Volume = side x side x
Volume is the amount of Volume is the amount of or V = S x S x S or V = S3 side or V = S x S x S or V
space occupied by a space space occupied by a space In rectangular prism we = S3
figure. figure. need L = Length, W = Width In rectangular prism we
Volume measured in cubic Volume measured in cubic and H need L = Length, W = Width
units, such as units, such as = Height, the formula in and H
cubic centimeter (cm )
3
cubic centimeter (cm )
3
finding the Volume of a = Height, the formula in
cubic meter (m ) 3
cubic meter (m ) 3
rectangular prism is; finding the Volume of a
cubic millimeter (mm )
3
cubic millimeter (mm )
3
Volume = Length x Width x rectangular prism is;
cubic decimeter (dm )3
cubic decimeter (dm )3
Height V = L x W x H Volume = Length x Width x
Volume is measured in Height V = L x W x H
cubic units, such as cubic Volume is measured in
centimeters ( cm3), cubic cubic units, such as cubic
meters (m ), and millimeters
3
centimeters ( cm3), cubic
(mm3) meters (m3), and millimeters
(mm3)
21
I. Evaluating learning Use cm3, m3, dm3 to tell Use cm3, m3, dm3 to tell Draw the figure with their Draw the figure with their
which cubic unit of measure which cubic unit of measure measurements and find their measurements and find their
is appropriate to be used. is appropriate to be used. volume. volume.
a) box of chocolate a) box of chocolate L = 9 mW = 4 m L = 9 mW = 4 m
b) tent b) tent H=3m H=3m
c) glass c) glass L = 10 m W = 7 L = 10 m W = 7
d) gymnasium d) gymnasium m H = 15 m H = 15
e) math book e) math book m m
L = 14 m W = 10 m L = 14 m W = 10 m
H=9m H=9m
S = 12 cm S = 12 cm
S = 7 cm S = 7 cm
J. Additional activities for Give the cubic unit of Give the cubic unit of Draw the figure with their Draw the figure with their
21
application or measure for finding the measure for finding the measurements and find their measurements and find their
remediation
volume of the following: volume of the following: volume. volume.
a) a box 44 cm by 9 cm by a) a box 44 cm by 9 cm by L=2m W = 3 m L=2m W = 3 m
6 cm 6 cm H=4m H=4m
b) a room 4m by 5m by 6 m b) a room 4m by 5m by 6 m L = 11 m W = L = 11 m W =
c) a cabinet 1.2 m by 0.9 c) a cabinet 1.2 m by 0.9 2m H=5m 2m H=5m
m by 0.5 m m by 0.5 m S = 10 cm S = 10 cm
d) a ball with radius 10 cm d) a ball with radius 10 cm
e) a cylindrical tank 25 dm e) a cylindrical tank 25 dm
long and radius 8 dm long and radius 8 dm
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
21
Time

