Find GCF and Factors Using Division

GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas

Teaching Dates and July 4-8, 2016 Quarter
Time
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Find the common factors and the GCF of two four numbers using continuous division
A. Content Standards Weekly Test

1.understanding of whole 1.understanding of whole 1.understanding of whole 1.understanding of whole
numbers up to 10 000 000. numbers up to 10 000 000. numbers up to 10 000 000. numbers up to 10 000 000.
2. demonstrates 2. demonstrates 2. demonstrates 2. demonstrates

understanding of divisibility, understanding of divisibility, understanding of divisibility, understanding of divisibility,
order of operations, factors order of operations, factors order of operations, factors order of operations, factors
and multiples, and the four and multiples, and the four and multiples, and the four and multiples, and the four
fundamental operations fundamental operations fundamental operations fundamental operations
involving fractions involving fractions involving fractions involving fractions
B. Performance Standards
1. is able to recognize and 1. is able to recognize and 1. is able to recognize and 1. is able to recognize and
represent whole numbers up represent whole numbers up represent whole numbers up represent whole numbers up
to 10 000 000 in various to 10 000 000 in various to 10 000 000 in various to 10 000 000 in various
forms and contexts. forms and contexts. forms and contexts. forms and contexts.
2. is able to apply divisibility, 2. is able to apply divisibility, 2. is able to apply divisibility, 2. is able to apply divisibility,
order of operations, factors order of operations, factors order of operations, factors order of operations, factors
and multiples, and the four and multiples, and the four and multiples, and the four and multiples, and the four
involving fractions in involving fractions in involving fractions in involving fractions in
mathematical problems and mathematical problems and mathematical problems and mathematical problems and
real-life situations. real-life situations. real-life situations. real-life situations.
C. Learning
Competencies/Objectives finds the common factors finds the common factors finds the common factors finds the common factors
Write the LC code for and the GCF of 24 numbers and the GCF of 24 numbers and the GCF of 24 numbers and the GCF of 24 numbers
each using continuous division. using continuous division. using continuous division. using continuous division.
M5NS-Id-68.2 M5NS-Id-68.2 M5NS-Id-68.2 M5NS-Id-68.2
1
II. CONTENT Finds the common factors Finds the common factors Skip counting and Number Skip counting and Number
and the GCF of two - four and the GCF of two - four series series
numbers using continuous numbers using continuous Listing Method and Prime Listing Method and Prime
Factorizatio
division division Factorization
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages Code - M5NS-Id-68.2 K to Code - M5NS-Id-68.2 K to Code - M5NS-Id-69.2 K to Code - M5NS-Id-69.2 K to
12 Grade 5 Curriculum 12 Grade 5 Curriculum 12 Grade 5 Curriculum 12 Grade 5 Curriculum
TM Math Grade 4 pages 118 - TM Math Grade 4 pages 118 - TM Math Grade 4 pages 122 - TM Math Grade 4 pages 122 -
122 122 125 125
LM Math Grade 5 pages 1 to LM Math Grade 5 pages 1 to LM Math Grade 5 pages ___ LM Math Grade 5 pages ___
3 3 to ___ to ___
Mathematics Today and Mathematics Today and Mathematics Today and Mathematics Today and
Beyond pages 92 93 Beyond pages 92 93 Beyond pages 94 95 Beyond pages 94 95
Math @ work 6 page 136 Math @ work 6 page 136
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources strips of cartolina, boxes, strips of cartolina, boxes, flashcards, strips of cartolina, flashcards, strips of cartolina,
Flaglets, flash cards Flaglets, flash cards
coins, boxes, ruler coins, boxes, ruler
IV. PROCEDURES
A. Reviewing previous Game Climbing the Game Climbing the Review how to use the listing Review how to use the listing
lesson or presenting
Ladder Reach for the Ladder Reach for the method to get the LCM of the method to get the LCM of the
the new lesson
Star Star given number. given number.
2
Mechanics: Mechanics:
Divide the pupils into 2 Divide the pupils into 2
groups. groups.
Flash the cards with Flash the cards with
numbers. numbers.
The pupils identify the The pupils identify the
number whether it is prime or number whether it is prime
composite numbers. The first or composite numbers. The
pupil who answers correctly first pupil who answers
climbs one step of the ladder. correctly climbs one step of
The group who first reaches the ladder.
the top is the winner. The group who first reaches
the top is the winner.
B. Establishing a purpose for Compute the GCF of the Compute the GCF of the Identify the multiples of a Identify the multiples of a
the lesson given numbers using given numbers using given number given number
continuous division continuous division Find the common multiples Find the common multiples
and LCM of two four and LCM of two four
numbers using continuous numbers using continuous
division division
Write the LCM of the given Write the LCM of the given
numbers using continuous numbers using continuous
division division
C. Presenting Show a picture of a girl Show a picture of a girl Show a picture of a boy and a Show a picture of a boy and a
examples/instances of the helping her mother in their helping her mother in their girl collecting used plastic girl collecting used plastic
new lesson
garden. Ask the pupils to tell garden. Ask the pupils to tell bottles. Ask the pupils to tell bottles. Ask the pupils to tell
something about the picture. something about the picture. something about the picture. something about the picture.
Elicit the value of Elicit the value of Elicit the value of recycling Elicit the value of recycling
helpfulness. helpfulness. used objects. used objects.
Ask: how do you show Ask: how do you show Ask: What are the objects Ask: What are the objects
helpfulness at home? In helpfulness at home? In that can be recycle? What do that can be recycle? What do
school? Is it good to be school? Is it good to be you do in the used objects you do in the used objects
3
helpful? Why? helpful? Why? like plastic bottles, used like plastic bottles, used
papers, glass bottles etc,. papers, glass bottles etc,.
What are the good effects of What are the good effects of
recycling in our environment? recycling in our environment?
D. Discussing new concepts Present this problem to the Present this problem to the Present this problem to the Present this problem to the
and practicing new skills class. class. class. class.
#1
Kendra helps her Kendra helps her The Richard and The Richard and
mother in their garden. They mother in their garden. They Francis collected used plastic Francis collected used plastic
sold 36 bougainvillea plants sold 36 bougainvillea plants bottles for recycling. They bottles for recycling. They
and 60 rose plants. They and 60 rose plants. They arranged the bottles in boxes arranged the bottles in boxes
need to delivery those plants need to delivery those plants of 8 and 12. What is the least of 8 and 12. What is the least
in the resort. What is the in the resort. What is the number of bottles they number of bottles they
biggest number of biggest number of gathered in all? gathered in all?
bougainvillea and roses that bougainvillea and roses that
can be placed in delivery can be placed in delivery
trucks if these are of the trucks if these are of the
same number? same number?
Have the pupils read the Have the pupils read the
Have the pupils read the Have the pupils read the
problem. Then ask: What did problem. Then ask: What did
problem. Then ask: How problem. Then ask: How
Richard and Francis Richard and Francis
many bougainvillea plants many bougainvillea plants
collected? What does the collected? What does the
were sold? How many rose were sold? How many rose
problem ask for? How will problem ask for? How will
plants were sold? What do plants were sold? What do
you solve for the answer to you solve for the answer to
Kendra and her mother needs Kendra and her mother needs
the problem? Can you think the problem? Can you think
to do with the bougainvillea to do with the bougainvillea
of ways to solve it? of ways to solve it?
plants and rose plants? How plants and rose plants? How
will you solve for the answer will you solve for the answer
to the problem? to the problem?
Using the same given Using the same given
numbers 36 and 60, find the numbers 36 and 60, find the
GCF by using continuous GCF by using continuous
division. division.
Guide the pupils to get the Guide the pupils to get the
4
GCF of the given numbers. GCF of the given numbers.
Ask the pupil to write the Ask the pupil to write the
number horizontally. number horizontally.
36 60 36 60
What prime number can What prime number can
divide 36 and 60? (12) divide 36 and 60? (12)
36 60 36 60
Ask the pupils to divide the Ask the pupils to divide the
numbers by the given prime numbers by the given prime
number. Write the quotients number. Write the quotients
below the dividends. below the dividends.
36 60 36 60
18 30 18 30
Continue the process until Continue the process until
none of the numbers have a none of the numbers have a
common divisor. common divisor.
36 60 36 60
18 30 18 30
9 15 9 15
3 5 3 5
Therefore the GCF is 2 x 2 x 3 Therefore the GCF is 2 x 2 x 3
= 12. = 12.
What is the GCF of 36 and What is the GCF of 36 and
60? 60?
How did you get the GCF of How did you get the GCF of
36 and 60? 36 and 60?
By getting the product of all By getting the product of all
the prime divisor or the the prime divisor or the
common factors, we obtain common factors, we obtain
the GCF of the given the GCF of the given
5
numbers. numbers.
E. Discussing new concepts Group the pupils into 4 Group the pupils into 4 Group the pupils into 5 Group the pupils into 5
and practicing new skills working teams and have working teams and have groups. Give each group a groups. Give each group a
#2
them perform the task using them perform the task using Manila paper and pentel pen Manila paper and pentel pen
continuous division. continuous division. for their solutions and for their solutions and
Richard bakes 42 cupcakes Richard bakes 42 cupcakes answers. Tell the pupils that answers. Tell the pupils that
and 54 cookies. He plans to and 54 cookies. He plans to there are three ways of there are three ways of
pack them separately in pack them separately in getting the LCM the listing, getting the LCM the listing,
small boxes. What is the small boxes. What is the prime factorization and the prime factorization and the
biggest number of cupcakes biggest number of cupcakes continuous division. continuous division.
and cookies that can be and cookies that can be
placed in boxes if these are placed in boxes if these are
of the same number? of the same number?
There are 12 grade V and 18 There are 12 grade V and 18

grade VI pupils who will join grade VI pupils who will join
the basketball team. What is the basketball team. What is
the greatest number of Grade the greatest number of Grade
V and Grade VI pupils that V and Grade VI pupils that
can be grouped together if all can be grouped together if all
pupils are to be included? pupils are to be included?
If the numbers are 81 and 99, If the numbers are 81 and 99,
what is the GCF? what is the GCF?
Name the common factors of Name the common factors of
39, 65, 11 39, 65, 11
F. Developing mastery Ask the groups to present Ask the groups to present Let the groups present their Let the groups present their
(Leads to Formative Assessment
3) and discuss their answers on and discuss their answers on outputs. outputs.
the board. the board. Ask: How did you solve the Ask: How did you solve the
6
Expected answer: Expected answer: correct answer? Which correct answer? Which
We solved problem by We solved problem by multiples are common to 8 multiples are common to 8
continuous division, we continuous division, we and 12? What is the smallest and 12? What is the smallest
multiply the prime divisors to multiply the prime divisors to multiple common to 8 and multiple common to 8 and
get the GCF. get the GCF. 12? 12?
Expected answer: Expected answer:
We solved problem by listing We solved problem by listing
method method
We get the LCM using prime We get the LCM using prime
factorization factorization
We solved problem using We solved problem using
continuous division; getting continuous division; getting
the product of all the prime the product of all the prime
divisor and the last set of divisor and the last set of
quotients we get the Least quotients we get the Least
Common Multiples (LCM). Common Multiples (LCM).
G. Finding practical Discuss the presentation on Discuss the presentation on Discuss the presentation on Discuss the presentation on
applications of concepts
top of page 1 of LM Math top of page 1 of LM Math page 4 of LM Math Grade 5, page 4 of LM Math Grade 5,
and skills in daily living
Grade 5. Grade 5. and then give the following and then give the following
exercises. exercises.
Find the least common Find the least common
multiples of the following multiples of the following
pairs of numbers using pairs of numbers using
continuous division. continuous division.
25 and 50 25 and 50
7 and 14 7 and 14
4, 6, 8, and 9 4, 6, 8, and 9
6 , 9 and 18 6 , 9 and 18
3, 8 and 15 3, 8 and 15
7, 9, 21 and 63 7, 9, 21 and 63
H. Making generalizations What is Greatest Common What is Greatest Common Summarize the lesson by Summarize the lesson by
7
and abstractions about Factor (GCF) of two given Factor (GCF) of two given asking: asking:
the lesson number? number? What is Least Common What is Least Common
How do we find the Greatest How do we find the Greatest Multiple (LCM) of two given Multiple (LCM) of two given
Common Factor (GCF) of two Common Factor (GCF) of two number? number?
given numbers using given numbers using How do we find the Least How do we find the Least
continuous division? continuous division? Common Multiple (LCM) of Common Multiple (LCM) of
two given numbers using two given numbers using
continuous division? continuous division?
I. Evaluating learning Find the Greatest Common Find the Greatest Common Find the Least Common Find the Least Common
Factor (GCF) of the given Factor (GCF) of the given Multiple (LCM) of the given Multiple (LCM) of the given
pairs of numbers by pairs of numbers by pairs of numbers by pairs of numbers by
continuous division. continuous division. continuous division. continuous division.
1. 16 and 24 1. 16 and 24 11 and 18 11 and 18
2. 20 and 30 2. 20 and 30
11 and 99 11 and 99
3. 21 and 35 3. 21 and 35
5, 10 and 30 5, 10 and 30
4, 5 and 16 4, 5 and 16
9, 54, 90 and 108 9, 54, 90 and 108
J. Additional activities for Provide more exercises. Provide more exercises. Provide more exercises. Provide more exercises.
application or
remediation
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
8
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?

Time

I. OBJECTIVES 1. Identify the multiples of a given number
2. Find the common multiples and LCM of two four numbers using continuous division
3. Write the LCM of the given numbers using continuous division
A. Content Standards 2. demonstrates understanding of 2. demonstrates 2. demonstrates 2. demonstrates
divisibility, order of operations, factors understanding of understanding of understanding of
and multiples, and the four divisibility, order of divisibility, order of divisibility, order of
fundamental operations involving operations, factors and operations, factors and operations, factors and
fractions multiples, and the four multiples, and the four multiples, and the four
fundamental operations fundamental fundamental operations
involving fractions operations involving involving fractions
fractions
B. Performance Standards 2. is able to apply divisibility, order of 2. is able to apply 2. is able to apply 2. is able to apply
operations, factors and multiples, and divisibility, order of divisibility, order of divisibility, order of
the four fundamental operations operations, factors and operations, factors and operations, factors and
involving fractions in mathematical multiples, and the four multiples, and the four multiples, and the four
problems and real-life situations. fundamental operations fundamental fundamental operations
involving fractions in operations involving involving fractions in
mathematical problems fractions in mathematical problems
and real-life situations. mathematical and real-life situations.
problems and real-life
situations.
9
C. Learning
Competencies/Objective
M5NS-Id-69.2 M5NS-Ie-70.2 M5NS-Ie-71.2 M5NS-Ie-84
s
Write the LC code for
each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers Guide k-12 TG MATH5 P.54 k-12 TG MATH5 P.54 k-12 TG MATH5 P.54 k-12 TG MATH5 P.55
pages
2. Learners Material LM Math Grade 4 pages 122 - 125 LM MATH 5 pp.1-2 LM MATH 5 pp.1-2 LM MATH 5 pp.1-2
pages LM Math Grade 5 pages ___ to ___
Ateneo Lesson Guide pages 44 48
3. Textbook pages
from Learning
Resource (LR) portal
B. Other Learning flashcards, strips of cartolina, coins, cards with numbers pairs flash card, drill board, flash card, drill board,
Resources boxes, ruler for the drill activity, chart chart
problem written on the
chart.
IV. PROCEDURES
A. Reviewing previous Present Explore and Discover LM p.1 How do we get the LCM Have a drill on solving Have a review on how A. Setting of standards
lesson or presenting of numbers using the problems involving to create word problem B. Giving directions
the new lesson continuous division? finding the GCF and involving GCF and LCM C. Administering the
LCM. in of 2-3 given numbers. test
D. Checking
E. Recording of scores
B. Establishing a purpose What is Least Common Multiple (LCM) Present a picture of a Discuss the Explore Ask the pupils if they
for the lesson of two given number? boy helping her mother and Discover! On p. love to eat pizza?
in a flower shop. Ask the 1 of LM Math Grade V Ask: What do you notice
pupils to tell something about the size of the
about the picture. Elicit pizza? How it divided
the value of helpfulness. into parts?
C. Presenting Present the problem to the class. Present each problem to Ask the pupils to work Present problem to the
examples/instances of the class. on exercises under Get class
the new lesson Moving on page ____.
Check their Answers.
10
D. Discussing new Have the pupils read the problem. Then How will you solve for Process the answers of How will you solve for
concepts and practicing ask: What did Richard and Francis the answer to each the pupils. the problem?
new skills #1 collected? problem?
E. Discussing new Answer Challenge Yourself With the Discuss the 4-step plan Present more similar Group the pupils into
concepts and practicing Problem LM p. 3-4 in solving word problem. problems. four working teams. Ask
new skills #2 Ask the pupils to solve the groups to solve the
the problems under Get problem.
Moving on p. 1 LM
Math Grade V.
F. Developing mastery Answer Keep Moving (B) LM p. 3 For mastery, have them For more practice, let Ask the groups to
(Leads to Formative solve the problems them answer the present and discuss
Assessment 3)
under Keep Moving on exercises under Keep their answer on the
Page_____of LM Math Moving on page ______ board.
Grade V. Check the of LM Math V. Check Ask: How did you solve
pupils answer. on the pupils answers for the answers?
Ask the pupils to answer
the activity under Get
Moving on page ___ LM
Math Grade V.
G. Finding practical Have the pupils do the Have the pupils do the Ask them also to answer
applications of exercises under Apply exercises under Apply the activity under Keep
concepts and skills in your Skills on page 99 your Skills on p. 2 Moving on page ____
daily living LM Math Grade V. LM Math Grade V. LM Math Grade V.
Encourage some pupils Have the pupils do the
to show and discuss the exercises under Apply
answers. your Skills on page
_____ LM Math Grade V.
H. Making generalizations How do we find the Least Common How do we solve How do we create How do we add fraction
and abstractions about Multiple (LCM) of two given numbers problem solving GCF and problem involving GCF and mixed fraction with
the lesson using continuous division? LCM of two or three and LCM of two or and without regrouping?
given numbers? three given numbers?
I. Evaluating learning Ask pupils to work on exercises A and B Answer assessment in Answer assessment Answer assessment Teacher made Test
under Get Moving on pages 4 and 5 TG in TG in TG
LM Math Grade 5. Check the pupils
answers
J. Additional activities for have them answer the exercises under Provide more practice on Let the pupils copy Let the pupils copy their Give remediation
application or Keep Moving on page 5 of LM Math finding the GCF and LCM their assignment from assignment from slide. activity to those who
remediation Grade 5. Check on the pupils answers. of two numbers. Then, slide. failed to get 80% above
give problems similar to correct responses
those given in the
lesson.
V. REMARKS
11
VI. REFLECTION
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
lesson
D. No. of learners who
continue to require
remediation
strategies worked well?
Why did these work?
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?

Time

I. OBJECTIVES
A. Content Standards Subtracts fraction and mixed Solves routine and non- Solves routine and non- Creates problems (with Weekly Test
fractions without and with routine problems involving routine problems involving reasonable answers)
regrouping addition and/ or subtraction addition and/ or subtraction involving addition and/or
of fractions using appropriate of fractions using appropriate subtraction of fractions using
problem solving strategies problem solving strategies appropriate strategies
12
and tools. and tools.
B. Performance Standards Subtracting fraction and Solving routine and non- Solving routine and non- Creating problems (with
mixed fractions without and routine problems involving routine problems involving reasonable answers)
with regrouping addition and/ or subtraction addition and/ or subtraction involving addition and/or
C. Learning Curriculum Guide 5, M5NS-If- K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum
Competencies/Objectives 85 Guide M5NS-If-87.2 Guide M5NS-If-87.2 (M5NS-If-88.2);
each
II. CONTENT Subtracting fraction and Solving routine and non- Solving routine and non- Creating problems (with
mixed fractions without and routine problems involving routine problems involving reasonable answers)
with regrouping addition and/ or subtraction addition and/ or subtraction involving addition and/or
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages Quarter 1 week 6 pp. Quarter 1 week 6 pp. Quarter 1 week 6 pp. Quarter 1 week 6 pp.
2. Learners Material Quarter 1 week 6 pp. Quarter 1 week 6 pp. Quarter 1 week 6 pp. Quarter 1 week 6 pp.
pages
3. Textbook pages
(LR) portal
B. Other Learning Resources flash cards, manila paper and Drill cards, activity sheets flash cards, paper for folding, flash cards, paper strips,
marker pen. problem chart activity cards, fruit and
vegetable cut-outs
IV. PROCEDURES
A. Reviewing previous Review on adding mixed Have a review on changing What are the steps in solving What are the steps in solving
lesson or presenting fractions. Provide exercises dissimilar fractions to similar word problems? In what steps word problems? In what steps
the new lesson written on flash cards. fractions dissimilar fractions will the following questions will the following questions
Changing fraction to lowest to similar fractions. .Change fall? fall?
terms the following dissimilar -What is asked? -What is asked?
fractions to similar fractions. -What are the given facts? -What are the given facts?
-What is the process to be -What is the process to be
used? used?
-What is the number -What is the number
sentence? sentence?
13
-Show the solution and -Show the solution and
complete answer complete answer
B. Establishing a purpose for How many of you have Give this situation for the How often do you spend time Read and study the following
the lesson brothers or sisters. Do you pupils to think about and with your family? What problems.
share anything with them? provide answers. activities do you do together?
When you give something to Juns family is making sweet Is it important that we spend Ask: Can we solve these
somebody what happen to tamarind candies to earn time with our family? problems? Why and why not?
the things you had before? extra income and sustain the
(Wait for some response). familys daily expenses. Is it
What do you feel when you important to learn how to
share something to others? earn extra money especially
Why? during vacation time? Why?
What other income-
generating projects a family
may engage in to earn extra
income
C. Presenting Present the situation to the Presentation One afternoon, Mr. Cruz
examples/instances of the class. Present this problem. Ask the brought home one whole Post the jumbled parts of a
new lesson There was 1 1/2 melon left class to read and understand pizza. He made 8 slices. His word problem on the board.
for dinner. At dinner time, the it. daughters Lily, Lenie and Luz Ask some pupils to read
family ate 2/3 of the melon. Justine bakes an got their share. Mr. Cruz and them.
What part of the melon was apple cake for her mothers his wife ate theirs too. How
left for the next meal? birthday. Her brother ate 3/5 much pizza was left?
Ask:What is asked in the while her sister ate 2/4. Who Ask the following
situation? ate more? How much more? questions:
What are the given facts? What is asked?
-What are the given facts?
-What is the process to be
used?
-What is the number
sentence?
-Show the solution and
complete answer
D. Discussing new concepts Group the pupils into four Ask the pupils to solve the Tell the pupils to do paper Can you arrange the
and practicing new skills working teams. Let them problem by pairs. folding/cutting to answer the sentences to form a word
#1 think to solve the problems. Expected answer : 3/5- 2/4 = problem. problem?Let the pupils give
Possible Solution: 12/20- 10/20 different suggestions until
1 1/2-2/3= N the class arrives at the
After all the groups have Understand correct answer.
finished, ask them to display Know what is asked
their output on the board and in the problem? Who ate
ask them to discuss their more? By how much?
answers. Know the given facts,
3/5 and 2/4
14
Plan: Determine the
operation to use. Subtraction
Draw a picture to
represent the problem.
Solve: Think of the solution to
the problem
E. Discussing new concepts After all the groups have After sharing the answers, let Ask pupils if they have other How do we know that the
and practicing new skills presented their answers, ask: the pupils express their ways of solving the problem. problem is now correctly
#2 How did you find the thoughts about the activity. Say: There are times some arranged?What must a
activity? How were you able Appreciate the thoughts then problems can be solved in problem have for us to know
to subtract dissimilar ask: How did you solve the other ways like: Guess and that it is complete?
fractions? What did you do? problem? Test Strategy, Using an
operation, Drawing a picture,
Understand the problem etc.
Plan , Solve
Solution to the problem
Check and Look Back
We stated the complete
answer
F. Developing mastery Discuss the Discuss the presentation Solve this problem using a Collaborative Activity
(Leads to Formative Assessment presentation under Explore under Explore and Discover strategy you may choose. 1. Divide the class into
3)
and Discover on page , LM on p. ____,LM Math Grade V. Bessie baked a banana cake. three groups.
Math Grade 5. Then, give the Then, ask the pupils to Her brother ate 3/10 of the 2. Give each group an
following exercises. answer Get Moving. cake while her sister ate activity card with data to be
Ask the pupils to .Who ate more and by how used in creating a problem.
subtract. much? 3. All members must
cooperate in creating the
5 1/5-2/3 problem.
8 2/7-10/14 4. The group leader will
3 1/2- 1 5/6 report to the class the word
6 1/6-5/9 problem they created and the
solutionand answer to it.
G. Finding practical Ask pupils to work on items 1 Ask pupils to solve the Solve the following using the Activity: Role Playing
applications of concepts to 8 under Get Moving and problems under Apply Your strategy assigned to your Materials: Cut-outs of fruits
and skills in daily living items 1-5 under Keep Moving Skills on page _______ group. and vegetables
on pages , LM Math Grade LM for Grade V. Check the Peter hiked 5/7 of a Mechanics:
5. pupils answer after a given kilometer. Mike hiked 1/3 of a The class will role-
period of time. kilometer. Who covered a play going to market to buy
longer distance? fruits and vegetables. That
they will create.
Cut-outs of fruits and
vegetables will be displayed
in front of the class.
Each cut-out has an
indicated number of kilos.
15
Each child will pick 2-
3 fruits and vegetables.
They will use the
items they picked as details
in the problem
H. Making generalizations How to subtract fractions and What are the steps in solving What are the steps in solving How do we create a word
and abstractions about mixed fractions without and problems? problems? problem?
the lesson with regrouping?
I. Evaluating learning Answer the following Read and understand the Solve the following problems: Create a problem using the
Take away 3 1/2 from 6 problems. Then solve 1. Julius and Edgar given data. Then, solve the
1/5. 1. Mark washed his car harvested 10 kilograms of problem.
6 1/8 less 2 4/5 is equal to in 4/5 of an hour, cleaned the star apples from the orchard. 1. Given: 3 hours on
_____ garage in 2/6 of an hour, and They gave 2 1/3 kilograms to Saturday, 2 1/5 hours on
painted the garden fence in their friends. How many Sunday
3/4 hours. How long did it kilograms of fruits were left
for the family?
take him to do all the tasks?
J. Additional activities for Read and analyze the Read and analyze the Solve each word problem. Arrange the given details to
application or question then solve. question then solve. 1. Amor weighs 50 1/8 create a problem. Then,
remediation Find the difference of Pia spent hours in her Lolo kilos. Marife weighs answer the problem.
4 2/3 and 2 5/6. Bens farm. This was 2/3 of 36 3/8 kilos. 1. -She used 2
What is the an hour more than the time a. How heavy are meters for her project.
difference between 10 1/2 she spent at the mall .How they together? -How much cloth was left?
and 6 4/6? much time did she spent at b. Who is heavier? -Fay bought 6 meters of
the mall? By how many cloth.
kilos?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
16
did these work?
solve?
other teachers?

