GRADES 1 to 12 School Grade Level V

DAILY LESSON LOG Teacher Learning Areas MATH

Teaching Dates and Time November 14-18, 2016 Quarter III

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Identifies the base, percentage, and rate in the problem.
A. Content Standards demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of Weekly test
polygons, circles, and solid figures. polygons, circles, and solid figures. polygons, circles, and solid figures. polygons, circles, and solid figures.

B. Performance Standards is able to construct and describe is able to construct and describe is able to construct and describe is able to construct and describe
polygons, circles, and solid figures . polygons, circles, and solid figures . polygons, circles, and solid figures . polygons, circles, and solid figures .

C. Learning Competencies/Objectives draws polygons with 5 or more visualizes congruent polygons.

Write the LC code for each draws polygons with 5 or more sides. visualizes congruent polygons.
sides. M5GE-IIId-22
M5GE-IIIc-21 M5GE-IIId-22
M5GE-IIIc-21

II. CONTENT Geometry Geometry Geometry Geometry

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages K to 12 Curriculum Guide (M5NS-IIIa- K to 12 Curriculum Guide (M5NS-IIIa- K to 12 Curriculum Guide, LM Math
138) Lesson Guide in Mathematics 5 138) Lesson Guide in Mathematics 5 Grade 5 pages
pp. 417 pp. 417 Building New Horizon in Math: A
Lesson Guide in Math 6 p 311 Lesson Guide in Math 6 p 311 Simplified Approach 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
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources hundred grid cardboards, crayons, hundred grid cardboards, crayons, strips of cartolina, flash cards strips of cartolina, flash cards
fraction strips fraction strips