I. OBJECTIVES Converts cu.cm to cu.m and vice versa; cu.cm to L and vice versa
21
C. Learning
Competencies/Objectives converts cu. cm to cu. m and converts cu. cm to cu. m and finds the volume of a given finds the volume of a given
Write the LC code for vice versa; cu.cm to L and vice versa; cu.cm to L and cube and rectangular cube and rectangular
each vice versa. vice versa. prism using cu. cm and cu. prism using cu. cm and cu.
m. m.
M5ME-IVd-80 M5ME-IVd-80
M5ME-IVd-81 M5ME-IVd-81
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages Curriculum Guide in Math Curriculum Guide in Math Curriculum Guide in Math Curriculum Guide in Math
5 M5ME-IVd-80 5 M5ME-IVd-80 5 M5ME-IVd-81 5 M5ME-IVd-81
Ateneo Lesson Guide Grade 5 Ateneo Lesson Guide Grade 5 Ateneo Lesson Guide Grade 5 Ateneo Lesson Guide Grade 5
p.395
p.392 p.392 p.395
(LR) portal
B. Other Learning Resources flash cards, pocket chart, flash cards, pocket chart, flash cards, model cubes flash cards, model cubes and
problem written on the chart. problem written on the chart. and rectangular prisms set, rectangular prisms set,
problem written on the chart. problem written on the chart.
IV. PROCEDURES
21
A. Reviewing previous Give the Give the Find the area of the following Find the area of the following
equivalent: equivalent: figures. Write the answer on figures. Write the answer on
the new lesson
Conversion of Conversion of your notebook. your notebook.
linear measure. linear measure.
6cm= mm 6cm= mm
5m= cm 5m= cm
dm= 4m dm= 4m
cm= 9dm cm= 9dm
dm= 3m dm= 3m
B. Establishing a purpose for Converts cu.cm to cu.m and Converts cu.cm to cu.m and Finds the volume of a Finds the volume of a
the lesson given cube and given cube and
vice versa; cu.cm to L and vice versa; cu.cm to L and
rectangular prism using rectangular prism using
vice versa vice versa cu.cm and cu.m cu.cm and cu.m
C. Presenting A truck delivers sand A truck delivers sand Show a transparent plastic Show a transparent plastic
examples/instances of the weighing 54000 dm or L,
3
weighing 54000 dm or L,
3
container filled with balls. container filled with balls.
new lesson
what is the weight of the what is the weight of the Ask pupils to guess the Ask pupils to guess the
sand in cubic metre (m )? In 3
sand in cubic metre (m )? In 3
number of balls inside the number of balls inside the
cubic centimetre (cm ) ? 3
cubic centimetre (cm ) ? 3
container. Let a volunteer container. Let a volunteer
count the balls to find out the count the balls to find out the
What is asked in the answer. Elicit from them how answer. Elicit from them how
problem? What are given? they can make a good guess they can make a good guess
What must we know to be
What must we know to be of the total number of balls. of the total number of balls.
able to change 54000 dm3 to
able to change 54000 dm to 3
Relate this to the concept of Relate this to the concept of
cubic centimetres and to
cubic centimetres and to volume. volume.
cubic metre?
cubic metre?
Which is larger a cubic
Which is larger a cubic
decimetre or a cubic
decimetre or a cubic
centimetre?
centimetre?
How many cubic centimetres
How many cubic centimetres
are there in cubic decimetres
are there in cubic decimetres
or L ? or L ?
21
To change cubic decimetre To change cubic decimetre
to cubic centimetre we to cubic centimetre we
multiply by 1000. multiply by 1000.
Since: 1dm=10cm Since: 1dm=10cm
Therefore: 1dmx1dmx1dm= Therefore: 1dmx1dmx1dm=
10cm x 10cm x 10cm 10cm x 10cm x 10cm
Thus, 1dm = 1000cm
3 3
Thus, 1dm3 = 1000cm3
54000 dm3 = cm3 54000 dm3 = cm3
54,000x1,000 = 54,000,000 54,000x1,000 = 54,000,000
cm 3
cm3
How will you compare cubic How will you compare cubic
decimetres to cubic metres? decimetres to cubic metres?
Since a cubic metre is larger Since a cubic metre is larger
thana cubic decimetre, we thana cubic decimetre, we
divide by 1000. Using divide by 1000. Using
conversion 1m = 1000dm3 3
conversion 1m3= 1000dm3
54000dm3= 54m3 54000dm3= 54m3
1000 1000
D. Discussing new concepts Group the pupils into three Group the pupils into three Using concrete objects Using concrete objects
and practicing new skills working teams and have Let a pupil fill a rectangular Let a pupil fill a rectangular
working teams and have
#1 them perform the task.
them perform the task. box with cubes. box with cubes.
Ask the pupils the following Ask the pupils the following
questions: questions:
How many cubes did it take How many cubes did it take
to fill the prism? to fill the prism?
How many cubic units is the How many cubic units is
length/ the width? the the length/ the width? the
height? height?
Define these situations as Define these situations as
finding the volume of solids. finding the volume of solids.
21
number of cubic units used number of cubic units used
to fill up a space. Use correct to fill up a space. Use correct
unit of measure. unit of measure.
pupils the volume of pupils the volume of
Let them state the formula Let them state the formula
for the volume of a for the volume of a
rectangular prism as rectangular prism as
V=lxwxh. V=lxwxh.
E. Discussing new concepts How do we change and How do we change and Solve for the volume of Solve for the volume of
and practicing new skills convert a smaller unit to a convert a smaller unit to a these rectangular prisms, these rectangular prisms,
#2
higher unit? higher unit? given their measurements. given their measurements.
when converting from larger when converting from larger l=9m l=9m
unit to a smaller unit, use unit to a smaller unit, use s=12cm s=12cm
multiplication multiplication w=4m w=4m
when converting from a when converting from a h=3m h=3m
smaller to a larger unit, use smaller to a larger unit, use l= 10cm l= 10cm
division division s=6m s=6m
w=7cm w=7cm
h=15cm h=15cm
l=14 m l=14 m
w=10m w=10m
h=9m h=9m
F. Developing mastery Group Activity Group Activity What is volume? What is volume?
3) What is the formula in finding What is the formula in finding
the volume of a cube? the volume of a cube?
Rectangular prism? Rectangular prism?
22
G. Finding practical Discuss the presentation. Discuss the presentation. Discuss the presentation. Discuss the presentation.
applications of concepts On page of LM Math On page of LM Math On page of LM Math On page of LM Math
Grade V, Grade V, Grade V, Grade V,
Have the pupils solve the Have the pupils solve the
Supply the missing number. Supply the missing number.
1. 6700 dm = 3
m 3
1. 6700 dm3= m3
2. 28 dm3= cm3 2. 28 dm3= cm3
3. 11500 cm3 = m3 3. 11500 cm3 = m3
4. 4 m =
3
cm3
4. 4 m =
3
cm3
5. 8m3 = dm3 5. 8m3 = dm3
H. Making generalizations In converting from a larger In converting from a larger Volume of a rectangular Volume of a rectangular
unit to a smaller unit, use unit to a smaller unit, use prism= L X W X H prism= L X W X H
the lesson
multiplication multiplication Volume of a cube=S X S X S Volume of a cube=S X S X S
In converting from a smaller In converting from a smaller or S 3
or S3
to a larger unit, use division to a larger unit, use division
I. Evaluating learning Change to smaller units. Change to smaller units. Draw the figure with their Draw the figure with their
1. 15 cm = 3
1. 15 cm =
3
measurements and find their measurements and find
mm 3
mm 3
volume. their volume.
2. 61 dm3= 2. 61 dm3=
1. l=4m 6. l=4m
cm3 cm3 w=1m w=1m
3. 64 cm3 = 3. 64 cm3 = h=3m h=3m
dm3 dm3
2. s=14cm 7. s=14cm
4. 25 cm3= 4. 25 cm3=
mm3 mm3
5. 87 dm3= 5. 87 dm3= 3. 3=20cm 8. 3=20cm
cm3 cm 3
4. l=8cm 9. l=8cm
w=3cm w=3cm
h=10cm h=10cm
22
5. s=12cm 10. s=12cm
J. Additional activities for Change these units to larger Change these units to larger Measure object at home Measure object at home
application or and find their volume. and find their volume.
or smaller units: or smaller units:
remediation
1.7cm =
3
mm 3
1.7cm3= mm3
2. 5000 dm3= m3 2. 5000 dm =
3
m3
3. 5m3 = cm3 3. 5m3 = cm3
4. 20000 cm3 = m3 4. 20000 cm3 = m3
5. 17m3= dm3 5. 17m3= dm3
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
22
Teaching Dates and February 27-March 3, 2017 Quarter
Time