Time

I. OBJECTIVES Visualize multiplication of fractions using models
A. Content Standards demonstrates demonstrates demonstrates demonstrates
understanding of understanding of understanding of understanding of
whole numbers up to 10 whole numbers up to 10 000 000. whole numbers up to 10 000 000. whole numbers up to 10
000 000. 000 000.
demonstrates demonstrates
demonstrates understanding of understanding of demonstrates
understanding of divisibility, order of operations, factors divisibility, order of operations, factors understanding of
divisibility, order of and multiples, and the and multiples, and the divisibility, order of
operations, factors four fundamental four fundamental operations, factors
and multiples, and the operations involving operations involving and multiples, and the
four fundamental fractions fractions four fundamental
operations involving operations involving
fractions fractions
B. Performance Standards The learner is able to The learner is able to recognize The learner is able to recognize The learner is able to
recognize and represent whole and represent whole recognize
and represent whole numbers up to 10 000 numbers up to 10 000 and represent whole
numbers up to 10 000 000 in various forms 000 in various forms numbers up to 10 000
000 in various forms and contexts and able to apply and contexts and able to apply 000 in various forms
and contexts and able divisibility, order of divisibility, order of and contexts and able to
to apply operations, factors and multiples, and operations, factors and multiples, and apply
divisibility, order of the four fundamental operations the four fundamental operations divisibility, order of
operations, factors and involving fractions in involving fractions in operations, factors and
multiples, and the four mathematical problems and real-life mathematical problems and real-life multiples, and the four
17
fundamental operations situations. situations. fundamental operations
involving fractions in involving fractions in
mathematical problems mathematical problems
and real-life situations. and real-life situations.
C. Learning K-12 Grade 5 Curriculum Kto 12 Curriculum Guide for Grade V Kto 12 Curriculum Guide for Grade V K to 12 Grade 5
Competencies/Objective pp. 59 Code: M5NS Ig-90.1 p. 56 Code: M5NS Ig-90.1 p. 56 Curriculum Guide, Code
s Code:M5NS-Ig-89 M5NS-Ig-91 p.56,
each
II. CONTENT Multiplication of Multiplying fraction and a whole Multiplying fraction and a whole Multiplies mentally proper
fractions using models number and another Fraction number and another Fraction fractions with
denominators up to 10
III. LEARNING
RESOURCES
A. References
1. Teachers Guide Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp.
pages
2. Learners Material Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp.
pages
3. Textbook pages
from Learning
B. Other Learning Flashcards, strips of Flash card, chart, activity sheets, Flash card, chart, activity sheets, flash cards/window cards,
Resources paper, cartolina strips of paper, two cubes with all strips of paper, two cubes with all charts, activity sheets
faces of numbered. faces of numbered.
IV. PROCEDURES
A. Reviewing previous Read and Solve Use drawing to help Use drawing to help Give the multiples of the
lesson or presenting Mother bought 5 kg of you find the answer to the you find the answer to the following numbers 3, 6, 9
the new lesson meat. She cooked 1 following following
kg on Saturday and 2 1. 3/5 of 1/3 = 1. 3/5 of 1/3 =
1/3 kg on Sunday. How 2. 2/3 of 1/5 = 2. 2/3 of 1/5 =
many Kilograms of meat 3. 3/5 of = 3. 3/5 of =
not cooked? 4. 2/5 of = 4. 2/5 of =
5. 2/4 of = 5. 2/4 of =
B. Establishing a purpose What is of a whole? How many of you asked by your How many of you asked by your Who among you likes to
for the lesson Show it through your mother to go to the Market? What do mother to go to the Market? What do eat pizza? What will you
piece of pad paper. If you buy from the market? Did you you buy from the market? Did you do to the pizza before
you find of that part help your mother preparing food? help your mother preparing food? eating it?
again, what answer will
you get? (Let them fold
the paper once more in
half and shade that
18
part). How is the result
compared with ?
C. Presenting Using problem opener Using problem opener Using problem opener Present the situation to
examples/instances of and Visual presentations Ask these questions Ask these questions the class.
the new lesson What ingredients did Catys buy from What ingredients did Catys buy from
the market? the 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 To answer the first problem, let us Group the pupils into five
concepts and practicing a. How big is draw a figure to represent 1/6 of a draw a figure to represent 1/6 of a working teams. Tell them
new skills #1 fathers land? piece of cheese piece of cheese to think of methods on
b. What part of it how to solve the problem
was planted with sweet mentally.
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
? What is the number
sentence? ( 1/3 x =
N)
E. Discussing new Group Work: Let the We can also express as 5 x 1 = 5 or We can also express as 5 x 1 = 5 or By mental computation
concepts and practicing pupils to visualize the we multiply 5 by 1 we multiply 5 by 1 - Multiply
new skills #2 multiplication problem How did you find the activity? How did you find the activity? numerator to numerator
using model by How did you multiply the fraction to How did you multiply the fraction to and multiply denominator
presenting one hectare another fraction? another fraction? to denominator.
by whole piece of How did you multiply fraction to a How did you multiply fraction to a = 1/6
cartolina. Say, if this is whole number? whole number?
1 hectare, how will you
represent the hectare
piece of land owned by
father?
(Pupils may fold the
piece into 4 equal parts
and shades ).
F. Developing mastery After performing the A. Discuss the presentation A. Discuss the presentation How did you go with the
(Leads to Formative activity the pupils under Explore and Discover on page under Explore and Discover on page activity?
Assessment 3)
answer the following ____ of LM Grade Five ____ of LM Grade Five How did you get the
questions through the B. Ask the pupils to work on the B. Ask the pupils to work on the product without paper and
visualization exercises under Get Moving on page exercises under Get Moving on page pencil?
19
multiplication of ____of LM Grade Five ____of LM Grade Five For the solution:
fractions using models C. For Mastery, have them C. For Mastery, have them We multiply both
answer the items under Keep Moving answer the items under Keep Moving numerators and
on page ___ of LM Grade Five on page ___ of LM Grade Five denominators to get the
product of the
fractions mentally.
G. Finding practical Show the product: Ask the pupils to do items 1 to 3 Ask the pupils to do items 1 to 3 A. Solve each item
applications of concepts a. One half of one under Apply your Skills on page 153 under Apply your Skills on page 153 mentally.
and skills in daily living and one half of the farm of LM Grade 5 of LM Grade 5 1. 2/3 4/5 = _____
is planted with corn. 2. 2/3 = _____
Illustrate the area. 3. 2/3 = _____
b. Have the pupils 4. 5/7 7/8=_____
do their under Apply 5. 7/10 1/5 = _____
your Skills on Page --- B. Solve for N mentally.
LM Grade 5 Math. 1. 5/6 7/8 = N
2. 3/8 5/6 = N
3. 3/10 = N
4. 2/3 = N
For more exercises,
let the pupils answer
exercise B under Keep
Moving on page__ LM Math
Grade 5.
H. Making generalizations How do we visualize How do we multiply whole number to How do we multiply whole number to Lead the pupils to give the
and abstractions about multiplication of Fraction fraction? fraction? generalization by asking:
the lesson using model. How do we multiply fraction to How do we multiply fraction to How do you multiply the
Multiplication equation fraction? fraction? proper fractions with the
for each visualization by denominators up to 10?
paper folding drawing
and the like.
I. Evaluating learning A. Discuss the Understand the questions Understand the questions Let the pupils
presentation under carefully then write your answers in carefully then write your answers in answer exercise Aunder
Explore and Discover on the blanks. the blanks. Apply Your Skillson page__
page ___ of LM Math 1. In the equation 2/3 x x 5 = 1. In the equation 2/3 x x 5 = LM Math Grade 5
Grade 5 N N
B. Let the pupils 2. If you multiply 3 , and 2/3, 2. If you multiply 3 , and 2/3,
work on exercises under what will be the product what will be the product
Get Movingon page___
3. Multiply 2/3 , 2 and 4/5 . It will 3. Multiply 2/3 , 2 and 4/5 . It will
on page of LM Grade 5.
give a product of __________. give a product of __________.
For more Practice give
exercises under Keep 4. What is the product of 2/7 , 4. What is the product of 2/7 ,
Moving on page of LM 3/8 and ? _______ 3/8 and ? _______
Grade 5 5. Multiply 2, 5/6 and . The 5. Multiply 2, 5/6 and . The
answer is _____. answer is _____.
20
J. Additional activities for Prepare an album Find the product. Express your answer Find the product. Express your answer Answer exercise B
application or showing the following in lowest terms if possible in lowest terms if possible underApply Your Skillson
remediation equations. Use paper Dan bought 6 kilos of rice in Dan bought 6 kilos of rice in page__ LM Math Grade 5
folding methods. the market. He shared 1/3 for their the market. He shared 1/3 for their
1. 21 picnic. How many kilos of rice did he picnic. How many kilos of rice did he
3 x 2 = share? share?
Phiel planted pineapple on the Phiel planted pineapple on the
2. 13 of the 5/6 sq. hectares of farm, of the 5/6 sq. hectares of farm,
10 x 4 = what part of the farm was what part of the farm was
planted with pineapple? planted with pineapple?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
21
Teaching Dates and August 1-5, 2016 Quarter
Time

I. OBJECTIVES Solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using
appropriate problem solving strategies or tools.
A. Content Standards demonstrates demonstrates demonstrates demonstrates
whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 000
000. 000. 000. 000.
demonstrates demonstrates demonstrates demonstrates

divisibility, order of divisibility, order of divisibility, order of divisibility, order of
operations, factors operations, factors operations, factors operations, factors
and multiples, and the and multiples, and the and multiples, and the and multiples, and the
four fundamental four fundamental four fundamental four fundamental
operations involving operations involving operations involving operations involving
fractions fractions fractions fractions
B. Performance Standards The learner is able to The learner is able to The learner is able to The learner is able to
recognize recognize recognize recognize
and represent whole and represent whole and represent whole and represent whole
numbers up to 10 000 numbers up to 10 000 numbers up to 10 000 numbers up to 10 000
000 in various forms 000 in various forms 000 in various forms 000 in various forms
and contexts and able to and contexts and able to and contexts and able to and contexts and able to
apply apply apply apply
operations, factors and operations, factors and operations, factors and operations, factors and
multiples, and the four multiples, and the four multiples, and the four multiples, and the four
C. Learning solves routine or non-routine solves routine or non-routine
Competencies/Objectives problems involving problems involving creates problems (with creates problems (with
Write the LC code for multiplication without or with multiplication without or with reasonable answers) reasonable answers)
each addition or subtraction of addition or subtraction of involving multiplication of involving multiplication of
fractions and whole numbers fractions and whole numbers fraction fraction
using appropriate problem using appropriate problem
solving strategies and tools. solving strategies and tools.
22
M5NS-Ih-93.1 M5NS-Ih-93.1
M5NS-Ih-92.1 M5NS-Ih-92.1
II. CONTENT Solving Routine or Non- Solving Routine or Non- Creating Problems (with Creating Problems (with
routine Problems Involving routine Problems Involving reasonable answer) Involving reasonable answer) Involving
Multiplication Without or With Multiplication Without or With Multiplication of Multiplication of
Addition or Subtraction of Addition or Subtraction of Fractions Fractions
Fractions and Whole Numbers Fractions and Whole
Using Appropriate Problem Numbers Using Appropriate
Solving Strategies or Tools. Problem Solving Strategies or
Tools.
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum
Guide, Guide, Guide, M5NS-Ih-93.1 Guide, M5NS-Ih-93.1
Code M5NS-Ih-92.1p.56 Code M5NS-Ih-92.1p.56 LM Grade 4 pp. 131-132 LM Grade 4 pp. 131-132
(LR) portal
B. Other Learning Resources number cards, charts, activity number cards, charts, activity cards with problem for the cards with problem for the
sheets, coin sheets, coin drill activity drill activity
IV. PROCEDURES
A. Reviewing previous Using flash cards give the Using flash cards give the Conduct a review on solving Conduct a review on solving
product of the following product of the following multistep routine and non- multistep routine and non-
the new lesson
fractions mentally. fractions mentally. routine problems involving routine problems involving
23
3/5 X 3/5 X multiplication fractions using multiplication fractions using
6/7 X 1/3 6/7 X 1/3 appropriate problem-solving appropriate problem-solving
7/9 X 4/5 7/9 X 4/5 strategies and tools. strategies and tools.
9/10 X 9/10 X
5. 8/10 X 3/
B. Establishing a purpose for Solves routine or non-routine Solves routine or non-routine Create problems (with Create problems (with
the lesson problems involving problems involving reasonable answer) involving reasonable answer) involving
multiplication without or with multiplication without or with
addition or addition or multiplication of fractions multiplication of fractions
subtraction of fractions and subtraction of fractions and
whole numbers using whole numbers using
appropriate problem solving appropriate problem solving
strategies or tools. strategies or tools.
C. Presenting Do you know how to save Do you know how to save Show a picture of a boy/girl Show a picture of a boy/girl
examples/instances of the your money? How do you
your money? How do you putting coins on a piggy putting coins on a piggy
new lesson save your money?
save your money? bank. bank.
Ask: What is the boy/girl Ask: What is the boy/girl
doing? Is it necessary for a doing? Is it necessary for a
child like you to learn how to child like you to learn how to
save money? Why? save money? Why?
D. Discussing new concepts Present this problem. Let the Present this problem. Let the Present this problem. Present this problem.
and practicing new skills pupils read and understand pupils read and understand
#1 Everyday Shanes mother Everyday Shanes mother
it. it.
gives her Php 50 for her gives her Php 50 for her
allowance. She only spend allowance. She only spend
Marlon earned 150 by selling Marlon earned 150 by selling
of it and save the rest on her of it and save the rest on her
2 2 coin bank. If she saves her coin bank. If she saves her
newspapers. If he puts 5 of newspapers. If he puts 5 of money religiously every day, money religiously every day,
how much money will she how much money will she
his money in his piggy bank, his money in his piggy bank, have in 4 weeks? have in 4 weeks?
how much did he save? how much
did he save? Guide the pupils in solving Guide the pupils in solving
Ask: What is asked in the the problem. Refer to the the problem. Refer to the
problem? Ask: What is asked in the questions. questions.
24
What are given in the problem? What is asked in the What is asked in the
problem? What are given in the problem? problem?
What word clue would help problem? What are the given What are the given
you solve the problem? What word clue would help facts? facts?
What is the word What is the word
What operation needed to you solve the problem?
clue? clue?
solve the problem? What operation needed to What is the operation What is the operation
What is the number solve the problem?
to be used? to be used?
sentence? What is the number What is the What is the
Call one pupil to show his/her sentence? mathematical mathematical
solution on the board. Call one pupil to show his/her sentence for the sentence for the
solution on the board. problem? problem?
Solve and explain the Solve and explain the
answer. answer.
Allow each group to Allow each group to

solve the problem. solve the problem.
Let them post their Let them post their
work on the board as work on the board as
soon as they are soon as they are
finished with it. Let finished with it. Let
each group discuss each group discuss
their solutions. their solutions.
Possible solution: Possible solution:
4/4 = She 4/4 = She
saves of her saves of her
money daily money daily
( of 50) x 20 = N ( of 50) x 20 = N
x 50= 12.50 her x 50= 12.50 her
daily savings daily savings
12.50 x 20 (number 12.50 x 20 (number
of school days in 4 of school days in 4
weeks) = Php weeks) = Php
25
250.00 her savings 250.00 her savings
in 4 weeks in 4 weeks
Ask: Can you create a Ask: Can you create a
problem similar to the given problem similar to the given
problem? problem?
E. Discussing new concepts Ask: Why do you think Marlon Ask: Why do you think Marlon Group the pupils into five Group the pupils into five
and practicing new skills
saved money in his piggy saved money in his piggy working teams. Encourage working teams. Encourage
#2
bank? Is it proper to save bank? Is it proper to save them to create a similar them to create a similar
money? Why? What kind of money? Why? What kind of problem to the one given. problem to the one given.
boy is Marlon? boy is Marlon?
Say: Let us have another Say: Let us have another Create a problem with the Create a problem with the
problem. This time you will problem. This time you will given data. given data.
group yourselves into 5. group yourselves into 5. 15 kilograms of mangoes- 15 kilograms of mangoes-
Group 1-A metro Aide can Group 1-A metro Aide can harvested by John from the harvested by John from the
clean 10 2/3 meters of the clean 10 2/3 meters of the orchard1/3 kilograms-shared orchard1/3 kilograms-shared
lawn per hour. How lawn per hour. How by John to his neighbours by John to his neighbours
manymeters can he cleans in manymeters can he cleans in 5 litres of paint- amount of 5 litres of paint- amount of
4 hours? 4 hours? paint to be used for painting paint to be used for painting
Group 2- A man owned a Group 2- A man owned a the fence the fence
parcel of land that was 1 4/5 parcel of land that was 1 4/5 of the total paint- the of the total paint- the
hectares in area. He used hectares in area. He used amount of paint consume to amount of paint consume to
2/3 of the land for a garden. 2/3 of the land for a garden. paint the entire fence. paint the entire fence.
What fraction of the land What fraction of the land
area is the garden? area is the garden?
Group 3- Julius sold 3 Group 3- Julius sold 3
sacks of rice. Each sack sacks of rice. Each sack
weighs 50 kilograms. How weighs 50 kilograms. How
manyKilograms of rice did manyKilograms of rice did
Julius sell? Julius sell?
26
Group 4- Precy answered Group 4- Precy answered
of the test correctly. If of the test correctly. If
there is a total of 20 test there is a total of 20 test
items, how many items did items, how many items did
she get correctly? she get correctly?
Group 5- Ricky painted 3/5 Group 5- Ricky painted 3/5
of the side of the garage. of the side of the garage.
When he repainted of this When he repainted of this
part, what part of the side of part, what part of the side of
the garage of each ad he the garage of each ad he
painted twice? painted twice?
Call a representative of Call a representative of
each group to report the each group to report the
outcomes of their activity. outcomes of their activity.
F. Developing mastery Discuss the presentation Discuss the presentation
(Leads to Formative Assessment A. Discuss the C. Discuss the
3) under Explore and under Explore and
presentation on page presentation on page
Discoveron page 1 of LM Discoveron page 1 of LM
___of LM Math Grade ___of LM Math Grade
Math Grade 5. Math Grade 5.
V. V.
Read and solve the problems Read and solve the problems
B. Have the pupils D. Have the pupils
carefully. carefully.
create a problem with create a problem with
Nelson wants to paint one of Nelson wants to paint one of
the information the information
the walls of his bedroom with the walls of his bedroom with
given. given.
a color different from a color different from 1. Php 25,000- Erickas 3. Php 25,000- Erickas
that of the other walls. The that of the other walls. The monthly salary from monthly salary from
wall he will paint is 5 wall he will paint is 5 her online tutorial her online tutorial
metres long and 4 metres metres long and 4 metres class class
1/8 - she puts 1/8 - she puts
high. What is the dimension high. What is the dimension
on her savings every on her savings every
of the wall? of the wall?
month month
Joshua had a piece of tape 4 Joshua had a piece of tape 4
2. 5/6- part of the house 4. 5/6- part of the house
1/3 m. long. He used of it. 1/3 m. long. He used of it.
to be cleaned to be cleaned
27
How many metres of How many metres of - part of the house - part of the house
Tape did he use? Tape did he use? finished in cleaning finished in cleaning
G. Finding practical How do you find with the How do you find with the After all the groups have After all the groups have
applications of concepts activity? Did you enjoy doing activity? Did you enjoy doing presented their work, ask the presented their work, ask the
it? it? following questions: following questions:
How were you able to solve How were you able to solve How did you find the activity? How did you find the activity?
it? it? How were you able to create How were you able to create
a problem? a problem?
H. Making generalizations How do we solve routine and How do we solve routine and Summarize the lesson by Summarize the lesson by
and abstractions about
non-routine word problem? non-routine word problem? asking: How do we create asking: How do we create
the lesson
The steps in solving routine The steps in solving routine problems involving problems involving
problems are: problems are: multiplication of fractions? multiplication of fractions?
Understand Know what is Understand Know what is We familiarize We familiarize
asked, what are given. asked, what are given. ourselves with the ourselves with the
Plan Know what operation. Plan Know what operation. different different
Write the number sentence. Write the number sentence. Mathematical Mathematical
Solve Write the correct Solve Write the correct concepts. concepts.
units/label your answers. units/label your answers. Analyse the data first Analyse the data first
Check and Look back Check and Look back and think of the type and think of the type
Review and check your Review and check your of problems you want of problems you want
answers. answers. to create. to create.

Study some sample Study some sample
To solve non- routine To solve non- routine
problems and be problems and be
problems involving problems involving
familiar with the familiar with the
organization of data organization of data
addition or subtraction of addition or subtraction of
on the problem. on the problem.
fraction and whole numbers, fraction and whole numbers,
read and analyze read and analyze
the problem carefully. Tell the problem carefully. Tell
what is asked and what are what is asked and what are
given. Then, use other given. Then, use other
28
strategies like act out the strategies like act out the
problem, listing/table problem, listing/table
method, guess and test, method, guess and test,
drawing/making a diagram, drawing/making a diagram,
using patterns, working using patterns, working
backwards, etc. to solve. backwards, etc. to solve.
I. Evaluating learning Read and solve carefully. Read and solve carefully. Have the pupils do the Have the pupils do the
1. Albert is taking a 1. Albert is taking a exercises under Apply your exercises under Apply your
60-item multiple 60-item multiple Skills on page ____, LM Math Skills on page ____, LM Math
choice test. He choice test. He Grade V. Encourage some Grade V. Encourage some
knows the knows the pupils to show and discuss pupils to show and discuss
correct answers correct answers the answers. the answers.
to all, to all,
xxcept 1/5 of the xxcept 1/5 of the
items. If he items. If he
guesses correctly guesses correctly
on of these on of these
questions, how questions, how
many items will many items will
he answer he answer
correctly? correctly?
2. A farmer has 3 2. A farmer has 3
sons and 10 sons and 10
hectares of rice hectares of rice
field. He gave 2/7 field. He gave 2/7
of the land to the of the land to the
oldest, 3/5 of oldest, 3/5 of
what remained to what remained to
the next oldest, the next oldest,
and what still and what still
remained to the remained to the
29
youngest. How youngest. How
much land did much land did
each son each son
receive? receive?
3. Mang Celso 3. Mang Celso
caught 50 caught 50
kilograms of fish. kilograms of fish.
He sold 4/5 of He sold 4/5 of
these to his these to his
neighbors and neighbors and
brought the rest brought the rest
to the market. to the market.
How many How many
kilograms of fish kilograms of fish
were sold in the were sold in the
market? market?
4. Jose harvested 4. Jose harvested
45 kg of 45 kg of
squash from his squash from his
garden. He gave garden. He gave
5/8 of these to 5/8 of these to
the visitors. How the visitors. How
many kilograms many kilograms
of squash were of squash were
left? left?
5. A car travel at a 5. A car travel at a
speed of 2 speed of 2
kph. How far can kph. How far can
it go in 3 1/3 it go in 3 1/3
hours? hours?
J. Additional activities for Let the pupils answer Let the pupils answer Write a question for the given Write a question for the given
30
application or exercise A under Apply Your exercise A under Apply Your problem. problem.
remediation Skills on page_ LM Math Skills on page_ LM Math 1. Rudy earns Php 500 1. Rudy earns Php 500
Grade 5 Grade 5
each day working in each day working in
an office. He spends an office. He spends
3/4 of it for food. 3/4 of it for food.
2. Jen bought 3 2. Jen bought 3
meter ribbon for her meter ribbon for her
dress. The dress. The
dressmaker used dressmaker used
only 2/3 of it. only 2/3 of it.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?

