School SAN FELIX ELEMENTARY SCHOOL Grade FIVE

Teacher NIMFA L. ASINDIDO Learning Area MATHEMATICS

Daily Lesson Log
Week/Teaching Date JANUARY 8-12, 2024 Quarter 2nd QUARTER
WEEK 9

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of decimals. understanding of decimals. understanding of decimals. understanding of decimals. understanding of decimals.

B. Performance Standards The learner is able to recognize The learner is able to recognize The learner is able to recognize The learner is able to recognize The learner is able to recognize
and represent decimals and represent decimals and represent decimals and represent decimals and represent decimals
in various forms and in various forms and in various forms and in various forms and in various forms and
contexts. contexts. contexts. contexts. contexts.

C. Learning Competencies Finds the missing term in a pair of Finds the missing term in a pair of defines and describes a proportion. recognizes when two quantities are in Weekly quiz
equivalent ratios. equivalent ratios. M5NS-IIj-127 direct proportion
M5NS-IIi-126 M5NS-IIi-126 M5NS-IIj-128

D. Learning Objectives The learners are able to find the missing The learners are able to defines and The learners are able to recognizes when The learners are able to answer the given
term in a pair of equivalent ratios describes a proportion. two quantities are in direct proportion quiz.
The learners are able to find the missing
term in a pair of equivalent ratios

Weekly quiz
II. CONTENT
Recognizing Two Quantities in
( Subject Matter) Finding the Missing Equivalent Finding the Missing Equivalent Defining and Describing
Ratios Ratios Direct Proportion
Proportions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 MELC
K to 12 MELC K to 12 MELC K to 12 MELC K to 12 MELC
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
ADM Module ADM Module ADM Module ADM Module ADM Module
Learning Resource LR portal
B. Other Learning Resources
PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures

IV. PROCEDURE
A. Drill/Reviewing previous Review: Weekly quiz
Lesson or presenting new Review:
Review:
lesson Review:
Find the missing pair of ratios using
the cross multiplication.
Directions: Identify the equivalent and
not equivalent ratios by using
the symbols “=” or "≠”. Write your 1) 4 : 98 = 6 : n
answer on your answer sheet.
2) n : 12 = 12 : 1

To find the missing term for a pair of
equivalent ratios, you need to
B. Establishing a purpose for the master the skills on identifying and
lesson writing equivalent ratios, expressing
ratios in their simplest forms.
Our lesson today is finding the missing
C. Presenting examples/ instances term for a pair of
of the new lesson
equivalent ratios.
D. Discussing new concepts and From the previous lesson, you were
taught on how to identify and write
We discussed yesterday the first method
the we can use in finding the missing
term for a pair of ratios.
Our lesson today is finding the missing
term for a pair of
equivalent ratios applying another
method.
We can also use cross products to find a
missing term in a pair of
Consider this situation:
Let’s take a look at the given situation
below.
Do you have close friends?
⮚ What do you want to do when you are
together?
⮚ What things do you share with your
friends?
⮚ How does it feel when you share
something with your friends?
Read the word problem below. In recognizing two quantities in direct
Sarah loves baking brown cookies. She proportion, you have to take note that for
prepared cookies for her two ratios or two quantities to be
proportionate, they have to be equivalent
friends who visited her. She gave 9
brown cookies to her 3 friends. ratios as well.
How many cookies did each of her
friends get?
1. Who loves to bake brown cookies?
2. How many friends of Sarah visited
her?
3. How many brown cookies does each
friend get?
4. Does her friend have the same number
of brown cookies?
Express the problem as ratios. Direct Proportion
If an increase in one quantity produces a

