School: APLAYA ES Grade Level: V
GRADES 1 to Teacher: MICHELLE T. EPINO Learning Area: MATHEMATICS
12 October 10-14, 2022 KAMAGONG : 10:30-11:20
DAILY Teaching Dates and TALISAY- 8:10-9:00 MAHOGANY: 12:10-1:00
LESSON LOG Time: YAKAL 9:40-10:30 NARRA: 1:00-1:50 Quarter: 1ST QUARTER
Thursd
WEEK 7 MONDAY TUESDAY WEDNESDAY FRIDAY
ay
I.OBJECTIVES
A.Content Standards *Demonstrates *Demonstrates understanding of *Demonstrates understanding of whole modula *Demonstrates understanding of whole
understanding of whole whole numbers up to 10 000 000 numbers up to 10 000 000 r numbers up to 10 000 000
numbers up to 10 000 000 *Demonstrates understanding of *Demonstrates understanding of *Demonstrates understanding of divisibility,
*Demonstrates divisibility, order of operations, divisibility, order of operations, factors order of operations, factors and multiples and
understanding of divisibility, factors and multiples and the and multiples and the four fundamental the four fundamental operations involving
order of operations, factors four fundamental operations operations involving fraction fraction
and multiples and the four involving fraction
fundamental operations
involving fraction
B.Performance *The learner is able to *The learner is able to recognize *The learner is able to recognize and *The learner is able to recognize and
Standards recognize and represent and represent whole numbers up represent whole numbers up to 10 000 represent whole numbers up to 10 000 000 in
whole numbers up to 10 000 to 10 000 000 in various forms 000 in various forms and contexts. various forms and contexts.
000 in various forms and and contexts. *The learner is able to apply divisibility, *The learner is able to apply divisibility, order
contexts. *The learner is able to apply order of operations, factors and of operations, factors and multiples and the
*The learner is able to apply divisibility, order of operations, multiples and the four fundamental four fundamental operations involving
divisibility, order of factors and multiples and the operations involving fractions in fractions in mathematical problems and real-
operations, factors and four fundamental operations mathematical problems and real-life life situations
multiples and the four involving fractions in situations
fundamental operations mathematical problems and real-
involving fractions in life situations
mathematical problems and
real-life situations
C.Learning Visualizes multiplication of Multiplies a fraction and a whole Multiplies a fraction and another Multiplies mentally proper fractions with
Competencies/Objec fractions using models number M5NS-Ig-90.1, fraction M5NS-Ig-90.1 denominators up to 10
tives M5NS-Ig-88.2, M5NS-Ig-90.1
II.CONTENT Number and number Sense
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide CG p. 55 CG p. 55 CG p. 55 5 CG p. 55
pages
2.Learners’s Materials
pages
3.Textbook pages
4.Additional materials
from learning
resource (LR) portal
B.Other Learning metacards, pocket chart, Show me cards, chart fraction cards, picture, activity sheet, Charts, flash cards
Resource colored paper, acetate film power point presentation
IV.PROCEDURES
A.Reviewing previous Directions: Change the Drill Drill 1. Drill
lesson or presenting following fractions to lowest Directions: Determine whether Strategy: “PASS IT ON” Directions: Have a drill on basic multiplication
the new lesson terms. the fraction is in lowest terms. Materials: Activity Sheet and Flash Cards and division facts
Review Clap once when YES and clap Review using flash cards
LET’S MATCH THE BOXES twice when NO Strategy: “WHERE’S MY BABY?” 2. Review
Materials: fraction Review Strategy : Cooperative Learning
metacards Individual Activity Multiplying Fraction by Whole
Materials: Show-me-cards
B.Establishing a (Show a different colored Who among you have vegetables Show a picture of a whole pizza. We’re done with multiplying whole number
purpose for the lesson papers that have been folded garden at your backyard? Into how many parts does this pizza and a fraction.
into What are the plants planted in divided? Let us now try to multiply fractions mentally
halves, thirds, fourths, etc.) your vegetable garden? When you have slices of pizza, what do
Class, into how many equal How does it help you and your you usually do?
parts is this family? Are you willing to share part of it to
paper divided? someone?