31
Time

I. OBJECTIVES Visualizes division of fraction
A. Content Standards demonstrates demonstrates demonstrates demonstrates Weekly Test
whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 000
000. 000. 000. 000.
demonstrates demonstrates demonstrates demonstrates

operations, factors operations, factors operations, factors operations, factors
and multiples, and the and multiples, and the and multiples, and the and multiples, and the
four fundamental four fundamental four fundamental four fundamental
operations involving operations involving operations involving operations involving
fractions fractions fractions fractions
B. Performance Standards The learner is able to The learner is able to The learner is able to The learner is able to
recognize recognize recognize recognize
and represent whole and represent whole and represent whole and represent whole
numbers up to 10 000 numbers up to 10 000 numbers up to 10 000 numbers up to 10 000
000 in various forms 000 in various forms 000 in various forms 000 in various forms
and contexts and able to and contexts and able to and contexts and able to and contexts and able to
apply apply apply apply
operations, factors and operations, factors and operations, factors and operations, factors and
multiples, and the four multiples, and the four multiples, and the four multiples, and the four
C. Learning visualizes division of fractions visualizes division of fractions divides divides
Competencies/Objectives - simple fractions - simple fractions
Write the LC code for M5NS-Ii-95 M5NS-Ii-95 - whole numbers by a - whole numbers by a
each
fraction and vice versa fraction and vice versa
M5NS-Ii-96.1 M5NS-Ii-96.1
32
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages M5NS-Ii-95, Lesson Guide in M5NS-Ii-95, Lesson Guide in M5NS-Ii-96.1, LG in Math 6 p. M5NS-Ii-96.1, LG in Math 6 p.
270- 277, Our World of Math 270- 277, Our World of Math
Mathematics VI p. 266-270, Mathematics VI p. 266-270,
5 p. 202-207, 5 p. 202-207,
Our World of Math 5 p.202- Our World of Math 5 p.202- XL Excelling in Mathematics 6 XL Excelling in Mathematics 6
204, XL Excelling in 204, XL Excelling in 174-176 174-176
Mathematics 6 p.172-173 Mathematics 6 p.172-173

(LR) portal
B. Other Learning Resources Geometric figures, fraction Geometric figures, fraction flash cards, number line, flash cards, number line,
activity cards activity cards
chart, flash cards chart, flash cards
IV. PROCEDURES
A. Reviewing previous Conduct a review on Conduct a review on Write the following as mixed Write the following as mixed
lesson or presenting numbers or whole numbers numbers or whole numbers
multiplication of fraction multiplication of fraction
the new lesson Group 1 Group 1
using flash cards. using flash cards.
12 23 12 23
2 3 2 3 3 2. 4 3. 3 2. 4 3.
1. = 2. 1. = 2.
3 4 3 4
13 19 13 19
4 4. 4 5. 4 4. 4 5.
4 6 4 6
= 3. = 3. 14 14
5 7 5 7
5 5
1 5 1 5
= 4. = 4.
3 6 3 6
33
2 3 2 3
= 5. = 5.
9 4 9 4
3 4 3 4
= =
8 5 8 5
B. Establishing a purpose for Visualizes division of fraction Visualizes division of fraction Divides simple fraction and Divides simple fraction and
the lesson whole number by a fraction whole number by a fraction
and vice versa and vice versa
C. Presenting Present a picture of a girl Present a picture of a girl Present a picture of a boy Present a picture of a boy
examples/instances of the helping his parents in doing helping his parents in doing
sharing a slice of bread to her sharing a slice of bread to her
new lesson household chores. Ask the household chores. Ask the
playmate. Ask the pupils to playmate. Ask the pupils to pupils if they also help their pupils if they also help their
tell something about the tell something about the parents at home in doing parents at home in doing
household chores. Elicit the household chores. Elicit the
picture. Elicit the value of picture. Elicit the value of value of helping. value of helping.
sharing. sharing.
D. Discussing new concepts Present each problem to the Present each problem to the Present each problem to the Present each problem to the
and practicing new skills class. class.
class. class.
#1
Grace has 4 meters of cloth. Grace has 4 meters of cloth. 5 5

A 6 m wire is to be cut A 6 m wire is to be cut
She wants to make hand She wants to make hand
towels for her EPP project. towels for her EPP project. into pieces Lito helps his into pieces Lito helps his
How many hand towels can How many hand towels can 1 1
she make if each hand towel she make if each hand towel father cutting it into 12 father cutting it into 12
meter long. How many pieces meter long. How many pieces
1 1 can he cut from the wire? can he cut from the wire?
measures 2 meter? measures 2 meter?
Analyze the problem: Analyze the problem:
Analyze the problem. Ask Analyze the problem. Ask What is asked? What is asked?
What facts are given? What facts are given?
What are the given facts? What are the given facts? What is the needed What is the needed
What is asked? What is the What is asked? What is the operation? operation?
34
operation to be used? operation to be used? Write the equation. Write the equation.
E. Discussing new concepts Group the pupils and have Group the pupils and have Group the pupils and have Group the pupils and have
and practicing new skills them perform the task. them perform the task.
them perform the task. them perform the task.
#2 Find each quotient. Find each quotient.
2 1 5 2 1 5
3 3 =n 2. 6 3 3 =n 2. 6
1 5 1 5
8 =n 3. 6. 6 = n 8 =n 3. 6. 6 = n
4 6 4 6
4. 5 8=n 5. 24 8 = 4. 5 8=n 5. 24 8 =
n n
3 1 3 1
6. 4 4 =n 7. 6. 4 4 =n 7.
4 4
12 5 =n 12 5 =n
1 1
8. 9 8. 9
6 6
F. Developing mastery Let the groups present their Let the groups present their Let the pupils present their Let the pupils present their
(Leads to Formative Assessment work. work.
3) outputs. outputs.
How did you find the activity? How did you find the activity?
How did you find the activity? How did you find the activity? How did you find the quotient How did you find the quotient
Were you able to visualize Were you able to visualize of simple fraction? whole of simple fraction? whole
number and fraction vice number and fraction vice
division of fraction? In how division of fraction? In how versa? versa?
many ways were you able to many ways were you able to
To divide simple fractions To divide simple fractions
show the answer? show the answer?
Change the divisor to its Change the divisor to its
reciprocal. reciprocal.
Change the division sign to Change the division sign to
multiplication sign. multiplication sign.
Multiply the numerators then Multiply the numerators then
35
multiply the denominators. multiply the denominators.
Express in lowest terms if Express in lowest terms if
necessary. necessary.
To divide whole number and To divide whole number and
a fraction vice versa: a fraction vice versa:
Step 1. Write the number Step 1. Write the number
sentence. sentence.
Step 2. Rename the whole Step 2. Rename the whole
number in fraction form number in fraction form
Step 3. Get the reciprocal of Step 3. Get the reciprocal of
the divisor then proceed to the divisor then proceed to
Multiplication of fractions. Multiplication of fractions.
Step 4. Write the product of Step 4. Write the product of
the numerators over the the numerators over the
product of the denominators; product of the denominators;
and and
reduce the fractions if needed. reduce the fractions if needed.
. .
G. Finding practical Discuss the presentation. On Discuss the presentation. On Discuss the presentation. On Discuss the presentation. On
applications of concepts page ___ of LM Math Grade V, page ___ of LM Math Grade V, page ___ of LM Math Grade V, page ___ of LM Math Grade V,
and skills in daily living Have the pupils solve the Have the pupils solve the
Have the pupils solve the Have the pupils solve the following problems. following problems.
following problems. following problems.
Use a fraction chart to show: Use a fraction chart to show:
3 3
Lita found 5 of a big Lita found 5 of a big
1 1
a) 3 3 a) 3 3 birthday cake in the birthday cake in the
refrigerator. She served refrigerator. She served
1 1 1 1
b) 5 2 b) 5 2 5 piece of the cake to 5 piece of the cake to
2 2 each of her friends. How each of her friends. How

c) 6 3 c) 6 3 many of her friends ate the many of her friends ate the
cake? cake?
2 2
How many 5 -meter long How many 5 -meter long
Ask the pupils to solve the Ask the pupils to solve the
8 8
problems under Get Moving problems under Get Moving pieces can be cut from an 10 pieces can be cut from an 10
on page ____ LM Math Grade on page ____ LM Math Grade -meter ribbon? -meter ribbon?
12 12
V. Check their Answer. For V. Check their Answer. For
6 4/5 6 4/5
mastery, have them solve the mastery, have them solve the 3 2/8 3 2/8
36
problems under Keep problems under Keep
Moving on Page _______ of Moving on Page _______ of
LM Math Grade V. Check the LM Math Grade V. Check the
pupils answer. pupils answer.
H. Making generalizations Lead the pupils to generalize Lead the pupils to generalize Lead the pupils to generalize Lead the pupils to generalize
and abstractions about that: that:
that: that:
the lesson To divide simple fraction: To divide simple fraction:
To visualize division To visualize division Change the divisor to its Change the divisor to its
offraction we use the offraction we use the reciprocal. reciprocal.
Change the division sign to Change the division sign to
illustration, fraction chart and illustration, fraction chart and multiplication sign. multiplication sign.
number line number line Multiply the numerators then Multiply the numerators then
multiply the denominators. multiply the denominators.
Express in lowest terms if Express in lowest terms if
To divide whole number and To divide whole number and
a fraction vice versa: a fraction vice versa:
Step 1. Write thee number Step 1. Write thee number
sentence. sentence.
Step 2. Rename the whole Step 2. Rename the whole
number in fraction form number in fraction form
Step 3. Get the reciprocal of Step 3. Get the reciprocal of
the divisor then proceed to the divisor then proceed to
Multiplication of fractions. Multiplication of fractions.
Step 4. Write the product Step 4. Write the product
of the num numerators over the of the num numerators over the
product of the den
product of the den
denominators; and denominators; and
reduce the fractions if needed. reduce the fractions if needed.
I. Evaluating learning Solve the problem using Solve the problem using Find the quotient: Find the quotient:
illustration: illustration: 5 1 5 1
1. =n 2. 1. =n 2.
1) Jayra bought 3 pineapples. 1) Jayra bought 3 pineapples. 8 3 8 3
She cut each into pieces. She cut each into pieces.
9 1 9 1
How many halves did she How many halves did she =n 3. =n 3.
10 2 10 2
have? have?
2) Rico has to pack 4 kg. of 2) Rico has to pack 4 kg. of 7 1 7 1
8 2 =n 4. 8 2 =n 4.
rice in bags that can contain rice in bags that can contain
37
4/5 kg per bag. How many 4/5 kg per bag. How many 1 1
bags will he need to pack the bags will he need to pack the 10 8 = n 5. 8 10 8 = n 5. 8
rice? rice?
2 2
3 = 3 =
J. Additional activities for Illustrate the following Illustrate the following Find the quotient. Write the Find the quotient. Write the
application or answer in your notebook. answer in your notebook.
division problems. Write the division problems. Write the
remediation 1 5 1 5
answer in your notebook. answer in your notebook. 1. = n 2. 2. = n 2.
3 9 3 9
3 3
1.) 6 4 =N 4.) 6 4 =N
4 1 4 1
2 2
5 2 = n 3. 6 5 2 = n 3. 6
2.) 12 3 =N 5.) 12 3 =N
3.) 1/3 1/6 6.) 1/3 1/6 1 1
3 =n 4. 24 3 =n 4. 24
1 1 7
4 =n 5. 3 4 =n 5. 3 10
7 =n
10 =n
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
38
did these work?
solve?
other teachers?

Time

I. OBJECTIVES
A. Content Standards demonstrates demonstrates REVIEW PERIODICAL TEST PERIODICAL TEST
understanding of understanding of
whole numbers up to 10 000 whole numbers up to 10 000
000. 000.
demonstrates demonstrates
understanding of understanding of
divisibility, order of divisibility, order of operations,
operations, factors factors
and multiples, and the and multiples, and the
four fundamental four fundamental
operations involving operations involving
fractions fractions
B. Performance Standards The learner is able to The learner is able to recognize
recognize and represent whole
and represent whole numbers up to 10 000
numbers up to 10 000 000 in various forms
000 in various forms and contexts and able to apply
39
and contexts and able to divisibility, order of
apply operations, factors and
divisibility, order of multiples, and the four
operations, factors and fundamental operations
multiples, and the four involving fractions in
fundamental operations mathematical problems and
involving fractions in real-life situations.
mathematical problems and
real-life situations.
C. Learning
Competencies/Objectives solves routine or non-routine creates problems (with
Write the LC code for problems involving division reasonable answers)
each without or with any of the involving division or with any
other operations of fractions of the other operations of
and whole numbers using
fractions and whole
appropriate problem solving
strategies and tools numbers.
M5NS-Ij-97.1 M5NS-Ij-98.1
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages M5NS-1j-97.1, Elementary M5NS-1j-98.1
Mathematics 6 p. 126
Module in Mathematics 6 Lesson
89-91 pages 123-127
(LR) portal
B. Other Learning Resources flashcards of basic division flashcards , activity cards,
facts, activity cards, charts charts of word problems,
of word problems activity cards
IV. PROCEDURES
40
A. Reviewing previous Checking of Assignment Checking of Assignment
lesson or presenting Review the steps in solving Review the steps in solving word
the new lesson
word problems. problems.
Ask: What are the steps in Ask: What are the steps in
solving a word problem solving a word problem
In what steps will the following
questions fall?
What is asked?
What are the given facts?
What is the process to be used?
What is the number sentence?
Show the solution and complete
answer.
B. Establishing a purpose Solves routine or non-routine Create problems (with
for the lesson problems involving division reasonable answers) involving
without or with any of the division or with any of other
other operations of fractions operations of fractions and
and whole numbers using whole numbers
appropriate problem solving
strategies and tools.
C. Presenting Do you drink pineapple Read and study the problem.
examples/instances of juice? Do you share it with Malou is making a placemats for
the new lesson your friends? her mother. How many
placemats can she cut from 4
meters of linen cloth?
Ask: Can you solve the

problem? Why not? What is the
needed information to solve the
problem?
41
D. Discussing new concepts Present a problem opener Post the jumbled word problems
and practicing new skills Pauline prepared liter of on the board.
#1 pineapple juice for her 3
visitors. How much juice
They have 48 cups of buko
were served to each of her salad.
friends if she served equally
among them? How many servings can be
made?
Ask: What is asked in the
problem? A cafeteria is offering buko
salad for desert.
What are the given facts?
What word clue would help Each serving is 2/3 of a cup.
you solve the problem?
Let the pupils read the
What operation is to be sentences written on the strips.
used?
Ask a pupil to show his/her
solution on the board.
E. Discussing new concepts Ask: Which of the problems Ask: Get a partner and try to
is easier to solve? What arrange the sentences to form a
#2
operation did you use to get word a problem.
A cafeteria is offeringbuko
the answer? salad for desert. They have
How were you able to solve 48 cups of buko salad. Each
serving is 2/3 of a cup. How
it? Did you work with your
many serving can be made?
group cooperatively?
When your group solved the Ask: Did you arrange the
problem easily, how did you sentences correctly to form a
feel? word problem?
Say: Let the pairs solve the
problem and ask someone to
show the solution on the board.
42
F. Developing mastery Say: Let us solve more a. Group Activity
(Leads to Formative Assessment problems. Let the pupils
3) Divide the class in four groups.
answer the following
problems by pairs. Check the Let them choose a leader and a
pupils answers secretary. Give each group an
activity card with data to be
used for creating a problem. Let
each group post their work on
the board. The leader will report
the problem they have created
and show their answer and
solution.
G. Finding practical Divide the class in four Ask pupils to work on the
groups. Let them choose a exercises under Keeping
leader and a secretary. Give Moving on page___ of LM Math
each group an activity card Grade 5. Check the pupils
with problems written on it. answers.
Then each group will post
their work on the board. The
leader will explain their
answers and solutions.
H. Making generalizations Lead the pupils generalize Lead the pupils generalize the
the following. following.
the lesson
The steps in solving routine To create a word problem,
problems are: Be familiar with the
Understand Know what is concepts of Math.
asked, what are given Think of the type of
Plan- Know the operation. problem to be created.
Write the number sentence. Read some samples of
Solve- Write the correct word problems and
units/label your answer. study their solutions.
Check and Look back The following are
Review and check your necessary when
answer. creating a problem.
43
To solve non-routine
problems involving division, To check if the answer to the
read and analyze the problem you have created and
problem carefully. Tell what solved is correct;
is asked and what are given. All the given data
Use other strategies like act needed to solve the
out the problem, table problem should be
method, drawing/making a there.
diagram to solve. The answer must be the
answer to what is asked
for and must be
reasonable.
I. Evaluating learning Solve the following Create a problem using the

problems. given data. Then, solve the
Mrs. Gibe had 4 bars of problem.
laundry soap. In how many 2
Given: 6 collected pails of
days did she use the bar of 3
soap if she used 1 1/3 bars
water
a day?
3 big containers filled equally
There are 5 pieces of silk
Asked: Number of pails of water
cloth. Each piece is 8/9
each container hold
meters long. It takes 4/9 of a
Problem:
meter to make one dcor.
________________________________
How many decors can be
_
made from all the pieces?
Solution and answer:
A tailor has a bolt of cloth 50
meters long. If a uniform
needs 2 2/3 meters of cloth, 3
Given: 12 m long of stick
how many uniforms can he 4
make from the cloth? 7 equal parts
Rayne has 5 meters of cloth. Asked: the measure of each
She will use it for making stick
scarves. How many scarves Problem: _________________
44
can she make if each scarf Solution and answer:
needs 2/3 meter?
Mark bought 30 2/3 meters 6
of rope and cut it into equal Given: 8 of 100 pupils
pieces. If he is to divide it
3 groups
equally among 16 children,
Asked: the number of members
how many meters of rope
in each group
will each receive?
Problem: _____________________
Solution and answer:
J. Additional activities for Solve each problem. Create your own problems.
application or Problem:__________________
remediation
After harvesting 20 sacks of Solution and Answer:
corn, 3 sacks were divided
by Mang Jun. He gave of a
sack of corn to each of his
neighbors. How many
neighbors shared Mang Juns
good harvest?
Mother has 6 kg of boiled
peanuts. She wants to
repack these into small
plastic bags which weigh 3/8
kg each. How many plastic
bags does she need?
Hannah and Mother can sew
one table cloth in hour.
How many table cloths can
they finish in 5 hours?
V. REMARKS
45
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

Teacher Learning Areas
46
DAILY LESSON LOG Teaching Dates and August 22-26, 2016 Quarter
Time
Monday Tuesday Wednesday Thursday

I. OBJECTIVES Gives the place value and the value of a digit of a given decimal number through ten
thousandths.
A. Content Standards 1.demonstrates understanding 1.demonstrates understanding of 1.demonstrates 1.demonstrates Weekly Test
of decimals. decimals. understanding of decimals. understanding of decimals.
2. demonstrates 2. demonstrates understanding of 2. demonstrates 2. demonstrates

understanding of the four the four fundamental operations understanding of the four understanding of the four
fundamental operations involving decimals and ratio and fundamental operations fundamental operations
involving decimals and ratio proportion. involving decimals and involving decimals and
and proportion. ratio and proportion. ratio and proportion.
represent decimals in various represent decimals in various forms represent decimals in represent decimals in
forms and contexts. and contexts. various forms and contexts. various forms and
contexts.
2. is able to apply the four 2. is able to apply the four 2. is able to apply the four
fundamental operations fundamental operations involving fundamental operations 2. is able to apply the four
involving decimals and ratio decimals and ratio and proportion involving decimals and fundamental operations
and proportion in in mathematical problems and real- ratio and proportion in involving decimals and
mathematical problems and life situations. mathematical problems ratio and proportion in
real-life situations. and real-life situations. mathematical problems
and real-life situations.
C. Learning
Competencies/Objectives gives the place value and the gives the place value and the value reads and writes decimal reads and writes decimal
Write the LC code for value of a digit of a given of a digit of a given decimal numbers through ten numbers through ten
each decimal number through ten number through ten thousandths. thousandths. thousandths.
thousandths.
M5NS-IIa-101.2 M5NS-IIa-102.2 M5NS-IIa-102.2
M5NS-IIa-101.2
II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Numbers and Number
Sense Sense
III. LEARNING
RESOURCES
47
A. References
1. Teachers Guide
pages
pages
3. Textbook pages K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum Guide K to 12 grade 5 Curriculum K to 12 grade 5 Curriculum
p. 57. (M5NS-IIa-102), p. 57. (M5NS-IIa-102),
Guide p. 57 MN5NS-IIa-101.2 p. 57 MN5NS-IIa-101.2 Lesson
Growing Up with math pp. Growing Up with math pp.
Lesson Guide in Elementary Guide in Elementary Mathematics 163- 163-
Mathematics VI pp.38-42 VI pp.38-42 166. Lesson Guide In 166. Lesson Guide In
Mathematics 5 pp. 310- Mathematics 5 pp. 310-
315, MISOSA Module 6- 315, MISOSA Module 6-
Reading and Writing Reading and Writing
Decimals Decimals
(LR) portal
B. Other Learning Cards, place value chart Cards, place value chart Cards, place value chart Cards, place value chart
Resources
IV. PROCEDURES
A. Reviewing previous Game- Brothers/Sisters, Where Game- Brothers/Sisters, Where Are Review on reading and Review on reading and
lesson or presenting writing whole numbers by writing whole numbers by
Are You? You?
the new lesson presenting some statistics. presenting some statistics.
Different card bearing number Different card bearing number
phrases, fractions, and phrases, fractions, and decimals Read the numbers and Read the numbers and
decimals will be given to will be given to pupils. Be sure to write them in words write them in words
(cartolina strips) (cartolina strips)
pupils. Be sure to have the have the complete set.
Here are some facts about Here are some facts about
complete set. the Philippines the Philippines
B. Establishing a purpose Gives the place value and the Gives the place value and the value Reads and writes decimal Reads and writes decimal
for the lesson numbers through ten numbers through ten
value of a digit of a given of a digit of a given decimal
thousands thousands
decimal number through ten number through ten
C. Presenting When you see 5, what does it When you see 5, what does it mean Are you all aware of what is Are you all aware of what is
examples/instances of happening in our country? happening in our country?
mean to you? (5 objects or 5 to you? (5 objects or 5 units)
the new lesson Are you aware of the Are you aware of the
units) How about 0.5? Do we read it
economic situation in the economic situation in the
simply as point 5?
How about 0.5? Do we read it Philippines? What is the Philippines? What is the
Is there a way to read it correctly?
simply as point 5?
48
Is there a way to read it implication to our economy implication to our economy
correctly? of the dollar exchange of the dollar exchange
rate? rate?
D. Discussing new concepts Present the problem: Present the problem: Problem: Problem:
and practicing new skills Raul and Joey love studying. Raul and Joey love studying. Even Every morning Atty. Every morning Atty.
#1 Even though their houses are though their houses are far from
Arcigalreads the Arcigalreads the
far from their school, they still their school, they still attend their
attend their classeseveryday. classeseveryday. The distance of newspaper. He takes note newspaper. He takes note
The distance of Rauls house Rauls house to school is 2 of the dollar exchange. One of the dollar exchange. One
to school is 2 kilometers while kilometers while joeys house is
joeys house is 2.25 kilometers 2.25 kilometers away. morning, he read that the morning, he read that the
away. exchange rate of a dollar is exchange rate of a dollar is
The pupils will answer the following
P 46.468. How does we P 46.468. How does we
The pupils will answer the questions;
following questions; What numbers are given in the read this number? read this number?
What numbers are given in situation? Present the decimal Present the decimal
the situation? What kind of number is 2?
What kind of number is 2? How about 2,25? number in a place value number in a place value
How about 2,25? Do you know the different place chart. chart.
Do you know the different value positions of a decimal?
place value positions of a
decimal?
E. Discussing new concepts Based on the numeral 0.4786 Based on the numeral 0.4786 A. Flash cards one at a A. Flash cards one at a
and practicing new skills time. Let the pupil read and time. Let the pupil read
answer the following: answer the following:
#2 write decimal numbers. and write decimal
What is the position of zero? What is the position of zero? When numbers.
When do we used zero? do we used zero? 7-tenths
7-tenths
What is the digit in the tenths What is the digit in the tenths place 2. 3-tens
2. 3-tens
place and what is the value? and what is the value? 2-hundredths
2-hundredths
What digit is in the hundredths What digit is in the hundredths 6-ones
6-ones
place? What is the value? place? What is the value? 4-thousandths
4-thousandths
What digit is in the What digit is in the thousandths 5- tenths
5- tenths
thousandths place, what is the place, what is the value? 5-ten thousandths8-
5-ten thousandths8-
value? What digit is in the ten thousandths hundredths
hundredths
What digit is in the ten place, what is the value? 9-ten thosandths
9-ten thosandths
thousandths place, what is the Have pupils work in pairs.
Have pupils work in pairs.
Each pair works on every
49
value? station simultaneously. Each pair works on every
Each of them will check station simultaneously.
their answers and present Each of them will check
their output. their answers and present
Station 1. Write five and their output.
three hundred ten Station 1. Write five and
thousandths in decimal three hundred ten
form. thousandths in decimal
Station 2. Write 24 and 6 form.
hundred ten thousandths in Station 2. Write 24 and 6
decimal form. Then write in hundred ten thousandths in
words. decimal form. Then write in
Station 3. Write 46 and words.
sixty-three hundredths in Station 3. Write 46 and
decimal form. Then write in sixty-three hundredths in
words decimal form. Then write in
Station 4. Write 92 ten words
thousandths in decimal Station 4. Write 92 ten
form and write in words. thousandths in decimal
Station 5. Write four form and write in words.
thousand fifteen and forty- Station 5. Write four
one thousandths in decimal thousand fifteen and forty-
one thousandths in decimal
F. Developing mastery Have each group presents Have each group presents their Let the class check their Let the class check their
(Leads to Formative Assessment answers by pairs and answers by pairs and
3) their output. Check their output. Check their answer.
present their outputs one present their outputs one
answer. Say; how were you able to
at a time. After the class at a time. After the class
Say; how were you able to determine the place value and presented, ask, How did presented, ask, How did
determine the place value and value of a digit in a decimal you find the activity? How you find the activity? How
did you read and write did you read and write
value of a digit in a decimal number?
decimal numbers? decimal numbers?
number? Say: We read decimal Say: We read decimal
numbers like reading whole numbers like reading whole
numbers. Then say, the numbers. Then say, the
place value of the last digit. place value of the last
The decimal point is read digit. The decimal point is
as and. We use 0 as read as and. We use 0 as
placeholder. placeholder.
50
G. Finding practical Discuss the presentation on Discuss the presentation on Discuss the presentation Discuss the presentation
applications of concepts on Explore and Discover on on Explore and Discover on
Explore and Discover on page Explore and Discover on page
and skills in daily living page ___ of LM Math Grade page ___ of LM Math Grade
______ of LM Math Grade 5. ______ of LM Math Grade 5. Ask the
5. 5.
Ask the pupils to work on pupils to work on items 1 to 10 The teacher will give other The teacher will give other
items 1 to 10 under Get under Get Moving on page ______. exercise: exercise:
Write the decimals that the Write the decimals that the
Moving on page ______. Check the pupils answers. For the
teacher will dictate teacher will dictate
mastery, have them answer items
Check the pupils answers. For 267.249 267.249
1 o 10 under Keep Moving of LM
the mastery, have them 138.5611 138.5611
Math Grade 5 on page ____. Check
answer items 1 o 10 under 3984.06 3984.06
the pupils answer
Keep Moving of LM Math 34.6823 34.6823
Grade 5 on page ____. Check
450.65 450.65
the pupils answer
Ask the pupils to work on Ask the pupils to work on
items under Get Moving on items under Get Moving on
page ___ of LM Math Grade page ___ of LM Math Grade
5. 5.
For mastery, have them For mastery, have them
answer the items under answer the items under
Keep Moving on pages ____ Keep Moving on pages ____
to ____ to ____
of LM Math Grade 5. of LM Math Grade 5.
H. Making generalizations How do you know the value How do you know the value and Elicit from the pupils the Elicit from the pupils the
and abstractions about rules on reading and rules on reading and
and place value of each digit place value of each digit in a given
the lesson writing decimals. writing decimals.
in a given decimal? decimal? Let them explain how the Let them explain how the
decimal point is to be read. decimal point is to be read.
I. Evaluating learning Give the place value and the Give the place value and the value Write in words. Write in words.
value of the underlined digit. of the underlined digit.
36.5438 36.5438
Number Plac Valu Number Plac Valu 140. 569 140. 569
e e e e 9.2345 9.2345
Valu
Valu
e
1. 6. 08912 e
2. 392. 035 6. 6. 08912
3. 80.5487 7. 392. 035
4. 0.96582 8. 80.5487
5. 175.6734 9. 0.96582
51
10. 175.6734
J. Additional activities for Write the digit in each place Write the digit in each place Write the following in Write the following in
application or words. words.
0.34607 0.34607
remediation 1. Twenty-four and six 1. Twenty-four and six
_______ hundredths _______ hundredths thousand three hundred thousand three hundred
_______ tenths _______ tenths forty-eight ten thousandths. forty-eight ten
2. Six hundred twelve and thousandths.
_______ thousandths _______ thousandths five hundred-six 2. Six hundred twelve and
0.00642 0.00642 thousandths five hundred-six
3. Three hundred thirty- thousandths
_______ thousandths _______ thousandths
seven and three hundred 3. Three hundred thirty-
_______ hundredths _______ hundredths eight thousandths seven and three hundred
_______ ten thousandths _______ ten thousandths 4. Eighteen and nine eight thousandths
hundred ten thousandths 4. Eighteen and nine
5.06789 5.06789 5. Forty-six and one hundred ten thousandths
_______ tenths _______ tenths thousand three hundred 5. Forty-six and one
ninety-four ten thousand three hundred
_______ ten thousandths _______ ten thousandths
thousandths. ninety-four ten
_______ hundredths _______ hundredths thousandths.
_______ thousandths _______ thousandths
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
encounter which my
52
help me solve?
other teachers?

