School: MAYURO ELEMENTARY SCHOOL Grade Level: 5

GRADES 1 to 12 Teacher: RIZA S. GUSTE Learning Area: MATH

DAILY LESSON Teaching Dates and
LOG Time: September 4-8, 2023 Quarter: 1 -Week 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Solve routine and Solve routine and non- Solve routine and Solve routine and non- Solve routine and non-routine
non-routine routine problems non-routine routine problems problems involving factors,
problems involving involving factors, problems involving involving factors, multiples, and divisibility rules
factors, multiples, multiples, and factors, multiples, multiples, and divisibility for 2, 3, 4, 5, 6, 8, 9, 10, 11, and
and divisibility rules divisibility rules for 2, and divisibility rules rules for 2, 3, 4, 5, 6, 8, 9, 12.
for 2, 3, 4, 5, 6, 8, 9, 3, 4, 5, 6, 8, 9, 10, 11, for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12.
10, 11, and 12. and 12. 10, 11, and 12.
B. Performance
Objective
C. Learning  Solves routine Solves routine and Solves routine and Solves routine and non- TO GIVE WEEKLY
Competencies and non-routine non-routine problems non-routine routine problems ASSESSMENT
( Write the LC problems involving factors, problems involving involving factors,
code for each) involving multiples, and factors, multiples, multiples, and divisibility
factors, divisibility rules for and divisibility rules for
multiples, and 2,3,4,5,6,8,9,10,11, and rules for 2,3,4,5,6,8,9,10,11, and
divisibility rules 12. (M5NS-Ic-59) 2,3,4,5,6,8,9,10,11, 12. (M5NS-Ic-59)
for and 12. (M5NS-Ic-
2,3,4,5,6,8,9,10,1 59)
1, and 12.
(M5NS-Ic-59)
I. CONTENT Solving Solving Problems on Solving Problems Solving Problems on Solving Problems on Divisibility
( Subject Matter) Problems on Divisibility Rules on Divisibility Divisibility Rules Rules
Divisibility Rules
Rules
II. LEARNINGRES MODULE 2. MODULE 2. MATH 5 MODULE 2. MODULE 2. MATH 5 MODULE 2. MATH 5
OURCES MATH 5 MATH 5
A. References
 1. Teachers Guide
pages
2. Learners
Material Pages
3. Textbook pages
4. Additional
Materials from
LRDMS
B. Other Learning
Resources
III. PROCEDU
RES
A. Reviewing past NEW LESSON Ask Ask Multiple Choice. Write Answer the following questions
lesson or Begin with your answer on your with a Yes or No. Write your
Presenting the new classroom routine: What have you learned What have you notebook. answer in your notebook.
a. Prayer yesterday? learned yesterday? 1. Which of the following ___1. Is 238 divisible by 2?
lesson
numbers is not divisible ___2. Is 660 divisible by 5?
( Drill/Review/ b. Reminder of the
by 2? ___3. Is 530 divisible by 10?
Unlocking of classroom health and a) 22 149 b) 6,486 ___4. Is 93 divisible by 3?
Difficulties) safety protocols c) 3,170 ___5. Is 100 divisible by 10?
c. Checking of 27,126, 87, 651 ___6. Is 1810 divisible by 6?
attendance 2.Which of the following
Which of these numbers is divisible by
d. Quick numbers is divisible
“kumustahan” 10?
by 3, 6, or 9? Justify a) 530 b) 433
your answer. c) 325
Find the divisibility
of the numbers in the 3. Which of the following
following table. numbers is divisible by 5?
Check the a) 9,251 b) 53,760 b)
appropriate column. 654 c) 78,213
write your answers
4) Which of the following
on your notebook. numbers is not divisible
 by 3?
a) 236 b) 27 c)
Table 1 9,285
N Di Di D 5) Which of the following
u vis vi iv numbers is divisible by 9?
m ibl si isi a) 87,651 b) 1, 810
b e bl bl c) 544
e by e e
r 2 by b
5 y
1
0
1
2
8
4
5
1
0
4
2
0

B. Establishing a How many numbers

purpose of the new can be used to divide
lesson 60 evenly or without
(Motivation a remainder?