I. OBJECTIVES Estimate and use appropriate units of measure for volume
C. Learning
Competencies/Objectives estimates and uses estimates and uses solves routine and non- solves routine and non-
Write the LC code for appropriate units of measure appropriate units of measure routine problems involving routine problems involving
each for volume. for volume. volume of a cube and volume of a cube and
rectangular prism in real-life rectangular prism in real-life
M5ME-IVd-82 M5ME-IVd-82 situations using appropriate situations using appropriate
strategies and tools. strategies and tools.
M5ME-IVe-83 M5ME-IVe-83
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages Curriculum Guide in Math 5 Curriculum Guide in Math 5 Mathematics for a better life Mathematics for a better life
22
M5ME-IVd-82 M5ME-IVd-82 5, pages 264-265 5, pages 264-265
Ateneo Lesson Guide Grade 5 Ateneo Lesson Guide Grade 5 Guide in Elementary Guide in Elementary
p.399 p.399 Mathematics Grade VI pages Mathematics Grade VI pages
403 and 405 403 and 405
Curriculum Guide 5, Curriculum Guide 5,
(LR) portal
B. Other Learning Resources flash cards, model cubes and flash cards, model cubes and meter stick, ruler, manila meter stick, ruler, manila
paper and marker pen paper and marker pen
rectangular prisms set, rectangular prisms set,
aquarium. aquarium.
IV. PROCEDURES
A. Reviewing previous Find the volume of these Find the volume of these Have a review on estimating Have a review on estimating
prisms. prisms. and using appropriate units and using appropriate units
the new lesson
1. L=9m 2. L=9m of measure for volume. of measure for volume.
W=6m W=6m
H =3m H =3m
B. Establishing a purpose for Estimate and use Estimate and use Group the pupils into four. Group the pupils into four.
the lesson
appropriate units of measure appropriate units of measure Give each group a set of Give each group a set of
for volume for volume steps in solving problems. steps in solving problems.
Let them arrange the steps in Let them arrange the steps in
correct order. correct order.
(This can be done in the form (This can be done in the form
of game) of game)
Example: What operation is Example: What operation is

needed to solve the needed to solve the
problem? What are the given problem? What are the given
facts? facts?
What is the correct number What is the correct number
22
sentence? sentence?
What is being asked? What is being asked?
C. Presenting Show a rectangular prism to Show a rectangular prism to Present these problems. Present these problems.
examples/instances of the A swimming pool is 12 m A swimming pool is 12 m
each group and guess which each group and guess which
new lesson
has the greatest or least has the greatest or least long, 9 m wide, and 1.85 m long, 9 m wide, and 1.85 m
deep. How much water can it deep. How much water can it
volume. volume.
hold? hold?
Ask: What is the shape Ask: What is the shape

of the swimming pool? of the swimming pool?
Call a pupil to draw the figure Call a pupil to draw the figure
of the swimming pool and put of the swimming pool and put
the dimensions. the dimensions.
How will you solve the How will you solve the
problem? problem?
D. Discussing new concepts Using concrete object Using concrete object Let pupils solve the problem Let pupils solve the problem
(present an (present an aquarium) by pairs. by pairs.
#1
aquarium) An aquarium is 35 cm. long, Problem A Problem A
An aquarium is 35 cm. long, 25 cm wide and 33 cm high Solution: Use the 4-step Solution: Use the 4-step
25 cm wide and 33 cm high is to be filled with water. plan in solving the problem. plan in solving the problem.
is to be filled with water. How many cubic centimetre
How many cubic centimetre of water will be needed?
of water will be needed? 1. What is asked in
1. What is asked in the problem?
the problem? 2. What data are given?
2. What data are given? 3. Is the unit of measure
3. Is the unit of measure appropriate with the data
appropriate with the data given?
given?
22
E. Discussing new concepts Group the pupils. Give Group the pupils. Give Call some pupils to show Call some pupils to show
and practicing new skills rectangular prism to each rectangular prism to each their solutions and their solutions and
#2
group. group. answers on the board. answers on the board.
Have each pupil first guess Have each pupil first guess Ask: How did you solve the Ask: How did you solve the
22
which prism has the which prism has the problem? problem?
greatest and which prism greatest and which prism
has the least volume. has the least volume.
Give the unit of measure Give the unit of measure
to be used. Have the to be used. Have the
students estimate the students estimate the
volume of the volume of the
rectangular prisms. rectangular prisms.
F. Developing mastery What is volume? What is volume? the presentation under the presentation under
(Leads to Formative Assessment Explore and Discover on Explore and Discover on
3) How do we estimate volume How do we estimate volume
page , LM Math Grade 5. page , LM Math Grade 5.
of a prism? of a prism?
G. Finding practical Discuss the presentation. Discuss the presentation. Let the pupils do the activity Let the pupils do the
applications of concepts under Get Moving on page activity under Get Moving
On page of LM Math On page of LM Math
and skills in daily living , LM Math Grade 5. on page
Grade V, Grade V, , LM Math Grade 5.
Have the pupils solve the Have the pupils solve the
Write the best unit of Write the best unit of
measure to find the measure to find the
volume of the following: volume of the following:
(mm , cm , dm , m )
3 3 3 3
(mm3, cm3, dm3, m3)
1. water in a 1. water in a
rectangular pool rectangular pool
2. an ice before it melts 2. an ice before it melts
3. a dice 3. a dice
4. a blackboard eraser 4. a blackboard eraser
5. oil in a rectangular 5. oil in a rectangular
box box
H. Making generalizations How do we use appropriate How do we use appropriate Ask the following questions: Ask the following questions:
and abstractions about unit of measure for volume? unit of measure for volume? How do you solve problems How do you solve problems
the lesson
How do we estimate How do we estimate involving a cube or a involving a cube or
volume? volume? rectangular prism? a rectangular
What are the steps in solving prism?
22
word problems? What are the steps in solving
word problems?
22
I. Evaluating learning Answer the following: Answer the following: Let the pupils solve the Let the pupils solve the
1. Marilou’s sewing 1. Marilou’s sewing following problems: following problems:
box is 3 dm long, box is 3 dm long, A flower box is 4.3 m long, A flower box is 4.3 m long,
2.5 dm wide and 4.3 2.5 dm wide and 4.3 0.6 wide, and 0.53 m high. 0.6 wide, and 0.53 m high.
dm high. What is its dm high. What is its How many cubic meters of How many cubic meters of
volume? volume? soil will fill the box? soil will fill the box?
2. Find the volume of a 2. Find the volume of
A rectangular container is 0.4 A rectangular container is 0.4
closet which is 2.5 a closet which is
m long, 0.3 m wide and 1 m m long, 0.3 m wide and 1 m
m long, 5m and 2m 2.5 m long, 5m and
high. What is its volume in high. What is its volume in
high 2m high
cubic centimeters? cubic centimeters?
A water tank is 0.8 m long, A water tank is 0.8 m long,
0.6 m wide and 1 m high. If 0.6 m wide and 1 m high. If
the tank is half full, how the tank is half full, how
many cubic centimeters of many cubic centimeters of
water does it hold? water does it hold?
J. Additional activities for Draw the figure with their Draw the figure with their Analyze then solve the Analyze then solve the
application or measurements and find their measurements and find problems. problems.
remediation
volume. their volume. A box of milk is 9 cm long, 8 A box of milk is 9 cm long, 8
1. l=9m 1. l=9m cm wide and 18 cm high. Find cm wide and 18 cm high. Find
w=4m w=4m
its volume? its volume?
h=6m h=6m
Each book of a set of Each book of a set of
2. s=18cm 2. s=18cm
encyclopedia measures 2.85 encyclopedia measures 2.85
dm by 2.15 dm by 0.4 dm. dm by 2.15 dm by 0.4 dm.
3. 3=30cm 3. 3=30cm
The encyclopedia has 19 The encyclopedia has 19
4. l=12cm 4. l=12cm books. What is the total books. What is the total
w=5cm w=5cm volume of all 19 books? volume of all 19 books?
h=8cm h=8cm The toy hat of Alex is in the The toy hat of Alex is in the
shape of a cone. Its base shape of a cone. Its base
5. s=14cm 5. s=14cm 2 2
area is 72 cm and its area is 72 cm and its
22
height is 21 cm. What is its height is 21 cm. What is its
volume? volume?
V. REMARKS
VI. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for remediation
who scored
below 80%
J. Did the remedial lessons
lesson
K. No. of learners who continue
L. Which of my teaching
did these work?
M. What difficulties did I
solve?
N. What innovation or localized
other teachers?

