School: TANLAD ELEMENTARY SCHOOL Grade Level: V

GRADE 5 Teacher: ARDIN D. PALMISA Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
JULY 16-20, 2018 10:00 – 10:50 Quarter: 1ST QUARTER
Time:

WEEK W6-D3 W6-D4 W6-D5 W7-D1 W7-D2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES Solves routine and non- routine creates problems (with reasonable Answer questions about Visualizes multiplication of fractions Visualizes multiplication of fractions
problems involving addition and/ or answers) involving addition and/or M5NS-If87.2 using models using models
subtraction of fractions using subtraction of fractions using M5NS-If-85
appropriate problem solving appropriate problem solving M5NS-If-88.2
strategies and tools. strategies.
a. Content Standards demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of
divisibility, order of operations, divisibility, order of operations, divisibility, order of operations, divisibility, order of operations, divisibility, order of operations,
factors and multiples, and the four factors and multiples, and the four factors and multiples, and the four factors and multiples, and the four factors and multiples, and the four
fundamental operations involving fundamental operations involving fundamental operations involving fundamental operations involving fundamental operations involving
fractions fractions fractions fractions fractions
b. Performance Standards is able to apply divisibility, order of is able to apply divisibility, order of is able to apply divisibility, order of is able to apply divisibility, order of is able to apply divisibility, order of
operations, factors and multiples, and operations, factors and multiples, and operations, factors and multiples, and operations, factors and multiples, and operations, factors and multiples, and
the four fundamental operations the four fundamental operations the four fundamental operations the four fundamental operations the four fundamental operations
involving fractions in mathematical involving fractions in mathematical involving fractions in mathematical involving fractions in mathematical involving fractions in mathematical
problems and real-life situations. problems and real-life situations. problems and real-life situations. problems and real-life situations. problems and real-life situations.
c. Learning Competencies/ solves routine and non-routine Creating problems (with reasonable M5NS-If87.2 Visualizes multiplication of fractions Visualizes multiplication of fractions
Objectives. Write the LC Code problems involving addition and/or answers) involving addition and/or M5NS-If-85 using models M5NS-Ig-88.2, using models M5NS-Ig-88.2,
for each subtraction of fractions using subtraction fractions Using M5NS-If-88.2
appropriate problem solving appropriate problem solving
strategies and tools. M5NS-If87.2 strategies. M5NS-If-88.2
II.CONTENT Solving routine and non-routine Creating problems (with reasonable Visualizes Multiplication of Fractions Visualizes Multiplication of Fractions
problems involving addition and/ or answers) involving addition and/or Using Models Using Models
subtraction of fractions using subtraction fractions Using
appropriate problem solving appropriate problem solving
strategies and tools. strategies.
III.LEARNING RESOURCES
A. References
1.Teacher’s Guide pages

2.Learner’s Materials pages

3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal
B. Other Learning Resources

IV.PROCEDURES
A. Review previous lesson or Review how to subtract fraction. Recall problem-solving steps and Read and Solve Read and Solve
presenting the new lesson. strategies. Ask the learners to tell Mother bought 5 kg of meat. She Mother bought 5 kg of meat. She
what they understand about the cooked 1 ½ kg on Saturday and 2 1/3 cooked 1 ½ kg on Saturday and 2 1/3
following essential guide questions to kg on Sunday. How many Kilograms of kg on Sunday. How many Kilograms of
problem solving. meat not cooked? meat not cooked?
What is asked in the problem?
What are given?
How will you solve the problem?
What operation will be used?
What is the number sentence?
Is the solution or process correct?
B. Establishing the purpose to the Tell the pupils that they are going to Tell the pupils that they are going to Tell the pupils that they are going to Tell the pupils that they are going to
lesson. solve problems involving subtraction create problem about subtraction of visualizes multiplication of fraction. visualizes multiplication of fraction.
of fraction. fraction.
C. Presenting examples/ instances Strategy: Problem Opener Present the problem to the class. Father owns a ¾ hectare piece of land. Father owns a ¾ hectare piece of land
of the new lesson The boy scouts went camping 3 km Liza bought 2/8 m of white ribbon He planted 1/3 of it with sweet corn. He planted 1/3 of it with sweet corn.
away from their school. They hiked 1 and 2/4 m of yellow ribbon to make What part of his land was planted What part of his land was planted
26 km on the first day and 1 26 km on flowers. After making 5 flowers, she with sweet corn? with sweet corn?
the second day. found out she had 3/6 m of ribbons
left. How many meters of ribbon did
she use for the flowers? Based on the
problem presented, how will you
create problems involving addition,
subtraction or addition and
subtraction of fractions?