C. Presenting Our lesson for today Our lesson for today is Our lesson for today Our lesson for today is
Examples/ is Solving Problems Solving Problems on is Solving Solving Problems on
instances of the on Divisibility Rules Divisibility Rules Problems on Divisibility Rules
 new Divisibility Rules
lesson( Presentatio
n)
D. Discussing new Sample Problem: There are two types of To answer the
concepts and word problems you may problem above, we
practicing new Teacher Clea has to encounter. It could be: can apply the
skills no.1. split her class of 36 Polya’s technique in
( Modeling) pupils into different ❖ Routine problems solving word
groups with equal that are useful for daily problem:
numbers of living; or
members. In how Using POLYA’S
many ways can she ❖ Non-routine four-step plan a.
group her pupils problems which are
without excess? mostly concerned with
developing
mathematical reasoning
and fostering an A.Understand:
understanding that
mathematics is a ➢ Know what is
creative endeavor. asked The common
number of trees in
each row

➢ Know what are

given 50 seedlings
of boys 30 seedlings
of girls

B. Plan:

➢ Determine the
operation/method/pr
ocedure to be used
Find the common
 factors by factor
tree method

c. Solve:

➢ Use any method

to solve the problem
Find the common
factors of 50 and 30
E. Discussing new By looking at the Example Example Example
concepts and digits of a large
practicing new number or by doing ➢ 4 – if the number ➢ 8 – if the number ➢ 11 – if the difference of
skills no.2( Guided simple calculations, formed by its last two formed by its last the sum of the odd-
Practice) you can easily tell digits is divisible by 4. three digits is positioned digits (starting
whether a number is Example: 612 is divisible by 8. from the left) and the sum
a factor of a given divisible by 4 because Example: 913 824 is of the even-positioned
number or not. the number formed by divisible by 8, digits (starting from the
Remember that a its last two digits are 12, because the number left) is zero or if it is a
number is divisible which is divisible by 4. formed by its last multiple of eleven.
by: three digits is 824, Examples: 2 376 is
➢ 5 – if its ones digit which is divisible divisible by 11, because (2
➢ 2 – if it is even is either 0 or 5 Example: by 8. + 7) – (3 + 6) = 0. 76 813
and ends in 0, 2, 4, 6, 487 580 is divisible by 5 is divisible by 11, because
or 8 Example: 106 is because it ends in 0. ➢ 9 – if the sum of (7 + 8 + 3) – (6 + 1) = 11,
divisible by 2 its digits is divisible which is a multiple of 11.
because it ends in 6. ➢ 6 – if it is divisible by 9. Example: 9
by 2 and 3 Example: 5 684 is divisible by 9 ➢ 12 – if the sum of its
➢ 3 – if the sum of 652 is even. The sum of because the sum of digits is divisible by 3 and
the digits of the its digits is 5 + 6 + 5 + 2 all its digits is 9 + 6 the number formed by its
number is divisible = 18, which is divisible + 8 + 4 = 27, and 27 last two digits is divisible
by 3 Example: 315 is by 3. So, 5 652 is is divisible by 9. by 4. Example: 324 is
divisible by 3 divisible by 6 because it divisible by 12 because the
because 3 + 1 + 5 = 9 is divisible by both 2 ➢ 10 – if its ones sum of all its digits is 3 +
and 9 is divisible by and 3. digit is zero 2 + 4 = 9, which is
 3. Example: 850 is divisible by 3. Also, the
divisible by 10 number formed by its last
because 850 ends in two digits is 24, which is
0. divisible by 4.
F. Developing
Mastery
(Leads to Formative
Assessment 3.)
( Independent
Practice )
G. Finding practical Delfin is willing to Delfin’s age is less than The Barangay
application of give a reward to 51, so our range is from Youth Officials of
concepts and skills whoever guesses his 1-50. Listing all Purok SONA are
in daily living age this year. His numbers divisible by 12 planning to conduct
(Application/Valui clues state that his within that range, we clean-up drive and
ng) age is divisible by 12 have: tree planting in their
and is multiple of 9, costal area. There
and that he is less 12, 24, 36, 48. are 125 youths who
than 51 years old. are officially
How old is Delfin? Another clue is that, his registered and are
age is a multiple of 9. requested to
Among the four participate the said
a. Understand numbers, we can activity. How many
eliminate 12, 24, and 48 groups could there
• What is asked? because the only be with equal
The age of Delfin number that is multiple number of members
this year of 9 is 36. in a group?
• What are given?
Age is divisible by Answer: Therefore,
12 Age is multiple of Delfin’s age is 36
9 Age is less than 51 Given: 125
registered youth
What strategy can
 we use to solve this Asked: number of
problem? Since there group and equal
are just a few number in each
numbers less than 51 group.
which are divisible
by 12 and 9, we will Solution:
use Listing Method
and Elimination. 125 is divisible by
what number?