Teaching Dates and August 29- September 2, 2016 Quarter
Time

I. OBJECTIVES Rounds decimal numbers to the nearest hundredths and thousandths.
A. Content Standards 1.demonstrates 1.demonstrates 1.demonstrates 1.demonstrates Weekly Test
understanding of decimals. understanding of decimals. understanding of decimals. understanding of decimals.

understanding of the four understanding of the four understanding of the four understanding of the four
involving decimals and ratio involving decimals and ratio involving decimals and ratio involving decimals and ratio
and proportion. and proportion. and proportion. and proportion.
represent decimals in various represent decimals in various represent decimals in various represent decimals in various
2. is able to apply the four 2. is able to apply the four 2. is able to apply the four 2. is able to apply the four
and proportion in and proportion in and proportion in and proportion in
53
C. Learning rounds decimal numbers to rounds decimal numbers to compares and arranges compares and arranges
Competencies/Objectives the nearest hundredth and the nearest hundredth and decimal numbers. decimal numbers.
Write the LC code for thousandth. thousandth.
each M5NS-IIb-104.2 M5NS-IIb-104.2
M5NS-IIa-103.2 M5NS-IIa-103.2
II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum K to 12 Curriculum Guide, LM K to 12 Curriculum Guide, LM
(MN5S-IIa-1012.3) p.57, (MN5S-IIa-1012.3) p.57, Math Grade 5 pages Math Grade 5 pages
Lesson Guide in Mathematics Lesson Guide in Mathematics Lesson Guide in Elementary Lesson Guide in Elementary
Grade 5 pp. 316-318, Grade 5 pp. 316-318, Mathematics Grade 6 p. 46- Mathematics Grade 6 p. 46-
Growing Up with Math pp. Growing Up with Math pp. 49, 271 49, 271
170-171, Math for Life 170-171, Math for Life MISOSA Module Mathematics MISOSA Module Mathematics
pp.215-217 pp.215-217 6 No. 12 6 No. 12
Workbook in Mathematics 6, Workbook in Mathematics 6,
Rubio, May Ester M. p. 20-23 Rubio, May Ester M. p. 20-23
Growing Up with Math 5 p. Growing Up with Math 5 p.
167-168 167-168
(LR) portal
B. Other Learning Resources flashcards, number line flashcards, number line activity cards activity cards
IV. PROCEDURES
A. Reviewing previous Write the decimals that the Write the decimals that the Arranging numbers in Arranging numbers in
lesson or presenting the teacher will dictate. teacher will dictate. ascending or descending ascending or descending
new lesson Mechanics: Mechanics: order. order.
a. The teacher dictate the a. The teacher dictate the
decimal number. decimal number. a. Group the class with 5 a. Group the class with 5
b. The first pupil in a row will b. The first pupil in a row will members each. members each.
write his answer on a piece of write his answer on a piece of b. Each member of the group b. Each member of the group
paper as a groups answer paper as a groups answer will be given cards with will be given cards with
sheet. sheet. numbers. numbers.
c. He pass it to his teammate c. He pass it to his teammate
next to him for his answer to next to him for his answer to
54
the number dictate bythe the number dictate bythe Group 1 Group 1
teacher. teacher.
d. As soon as the last pupil in d. As soon as the last pupil in c. The teacher gives c. The teacher gives
a row has written his answer a row has written his answer instruction to arrange instruction to arrange
he submits their answer he submits their answer themselves in ascending themselves in ascending
sheet to the teacher for sheet to the teacher for order; then in descending order; then in descending
checking. checking. order. order.
e. The group with the most e. The group with the most d. The first group to arrange d. The first group to arrange
number of correct answers number of correct answers themselves correctly wins the themselves correctly wins the
win. win. game. game.
B. Establishing a purpose for Rounds decimal numbers to Rounds decimal numbers to Compares and arranges Compares and arranges
the lesson the nearest hundredths and the nearest hundredths and decimal numbers. decimal numbers.
thousandths. thousandths.
C. Presenting What percent is the What percent is the During the Palaro ng Bayan, During the Palaro ng Bayan,
examples/instances of the molecules of carbon dioxide molecules of carbon dioxide Alex Soriano ran the 100 Alex Soriano ran the 100
new lesson present in the earths present in the earths meter dash in 11.43 seconds. meter dash in 11.43 seconds.
atmosphere? atmosphere? Jun Abad the same event in Jun Abad the same event in
11.58 seconds. Who is faster 11.58 seconds. Who is faster
between the two runners? between the two runners?
Ask: Ask:
How long did it take for Alex How long did it take for Alex
to reach the finish line? How to reach the finish line? How
about Jun? about Jun?
Which of the time recorded in Which of the time recorded in
seconds is less than? greater seconds is less than? greater
than? than?
If you win the race, are you If you win the race, are you
the fastest or the slowest? If the fastest or the slowest? If
you are, do you have the you are, do you have the
least or the greatest time least or the greatest time
spent? spent?
Who is faster between the Who is faster between the
two runners? two runners?
D. Discussing new concepts Present the problem in the Present the problem in the Encourage the pupils to work Encourage the pupils to work
and practicing new skills class. class. in pairs. Give them time to in pairs. Give them time to
#1 Of the 100% total molecules Of the 100% total molecules solve for the answer to the solve for the answer to the
present in the total molecules present in the total molecules problem by illustration. problem by illustration.
present composition of the present composition of the
55
Earths atmosphere, only Earths atmosphere, only
0.0325 percent is carbon 0.0325 percent is carbon
dioxide. dioxide.
Ask: What number is closest Ask: What number is closest
to 0.0325? Why? Why not? to 0.0325? Why? Why not?
What are the other possible What are the other possible
numbers closest to 0.325? numbers closest to 0.325?
What are the rules in What are the rules in
rounding off decimal rounding off decimal
numbers? numbers?
E. Discussing new concepts . Encourage the pupils to . Encourage the pupils to After all groups presented After all groups presented
and practicing new skills work in pairs. Give them time work in pairs. Give them time their answers, ask: Which their answers, ask: Which
#2 to solve for the answer to the to solve for the answer to the group/s was/were able to group/s was/were able to
problem by illustration. problem by illustration. give all correct answers? give all correct answers?
Which group/s missed an Which group/s missed an
answer? Which group/s answer? Which group/s
was/were not able to give was/were not able to give
any correct answer? any correct answer?
Ask: Ask:
How do we compare How do we compare

decimals? decimals?
How do we order decimals? How do we order decimals?
F. Developing mastery After the group have played, After the group have played, Let the pupils study Explore Let the pupils study Explore
(Leads to Formative Assessment ask, How do you find the ask, How do you find the and Discover on page ___ of and Discover on page ___ of
3)
activity? How did you round activity? How did you round the LM Math Grade 5. the LM Math Grade 5.
decimal number nearest to decimal number nearest to Emphasize the use of the Emphasize the use of the
hundredths and hundredths and number line to compare and number line to compare and
thousandths? thousandths? order decimals. Let the pupils order decimals. Let the pupils
Expected answer: Expected answer: observe that the value of observe that the value of
By using number line By using number line numbers at the right part of numbers at the right part of
By following the rules in By following the rules in the number line is greater the number line is greater
rounding off numbers. rounding off numbers. than the value of numbers on than the value of numbers on
its left. its left.
G. Finding practical Discuss the presentation on Discuss the presentation on Allow pupils to answer Allow pupils to answer
applications of concepts Explore and Discover and the Explore and Discover and the exercises A and B under exercises A and B under
and skills in daily living other examples, LM other examples, LM Keep Moving, pages ____ Keep Moving, pages ____
56
Math Grade 5. Check their Math Grade 5. Check their and LM Math Grade 5. Check and LM Math Grade 5. Check
answer. For mastery, have answer. For mastery, have the pupils answer. the pupils answer.
them answer the answer the them answer the answer the
Items under Keep Moving on Items under Keep Moving on
page _____ of LM Math Grade page _____ of LM Math Grade
5. Check pupils answers. 5. Check pupils answers.
H. Making generalizations What is the rule to be What is the rule to be In comparing and ordering In comparing and ordering
and abstractions about followed when rounding followed when rounding decimals: decimals:
the lesson decimals? decimals? Line up decimals. Line up decimals.
1. Identify the digit to be 1. Identify the digit to be Write equivalent Write equivalent
rounded-off. rounded-off. decimals if necessary. decimals if necessary.
2. Inspect the digit to the 2. Inspect the digit to the Begin at the left. Begin at the left.
right of the required place. right of the required place. Compare to find the Compare to find the
a. If the digit is greater than a. If the digit is greater than
first place where the first place where the
5, add 1 to the digit at the 5, add 1 to the digit at the
digits are different. digits are different.
required place. required place.
Compare the digits. Compare the digits.
b. If the digit is less than 5, b. If the digit is less than 5,
Order the decimals if Order the decimals if
retain the digit at the retain the digit at the
required place. Then drop all required place. Then drop all there are 3 or more there are 3 or more
the digits to the right of the the digits to the right of the given decimals from given decimals from
required place. required place. least to greatest or least to greatest or
c. Copy all the digits to the c. Copy all the digits to the from greatest to from greatest to
left of the required place if left of the required place if least. least.
there are any. there are any.
I. Evaluating learning Round off the following to the Round off the following to the B. Compare these decimals B. Compare these decimals
nearest place indicated. nearest place indicated. by writing <, > or = in the by writing <, > or = in the
Hundredths Thousandths Hundredths Thousandths blank. blank.
1. 0.823 1. 0.823
6.5864 6.5864 1. 0.162 _____ 0.106 1. 0.162 _____ 0.106
2. 1.376 2. 1.376 6. 6.
35.0465 35.0465 0.61 _____ 0.601 0.61 _____ 0.601
3. 0.937 3. 0.937 2. 0.036 _____ 0.031 2. 0.036 _____ 0.031
74.3091 74.3091
4. 0.608 4. 0.608 7. 9.2 _____ 9.200 7. 9.2 _____ 9.200
49.1719 49.1719 3. 0.4 _____ 0.40 3. 0.4 _____ 0.40
5. 0.381 5. 0.381 8. 8.
35.0007 35.0007 10.021 _____ 0.045 10.021 _____ 0.045
4. 3.53 _____ 3.59 4. 3.53 _____ 3.59
9. 9.
0.7562 _____ 0.7559 0.7562 _____ 0.7559
5. 7.01 _____ 7.103 5. 7.01 _____ 7.103
57
10.8.627 _____ 8.649 10.8.627 _____ 8.649
J. Additional activities for Round 85.81267 to the Round 85.81267 to the Order the numbers from Order the numbers from
application or least to greatest. least to greatest.
remediation nearest place indicated. nearest place indicated.
a. hundredths a. hundredths 1. 0.0990, 0.0099, 0.999, 0.90 1. 0.0990, 0.0099, 0.999, 0.90
2. 3.01, 3.001, 3.1, 3.0011 2. 3.01, 3.001, 3.1, 3.0011
b. thousandths b. thousandths 3. 0.123, 0.112, 0.12, 0.121 3. 0.123, 0.112, 0.12, 0.121
4. 7.635, 7.628, 7.63, 7.625 4. 7.635, 7.628, 7.63, 7.625
5. 4.349, 4.34, 4.3600, 4.3560 5. 4.349, 4.34, 4.3600, 4.3560
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

below 80%
lesson
did these work?
solve?
other teachers?
58
Teaching Dates and September 5-9, 2016 Quarter
Time

I. OBJECTIVES Visualizes addition and subtraction of decimals.

59
C. Learning visualizes addition and visualizes addition and adds and subtracts decimal adds and subtracts decimal
Competencies/Objectives subtraction of decimals. subtraction of decimals. numbers through numbers through
Write the LC code for thousandths without and with thousandths without and with
each M5NS-IIb-105 M5NS-IIb-105 regrouping. regrouping.
M5NS-IIb-106.1 M5NS-IIb-106.1
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Curriculum Guide, LM K to 12 Curriculum Guide, LM K to 12 Curriculum Guide, LM K to 12 Curriculum Guide, LM
Math Grade 5 pages Math Grade 5 pages Math Grade 5 pages Math Grade 5 pages
Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary
Mathematics Grade 6 p. 48, Mathematics Grade 6 p. 48, Mathematics Grade 5 p. 251- Mathematics Grade 5 p. 251-
274 MISOSA Module 274 MISOSA Module 254, 264-267 254, 264-267
Mathematics 6 No. 42 Mathematics 6 No. 42 Growing Up with Math p. 173, Growing Up with Math p. 173,
176 176
MISOSA Module Mathematics MISOSA Module Mathematics
5, Nos. 41, 42 5, Nos. 41, 42
(LR) portal
B. Other Learning Resources activity cards activity cards flash cards, pictures, flash cards, pictures,
illustrations illustrations
IV. PROCEDURES
A. Reviewing previous Have you been to a sari-sari Have you been to a sari-sari Add or subtract the following. Add or subtract the following.
lesson or presenting store? Have you try to store? Have you try to
the new lesson compute the amount of the compute the amount of the
things/item that you bought? things/item that you bought?
2.9 7.2 2.9 7.2
Do you find it easily to Do you find it easily to
compute? compute?
+1 - +1 -
Ask: Do you count the Ask: Do you count the
change that you receive after change that you receive after .6 3.8 .6 3.8
buying? Why? buying? Why?
Let the pupils realize that it is Let the pupils realize that it is
60
importance of accuracy in importance of accuracy in
basic addition and basic addition and
subtraction in our daily subtraction in our daily
routines. routines.
B. Establishing a purpose for Visualizes addition and Visualizes addition and Add and subtract decimal Add and subtract decimal
the lesson subtraction of decimals. subtraction of decimals. numbers through numbers through
thousandths without and thousandths without and
with regrouping. with regrouping.
C. Presenting A. Encourage pupils to use A. Encourage pupils to use What should you do to the What should you do to the
examples/instances of the grid lines to solve the grid lines to solve the things that you used in things that you used in
new lesson problem. Instruct the pupils problem. Instruct the pupils school? Do you keep it school? Do you keep it
to do the following: to do the following: orderly and use as needed? orderly and use as needed?
Emphasize the value of being Emphasize the value of being
orderly and thrifty to the orderly and thrifty to the
resources/ things that we resources/ things that we
have. have.
D. Discussing new concepts Mang Dodong is an architect. Mang Dodong is an architect. Charlie decided to go to the Charlie decided to go to the
and practicing new skills He has plan to place a 100 He has plan to place a 100 nearest church in the nearest church in the
#1 square side by side to make square side by side to make succeeding town by biking. succeeding town by biking.
his room looks elegant. He his room looks elegant. He He knew that it was 7.529 km He knew that it was 7.529 km
wants to have a variation on wants to have a variation on from his current location. For from his current location. For
the colors of the tiles, so he the colors of the tiles, so he the first few minutes, he the first few minutes, he
puts 15 red tiles, 35 blue tiles puts 15 red tiles, 35 blue tiles recorded that he had biked recorded that he had biked
and the remaining tiles are and the remaining tiles are 2.097 km for the first 7 2.097 km for the first 7
green? How many tiles are green? How many tiles are minutes and 3.618 km for the minutes and 3.618 km for the
green? green? next 10 minutes. How far will next 10 minutes. How far will
he need to bike to reach his he need to bike to reach his
Ask: Ask: destination? destination?
What is the total number of What is the total number of
tiles does Mang Dodong tiles does Mang Dodong Ask: Ask:
have? Tell the pupils that have? Tell the pupils that
total number represents the total number represents the How far is thechurch from How far is thechurch from
whole which is equivalent to whole which is equivalent to Charlies current location? Charlies current location?
one. Explain to the pupil that one. Explain to the pupil that What is the total distance What is the total distance
each squares are equivalent each squares are equivalent covered by Charlie for 17 covered by Charlie for 17
to 0.001. to 0.001. minutes? minutes?
What is the total number of What is the total number of How will you know the How will you know the
tiles whose color are red and tiles whose color are red and distance he still needs to distance he still needs to
blue? How will you be able to blue? How will you be able to cover to reach the church? cover to reach the church?
find the total number? find the total number?
How will you know the How will you know the
61
number of tiles which are not number of tiles which are not
red or blue? red or blue?
Make the pupils realized that Make the pupils realized that
the tiles left are green the tiles left are green
E. Discussing new concepts 1. Count a 10 x 10 squares 1. Count a 10 x 10 squares Ask the pupils to work in Ask the pupils to work in
and practicing new skills on a graphing paper. on a graphing paper. groups in solving the groups in solving the
#2 2. Cut four sets of 10 x 10 2. Cut four sets of 10 x 10 problem. problem.
squares to be used to solve squares to be used to solve
the problem. the problem. 2.097 km 2.097 km
3. Color two sets of 10 x 10 3. Color two sets of 10 x 10 + 3.618 km + 3.618 km
squares based from the squares based from the Arranged the numbers Arranged the numbers
number of squares tiles on number of squares tiles on vertically. Then add the vertically. Then add the
the given problem. the given problem. numbers from numbers from
4. For the third set of 10 x 10 4. For the third set of 10 x 10 5.715 km right to left. 5.715 km right to left.
squares colored it with both squares colored it with both Put the decimal point on its Put the decimal point on its
red and blue as indicated in red and blue as indicated in corresponding place. corresponding place.
the problem. Let them count the problem. Let them count Arranged the numbers Arranged the numbers
the total number of square the total number of square vertically. Subtract the vertically. Subtract the
which are both red and blue. which are both red and blue. numbers from 1.814 km numbers from 1.814 km
5. Let the pupils colored the 5. Let the pupils colored the right to left. Put the decimal right to left. Put the decimal
remaining numbers of remaining numbers of point on its corresponding point on its corresponding
squares with green. Do it on squares with green. Do it on place. place.
the fourth set of 10 x 10 the fourth set of 10 x 10
squares. squares.
F. Developing mastery After all groups presented After all groups presented After the group presented After the group presented
(Leads to Formative Assessment their answers, ask: How did their answers, ask: How did and checked their work, call and checked their work, call
3)
you find the activity? How did you find the activity? How did on the leader to relate what on the leader to relate what
you solve the total number of you solve the total number of they have done to solve the they have done to solve the
red and blue square tiles? red and blue square tiles? problem. problem.
How about the green tiles? How about the green tiles?
How did you do it? How did you do it? Ask: Ask:
Ask: Ask: How do we add decimals How do we add decimals

What strategy was used in What strategy was used in through thousandths with or through thousandths with or
solving the problem? solving the problem? without regrouping? without regrouping?
Does it help you to clearly Does it help you to clearly Did you move the decimal Did you move the decimal
see the addition and see the addition and point of the sum of decimals? point of the sum of decimals?
subtraction of decimals subtraction of decimals How do you subtract How do you subtract
through visualization? through visualization? decimals through decimals through
thousandths with or without thousandths with or without
62
regrouping? regrouping?
Did you move the decimal Did you move the decimal
point of the difference of point of the difference of
decimals? decimals?
G. Finding practical Discuss the presentation Discuss the presentation Discuss the presentation Discuss the presentation
applications of concepts under Explore and under Explore and under Explore and Discover under Explore and Discover
and skills in daily living Discover and the other Discover and the other of page __, LM Math Grade 5. of page __, LM Math Grade 5.
examples, LM Math Grade 5 examples, LM Math Grade 5 Then give these exercises. Then give these exercises.
on page ___. on page ___.
Arranged the decimals Arranged the decimals
Ask the pupils to work on the Ask the pupils to work on the vertically and does the vertically and does the
exercises under Get Moving exercises under Get Moving indicated operation. indicated operation.
on page ___ of LM Math on page ___ of LM Math
Grade 5. Check their Grade 5. Check their 1. 2.589 + 1.051 1. 2.589 + 1.051
answers. For mastery, have answers. For mastery, have 2. 16. 603 8.546 2. 16. 603 8.546
them answer the items under them answer the items under 3. 620 2.915 3. 620 2.915
Keep Moving on page 153 Keep Moving on page 153 4. 20.12 + 8.621 4. 20.12 + 8.621
of LM Math Grade 5. Check of LM Math Grade 5. Check 5. 12. 958 + 9.834 5. 12. 958 + 9.834
the pupils answer. the pupils answer.
Allow pupils to answer Allow pupils to answer
exercises A and B under exercises A and B under
Keep Moving, pages ____ Keep Moving, pages ____
and LM Math Grade 5. Check and LM Math Grade 5. Check
the pupils answer. the pupils answer.
H. Making generalizations In adding/subtracting In adding/subtracting In adding/subtracting In adding/subtracting

and abstractions about decimals: decimals: decimals follow these steps: decimals follow these steps:
the lesson Write the decimals in a Write the decimals in a Arrange the numbers Arrange the numbers
column, aligning the decimal column, aligning the decimal in column. Align the in column. Align the
points. Use 0 as place holder points. Use 0 as place holder decimal points. Use 0 decimal points. Use 0
when needed. when needed. as placeholder if as placeholder if
needed. needed.
Add/subtract as you would Add/subtract as you would Add/subtract as you Add/subtract as you
add/subtract whole numbers. add/subtract whole numbers. would add/subtract would add/subtract
Regroup if necessary Regroup if necessary whole numbers from whole numbers from
right to left. right to left.
Place the decimal point in the Place the decimal point in the Place a decimal point Place a decimal point
result aligned with the other result aligned with the other
in the sum/ in the sum/
decimal points decimal points
difference. Align this difference. Align this
63
with the other with the other
decimal points. decimal points.
I. Evaluating learning Complete the illustration by Complete the illustration by A. Perform the indicated A. Perform the indicated
shading or coloring them shading or coloring them operation. operation.
correctly showing the given correctly showing the given
addition or subtraction addition or subtraction
statements. Take note that statements. Take note that
1. 16.00 1. 16.00
each squares represents each squares represents
15.47 15.47
0.001. 0.001.
+ 0.324 + 0.324
2. 24. 63 2. 24. 63
18. 914 18. 914
+ 55. 892 + 55. 892
3. 248. 79 3. 248. 79
36.71 36.71
+42.845 +42.845
J. Additional activities for Draw an illustration that will Draw an illustration that will A. Add or subtract. Match A. Add or subtract. Match
application or represent the following. represent the following. with the correct answer. with the correct answer.
remediation
1. 0.085 0.076 1. 0.085 0.076 1. 0.257 + 0.212 a. 1. 0.257 + 0.212 a.
0.525 0.525
2. 0.063 + 0.009 2. 0.063 + 0.009 2. 0.928 0.403 b. 2. 0.928 0.403 b.
0.766 0.766
3. 0.754 0.22 c. 0.469 3. 0.754 0.22 c. 0.469
3. 0.098 0.075 3. 0.098 0.075
4. 0.316 + 0.45 d. 0.987 4. 0.316 + 0.45 d. 0.987
4. 0.025 + 0.018 4. 0.025 + 0.018
5. 0.863 + 0.124 e. 5. 0.863 + 0.124 e.
0.534 0.534
5. 1.041 + 0. 043 5. 1.041 + 0. 043
V. REMARKS
VI. REFLECTION
64
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?