Now we will help Mang Pilo
in his vegetable farm.
C.Presenting Presentation of the problem Presentation of the problem Strategy: Problem Opener ( using Strategy: Problem Opener ( using Concept
Examples/ instances Concept Development Development
of the new lesson
D.Discussing new Performing Activities Performing the Activities The teacher must first ask some Performing the Activities
concepts and Answer the following Group Work comprehension questions about the Group the pupils into five learning teams. Let
practicing new skills questions: Group the class into five teams. problem. them answer the given questions mentally
#1 Questions Let them solve the What did Lita receive?
a. What are given? problem for a few minutes Materials: cutouts of animals and their
b. What is being asked? respective baby animals.
c. What is the number Mechanics:
sentence? a) This activity will be done by the whole
class.
b) Teacher will distribute cutouts of
animals with fraction.
c) Cutouts of mother animals with
exercises on multiplying
fraction and a whole number will be
posted on the board.
34 x 3 , 56 X 2 , 17 x 4 , 23 x 6 , 45 8
d) Pupils in pair will solve the exercises
and look for the cutout of the baby
animal which has the correct answer.
e) As they found the baby animal, they
will go to the board and post the baby
beside its mother animal.
f) Joker will be provided by having other
baby animals with incorrect answers.
a)
The first pupil in each group gives the
answer in lowest term.
The group who gives the correct
answer will be given a point.
Continue this activity up to 5th or 6th
round.
The group with the most number of
points will be the winner.
What part of a pie did she receive?
Why did Lita share her pizza to her
seatmate?
If you were Lita will you do the same?
Why?
b. Analyze the problem by asking the
following questions:
What is asked in the problem?
What are given in the problem?
What do you think are the operations
to be used to solve the problem?
How will you solve the problem?
What equation can you make to solve
the problem?
E. Discussing new Processing Activities After all the groups have Group the pupils into five working Processing the Activities
concepts and What are given in the presented their answers, teams. Ask them to work cooperatively How did you find the activity?
practicing new skills problem? look back at the given example. in finding the answers to the problem. How did you get the product without using
#2 Expected Answer To multiply a fraction and a Give them enough time to think and paper and
3/4 hectare piece of land and whole number, consider perform the task. pencil? To what kind of fractions are dealing
1/3 of it with sweet corn the whole number as a fraction with?
What is being asked? whose denominator is 1. For solution 1 – we multiply the numerator by
Expected Answer We follow the following numerator,
The part of the land planted procedure, denominator by the denominator and reduce
with sweet corn. the answer to
What is the number simplest form .
sentence? For solution 2 - we apply cross cancellation by
Expected Answer using the
1/3 x 3/4 = N the GCF.
Let us use this piece of
cartolina to visualize the land
of Mang Pilo.
If this whole cartolina
represents 1 hectare, how
will you represent the ¾
hectare piece of land
(Pupils may fold the whole
colored paper horizontally
into 4 equal parts and then
shade 𝟑𝟒.)
F.Developing Mastery Directions: Try to visualize Multiply the following fractions. Directions: Find the product. Express Directions: Give the products of the following
this problem using paper- Reduce the answer to the answer in simplest form if mentally
folding method. lowest terms if possible possible
G.Finding Parctical Directions: Visualize the Multiply the following fractions. Group Activity: Directions: Using the data below, create a
application of answer the problem below Reduce the answer to Directions: Find each product. Express problem for each of
concepts and skills in Luisa help her mother lowest terms if possible the answer in lowest term the following:
daily living cleaning their house. He if possible. a. One-step word problem involving addition
finished cleaning after 5/6 of of fractions
an hour. If she spend 2/7 of b. One-step word problem involving
it sweeping the floor, what subtraction of fractions
part of an hour did she spend c. Two-step word problem involving addition
sweeping the floor? and subtraction
of fractions
Name Fruit Bought Quantity (in kg)
1. Sharon Lanzones ½
2. Tabern Guava ½
3. Dick Rambutan ¼
H.Making To visualize multiplication of How do we multiply fractions and To multiply fraction by another fraction: Lead the pupils to give the generalization.
generalization and fractions: a whole number? Multiply both the numerators. How do you multiply mentally proper
abstraction about the We can use paper folding, Multiply both the denominators. fractions?
lesson drawing and the like Express or reduce the answer in To create word problems involving addition
lowest term if possible. or subtraction of fractions do the following:
Familiarize yourself with the concept.
