GRADES 1 to 12 School PANGAPISAN ELEMENTARY SCHOOL Grade Level V-A,B,C

DAILY LESSON LOG Teacher LETECIA M. FONBUENA Learning Areas MATH

Teaching Dates and Time DECEMBER 9-13, 2024 (WEEK 1) Quarter III

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Identifies the base, percentage, and rate in the problem.
A. Content Standards demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of READING ACTIVITIES
polygons, circles, and solid polygons, circles, and solid polygons, circles, and solid polygons, circles, and solid (Enhancement &
figures. figures. figures. figures. Intervention)

VALUES, PEACE, AND

HEALTH EDUCATION
B. Performance Standards is able to construct and is able to construct and is able to construct and is able to construct and
describe polygons, circles, and describe polygons, circles, and describe polygons, circles, and describe polygons, circles, and
solid figures . solid figures . solid figures . solid figures .
C. Learning draws polygons with 5 or more draws polygons with 5 or more visualizes congruent polygons. visualizes congruent polygons.
Competencies/Objectives sides. sides. M5GE-IIId-22 M5GE-IIId-22
Write the LC code for each M5GE-IIIc-21 M5GE-IIIc-21
II. CONTENT Geometry Geometry Geometry Geometry
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages K to 12 Curriculum Guide K to 12 Curriculum Guide K to 12 Curriculum Guide, LM
(M5NS-IIIa-138) Lesson Guide (M5NS-IIIa-138) Lesson Guide Math Grade 5 pages
in Mathematics 5 pp. 417 in Mathematics 5 pp. 417 Building New Horizon in Math:
Lesson Guide in Math 6 p 311 Lesson Guide in Math 6 p 311 A Simplified Approach p. 302-
305
Growing Up with Math 5
p.220-222
Lesson Guide in Elementary
Mathematics Grade 6 p. 316-
319
Workbook in Mathematics 6
Third Quarter, Rubio, May Ester
M. p. 16-18
Workbook on Math (Grade 6),
Cayanan, Remedios p.140
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources hundred grid cardboards, hundred grid cardboards, strips of cartolina, flash cards strips of cartolina, flash cards
crayons, fraction strips crayons, fraction strips
 IV. PROCEDURES
A. Reviewing previous Concept Development Concept Development a. Divide the class into 4 a. Divide the class into 4
lesson or presenting the Material: fraction strips Material: fraction strips groups. One representative groups. One representative
new lesson Mechanics: Mechanics: from each group stands at the from each group stands at the
a. Form 5 groups. a. Form 5 groups. back of the classroom. back of the classroom.
b. Distribute fraction strips b. Distribute fraction strips b. Flash the strips of cartolina b. Flash the strips of cartolina
equally among the groups and equally among the groups and with a short problem written with a short problem written
place them face down in a pile. place them face down in a pile. on it. The representative from on it. The representative from
c. Pupils look at the top card, c. Pupils look at the top card, each group will identify the each group will identify the
name fraction and the name name fraction and the name missing/unknown missing/unknown
percent for the fraction. percent for the fraction. part in the problem. part in the problem.
d. The group with the most d. The group with the most c. The first one who gives the c. The first one who gives the
number of correct responses number of correct responses correct answer will get the correct answer will get the
wins the game. wins the game. point. point.
d. The game continues until all d. The game continues until all
the pupils from each group the pupils from each group
have participated. have participated.
e. The group with the most e. The group with the most
number of points wins. number of points wins.
B. Establishing a purpose for the Identifies the base, percentage, Identifies the base, percentage, Finds the percentage in given Finds the percentage in given
lesson and rate in the problem. and rate in the problem. problem. problem.
C. Presenting Action Song (Body Exercise) Action Song (Body Exercise) What’s your target score in a What’s your target score in a
examples/instances of the Tune: Are you Sleeping Tune: Are you Sleeping 20-item test? What passing 20-item test? What passing
new lesson Title: Fraction to Percent Title: Fraction to Percent grade is it? (75%, 80%, 90% or grade is it? (75%, 80%, 90% or
100%? The pupils have the 100%? The pupils have the