Time

I. OBJECTIVES Estimates the sum or difference of decimal numbers with reasonable results.
A. Content Standards 1.demonstrates 1.demonstrates 1.demonstrates understanding 1.demonstrates understanding
understanding of decimals. understanding of decimals. of decimals. of decimals.
2. demonstrates 2. demonstrates 2. demonstrates understanding 2. demonstrates understanding

understanding of the four understanding of the four of the four fundamental of the four fundamental
fundamental operations fundamental operations operations involving decimals operations involving decimals
involving decimals and ratio involving decimals and ratio and ratio and proportion. and ratio and proportion.
65
and proportion. and proportion.
represent decimals in represent decimals in represent decimals in various represent decimals in various
various forms and contexts. various forms and contexts. forms and contexts. forms and contexts.
and proportion in and proportion in and proportion in mathematical and proportion in mathematical
mathematical problems and mathematical problems and problems and real-life problems and real-life
real-life situations. real-life situations. situations. situations.
C. Learning estimates the sum or estimates the sum or solves routine or non- solves routine or non-
Competencies/Objectives difference of decimal difference of decimal routine problems involving routine problems involving
Write the LC code for numbers with reasonable numbers with reasonable addition and subtraction of addition and subtraction of
each results. results. decimal numbers including decimal numbers including
money using appropriate money using appropriate
M5NS-IIc-107 M5NS-IIc-107 problem solving strategies problem solving strategies
M5NS-IIc-108.1 M5NS-IIc-108.1
III. LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages K to 12 Gr. 5 CG M5NS-IIc- K to 12 Gr. 5 CG M5NS-IIc- M5NS-IIc-108.1, LG Grade V p. M5NS-IIc-108.1, LG Grade V p.
268-270, 21st Century 268-270, 21st Century
107, LM, LG Gr.6 pp.51-54, 107, LM, LG Gr.6 pp.51-54,
mathematics p.68 mathematics p.68
Gr. 6, Growing Up with Math Gr. 6, Growing Up with Math LM Grade IV p 68-69 LM Grade IV p 68-69
Gr. 5 pp.160-162, Math Gr. 5 pp.160-162, Math
Connections Gr. 5 pp. 133- Connections Gr. 5 pp. 133-
136 136
66
(LR) portal
B. Other Learning Resources counters, paper bag, index counters, paper bag, index charts, flash cards, chart of charts, flash cards, chart of
word problems activity cards word problems activity cards
card card
IV. PROCEDURES
A. Reviewing previous Teacher flashes decimal Teacher flashes decimal Check the assignment Check the assignment
number and its rounded off number and its rounded off
the new lesson Review the steps in solving Review the steps in solving
number: number: word problems. word problems.
Ex.: 84.815 = 84.5 Ex.: 84.815 = 84.5 Ask: What are the steps in Ask: What are the steps in
solving a word problem? solving a word problem?
= tenths = tenths In what steps will the In what steps will the
following questions fall? following questions fall?
42.583 = 42.58 = 42.583 = 42.58 =
* What is asked? * What is asked?
hundredths hundredths * What are the given * What are the given
facts? facts?
1.53863 = 1.5386 = 1.53863 = 1.5386 = * What is the process * What is the process
ten thousandths ten thousandths to be used? to be used?
* What is the number * What is the number
sentence? sentence?
* Show the solution * Show the solution
and complete answer. and complete answer.
B. Establishing a purpose Estimates the sum or Estimates the sum or Solve routine or non-routine Solve routine or non-routine
for the lesson difference of decimal difference of decimal problems involving addition problems involving addition
numbers with reasonable numbers with reasonable and subtraction of decimal and subtraction of decimal
results. results. numbers including money numbers including money
using appropriate problem using appropriate problem
solving strategies and tools solving strategies and tools
C. Presenting You were asked by your You were asked by your Show a picture of a hill? Show a picture of a hill?
examples/instances of Ask: Have you been to a hill? Ask: Have you been to a hill?
mother to buy some mother to buy some
the new lesson What did you do there? Share What did you do there? Share
groceries after class. groceries after class. some of your experiences. some of your experiences.
Without computing, how Without computing, how Ask: Is it necessary to Ask: Is it necessary to
conserve our environment? conserve our environment?
would you know that the would you know that the
money given to you is money given to you is
enough or not? Why? enough or not? Why?
67
D. Discussing new concepts Role Playing Role Playing A total of 357 Grades IV, V, A total of 357 Grades IV, V,
and practicing new skills and VI pupils of Pook and VI pupils of Pook
Divide the class into 2 Divide the class into 2
#1 Elementary School joined a Elementary School joined a
groups. groups. tree-planting program. They tree-planting program. They
planted Narra seedling that planted Narra seedling that
Provide an activity card in Provide an activity card in cost 1,230.67 and and Apitong cost 1,230.67 and and Apitong
seedlings cost 2,968.78 How seedlings cost 2,968.78 How
each group for them to act each group for them to act
much seedlings did they plant much seedlings did they plant
out or role play. out or role play. in all? in all?
Ex.: Ex.: Ask: What is asked in the Ask: What is asked in the
problem? problem?
Ron has Php.12,720 in his Ron has Php.12,720 in his What are given facts? What are given facts?
savings account. He wants savings account. He wants What word clue help What word clue help
you solve the problem? you solve the problem?
to buy a stereo and speakers to buy a stereo and speakers What operation is to be What operation is to be
while they are on sale. The while they are on sale. The used? used?
Ask a pupil to show Ask a pupil to show
stereo cost Php.9,889.99 stereo cost Php.9,889.99 his/her answer on the board. his/her answer on the board.
and the speakers cost and the speakers cost
Php.915.50. About how Php.915.50. About how
much of his savings will be much of his savings will be
left after the purchase? left after the purchase?
They have to act out also They have to act out also
the following: the following:
What information is given in What information is given in

the problem?(savings Php12 the problem?(savings Php12
720, cost of stereo Php9 720, cost of stereo Php9
889.99, speaker Php915.50) 889.99, speaker Php915.50)
What should be done first so What should be done first so

that Ron will have an idea in that Ron will have an idea in
About how much will he About how much will he

pay? ( Php10 000 and pay? ( Php10 000 and
68
Php900 ) Php900 )
About how much will be left About how much will be left
of his savings? of his savings?
( Php13 000 Php10 900 = ( Php13 000 Php10 900 =

Php2 100 ) Php2 100 )
Have them compute the Have them compute the
actual answer and compare actual answer and compare
it with the estimated answer. it with the estimated answer.
( Php12 720 ( Php9 889.99 ( Php12 720 ( Php9 889.99

+ Php915.50 ) = Php1 + Php915.50 ) = Php1
914.51 ) 914.51 )
Have each group present its Have each group present its
work in front. work in front.
E. Discussing new concepts Teacher prepares the Teacher prepares the

and practicing new skills following: following:
#2
Situation card: Situation card:
Your group has Your group has
Php.15,395.20. You will order Php.15,395.20. You will order
3 items from a mail order 3 items from a mail order
catalog. catalog.
Mail Order Catalog Mail Order Catalog
Items Prices Items Prices
Stand fan Stand fan
Php.2,485.00 Php.2,485.00
Printer Printer
Php.6,000.00 Php.6,000.00
CD/Cassette player CD/Cassette player
Php.5,750.00 Php.5,750.00
69
Computer table Computer table
Php.2,500.00 Php.2,500.00
The class should be grouped The class should be grouped
by column. by column.
Provide each group by Provide each group by

situation card, a mail order situation card, a mail order
catalog and order card. catalog and order card.
The first pupil in the row The first pupil in the row
selects 3 items and writes selects 3 items and writes
these with the these with the
corresponding prices on the corresponding prices on the
order card, then passes this order card, then passes this
to pupil next to him. to pupil next to him.
The second pupil writes the The second pupil writes the
rounded off amount for each rounded off amount for each
item, then passes the order item, then passes the order
card to his teammate. card to his teammate.
The third pupil gives the The third pupil gives the
estimated sum of all the estimated sum of all the
items. items.
The fourth pupil gives the The fourth pupil gives the
estimated difference. estimated difference.
The fifth pupil computes the The fifth pupil computes the
actual sum and difference, actual sum and difference,
then, compares it with the then, compares it with the
estimated sum and estimated sum and
70
difference. difference.
As soon as all members of As soon as all members of

the group are finished, they the group are finished, they
submit their answers to the submit their answers to the
teacher for checking. teacher for checking.
The first group to finish with The first group to finish with
correct answers wins. correct answers wins.
F. Developing mastery How did you find the activity How did you find the activity Ask: Is it necessary to Ask: Is it necessary to
(Leads to Formative Assessment conserve our environment? conserve our environment?
3) ? How were you able to find ? How were you able to find
Why? How can you help Why? How can you help
the answer to the problem? the answer to the problem? conserve our environment? conserve our environment?
Discuss with the pupils how Discuss with the pupils how
to find the estimated to find the estimated
sum/difference of decimals. sum/difference of decimals.
G. Finding practical Discuss the presentation Discuss the presentation The pupils will form 3 groups The pupils will form 3 groups
applications of concepts and will be given a problem and will be given a problem
under Explore and under Explore and
and skills in daily living written on the bond paper. written on the bond paper.
Discover in LM. Discover in LM. They are going to solve the They are going to solve the
problem and answer the problem and answer the
For more practice, Have the For more practice, Have the questions on the problem. questions on the problem.
pupils work on Get Moving pupils work on Get Moving
Problem 1. Group 1 Problem 1. Group 1
Jacob brought a pair of shoes Jacob brought a pair of shoes
for P245 a pair of sacks for for P245 a pair of sacks for
Ask the pupils to work on the Ask the pupils to work on the P42.75 and trousers for P P42.75 and trousers for P
526.99. He gave the cashier a 526.99. He gave the cashier a
exercises under Keep exercises under Keep thousand peso bill. How much thousand peso bill. How much
Moving Moving change did he receive? change did he receive?
a. What is asked? a. What is asked?
b. What are the given facts? b. What are the given facts?
c. What is the process to be c. What is the process to be
used? used?
d.What is the number d.What is the number
sentence? sentence?
e. Show the solution and e. Show the solution and
complete answer. complete answer.
71
H. Making generalizations Lead the pupils to give the Lead the pupils to give the The steps in solving The steps in solving
and abstractions about routine problems are: routine problems are:
following generalization by following generalization by
the lesson
asking : asking : a. Understand- Know e. Understand- Know
what is asked? what is asked?
How do we find the How do we find the
What are given? What are given?
estimated sum or difference estimated sum or difference b. Plan-Know the f. Plan-Know the
of decimals? of decimals? operation. Write operation. Write
the number the number
sentence. sentence.
c. Solve-Write your g. Solve-Write your
answer with answer with
correct units correct units
/labels /labels
d. Check and Look h. Check and Look
back- Review and back- Review and
check your answer. check your answer.
To solve non- To solve non-
routine problems, routine problems,
read and analyze read and analyze
the problems. Tell the problems. Tell
what is asked and what is asked and
what are given. what are given.
Use other Use other
strategies like act strategies like act
out the out the
problem,listing/tabl problem,listing/tabl
e method, guess e method, guess
and test, and test,
drawing /making a drawing /making a
diagram, using diagram, using
patterns, working patterns, working
backwards etc. backwards etc.
72
I. Evaluating learning Solve the following problems. Solve the following problems.
Arrange the numbers in Arrange the numbers in
Study the following menu in Study the following menu in
column. Round off the column. Round off the
the canteen and answer the the canteen and answer the
numbers to the nearest numbers to the nearest question that follows. question that follows.
hundredths then find the hundredths then find the MENU MENU
Spaghetti-P 23.75 Spaghetti-P 23.75
estimated sum and estimated sum and
Palabok -P21.50 Palabok -P21.50
difference. difference.
Lugaw- P 8.50 Lugaw- P 8.50
Rice- P 5.00 Rice- P 5.00
Mango Juice-P7.50 Mango Juice-P7.50
36.5 + 18.91 + 55.41 = N 36.5 + 18.91 + 55.41 = N
Arnel paid P 50.00 for pork Arnel paid P 50.00 for pork
Php.285.15 + Php.27.35 + Php.285.15 + Php.27.35 + nilaga and rice. How much was nilaga and rice. How much was
Php.627.30 = N Php.627.30 = N his change? his change?
Ayen ordered palabok and Ayen ordered palabok and

8.941 8.149 = N 8.941 8.149 = N
gulaman.How much was her gulaman.How much was her
change with her P 100 bill. change with her P 100 bill.
639.27 422.30 = N 639.27 422.30 = N
Mrs. Lopez ordered Mrs. Lopez ordered
rice,pinakbet and fried fish. rice,pinakbet and fried fish.
She gave P100. How much was She gave P100. How much was
her change? her change?
Kate gave P 50 for mango Kate gave P 50 for mango

juice and spaghetti. How much juice and spaghetti. How much
is her change? is her change?
It was Tinas birthday. She It was Tinas birthday. She

ordered spaghetti, palabok, ordered spaghetti, palabok,
mango juice and gulaman. If mango juice and gulaman. If
she paid P100 peso-bill and she paid P100 peso-bill and
she gave a tip of P 5.00 , how she gave a tip of P 5.00 , how
much will be her change? much will be her change?
J. Additional activities for Solve the problem. Solve the problem. Solve the following problems. Solve the following problems.
application or 1. AJ earned P 35.50 in 3. AJ earned P 35.50 in
Rhoda bought 2.5 kg of Rhoda bought 2.5 kg of
remediation selling newspapers and selling newspapers and
lanzones. She found that her lanzones. She found that her he earned P32.50 for he earned P32.50 for
73
brother bought home 1.75 brother bought home 1.75 selling pandesal in the selling pandesal in the
kg of lanzones. Her family kg of lanzones. Her family morning.He paid P morning.He paid P
52.75 for a pad paper 52.75 for a pad paper
ate around 2.75 kg. About ate around 2.75 kg. About
and a ballpen. How and a ballpen. How
how many kg of lanzones how many kg of lanzones much money had he much money had he
were left? were left? left? left?
2. JM visits his dentist 4. JM visits his dentist
every six month. every six month.
Mother bought 4.75 kg of Mother bought 4.75 kg of
Hepaid his dentist P500 Hepaid his dentist P500
fish. She cooked 1.25 kg of fish. She cooked 1.25 kg of for dental treatment for dental treatment
escabeche and roasted .5 kg escabeche and roasted .5 kg and P450 for and P450 for
prophylaxis. How much prophylaxis. How much
of fish for their family of fish for their family
change did he get from change did he get from
gathering. About how many gathering. About how many P 1,000? P 1,000?
kg of fish were uncooked? kg of fish were uncooked?
Jethro has Php.250 for his Jethro has Php.250 for his
daily allowance. He spent daily allowance. He spent
Php.95.50 for fare, Php.95.50 for fare,
Php.75.75 for food, and Php.75.75 for food, and
saved the rest. About how saved the rest. About how
much is his savings? much is his savings?
Shane ran 3.75 km and Shane ran 3.75 km and

Cathy ran 7.09 km. About Cathy ran 7.09 km. About
how much farther did Cathy how much farther did Cathy
ran? ran?
Mona bought a watch for Mona bought a watch for

Php.1895.60 and a ring for Php.1895.60 and a ring for
Php.2512.50. She gave the Php.2512.50. She gave the
cashier % Php.1000-bills. cashier % Php.1000-bills.
About how much change did About how much change did
she received? she received?
74
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

Time

I. OBJECTIVES Creating Problems (with reasonable answers)Involving Addition and Subtraction of Decimal Numbers Including Money

75
C. Learning creates problems (with creates problems (with visualizes multiplication of visualizes multiplication of
Competencies/Objectives reasonable answers) reasonable answers) decimal numbers using decimal numbers using
Write the LC code for involving addition and/or involving addition and/or pictorial models. pictorial models.
each subtraction of decimal subtraction of decimal
numbers including money. numbers including money. M5NS-IId-110
M5NS-IId-110
M5NS-IIc-109.1 M5NS-IIc-109.1
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages M5NS-IIc-109.1, M5NS-IIc-109.1, K to 12 Curriculum Guide, K to 12 Curriculum Guide,
M5NS-IId-110, Lesson Guide M5NS-IId-110, Lesson Guide
in Elementary 5 p.274 in Elementary 5 p.274
(LR) portal
B. Other Learning Resources flash cards, chart of word flash cards, chart of word flash cards, colored papers, flash cards, colored papers,
problems, activity cards problems, activity cards marker(pentellpen), building marker(pentellpen), building
blocks blocks
76
IV. PROCEDURES
A. Reviewing previous Check the assignment Check the assignment Solve the following mentally: Solve the following mentally:
lesson or presenting 1.) Sophia bought 0.8 kg of 1.) Sophia bought 0.8 kg of
the new lesson Review the steps in solving Review the steps in solving hotdog. She placed 0.25 kg hotdog. She placed 0.25 kg
word problems. word problems. of it in the refrigerator and of it in the refrigerator and
cooked the rest. How much cooked the rest. How much
Ask the learners to tell what Ask the learners to tell what hotdog did she cooked? hotdog did she cooked?
they understand about the they understand about the
following essential guide following essential guide 2.) A Math book is 0.6 dm 2.) A Math book is 0.6 dm
questions to problem solving. questions to problem solving. thick. A Science book is 0.2 thick. A Science book is 0.2
times as thick as the times as thick as the
Math book. How thick is the Math book. How thick is the
Science book? Science book?
B. Establishing a purpose for Create Problems (with Create Problems (with Visualize multiplication of Visualize multiplication of
the lesson reasonable answers)Involving reasonable answers)Involving Decimals Using Pictorial Decimals Using Pictorial
Addition and Subtraction of Addition and Subtraction of Models Models
Decimal Numbers Including Decimal Numbers Including
Money Money
C. Presenting Talk about fruits and Talk about fruits and Using building blocks. Try to Using building blocks. Try to
examples/instances of the vegetables grown in the vegetables grown in the solve this problem. solve this problem.
new lesson school garden. school garden. Baby Isabel plays with blocks. Baby Isabel plays with blocks.
Ask: Have you been to our Ask: Have you been to our Each block measures 3.7 Each block measures 3.7
school garden? What did you school garden? What did you inches tall. She has a inches tall. She has a
see there? What are the see there? What are the collection of 41 blocks. If she collection of 41 blocks. If she
plants grown there? Let the plants grown there? Let the could stack all the blocks up could stack all the blocks up
one on top of the other. How one on top of the other. How
pupils share their pupils share their
many inches tall would her many inches tall would her
experiences in the garden. experiences in the garden.
tower be. tower be.
D. Discussing new concepts The table shows the number The table shows the number Present this situation. Present this situation.
and practicing new skills of kilograms of vegetables of kilograms of vegetables Mr. Dizons farm is 0.3 km Mr. Dizons farm is 0.3 km
#1 harvested by the pupils. harvested by the pupils. long and 0.1 km wide. How long and 0.1 km wide. How
big is his land? big is his land?
Princ Mustar 5. 12 Princ Mustar 5. 12
e d kilogra e d kilogra The pupils will answer in The pupils will answer in
ms ms groups. groups.
Aldri Pecha 8.48 Aldri Pecha 8.48 a. Into how many parts is the a. Into how many parts is the
n y kilogra n y kilogra whole divided? whole divided?
ms ms b. How is 0.3 shown in the b. How is 0.3 shown in the
Lore Carrot 12.6 Lore Carrot 12.6 grid? What about 0.1? grid? What about 0.1?
n kilogra n kilogra c. How many squares are c. How many squares are
77
ms ms double shaded? double shaded?
Based on the table presented Based on the table presented In fraction form write 1/10 of In fraction form write 1/10 of
, how will you create , how will you create 1/3 = 1/10 x 3/10 = 3/100 1/3 = 1/10 x 3/10 = 3/100
problems involving addition problems involving addition Another way of writing Another way of writing
and subtraction of decimals and subtraction of decimals fraction is in decimal form. fraction is in decimal form.
including money? including money? 0.1 of 0.3 = 0.1 x 0.3 = 0.03 0.1 of 0.3 = 0.1 x 0.3 = 0.03
d. How many decimal places d. How many decimal places
are there in both factors? are there in both factors?
Ask: What is asked in the Ask: What is asked in the
How about in product? How about in product?
problem? problem?
What are given facts? What are given facts?
What word clue help you What word clue help you
solve the problem? solve the problem?
What operation is to be used? What operation is to be used?
Ask a pupil to show his/her Ask a pupil to show his/her
answer on the board. answer on the board.
E. Discussing new concepts Group the pupils into three. Group the pupils into three. After all the groups have After all the groups have
and practicing new skills Let the group work Let the group work presented their answer, ask: presented their answer, ask:
#2 collaboratively on station 1 collaboratively on station 1 Which group was/were able Which group was/were able
for group 1, station 2 for for group 1, station 2 for to give all correct answers? to give all correct answers?
group 2 and station 3 for group 2 and station 3 for Which group/s missed an Which group/s missed an
group 3. group 3. answer? Which group/s did answer? Which group/s did
Let them present their output Let them present their output not get any correct answer? not get any correct answer?
one at a time when done. one at a time when done. Provide immediate Provide immediate
feedback/remedial measures feedback/remedial measures
Station 1 Addition of Station 1 Addition of to those incorrect. to those incorrect.
decimals decimals
Direction: Based on the table Direction: Based on the table Ask: How did you find the Ask: How did you find the
of data presented, create a of data presented, create a activity? Was using horizontal activity? Was using horizontal
problem involving addition of problem involving addition of and vertical lines place over and vertical lines place over
decimals. decimals. the the
other helps you visualized other helps you visualized
Station 2 Subtraction of Station 2 Subtraction of multiplying decimals? multiplying decimals?
fraction fraction
Direction: Based on the table Direction: Based on the table
of data presented, create a of data presented, create a
problem involving subtraction problem involving subtraction
of decimals. of decimals.
Station 3 Addition and Station 3 Addition and

Subtraction of fraction Subtraction of fraction
Direction: Based on the table Direction: Based on the table
of data presented, create a of data presented, create a
problem involving addition problem involving addition
and subtraction of decimals. and subtraction of decimals.
78
Sample problem Sample problem
Station 1 Station 1
Prince and Loren harvested Prince and Loren harvested
vegetables. Prince harvested vegetables. Prince harvested
2.5 kg of pechay and Loren 2.5 kg of pechay and Loren
harvested 1.9 kg. of carrot. harvested 1.9 kg. of carrot.
How many kg. Of vegetables How many kg. Of vegetables
were harvested by the two were harvested by the two
pupils? pupils?
Station 2 Station 2
How many more kg. of How many more kg. of
vegetables were harvested vegetables were harvested
by Prince than Loren? by Prince than Loren?
Station 3 Station 3
If Aldrin harvested 5 kg of If Aldrin harvested 5 kg of
Mustard, How many kg.more Mustard, How many kg.more
is his harvest than the total is his harvest than the total
amount harvested by Prince amount harvested by Prince
and Loren and Loren
F. Developing mastery After all the groups have After all the groups have a. Discuss the presentation a. Discuss the presentation
(Leads to Formative Assessment presented, ask How did you presented, ask How did you on Explore and Discover on on Explore and Discover on
3)
find the activity? How did you find the activity? How did you page ___ of LM in Math page ___ of LM in Math
create problems involving create problems involving Grade 5 Grade 5
Addition , Subtraction or Addition , Subtraction or
addition and subtraction of addition and subtraction of
decimals. decimals.
Expected answers: Expected answers:
We familiarized ourselves We familiarized ourselves
with the concepts of addition with the concepts of addition
and subtraction of decimals. and subtraction of decimals.
We taught of the problem we We taught of the problem we

want to create.
79
We studied sample problems want to create.
and studied their solutions.
We studied sample problems
and studied their solutions.
G. Finding practical Discuss the presentation Discuss the presentation b. Ask the pupils to work on b. Ask the pupils to work on
applications of concepts under Explore and under Explore and Get Moving on page ____ of Get Moving on page ____ of
and skills in daily living Discover on page of LM Discover on page of LM LM in Math Grade 5 LM in Math Grade 5
Math Grade V. Math Grade V.
Ask the pupils to work on the Ask the pupils to work on the
items under Get Moving LM items under Get Moving LM
Math Grade 5 page __ . Math Grade 5 page __ .
Check the pupils answer. For Check the pupils answer. For
mastery, have them answer mastery, have them answer
items under Keep Moving, items under Keep Moving,
LM Math Grade V page __. LM Math Grade V page __.
Check the pupils answer Check the pupils answer
H. Making generalizations To create word problems To create word problems Lead the pupils to generalize Lead the pupils to generalize
and abstractions about involving addition and involving addition and that: Multiplying decimals that: Multiplying decimals
the lesson subtraction of fractions do subtraction of fractions do can be visualized by can be visualized by
the ff. the ff. representing each factor with representing each factor with
Familiarize yourself with the Familiarize yourself with the the horizontal the horizontal
concept concept and vertical lines placed over and vertical lines placed over
Think of the problem you Think of the problem you the other. The double shaded the other. The double shaded
want to create. want to create. part represents the answer to part represents the answer to
Consider the character, cite Consider the character, cite the equation. the equation.
the situation, /setting, data the situation, /setting, data
presented, word problem to presented, word problem to
be created, and the key be created, and the key
question. question.
Ensure that the word problem Ensure that the word problem
is clearly stated and practical is clearly stated and practical
Read some sample problems Read some sample problems
and study their solutions. and study their solutions.
To solve non- routine To solve non- routine
problems, read and analyze problems, read and analyze
the problems. Tell what is the problems. Tell what is
asked and what are given. asked and what are given.
Use other strategies like act Use other strategies like act
out the problem,listing/table out the problem,listing/table
method, guess and test, method, guess and test,
drawing /making a diagram, drawing /making a diagram,
using patterns, working using patterns, working
backwards etc. backwards etc.
80
I. Evaluating learning Using the data below, create Using the data below, create A. Write the correct A. Write the correct
3- two step word problem 3- two step word problem multiplication equation for multiplication equation for
involving addition and involving addition and each of the following each of the following
subtraction of decimals subtraction of decimals numbers represented by the numbers represented by the
MENU MENU shaded region shaded region
Spaghet Gulaman- Spaghet Gulaman-
ti-P P6.00 ti-P P6.00
23.75 23.75
Palabok Nilaga(por Palabok Nilaga(por
-P21.50 k)- P22.50 -P21.50 k)- P22.50
Lugaw- Pinakbet- Lugaw- Pinakbet-
P 8.50 P 15.00 P 8.50 P 15.00
Rice- P Fried Fish- Rice- P Fried Fish-
5.00 P 12.00 5.00 P 12.00
Mango Mango
Juice- Juice-
P7.50 P7.50
J. Additional activities for Using the data below ,create Using the data below ,create Illustrate the following Illustrate the following
application or a two-step word problem a two-step word problem number sentences. number sentences.
remediation involving addition and involving addition and
subtraction of fraction. subtraction of fraction. 1.) 2 x 0.5 = N 1.) 2 x 0.5 = N
2.) 0.6 x 0.7 = N 2.) 0.6 x 0.7 = N
Nam Fruits Quanti Nam Fruits Quanti 3.) 4 x 0.3 = N 3.) 4 x 0.3 = N
4.) 0.2 x 0.9 = N 4.) 0.2 x 0.9 = N
e bought ty in e bought ty in
5.) 0.8 x 0.4 = N 5.) 0.8 x 0.4 = N
Kg. Kg.
Shar Banan 12.65 Shar Banan 12.65
on a kg. on a kg.
Anna Guava 23.16k Anna Guava 23.16k
g. g.
Josef Lanzon 9.16kg Josef Lanzon 9.16kg
a es . a es .
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
81
below 80%
lesson
did these work?
solve?
other teachers?
82
Teaching Dates and September 26- 30, 2016 Quarter
Time