Think of the problem you want to create.
a. Consider the character, cite the
situation/setting, data presented, word
problem to be created, and the key question.
b. Ensure that the word problem is clearly
stated and practical.
I.Evaluating learning Directions: Illustrate the Multiply the following fractions. Directions: Find the product and reduce Directions: Using the data below, create a
product of the following Reduce the answer to lowest the answer in lowest term if one –step word problem
using drawing. terms if possible. possible. involving (a) addition of fractions and (b)
𝑎.9/10 of 16/20 subtraction of
𝑏.4/12 of 1/4 fractions.
𝑐. 4/5 of 3/7
𝑑. 6/9 of /14
𝑒. 5/ 6 of 7/12
J.additional activities Directions: Visualize the Directions: Find the product. Give the product in simplest form. Directions: Give the product:
for application or product of the following Reduce the answers in their a. ½ x ¾ = b. 78x 1/2= c. 4 5x 7/9=
remediation using paper-folding lowest
method. terms if possible.
V.REMARKS
VI.REFLECTION
A.No. of learners who ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
earned 80% in the next objective. objective. ___Lesson not carried. ___Lesson not carried.
evaluation ___Lesson not carried. ___Lesson not carried. _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
_____% of the pupils got 80% _____% of the pupils got 80% mastery
mastery
B.No.of learners who ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering their
require additional activities answering their lesson. answering their lesson. their lesson. lesson.
for remediation ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in answering their ___Pupils found difficulties in answering their lesson.
answering their lesson. their lesson. lesson. ___Pupils did not enjoy the lesson because of lack of
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson because of lack knowledge, skills and interest about the lesson.
because of lack of knowledge, skills because of lack of knowledge, skills and of knowledge, skills and interest about the lesson. ___Pupils were interested on the lesson, despite of
and interest about the lesson. interest about the lesson. ___Pupils were interested on the lesson, despite some difficulties encountered in answering the questions
___Pupils were interested on the ___Pupils were interested on the lesson, of some difficulties encountered in answering the asked by the teacher.
lesson, despite of some difficulties despite of some difficulties encountered questions asked by the teacher. ___Pupils mastered the lesson despite of limited
encountered in answering the in answering the questions asked by the ___Pupils mastered the lesson despite of limited resources used by the teacher.
questions asked by the teacher. teacher. resources used by the teacher. ___Majority of the pupils finished their work on time.
___Pupils mastered the lesson ___Pupils mastered the lesson despite of ___Majority of the pupils finished their work on ___Some pupils did not finish their work on time due to
despite of limited resources used by limited resources used by the teacher. time. unnecessary behavior.
the teacher. ___Majority of the pupils finished their ___Some pupils did not finish their work on time
___Majority of the pupils finished work on time. due to unnecessary behavior.
their work on time. ___Some pupils did not finish their work
___Some pupils did not finish their on time due to unnecessary behavior.
work on time due to unnecessary
behavior.
C.Did the remedial work? ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
No.of learners who have above
caught up with the lesson
D.No. of learners who ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional activities ___ of Learners who require additional activities for
continue to require additional activities for remediation activities for remediation for remediation remediation
remediation
E.Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
Why did these work? lesson lesson
F.What difficulties did I ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require remediation
encounter which my require remediation remediation remediation
principal or supervisor can
helpme solve?