Teaching Dates and March 6- 10, 2017 Quarter
Time

I. OBJECTIVES Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real-life situations
23
C. Learning creates problems (with creates problems (with reads and measures reads and measures
Competencies/Objectives reasonable answers) reasonable answers) temperature using temperature using
Write the LC code for involving volume of a cube involving volume of a cube thermometer (alcohol and/or thermometer (alcohol and/or
each and rectangular prism in and rectangular prism in digital) in degree Celsius. digital) in degree Celsius.
real situation real situation
M5ME-IVf-85 M5ME-IVf-85
M5ME-IVe-84 M5ME-IVe-84
II. CONTENT Measurement Measurement Measurement measurement
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages Mathematics for a better life Mathematics for a better life K to 12 Curriculum for Grade K to 12 Curriculum for
5, pages 264-265 5, pages 264-265 5, M5ME-IVf-85 Grade 5, M5ME-IVf-85
Guide in Elementary Guide in Elementary Lesson Guide in Math V Lesson Guide in Math V
Mathematics Grade VI pages Mathematics Grade VI pages p.405 Mathematics For a p.405 Mathematics For a
403 and 405 403 and 405 Better Life 5 p. 266- 267 Better Life 5 p. 266- 267
Curriculum Guide 5, Curriculum Guide 5,
(LR) portal
B. Other Learning Resources real object real object real objects real objects
IV. PROCEDURES
A. Reviewing previous Have a review on solving Have a review on solving Give the Give the
problems on volume. problems on volume. equivalent. equivalent.
the new lesson
Ask: What are the steps in Ask: What are the steps in Conversion of Conversion of
solving word problems? solving word problems? linear measure. linear measure.
Let the pupils solve this Let the pupils solve this
23
problem. problem.
Leo has a box measuring 15 Leo has a box measuring 15
cm long, 20 cm wide and 10 cm long, 20 cm wide and 10
cm high. Find its volume? cm high. Find its volume?
B. Establishing a purpose for Creates problems (with Creates problems (with Reads and measure Reads and measure
the lesson reasonable answers) reasonable answers) temperature using temperature using
involving volume of a cube involving volume of a cube
and rectangular prism in real- and rectangular prism in real- thermometer (alcohol and/ or thermometer (alcohol and/ or
life life Digital) in degree Celsius. Digital) in degree Celsius.
C. Presenting Group the pupils into four Group the pupils into four Mother wants to find out if Mother wants to find out if
and let them read the and let them read the her son has a fever. her son has a fever.
new lesson
problem and ask them to problem and ask them to What is the best thing What is the best thing
draw the solid figure draw the solid figure mother can use to find the mother can use to find the
described in the problem. described in the problem. body temperature of her sick body temperature of her
A rectangular garden is 25 A rectangular garden is 25 son? sick son?
cm long, 15 cm wide and 10 cm long, 15 cm wide and 10
cm thick. What its volume? cm thick. What its volume?
Ask: Can you create a Ask: Can you create a
problem on volume similar to problem on volume similar to
the one given? the one given?
Say: This time you will create Say: This time you will create
problems involving the problems involving the
volume of a cube and a volume of a cube and a
D. Discussing new concepts Each group will present the Each group will present the Present a model of an Present a model of an
and practicing new skills solid figure formed. solid figure formed. improvised thermometer. It improvised thermometer. It
#1
Ask: What is asked in the Ask: What is asked in the has a movable red ribbon has a movable red ribbon
problem? problem? which resembles the mercury which resembles the mercury
What are the given data? What are the given data? in an actual thermometer. in an actual thermometer.
What process is needed to What process is needed to Ask: Ask:
23
solve the problem? solve the problem? What does the red ribbon What does the red ribbon
What is the number What is the number represents? represents?
sentence? sentence? Give each group an Give each group an
What is the correct answer? What is the correct answer? improvised thermometer, improvised thermometer,
announce the temperature announce the temperature
readings, readings,
The pupils will reflect it The pupils will reflect it
in their thermometer in their thermometer
model. Check if the model. Check if the
temperature reading temperature reading
each group is each group is
showing is correct. showing is correct.
23
E. Discussing new concepts Divide the class into four Divide the class into four Divide the class into four Divide the class into four
and practicing new skills groups. Let each group groups. Let each group groups. Distribute activity groups. Distribute activity
#2
discuss how they will make a discuss how they will make a sheets in each group. sheets in each group.
problem based on the given problem based on the given Provide group 1 with digital Provide group 1 with digital
situations. The first two situations. The first two thermometer, Group 2 with thermometer, Group 2 with
groups will discuss situation groups will discuss situation set of pictures showing set of pictures showing
1 and the remaining two 1 and the remaining two temperature readings and temperature readings and
groups will focus on situation groups will focus on situation Group 3 using pictorials, Group 3 using pictorials,
2. 2. Group 4 with alcohol Group 4 with alcohol
Situation 1: Situation 1: thermometer. thermometer.
Ana has a front yard Ana has a front yard Group 1 - Using Group 1 - Using
measuring 15 m long and 8 measuring 15 m long and 8 digital thermometer digital thermometer
m wide. m wide. Group 2 - Using pictures Group 2 - Using pictures
She wants to elevate it by She wants to elevate it by of temperature readings of temperature readings
