A Detailed Lesson Plan in Mathematics IV

Prepared by: Balbero, Javegail S. BEED 201

I. OBJECTIVES
Content Standard
Performance Standard
Learning Competency/
Objectives
(Write the LC code for each)
The learner demonstrates an understanding
of divisibility, order of operations, factors,
multiples, and the four fundamental
operations involving fractions.
The learner can apply divisibility, order of
operations, factors, and multiples, and the
four fundamental operations involving
fractions in mathematical problems and
real-life situations.
Uses divisibility rules for 2, 5, and 10 to
find the common factors of numbers.
(M5NS-Ib-58.1).
a. List down factors of numbers
divisible by 2, 5, and 10;
b. Use divisibility rules for 2, 5, and
10 to find the common factors of
numbers; and
c. Appreciate the use of divisibility
rules to find common factors of
numbers.

II. CONTENT Using divisibility rules for 2, 5, and

SUBJECT MATTER 10 and finding common factors of
numbers

III. LEARNING
RESOURCES
References
Teacher’s Guide Elem. Math Gr. 5 p.48
Elem. Mathematics Grade 5. 2012. pp. 48-
51
Learning Materials LM/Week 2/DLP Gr. 4 Module 4, Gr. 5
Module 1, 12
Textbook
Other Learning
Resources/Materials
Strategies EXPLICIT TEACHING, COOPERATIVE
LEARNING
Integration

IV. PROCEDURES
Teacher’s Activity
Reviewing the previous
lesson or presenting the
new lesson
Pupil’s Activity
Everybody let’s stand up for a
prayer. Let us pray, In the name of
the Father, the Son, and the Holy
Spirit Amen.
 Amen
Good afternoon class.
 Good afternoon, ma’am/sir.
Before we proceed to our new
lesson for this afternoon, let’s
review first, of our last lesson about
rounds numbers to the nearest
hundred thousand and million.

Rounding helps us to quickly

estimate answers before working
them out.

How do we round numbers?

 Always look at the digit to the

right of the one you’re
supposed to be rounding to.

 If the digit is between 0 and 4,

you round down.
Okay, very well said.  If the digit is between 5 and 9,
you round up.

Let’s give an example.

Question: Ali says that 4,562,145

rounded to the nearest million is
4,000,000.

Is she correct? Why?  No Ma’am, because the

number in the hundred
thousandths column is 5.

 The rule is if the number is 5

or more, round up.
Very good!
 So, Ali needed to round up to
5,000,000.

4 is in the million columns,

meaning four million.
 The nearest million could be
4,000,000 or 5,000,000.

To round to the nearest million,

look at the digit in the column to
the right, the hundred thousandths.

Do you understand class?

 Yes ma’am/sir.

Establishing a purpose for For this afternoon, we will learn a

the lesson new lesson. But before that let’s
have a game first.
Are you familiar with the game,
THE BOAT IS SINKING class?
 Yes ma’am.

Alright! I am going to
group you into 3. Each group will
be given a jumbled letter, and the
group who finishes first wins the
game.

Do you understand class?

Very good.

In the count of 5, you have to start Group 1

forming the word.

BOTTLES

1, 2, 3, 4, 5 start….

Group 2
Group 1

RECYCLING
 Group 3
Group 2

PLANTS

Group 3

 BOTTLES ma’am.

 Plastic bottles are recyclable

materials. It can be recycled
or reused. By doing this we
Group 1, what word have you will reduce the amount of
formed? plastic in our environment.
Very good! .
What should be done to plastic  RECYCLING ma’am.
bottles?

Very good! (Students give examples.)

How about Group 2 what word

have you formed?

Very good.  Yes, ma’am.

Give me an example of materials in
school or at home that can be
recycled  PLANTS ma’am.
Very good! (Students answered.)
We should practice waste
segregation and use the 5R of
Waste management.

Group 3? What have you formed?

Okay class, if you have plants at

home, what pot did you use?

Using plastic bottles as a pot for

C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
Melodic Contour or melodic directions-
refers to the shape of a musical piece
There are 3 melodic contours:
Ascending- when the notes move upward
Descending- when the notes move
downward
Repeated- when the notes stay in one
direction
I have here five envelopes. Inside these
envelopes are questions about the lesson
discussed while ago.
First envelope, what is melodic contour?
Melodic contour or melodic direction
refers to the shape of a musical piece.
Second envelope, what are the different The melodic contours are: ascending,
melodic contours? descending, and repeated.
Ascending when the notes move
upward.
Third envelope, what is meant by
ascending in melodic direction?
Descending when the notes move
Fourth envelope, what is meant by downward.
descending in melodic direction?
Fifth envelope, what is meant by repeated Repeated when the note stays in the
in melodic direction? same or one direction.
The same group, I will give you a manila
paper. Written on it are graphic organizers.
What you are going to do is to identify the
different melodic contour using the graphic
organizers and you are going to give an
 example of a particular melodic direction
given to your group. After 5 minutes, you
will present your output in front of the
class.
Do you understand class?

F. Developing Mastery
(Lead to Formative
Assessment)
Yes ma’am/sir.
Another activity is the cabbage relay. I
want all of you to stand up. I have here a
cabbage made of paper. Written on it are
different kinds of notes arrange in
ascending, descending, and repeated
direction. What you are to do is that while I
am playing the music you are going to pass
the cabbage paper to your classmates,
when the music stops the person who holds
the cabbage paper will peel one and answer
the question if it is ascending, descending,
or repeated direction.
Do you understand class?

G. Finding practical
application of concepts and
skills in daily living.
Yes ma’am/sir
In our day to day living, we heard a lot of
sounds around us including the voices of
many people.
There are high notes, there are also low
notes. There are voices of people who are
always in ascending direction who we
think are always shouting. There are also
voices of people who are in descending
direction, and we think they do not like to
talk with us.
Now, how do we use our tone of voice
when we talk to other people?

When we talk to other people, we

Very good!
When we talk to other people, we must use
the correct tone of the voice so that we
won’t offend them. Also ,we must respect
must use the correct tone of our
voices and by respecting the people
who have louder voice or those
people who have low tone of voice.
 other peoples’ voices because we are
different and we are unique individuals.
H. Making Generalizations Again what is our lesson for today? It is all about melodic contour
and Abstraction about the ma’am/sir.
Lesson What is melodic contour?
Melodic contour or melodic direction
refers to the shape of a musical piece.

The melodic contours are: ascending,

What are the different melodic contours? descending, and repeated.

Ascending when the notes move

upward.
What is meant by ascending in melodic
direction?
Descending when the notes move
What is meant by descending in melodic downward.
direction?

What is meant by repeated in melodic Repeated when the note stays in the
direction? same or one direction.

Evaluating Learning A. Direction: Identify what is asked in

each item. Write your answer on the space
provided.

1. It is a melodic contour in which the

notes moves in downward direction.
2. It is a melodic contour in which the
note stays in one direction.
3. It is a melodic contour in which the
notes move in upward direction.

B. Write the correct melodic direction in

each note.
Write an example of a note in ascending,
descending, and repeated direction.
J. Additional Activities for
Application or Identify the melodic direction of the
Remediation children’s song TWINKLE TWINKLE
LITTLE STAR.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
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?