School ESTRELLA VILLAGE ELEMENTARY SCHOOL Grade Level FIVE

DAILY LESSON LOG Teacher EMERIZA R. TIU Learning Area MATHEMATICS

Teaching Dates and Time JULY 25-29, 2016 –WEEK 7 Quarter FIRST

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Visualize multiplication of Multiplying fraction and a whole Multiplying fraction and a whole Multiplies mentally Multiplies mentally proper
fractions using models number and another Fraction number and another Fraction proper fractions with fractions with denominators
denominators up to 10. up to 10.

A. Content Standards demonstrates demonstrates demonstrates demonstrates demonstrates

understanding of understanding of understanding of understanding of understanding of
whole numbers up to 10 000 whole numbers up to 10 000 000. whole numbers up to 10 000 000. whole numbers up to 10 000 whole numbers up to 10 000
000. 000. 000.
demonstrates demonstrates
demonstrates understanding of understanding of demonstrates demonstrates
understanding of divisibility, order of operations, factors divisibility, order of operations, factors understanding of understanding of
divisibility, order of and multiples, and the and multiples, and the divisibility, order of divisibility, order of operations,
operations, factors four fundamental four fundamental operations, factors factors
and multiples, and the operations involving operations involving and multiples, and the and multiples, and the
four fundamental fractions fractions four fundamental four fundamental
operations involving operations involving operations involving
fractions fractions fractions
B. Performance The learner is able to The learner is able to recognize The learner is able to recognize The learner is able to The learner is able to recognize
Standards recognize and represent whole and represent whole recognize and represent whole
and represent whole numbers up to 10 000 numbers up to 10 000 and represent whole numbers up to 10 000
numbers up to 10 000 000 in various forms 000 in various forms numbers up to 10 000 000 in various forms
000 in various forms and contexts and able to apply and contexts and able to apply 000 in various forms and contexts and able to apply
and contexts and able to divisibility, order of divisibility, order of and contexts and able to divisibility, order of
apply operations, factors and multiples, and the operations, factors and multiples, and the apply operations, factors and
divisibility, order of four fundamental operations four fundamental operations divisibility, order of multiples, and the four
operations, factors and involving fractions in involving fractions in operations, factors and fundamental operations
multiples, and the four mathematical problems and real-life mathematical problems and real-life multiples, and the four involving fractions in
fundamental operations situations. situations. fundamental operations mathematical problems and real-
involving fractions in involving fractions in life situations.
mathematical problems and mathematical problems and
real-life situations. real-life situations.
C. Learning K-12 Grade 5 Curriculum pp. Kto 12 Curriculum Guide for Grade V Kto 12 Curriculum Guide for Grade V K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum
Competencies/Objectives 59 Code: M5NS Ig-90.1 p. 56 Code: M5NS Ig-90.1 p. 56 Guide, Code M5NS-Ig-91 p.56, Guide, Code M5NS-Ig-91 p.56,
Write for the LC code for Code:M5NS-Ig-89
each
Multiplication of fractions Multiplying fraction and a whole Multiplying fraction and a whole Multiplies mentally Multiplies mentally proper
II. CONTENT
using models number and another Fraction number and another Fraction proper fractions with fractions with denominators
 denominators up to 10 up to 10
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp.
pages
2. Learner’s Materials Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp.
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Flashcards, strips of paper, Flash card, chart, activity sheets, strips of Flash card, chart, activity sheets, strips of flash cards/window flash cards/window cards,
Resources cartolina paper, two cubes with all faces of paper, two cubes with all faces of cards, charts, activity charts, activity sheets
numbered. numbered. sheets