I. OBJECTIVES Multiplies decimals up to 2 decimal places by 1 to 2 digit whole numbers.

C. Learning
Competencies/Objectives multiplies decimals up to 2 multiplies decimals up to 2 multiplies decimals with multiplies decimals with
Write the LC code for decimal places by 1- to 2- decimal places by 1- to 2- factors up to 2 decimal factors up to 2 decimal
each digit whole numbers. digit whole numbers. places. places.
M5NS-IId-111.1 M5NS-IId-111.1 M5NS-IId-111.2 M5NS-IId-111.2
III. LEARNING
RESOURCES
83
A. References
pages
3. Textbook pages M5NS-IId-111.1, MISOSA M5NS-IId-111.1, MISOSA M5Ns-IId-III.2, LG in M5Ns-IId-III.2, LG in
Grade 5 Module- Grade 5 Module- Elementary Mathematics Elementary Mathematics
Multiplication of Decimals Multiplication of Decimals Grade 5 p.279-282, MISOSA Grade 5 p.279-282, MISOSA
and Whole Numbers. and Whole Numbers. Grade 5, Grade 5,
Module Multiplication of Module Multiplication of
Decimals ThroughHundreths Decimals ThroughHundreths
(LR) portal
B. Other Learning Resources Cards with whole and Cards with whole and Multiplication wheel, 10 by Multiplication wheel, 10 by
decimal numbers, charts, decimal numbers, charts, 10 grid (transparent plastic) 10 grid (transparent plastic)
cube/dice with numbers and cube/dice with numbers and
activity sheet activity sheet
IV. PROCEDURES
A. Reviewing previous Tossing Dice Tossing Dice If you have three 500.00 If you have three 500.00
lesson or presenting Materials: two dice with the Materials: two dice with the bills, how much do you have bills, how much do you have
the new lesson following faces. following faces. in all? At 12.75 for each in all? At 12.75 for each
1.2 , 3.5 .2.6 1.2 , 3.5 .2.6 ripe mango, how much will 6 ripe mango, how much will 6
, 4.1 , , 4.1 , ripe mangoes cost? ripe mangoes cost?
1.2 , 3.3 1.2 , 3.3
a. Distribute 2 cubes to each a. Distribute 2 cubes to each
group. group.
b. One pupil rolls the cube b. One pupil rolls the cube
and the other records the and the other records the
face up digit. face up digit.
c. The group who gives the c. The group who gives the
most number of correct most number of correct
answers wins the game. answers wins the game.
B. Establishing a purpose for Multiplies decimals up to 2 Multiplies decimals up to 2 Multiplies decimals with Multiplies decimals with
the lesson decimal places by 1 to 2 digit decimal places by 1 to 2 digit factors up to 2 decimal factors up to 2 decimal
whole numbers. whole numbers. places. places.
C. Presenting Which are decimals? Which are decimals? How many of you have gone How many of you have gone
examples/instances of the Which are whole numbers? Which are whole numbers? to Luneta? Fort Santiago? to Luneta? Fort Santiago?
new lesson What do you usually see in What do you usually see in
these place? these place?
84
D. Discussing new concepts Rudolf lives 2.4 km from Rudolf lives 2.4 km from The park is rectangular in The park is rectangular in
and practicing new skills school. How far does he ride school. How far does he ride shape and measures 0.3 km shape and measures 0.3 km
#1 in going to and from the in going to and from the long and 0.2 km wide. long and 0.2 km wide.
school? school? a. What picture do you have a. What picture do you have
in your mind when you read in your mind when you read
a. How far is Rudolfs house a. How far is Rudolfs house the problem? the problem?
from the school? from the school? b. What are the signs that b. What are the signs that
b. What is being asked in the b. What is being asked in the you usually see in the park? you usually see in the park?
problem? problem? c. As a good boy or girl what c. As a good boy or girl what
must you do with signs that must you do with signs that
you see in the problem? you see in the problem?
d. What is asked in the d. What is asked in the
problem? problem?
e. How shall we solve it? e. How shall we solve it?
E. Discussing new concepts After the activity, see to it After the activity, see to it To find the area, we multiply To find the area, we multiply
and practicing new skills that the teacher immediately that the teacher immediately the length and the width. the length and the width.
#2 sets remedial for those who sets remedial for those who
got the wrong answers. got the wrong answers. Step 1: Step 1:
Multiply the digit as if Multiply the digit as if
Ask: Did you learn Ask: Did you learn you are multiplying whole you are multiplying whole
something from the activity? something from the activity? numbers. numbers.
How did you get the answer? How did you get the answer? Step 2: Count the number of Step 2: Count the number of
Did you follow the steps? Did you follow the steps? decimal places in the decimal places in the
multiplicand and multiplier. multiplicand and multiplier.
The sum of the number of The sum of the number of
decimal places in the factors decimal places in the factors
is equal to the number of is equal to the number of
decimal places in the decimal places in the
product. product.
Step 3: Add zero, if Step 3: Add zero, if

F. Developing mastery Discuss the predentstion on Discuss the predentstion on After the activity, check After the activity, check
(Leads to Formative Assessment Explore and Discover page Explore and Discover page whether the answer of your whether the answer of your
3)
___ of LM Math Grade 5. ___ of LM Math Grade 5. pupils are correct. Put pupils are correct. Put
immediate action on the immediate action on the
pupils that got the wrong pupils that got the wrong
answer. answer.
G. Finding practical Ask the pupils to work on Get Ask the pupils to work on Get a. Discuss the presentation a. Discuss the presentation
on Explore and Discover on Explore and Discover
85
applications of concepts Mowing and Keep Moving Mowing and Keep Moving on page ___ of LM Math on page ___ of LM Math
and skills in daily living page ___ of LM Math Grade page ___ of LM Math Grade Grade 5 Grade 5
5. 5.
H. Making generalizations Lead the pupils to generalize Lead the pupils to generalize Lead the pupils to generalize Lead the pupils to generalize
and abstractions about that: that: that: that:
the lesson To multiply decimals by To multiply decimals by In multiplying decimals with In multiplying decimals with
whole numbers, multiply like whole numbers, multiply like factors up to 2 decimal factors up to 2 decimal
whole numbers then count whole numbers then count places, multiply like places, multiply like
the number of decimal places the number of decimal places multiplying whole numbers. multiplying whole numbers.
in the factors. The sum of the in the factors. The sum of the Place the decimal point In the Place the decimal point In the
number of decimal places in number of decimal places in product equal to the sum of product equal to the sum of
the factor is equal to the the factor is equal to the the number of decimal places the number of decimal places
number of decimal places in number of decimal places in in both factors. in both factors.
the product. the product.
I. Evaluating learning Copy and give the product. Copy and give the product. Answer Apply Your Skills, Answer Apply Your Skills,
1. .76 x 4 = 4. .76 x 4 = 5. 5.
2. 90 x .30 = 5. 90 x .30 =
3. 34 x .5 = 6. 34 x .5 =
J. Additional activities for Marina's car gets 44.8 miles Marina's car gets 44.8 miles A. Find the products. Write in A. Find the products. Write in
application or per gallon on the highway. If per gallon on the highway. If column. column.
remediation her fuel tank holds 15.4 her fuel tank holds 15.4
gallons, gallons, 1.) 6.5 x 0.7 = 1.) 6.5 x 0.7 =
then how far can she travel then how far can she travel 2.) 0.8 x 0.3 = 2.) 0.8 x 0.3 =
on one full tank of gas? on one full tank of gas? 3.) 9.3 x 0.8 = 3.) 9.3 x 0.8 =
4.) 0.9 x 0.9 4.) 0.9 x 0.9
5.) 0.7 x 0.6 = 5.) 0.7 x 0.6 =
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
86
did these work?
solve?
other teachers?

Teaching Dates and October 3-7, 2016 Quarter
Time

I. OBJECTIVES Estimates the products of decimal numbers with reasonable results.

87
C. Learning
Competencies/Objectives estimates the products of estimates the products of solves routine and non- solves routine and non-
Write the LC code for decimal numbers with decimal numbers with routine problems involving routine problems involving
each reasonable results. reasonable results. multiplication without or with multiplication without or with
M5NS-IIe-112 M5NS-IIe-112 decimals and whole numbers decimals and whole numbers
including money using including money using
strategies and tools. strategies and tools.
M5NS-IIe-113.1 M5NS-IIe-113.1
III. LEARNING
RESOURCES
C. References
pages
3. Textbook pages M5NS II e 112 pp. 59, M5NS II e 112 pp. 59, M5NS II e 113.1 pp. 59 , M5NS II e 113.1 pp. 59 ,
Lesson Guide 6 pp.70 Lesson Guide 6 pp.70 Lesson Guide 6 pp.96 Lesson Guide 6 pp.96
Growing Up with Math 5 Growing Up with Math 5
pp.197 pp.197
(LR) portal
D. Other Learning Resources Number Cards, problem cards Number Cards, problem cards dartboard, activity cards, dice dartboard, activity cards, dice
IV. PROCEDURES
88
A. Reviewing previous Estimating the Estimating the a. Present a problem on a. Present a problem on
lesson or presenting sum/difference sum/difference the board. the board.
the new lesson Ask: How do you estimate the Ask: How do you estimate b. Leaders will throw a b. Leaders will throw a
sum/difference? the sum/difference? die on the board placed on die on the board placed on
Round to the nearest whole Round to the nearest whole the table. The corresponding the table. The corresponding
number and estimate the number and estimate the points if they can answer points if they can answer
sum/difference. How many sum/difference. How many correctly the questions are correctly the questions are
can you do orally? can you do orally?
Flash problem cards for the Flash problem cards for the
Bulls eye 10 points Bulls eye 10 points
pupils to solve. pupils to solve.
2nd circle 5 points 2nd circle 5 points
Big circle 1 point Big circle 1 point
c. Failure to give the c. Failure to give the
correct answer means a correct answer means a
deduction from their points. deduction from their points.
d. Teacher gives d. Teacher gives
emphasis on analyzing 2 emphasis on analyzing 2
step problems. step problems.
Ex. In a class of 27 boys Ex. In a class of 27 boys
and 25 girls, 16 joined the and 25 girls, 16 joined the
choir. choir.
How many are not members How many are not members
of the choir? of the choir?
B. Establishing a purpose for Estimates the products of Estimates the products of Solves routine and non- Solves routine and non-
the lesson decimal numbers with decimal numbers with routine problems involving routine problems involving
reasonable results. reasonable results. multiplication without or with multiplication without or with
decimals and whole numbers decimals and whole numbers
strategies and tools strategies and tools
C. Presenting You were asked by your You were asked by your Present the following problem Present the following problem
examples/instances of the mother to buy some mother to buy some
new lesson groceries after class. Without groceries after class. Without
computing how would you computing how would you Rico saves 4.50 on Rico saves 4.50 on
know that the money given know that the money given
to you is enough or not? to you is enough or not? Monday, 7.25 on Monday, 7.25 on
Why? Why?
Tuesday, 5.15 on Tuesday, 5.15 on
Wednesday, 3.90 Wednesday, 3.90
89
on Thursday, and on Thursday, and
8.20 on Friday from 8.20 on Friday from
his daily his daily
transportation transportation
allowance for 3 allowance for 3
weeks. From these weeks. From these
savings, he wants to savings, he wants to
buy a t-shirt which buy a t-shirt which
costs P195.00. How costs P195.00. How
much more must he much more must he
save? save?
How much money was saved How much money was saved
by Rico? by Rico?
How much is the t-shirt he How much is the t-shirt he
would like to buy? would like to buy?
How much more money must How much more money must
he save? he save?
What is the number What is the number
sentence? sentence?
How many hidden questions How many hidden questions
are there in the problem are there in the problem
D. Discussing new concepts Present the following problem Present the following problem Each group will give an Each group will give an
and practicing new skills activity card. They will work activity card. They will work
#1 Carlo bought 5 notebooks at Carlo bought 5 notebooks at together in solving the together in solving the
38.95 each. About how 38.95 each. About how problem ,following the guided problem ,following the guided
much did he pay in all? much did he pay in all? questions below. questions below.
a. Ask the following a. Ask the following

questions: questions:
1) What are given? 1) What are given?
2) What is being asked? 2) What is being asked?
3) Do we need exact answer 3) Do we need exact answer
or just an estimate to solve or just an estimate to solve
the problem? Why do you the problem? Why do you
think so? think so?
4) What is the number 4) What is the number
sentence? sentence?
5) How do we estimate 5) How do we estimate
products of decimals? products of decimals?
90
b. Explain step-by-step the b. Explain step-by-step the
process of estimating process of estimating
products of decimals products of decimals
numbers. If possible, elicit numbers. If possible, elicit
this this
from the pupils or have them from the pupils or have them
do the explaining. do the explaining.
c. Discuss the importance of c. Discuss the importance of
estimation and its practical estimation and its practical
applications in real life. Elicit applications in real life. Elicit
examples of situations where examples of situations where
estimation is needed. estimation is needed.
d. Why is it important to d. Why is it important to
make sound and logical make sound and logical
decisions? Have you done decisions? Have you done
any? How did it affect you? any? How did it affect you?
E. Discussing new concepts GAME GAME How did you find the activity? How did you find the activity?
and practicing new skills Materials: number cards, Materials: number cards, How did you estimate How did you estimate
#2 calculator calculator product of decimals? product of decimals?
Mechanics: Mechanics: How were you able to find How were you able to find
Organize the pupils in pairs. Organize the pupils in pairs. the answer to the problem? the answer to the problem?
Shuffle the number cards. Shuffle the number cards. In how many ways were you In how many ways were you
Have both pupils select a Have both pupils select a able to arrive at the answer? able to arrive at the answer?
number card and place them number card and place them Discuss with the pupils the Discuss with the pupils the
on the table. Then have each on the table. Then have each ways on how they were able ways on how they were able
pair estimate the product of pair estimate the product of to solve for the answer to the to solve for the answer to the
the two numbers by rounding the two numbers by rounding problems. problems.
the factors. After recording the factors. After recording
the original numbers and the the original numbers and the
product, the pupils use a product, the pupils use a
calculator to check the exact calculator to check the exact
answer and to determine answer and to determine
whether the estimate is good whether the estimate is good
or reasonable. or reasonable.
F. Developing mastery How did you find the activity? How did you find the activity? a. Discuss the presentation a. Discuss the presentation
(Leads to Formative Assessment How did you estimate How did you estimate under Explore and Discover under Explore and Discover
3)
product of decimals? product of decimals? on page __of LM Math Grade on page __of LM Math Grade
Were you able to estimate Were you able to estimate 5 Lesson 42 5 Lesson 42
the product correctly? the product correctly? b. Ask the pupils to answer b. Ask the pupils to answer
Before getting the product, Before getting the product, the exercises under Get the exercises under Get
what was the first step? what was the first step? Moving on page__ of LM Moving on page__ of LM
Grade 5 . Grade 5 .
Check their answers and Check their answers and
provide immediate remedial provide immediate remedial
measures. measures.
91
G. Finding practical a. Discuss the presentation a. Discuss the presentation For more practice, have the For more practice, have the
applications of concepts under Explore and Discover under Explore and Discover pupils do more exercises by pupils do more exercises by
and skills in daily living on page __of LM Math Grade on page __of LM Math Grade solving the problems under solving the problems under
5 Lesson 41. 5 Lesson 41. Keep Moving on LM Grade 5 Keep Moving on LM Grade 5
b. Then give the following b. Then give the following page __ page __
activities. activities. Let the pupils show their Let the pupils show their
Estimate the product. Estimate the product. solutions on the board. solutions on the board.
Complete the table. Complete the table.
H. Making generalizations How do you estimate the How do you estimate the Lead the pupils to give the Lead the pupils to give the
and abstractions about products of decimal products of decimal generalization generalization
the lesson numbers? numbers?
To solve routine and non- To solve routine and non-
routine problems involving routine problems involving
decimals and whole numbers decimals and whole numbers
strategies and tools, we are strategies and tools, we are
guided by the following: guided by the following:
Understand Understand
* Know what is asked * Know what is asked
* Know the hidden facts * Know the hidden facts
* If any, determine the * If any, determine the
hidden questions hidden questions
Plan Plan
* Determine the operation to * Determine the operation to
be used be used
* Write the number sentence * Write the number sentence
Solve Solve
* Show the solution * Show the solution
Check and Look Back Check and Look Back
* Check your answer * Check your answer
* State the complete answer * State the complete answer
I. Evaluating learning Estimate each product by Estimate each product by Read and analyze, then solve Read and analyze, then solve
rounding: rounding: the following: the following:
Mary prepared Mary prepared
1) 22.7 2.73.82 1) 22.7 2.73.82 sandwiches for the sandwiches for the
x 0.08 x 0.28 x 0.08 x 0.28 seminar participants. seminar participants.
She bought 5 loaves She bought 5 loaves
92
of bread at 22.50 of bread at 22.50
each, 2 bottles of each, 2 bottles of
mayonnaise at mayonnaise at
55.50 a bottle, and 55.50 a bottle, and
1.5 kilograms of ham 1.5 kilograms of ham
at 240 a kilogram. at 240 a kilogram.

If she gave the If she gave the
saleslady 1,000, saleslady 1,000,

how much change how much change
did she receive? did she receive?
a) What is asked? a) What is asked?

b) What are given? b) What are given?
c) What is/are the c) What is/are the
hidden questions? hidden questions?
d) What operation will d) What operation will
you use to solve the you use to solve the
problem? problem?
e) What is the number e) What is the number
sentence? sentence?
f) What is the answer? f) What is the answer?
J. Additional activities for Estimate the product: Estimate the product: Read, analyze, and solve for Read, analyze, and solve for
application or 1. 33 x .65 = 3. 33 x .65 = the answer. the answer.
remediation 2. 26 x 18 = 4. 26 x 18 = a. Mother bought 3 kg a. Mother bought 3 kg
of sugar at 23.70 per of sugar at 23.70 per

kilogram and 2 kg of rice at kilogram and 2 kg of rice at
21.50 per kilogram. How 21.50 per kilogram. How

much change did she receive much change did she receive
from her 500 bill? from her 500 bill?
b. Roys allowance is b. Roys allowance is
500 a week. He spent 80 500 a week. He spent 80
for transportation and 225 for transportation and 225

for meal and snacks. How for meal and snacks. How
93
much money can he save in much money can he save in
4 weeks? 4 weeks?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?

Time

I. OBJECTIVES Visualizes division of decimal number using pictorial models
94
C. Learning visualizes division of visualizes division of divides decimals with up divides decimals with up
Competencies/Objectives decimal numbers using decimal numbers using to 2 decimal places. to 2 decimal places.
Write the LC code for pictorial models. pictorial models.
each M5NS-IIf-116.1 M5NS-IIf-116.1
M5NS-IIf-115 M5NS-IIf-115
III. LEARNING
RESOURCES
A. References
pages
Guide M5NS-IIf-115 p. 59, Guide M5NS-IIf-115 p. 59, Guide M5NS-IIf-116.1, Guide M5NS-IIf-116.1,
Lesson Guide in Lesson Guide in Learners Material, Learners Material,
Elementary Mathematics Elementary Mathematics Mathematics for a Better Mathematics for a Better
Grade 5 pp. 305 309 Grade 5 pp. 305 309 Life pp.182-183, Growing Up Life pp.182-183, Growing Up
Mathematics for a Better Life Mathematics for a Better Life with Math pp. 170-172 with Math pp. 170-172
5 pp180-181 5 pp180-181
95
(LR) portal
B. Other Learning Resources Decimal models Decimal models Number cards, flash cards, Number cards, flash cards,
chart, calculator chart, calculator
IV. PROCEDURES
A. Reviewing previous Dividing decimals by whole Dividing decimals by whole Strategy: Game Number Strategy: Game Number
lesson or presenting number. number. Scramble Scramble
the new lesson Materials: 2 sets of cards with Materials: 2 sets of cards with
digits 0 5 digits 0 5
Form 2 groups. Give each Form 2 groups. Give each
group a set of cards group a set of cards
Using the numbers on their Using the numbers on their

cards, ask the groups to form cards, ask the groups to form
a division equation that will a division equation that will
satisfy the question you will satisfy the question you will
dictate. dictate.
Sample questions: Sample questions:

Form a division equation that Form a division equation that
gives the smallest possible gives the smallest possible
quotient. quotient.

gives the greatest possible gives the greatest possible
quotient. quotient.

gives a quotient multiple by gives a quotient multiple by
10. 10.
Form a division equation with Form a division equation with

a number 2 in the quotient. a number 2 in the quotient.
Etc. Etc.
The group who can first give The group who can first give
the correct answer gets a the correct answer gets a
point. point.
96
The first group to earn 3 The first group to earn 3
points win the game points win the game
B. Establishing a purpose for Visualizes division of decimal Visualizes division of decimal Divides decimal with up to 2 Divides decimal with up to 2
the lesson number using pictorial number using pictorial decimal places decimal places
models models
C. Presenting Number Scramble Number Scramble What projects do you do in What projects do you do in
examples/instances of the Materials: 4 sets of cards with Materials: 4 sets of cards with your EPP class? Do you make your EPP class? Do you make
new lesson the following digits 0 to 9 the following digits 0 to 9 these yourself? Do you these yourself? Do you
Mechanics: Mechanics: submit these on time? submit these on time?
Divide the class into four Divide the class into four
groups. groups.
Distribute the sets of cards to Distribute the sets of cards to
the different groups. the different groups.
Using the numbers on their Using the numbers on their
cards, ask the groups to form cards, ask the groups to form
a division a division
equation that gives the equation that gives the
smallest possible quotient. smallest possible quotient.
Go around the room to check Go around the room to check
the groups answers. the groups answers.
Repeat the activity, this time Repeat the activity, this time
have the groups form a have the groups form a
division equation with the division equation with the
greatest possible quotient. greatest possible quotient.
D. Discussing new concepts Present the following Present the following Present this problem to the Present this problem to the
and practicing new skills situation in class. situation in class. class. class.
#1
Kiko went to the market. He Kiko went to the market. He Aldy bought a piece of rattan Aldy bought a piece of rattan
bought an egg pie for his bought an egg pie for his 0.36- metre long for his EPP 0.36- metre long for his EPP
snack. He sliced the pie into snack. He sliced the pie into project. He cut it into pieces project. He cut it into pieces
ten equal parts and gave 5 ten equal parts and gave 5 of 0.12 metre each. How of 0.12 metre each. How
parts to his friends. What parts to his friends. What many pieces did he make? many pieces did he make?
decimal part of the pie was decimal part of the pie was
given to his friends? given to his friends? Help the pupils understand Help the pupils understand
the answer by asking some the answer by asking some
Ask: What trait did Kiko Ask: What trait did Kiko comprehension questions. comprehension questions.
97
show? show? Then ask: What is asked? Then ask: What is asked?
How will you answer the How will you answer the What are given? What are given?
question in question in What operation should you What operation should you
use to solve the problem ? use to solve the problem ?
the problem? the problem?
Why is division the operation Why is division the operation
needed to solve it? needed to solve it?
Let the pupils write the Let the pupils write the
number sentence on the number sentence on the
board. board.
E. Discussing new concepts Group Activity Group Activity Study the problem, then Study the problem, then
and practicing new skills answer the questions . answer the questions .
Activity 1: Cooperative Activity 1: Cooperative
#2 Jenny bought 0.75 meter of Jenny bought 0.75 meter of
Learning Learning pink ribbon, which she will pink ribbon, which she will
Activity 2: Coins Model Activity 2: Coins Model cut into 0.25 meter strips for cut into 0.25 meter strips for
her her
Activity 3: Number line Activity 3: Number line Project in EPP. How many Project in EPP. How many
Model Model pieces did she make? pieces did she make?
What is asked? What is asked?
What is the operation to be What is the operation to be

used to solve the problem? used to solve the problem?

sentence? sentence?
What is the answer? Present What is the answer? Present

your answer in a flowchart your answer in a flowchart
showing the sequential steps showing the sequential steps
in dividing decimal by a in dividing decimal by a
decimal. decimal.
Why was the decimal point Why was the decimal point
moved two places to the moved two places to the
right in both the dividend and right in both the dividend and
the divisor? the divisor?
98
F. Developing mastery After all teams have After all teams have
(Leads to Formative Assessment Let the groups present their Let the groups present their presented their output, ask presented their output, ask
3)
output one at a time. After all output one at a time. After all the questions : How did you the questions : How did you
groups have presented, ask groups have presented, ask find the find the
How did you find the How did you find the Activity? How were you able Activity? How were you able
activity? How were you able activity? How were you able to find the answer to the to find the answer to the
to visualize 0.25? in how to visualize 0.25? in how problem? Discus with the problem? Discus with the
many ways were you able to many ways were you able to pupils thesteps in dividing pupils thesteps in dividing
show the answer? show the answer? decimal with up to 2 decimal decimal with up to 2 decimal
places. places.
Expected Answer: We used Expected Answer: We used
blocks, grids, number lines blocks, grids, number lines
and money to visualize and money to visualize
G. Finding practical A. Illustrate the quotient A. Illustrate the quotient Discuss the presentation Discuss the presentation
applications of concepts using the following models using the following models under Explore and Discover under Explore and Discover
and skills in daily living below. Refer to lm. below. Refer to lm. in LM. in LM.
For more practice, have the For more practice, have the
pupils work on items 1-5 pupils work on items 1-5
under Get Moving under Get Moving
exercises under Keep exercises under Keep
Moving using calculator. Moving using calculator.
H. Making generalizations How will you divide decimals How will you divide decimals Lead the pupils to give the Lead the pupils to give the
and abstractions about by decimals? by decimals? following generalization by following generalization by
the lesson asking : asking :
How do we divide a decimal How do we divide a decimal
When dividing decimals by When dividing decimals by with up to two decimal with up to two decimal
decimals, change the divisor decimals, change the divisor places? places?
to a whole number. To do to a whole number. To do
In dividing a decimal with a In dividing a decimal with a
this, multiply both the divisor this, multiply both the divisor
two digit decimals : two digit decimals :
and dividend by a power of and dividend by a power of
10. Then divide as with whole 10. Then divide as with whole First, make both First, make both
numbers. numbers. divisor and dividend divisor and dividend
a whole number by a whole number by
Note: When multiplying by Note: When multiplying by
multiplying 100 or by multiplying 100 or by
99
power of ten, move the power of ten, move the moving decimal point moving decimal point
decimal point to the right as decimal point to the right as two times going to two times going to
many places as the number many places as the number the right. the right.
of zeros in the power of ten. of zeros in the power of ten. Then, divide as in Then, divide as in
dividing with a whole dividing with a whole
numbers numbers
I. Evaluating learning A. Visualize the quotients. A. Visualize the quotients. Find the quotient. Find the quotient.
6. 0.2 7.2. 0.8 1). 0.24 0.06 1). 0.24 0.06
1. 0.2 0.4
0.4 0.8 0.048
0.048
2). 0.56 0.08 2). 0.56 0.08
8.
3. 0.07
0.07 3.5
3.5 9.
4. 0.009
0.009 0.027
0.027 3). 0.88 0.11 3). 0.88 0.11
4). 4. 55 0.05 4). 4. 55 0.05
5. 0.6 0.24
10.
J. Additional activities for A. Find the quotients using A. Find the quotients using Answer these questions: Answer these questions:
application or illustration model. illustration model. How many 0.31 meter are How many 0.31 meter are
remediation 1. 0.05 0.85 1. 0.05 0.85 there in 9 61 meters? there in 9 61 meters?
2. 0.30 9.35 2. 0.30 9.35
3. 0.05 27.65 3. 0.05 27.65 How many 0.12 cm are there How many 0.12 cm are there
in 6.48 cm? in 6.48 cm?
How many 0.26 m are there How many 0.26 m are there
in 5.98 m? in 5.98 m?
How many 0.47 m are there How many 0.47 m are there
in 6.11 m? in 6.11 m?
How many 0.08 kg are there How many 0.08 kg are there
in 6.48 kg? in 6.48 kg?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
100
did these work?
solve?
other teachers?

