DAILY LESSON LOG FOR School:
Teacher:
IN-PERSON CLASSES
Teaching Dates: FEBRUARY 13 – 17, 2023 (WEEK 1)
MONDAY
I. OBJECTIVES
a. Content Standards demonstrates understanding of percent.
b. Performance Standards is able to apply percent in mathematical problems and real -life situations
c. Most Essential Learning visualizes percent and its
Competencies (MELCs) relationship to fractions,
ratios, and decimal
numbers using models
(M5NS - IIIa -136)
d. Learning Objectives a. visualize percent and its
relationship to fractions,
ratios, and decimal
numbers using models;
b. write percent in decimal
numbers, ratios, and
fractions; and
c. appreciate the
relationship of percent to
decimal, ratio, and
fractions.
II. LEARNING CONTENT
Visualizing Percent
(Subject Matter)
III. LEARNING
RESOURCES/REFEREN
CES
a. Teacher’s Guide Pages
Grade and Section: V-
Subject: Mathematics
TUESDAY WEDNESDAY
defines percentage, rate or identifies the base,
percent, and base (M5NS- percentage, and rate in a
IIIa-137) problem. (M5NS - IIIa -
138)
a. define percentage, rate, a. identify the base,
and base. percentage, and rate in
word problems;
b. value base, percentage
and rate to understand
daily life experiences; and
c. solve for the base,
percentage and rate.
Defining Percentage, Rate Base, Percentage and
and Base Rate in a Problem
Quarter: 3rd QUARTER
THURSDAY FRIDAY
identifies the base, visualizes percent and its
percentage, and rate in a relationship to fractions,
problem. (M5NS - IIIa - ratios, and decimal
138) numbers using models
(M5NS - IIIa -136)
defines percentage, rate
or percent, and base
(M5NS-IIIa-137)
identifies the base,
percentage, and rate in a
problem. (M5NS - IIIa -
138)
a. identify the base,
percentage, and rate in
word problems;
b. value base, percentage
and rate to understand
daily life experiences; and
c. solve for the base,
percentage and rate.
Base, Percentage and
WEEKLY TEST
Rate in a Problem
b. Learner’s Material
Pages
c. Textbook Pages
d. LRMDS Materials Aralar, N. & Atis, N. Aralar, N. & Atis, N. Cruz, F. (2020). Quarter 3 Cruz, F. (2020). Quarter 3
(SLMs/LASs) (2020). Quarter 3 – (2020). Quarter 3 – – Module 3: Identifying the – Module 3: Identifying the
Module 1: Visualizing Module 1: Visualizing Base, Percentage and Base, Percentage and
Percent [Self-Learning Percent [Self-Learning Rate in a Problem [Self- Rate in a Problem [Self-
Module].Moodle. Module].Moodle. Learning Module].Moodle. Learning Module].Moodle.
Department of Education. Department of Education. Department of Education. Department of Education.
Retrieved (January 14, Retrieved (January 14, Retrieved (January 14, Retrieved (January 14,
2023) from https://r7- 2023) from https://r7- 2023) from https://r7- 2023) from https://r7-
2.lms.deped.gov.ph/moodl 2.lms.deped.gov.ph/moodl 2.lms.deped.gov.ph/moodl 2.lms.deped.gov.ph/moodl
e/mod/folder/view.php? e/mod/folder/view.php? e/mod/folder/view.php? e/mod/folder/view.php?
id=13093 id=13093 id=13093 id=13093

Castro, F. (2021). Castro, F. (2021). Castro, F. (2021). Castro, F. (2021).

Understanding percent, Understanding percent, Understanding percent, Understanding percent,
base and rate [Learning base and rate [Learning base and rate [Learning base and rate [Learning
Activity Sheet]. Activity Sheet]. Activity Sheet]. Activity Sheet].
Department of Education Department of Education Department of Education Department of Education
e. Other Learning PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation,
Resources laptop, SLMs/Learning laptop, SLMs/Learning laptop, SLMs/Learning laptop, SLMs/Learning laptop, SLMs/Learning
Activity Sheets, pens, Activity Sheets, pens, Activity Sheets, pens, Activity Sheets, pens, Activity Sheets, pens,
notebook notebook notebook notebook notebook
IV. PROCEDURES
A. PRELIMINARY a. Greetings
ACTIVITIES b. Checking of Attendance
c. Prayer
d. Singing of National Anthem
e. Exercise
f. Word of the day
g. Spelling
h. Reading
B. Review the previous Directions: Encircle the Directions: Write the Directions: Look at Castro Directions: Mrs. Gomez
lesson/Drill letter of the correct percent equivalent of the Family’s budget for the opens an account in East
answer. shaded part of each grid. month of February. West Bank. She puts a
Answer the questions that principal amount of P15
 1. Which pair of ratios follow. 000 that will earn an
shows a direct proportion? Castro Family Budget interest of P150 after a
A. 6: 15 and 2: 45 month at a rate of 1%
B. 6: 2 and 15: 45 monthly.
C. 2:15 and 6 : 45
D. 45: 2 and 15:6 1. a. What are the given data
Explain your answer: in the problem?
Legend:
Food = ₱ 16 000.00
Transportation = ₱ 8
000.00
Electricity = ₱ 2 000.00 b. Which of the data is the
Internet = ₱ 1 500.00 base? Rate? Percentage?
Savings = ₱ 12 500.00
2.
Find out how many
percent is allocated for:
1) Food
2) Transportation
3) Internet
4) Savings
5) Total budget

3.