IV. PROCEDURES
A. Review previous Read and Solve Use drawing to help you Use drawing to help you Give the multiples of the Give the multiples of the
lesson or presenting the Mother bought 5 kg of meat. find the answer to the following find the answer to the following following numbers 3, 6, 9 following numbers 3, 6, 9
1. 3/5 of 1/3 = 1. 3/5 of 1/3 =
new lesson She cooked 1 ½ kg on
2. 2/3 of 1/5 = 2. 2/3 of 1/5 =
Saturday and 2 1/3 kg on 3. 3/5 of ¼ = 3. 3/5 of ¼ =
Sunday. How many Kilograms 4. 2/5 of ½ = 4. 2/5 of ½ =
of meat not cooked? 5. 2/4 of ½ = 5. 2/4 of ½ =

B. Establishing a purpose What is ½ of a whole? Show it How many of you asked by your mother to How many of you asked by your mother to Who among you likes to eat Who among you likes to eat
for the lesson through your piece of pad go to the Market? What do you buy from go to the Market? What do you buy from pizza? What will you do to the pizza? What will you do to the
paper. If you find ½ of that the market? Did you help your mother the market? Did you help your mother pizza before eating it? pizza before eating it?
part again, what answer will preparing food? preparing food?
you get? (Let them fold the
paper once more in half and
shade that part). How is the
result compared with ½?
C. Presenting Using problem opener and Using problem opener Using problem opener Present the situation to the Present the situation to the class.
examples/instances of Visual presentations Ask these questions Ask these questions class.
the new lesson What ingredients did Caty’s buy from the What ingredients did Caty’s buy from the
market? market?
What kind of a girl is Caty? What kind of a girl is Caty?
Will you obey your mother? Will you obey your mother?
D. Discussing new Ask these questions: To answer the first problem, let us draw a To answer the first problem, let us draw a Group the pupils into five Group the pupils into five
concepts and practicing a. How big is father’s figure to represent 1/6 of a piece of figure to represent 1/6 of a piece of working teams. Tell them to working teams. Tell them to
new skills #1 land? cheese cheese think of methods on how to think of methods on how to
b. What part of it was solve the problem mentally. solve the problem mentally.
planted with sweet corn?
c. What are given in the
 problem?
d. What is asked?
Guide the pupils in
planning how to solve the
problem by asking them these
questions:
What is 1/3 of ¾?
What is the number
sentence? ( 1/3 x ¾ = N )
E. Discussing new Group Work: Let the pupils to We can also express as … 5 x 1 = 5 or we We can also express as … 5 x 1 = 5 or we By mental computation By mental computation
concepts and practicing visualize the multiplication multiply 5 by 1 multiply 5 by 1 ½ × ⅓ - Multiply ½ × ⅓ - Multiply numerator
new skills #2 problem using model by How did you find the activity? How did you find the activity? numerator to numerator and to numerator and multiply
presenting one hectare by How did you multiply the fraction to How did you multiply the fraction to multiply denominator to denominator to denominator.
whole piece of cartolina. Say, another fraction? another fraction? denominator. ½ × ⅓ = 1/6
“ if this is 1 hectare, how will How did you multiply fraction to a whole How did you multiply fraction to a whole ½ × ⅓ = 1/6
you represent the ¾ hectare number? number?
piece of land owned by
father?
(Pupils may fold the piece into
4 equal parts and shades ¾ ).
F. Developing mastery After performing the activity A. Discuss the presentation under A. Discuss the presentation under How did you go with the How did you go with the activity?
the pupils answer the Explore and Discover on page ____ of LM Explore and Discover on page ____ of LM activity? How did you get the
following questions through Grade Five Grade Five How did you get the product without paper and
the visualization B. Ask the pupils to work on the B. Ask the pupils to work on the product without paper and pencil?
multiplication of fractions exercises under Get Moving on page exercises under Get Moving on page pencil? For the solution: We
using models ____of LM Grade Five ____of LM Grade Five For the solution: We multiply both numerators and
C. For Mastery, have them answer C. For Mastery, have them answer multiply both numerators and denominators to get the product
the items under Keep Moving on page ___ the items under Keep Moving on page ___ denominators to get the of the fractions mentally.
of LM Grade Five of LM Grade Five product of the fractions
mentally.