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 and
practicing new skills #1
Concept Development
Material: fraction strips
Mechanics:
a. Form 5 groups.
b. Distribute fraction strips equally
among the groups and place them
face down in a pile.
c. Pupils look at the top card, name
fraction and the name percent for
the fraction.
d. The group with the most number
of correct responses wins the game.
Identifies the base, percentage, and
rate in the problem.
Action Song (Body Exercise)
Tune: Are you Sleeping
Title: Fraction to Percent
(One-fourth) 4x (Twenty-five) 2x
(One-fourth change to percent) 2x
(Twenty-five percent) 2x
One-half = 50%
One-fifth = 20%
Three-fourths = 75%
Two-fifths = 40%
Acting Out: My Favorite Fruit
Mechanics;
1. Divide the class into 8
groups.
2. Teacher will presents a
question: If you were to choose
which fruits would you like to eat
everyday?
3. Each group decides on
their favourite fruit among the fruits
posted on the board.
4. Teacher request the 8
group leaders to stand at the back of
the classroom.
Concept Development
Material: fraction strips
Mechanics:
a. Form 5 groups.
b. Distribute fraction strips equally
among the groups and place them
face down in a pile.
c. Pupils look at the top card, name
fraction and the name percent for
the fraction.
d. The group with the most number
of correct responses wins the game.
Identifies the base, percentage, and
rate in the problem.
Action Song (Body Exercise)
Tune: Are you Sleeping
Title: Fraction to Percent
(One-fourth) 4x (Twenty-five) 2x
(One-fourth change to percent) 2x
(Twenty-five percent) 2x
One-half = 50%
One-fifth = 20%
Three-fourths = 75%
Two-fifths = 40%
Acting Out: My Favorite Fruit
Mechanics;
1. Divide the class into 8
groups.
2. Teacher will presents a
question: If you were to choose
which fruits would you like to eat
everyday?
3. Each group decides on
their favourite fruit among the fruits
posted on the board.
4. Teacher request the 8
group leaders to stand at the back of
the classroom.
a. Divide the class into 4 groups. One
representative from each group
stands at the back of the classroom.
b. Flash the strips of cartolina with a
short problem written on it. The
representative from each group will
identify the missing/unknown
part in the problem.
c. The first one who gives the correct
answer will get the point.
d. The game continues until all the
pupils from each group have
participated.
e. The group with the most number
of points wins.
Finds the percentage in given
problem.
What’s your target score in a 20-
item test? What passing grade is it?
(75%, 80%, 90% or 100%? The pupils
have the freedom to choose.
Ask: Do you study your lesson every
day? Do you listen well and
participate in class discussion?
Ask: Why do you need to study? Will
it help you prepare for your future?
Emphasize the value of being
studious and participative.
Vincent, a boy from a fishing village
is a diligent and studious pupil. He
goes to school and every day and
does his work well. He never skips
studying his lesson every night.
When he took their 50-item quarter
examination he got 96% of it
correctly? What is his score?
Ask:
Who is the boy from the fishing
village?
How is he as a pupil?
Did he do well in school? How do
you know?
a. Divide the class into 4 groups. One
representative from each group
stands at the back of the classroom.
b. Flash the strips of cartolina with a
short problem written on it. The
representative from each group will
identify the missing/unknown
part in the problem.
c. The first one who gives the correct
answer will get the point.
d. The game continues until all the
pupils from each group have
participated.
e. The group with the most number
of points wins.
Finds the percentage in given
problem.
What’s your target score in a 20-
item test? What passing grade is it?
(75%, 80%, 90% or 100%? The pupils
have the freedom to choose.
Ask: Do you study your lesson every
day? Do you listen well and
participate in class discussion?
Ask: Why do you need to study? Will
it help you prepare for your future?
Emphasize the value of being
studious and participative.
Vincent, a boy from a fishing village
is a diligent and studious pupil. He
goes to school and every day and
does his work well. He never skips
studying his lesson every night.
When he took their 50-item quarter
examination he got 96% of it
correctly? What is his score?
Ask:
Who is the boy from the fishing
village?
How is he as a pupil?
Did he do well in school? How do
you know?
 5. As the teacher gives the
signal, the leaders go to the fruit the
fruit chose.
6. The teacher ask the
leaders to explain their choices.
7. Let the pupils form the
ratios for each fruit chosen: number
of groups who chose the fruit
To the total number of
groups.
8. Convert the ratios to
fractions then to percent.
Discussion
a. How many group are
there? 8
b. How many chose
apple? 6
c. How do we write it in
percent? 75%
Say: We can write:
75% of 8 = 6
We deal with the three
elements: rate, base and
percentage:
The relationship among
the three is:
R x B = p or P = R x B
75% is the rate. The
number written with the word
“percent” or with the symbol “%”
It can be expressed as
75
a ratio of fraction 100 .
8 is called the base. The
total or whole and it is the number
that usually follows the phrase
“percent of” or
“% of”.
6 is called percentage. It is
the part of the whole.
We can also use the
Techan’s Triangle to identify rate,
base and percentage.
5. As the teacher gives the How many items is their test? How many items is their test?
signal, the leaders go to the fruit the What rating does Vincent get in the What rating does Vincent get in the
fruit chose. test? Is this a high rating? How do test? Is this a high rating? How do
6. The teacher ask the you know? you know?
leaders to explain their choices. Will you do the same? Why? Will you do the same? Why?
7. Let the pupils form the
ratios for each fruit chosen: number
of groups who chose the fruit
To the total number of
groups.
8. Convert the ratios to
fractions then to percent.
Discussion
a. How many group are
there? 8
b. How many chose
apple? 6
c. How do we write it in
percent? 75%
Say: We can write:
75% of 8 = 6
We deal with the three
elements: rate, base and
percentage:
The relationship among
the three is:
R x B = p or P = R x B
75% is the rate. The
number written with the word
“percent” or with the symbol “%”
It can be expressed as
75
a ratio of fraction 100 .
8 is called the base. The
total or whole and it is the number
that usually follows the phrase
“percent of” or
“% of”.
6 is called percentage. It is
the part of the whole.
We can also use the
Techan’s Triangle to identify rate,
base and percentage.
E. Discussing new concepts and A. Using flashcards. Identify the rate, A. Using flashcards. Identify the rate, Ask the pupils to work in groups in Ask the pupils to work in groups in
practicing new skills #2 base and percentage. base and percentage. solving the problem. solving the problem.