4.

C. Establishing a purpose
for the lesson/ Motivation
 What do you observe in 75%

the picture? Do you think How can you relate How can you relate
consumers will save percentage and rate in this percentage and rate in this
money? Why? What do you observe in picture? picture?
the picture?
D. Presenting Percentages are Percentages are Percentages are Percentages are
examples/instances of the frequently used in a frequently used in a variety frequently used in a frequently used in a
new lesson/Motivation variety of contexts. For of contexts. For instance, variety of contexts. For variety of contexts. For
instance, many statistics in many statistics in the instance, many statistics in instance, many statistics in
the media, bank interest media, bank interest rates, the media, bank interest the media, bank interest
rates, retail discounts, and retail discounts, and rates, retail discounts, and rates, retail discounts, and
inflation rates are all inflation rates are all inflation rates are all inflation rates are all
expressed as expressed as expressed as expressed as
percentages. For percentages. For percentages. For percentages. For
understanding the understanding the financial understanding the understanding the
financial aspects of daily aspects of daily life, financial aspects of daily financial aspects of daily
life, percentages are percentages are crucial. life, percentages are life, percentages are
crucial. crucial. crucial.
E. Discussing new You can visualize percent We often encounter We often encounter We often encounter
concepts and practicing and its relationships to percentage, rate and base percentage, rate and base percentage, rate and base
new skills No. 1 fractions, ratios and in daily life. We see in daily life. We see in daily life. We see
decimals. Percent is a percentages as discounts percentages as discounts percentages as discounts
ratio of a number to 100. A in prices of clothes, shoes, in prices of clothes, shoes, in prices of clothes, shoes,
ratio can be written as a meat products, grocery meat products, grocery meat products, grocery
fraction, and a fraction can items and even in fruits. items and even in fruits. items and even in fruits.
be written as a decimal. Percentages are like Percentages are like Percentages are like
So, visualizing percent fractions and decimals. fractions and decimals. fractions and decimals.
using models and They are ways to describe They are ways to describe They are ways to describe
decimals would be very what proportion of a whole what proportion of a whole what proportion of a whole
easy for you. is represented by a is represented by a is represented by a
number. Percentage is a number. Percentage is a number. Percentage is a
term from Latin, meaning term from Latin, meaning term from Latin, meaning