By 2, 3, 4, 5,6, 8, 9
and 10?

By 2: even and
number ending in 0,
2, 4, 6, or 8
➢ 125 is not
divisible by 2.

By 3: if the sum of
the digits is
divisible by 3.

➢ 1 + 2 + 5 = 8 is
not divisible by 3.
H. Making
Generalization
and abstraction Non-routine
about the problems can be
lesson( Generaliza done without using a
tion) standard procedure.
They can be solved
by drawing a picture,
using a number line,
 acting-out, making a
table, and many
others.
I. Evaluating Directions: Solve the 1) How many whole Directions: Solve Direction: Solve the
learning following problems numbers among the the following problem below.
involving factors, given numbers are problems. Use a
multiples, and divisible by 2? by 5? by separate sheet of
divisibility rules for 10? paper.
2, 3, 4, 5, 6, 8, 9,
10,11, and 12. Mrs. Velasco plans to
a. Numbers between 86 arrange 27 boys and 18
1) Ruben is 236 and 87 000 1) Joseph planted girls in rows for her seat
arranging 648 tiles b. Numbers between 600 onions equally plan. She wishes to
fitted a bathroom. He 2366 and 8080 in 20 rows. How arrange them in such a
wants to put the many onions were way that only boys or girls
same number of tiles 2) What is the biggest planted in each will be there in a row.
on each row. How three-digit multiple of 2 row? If Joseph Find the common number
many tiles can that you can think of decided to plant at of students that could be
Ruben put on each that uses the digits 5 and least 10 onions in arranged in a row.
row? 8? Show your answer each row, will it still
A. 5 B. 11 C. 10 D. using any method. be distributed 1) Using the four-step plan
12 equally? (Routine)
3) What is the largest
2) Tessa is possible five-digit Understand: a. Understand: Know what
organizing 990 number divisible by 12 is asked
blocks into boxes at that you can make from Plan: _____________________
the toy store. She the digits 1,2, 3, 5 and _____________________
needs to put the same one more digit? Solve: Know what is/are given
number of blocks in _____________________
each box without any Check and look ____________________
leftover blocks. How back:
many boxes would b. Plan: Determine the
Tessa use for the operation/ method/
blocks? procedures to be used
 _____________________
A. 4 B. 10 C. 12 D. _____________________
8 _________________

3) Around 420 c. Solve: Use the method

players joined in the to solve the
volleyball problems______________
tournament. Each ___________
team should have the
same number of d. Check and look back:
players. How many _____________________
players could there _________________
be on a team?

A. 8 B. 9 C. 11 D. 12

4) David’s little
sister is playing with
blocks. She wants to
put all 63 of her
blocks into stacks
with the same
number of blocks in
each stack. How
many blocks could
David’s sister put
into a stack?

A. 4 B. 6 C. 9 D. 10
J. Additional
activities for
application and
remediation( Assig
nment)
IV. REMARKS
V. REFLECTI
ON
A. No. of learner
who earned 80%
B .No. of learner
who scored below
80% ( needs
remediation)
C. No. of learners
who have caught up
with the lesson
D. No of learner
who continue to
require remediation
E. Which of my
teaching strategies
work well? Why?
F. What difficulties
did I encounter
which my
principal
/supervisor can help
me solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share
w/other teacher?
 Prepared by:

RIZA S. GUSTE
Teacher III
Checked :

LUTGARDA B. MAGADIA
Master Teacher I

Noted:

MELINDA C. AGBAY
Principal I