GRADE V
DAILY LESSON LOG
I. OBJECTIVES
School
Teacher
Teaching Dates and
Time
Monday
STA. MARIA ELEMENTARY SCHOOL
JIMMY BRONDIAL
AUGUST 8-12, 2016 10:15 11:05 am
Tuesday
Grade Level
Learning Area
Quarter
FIVE
MATHEMATICS
FIRST
Wednesday
Thursday
Friday
demonstrates
understanding of
whole numbers up to
10 000 000.
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to
recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able
to apply
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations
involving fractions in
mathematical
problems and real-life
situations.
WEEKLY TEST
demonstrates
understanding of
whole numbers up to 10
000 000.
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to
recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to
apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems
and real-life situations.
demonstrates
understanding of
whole numbers up to 10
000 000.
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to
recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to
apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems
and real-life situations.
demonstrates
understanding of
whole numbers up to 10 000
000.
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to
recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to
apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems and
real-life situations.
demonstrates
understanding of
whole numbers up to 10 000
000.
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to
recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to
apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems and
real-life situations.
C. Learning
Competencies/Objecti
ves
Write for the LC code
for each
Visualizes division of fractions
M5NS-Ii-95
Visualizes division of fractions
M5NS-Ii-95
Divides simple fractions
Divides whole numbers by a fraction
and vice versa
M5NS-Ii-96.1
Divides simple fractions
Divides whole numbers by a fraction
and vice versa
M5NS-Ii-96.1
II. CONTENT
Visualizing Division of Fraction
Visualizing Division of Fraction
Division Of Simple Fraction And Whole
Number By A Fraction And Vice Versa
Division Of Simple Fraction And Whole
Number By A Fraction And Vice Versa
A. Content Standards
B. Performance
Standards
III. LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
2. Learners
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
presentation, strips of paper, manila
paper, picture
presentation, strips of paper, manila
paper, picture
Ppt, show me boards, picture
Ppt, show me boards, picture
How do we multiply fractions?
How do we multiply fractions?
Group Activity
Write the following as mixed numbers
or whole numbers
Group 1
Group Activity
Write the following as mixed numbers
or whole numbers
Group 1
1.
13
4
A. Review previous
lesson or presenting
the new lesson
4.
C. Presenting
examples/instances of
the new lesson
23
4
2.
19
4
4.
Present a picture of a boy sharing a
Present a picture of a boy sharing a
slice of bread to her playmate. Ask
slice of bread to her playmate. Ask
the pupils to tell something about the
the pupils to tell something about the
picture. Elicit the value of sharing.
Present the problem to the class
Grace has 4 meters of cloth. She
wants to make hand towels for her
EPP project. How many hand towels
can she make if each hand towel
picture. Elicit the value of sharing.
Present the problem to the class
Grace has 4 meters of cloth. She
wants to make hand towels for her
EPP project. How many hand towels
can she make if each hand towel
20
30
2.
3
15
5.
12
16
1.
3.
5.
14
5
Group 2
Write each fraction in lowest terms
1.
B. Establishing a
purpose for the lesson
12
3
3.
13
4
23
4
2.
19
4
4.
3.
5.
14
5
Group 2
Write each fraction in lowest terms
5
20
9
27
12
3
1.
4.
20
30
2.
3
15
5.
12
16
3.
5
20
9
27
Present a picture of a boy helping his
parents in doing household chores. Ask
the pupils if they also help their parents
at home in doing household chores.
Present a picture of a boy helping his
parents in doing household chores. Ask
the pupils if they also help their parents
at home in doing household chores.
Present the problem to the class
Present the problem to the class
5
A 6 m wire is to be cut into pieces
Lito helps his father cutting it into
5
6 m wire is to be cut into pieces
Lito helps his father cutting it into
1
2
measures
D. Discussing new
concepts and
practicing new skills
#1
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
meter?
1
2
measures
Pair Share Acitvity
a Let each pair think of a
possible solution to the
problem presented.
b Give each the chance to
share to the class.
Recall the steps in solving word
problems.
Show how to solve the problem by
using:
strips of paper
number line
Present another problem. Do another
Pair Share Activity
Show how to solve the problem by
using:
Fraction chart
Other manipulatives
1
12
meter?
Pair Share Acitvity
c Let each pair think of a
possible solution to the
problem presented.
d Give each the chance to
share to the class.
Recall the steps in solving word
problems.