G.What innovation or Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
localized materials did ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: Examples: Self ___Metacognitive Development: Examples: Self
used/discover which I wish
Examples: Self assessments, note Examples: Self assessments, note taking assessments, note taking and studying techniques, assessments, note taking and studying techniques, and
to share with other
taking and studying techniques, and and studying techniques, and vocabulary and vocabulary assignments. vocabulary assignments.
teachers?
vocabulary assignments. assignments. ___Bridging: Examples: Think-pair-share, quick- ___Bridging: Examples: Think-pair-share, quick-writes,
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, writes, and anticipatory charts. and anticipatory charts.
share, quick-writes, and anticipatory quick-writes, and anticipatory charts.
charts. ___Schema-Building: Examples: Compare ___Schema-Building: Examples: Compare and ___Schema-Building: Examples: Compare and contrast,
___Schema-Building: Examples: and contrast, jigsaw learning, peer contrast, jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and projects.
Compare and contrast, jigsaw teaching, and projects. projects.
learning, peer teaching, and ___Contextualization:
projects. ___Contextualization:
Examples: Demonstrations, media,
___Contextualization: ___Contextualization:
manipulatives, repetition, and local Examples: Demonstrations, media, manipulatives,
Examples: Demonstrations, media, opportunities. Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.
manipulatives, repetition, and local ___Text Representation: repetition, and local opportunities.
opportunities.
Examples: Student created drawings, ___Text Representation:
__Text Representation:
videos, and games. ___Text Representation:
Examples: Student created Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly Examples: Student created drawings, videos, and
drawings, videos, and games. ___Modeling: Examples: Speaking slowly and clearly,
and clearly, modeling the language you games.
___Modeling: Examples: Speaking want students to use, and providing modeling the language you want students to use, and
___Modeling: Examples: Speaking slowly and providing samples of student work.
slowly and clearly, modeling the samples of student work.
language you want students to use, clearly, modeling the language you want students
and providing samples of student to use, and providing samples of student work. Other Techniques and Strategies used:
Other Techniques and Strategies used:
work. ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration Other Techniques and Strategies used: ___ Group collaboration
Other Techniques and Strategies ___Gamification/Learning throuh play ___ Explicit Teaching ___Gamification/Learning throuh play
used: ___ Answering preliminary ___ Group collaboration ___ Answering preliminary
___ Explicit Teaching activities/exercises ___Gamification/Learning throuh play activities/exercises
___ Group collaboration ___ Carousel ___ Answering preliminary ___ Carousel
___Gamification/Learning throuh ___ Diads activities/exercises ___ Diads
play ___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction
___ Answering preliminary ___ Role Playing/Drama ___ Diads ___ Role Playing/Drama
activities/exercises ___ Discovery Method ___ Differentiated Instruction ___ Discovery Method
___ Carousel ___ Lecture Method ___ Role Playing/Drama ___ Lecture Method
___ Diads Why? ___ Discovery Method Why?
___ Differentiated Instruction ___ Complete IMs ___ Lecture Method ___ Complete IMs
___ Role Playing/Drama ___ Availability of Materials Why? ___ Availability of Materials
___ Discovery Method ___ Pupils’ eagerness to learn ___ Complete IMs ___ Pupils’ eagerness to learn
___ Lecture Method ___ Group member’s ___ Availability of Materials ___ Group member’s
Why? collaboration/cooperation ___ Pupils’ eagerness to learn collaboration/cooperation
___ Complete IMs in doing their tasks ___ Group member’s in doing their tasks
___ Availability of Materials ___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation
___ Pupils’ eagerness to learn of the lesson in doing their tasks of the lesson
___ Group member’s ___ Audio Visual Presentation
collaboration/cooperation of the lesson
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and Indigenized IM’s __Contextualized/Localized and Indigenized IM’s
Indigenized IM’s Indigenized IM’s __ Localized Videos __ Localized Videos
__ Localized Videos __ Localized Videos __ Making big books from __ Making big books from
__ Making big books from __ Making big books from views of the locality views of the locality
views of the locality views of the locality __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as Instructional
__ Recycling of plastics to be used __ Recycling of plastics to be used as Materials Materials
as Instructional Materials Instructional Materials __ local poetical composition __ local poetical composition
__ local poetical composition __ local poetical composition