B. Have the pupils work in group. B. Have the pupils work in group.
The teacher gives problem The teacher gives problem
statements wherein the pupils statements wherein the pupils
Identify the rate, base and Identify the rate, base and
percentage: percentage:

Group 1:
Paolo listen very well to the teacher
during the discussion of the lesson.
When they were given a 5-itm test
he got 4 correct answer. He has a
grade of 80%.
Group 1:
Paolo listen very well to the teacher
during the discussion of the lesson.
When they were given a 5-itm test
he got 4 correct answer. He has a
grade of 80%.

Group 2: Group 2:
There are 40 pupils in a class. There are 40 pupils in a class.
Seventy-five percent of them are Seventy-five percent of them are
present. 30 present. 30
pupils are present. pupils are present.

Group 3:
Monique invited 300 kids to her
party. Only 15% of the kids did not
showed up.Forty-five kids did not
attend the party.
Group 3:
Monique invited 300 kids to her
party. Only 15% of the kids did not
showed up.Forty-five kids did not
attend the party.

Group 4: Group 4:

F. Developing mastery
(Leads to Formative Assessment 3)
Shiela got 90% of a 20-item test in
Science. She answers 18 item
correctly.
Let the group present their output.
Check their work one at a time. How
did you find the activity? How can
we identify the rate? base?
Percentage?
Say: We can identify the rate easily
because it is the number with the
symbol % or number with the word
“percent”. Base is the whole number
which you take the percent while
percentage is the part of the whole.
We can also use Techan’s Triangle to
identify the rate, base and
percentage.
Shiela got 90% of a 20-item test in
Science. She answers 18 item
correctly.
Let the group present their output.
Check their work one at a time. How
did you find the activity? How can
we identify the rate? base?
Percentage?
Say: We can identify the rate easily
because it is the number with the
symbol % or number with the word
“percent”. Base is the whole number
which you take the percent while
percentage is the part of the whole.
We can also use Techan’s Triangle to
identify the rate, base and
percentage.
After the group presented and
checked their work, call on the
leader to relate what they have
done to solve the problem.
Ask:
How do we solve for the
percentage?
Did you move the decimal point of
the rate from right to left?
How many move of decimal point do
we move?
After the group presented and
checked their work, call on the
leader to relate what they have
done to solve the problem.
Ask:
How do we solve for the
percentage?
Did you move the decimal point of
the rate from right to left?
How many move of decimal point do
we move?
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Discuss the presentation on Explore
and Discover on page ____ of LM
Math Grade 5.
Ask the pupils to work on items 1 to
10 under Get Moving, on page ___
of LM Math 5
Check the pupils’ answers. For
mastery, have them answer the
items under Keep
Moving on page _____ of LM Math
Grade 5.
Lead the pupils to give the following
generalization by asking:
How can you identify the rate, base
and percentage?
Rate is the number written with the
word “percent”. It is express in
percent form.
Base is the total or whole and it is
the number that usually follows the
phrase “percent”.
Percentage is the part of the whole.
Techan’s Triangle is also used in
identifying rate, base and
percentage.
Identify the rate, base, or
percentage in the following
problems.
1. 50% of 78 = 39
2. 10% of 60 = 6
3. A 20% or P 4 600 is the down
payment for a brand new TV set. The
original price of the TV set is P 23
000.
1 1
4. Carlo invest P 750 000 at 6 2 %
simple interest a year. His interest is
P 48 750.
5. Melissa has 120 kilograms of rice.
Discuss the presentation on Explore
and Discover on page ____ of LM
Math Grade 5.
Ask the pupils to work on items 1 to
10 under Get Moving, on page ___
of LM Math 5
Check the pupils’ answers. For
mastery, have them answer the
items under Keep
Moving on page _____ of LM Math
Grade 5.
Lead the pupils to give the following
generalization by asking:
How can you identify the rate, base
and percentage?
Rate is the number written with the
word “percent”. It is express in
percent form.
Base is the total or whole and it is
the number that usually follows the
phrase “percent”.
Percentage is the part of the whole.
Techan’s Triangle is also used in
identifying rate, base and
percentage.
Identify the rate, base, or
percentage in the following
problems.
1. 50% of 78 = 39
2. 10% of 60 = 6
3. A 20% or P 4 600 is the down
payment for a brand new TV set. The
original price of the TV set is P 23
000.
4. Carlo invest P 750 000 at 6 2%
simple interest a year. His interest is
P 48 750.
5. Melissa has 120 kilograms of rice.
Discuss the presentation under
Explore and Discover of page __, LM
Math Grade 5. Then give these
exercises.
Lead the pupils to generalize as
follows:
In finding the percentage of a given
number follow these steps:
 Find the rate in the given
problem.
 Arrange the numbers in
vertically.
 Move the decimal point of
the given rate twice from
right to left.
 Multiply the numbers
following the steps in
multiplication.
Count the number at the right of the
decimal point which will decide
where to put the corresponding
decimal point
B. Solve the following percentage
problems.
1) Forty-six percent of people
surveyed said that they exercised on
a fairly regular basis. If 12
100 people were surveyed, how
many of them exercise?
2) The price of gasoline decreased
by 18%. If a liter of gasoline sold P
21.15 before
the decrease, what was the
amount of the decrease?
Discuss the presentation under
Explore and Discover of page __, LM
Math Grade 5. Then give these
exercises.
Lead the pupils to generalize as
follows:
In finding the percentage of a given
number follow these steps:
 Find the rate in the given
problem.
 Arrange the numbers in
vertically.
 Move the decimal point of
the given rate twice from
right to left.
 Multiply the numbers
following the steps in
multiplication.
Count the number at the right of the
decimal point which will decide
where to put the corresponding
decimal point
B. Solve the following percentage
problems.
1) Forty-six percent of people
surveyed said that they exercised on
a fairly regular basis. If 12
100 people were surveyed, how
many of them exercise?
2) The price of gasoline decreased by
18%. If a liter of gasoline sold P
21.15 before
the decrease, what was the
amount of the decrease?
 Her mother sold 105 kilograms. Is
she right to tell her mother sold
87.5% of what she sold?
Her mother sold 105 kilograms. Is
she right to tell her mother sold
87.5% of what she sold?
3) In a certain city, about 25% of the
people are between the ages of 20
and 40 years. If the city
population is 1 430 000, how
many people are between those
ages?
3) In a certain city, about 25% of the
people are between the ages of 20
and 40 years. If the city
population is 1 430 000, how
many people are between those
ages?