Group 3 - Using pictorials Group 3 - Using pictorials
1 1
meter . meter . Group 4 – Using alcohol Group 4 – Using alcohol
2 2 thermometer thermometer
Let them discuss how they Let them discuss how they
read and measure the read and measure the
Situation 2: Situation 2:
23
Lito’s business is to deliver Lito’s business is to deliver temperature temperature
water to schools. water to schools. Group 1- Measure and read Group 1- Measure and read
Her water tank measures 4 Her water tank measures 4 the pupils body temperature the pupils body temperature
meters long, 2 meters wide, meters long, 2 meters wide, by putting the digital by putting the digital
and 2 meters high. and 2 meters high. thermometer under their thermometer under their
Every morning, he delivers a Every morning, he delivers a armpits. Record and compare armpits. Record and compare
tank full of water to each of tank full of water to each of the results with the other the results with the other
the schools the schools pupils. pupils.
Guide and assist the pupils Guide and assist the pupils Group 2 - Read and record Group 2 - Read and record
when doing the activity. Ask when doing the activity. Ask each thermometer reading each thermometer reading
each group to show its work each group to show its work Group 3 - Give pictures Group 3 - Give pictures
and to explain its output. and to explain its output. and write if it is HOT or and write if it is HOT or
COLD Picture of Baguio COLD Picture of Baguio
city Picture of a dessert city Picture of a dessert
Picture of a glass of Picture of a glass of
cold glass of water cold glass of water
Picture of cup of coffee Picture of cup of coffee
Group 4 - Give 2 glasses Group 4 - Give 2 glasses
of water, one has cold of water, one has cold
water and the other has water and the other has
hot water, using alcohol hot water, using alcohol
thermometer measure the thermometer measure the
temperature of each temperature of each
glasses. Read and record. glasses. Read and record.
F. Developing mastery After the activities are done, After the activities are done, How did you find the activity? How did you find the activity?
3) let the groups post their let the groups post their How were you able to read How were you able to read
created problems from the created problems from the and measure the and measure the
given situations and let given situations and let temperature? Discuss. temperature? Discuss.
them them Emphasize that ◦C is read as Emphasize that ◦C is read as
follow the task below. follow the task below.
23
Read the problem and ask Read the problem and ask “degree Celsius” it is used to “degree Celsius” it is used to
the class to solve the the class to solve the express temperature. Discuss express temperature. Discuss
problem. problem. the difference between an the difference between an
Illustrate and solve the Illustrate and solve the alcohol and a digital alcohol and a digital
problem with its solution. problem with its solution. thermometer. thermometer.
Ask: How did you create Ask: How did you create
problems? problems?
applications of concepts under Explore and under Explore and under Explore and under Explore and
and skills in daily living Discover on page , LM Discover on page , LM
Math Grade 5. Math Grade 5. Discover on page of Discover on page of
LM Math LM Math
Grade 5 Grade 5
H. Making generalizations Ask the following questions: Ask the following questions: Ask the following Ask the following questions:
What did you do to be able to What did you do to be able to questions: What is a What is a temperature?
the lesson
create problems involving the create problems involving the temperature? How can we measure
volume of cube and volume of cube and How can we measure temperature?
a rectangular a rectangular temperature? What are the parts of a
prism? prism? What are the parts of a thermometer?
What are the steps in What are the steps in thermometer? What is the metric unit for
creating problems? creating problems? What is the metric unit for measuring temperature?
measuring temperature?
I. Evaluating learning Let the pupils make Let the pupils make Ask the pupils to find the Ask the pupils to find the
problems involving the problems involving the temperature of the following. temperature of the following.
volume of a rectangular volume of a rectangular A kettle of water was made A kettle of water was made
prism with corresponding prism with corresponding to boil for 5 minutes more to boil for 5 minutes more
answers based on the given answers based on the given than after it reached than after it reached
situations. situations. itsboiling point. What is the itsboiling point. What is the
In constructing a new In constructing a new temperature of the water? temperature of the water?
building, a hole 4 m deep, 10 building, a hole 4 m deep, 10 What is the room What is the room
m wide, and 115 m long was m wide, and 115 m long was temperature if the red temperature if the red liquid
23
dug in the ground. dug in the ground. liquid (mercury) rose to 30◦ (mercury) rose to 30◦ above
A room is 15 m high, 4 m A room is 15 m high, 4 m above the freezing point?
wide and 10 m long. wide and 10 m long. the freezing point?
23
A bar of gold is 25 dm long, 3 A bar of gold is 25 dm long, 3
dm wide, and 2 dm high. dm wide, and 2 dm high.
J. Additional activities for Let the pupils create Let the pupils create Record your body Record your body
application or
problems involving volume, problems involving volume, temperature every hour. temperature every hour.
remediation
then provide solutions. then provide solutions.
Ana’s sewing box is 7 dm Ana’s sewing box is 7 dm
long, 4 dm wide and 3 dm long, 4 dm wide and 3 dm
high. high.
An antique wooden chest is An antique wooden chest is
in the form of a cube. Its in the form of a cube. Its
edge is 20 cm. edge is 20 cm.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
23
Teaching Dates and March 13-17, 2017 Quarter
Time