D. Discussing new concepts and a. Ask the pupils to think about these: Refer to LM, Performing activities Performing Activities Performing Activities
practicing new skills # 1 • Why is it important to join scouting Answer the following questions: Answer the following questions:
activities? Questions Questions
b. Analyze the problem by asking the a. What are given? a. What are given?
following questions: b. What is being asked? b. What is being asked?
• What is asked in the problem? c. What is the number sentence? c. What is the number sentence?
• What are given in the problem?
• Is there a hidden question to be
solved? (What is the first thing that
you have to solve in the problem?) Is
it stated in the problem?
• What do you think are the
operations to be used to solve the
problem?
2. Performing the Activities
Ask the pupils to solve the problem by
pairs.
3.Understand - Know what is asked in
the problem? How much farther still
will they have to hike to reach the
camp? Know what are the given facts:
3 km, 1 26 km and 1 36 km
Plan: Determine the operation to use:
Addition and subtraction Draw a
diagram to represent the problem.
E. Discussing new concepts and After sharing the answers, let the
practicing new skills # 2 pupils express their thoughts about
the activity. Appreciate their thoughts
then ask:How did you solve the
problem?

F. Developing Mastery (Leads to Directions: Read and understand the Create a word problem involving Directions: Try to visualize this Directions: Try to visualize this
Formative Assessment 3 following problems then addition and subtraction of fractions problem using paper-folding method. problem using paper-folding method.
solve. using the data below.
a. It took 10 hours to build a tent. If 4
12 hours were spent in preparing the
poles, 3 hours in making the frame
and the rest of the time in covering
the frame, how many hours were
spent in covering the frame?
b. The perimeter of the triangle is
7012 cm. Two sides measures 25 cm
and 31 cm. What is the measure of
the third side?
c. Faye bought of cloth. She used for a
dress. How much cloth was left?
2 12 m
14
3 56 km
2 16 km
G. Finding practical applications of Using the table below, create a Directions: Visualize the answer the Directions: Visualize the answer the
concepts and skills in daily problem for each of the following. problem belowLuisa help her mother problem belowLuisa help her mother
living 1. One- step word problem involving cleaning their house. He finished cleaning their house. He finished
addition of fractions (Group 1) cleaning after 5/6 of an hour. If she cleaning after 5/6 of an hour. If she
2. One-step word problem involving spend 2/7 of it sweeping the floor, spend 2/7 of it sweeping the floor,
subtraction of fractions (Group 2) what part of an hour did she spend what part of an hour did she spend
3. Two-step word problem involving sweeping the floor? sweeping the floor?
addition and subtraction of fractions
(Group 3)

H. Making generalizations and In solving problems what are the steps How do you create problems Involving To visualize multiplication of fractions: To visualize multiplication of fractions:
abstractions about the lesson to follow? addition and/ or subtraction of the • We can use paper folding, drawing • We can use paper folding, drawing
fractions? and the like and the like
I. Evaluating learning Solve the following problems. Be sure Read and understand the problems. Refer to LM, Keep Moving Directions: Illustrate the product of
to show your solution.a. Remy used 1. Margaret jogged 5/6 km while the following using drawing.
29 liter of oil in preparing the banana Jewel jogged in 7/12 km. Who jogged 1) 9/10 of 16/20
cue while 35 liter was used in longer? By how many kilometer? 2) 4/12 of 1/4
preparing banana fritters. Which 2. Marlon painted the poultry house 3) 4/5 of 3/7
recipe used more oil?b. Marlon using 56 liter of brown paint and 23 4) 6/9 of /14
painted the poultry house using 56 liter of green paint. How much more 5) 5/ 6 of 7/12
liter of brown paint and 23 liter of brown paint was used than the white
green paint. How much more brown paint?
paint was used than the white paint? 3. Remy used 29 liter of oil in
c. Elmie had 8 14 meters of white preparing the banana cue while 35
cloth. Evelyn asked for 34 meter for liter was used in preparing banana
her project in Science, How many fritters. Which recipe used more oil?
meters of cloth were left?

J. Additional activities for

application or remediation

V.REMARKS

VI.REFLECTION

A. Number of pupils who earned 80%

in the evaluation
B. Number of learners who require
additional activities for remediation
who score below 80%

C. Did the remedial lesson work? No.

of learners who got caught up in the
lesson
D. Number of learners who continue to
require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. what innovation or localized
materials did I used to discover which I
wish to share with the teachers.