(One-fourth) 4x (Twenty-five) (One-fourth) 4x (Twenty-five) freedom to choose. freedom to choose.
2x 2x
(One-fourth change to percent) (One-fourth change to percent) Ask: Do you study your lesson Ask: Do you study your lesson
2x 2x every day? Do you listen well every day? Do you listen well
(Twenty-five percent) 2x (Twenty-five percent) 2x and participate in class and participate in class
discussion? discussion?
One-half = 50% One-half = 50% Ask: Why do you need to Ask: Why do you need to
One-fifth = 20% One-fifth = 20% study? Will it help you prepare study? Will it help you prepare
Three-fourths = 75% Three-fourths = 75% for your future? for your future?
Two-fifths = 40% Two-fifths = 40% Emphasize the value of being Emphasize the value of being
studious and participative. studious and participative.
D. Discussing new concepts and Acting Out: My Favorite Fruit Acting Out: My Favorite Fruit Vincent, a boy from a fishing Vincent, a boy from a fishing
practicing new skills #1 Mechanics; Mechanics; village is a diligent and studious village is a diligent and studious
1. Divide the class into 8 1. Divide the class into 8 pupil. He goes to school and pupil. He goes to school and
groups. groups. every day and does his work every day and does his work
2. Teacher will presents a 2. Teacher will presents a well. He never skips studying well. He never skips studying
question: If you were to choose question: If you were to choose his lesson every night. When he his lesson every night. When he
which fruits would you like to which fruits would you like to took their 50-item quarter took their 50-item quarter
eat everyday? eat everyday? examination he got 96% of it examination he got 96% of it
3. Each group decides on their 3. Each group decides on their correctly? What is his score? correctly? What is his score?
favourite fruit among the fruits favourite fruit among the fruits Ask: Ask:
posted on the board. posted on the board. Who is the boy from the fishing Who is the boy from the fishing
4. Teacher request the 8 group 4. Teacher request the 8 group village? village?
leaders to stand at the back of leaders to stand at the back of How is he as a pupil? How is he as a pupil?
the classroom. the classroom. Did he do well in school? How Did he do well in school? How
5. As the teacher gives the 5. As the teacher gives the do you know? do you know?
signal, the leaders go to the signal, the leaders go to the How many items is their test? How many items is their test?
fruit the fruit chose. fruit the fruit chose. What rating does Vincent get in What rating does Vincent get in
6. The teacher ask the leaders 6. The teacher ask the leaders the test? Is this a high rating? the test? Is this a high rating?
to explain their choices. to explain their choices. How do you know? How do you know?
7. Let the pupils form the ratios 7. Let the pupils form the ratios Will you do the same? Why? Will you do the same? Why?
for each fruit chosen: number for each fruit chosen: number
of groups who chose the fruit of groups who chose the fruit
To the total number To the total number
of groups. of groups.
8. Convert the ratios to 8. Convert the ratios to
fractions then to percent. fractions then to percent.
Discussion Discussion
a. How many group are there? a. How many group are there?
8 8
b. How many chose apple? 6 b. How many chose apple? 6
c. How do we write it in c. How do we write it in
percent? 75% percent? 75%
Say: We can write: Say: We can write:
75% of 8 = 6 75% of 8 = 6
We deal with the We deal with the three
three elements: rate, base and elements: rate, base and
percentage: percentage:
The relationship among the The relationship among the
three is: three is:
R x B = p or P = R x B R x B = p or P = R x B
75% is the rate. The number 75% is the rate. The number
written with the word written with the word
“percent” or with the symbol “percent” or with the symbol
“%” “%”
It can be expressed as a ratio It can be expressed as a ratio
75 75
of fraction100 . of fraction100 .
8 is called the base. 8 is called the base.
The total or whole and it is the The total or whole and it is the
number that usually follows the number that usually follows the
phrase “percent of” or “% of”. phrase “percent of” or “% of”.
6 is called percentage. It is the 6 is called percentage. It is the
part of the whole. part of the whole.

