Daily Lesson Log School LEGARDA ELEMENTARY SCHOOL Grade FIVE

Teacher MARIA JANICE G. NIERVES Learning Area MATHEMATICS

Teaching Date September 19-20, 2022 – Monday & Tuesday Quarter First
Time and Section 12:30 -1:20 (Newton) 1:20 – 2:10 (Curie) 2:40 – 3:30 ( Aristotle) 4:40 – MT/Principal/Supervisor’s
5:30 ( Pasteur) 5:40 - 6:20 (Fleming) Signature

I. OBJECTIVES
Content Standards demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions
is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical
Performance Standards
problems and real-life situations.
Solves routine and non-routine problems involving factors, multiples, and divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12. DBOW Code
: (M5NS-Ic-59) – 2 days
Learning Competencies/Objectives
a. Solves routine problems involving factors, multiples, and divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12.
b. Solves non-routine problems involving factors, multiples, and divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12.
II. CONTENT
Learning Resources
References Mathematics Unpacked Competencies, Gr. 5, 1st Quarter, Numbers & Number Sense; MELC, DBOW-(M5NS-Ic-59)
Teacher’s Guides Lesson Guide in Mathematics pp. 59-60
Learner’s Material pages Quarter 1 Module 2 Week 3
Textbook Pages 21stCentury Mathletes pp. 19-20 Soaring High in Mathematics 5 pp. 13-17
Exploring the world of Mathematics 5, pp. 26-29
Additional Reference from Learning https://www.youtube.com/watch?v=pHzPjFpOgLs
Resource
Other Learning Resources Chart for steps in Problem Solving
III. PROCEDURES
Reviewing previous lesson or Drill: Complete the chart by checking. Do it by pairs.
presenting the new lesson
2 3 4 5 6 8 9 10 11 12

150
460
A.1. Unlocking of Difficulties
1 816

9 915 105

Review:

Complete the table by writing the correct answer in the column.

 4 8 9 11 12
72
96
48
132
220
B. Establishing a purpose for the lesson 1. Unlocking of Difficulties – routine problems, factors, prime factors, greatest common factor

2. Motivation:
What are the steps in problem solving?

C. Presenting examples/ instances of Problem Opener:

the new lesson Anna has a piece of fabric that measures 36 cm by 24 cm. She has to cut it into squares for her project in Home Economics class. What is the
largest square piece Anna could make without wasting any fabric? How many pieces of the same size she will be able to make?

a. Ask comprehension questions.

b. To solve the problem, you need to follow the steps in problem solving.

D. Discussing new concepts and Steps:

practicing new skill #1 1. Understand the problem. – Identify the facts. Find what is asked.
12 12 12
2. Make a plan. -Determine the process or the strategy to be used to solve the

12 problem.

3. Carry out the plan.

4. 12 Look back. – Check if the answer is correct and sensible.

E. Discussing new concepts and Problem No. 2
practicing new skill #2 Michael has to split 60 students in his class into different groups with equal number of students each. Not all students can be in one group
and each group has to have more than one student. In how many ways can he form these groups?

a. Can you solve the problem?

b. Here are the steps in analyzing and solving word problems.

F. Developing mastery Study the solution below.

(Leads to Formative Assessment) a) Understand
Know what is asked: In how many ways can he form these groups?
Know the given facts: 60 students, different groups with equal number of students each

b) Plan
Determine the way/s to be used: factoring, finding the multiples and divisibility rules

c) Solve
Show your solution:
1) Find the factors of 60. 60 = 4 x 15 = 2 x 2 x 3 x 5
2) Get the numbers (once) on the given factors. Then find the multiples of each number till you reach 60.

Multiples of 2 : 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, …
Multiples of 3 : 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, 42, 45, 48, 51, 54, 57, 60,
Multiples of 5 : 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60,
 Members 2 3 4 5 6 10 12 15 20 30

Groups 30 20 15 12 10 6 5 4 3 2
Ways 10 ways

3) Identify the number that can divide 24 equally.

Answer: There are 10 ways to form a group.
G. Finding practical applications of Read and solve the problem below.
concepts and skills in daily living Mila baked cookies for her 3 sons and 2 daughters . If she baked 30 baked cookies only. How many cookies did her 3 sons have and 2
daughters have?

 Understand
Know what is asked. How many cookies did her 2 sons have? How many cookies did they have individually?
Know the given facts: 3 sons and 12 daughters, 30 cookies

 Plan
Determine the way/s to be used: Finding Multiples

 Solve
Find the multiples of 2 and 3 till you get the sum of 30.
3 sons 3 6 9 12 15 18

2 daughters 2 4 6 8 10 12

sum 5 10 15 20 25 30
Answer: There are 18 cookies for her 3 sons and 12 cookies for her 2 daughters.

Show your solution: Check and Look Back

Review and re-check your answer.

H. Generalizing and abstractions about In solving problems involving factors, multiples and divisibility rules, determine the right strategy to be used. Follow the steps in solving the
the lesson problem.

I. Evaluating learning Solve the following problems:

J. Additional activities for
application or remediation
1. Josephine planted 600 onions equally in 20 rows. How many onions were planted in each row?
2. The product of number is 138. If one factor is 2, what is the other factor?
3. How many 500 are there in 50 000?
Can you try solving this problem?
 1. A farmer in Calauan gathered 96 pineapples. If he would want to distribute those 96 pineapples in baskets, how many ways can he
distribute when each basket has the same number of pineapples?

2. What is the smallest number of avocados that can be placed in baskets with 50 and 75 pieces?

3. Joseph has some chocolates. If he shares them equally among 4 friends or 5 friends, there are always 2 extra chocolates left. What is the
possible number of chocolates Joseph could have?
IV. REMARKS

V. REFLECTION FREQUENCY OF SCORES

Score/Errors Newton Curie Aristotle Pasteur Fleming
5 1
4 2
3 3
2 4
1 5