Show how to solve the problem by
using:
strips of paper
number line
Present another problem. Do another
Pair Share Activity
Show how to solve the problem by
using:
Fraction chart
Other manipulatives
Group Activity:
Group Activity:
a Divide the class into four
d Divide the class into four
groups.
groups.
b Using any of the ways
e Using any of the ways
discussed let each group
discussed let each group
illustrate one from the
illustrate one from the
following items:
following items:
d)
d)
1
1
6
1
a) 3 3
9 a) 33 3
b) 5
e)
1
2
2
3
c) 6
e)
8b) 51
12
3 1
2
2
3
c) 6
.
1
12
meter long. How many pieces
meter long. How many pieces
can he cut from the wire?
Elicit answers to the following questions
from the pupils
a What is asked?
b What facts are
given?
c What is the needed
operation?
d Write the equation.
Present the steps in dividing simple
fractions.
can he cut from the wire?
Elicit answers to the following questions
from the pupils
e What is asked?
f
What facts are
given?
g What is the needed
operation?
h Write the equation.
Present the steps in dividing simple
fractions.
Present the following mathematical
sentence:
Present the following mathematical
sentence:
4
5
Ask:
How do we solve such?
Let the pupils think of possible
solutions.
Afterwards, solve using a number line
and reciprocal method.
Board Activity
Group the pupils and have them
perform the task.
Find each quotient.
1
6
9
8
12
1
3
1
3
5
6
2
3
1
3
= n 2.
5
6
1
8
= n 3. 6.
=n
24
6
8
4. 5
=n
4
8
=n
5.
4
5
Ask:
How do we solve such?
Let the pupils think of possible
solutions.
Afterwards, solve using a number line
and reciprocal method.
Board Activity
Group the pupils and have them
perform the task.
Find each quotient.
5
6
2
3
1
3
= n 2.
5
6
1
8
= n 3. 6.
=n
24
6
8
4. 5
=n
4
8
=n
5.
After the given time, let
each post their work on the
board
After the given time, let
each post their work on the
board
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning
Let the pupils do the items under
Apply your Skills , LM Math Grade V
Let the pupils do the items under
Apply your Skills , LM Math Grade V
How do we visualize division of
How do we visualize division of
fractions?
fractions?
Solve the problem using illustration:
Solve the problem using illustration:
1. Jayra bought 3 pineapples. She
cut each into pieces. How many
halves did she have?
2. Rico has to pack 4 kg. of rice in
bags that can contain 4/5 kg per bag.
How many bags will he need to pack
the rice?
1. Jayra bought 3 pineapples. She
cut each into pieces. How many
halves did she have?
2. Rico has to pack 4 kg. of rice in
bags that can contain 4/5 kg per bag.
How many bags will he need to pack
the rice?
3
4
6.
Illustrate the following division
problems. Write the answer in your
problems. Write the answer in your
notebook.
notebook.
1
2
3
3
4
12
=N
2
3
=N
1/3 1/6
5
6
3
4
12
2
3
1/3 1/6
1
4
=n
7. 12
4
1
=
n
8.
9
5
6
Find the quotient:
Find the quotient:
5
1.
8
2.
9
10
3.
7
8
1
3
1
2
1
2
1
8
2
3
1
3
=n
=n
=n
4
5
2.
3. 6
1
3
=n
2.
9
10
3.
7
8
=n
1
2
1
2
1
8
=n
=n
=n
=n
Find the quotient. Write the answer in
your notebook.
1
3
=n
1
3
2
3
5. 8
=n
1
2
5
8
4. 10
=n
5
9
1.
=n
Find the quotient. Write the answer in
your notebook.
=N
=N
3
4
6.
Have the pupils do the exercises under
Apply your Skills, LM Math Grade V.
Encourage some pupils to show and
discuss the answers.
How do we divide:
c Simple fractions?
d A whole number by a fraction
and vice versa?
1
4
7. 12
Have the pupils do the exercises under
Apply your Skills, LM Math Grade V.
Encourage some pupils to show and
discuss the answers.
How do we divide:
a Simple fractions?
b A whole number by a fraction
and vice versa?
5. 8
Illustrate the following division
=n
4
1
=
n
8.
9
5
6
4. 10
J. Additional activities
for application or
remediation
1
4
5
9
4
5
2.
3. 6
1
3
=n
1
2
=n
=n
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
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?
4. 24
5. 3
1
4
=n
4. 24
7
10
=n
10
5. 3
1
4
=n
7
10
=n
