MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

September 5, 2022 September 6, 2022 September 7, 2022 September 8, 2022 September 9, 2022
I. OBJECTIVES
A. Content Standards GRADE 5 1. understanding of whole numbers up to 10School: 000 000. CASTILLEJOS ELEMENTARY SCHOOL Grade Level: Grade 5
2. demonstrates understanding of Teacher:
divisibility, order of SHERYL
operations, G. EBITNER
factors and multiples, and the four fundamental operations Learning
involving fractions Area: MATHEMATICS
DAILY LESSON LOG
B. Performance Standards Teaching Dates and
1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.
2. is able to apply divisibility, order of operations, factorsAugust
Time: 12-16,
and multiples, 2024
and the four (WEEK 3) operations involving fractions in mathematical
fundamental Quarter:
problems1and
ST
real-life situations.
QUARTER

C. Learning Performs a series of more than two operations on whole numbers applying Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS) or Grouping, Multiplication,
Competencies/Objectives Division, Addition, Subtraction (GMDAS) correctly.
Write for the LC code for each (M5NS-Ic-62.2)
II. CONTENT state, explain, and interpret the state, explain, and interpret the simplify a series of operations on apply order of operations in simplify a series of
PMDAS or GMDAS rule; PMDAS or GMDAS rule; whole numbers involving more mathematical problems and real- operations on whole
than two operations using the life situations numbers involving more
PMDAS or GMDAS rule; and, than two operations using
the PMDAS or GMDAS rule;
and,
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages MELCs in Math 5 Week 3
2. Learner’s Materials pages 21st Century MATHletes Grade 5
3. Textbook pages
4. Additional Materials from Mathematics 5 Quarter 1 Module 3
Learning Resource (LR) portal
B. Other Learning Resources Chart, flashcard,
IV. PROCEDURES
A. Review previous lesson or 1. Drill 1. Drill 1. Drill 1. Drill Review
presenting the new lesson 1. 40 x 5 = 1. 70 x 8 = 1. 60 x 4 = 1. 90 x 9=
2. 420 ÷ 7 = 2. 810 ÷ 9= 2. 490 ÷ 7= 2. 960 ÷ 12=¿ Perform the following
3. 162 + 282 = 3. 155 + 365 = 3. 760 +143 = 3. 146+295= operation. Write your
4. 156 – 95 = 4. 363 – 112 = 4. 185 – 62 4. 97-44 solution.
5. 5 2 5. 82 5. 22 5. 92
1. 36 ÷ (6 + 6) x 5 = n
2. Review 2. Review
Read and analyse sentence. How will we solve a numerical 2. 8 x 9 + (48 ÷ 6) = n
Write the letter of the correct expression that has more than one
answer on the space operation? 3. (72 + 15) x 4 – (625
provided before the number. ÷125) = n
_____ 1. Which of the following
is divisible by 3?
(please see chart)
B. Establishing a purpose for the Motivation After going through this lesson, you After going through this lesson, you After going through this lesson, Perform a series of more
lesson Problem comes with a solution. are expected to perform a series of are expected to perform a series of you are expected to perform a than two operations on Prepared by:
But it doesn’t always mean that more than two operations on whole more than two operations on whole series of more than two operations whole numbers applying
a solution may answer a numbers applying Parenthesis, numbers applying Parenthesis, on whole numbers applying Parenthesis, Multiplication,
problem in any possible way. Multiplication, Division, Addition, Multiplication, Division, Addition, Parenthesis, Multiplication, Division, Addition,
What happens when subtraction (PMDAS) or Grouping, subtraction (PMDAS) or Grouping, Division, Addition, subtraction subtraction (PMDAS) or
there are different answers to a Multiplication, Division, Addition, Multiplication, Division, Addition, (PMDAS) or Grouping,
SHERYL G. EBITNER
Teacher 1
Noted:

MARIO M. CELIS
Principal III/Coordinating Principal