G. Finding practical Show the product: Ask the pupils to do items 1 to 3 under Ask the pupils to do items 1 to 3 under A. Solve each item mentally. A. Solve each item mentally.
applications of concepts a. One half of one and Apply your Skills on page 153 of LM Grade Apply your Skills on page 153 of LM Grade 1. 2/3 × 4/5 = _____ 1. 2/3 × 4/5 = _____
and skills in daily living one half of the farm is planted 5 5 2. ½ × 2/3 = _____ 2. ½ × 2/3 = _____
with corn. Illustrate the area. 3. ¾ × 2/3 = _____ 3. ¾ × 2/3 = _____
b. Have the pupils do 4. 5/7 × 7/8=_____ 4. 5/7 × 7/8=_____
their under Apply your Skills 5. 7/10 × 1/5 = _____ 5. 7/10 × 1/5 = _____
on Page --- LM Grade 5 Math. B. Solve for N mentally. B. Solve for N mentally.
1. 5/6 × 7/8 = N 1. 5/6 × 7/8 = N
2. 3/8 × 5/6 = N 2. 3/8 × 5/6 = N
3. 3/10 × ½ = N 3. 3/10 × ½ = N
4. 2/3 × ½ = N 4. 2/3 × ½ = N
For more exercises, let For more exercises, let the
the pupils answer exercise B pupils answer exercise B under
under Keep Moving on Keep Moving on page__ LM
 page__ LM Math Grade 5. Math Grade 5.
H. Making generalizations and How do we visualize multiplication of How do we multiply whole number to fraction? How do we multiply whole number to fraction? Lead the pupils to give the Lead the pupils to give the generalization
abstractions about the lesson Fraction using model. How do we multiply fraction to fraction? How do we multiply fraction to fraction? generalization by asking: How do you by asking: How do you multiply the
Multiplication equation for each multiply the proper fractions with the proper fractions with the denominators
visualization by paper folding drawing denominators up to 10? up to 10?
and the like.
I. Evaluating learning A. Discuss the presentation Understand the questions carefully then Understand the questions carefully then Let the pupils answer exercise Let the pupils answer exercise
under Explore and Discover on page write your answers in the blanks. write your answers in the blanks. Aunder Apply Your Skillson page__ Aunder Apply Your Skillson page__ LM
___ of LM Math Grade 5 1. In the equation 2/3 x ½ x 5 = N 1. In the equation 2/3 x ½ x 5 = N LM Math Grade 5 Math Grade 5
B. Let the pupils work on 2. If you multiply 3 , ¼ and 2/3, what will be 2. If you multiply 3 , ¼ and 2/3, what will be
exercises under Get Movingon the product the product
page___ on page of LM Grade 5. For 3. Multiply 2/3 , 2 and 4/5 . It will give a 3. Multiply 2/3 , 2 and 4/5 . It will give a
more Practice give exercises under product of __________. product of __________.
Keep Moving on page of LM Grade 5 4. What is the product of 2/7 , 3/8 and ½ ? 4. What is the product of 2/7 , 3/8 and ½ ?
_______ _______
5. Multiply 2, 5/6 and ¾. The answer is 5. Multiply 2, 5/6 and ¾. The answer is
_____. _____.
J. Additional activities for Prepare an album showing the Find the product. Express your answer in lowest Find the product. Express your answer in lowest Answer exercise B underApply Your Answer exercise B underApply Your
application or remediation following equations. Use paper – terms if possible terms if possible Skillson page__ LM Math Grade 5 Skillson page__ LM Math Grade 5
folding methods. Dan bought 6 kilos of rice in the market. Dan bought 6 kilos of rice in the market.
1. 21 He shared 1/3 for their picnic. How many kilos of rice He shared 1/3 for their picnic. How many kilos of rice
3 x 2 = did he share? did he share?
Phiel planted pineapple on the ¾ of the Phiel planted pineapple on the ¾ of the
2. 13 5/6 sq. hectares of farm, what part of the farm was 5/6 sq. hectares of farm, what part of the farm was
10 x 4 =
planted with pineapple? planted with pineapple?
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?