practicing new skills.#1
E. Discussing new concepts and
practicing new skills #2.
equivalent ratios and how to express
ratios in their simplest forms. This time,
we are going to deal with finding the
missing term for a pair of equivalent
ratios. Equivalent ratios have different
numbers but represent the same
relationship. Remember that in
generating equivalent ratios, we multiply
or divide a counting number to both
terms of a given ratio.
In finding the missing term in a pair of
equivalent ratios, you have to
bear in mind that to complete the
equivalent ratio you have different ways
in finding the unknown value or the
missing piece. We can either use
multiplication or division.
Now, you have to remember that in
ratios, order or the sequence is
considered. As previously discussed, the
order in which we compare quantities is
very important. The amount mentioned
before the word to is always the
equivalent ratios. To find the cross
products of two equivalent ratios, we
multiply the numerator of the first
fraction with that of the denominator of
the second fraction. Do the same with the
other terms. This is Method 2.
Finding the missing term in the given
equivalent ratio using cross
multiplication method.
Notice that:
❖ Two equal ratios form a proportion.
A Proportion is a statement of equality
between two ratios. It can be written in
the following forms:
To identify the form above, a is the first
term; b is the second term; c is
the third term; and d is the fourth term.
❖ The terms a and d are the extremes in
the following proportions. While b and c
are the means.
The following are examples of two ratios
that are proportion:
proportionate increase in another
quantity, then the two quantities are
directly proportional to each other.
On the other hand, if a decrease in one
quantity produces a
proportionate decrease in another
quantity, then the two quantities are
directly proportional to each other.
Let’s consider the given situation above.
The situation tells that the ratio of ground
pork to number of servings in its original
recipe is 10 : 5. As the number of
servings increases, the same goes with
the amount of ground pork. This situation
definitely shows direct proportion!
Based on this figure, you will see that the
number of empanada
increases from 5 servings to 8 servings.
So to make this a direct proportion, the
amount of ground pork will also increase.
Will it be 15 ounces? Let us find out the
value of n or the amount of pork needed
to make 8 servings of empanada.
Let’s consider the examples below for
you to have a deeper
understanding about direct proportion.
numerator or the first element in a ratio.
The amount after the word to is always
the denominator or the second element in
a ratio.

From the given situation above, we can

see that the more the kilos of
rice there is, the longer it will last for 120
families. This situation is an example of a
direct proportion. Take note that the
number of kilos of rice decreased, hence
we expect that the number of weeks to
consume rice will also decrease.

Consider the example below.

Example 1: Consider this: 3 : 5 = n : 30

Step 1: Starting from the known
quantities, think what number
to multiply in the first ratio to get the
number in the second ratio. In
this case the known quantities are 5 and
30 (the second terms of the ratios). The
number that will multiply 5 to get 30 is 6.
Take note that in equivalent ratios, if you
multiply or divide both the numbers of
the ratio by the same number you get an
equivalent ratio.

From the given situation above, we can

see that the more the number
of classes there is, the greater the number
of teachers to handle these classes. This
situation is an example of a direct
proportion. To illustrate this further, we
have:
 Directions: Use the cross-product rule Coding Time!
(Method 2) to find the missing term in Directions: Write DP on the blank
the following pairs of equivalent ratios. provided before the item if the given
The first item is done for your guide. situation tells about direct proportion and
NDP if they do not. The first item is done
for you.
________1. You buy more pencils ---- it
costs you more
F. Developing Mastery
________2. Number of students are more
(Lead to Formative Assessment 3) --- more number of teachers
________3. The more workers in a
certain job, the less number of days to
finish the job.
________4. The shorter the distance
Mario travels, the less time he takes.
________5. The faster you walk, the
shorter the time you get to your
destination.

G. Finding practical application of What do you call a Mathematical

concepts and skills in daily What method will you use in finding the statement saying, when one
What have you learned? What have you learned?
living missing pair of ratio? quantity increases, the other quantity also
increases at the same rate?

What are the steps in What are the steps in

H. Making Generalizations and
Abstraction about the Lesson.
finding the missing term for
a pair of equivalent ratios?
I. Evaluating Learning
Directions: Carefully read each
statement below. Choose the letter that
corresponds to the best answer. Write
the chosen letter on a separate sheet of
paper.
finding the missing term for
a pair of equivalent ratios?
Directions: Draw a dot (•) in
the blank if the given
numbers show a proportion
and an (X) if they do not.
What have you learned?
Directions: In each situation, identify the
two quantities that are in a direct
proportion. Write your answer on the
space provided after each given situation.
The first item is done for you as your
guide.

1.
 2.

3.

J. Additional Activities for

Application or Remediation

V. REMARKS

VI. REFLECTION
A.No. of learners who earned 80% in the ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
evaluation ___ of Learners who earned 80% above

B.No. of learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation who scored activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
below 80%

C.Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson lesson lesson lesson

D.No. of learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation remediation remediation

E.Which of my teaching strategies Strategies used that work well:
worked well? Why did these work? __Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share

F.What difficulties did I encounter which __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension
my principal or supervisor can help me __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
solve?

G.What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to share __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
with other teachers? __Pictures __Pictures __Pictures __Pictures __Pictures
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets
__Math Module __Math Module __Math Module __Math Module __Math Module
__Tarpapel __Tarpapel __Tarpapel __Tarpapel __Tarpapel
__Drill Cards __Drill Cards __Drill Cards __Drill Cards __Drill Cards
__Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation