School: NAGSANGALAN ELEMENTARY SCHOOL

Quarter: SECOND
DAILY LESSON LOG Date of Teaching: January 3-5, 2024 (Quarter
(Talaan ng Aralin sa Araw- Teacher: FRANCES AINA A. ALTARES
2, Week 7)
araw)
Subject: MATHEMATICS Grade and Section: 5
Time of Teaching
I. OBJECTIVES
A. Content The learners demonstrate understanding of…….
Standard decimals,
(Pamantayang the four fundamental operations involving decimals and ratio and proportion.
Pangnilalaman)
B. Performance The learner is able to……
Standard recognize and represent decimals in various forms and contexts.
(Pamantayan apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.
Pangganap)
C. Learning Solves routine and non -routine Visualizes the ratio of 2 given Identifies and writes equivalent
Competencies problems involving division without numbers (M5NS - IIh -122) ratios (M5NS - IIi -124)
(Mga or with any of the other operations
Pamantayan of decimals and whole numbers
sa Pagkatuto) including money using appropriate
problem-solving strategies and
tools. (M5NS - IIg - 120.1)
D. Learning
Objectives MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
(Mga Layunin sa
Pagkatuto)
Cognitive Identify steps in solving routine
(Pangkabatira and non -routine problems
n) involving division without or with
any of the other operations of
Identify what is ratio. Identify equivalent ratios.
decimals and whole numbers
including money using appropriate
problem-solving strategies and
tools.
Affective Participate actively in class Participate actively in class Participate actively in group
discussion. discussion. activities.
(Pangdamdami
n)
 Psychomotor Solve routine and non-routine Visualize ratio of two given Answer equivalent ratios.
(Sayko-Motor) problems involving division of numbers.
decimals.
II. CONTENT Solving routine and non-routine Visualizing the Ratio of Two Identifying and Writing
NEW YEAR
(Nilalaman) problems involving decimals Quantities Equivalent Ratios
III. LEARNING RESOURCES
(Kagamitan sa Pagkatuto)

A. References
(Sanggunian)
1. Teacher’s Most Essential Learning Most Essential Learning Most Essential Learning
Guide Page Competencies pp. 218-219 Competencies pp. 218-219 Competencies pp. 218-219
2. Learner’s
Material Page
3. Textbook Page
4. Additional Quarter 2 – Module 12: Dividing Quarter 2 – Module 14: Visualizing Quarter 2 – Module 15:
Resource from Whole Numbers with Quotients in the Ratio of Two Quantities Identifying and Writing
Learning Decimal Form Equivalent Ratios
Resource
Portal
B. Other PowerPoint Presentation, laptop, PowerPoint Presentation, laptop, PowerPoint Presentation,
Materials SLMs/Learning Activity Sheets, SLMs/Learning Activity Sheets, laptop, SLMs/Learning Activity
pens, notebook pens, notebook Sheets, pens, notebook

A. Elicit Directions: Solve the given Directions: Solve the problem Directions: Read the story
problem.
Jane paid ₱1,255 using AGONA. carefully and give the
corresponding ratio. Teacher
for 4 T-shirts. Mang Tomas has 12.5
Amy is a Grade 5 adviser. Her
How much did hectares of land. He wants
students go to school by using
each shirt cost? to divide it into 2.5
different means of
hectares each for his sons.
transportation. Five (5) children
How many sons does
sail in a “bangka”, 6 ride in a
Mang Tomas have?
jeepney, 9 take the tricycle, 13
walk to school, and the rest take
the bus. There are 38 children in
Teacher Amy’s class.

Situation Ratio
1) the ratio
 of children
who ride
the
jeepney to
children
who walk
to school.
2) the ratio
of children
who ride
the bus to
children
who ride
the
tricycle.
3) the ratio
of children
who sail in
a “bangka”
to children
who ride
the bus.
4) The ratio
of children
who ride
the
jeepney to
children
who ride
the bus.
5) the ratio
of children
who ride
the tricycle
to children
who walk
to school.
B. Engage BOARDWORK LET’S VOTE IN!
If we were to play today, what
Ask two pupils to answer this would you choose, basketball or
problem on the board. volleyball?
 VOTE VOTE

Tarrayo’s Family has a Give the ratio of the healthy and

catering business. In one unhealthy foods.
birthday party, they charged
their customer ₱12,784.80
for a party of 80 persons.
How much is the cost per
person?
C. Explore 1. What is asked? Ratios are a helpful tool for A ratio is a relationship between
comparing things with each other two numbers. For example,
in Mathematics and in real-life when people drive, they travel at
situations, so it is important to a certain speed. We usually
2. What are the given numbers? know what they mean and how refer to that speed as kilometer
they are used. Ratios occur per hour. That's a ratio because
frequently in daily life and help to it's a relationship between
simplify many of our interactions distance and time. You have
3. What is the operation to use? by putting numbers into previously studied about
perspective like comparing and visualizing ratios of two
choosing things like basketball or quantities. You were able to
volleyball. learn also how to write a ratio in
4. What is the number sentence? three forms, using the phrase "is
to", using a ":" and in fraction
form. identify and write
equivalent ratios, you need to
5. What is the answer? (Solution)
master the skills on visualizing
the ratio of two quantities and
fractions.
D. Explain The teacher will assess the To visualize ratios of two In identifying and writing
answer if it is correct before quantities, you need to master the equivalent ratios, you need to
discussing the lesson. skills on fractions because this will bear in mind that ratios are used
 help you gain understanding of the to compare numbers. When
concept of the lesson. In you’re working with ratios, it is
visualizing ratios of two quantities, sometimes easier to work with
you need to know that a “part” is a an equivalent ratio. Equivalent
piece of something or one thing in ratios have different numbers
a particular group, and that a but represent the same
“whole” represents all the relationship.
combined pieces of something or
all the items belonging to a
particular group. You can
represent a ratio in three forms,
using the word "is to", using a
colon form “:" and in fraction form.
If necessary, you can also use the
phrase form.
E. Elaborate In solving a word problem, all you Ratio is a comparison of two Equivalent Ratios If two ratios
need to remember and strictly quantities. It indicates how many have the same value, then they
observe is the times one quantity is greater than the are equivalent. Equivalent
other and shows the relationship of
ratios are like equivalent
numbers. The concept of ratio can be
Four-Step Method below. applied in real life situations like fractions. They can be formed
1.) Understand - Know what is comparing the number of boys and by multiplying or dividing all
asked. - Identify the relevant girls in a certain class. Study the their terms by the same whole
facts. table below, the ratio that compares number. Below is an illustration
the number of boys and girls in Grade of equivalent ratios.
2.) Plan – Choose the operation 5-Marcos is 19 is to 11.
or the formula to use. 3:1
6:2
3.) Solve – Perform the strategy.
3 is to 1 and 6 is to 2 have the
4.) Check - Verify if the answer is same values The shaded parts
correct. - State the complete are equal. Therefore, they are
answer. There are different ways to express equivalent.
ratio. The most common is to write a
ratio with a colon (:). With the data Here are examples of forming
given above, the ratio of the number equivalent ratios.
of boys to the number of girls may be
written as follows:
a. using colon (:)
between the two quantities
19:11
b. written as a fraction
 19
11
Therefore, the ratio 19 is to 11 is the
19
same as 19:11 or .
11

Another example:
Bel glued the circles and
stars on a paper.

a. What is the ratio of the number of

stars to the number of circles?
number of stars – 8 number of
circles – 5
ratio:
8 is to 5
8:5
8
5
b. What is the ratio of the total
number of shapes to the number of
stars?
total number of shapes- 13
number of stars – 8
ratio:
13 is to 8
13:8
13
8
F. Evaluate Directions: Solve the problem by Directions: Study the number of the Directions: Identify the
completing the table. different shapes in the box and equivalent and not equivalent
answer the questions below. Write ratios by using the symbols “=”
Arvin bought 7 books during your answer on the space provided. or "≠”.
(Ratio can be written in a colon or
Super Sunday Sale at bookstore.
fraction form)
If he paid ₱ 125.72 for his 1.) 5 is to 9 35 is to 63
 purchase, how much did each 2.) 6:8 3:4
book cost?
3.) 15 45
18 53
4.) 27:21 45:35
1. What is the ratio of the numbers of
stars to the numbers of circles?
________ 5.) 100 is to 35 40 is to 14
2. What is the ratio of the numbers of
triangles to the numbers of circles?
________
3. What is the ratio of the numbers of
pentagons to the numbers of stars?
________
Books 4. What is the ratio of the numbers of
bought by stars to the numbers of triangles?
Arvin ________
Prices of 5. What is the ratio of the numbers of
all the rectangles to the total number of
books shapes?
Price of ________
each book

G. Extend Give one real life situations that The concept of ratio can be The concept of ratio can be
applied in the following real life applied in the following real life
illustrate solving problem involving
situations. situations.
division of decimal numbers. a.__________________________ a.________________________
_________________b._________ _____________________b.___
___________________________ _________________________
_______ _________________

IV. REMARKS

V.
REFLECTION
S

A.No. of learners ___Lesson carried. Move ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to
who earned on to the next objective. the next objective. the next objective. the next objective. the next objective.
 80% in the ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
evaluation _____% of the pupils got _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
80% mastery mastery mastery mastery mastery
B.No.of learners ___Pupils did not find ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find
who require difficulties in answering difficulties in answering their in answering their lesson. in answering their lesson. difficulties in answering their
additional their lesson. lesson. ___Pupils found difficulties in ___Pupils found difficulties in lesson.
activities for ___Pupils found difficulties ___Pupils found difficulties in answering their lesson. answering their lesson. ___Pupils found difficulties in
remediation in answering their lesson. answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the
lesson because of lack of lesson because of lack of skills and interest about the knowledge, skills and interest lesson because of lack of
knowledge, skills and knowledge, skills and interest lesson. about the lesson. knowledge, skills and interest
interest about the lesson. about the lesson. ___Pupils were interested on the ___Pupils were interested on the about the lesson.
___Pupils were interested ___Pupils were interested on lesson, despite of some lesson, despite of some ___Pupils were interested on
on the lesson, despite of the lesson, despite of some difficulties encountered in difficulties encountered in the lesson, despite of some
some difficulties difficulties encountered in answering the questions asked by answering the questions asked by difficulties encountered in
encountered in answering answering the questions asked the teacher. the teacher. answering the questions asked
the questions asked by the by the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson by the teacher.
teacher. ___Pupils mastered the lesson despite of limited resources used despite of limited resources used ___Pupils mastered the lesson
___Pupils mastered the despite of limited resources used by the teacher. by the teacher. despite of limited resources
lesson despite of limited by the teacher. ___Majority of the pupils finished ___Majority of the pupils finished used by the teacher.
resources used by the ___Majority of the pupils their work on time. their work on time. ___Majority of the pupils
teacher. finished their work on time. ___Some pupils did not finish ___Some pupils did not finish finished their work on time.
___Majority of the pupils ___Some pupils did not finish their work on time due to their work on time due to ___Some pupils did not finish
finished their work on time. their work on time due to unnecessary behavior. unnecessary behavior. their work on time due to
___Some pupils did not unnecessary behavior. unnecessary behavior.
finish their work on time
due to unnecessary
behavior.

C.Did the ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
remedial work? 80% above above above above 80% above
No.of learners
who have
caught up with
the lesson
D.No. of learners ___ of Learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
who continue require additional activities additional activities for additional activities for additional activities for additional activities for
to require for remediation remediation remediation remediation remediation
remediation
E.Which of my ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
teaching ____ of Learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught
strategies caught up the lesson the lesson the lesson the lesson up the lesson
 worked well?
Why did these
work?
F.What difficulties ___ of Learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
did I encounter continue to require require remediation require remediation require remediation to require remediation
which my remediation
principal or
supervisor can
help me solve?
G.What Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
innovation or well: ___Metacognitive Development: 12. ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
localized materials
1.___Metacognitive Examples: Self assessments, Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
did used/discover Development: Examples: note taking and studying taking and studying techniques, taking and studying techniques, assessments, note taking and
which I wish to Self assessments, note techniques, and vocabulary and vocabulary assignments. and vocabulary assignments. studying techniques, and
share with other taking and studying assignments. ___Bridging: Examples: Think- vocabulary assignments.
13. ___Bridging: Examples: Think-
teachers? techniques, and vocabulary ___Bridging: Examples: Think- pair-share, quick-writes, and ___Bridging: Examples: Think-
pair-share, quick-writes, and
assignments. pair-share, quick-writes, and anticipatory charts. anticipatory charts. pair-share, quick-writes, and
2. ___Bridging: Examples: anticipatory charts. anticipatory charts.
14.
Think-pair-share, quick-
___Schema-Building: Examples:15. ___Schema-Building: Examples:
writes, and anticipatory ___Schema-Building: Examples: Compare and contrast, jigsaw ___Schema-Building:
Compare and contrast, jigsaw
charts. Compare and contrast, jigsaw learning, peer teaching, and Examples: Compare and
learning, peer teaching, and
3. learning, peer teaching, and projects. projects. contrast, jigsaw learning, peer
4. ___Schema-Building: projects. 16. teaching, and projects.
Examples: Compare and ___Contextualization: 17. ___Contextualization:
contrast, jigsaw learning, ___Contextualization: ___Contextualization:
Examples: Demonstrations, 18. Examples: Demonstrations,
peer teaching, and projects. Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, repetition, media, manipulatives, repetition,
5. media, manipulatives, repetition, and local opportunities. and local opportunities. media, manipulatives,
6. ___Contextualization: and local opportunities. repetition, and local
19. opportunities.
7. Examples: Demonstrations, ___Text Representation: 20. ___Text Representation:
media, manipulatives, ___Text Representation:
Examples: Student created 21. Examples: Student created
repetition, and local Examples: Student created ___Text Representation:
drawings, videos, and games. drawings, videos, and games.
opportunities. drawings, videos, and games. Examples: Student created
___Modeling: Examples:
8. 11. ___Modeling: Examples: 22. ___Modeling: Examples: drawings, videos, and games.
Speaking slowly and clearly,
Speaking slowly and clearly, Speaking slowly and clearly, ___Modeling: Examples:
9. ___Text Representation: modeling the language you want
modeling the language you want modeling the language you want Speaking slowly and clearly,
students to use, and providing
10. Examples: Student created students to use, and providing students to use, and providing modeling the language you
samples of student work.
drawings, videos, and samples of student work. samples of student work. want students to use, and
games. providing samples of student
Other Techniques and Strategies
___Modeling: Examples: Other Techniques and Strategies Other Techniques and Strategies work.
used:
Speaking slowly and used: used:
___ Explicit Teaching
 clearly, modeling the ___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching Other Techniques and
language you want students ___ Group collaboration ___Gamification/Learning throuh ___ Group collaboration Strategies used:
to use, and providing ___Gamification/Learning play ___Gamification/Learning throuh ___ Explicit Teaching
samples of student work. throuh play ___ Answering preliminary play ___ Group collaboration
___ Answering preliminary activities/exercises ___ Answering preliminary ___Gamification/Learning
Other Techniques and activities/exercises ___ Carousel activities/exercises throuh play
Strategies used: ___ Carousel ___ Diads ___ Carousel ___ Answering preliminary
___ Explicit Teaching ___ Diads ___ Differentiated Instruction ___ Diads activities/exercises
___ Group collaboration ___ Differentiated Instruction ___ Role Playing/Drama ___Differentiated Instruction ___ Carousel
___Gamification/Learning ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Diads
throuh play ___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Differentiated Instruction
___ Answering preliminary ___ Lecture Method Why? ___ Lecture Method ___ Role Playing/Drama
activities/exercises Why? ___ Complete IMs Why? ___ Discovery Method
___ Carousel ___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Lecture Method
___ Diads ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials Why?
___ Differentiated ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Complete IMs
Instruction ___ Group member’s collaboration/cooperation ___ Group member’s ___ Availability of Materials
___ Role Playing/Drama collaboration/cooperation in doing their tasks collaboration/cooperation ___ Pupils’ eagerness to learn
___ Discovery Method in doing their tasks ___ Audio Visual Presentation in doing their tasks ___ Group member’s
___ Lecture Method ___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation collaboration/cooperation
Why? of the lesson of the lesson in doing their tasks
___ Complete IMs ___ Audio Visual Presentation
___ Availability of of the lesson
Materials
___ Pupils’ eagerness to
learn
___ Group member’s

collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
Prepared by: Corrected by:
Frances Aina A. Altares Ana A. Castor, Ed.D.
Teacher II School Principal III