4) The Jimenez family planned to 4) The Jimenez family planned to

save at least 7.5% of their monthly save at least 7.5% of their monthly
income of P 12 500. How income of P 12 500. How
much did they plan to save? much did they plan to save?

5) Marvin, a basketball player, 5) Marvin, a basketball player,

usually scores 80% of his field shots. usually scores 80% of his field shots.
If he attempted 40 field If he attempted 40 field
shots during a game, how many shots during a game, how many
did he score ? did he score ?

J. Additional activities for application Identify the R, B, and P in the Identify the R, B, and P in the A. Answer the following. A. Answer the following.
or remediation following statement. following statement.
1. 180% of 200 is 360 1. 180% of 200 is 360 1. What is 25% of 4? 1. What is 25% of 4?
2. 35% of 90 is 31.5 2. 35% of 90 is 31.5 2. N is 50% of 2. 2. N is 50% of 2.
3. P 100 is 4% of P2 500 3. P 100 is 4% of P2 500 3. 200 % of 3 is what number? 3. 200 % of 3 is what number?
2 2 4. 75% of 12 is ____? 4. 75% of 12 is ____?
5. 60% of 30 is N. 5. 60% of 30 is N.
4. 51 children, 66 3 % of them are 4. 51 children, 66 3 % of them are 6. 30% of 600 is what number? 6. 30% of 600 is what number?
boys, 34 are boys boys, 34 are boys 7. 230% of 90 is N. 7. 230% of 90 is N.
5. 16 is 20% of 80 5. 16 is 20% of 80 8. 150% of P 400 is _____. 8. 150% of P 400 is _____.
9. 36% of 95 is N. 9. 36% of 95 is N.
10. 48% of 290 is what number? 10. 48% of 290 is what number?
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 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?

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