We can also use the We can also use the

Techan’s Triangle to identify Techan’s Triangle to identify
rate, base and percentage. rate, base and percentage.
E. Discussing new concepts and A. Using flashcards. Identify the A. Using flashcards. Identify the Ask the pupils to work in Ask the pupils to work in
practicing new skills #2 rate, base and percentage. rate, base and percentage. groups in solving the problem. groups in solving the problem.

B. Have the pupils work in B. Have the pupils work in

group. The teacher gives group. The teacher gives
problem statements wherein problem statements wherein
the pupils the pupils
Identify the rate, base and Identify the rate, base and
percentage: percentage:

Group 1: Group 1:
Paolo listen very well to the Paolo listen very well to the
teacher during the discussion teacher during the discussion
of the lesson. When they were of the lesson. When they were
given a 5-itm test he got 4 given a 5-itm test he got 4
correct answer. He has a grade correct answer. He has a grade
of 80%. of 80%.

Group 2: Group 2:
There are 40 pupils in a class. There are 40 pupils in a class.
Seventy-five percent of them Seventy-five percent of them
are present. 30 are present. 30
pupils are present. pupils are present.

Group 3: Group 3:
Monique invited 300 kids to Monique invited 300 kids to
her party. Only 15% of the kids her party. Only 15% of the kids
did not showed up.Forty-five did not showed up.Forty-five
kids did not attend the party. kids did not attend the party.

Group 4: Group 4:
Shiela got 90% of a 20-item test Shiela got 90% of a 20-item test
in Science. She answers 18 item in Science. She answers 18 item
correctly. correctly.
F. Developing mastery Let the group present their Let the group present their After the group presented and After the group presented and
(Leads to Formative Assessment 3) output. Check their work one at output. Check their work one checked their work, call on the checked their work, call on the
a time. How did you find the at a time. How did you find the leader to relate what they leader to relate what they
activity? How can we identify activity? How can we identify have done to solve the have done to solve the
the rate? base? Percentage? the rate? base? Percentage? problem. problem.
Say: We can identify the rate Say: We can identify the rate
easily because it is the number easily because it is the number Ask: Ask:
with the symbol % or number with the symbol % or number How do we solve for the How do we solve for the
with the word “percent”. Base with the word “percent”. Base percentage? percentage?
is the whole number which you is the whole number which you Did you move the decimal Did you move the decimal
take the percent while take the percent while point of the rate from right to point of the rate from right to
percentage is the part of the percentage is the part of the left? left?
whole. We can also use whole. We can also use How many move of decimal How many move of decimal
 Techan’s Triangle to identify Techan’s Triangle to identify point do we move? point do we move?
the rate, base and percentage. the rate, base and percentage.

G. Finding practical applications Discuss the presentation on Discuss the presentation on Discuss the presentation under Discuss the presentation under
of concepts and skills in daily Explore and Discover on page Explore and Discover on page Explore and Discover of page Explore and Discover of page
living ____ of LM Math Grade 5. ____ of LM Math Grade 5. __, LM Math Grade 5. Then __, LM Math Grade 5. Then
Ask the pupils to work on items Ask the pupils to work on items give these exercises. give these exercises.
1 to 10 under Get Moving, on 1 to 10 under Get Moving, on
page ___ of LM Math 5 page ___ of LM Math 5
Check the pupils’ answers. For Check the pupils’ answers. For
mastery, have them answer the mastery, have them answer the
items under Keep items under Keep
Moving on page _____ of LM Moving on page _____ of LM
Math Grade 5. Math Grade 5.
H. Making generalizations and Lead the pupils to give the Lead the pupils to give the Lead the pupils to generalize as Lead the pupils to generalize as
abstractions about the lesson following generalization by following generalization by follows: follows:
asking: asking:
How can you identify the rate, How can you identify the rate, In finding the percentage of a In finding the percentage of a
base and percentage? base and percentage? given number follow these given number follow these
Rate is the number written with Rate is the number written steps: steps:
the word “percent”. It is with the word “percent”. It is  Find the rate in the  Find the rate in the
express in percent form. express in percent form. given problem. given problem.
Base is the total or whole and it Base is the total or whole and it  Arrange the numbers  Arrange the numbers
is the number that usually is the number that usually
in vertically. in vertically.
follows the phrase “percent”. follows the phrase “percent”.
Percentage is the part of the Percentage is the part of the  Move the decimal  Move the decimal
whole. whole. point of the given point of the given
Techan’s Triangle is also used in Techan’s Triangle is also used in rate twice from right rate twice from right
identifying rate, base and identifying rate, base and to left. to left.
percentage. percentage.  Multiply the numbers  Multiply the numbers
following the steps in following the steps in
multiplication. multiplication.
Count the number at the right Count the number at the right
of the decimal point which will of the decimal point which will
decide where to put the decide where to put the
corresponding decimal point corresponding decimal point
I. Evaluating learning Identify the rate, base, or Identify the rate, base, or B. Solve the following B. Solve the following
percentage in the following percentage in the following percentage problems. percentage problems.
problems. problems.
1. 50% of 78 = 39 1. 50% of 78 = 39 1) Forty-six percent of people 1) Forty-six percent of people
2. 10% of 60 = 6 2. 10% of 60 = 6 surveyed said that they surveyed said that they
3. A 20% or P 4 600 is the down 3. A 20% or P 4 600 is the down exercised on a fairly regular exercised on a fairly regular
payment for a brand new TV payment for a brand new TV basis. If 12 basis. If 12
set. The original price of the set. The original price of the 100 people were surveyed, 100 people were surveyed,
TV set is P 23 000. TV set is P 23 000. how many of them exercise? how many of them exercise?
4. Carlo invest P 750 000 at 6 4. Carlo invest P 750 000 at 6
 1 1 2) The price of gasoline 2) The price of gasoline
decreased by 18%. If a liter of decreased by 18%. If a liter of
2 % simple interest a year. His 2 % simple interest a year. His gasoline sold P 21.15 before gasoline sold P 21.15 before
interest is P 48 750. interest is P 48 750. the decrease, what was the the decrease, what was the
5. Melissa has 120 kilograms of 5. Melissa has 120 kilograms of amount of the decrease? amount of the decrease?
rice. Her mother sold 105 rice. Her mother sold 105
kilograms. Is she right to tell kilograms. Is she right to tell 3) In a certain city, about 25% 3) In a certain city, about 25%
her mother sold 87.5% of what her mother sold 87.5% of what of the people are between the of the people are between the
she sold? she sold? ages of 20 and 40 years. If the ages of 20 and 40 years. If the
city city
population is 1 430 000, how population is 1 430 000, how
many people are between many people are between
those ages? those ages?