I. OBJECTIVES Solves routine and non- routine problems involving temperature in real-life
C. Learning estimates the estimates the solves routine and non- solves routine and non-
Competencies/Objectives temperature(e.g. inside the temperature(e.g. inside the routine problems involving routine problems involving
Write the LC code for classroom). classroom). temperature in real-life temperature in real-life
each situations situations
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Grade 5 K to 12 Grade 5 K to 12 Grade 5 K to 12 Grade 5
Curriculum Guide, M5ME- Curriculum Guide, M5ME- Curriculum Guide, M5ME- Curriculum Guide, M5ME-
IVf-87 IVf-87 IVf-8 IVf-8
Lesson Guide Grade 5 Lesson Guide Grade 5 Lesson Guide Grade 5 Lesson Guide Grade 5
page409 page409 page409 page409
Mathematics For A Better Life Mathematics For A Better Life Mathematics For A Better Life Mathematics For A Better Life
5 p.268- 269 5 p.268- 269 5 p.268- 269 5 p.268- 269
23
(LR) portal
B. Other Learning Resources activity sheets, thermometer activity sheets, thermometer improvised thermometer, improvised thermometer,
digital or liquid thermometer, digital or liquid thermometer,
activity sheets/cards activity sheets/cards
IV. PROCEDURES
A. Reviewing previous Identify the part of Identify the part of Review about thermometer. Review about thermometer.
lesson or presenting the thermometer. the thermometer.
the new lesson
B. Establishing a purpose for Estimate the Temperature Estimate the Temperature Solves routine and non- Solves routine and non-
the lesson
(e.g. inside the classroom) (e.g. inside the classroom) routine problems involving routine problems involving
temperature in real-life temperature in real-life
C. Presenting How do you know if you How do you know if you have Give the temperature when Give the temperature when
examples/instances of the have a fever? a fever? the liquid or digital the liquid or digital
new lesson
One has a fever if one’s One has a fever if one’s thermometer is: thermometer is:
body temperature is above body temperature is above at the freezing point of at the freezing point of
the normal body the normal body water 10◦C below the water 10◦C below the
temperature. temperature. normal body temperature normal body temperature
The normal body The normal body 25◦C above the boiling point 25◦C above the boiling point
temperature is 37◦C? temperature is 37◦C? of water of water
What will you do if one of the What will you do if one of the between 30◦C to 40◦C between 30◦C to 40◦C
members of your family has a members of your family has at the boiling point of water at the boiling point of water
fever? a fever?
D. Discussing new concepts Present the situation to the Present the situation to the Show 2 glasses of water, one Show 2 glasses of water, one
class. class. has cold water and the other has cold water and the other
#1
Mother wants to find out if Mother wants to find out if has hot water. has hot water.
her son Rommel has fever. her son Rommel has fever. Let the pupils get the actual Let the pupils get the actual
She got her thermometer She got her thermometer
and found out that the and found out that the temperature of the 2 temperature of the 2
mercury level in the mercury level in the glasses of water. Record glasses of water. Record
thermometer is at 38.5◦C, If thermometer is at 38.5◦C, If
the results. Ask: Which of 2 the results. Ask: Which of 2
the normal body temperature the normal body temperature
is 37.5◦C, how much higher is 37.5◦C, how much higher has a higher temperature? has a higher temperature?
is her son’s temperature than is her son’s temperature than lower temperature? lower temperature?
the normal body the normal body
24
temperature? temperature? How much higher is the How much higher is the
24
Ask: What did Mother wants Ask: What did Mother wants temperature of one glass temperature of one glass
to find out? to find out? than the other? than the other?
What did she do? What did she do? Valuing: Getting the actual Valuing: Getting the actual
What kind of mother is she? What kind of mother is she? temperature of one’s body is temperature of one’s body is
Is your mother as kind as Is your mother as kind as important. important.
Rommel’s mother? Rommel’s mother? Why should we read the Why should we read the
Why is it important to know Why is it important to know thermometer with accuracy? thermometer with accuracy?
one’s temperature? one’s temperature?
Ask: What are the Ask: What are the
given facts? given facts?
What is asked in the What is asked in the
problem? problem?
What operation are you going What operation are you going
to use? to use?
Do we need the exact/ actual Do we need the exact/ actual
answer in the problem? answer in the problem?
What word/s suggests that What word/s suggests that
we need only to estimate? we need only to estimate?
E. Discussing new concepts Say: Estimating is an Say: Estimating is an Present a problem opener. Present a problem opener.
and practicing new skills The weather report in one The weather report in one
educated guess. There are educated guess. There are
#2
newspaper predicted the newspaper predicted the
times when an estimate is times when an estimate is
lowest temperature for the lowest temperature for the
needed and not the actual needed and not the actual day to be 24◦C and the day to be 24◦C and the
one. one. highest at 32◦C. What was highest at 32◦C. What was
the difference in the the difference in the
predicted temperatures for predicted temperatures for
that day? that day?
Marina has a fever. At Marina has a fever. At