F. Discussing new Visualizing Percent
concepts and practicing “Percent means ‘for every
new skills No. 2 hundred’. It is denoted by
the symbol %.”
Example 1:
There were 100 grade 5
pupils who joined a school
field trip. Of these 25 are
boys. What percent of the
number of pupils who
joined the field trip are
boys?
The number of pupils who
joined the field trip is 100.
Twenty-five are boys.
Twenty-five out of 100 are
boys.
Below is a figure for the
problem. Notice that the
unshaded box stands for a
girl, and the shaded box
stands for a boy.
“out of one hundred”. We “out of one hundred”. We “out of one hundred”. We
can consider a “whole” can consider a “whole” can consider a “whole”
broken up into 100 equal broken up into 100 equal broken up into 100 equal
parts, each part is a single parts, each part is a single parts, each part is a single
percent. Percentage percent. Percentage percent. Percentage
represents a part of the represents a part of the represents a part of the
base. The base is the base. The base is the base. The base is the
number that represents number that represents number that represents
the whole or the 100 the whole or the 100 the whole or the 100
percent. The rate defines percent. The rate defines percent. The rate defines
what part the percentage what part the percentage what part the percentage
is of the base. is of the base. is of the base.
Example 1: There were To aid us in finding the To aid us in finding the
100 grade 5 pupils who terms, we will use the terms, we will use the
joined a school field trip. Teehan’s Triangle below. Teehan’s Triangle below.
Of these 25 are boys.
What percent of the
number of pupils who
joined the field trip are
boys? The number of
pupils who joined the field
trip is 100. Twenty-five are
boys. Twenty-five out of
100 are boys. To solve for the To solve for the
percentage, we use the percentage, we use the
“Percent can also be formula: 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (𝑃) formula: 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (𝑃)
expressed in decimal, ratio = 𝐵𝑎𝑠𝑒 (𝐵) × 𝑅𝑎𝑡𝑒 (𝑅) = 𝐵𝑎𝑠𝑒 (𝐵) × 𝑅𝑎𝑡𝑒 (𝑅)
and fraction.” Percent,
decimals, ratios and To solve for the base, we To solve for the base, we
fractions are different ways use this formula: use this formula:
of representing a part of a
whole. These can be 𝐵𝑎𝑠𝑒 (𝐵) = 𝐵𝑎𝑠𝑒 (𝐵) =
converted to one another. Percentage (P) Percentage (P)
From Example 1, we can Rate (R) Rate (R)
convert percent to
decimal, divide the Then, to solve for the rate, Then, to solve for the rate,
numeral by 100 and drop we will use: we will use:
 the % symbol. The easiest 𝑅𝑎𝑡𝑒 (𝑅) = 𝑅𝑎𝑡𝑒 (𝑅) =
way to divide by 100 is to Percentage (P) Percentage (P)
move the decimal point to Base (B) Base (B)
the left two times.
Example:
Example 1 (Finding the Example 1 (Finding the
Percentage) Percentage)
To convert decimal to What is 50% of 250? What is 50% of 250?
You can see in the figure percent, multiply the
that 25 of the boxes are decimal by 100 and add 𝑃 = 𝐵 × 𝑅 = 250 x 50% 𝑃 = 𝐵 × 𝑅 = 250 x 50%
shaded. This shows that the % symbol. The easiest (remove the percent (remove the percent
25 out of 100 pupils are way to multiply by 100 is to symbol, change to symbol, change to
boys. move the decimal point to decimal) = 250 x 0.50 = decimal) = 250 x 0.50 =
the right two times. 125 125
To express a number in Example:
percent, it means “for Remember, the Remember, the
every hundred”. Therefore, preposition “of” means preposition “of” means
25% of the grade 5 pupils multiplication. multiplication.
who joined the school field To convert fraction to
trip are boys. percent, we first divide the Example 2 (Finding the Example 2 (Finding the
numerator by the Base) Base)
Example 2: denominator. Then, we 300 is 75% of what 300 is 75% of what
Brent got a score of 90 multiply the quotient by number? number?
100 in his Math quiz. What 100. Lastly, add the %
percent of the total symbol. 𝐵𝑎𝑠𝑒 (𝐵) = 𝐵𝑎𝑠𝑒 (𝐵) =
number of items did he get Example: Percentage (P) Percentage (P)
correctly? Rate (R) Rate (R)
The figure below
represents Brent’s correct 300 300
answers. To convert percent to 𝐵𝑎𝑠𝑒 (𝐵) = 𝐵𝑎𝑠𝑒 (𝐵) =
0.75 0.75
fraction, first we convert (convert 75% to decimal) (convert 75% to decimal)
the percent to decimal.
Then, follow the steps in B = 400 B = 400
converting decimal to
fraction. Example: Convert Example 3 (Finding the Example 3 (Finding the
25% to fraction. Rate) Rate)
What percent of 600 is What percent of 600 is