4) The Jimenez family planned 4) The Jimenez family planned

to save at least 7.5% of their to save at least 7.5% of their
monthly income of P 12 500. monthly income of P 12 500.
How How
much did they plan to save? much did they plan to save?

5) Marvin, a basketball player, 5) Marvin, a basketball player,

usually scores 80% of his field usually scores 80% of his field
shots. If he attempted 40 field shots. If he attempted 40 field
shots during a game, how shots during a game, how
many did he score ? many did he score ?
J. Additional activities for Identify the R, B, and P in the Identify the R, B, and P in the A. Answer the following. A. Answer the following.
application or remediation following statement. following statement.
1. 180% of 200 is 360 1. 180% of 200 is 360 1. What is 25% of 4? 1. What is 25% of 4?
2. 35% of 90 is 31.5 2. 35% of 90 is 31.5 2. N is 50% of 2. 2. N is 50% of 2.
3. P 100 is 4% of P2 500 3. P 100 is 4% of P2 500 3. 200 % of 3 is what number? 3. 200 % of 3 is what number?
2 2 4. 75% of 12 is ____? 4. 75% of 12 is ____?
5. 60% of 30 is N. 5. 60% of 30 is N.
4. 51 children, 663 % of them 4. 51 children, 663 % of them 6. 30% of 600 is what 6. 30% of 600 is what
are boys, 34 are boys are boys, 34 are boys number? number?
5. 16 is 20% of 80 5. 16 is 20% of 80 7. 230% of 90 is N. 7. 230% of 90 is N.
8. 150% of P 400 is _____. 8. 150% of P 400 is _____.
9. 36% of 95 is N. 9. 36% of 95 is N.
10. 48% of 290 is what 10. 48% of 290 is what
number? number?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
80% in the evaluation 80% above 80% above 80% above 80% above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for
remediation who scored below remediation remediation remediation remediation
80%
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
up with the lesson up the lesson up the lesson up the lesson up the lesson
D. No. of learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue
require remediation to require remediation to require remediation to require remediation to require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these
___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
work?
Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and
studying techniques, and studying techniques, and studying techniques, and studying techniques, and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think-
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and
anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts.
___Schema-Building: ___Schema-Building: ___Schema-Building: ___Schema-Building:
Examples: Compare and Examples: Compare and Examples: Compare and Examples: Compare and
contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer
teaching, and projects teaching, and projects teaching, and projects teaching, and projects
___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, media, manipulatives, media, manipulatives, media, manipulatives,
repetition, and local repetition, and local repetition, and local repetition, and local
opportunities. opportunities. opportunities. opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples:
Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly,
modeling the language you modeling the language you modeling the language you modeling the language you
want students to use, and want students to use, and want students to use, and want students to use, and
providing samples of student providing samples of student providing samples of student providing samples of student
work. work. work. work.

Other Techniques and Other Techniques and Other Techniques and Other Techniques and
Strategies used: Strategies used: Strategies used: Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___Gamification/Learning ___Gamification/Learning ___Gamification/Learning ___Gamification/Learning
throuh play throuh play throuh play throuh play
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
 ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson of the lesson
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
can help me solve? __ 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
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized and
which I wish to share with other Indigenized IM’s Indigenized IM’s and Indigenized IM’s Indigenized IM’s
teachers?
__ 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 __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

Prepared by: Noted:

LETECIA M. FONBUENA MARISSA C. DE VERA

Teacher III Principal III