Time

I. OBJECTIVES Divides whole numbers with quotients in decimal form.


101
C. Learning divides whole numbers with divides whole numbers with estimates the quotients of estimates the quotients of
Competencies/Objectives quotients in decimal form. quotients in decimal form. decimal numbers with decimal numbers with
Write the LC code for reasonable results. reasonable results.
each M5NS-IIf-116.2 M5NS-IIf-116.2
M5NS-IIg-117 M5NS-IIg-117
II. CONTENT Numbers and number sense Numbers and number sense Numbers and number sense Numbers and number sense
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Gr. 5 CG M5NS IIf K to 12 Gr. 5 CG M5NS IIf Curriculum Guide in Math 5, Curriculum Guide in Math 5,
116., LM, LG Gr.6 pp.109- 116., LM, LG Gr.6 pp.109- p. 59 (M5NS-IIg-117) p. 59 (M5NS-IIg-117)
111 111 Lesson Guide in Elementary Lesson Guide in Elementary
Mathematics 6, p. 100-102 Mathematics 6, p. 100-102
(LR) portal
B. Other Learning Resources flashcards, activity cards flashcards, activity cards number cards, cut-outs number cards, cut-outs
IV. PROCEDURES
A. Reviewing previous Game Relay Game Relay Pick a number written on the Pick a number written on the
lesson or presenting cut-outs of flowers. cut-outs of flowers.
Teacher prepares activity Teacher prepares activity
the new lesson Tell the place value of the Tell the place value of the
cards. cards. underlined digit and then underlined digit and then
Mechanics Mechanics round it. round it.
Divide the class into 2 with 5 Divide the class into 2 with 5
members each group. members each group.
Place equal stacks of cards Place equal stacks of cards

with identical problems. with identical problems.
As the teacher says Go As the teacher says Go
102
the first player for each the first player for each
team goes to the board and team goes to the board and
solves the first problem on solves the first problem on
the first card. the first card.
As soon as the first player is As soon as the first player is

finished, the second player finished, the second player
takes the next card and takes the next card and
solves the problem correctly. solves the problem correctly.
The team that got the most The team that got the most
number of correct answer number of correct answer
declared a winner. declared a winner.
Example : Example :
Darwin will cut strips of paper Darwin will cut strips of paper
0.25 dm wide from a sheet 0.25 dm wide from a sheet
1.50dm wide. How many 1.50dm wide. How many
strips of paper will he have? strips of paper will he have?
A nutritionist poured 0.70 L of A nutritionist poured 0.70 L of

honey into 14 L plastic cups. honey into 14 L plastic cups.
Find the number of plastic Find the number of plastic
cups filled. cups filled.
A rectangular rice field is A rectangular rice field is

0.40 km wide and has an 0.40 km wide and has an
area of2.80 sq. km. Find the area of2.80 sq. km. Find the
length of the field. length of the field.
A city government plans to A city government plans to

put streetlights along its 88 put streetlights along its 88
103
km main road. The km main road. The
streetlights are to be placed streetlights are to be placed
0.22 km apart. How many 0.22 km apart. How many
streetlights will the city streetlights will the city
government need? government need?
A bamboo pole 0.80 m long A bamboo pole 0.80 m long

was cut into pieces, each was cut into pieces, each
0.05 of a meter long. How 0.05 of a meter long. How
many pieces of bamboo were many pieces of bamboo were
there? there?
B. Establishing a purpose for Divides whole numbers with Divides whole numbers with Estimate the quotients of Estimate the quotients of
the lesson quotients in decimal form. quotients in decimal form. decimal numbers with decimal numbers with
reasonable results. reasonable results.
C. Presenting How many are you in the How many are you in the Present a picture of a Present a picture of a
examples/instances of the carpenter. carpenter.
family? family?
new lesson What do carpenters do What do carpenters do
Have you experienced Have you experienced before buying materials for before buying materials for
bringing home something bringing home something building a house? building a house?
Would it be alright to Would it be alright to
which is not enough for your which is not enough for your estimate the needed estimate the needed
family? family? materials ahead of time? materials ahead of time?
Why? Why?
What did you do? What did you do?
How did you share it equally How did you share it equally
to everyone? to everyone?
D. Discussing new concepts Group Activity( Group of 4 ) Group Activity( Group of 4 ) Present this situation to the Present this situation to the
and practicing new skills class. class.
Ana brought home 3 suman. Ana brought home 3 suman.
#1
If she has 4 sisters, how will If she has 4 sisters, how will Tina and Rose volunteered to Tina and Rose volunteered to
she divide it equally among she divide it equally among donate ballpens as prizes for donate ballpens as prizes for
a contest in school. They a contest in school. They
her sisters? her sisters? have 100. They want to have 100. They want to
Task for each group Task for each group know about how many know about how many
ballpens they can buy if each ballpens they can buy if each
Use strips of paper to Use strips of paper to ballpen costs 4.75. ballpen costs 4.75.
104
represent the 3 suman. represent the 3 suman. Ask : What did Tina and Rose Ask : What did Tina and Rose
volunteered to donate in volunteered to donate in
Divide each strip into 4 equal Divide each strip into 4 equal school? school?
What kind of students are What kind of students are
parts. parts. they? they?
Are you willing to help your Are you willing to help your
Give one piece to each Give one piece to each school? Why? school? Why?
Analyze the problem. Analyze the problem.
member of the group. Do the member of the group. Do the
What are the given facts? What are the given facts?
same with the other strips. same with the other strips. What is asked in the What is asked in the
problem? problem?
Answer the following : Answer the following : What operations are you What operations are you
going to use? going to use?
Do we need the exact/ actual Do we need the exact/ actual
What do you call each part? ( What do you call each part? (
answer in the problem? answer in the problem?
) ) What words suggests that we What words suggests that we
need only to estimate? need only to estimate?
How many fourths did each How many fourths did each
one receive? ( 3 ) one receive? ( 3 )
How do you change to How do you change to

decimal? decimal?
( by multiplying both terms ( by multiplying both terms

by 25; that is, 3 x 25 = 75; 4 by 25; that is, 3 x 25 = 75; 4
x 25 = 100 ) x 25 = 100 )
How will you write 75 and How will you write 75 and
100 in fraction form? ( 75 / 100 in fraction form? ( 75 /
100 ) 100 )
How is 75 / 100 written in How is 75 / 100 written in

decimal form? ( 0.75 ) decimal form? ( 0.75 )
What is the quotient of 3 What is the quotient of 3

4? 4?
105
Show your solution. Show your solution.
E. Discussing new concepts Read, analyze and solve the Read, analyze and solve the Say : Estimating is an Say : Estimating is an
and practicing new skills educated guess. There are educated guess. There are
problem. problem.
#2 times when an estimate is times when an estimate is
A dressmaker has a bolt of A dressmaker has a bolt of needed and not the actual needed and not the actual
fabric that is 49 meters long. fabric that is 49 meters long. one. one.
Say : Let us solve and Say : Let us solve and
She plans to make 50 table She plans to make 50 table analyze the solution to the analyze the solution to the
runners. How long will each runners. How long will each problem. problem.
100 4.75 100 5 100 4.75 100 5
piece be? piece be?
( the divisor is rounded to the ( the divisor is rounded to the
What is asked in the What is asked in the nearest whole number nearest whole number
problem? problem? So 100 5 = 20 estimated So 100 5 = 20 estimated
quotient quotient
So, Tina and Rose can buy So, Tina and Rose can buy
about 20 ballpens as prizes about 20 ballpens as prizes
What operation will you use What operation will you use for a contest in schoolSay for a contest in schoolSay
to solve it? to solve it? There are times when There are times when
compatible numbers are used compatible numbers are used
to estimate quotients. Let us to estimate quotients. Let us
Write the number sentence. Write the number sentence.
study this example: study this example:
625 2.5 = N 625 2.5 = N
What is your answer ? Show What is your answer ? Show 625 2.5 600 3 600 is 625 2.5 600 3 600 is
your solution. your solution. compatible with 3 since 600 compatible with 3 since 600
3 = 200 3 = 200
So 600 3 = 200 So 600 3 = 200
F. Developing mastery How did you find the How did you find the Ask: How is estimation done Ask: How is estimation done
(Leads to Formative Assessment in the solution we have in the in the solution we have in the
3) activity ? How were you able activity ? How were you able
problem? problem?
to find the answer to the to find the answer to the What was done first to the What was done first to the
problem? problem? divisor and the dividend? divisor and the dividend?
Then, what was cancelled in Then, what was cancelled in
Discuss with the pupils the Discuss with the pupils the the rounded divisor and the rounded divisor and
steps in dividing whole steps in dividing whole dividend? dividend?
Then, what was done next? Then, what was done next?
numbers by whole numbers numbers by whole numbers
Expected answer : We round Expected answer : We round
withdecimal quotients? withdecimal quotients? the divisor and the dividend the divisor and the dividend
to the nearest whole number. to the nearest whole number.
106
Cancelled zeroes in the Cancelled zeroes in the
decimal places then decimal places then
proceed to dividing. proceed to dividing.
Say : Now, let us compare Say : Now, let us compare
the actual answer to the the actual answer to the
estimated one. estimated one.
Ask: Are the quotients the Ask: Are the quotients the
same or different? same or different?
How far or near is the How far or near is the
estimated answer to the estimated answer to the
actual one? actual one?
What will you do if the What will you do if the
estimated answer is too large estimated answer is too large
or too small compared to the or too small compared to the
Expected Answer: There are Expected Answer: There are
times that the estimated times that the estimated
answer is too large or small answer is too large or small
if we round both the divisor if we round both the divisor
and the dividend to the and the dividend to the
highest place value. One highest place value. One
way to make our estimated way to make our estimated
answer answer
reasonable or close to the reasonable or close to the
exact answer is by using exact answer is by using
compatible numbers. compatible numbers.
G. Finding practical Discuss the presentation Discuss the presentation Let the pupils study Explore Let the pupils study Explore
applications of concepts and Discover on page ___ and Discover on page ___
under Explore and Discover under Explore and Discover
and skills in daily living of the LM Math Grade 5. of the LM Math Grade 5.
in LM. in LM. Ask the pupils to do exercises Ask the pupils to do exercises
For more practice, Have the For more practice, Have the under Get Moving on page under Get Moving on page
___ of LM Math Grade ___ of LM Math Grade
pupils work on Get Moving pupils work on Get Moving Five. Five.
exercises under Keep exercises under Keep
Moving Moving
H. Making generalizations Lead the pupils to give the Lead the pupils to give the To estimate quotients, round To estimate quotients, round
and abstractions about the divisor to the highest the divisor to the highest
following generalization by following generalization by
the lesson place value and use place value and use
asking : asking : compatible numbers for the compatible numbers for the
107
How do we divide whole How do we divide whole dividend to divide. This will dividend to divide. This will
make your estimated make your estimated
numbers with decimal numbers with decimal
quotient reasonable. quotient reasonable.
quotients? quotients?
In dividing whole numbers In dividing whole numbers

with a decimal quotients : with a decimal quotients :
divisor must be divisor must be
bigger than its bigger than its
dividend dividend
write the equation write the equation
in fraction form, in fraction form,
dividend as dividend as
numerator and numerator and
divisor as divisor as
denominator denominator
divide numerator divide numerator
by its by its
denominator, denominator,
since numerator is since numerator is
smaller than smaller than
denominator it denominator it
cant be divided cant be divided
add zero to the add zero to the
numerator but numerator but
before that add a before that add a
decimal point decimal point
before zero before zero
quotient must quotient must
then have a then have a
decimal point. decimal point.
I. Evaluating learning Find the quotient. Round your Find the quotient. Round your Find the best estimated Find the best estimated
quotient. quotient.
answer to the nearest place answer to the nearest place
1. 4 308 61.75 1. 4 308 61.75
108
value indicated. value indicated. 4. 559.8 4. 559.8
785 785
Tenths Tenths 2. 1 019 51.5 2. 1 019 51.5
5. 19 785 30.8 5. 19 785 30.8
Hundredths Hundredths 3. 88.975 968 3. 88.975 968
56 ________ 56 ________
_____ _____
12 18 ________ 12 18 ________
______ ______
15 80 ____ 15 80 ____
______ ______
16 18_____ 16 18_____
______ ______
J. Additional activities for Solve for N. Solve for N. Answer the following: Answer the following:
application or 1. Rex traveled 154 km in 3.2 1. Rex traveled 154 km in 3.2
25 50 = N 25 50 = N
remediation hours. Approximately, what hours. Approximately, what
was his average speed for was his average speed for
56 58 = N 56 58 = N the the
journey? journey?
72 74 = N 72 74 = N 2. Jay has 6 584 metres of 2. Jay has 6 584 metres of
ribbon. He wants to cut it into ribbon. He wants to cut it into
99 100 = N 99 100 = N 25.6 metres. About how 25.6 metres. About how
many many
ribbons can be cut from it? ribbons can be cut from it?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
109
did these work?
solve?
other teachers?

Teaching Dates and November 3-4, 2016 Quarter
Time

I. OBJECTIVES
A. Content Standards REVIEW SECOND PERIODICAL TEST SECOND PERIODICAL TEST
110
C. Learning
Competencies/Objectives
each
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
#1
E. Discussing new concepts

#2
F. Developing mastery
3)
G. Finding practical
111
H. Making generalizations
the lesson
I. Evaluating learning
J. Additional activities for

application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
112
Time

I. OBJECTIVES Visualizes percent and its relationship to fractions, ratios, and decimal numbers using
Models.
A. Content Standards demonstrates understanding of demonstrates understanding of demonstrates demonstrates Weekly test
polygons, circles, and solid polygons, circles, and solid understanding of polygons, understanding of polygons,
figures. figures. circles, and solid figures. circles, and solid figures.
B. Performance Standards is able to construct and describe is able to construct and describe is able to construct and is able to construct and
polygons, circles, and solid polygons, circles, and solid describe polygons, circles, describe polygons, circles,
figures . figures . and solid figures . and solid figures .
C. Learning
Competencies/Objectives visualizes, names, and describes visualizes, names, and describes describes and compares describes and compares
Write the LC code for polygons with 5 or more sides. polygons with 5 or more sides. properties of polygons properties of polygons
each (regular and irregular (regular and irregular
M5GE-IIIc-19 M5GE-IIIc-19 polygons). polygons).
M5GE-IIIc-20 M5GE-IIIc-20
II. CONTENT Geometry Geometry Geometry Geometry
III. LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages K to 12 Grade V Curriculum p 61 K to 12 Grade V Curriculum p 61 K to 12 Curriculum Guide K to 12 Curriculum Guide
(M5NS-IIIa-136), Lesson Guide in (M5NS-IIIa-136), Lesson Guide in Grade 5 (M5NS-IIa-137), Grade 5 (M5NS-IIa-137),
Mathematics pp. 402-406, Mathematics pp. 402-406, Lesson Guide in Lesson Guide in
Growing Up with Math pp. 217- Growing Up with Math pp. 217- Mathematics 6 Mathematics 6
219, Math for Life pp. 254-257, 219, Math for Life pp. 254-257, pp.311, pp.311,
Mathematics for a Better Life pp. Mathematics for a Better Life pp. Growing Up with Math Growing Up with Math
208- 210 208- 210 pp.220, Math for Life pp.220, Math for Life
pp.256 pp.256
113
(LR) portal
B. Other Learning Chart Chart flashcards, paperclips, flashcards, paperclips,
Resources graphing paper graphing paper
IV. PROCEDURES
A. Reviewing previous Review meaning of percent Review meaning of percent Matching Game Matching Game
lesson or presenting Materials: 3 charts (having Materials: 3 charts (having
the new lesson ratio, decimal, or fraction), ratio, decimal, or fraction),
number cards number cards
1. Teacher post the 2 1. Teacher post the 2
charts on the board. charts on the board.
2. Divide the class into 3 2. Divide the class into 3
group. Give each group a group. Give each group a
well shuffled set of a well shuffled set of a
number cards. number cards.
These cards are then These cards are then
distributed to the group distributed to the group
members with each members with each
receiving one Card. receiving one Card.
3. When the signal is given 3. When the signal is given
by the teacher, a pupil from by the teacher, a pupil from
each group simultaneously each group simultaneously
goes to the board and goes to the board and
places the number card in places the number card in
the correct slot. the correct slot.
4. The pupils will go to their 4. The pupils will go to their
group and tap the next group and tap the next
player. Continue this until player. Continue this until
the chart has been the chart has been
completed. completed.
5. The group that finishes 5. The group that finishes
first, with the most number first, with the most number
of correct answers win. of correct answers win.
B. Establishing a purpose Visualizes percent and its Visualizespercent and its Defines percentage, rate or Defines percentage, rate or
for the lesson relationship to fractions, ratios, relationship to fractions, ratios, percent and base. percent and base.
and decimal numbers using and decimal numbers using
Models. Models.
114
C. Presenting Who among you have baby Who among you have baby Showing a paper clips. Showing a paper clips.
examples/instances of brother and sisters who still take brother and sisters who still take Where do we used these Where do we used these
the new lesson milk from bottles? Do milk from bottles? Do paper clips? paper clips?
You know how to prepare their You know how to prepare their
milk? How many ounces of water milk? How many ounces of water
do you use? How many scoops do you use? How many scoops
of milk do you put? of milk do you put?
(Pupils may say for every 4 (Pupils may say for every 4
ounces of water they put 2 ounces of water they put 2
scoop of milk before shaking the scoop of milk before shaking the
bottle.) bottle.)
Why is it necessary to follow the Why is it necessary to follow the
instruction in preparing milk for instruction in preparing milk for
your youngerbrother/sister? your youngerbrother/sister?
D. Discussing new concepts Survival Game Survival Game Problem Opener Problem Opener
and practicing new skills Mechanics: Mechanics: Rafaela has 10 paper clips. Rafaela has 10 paper clips.
#1 1. Let 5 boys and 5 girls stand in 1. Let 5 boys and 5 girls stand in She gives 2 paper clips to She gives 2 paper clips to
front of the class forming a front of the class forming a her seatmate and keeps her seatmate and keeps
circle. While the music is being circle. While the music is being the rest for the future use. the rest for the future use.
played the participants move played the participants move Is it right for her to say that Is it right for her to say that
around. around. she keeps 80% of the she keeps 80% of the
2. When the music stops the 2. When the music stops the paperclips? paperclips?
teacher will say The boat is teacher will say The boat is Questions to answer: Questions to answer:
sinking group yourselves into2. sinking group yourselves into2. 1. Who has 10 paper clips? 1. Who has 10 paper clips?
3. The group continues till the 3. The group continues till the 2. To whom does she give 2 2. To whom does she give 2
described players necessary to described players necessary to paper clips? paper clips?
form the ratio is achieved. form the ratio is achieved. 3. if you were Rafaela will 3. if you were Rafaela will
Discuss the following to the Discuss the following to the you also keep materials for you also keep materials for
pupils; pupils; the future? Why? the future? Why?
For instance, the first group For instance, the first group a. Get 2 paper clips from 10 a. Get 2 paper clips from 10
there are 3 girls and 1 boy left. there are 3 girls and 1 boy left. paper clips. Express in paper clips. Express in
Then the ratio of boys to girls is Then the ratio of boys to girls is fraction form the paper fraction form the paper
1;3The ratio of girls to boys is 1;3The ratio of girls to boys is clips partedin relation to clips partedin relation to
3;1 3;1 the total paper clips. the total paper clips.
If we are to write the ratio 1;3in If we are to write the ratio 1;3in Change the fraction form to Change the fraction form to
fraction which will be the fraction which will be the rate or percent. Relate the rate or percent. Relate the
numerator? the denominator? numerator? the denominator? number of 2s in 10. Let number of 2s in 10. Let
If we are to get how many If we are to get how many them think aloud on the them think aloud on the
percent of the pupils are boys, in percent of the pupils are boys, in number of 20% in 100% number of 20% in 100%
relation to the group, divide relation to the group, divide and in relation to 2s in 10. and in relation to 2s in 10.
The numerator by denominator. The numerator by denominator. b. Ask them what part of b. Ask them what part of
the total number of paper the total number of paper
115
There are 33% in relation to the There are 33% in relation to the clips describing the number clips describing the number
girls in the group. In decimal, girls in the group. In decimal, of paperclips for future use. of paperclips for future use.
change percent to fraction with change percent to fraction with Require them to relate 80% Require them to relate 80%
denominator of 100. Ten express denominator of 100. Ten express to the number of paper to the number of paper
the fraction as a decimal. the fraction as a decimal. clips for future use. clips for future use.
c. Let the pupils identify c. Let the pupils identify
Or simply drop the % symbol, Or simply drop the % symbol, rate, base and percentage. rate, base and percentage.
Then move the decimal point 2 Then move the decimal point 2 The rate is the percent of The rate is the percent of
places to the left. places to the left. the whole. It has the the whole. It has the
percent symbol (%). percent symbol (%).
The base is the whole were The base is the whole were
talking about. It is written talking about. It is written
after the word of or after the word of or
thephrase percent of. thephrase percent of.
The percentage is the The percentage is the
portion of the whole based portion of the whole based
on the rate. It is usually on the rate. It is usually
followed by the word is. followed by the word is.
E. Discussing new concepts A. Using pictures the pupils will A. Using pictures the pupils will A.Let the pupils work in A.Let the pupils work in
and practicing new skills give the ratio of the number give the ratio of the number pair. Each pair works on pair. Each pair works on
#2 shaded parts to the shaded parts to the every station every station
unshadedpart. Then change unshadedpart. Then change simultaneously. Each of simultaneously. Each of
them to fractions, decimal and them to fractions, decimal and them will check their them will check their
percent. percent. answers and present their answers and present their
output. output.
Station 1: 5 is what percent Station 1: 5 is what percent

of 50? of 50?
What is the rate? ______ What is the rate? ______
Station 2: 40% of 60 is Station 2: 40% of 60 is

what? what?
What is the percentage? What is the percentage?

_______ _______
Station 3: 16 is 25% of 64 Station 3: 16 is 25% of 64

The base is ________ The base is ________
Station 4: 15% of total Station 4: 15% of total

sales is P 8 910. sales is P 8 910.
116
The rate is _________ The rate is _________
Station 5: 43% of 150 is Station 5: 43% of 150 is

64.5 64.5
The base is ___________ The base is ___________
F. Developing mastery Let the group present their Let the group present their Let the class the class Let the class the class
(Leads to Formative Assessment output and answer the questions output and answer the questions check their answers by check their answers by
3)
one at a time. After all the one at a time. After all the pairs and present their pairs and present their
group presented, ask, How did group presented, ask, How did outputs one at a time. After outputs one at a time. After
you find the activity? How can you find the activity? How can all pairs have presented, all pairs have presented,
you change ratio to fraction?to you change ratio to fraction?to ask What is the meaning ask What is the meaning
decimal? Topercent? decimal? Topercent? of percentage? Rate? of percentage? Rate?
Say: Ratio is a comparison Say: Ratio is a comparison Base? How will you Base? How will you
between two or more quantities. between two or more quantities. determine the base in a determine the base in a
It can also be expressed as It can also be expressed as given problem? The rate? given problem? The rate?
fraction, the first number being fraction, the first number being and the and the
the denominator. Through ratios the denominator. Through ratios Percentage? Say: The Percentage? Say: The
and fractions we and fractions we percentage is the portion of percentage is the portion of
can getthe percent equivalent can getthe percent equivalent the whole based on the the whole based on the
by dividing the numerator by the by dividing the numerator by the rate. It is usually followed rate. It is usually followed
denominator. The denominator. The By the word is. The rate By the word is. The rate
result is a decimal but move the result is a decimal but move the is the percent of the whole. is the percent of the whole.
decimal point two places the decimal point two places the It has the percent symbol It has the percent symbol
right and affix the Percent sign. right and affix the Percent sign. (%). (%).
The base is the whole we The base is the whole we
are talking about. It is are talking about. It is
written after the word of written after the word of
or the phrase percent of. or the phrase percent of.
G. Finding practical Discuss the presentation on Discuss the presentation on Discuss the presentation on Discuss the presentation on
applications of concepts Explore and Discover on page Explore and Discover on page Explore and Discover on Explore and Discover on
and skills in daily living ____ of LM Math Grade 5 ____ of LM Math Grade 5 page____ of LM Math 5. Ask page____ of LM Math 5. Ask
Ask the pupil to work on Get Ask the pupil to work on Get thepupils to work on items thepupils to work on items
Moving on page ____ of LM Moving on page ____ of LM 1 to 5 under Get Moving on 1 to 5 under Get Moving on
Grade 5. Check the pupils Grade 5. Check the pupils page ___ of LM Math 5. page ___ of LM Math 5.
answers. For mastery, have the answers. For mastery, have the Check the pupils answers. Check the pupils answers.
pupils answer the items under pupils answer the items under For mastery, have them For mastery, have them
Keep Moving on page Keep Moving on page answer the items under answer the items under
____ of LM math Grade 5. ____ of LM math Grade 5. Keep Moving on page Keep Moving on page
_____ of LM Math Grade 5. _____ of LM Math Grade 5.
Check the pupils answers. Check the pupils answers.
117
H. Making generalizations Lead he pupils to give the Lead he pupils to give the What is the meaning of What is the meaning of
and abstractions about following generalization by following generalization by percentage? Rate?Base? percentage? Rate?Base?
the lesson asking: asking:
What is the relationship of ratios What is the relationship of ratios Percentage is a part of a Percentage is a part of a
to fractions? Topercent? to fractions? Topercent? whole. It is the resulting whole. It is the resulting
If your data is written in ratio If your data is written in ratio fractional part of the base. fractional part of the base.
form, can you write it in fraction form, can you write it in fraction Rate is the number written Rate is the number written
form? How can we get percent form? How can we get percent with the word percent or with the word percent or
equivalent of a ratio and a equivalent of a ratio and a with the symbol %. Base with the symbol %. Base
fraction? fraction? is the total or whole and it is the total or whole and it
is the number that usually is the number that usually
Ratio is a comparison between Ratio is a comparison between follows the phrase percent follows the phrase percent
two or more quantities. It can two or more quantities. It can of or % of. of or % of.
also be expressed as fraction, also be expressed as fraction,
the first number being the the first number being the
denominator. Through ratios and denominator. Through ratios and
fractions we can get the percent fractions we can get the percent
equivalent by dividing the equivalent by dividing the
numerator by the denominator. numerator by the denominator.
The result is a decimal but move The result is a decimal but move
the decimal point two places the the decimal point two places the
right and affix the percent sign. right and affix the percent sign.
I. Evaluating learning Ask the pupils to do the Ask the pupils to do the
Write the name for each shaded Write the name for each shaded activity under Apply Your activity under Apply Your
part as fraction, ratio, percent part as fraction, ratio, percent Skills on page ___ of LM Skills on page ___ of LM
and decimal. and decimal. Math 5. Math 5.
J. Additional activities for Identify the R, B, and P in Identify the R, B, and P in

application or Remediation Remediation the following statements: the following statements:
remediation Complete the table below using Complete the table below using 1. 180% of 200 is 360 1. 180% of 200 is 360
the given data the given data 2. 35% of 90 is 31.5 2. 35% of 90 is 31.5
3. P100 is 4% of P2 500 3. P100 is 4% of P2 500
1. The set of even numbers from 1. The set of even numbers from 4. 20% of 50 is 10 4. 20% of 50 is 10
1 to 20. 1 to 20.
2. The set of odd numbers from 2. The set of odd numbers from
1 to 20. 1 to 20.
3. The set of composite numbers 3. The set of composite numbers
from 1 to 20. from 1 to 20.
4. The set of prime numbers 4. The set of prime numbers
from 1 to 20. from 1 to 20.
Rat Fracti Deci Perc Rat Fracti Deci Perc
io on mal ent io on mal ent
118
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?