One hundred boxes show
the total number of items
while ninety shaded boxes
out of the 100 boxes
shows his correct
answers.
We can solve this by
dividing 90 by 100, 90 100
= 0.9. Then, we multiply it
by 100 to obtain 90. We
now add the % symbol, as
90%.
G. Developing Mastery Directions: Write the
(Leads to Formative shaded part in each
30?
𝑅𝑎𝑡𝑒 (𝑅) =
Percentage (P)
To convert percent to ratio,
follow the steps in Base (B)
converting percent to 30
𝑅𝑎𝑡𝑒 (𝑅) =
fraction. Then, the 600
numerator becomes the R = 0.05
first term, and the R = 5%
denominator becomes the
second term. Example: Let us study the following
Convert 25% to ratio. problem.
Daniel collects limited
edition cards from a
To convert ratio to percent, popular coffee shop.
convert the ratio to Twenty of his cards were
fraction, then, follow the traded from his friend in
steps in converting fraction other country. If he has a
to percent. total of 160 cards in all,
Example: Convert 25:100 what percent of his cards
to percent. were traded from his friend
in other country?
In this problem, we will
identify the following
terms.
Percentage (P) is the
number of cards which
were traded by Daniel
from his friend in other
country and is equal to 20.
Base (B) is the total
number of cards which is
equal to 160.
Rate (R) is asked in the
problem.
Directions: Complete the Directions:
table by supplying the Identify the percentage,
30?
𝑅𝑎𝑡𝑒 (𝑅) =
Percentage (P)
Base (B)
30
𝑅𝑎𝑡𝑒 (𝑅) =
600
R = 0.05
R = 5%
Let us study the following
problem.
Daniel collects limited
edition cards from a
popular coffee shop.
Twenty of his cards were
traded from his friend in
other country. If he has a
total of 160 cards in all,
what percent of his cards
were traded from his friend
in other country?
In this problem, we will
identify the following
terms.
Percentage (P) is the
number of cards which
were traded by Daniel
from his friend in other
country and is equal to 20.
Base (B) is the total
number of cards which is
equal to 160.
Rate (R) is asked in the
problem.
Directions: Copy and
complete the table below.
Assessment) illustration as a ratio and a missing number. Express base and rate in each Identify the base, rate and
fraction. fraction in lowest terms. percentage in the given.
No. Per Fra Dec statement. Draw if One is done for you.
cen ctio imal the part is missing. Giv Bas Rat Per
t n 1) 25% of 400 is 100. en e e cen
1 23 P = ______ tag
% B = ______ e
2 1 R = ______ 1. 200 Unk 16
2 now
3 0.3 2) 40% of 600 is 240. n
6 P = ______ 2.
4 3 B = ______ 3.
2 R = ______ 4.
5 300 5.
% 3) 150 is 20% of 750. 6.
P = ______
B = ______ 1) Sixteen is what percent
R = ______ of two hundred?
2) Find one hundred fifty
4) What is 9% of 360? percent of ninety-eight.
P = ______ 3) A cellphone casing is
B = ______ on sale for 85 percent off
R = ______ the regular price. If its
5) 200 is 80% of what original price is forty
number? pesos, how much is the
P = ______ new sale price?
B = ______ 4) The Calbayog City
R = ______ basketball team won eight
percent of their games. If
they played twenty-five
games, how many games
did they win?
5) Eighty is what percent
of four hundred?
6) What is 63% of 100?
H. Finding Practical When do you usually see Where can you apply Where can you apply Where can you apply
Application of Concepts percent? Give at least percentage, rate, and base percentage, rate, and percentage, rate, and
and Skills in Daily Lives two(2) places where in everyday life. Give two base in everyday life. Give base in everyday life. Give
percent is used and (2) situations how you can two (2) situations how you two (2) situations how you
describe its apply them. can apply them. can apply them.
function/importance.

I. Making Generalization How do you visualize How can you define and How to determine How to determine
and Abstraction percent? describe percentage, rate percentage, rate and percentage, rate and base
and base? base? in the problem?

J. Evaluating Learning Directions: Write each Directions: Complete the Directions: Copy and Directions: Identify the
fraction in decimal form following table. complete the table below. percentage, base and rate
and in percent. Round off Identify the base, rate and in each problem.
the decimals to the percentage. One is done 1) Kate answered correctly
nearest hundredth. for you. 28 questions on the
English test which was
No. Fra Dec Per Giv Bas Rat Per 80% of the total number of
ctio imal cen en e e cen test items. How many
n t tag questions were in the test?
1 3 e P = _____
8 1) 40 75 30 B = _____
2 8 75 % R = _____
12 %
3 5 of 2) Last school year, there
15 40 were 273 pupils enrolled in
4 2 is Bagong Diwa Elementary
8 30. School. This year, the
4 2) enrolment increased by
5
20 6%. How many pupils
20
% were added to the school’s
of population?
80 P = _____
is B = _____
16. R = _____
3) 3) Marco bought a pair of
 60 shoes at a price of ₱ 1
% 750.00. If he paid ₱ 2
of 000.00, how many percent
50 is his change?
is P = _____
30. B = _____
4) R = _____
27
is
45
%
of
60.
5)
17
is
85
%
of
20.
6)
13
%
of
300
is
39.
K. Additional activities for In your own words, how Using your words, discuss
application or remediation are you going to identify on how to solve the
the base, percentage and percentage, rate or base
rate in a word problem? in a given problem. Solve
Consider the given below the following. You may
for your explanation. The use the Techan’s Triangle
50% of 300 is 150. Identify as your guide. 1. What is
the base, rate and 50% of 400? 2. Twenty is
percentage. what percent of 100? 3. If
10 is 25% of a number,

V. REMARKS The delivery of instruction
and expectations meet the
purpose and objectives of
the lesson because the
learners
The delivery of instruction
and expectations meet the
purpose and objectives of
the lesson because the
learners
The delivery of instruction
and expectations meet the
purpose and objectives of
the lesson because the
learners
what is the number?
The delivery of instruction
and expectations meet the
purpose and objectives of
the lesson because the
learners
The delivery of instruction
and expectations meet the
purpose and objectives of
the lesson because the
learners

VI. REFLECTIONS Learners are engaged in Learners are engaged in Learners are engaged in Learners are engaged in Learners are engaged in
the teaching-learning the teaching-learning the teaching-learning the teaching-learning the teaching-learning
process when process when process when process when process when
incorporating incorporating incorporating incorporating incorporating

VII. FEEDBACK
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?