12 noon, her temperature 12 noon, her temperature
increased by 1.8◦C from increased by 1.8◦C from
her temperature at 7 A.M. her temperature at 7 A.M.
Then her temperature went Then her temperature went
down by 1,3◦C at 5 P.M. At down by 1,3◦C at 5 P.M. At
11 P.M., 11 P.M.,
24
her temperature rose again her temperature rose again
24
by 1.1 ◦C. If her temperature by 1.1 ◦C. If her temperature
at 11 P.M. was 39.7◦C, what at 11 P.M. was 39.7◦C, what
was her temperature at 7 was her temperature at 7
A.M.? A.M.?
Ask: How are you going to Ask: How are you going to
solve each problem? solve each problem?
F. Developing mastery Ask: How is estimation Ask: How is estimation Group the pupils into four Group the pupils into four
3) done in the solution we have done in the solution we have learning teams. Ask the learning teams. Ask the
in the problem? in the problem? groups to work together in groups to work together in
What was done first to the What was done first to the Solve for the answer to each Solve for the answer to each
numbers? numbers? problem. Give the learning problem. Give the learning
Then, what was cancelled in Then, what was cancelled in teams enough time to do the teams enough time to do the
the rounded numbers? the rounded numbers? task. task.
Then what was done next? Then what was done next? Solution to Problem B : Solution to Problem B :
Say : Now, let us compare Say : Now, let us compare Using the 4- Step Plan Using the 4- Step Plan
the actual answer to the the actual answer to the Understand : Know what is Understand : Know what is
estimated one. estimated one. asked : What was Marina’s asked : What was Marina’s
Ask: Are the difference the Ask: Are the difference the temperature at 7 A.M.? temperature at 7 A.M.?
same or different? same or different?
How near or far is the How near or far is the
estimated answer to the estimated answer to the
What will you do if the What will you do if the
estimated answer is too large estimated answer is too large 39.9◦C - 1.3◦C 39.9◦C - 1.3◦C
or small compared to or small compared to
the actual one? the actual one?
Say: There are times that Say: There are times that
the estimated answer is too the estimated answer is too
long or small if we round long or small if we round
both the numbers to the both the numbers to the
highest highest
24
place value. One way to place value. One way to
24
make our estimated answer make our estimated answer
reasonable or close to the reasonable or close to the
exact answer is by using exact answer is by using
compatible numbers. compatible numbers.
G. Finding practical Let the pupils study Explore Let the pupils study Explore After all groups have After all groups have
and Discover on page and Discover on page presented their output, ask presented their output, ask
of the LM Math Grade of the LM Math Grade these questions. these questions.
4. Emphasize the 4. Emphasize the How did you find the activity? How did you find the activity?
estimating of temperature. estimating of temperature. How were you able to find How were you able to find
the answer to the problem? the answer to the problem?
In how many ways were In how many ways were
you able to arrive at the you able to arrive at the
answer. Discuss with the answer. Discuss with the
pupils the ways on how they pupils the ways on how they
were able to solve for the were able to solve for the
answer to The problems. ( answer to The problems. (
Use the 4- step plan and Use the 4- step plan and
illustrating a diagram) illustrating a diagram)
Ask: Are there was by which Ask: Are there was by which
you can solve the given you can solve the given
problems? problems?
The first problem is an The first problem is an
example of a routine example of a routine
problem. Routine problem problem. Routine problem
solving concerns solving solving concerns solving
problems that are useful for problems that are useful for
daily living ( in the present or daily living ( in the present or
future). future).
The second problem is an The second problem is an
example of a non routine example of a non routine
24
problem. Non routine problem. Non routine
problem solving is mostly problem solving is mostly
concerned with developing concerned with
pupil’s mathematical developing pupil’s
reasoning mathematical reasoning
power and fostering the power and fostering the
understanding that understanding that
mathematics is a creative mathematics is a creative
endeavour. endeavour.
This kind of problem helps This kind of problem helps
the teacher to motivate and the teacher to motivate and
challenge their pupils. challenge their pupils.
Some strategies used in Some strategies used in
this kinds of problem are this kinds of problem are
Guess and Check, Drawing Guess and Check, Drawing
Diagram, Diagram,
Using patterns, Working Using patterns, Working
Backwards. Backwards.
H. Making generalizations Lead the pupils to Lead the pupils to Lead the pupils to give the Lead the pupils to give the
generalize as follows. generalize as follows. generalization by asking generalization by asking
the lesson
To estimate temperature, To estimate temperature, How do you solve routine How do you solve routine
round the number to the round the number to the and non- routine word and non- routine word
highest place value and use highest place value and use
compatible numbers for the compatible numbers for the problem solving involving problem solving involving
number to be estimated. This number to be estimated. This temperature in real life temperature in real life
will make your estimated will make your estimated
temperature reasonable. temperature reasonable. situation? situation?
I. Evaluating learning Estimate the temperature. Estimate the temperature. Solve the following problems: Solve the following problems:
Give the estimated sum Give the estimated sum
or difference. or difference. The recorded temperatures The recorded temperatures
3.5 ◦C higher than normal 3.5 ◦C higher than normal for 5 days were 21◦C, 27◦C, for 5 days were 21◦C, 27◦C,
body temperature body temperature 29.2◦C,29.8◦C and 29.2◦C,29.8◦C and
24
10.5◦C below 0◦C 10.5◦C below 0◦C 30◦C.What was the 30◦C.What was the average
Halfway between 78.6◦C and Halfway between 78.6◦C and average temperature? temperature?
80.2◦C 80.2◦C A freezer is set at 0◦C. Corina A freezer is set at 0◦C. Corina
The sum of 32.4◦C and The sum of 32.4◦C and reset it to 8.5◦C. Did the reset it to 8.5◦C. Did the
33.8◦C 33.8◦C temperature in the freezer temperature in the freezer
The difference between The difference between rise Or drop? By how many rise Or drop? By how many
98.2◦C and 72.8◦C 98.2◦C and 72.8◦C degree? degree?
J. Additional activities for Estimate the temperature by Estimate the temperature by Solve the following Solve the following
application or rounding method. rounding method. problems; show the solution problems; show the solution
remediation
36.2◦C 36.2◦C in your notebook. in your notebook.
43.7◦C 43.7◦C From the normal body From the normal body
19.25◦C 19.25◦C temperature, Joseph’s temperature, Joseph’s
29.2◦C 29.2◦C temperature rose by 2,5◦c temperature rose by 2,5◦c
18.6◦C 18.6◦C due to high fever. What is due to high fever. What is
Joseph’s body temperature? Joseph’s body temperature?
The temperature reading is The temperature reading is
42◦C. It changed to 42◦C. It changed to
53.5◦C.by how much 53.5◦C.by how much
temperature was increased? temperature was increased?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
24
did these work?
solve?
other teachers?

