GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas

Teaching Dates and Time Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

A. Content Standards Subtracts fraction and mixed Solves routine and non- routine Solves routine and non- routine Creates problems (with reasonable Weekly Test
fractions without and with problems involving addition and/ or problems involving addition and/ or answers) involving addition and/or
regrouping subtraction of fractions using subtraction of fractions using subtraction of fractions using
appropriate problem solving appropriate problem solving appropriate strategies
strategies and tools. strategies and tools.
B. Performance Standards Subtracting fraction and mixed Solving routine and non- routine Solving routine and non- routine Creating problems (with reasonable
fractions without and with problems involving addition and/ or problems involving addition and/ or answers) involving addition and/or
regrouping subtraction of fractions using subtraction of fractions using subtraction of fractions using
appropriate problem solving appropriate problem solving appropriate strategies
strategies and tools. strategies and tools.
C. Learning Competencies/Objectives Curriculum Guide 5, M5NS-If-85 K to 12 Grade 5 Curriculum Guide K to 12 Grade 5 Curriculum Guide K to 12 Grade 5 Curriculum (M5NS-
Write the LC code for each M5NS-If-87.2 M5NS-If-87.2 If-88.2);

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