Teaching Dates and March 20-24, 2017 Quarter
Time

I. OBJECTIVES Interprets data presented in different kinds of line graphs (single to double-line graph)
A. Content Standards demonstrates understanding demonstrates understanding REVIEW FOURTH PERIODICAL TEST FOURTH PERIODICAL TEST
of area, volume and of area, volume and
temperature. temperature.
B. Performance Standards is able to apply knowledge of is able to apply knowledge of

area, volume and area, volume and
temperature in mathematical temperature in mathematical
problems and real-life problems and real-life
situations. situations.
C. Learning
Competencies/Objectives interprets data presented in interprets data presented in
Write the LC code for different kinds of line graphs different kinds of line graphs
each (single to double-line graph). (single to double-line graph).
M5SP-IVh-3.5 M5SP-IVh-3.5
II. CONTENT Statistics and probability Statistics and probability
III. LEARNING
RESOURCES
A. References
24
pages
3. Textbook pages K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum
Guide, M5SP-IVh-3.5 Guide, M5SP-IVh-3.5
Lesson Guide in Elementary Lesson Guide in Elementary
Mathematics V pp.501-507 Mathematics V pp.501-507
(LR) portal
B. Other Learning Resources Conduct a review on Conduct a review on
interpreting data presented interpreting data presented
in a bar graph. in a bar graph.
IV. PROCEDURES
A. Reviewing previous Conduct a review on Conduct a review on
lesson or presenting interpreting data presented interpreting data presented
the new lesson
in a bar graph. in a bar graph.
B. Establishing a purpose for Interprets data presented in Interprets data presented in

the lesson different kinds of line graphs different kinds of line graphs
(single to double-line graph) (single to double-line graph)
C. Presenting How many of you are How many of you are
observant with the day’s observant with the day’s
new lesson
temperature? temperature?
Why does a weatherman Why does a weatherman
inform us about temperature inform us about temperature
readings? readings?
Why do you think there is a Why do you think there is a
need to check the day’s need to check the day’s
temperature from time to temperature from time to
time? time?
D. Discussing new concepts Present a line graph with Present a line graph with
and practicing new skills complete parts and let the complete parts and let the
#1
pupil interpret the data. pupil interpret the data.
25
Ask: Ask:
What are the parts of a line What are the parts of a line
graph? graph?
Looking at the data, can you Looking at the data, can you
interpret what is presented interpret what is presented
by the graph? How? by the graph? How?
How does a line graph help in How does a line graph help in
data presentation? data presentation?
Is it important to have an Is it important to have an
accurate data? Why? accurate data? Why?
E. Discussing new concepts Group the pupils into five. Group the pupils into five.
and practicing new skills Give activity sheets involving Give activity sheets involving
#2
line graph to each group for line graph to each group for
interpretation. interpretation.
Ask each group to work Ask each group to work
together in interpreting the together in interpreting the
data on the graph. Once data on the graph. Once
finished, the assign member finished, the assign member
will post their work on the will post their work on the
board and discuss their board and discuss their
answer. answer.
F. Developing mastery Each group will present their Each group will present their
3) interpretation of the graph. interpretation of the graph.
Then ask: Then ask:
How did you find the activity? How did you find the activity?
How were you able to How were you able to
interpret the graph? interpret the graph?
Discuss with the pupils how Discuss with the pupils how
to use the data to interpret to use the data to interpret
the graph. the graph.
G. Finding practical Discuss the presentation Discuss the presentation
25
applications of concepts under Explore and Discover under Explore and Discover
on pages of LM Math on pages of LM Math
Grade V. Grade V.
Have the pupilswork on Have the pupilswork on
items under Get Moving and items under Get Moving and
the items under Keep the items under Keep
Moving on pages , LM Moving on pages , LM
Check the pupil’s answers. Check the pupil’s answers.
H. Making generalizations Lead the pupils to give the Lead the pupils to give the
generalization of the lesson generalization of the lesson
the lesson
by asking: What are the parts by asking: What are the parts
of a line graph? Why is it of a line graph? Why is it
useful? How do we interpret useful? How do we interpret
data presented on a line data presented on a line
graph? graph?
I. Evaluating learning Study the line graph, Study the line graph,
and then answer the and then answer the
question below. question below.
What is the title of the graph? What is the title of the graph?
How many mangoes were How many mangoes were
harvested for the first two harvested for the first two
weeks? weeks?
In what week was there the In what week was there the
greatest amount of harvest? greatest amount of harvest?
What is the least amount of What is the least amount of
mango harvested? mango harvested?
What is the total amount of What is the total amount of
harvest for six weeks? harvest for six weeks?
25
J. Additional activities for Make a bar graph on your Make a bar graph on your
25
application or own. own.
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
25

Finding GCF Using Continuous Division

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Finding GCF Using Continuous Division

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GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas

Monday Tuesday Wednesday Thursday Friday

A. Content Standards Weekly Test

2. demonstrates 2. demonstrates 2. demonstrates 2. demonstrates

M5NS-Id-68.2 M5NS-Id-68.2 M5NS-Id-68.2 M5NS-Id-68.2

There are 12 grade V and 18 There are 12 grade V and 18

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

demonstrates demonstrates demonstrates demonstrates

answers. answers. to create. to create.

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

demonstrates demonstrates demonstrates demonstrates

Grace has 4 meters of cloth. Grace has 4 meters of cloth. 5 5

3.) 1/3 ÷ 1/6 6.) 1/3 ÷ 1/6

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

Ask: Can you solve the

I. Evaluating learning Solve the Create a problem using

how many meters of rope Asked: the number of members

will each receive? in each group

J. Additional activities for Solve each problem. Create your own

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

2. demonstrates 2. demonstrates 2. demonstrates 2. demonstrates

How do we compare How do we compare

B. No. of learners who require

Monday Tuesday Wednesday Thursday Friday

2. demonstrates 2. demonstrates 2. demonstrates 2. demonstrates

Ask: Ask: How do we add decimals How do we add decimals

Allow pupils to answer Allow pupils to answer

H. Making generalizations In adding/subtracting In adding/subtracting In adding/subtracting In adding/subtracting

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

Ex.: Ex.: Ask: What is asked in Ask: What is asked in

What information is given in What information is given in

What should be done first What should be done first

About how much will About how much will

( Php13 000 – Php10 900 = ( Php13 000 – Php10 900 =

( Php12 720 – ( Php9 889.99 ( Php12 720 – ( Php9 889.99

Provide each group by Provide each group by

The second pupil writes The second pupil writes

The third pupil gives The third pupil gives

As soon as all members of As soon as all members of

Ayen ordered palabok and Ayen ordered palabok and

Kate gave P 50 for mango Kate gave P 50 for mango

It was Tina’s birthday. She It was Tina’s birthday. She

Shane ran 3.75 km and Shane ran 3.75 km and

Mona bought a watch for Mona bought a watch for

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

2. demonstrates 2. demonstrates 2. demonstrates 2. demonstrates

Station 3 – Addition and Station 3 – Addition and

We taught of the problem we We taught of the problem we