119
Time

I. OBJECTIVES Identifies the base, percentage, and rate in the problem.
A. Content Standards demonstrates understanding demonstrates understanding demonstrates understanding demonstrates understanding Weekly test
of polygons, circles, and solid of polygons, circles, and solid of polygons, circles, and solid of polygons, circles, and solid
figures. figures. figures. figures.
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, describe polygons, circles, describe polygons, circles, describe polygons, circles,
and solid figures . and solid figures . and solid figures . and solid figures .
C. Learning draws polygons with 5 or visualizes congruent

Competencies/Objectives draws polygons with 5 or more sides. visualizes congruent polygons.
Write the LC code for more sides. polygons.
each M5GE-IIIc-21 M5GE-IIId-22
M5GE-IIIc-21 M5GE-IIId-22
III. LEARNING
RESOURCES
A. References
2. Learners Material K to 12 Curriculum Guide K to 12 Curriculum Guide K to 12 Curriculum Guide, LM
pages (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
Lesson Guide in Math 6 p Lesson Guide in Math 6 p Math: A Simplified Approach
311 311 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
120
(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 Material: fraction strips Material: fraction strips groups. One representative groups. One representative
the new lesson Mechanics: Mechanics: from each group stands at from each group stands at
a. Form 5 groups. a. Form 5 groups. the back of the classroom. the 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 equally among the groups with a short problem written with a short problem written
and place them face down in and place them face down in on it. The representative on it. The representative
a pile. a pile. from each group will identify from each group will identify
c. Pupils look at the top card, c. Pupils look at the top card, the missing/unknown the missing/unknown
name fraction and the name name fraction and the name part in the problem. part in the problem.
percent for the fraction. percent for the fraction.
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 d. The game continues until
all the pupils from each all the pupils from each
group have participated. group 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 Identifies the base, Identifies the base, Finds the percentage in given Finds the percentage in given
the lesson percentage, and rate in the percentage, and rate in the problem. problem.
problem. problem.
C. Presenting Action Song (Body Exercise) Action Song (Body Exercise) Whats your target score in a Whats 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% grade is it? (75%, 80%, 90%
or 100%? The pupils have the or 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 (One-fourth change to Ask: Do you study your Ask: Do you study your
percent) 2x percent) 2x lesson every day? Do you lesson every day? Do you
(Twenty-five percent) 2x (Twenty-five percent) 2x listen well and participate in listen well and participate in
class discussion? class discussion?
One-half = 50% One-half = 50% Ask: Why do you need to Ask: Why do you need to
121
One-fifth = 20% One-fifth = 20% study? Will it help you study? Will it help you
Three-fourths = 75% Three-fourths = 75% prepare for your future? prepare 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 Acting Out: My Favorite Fruit Acting Out: My Favorite Fruit Vincent, a boy from a fishing Vincent, a boy from a fishing
and practicing new skills Mechanics; Mechanics; village is a diligent and village is a diligent and
#1 1. Divide the class 1. Divide the class studious pupil. He goes to studious pupil. He goes to
into 8 groups. into 8 groups. school and every day and school and every day and
2. Teacher will 2. Teacher will does his work well. He never does his work well. He never
presents a question: If you presents a question: If you skips studying his lesson skips studying his lesson
were to choose which fruits were to choose which fruits every night. When he took every night. When he took
would you like to eat would you like to eat their 50-item quarter their 50-item quarter
everyday? everyday? examination he got 96% of it examination he got 96% of it
3. Each group 3. Each group correctly? What is his score? correctly? What is his score?
decides on their favourite decides on their favourite Ask: Ask:
fruit among the fruits posted fruit among the fruits posted
on the board. on the board. Who is the boy from the Who is the boy from the
4. Teacher request 4. Teacher request fishing village? fishing village?
the 8 group leaders to stand the 8 group leaders to stand How is he as a pupil? How is he as a pupil?
at the back of the classroom. at the back of the classroom. Did he do well in school? How Did he do well in school? How
5. As the teacher 5. As the teacher do you know? do you know?
gives the signal, the leaders gives the signal, the leaders How many items is their test? How many items is their test?
go to the fruit the fruit chose. go to the fruit the fruit chose. What rating does Vincent get What rating does Vincent get
6. The teacher ask 6. The teacher ask in the test? Is this a high in the test? Is this a high
the leaders to explain their the leaders to explain their rating? How do you know? rating? How do you know?
choices. choices. Will you do the same? Why? Will you do the same? Why?
7. Let the pupils form 7. Let the pupils form
the ratios for each fruit the ratios for each fruit
chosen: number of groups chosen: number of groups
who chose the fruit who chose the fruit
To the total number To the total number
of groups. of groups.
8. Convert the ratios 8. Convert the ratios
to fractions then to percent. to fractions then to percent.
Discussion Discussion
a. How many group a. How many group
are there? 8 are there? 8
b. How many chose b. How many chose
apple? 6 apple? 6
122
c. How do we write c. How do we write
it in percent? 75% it in 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 elements: rate, base three elements: rate, base
and percentage: and percentage:
The relationship The relationship

among the three is: among the three is:
R x B = p or P = R x B = p or P =
RxB RxB
75% is the rate. The 75% is the rate. The
number written with the word number written with the word
percent or with the symbol percent or with the symbol
% %
It can be It can be
expressed as a ratio of expressed as a ratio of
75 75
100 100
fraction . fraction .
8 is called the base. 8 is called the base.
The total or whole and it is The total or whole and it is
the number that usually the number that usually
follows the phrase follows the phrase
percent of percent of
or % of. or % of.
6 is called 6 is called
percentage. It is the part of percentage. It is the part of
the whole. the whole.
We can also use the We can also use the

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

group. The teacher gives group. The teacher gives
123
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 of the lesson. When they
were given a 5-itm test he were given a 5-itm test he
got 4 correct answer. He has got 4 correct answer. He has
a grade of 80%. a grade 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 her party. Only 15% of the
kids did not showed up.Forty- kids did not showed up.Forty-
five kids did not attend the five kids did not attend the
party. party.
Group 4: Group 4:
Shiela got 90% of a 20-item Shiela got 90% of a 20-item

test in Science. She answers test in Science. She answers
18 item correctly. 18 item correctly.
F. Developing mastery Let the group present their Let the group present their After the group presented After the group presented
(Leads to Formative Assessment output. Check their work one output. Check their work one and checked their work, call and checked their work, call
3)
at a time. How did you find at a time. How did you find on the leader to relate what on the leader to relate what
the activity? How can we the activity? How can we they have done to solve the they have done to solve the
identify the rate? base? identify the rate? base? problem. problem.
Percentage? Percentage?
Say: We can identify the rate Say: We can identify the rate Ask: Ask:
easily because it is the easily because it is the
How do we solve for the How do we solve for the
number with the symbol % or number with the symbol % or
percentage? percentage?
number with the word number with the word
124
percent. Base is the whole percent. Base is the whole Did you move the decimal Did you move the decimal
number which you take number which you take point of the rate from right to point of the rate from right to
thepercent while percentage thepercent while percentage left? left?
is the part of the whole. We is the part of the whole. We How many move of decimal How many move of decimal
can also use TechansTriangle can also use TechansTriangle point do we move? point do we move?
to identify the rate, base and to identify the rate, base and
percentage. percentage.
G. Finding practical Discuss the presentation on Discuss the presentation on Discuss the presentation Discuss the presentation
applications of concepts Explore and Discover on page Explore and Discover on page under Explore and Discover under Explore and Discover
and skills in daily living ____ of LM Math Grade 5. ____ of LM Math Grade 5. of page __, LM Math Grade 5. of page __, LM Math Grade 5.
Ask the pupils to work on Ask the pupils to work on Then give these exercises. Then give these exercises.
items 1 to 10 under Get items 1 to 10 under Get
Moving, on page ___ of LM Moving, on page ___ of LM
Math 5 Math 5
For mastery, have them For mastery, have them
answer the items under Keep answer the items under Keep
Moving on page _____ of LM Moving on page _____ of LM
Math Grade 5. Math Grade 5.
H. Making generalizations Lead the pupils to give the Lead the pupils to give the Lead the pupils to generalize Lead the pupils to generalize
and abstractions about following generalization by following generalization by as follows: as follows:
the lesson asking: asking:
How can you identify the How can you identify the
rate, base and percentage? rate, base and percentage? In finding the percentage of a In finding the percentage of a
Rate is the number written Rate is the number written given number follow these given number follow these
with the word percent. It is with the word percent. It is steps: steps:
express in percent form. express in percent form. Find the rate in the Find the rate in the
Base is the total or whole and Base is the total or whole and given problem. given problem.
it is the number that usually it is the number that usually Arrange the numbers Arrange the numbers
follows the phrase percent. follows the phrase percent. in vertically. in vertically.
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
Techans Triangle is also used Techans Triangle is also used rate twice from right rate twice from right
in identifying rate, base and in 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 Count the number at the

right of the decimal point right of the decimal point
which will decide where to which will decide where to
125
put the corresponding put the corresponding
decimal point 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 3. A 20% or P 4 600 is the exercised on a fairly regular exercised on a fairly regular
down payment for a brand down payment for a brand basis. If 12 basis. If 12
new TV set. The original price new TV set. The original price 100 people were surveyed, 100 people were surveyed,
of the TV set is P 23 000. of the 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
2) The price of gasoline 2) The price of gasoline
1 1 decreased by 18%. If a liter decreased by 18%. If a liter
2 2 of gasoline sold P 21.15 of gasoline sold P 21.15
% simple interest a year. % simple interest a year. before before
His interest is P 48 750. His interest is P 48 750. the decrease, what was the decrease, what was
5. Melissa has 120 kilograms 5. Melissa has 120 kilograms the amount of the decrease? the amount of the decrease?
of rice. Her mother sold 105 of rice. Her mother sold 105
3) In a certain city, about 3) In a certain city, about
kilograms. Is she right to tell kilograms. Is she right to tell
25% of the people are 25% of the people are
her mother sold 87.5% of her mother sold 87.5% of
between the ages of 20 and between the ages of 20 and
what she sold? what she sold?
40 years. If the city 40 years. If the city
population is 1 430 000, population is 1 430 000,
how many people are how many people are
between those ages? between those ages?
4) The Jimenez family 4) The Jimenez family

planned to save at least 7.5% planned to save at least 7.5%
of their monthly income of P of their monthly income of P
12 500. How 12 500. How
much did they plan to much did they plan to
save? save?
5) Marvin, a basketball 5) Marvin, a basketball

player, usually scores 80% of player, usually scores 80% of
his field shots. If he his field shots. If he
attempted 40 field 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.
126
application or following statement. following statement. 1. What is 25% of 4? 1. What is 25% of 4?
remediation 1. 180% of 200 is 360 1. 180% of 200 is 360 2. N is 50% of 2. 2. N is 50% of 2.
2. 35% of 90 is 31.5 2. 35% of 90 is 31.5 3. 200 % of 3 is what 3. 200 % of 3 is what
3. P 100 is 4% of P2 500 3. P 100 is 4% of P2 500 number? number?
4. 75% of 12 is ____? 4. 75% of 12 is ____?
2 2 5. 60% of 30 is N. 5. 60% of 30 is N.
3 3 6. 30% of 600 is what 6. 30% of 600 is what
4. 51 children, 66 % of 4. 51 children, 66 % of number? number?
them are boys, 34 are boys them are boys, 34 are boys 7. 230% of 90 is N. 7. 230% of 90 is N.
5. 16 is 20% of 80 5. 16 is 20% of 80 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
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
127
Time

I. OBJECTIVES Solves routine and non-routine problems involving percentage using appropriate strategies and tools.
A. Content Standards demonstrates demonstrates demonstrates understanding of polygons, demonstrates Weekly test
understanding of polygons, understanding of polygons, circles, and solid figures. understanding of
circles, and solid figures. circles, and solid figures. polygons, circles, and
solid figures.
B. Performance Standards is able to construct and is able to construct and is able to construct and describe is able to construct and
describe polygons, circles, describe polygons, circles, polygons, circles, and solid figures . describe polygons,
and solid figures . and solid figures . circles, and solid
figures .
C. Learning
Competencies/Objective visualizes and describes a visualizes and describes a identifies the terms related to a circle. identifies the terms
s circle. circle. related to a circle.
Write the LC code for M5GE-IIId-23.2
each M5GE-IIId-23.1 M5GE-IIId-23.1 M5GE-IIId-23.2
III. LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages K to 12 Curriculum Guide, K to 12 Curriculum Guide, K to 12 Curriculum Guide, LM Math Grade
LM Math Grade 5 pages LM Math Grade 5 pages 5 pages
Lesson Guide in Lesson Guide in Lesson Guide in Elementary
Elementary Mathematics Elementary Mathematics
128
Grade 6 p. 316-319 Grade 6 p. 316-319 Mathematics Grade 6 p. 316-319
Workbook in Mathematics Workbook in Mathematics
6 Third Quarter, Rubio, May 6 Third Quarter, Rubio, May
Ester M. p. 16-18 Ester M. p. 16-18
Workbook on Math (Grade Workbook on Math (Grade
6), Cayanan, Remedios 6), Cayanan, Remedios
p.140 p.140
from Learning
B. Other Learning strips of cartolina, flash
Resources cards
IV. PROCEDURES
A. Reviewing previous A. Checking of Assignment A. Checking of Assignment Conduct a review on solving routine and Conduct a review on
lesson or presenting B. Review the steps in B. Review the steps in non-routine problems involving solving routine and non-
the new lesson solving word problems. solving word problems. percentage using appropriate strategies routine problems
Ask: What are the steps in Ask: What are the steps in and tools. involving percentage
solving a problem? solving a problem? using appropriate
In what steps will the In what steps will the strategies and tools.
following questions fall? following questions fall?
What is asked? What is asked?

What is the process to be What is the process to be
used? used?
sentence? sentence?
Show the solution and Show the solution and
complete answer. complete answer.
B. Establishing a purpose Solves routine and non- Solves routine and non- Create problems involving percentage Create problems
for the lesson routine problems involving routine problems involving with reasonable answers. involving percentage
percentage using percentage using with reasonable
appropriate strategies and appropriate strategies and answers.
tools. tools.
C. Presenting How much money do you How much money do you What is your plan/ dream in the future? What is your plan/
examples/instances of spend in school every day? spend in school every day? How do you plan to achieve it? dream in the future?
the new lesson Do you save some of it for Do you save some of it for How do you plan to
future use? Why did you do future use? Why did you do Ask: Is it important to make plan before achieve it?
doing any activity?
129
it? Share your experience. it? Share your experience. Ask: Does making a plan contribute in
Let the pupils realize Let the pupils realize achieving ones goal? Why?Lead the Ask: Is it important to
theimportance of being theimportance of being pupils to appreciate planning ahead of make plan before doing
thrifty. thrifty. time in any activity. any activity?
Ask: Does making a
plan contribute in
achieving ones goal?
Why?Lead the pupils to
appreciate planning
ahead of time in any
activity.
D. Discussing new Reyes family has a monthly Reyes family has a monthly What is your plan/ dream in the future? What is your plan/
concepts and practicing income of P 15 850. They income of P 15 850. They How do you plan to achieve it? dream in the future?
new skills #1 allotted 40% of for food, allotted 40% of for food, How do you plan to
25% for education, 15% for 25% for education, 15% for Ask: Is it important to make plan before achieve it?
water and electricity fare, water and electricity fare, doing any activity?
8% for transportation, 7% 8% for transportation, 7% Ask: Does making a plan contribute in Ask: Is it important to
for miscellaneous expenses for miscellaneous expenses achieving ones goal? Why? Why not? make plan before doing
and 5% for savings. How and 5% for savings. How Lead the pupils to appreciate planning any activity?
much money is allotted for much money is allotted for ahead of time in any activity. Ask: Does making a
their savings? their savings? plan contribute in
Guide the pupils in solving the problem. achieving ones goal?
Ask: Ask: Refer to the questions. Why? Why not?
Lead the pupils to
What is asked in the What is asked in the What is asked in the problem?
appreciate planning
problem? problem? What are given?
ahead of time in any
What are the given facts? What are the given facts? What is the operation to be used?
activity.
What is the operation to be What is the operation to be What is the number sentence?
used? used? What is the answer? Does it make sense? Guide the pupils in
solving the problem.
Refer to the questions.
What is asked in the

problem?
What are given?
What is the operation to
be used?
What is the number
sentence?
What is the answer?
Does it make sense?
130
E. Discussing new Ask the pupils to work in Ask the pupils to work in Guide the pupils in solving the problem. Guide the pupils in
concepts and practicing groups in solving the groups in solving the Refer to the questions. solving the problem.
new skills #2 problem. problem. Refer to the questions.
What is asked in the problem?
What are given? What is asked in the
What is the operation to be used? problem?
What is the number sentence? What are given?
What is the answer? Does it make sense? What is the operation to
be used?
What is the number
sentence?
What is the answer?
Does it make sense?
F. Developing mastery After the group presented After the group presented After the group presented and checked After the group
(Leads to Formative and checked their work, and checked their work, their work, call on the leader to relate presented and checked
Assessment 3)
call on the leader to call on the leader to what they have done to solve the their work, call on the
relate what they have relate what they have problem. leader to relate what
done to solve the problem. done to solve the problem. they have done to solve
Ask: the problem.
Ask: Ask:
How did you find the activity? Ask:
Which of the two problems Which of the two problems How were you able to create a problem?
is easier to solve? is easier to solve? How many move of decimal point do we How did you find the
In which problem did you In which problem did you move? activity?
enjoy solving? Why? enjoy solving? Why? How were you able to
How many operations did How many operations did create a problem?
you use to solve problem you use to solve problem How many move of
1? 1? decimal point do we
What operation is it? How What operation is it? How move?
did you solve it? did you solve it?
What is your number What is your number
sentence? What is your sentence? What is your
final answer? final answer?
What about problem What about problem
number 2? number 2?
How were you able to solve How were you able to solve
it? Do you have a number it? Do you have a number
sentence to solve it? sentence to solve it?
Did you work in group Did you work in group
cooperatively? cooperatively?
When your group solved When your group solved
the problem easily, how did the problem easily, how did
you feel? you feel?
131
G. Finding practical Say: Let us solve more Say: Let us solve more A. Discuss the presentation under Explore A. Discuss the
applications of concepts problems. problems. and Discover of page __, LM Math Grade presentation under
and skills in daily living Ask pupils to do the Ask pupils to do the 5. Explore and Discover of
exercises by pairs under exercises by pairs under page __, LM Math Grade
Get Moving on page ___ Get Moving on page ___ B. Ask pupils to create problems with the 5.
69 of LM Math Grade 5. 69 of LM Math Grade 5. information given.
Check the pupils answer. Check the pupils answer. B. Ask pupils to create
1. P 18 920 monthly income of Guevarra problems with the
Family information given.
15% - allotted for clothing
20% - allotted for transportation 1. P 18 920 monthly
25% - allotted for education income of Guevarra
4o% - allotted for food Family
15% - allotted for
2. 600 total number of farm animals clothing
65% - four-legged animals 20% - allotted for
transportation
Allow pupils to answer exercises A and B 25% - allotted for
under Keep Moving, pages ____ and LM education
Math Grade 5. Check the pupils answer. 4o% - allotted for food
2. 600 total number

of farm animals
65% - four-legged
animals
Allow pupils to answer

exercises A and B under
Keep Moving, pages
____ and LM Math
Grade 5. Check the
pupils answer.
H. Making generalizations Lead the pupils to Lead the pupils to Lead the pupils to give the generalization Lead the pupils to give
and abstractions about generalize as follows: generalize as follows: by asking: the generalization by
the lesson How do create problems involving asking:
The steps in solving routine The steps in solving routine percentage with reasonable answers. How do create
problems involving problems involving problems involving
percentage are: percentage are: percentage with
Lead the pupils to give the generalization reasonable answers.
Understand Know Understand Know
by asking:
what is asked, what is asked, How do create problems involving
what are given. percentage with reasonable answers. Lead the pupils to give
132
Plan Know the what are given. the generalization by
operation. Write Plan Know the asking:
the number operation. Write How do create problems
the number involving percentage
sentence.
with reasonable
Solve Write the sentence.
Solve Write the answers.
correct units/ label
your answer. correct units/ label
Check and Look your answer.
back Review and Check and Look
check your answer. back Review and
check your answer.
To solve non-routine
problems involving To solve non-routine
percentage, keep in mind: problems involving
Read and analyze percentage, keep in mind:
the problem Read and analyze
carefully. the problem
Tell what is asked carefully.
and what are Tell what is asked
given. and what are
Then, use other given.
strategies like act Then, use other
out the problem, strategies like act
listing/table out the problem,
method, guess and listing/table
test, drawing/ method, guess and
making a diagram, test, drawing/
using patterns, making a diagram,
working using patterns,
backwards, etc. to working
solve backwards, etc. to
solve
I. Evaluating learning A. Directions: Create a problem using the A. Directions: Create a

A. Directions: Solve the A. Directions: Solve the given information. problem using the given
following percentage following percentage information.
problems. problems. 1. 50 numbers of pupils in Grade 5
Jose Rizal 1. 50 numbers of
1. On their family 1. On their family 12% - failed in the quarter pupils in Grade 5 Jose
budget, Mariano family budget, Mariano family examination in Mathematics Rizal
allotted 45% for the allotted 45% for the 12% - failed in
133
education of their children. education of their children. the quarter examination
If the family has a If the family has a 2. P 480.00 weekly allowance of in Mathematics
monthly income of P 13, monthly income of P 13, Jed
540.00, how much is 540.00, how much is 7% - savings per week 2. P 480.00
allotted for the allotted for the 3. 500 number of people included in the weekly allowance of Jed
education of their education of their survey about the new shampoo product. 7% - savings
children? children? 12% - nurses per week
35% - teachers 3. 500 number of
2. If 25% of 80 is 2. If 25% of 80 is 15% - policemen people included in the
10% of a number? What is 10% of a number? What is 24% - vendors survey about the new
number? number? 14% - government official shampoo product.
12% - nurses
3. A regular fare of 3. A regular fare of 4. 2000 number of people asked as to 35% - teachers
P 8.00 is implemented in a P 8.00 is implemented in a their favorite ice cream flavor 15% -
public jeepney. Students public jeepney. Students policemen
are given a are given a 58% - chocolate 24% - vendors
12.5% discount. If 12.5% discount. If 26% - mango 14% -
12% - strawberry government official
the jeepney drivers have the jeepney drivers have
4% - avocado
12 student passengers, 12 student passengers,
how how 4. 2000 number of
5. 300 number of high school students people asked as to their
much discount are much discount are
interviewed as to what course to pursue favorite ice cream flavor
given to all 12 student given to all 12 student
in college
passengers? passengers? 32% - education 58% -
24% - engineering chocolate
4. A group of 150 4. A group of 150 15% - nursing
students are asked as to students are asked as to 26% - mango
20% - tourism 12% -
their favorite pets. 36% their favorite pets. 36% 9% - agriculture
chose cat as their chose cat as their strawberry
favorite, 48% favorite, 48% 4% - avocado
chose dog, 12% chose chose dog, 12% chose
5. 300 number of high
birds and 4% chose fish. birds and 4% chose fish.
school students
How many students How many students
chose birds as chose birds as interviewed as to what
their favorite pet? their favorite pet? course to pursue in
college
5. Jenny has a 5. Jenny has a 32% - education
monthly allowance of P 4, monthly allowance of P 4, 24% -
800.00. She allotted 60% 800.00. She allotted 60% engineering
15% - nursing
of it for his studies. of it for his studies.
20% - tourism
From this 60%, From this 60%,
9% - agriculture
she allotted 25% of for his she allotted 25% of for his
books. How much is books. How much is
allotted for books?
134
allotted for books?
J. Additional activities for A. Solve the following A. Solve the following A. Study the story problem given below. A. Study the story
application or problem. problem. Complete the problem by creating a problem given below.
remediation question for Complete the problem
1. Of the 40 members of 1. Of the 40 members of what is asked. Then solve the by creating a question
Mathematics club, 35% are Mathematics club, 35% are problem. for
also member of Science also member of Science what is asked.
Club. Club. 1) Kenneth took a 200-item high Then solve the problem.
How many members of the How many members of the school entrance test. He got 85% of the
club are also members of club are also members of test correctly. 1) Kenneth took a
Science Club? Science Club? Question: __ 200-item high school
Solution and Answer: entrance test. He got
85% of the test correctly.
2) Father harvested 500 kilograms Question: __
2. In a group of 200 2. In a group of 200 of different kinds of vegetables. 28% of it Solution and
teachers, 72% are right- teachers, 72% are right- were Answer:
handed. Of these numbers handed. Of these numbers tomatoes,64% of it were egg
25% are musically inclined. 25% are musically inclined. plant and the rest were squash? 2) Father
How many teachers are How many teachers are Question:__ harvested 500 kilograms
musically inclined? musically inclined? Solution and Answer: of different kinds of
vegetables. 28% of it
3. There are 580 pupils 3. There are 580 pupils B. Create a word problem by were
enrolled as Grade Six enrolled as Grade Six completing the data needed. Fill in the tomatoes,64%
pupils in Labangan pupils in Labangan data to complete the of it were egg plant and
Elementary School. If 15% Elementary School. If 15% problems below. Then solve the the rest were squash?
of them are members of of them are members of problems. Question:__
Pantawid Pamilyang Pantawid Pamilyang Solution and
Pilipino Program, how Pilipino Program, how 3) There are _____ books in the Answer:
many pupils many pupils bookshelves. ______ of it are literary
are not members of the are not members of the books? How many B. Create a word
Pantawid Pamilyang Pantawid Pamilyang books were not literary books? problem by completing
Pilipino Program? Pilipino Program? the data needed. Fill in
4) 150 respondents were asked to the data to complete the
what they do as a form of exercise. _____ problems below.
said that they Then solve the
enjoy biking, _____ said that they problems.
go on swimming, _____ said that spent
walking and 3) There are _____
___ likes running. How many chose books in the
swimming as a form of exercise? bookshelves. ______ of it
are literary books? How
5) Mira asked her 60 classmates as to
135
their favorite color. ____ chose red, ____ many
chose books were not
blue, ____ chose green, ___ chose literary books?
yellow and ____ chose pink. How many
chose 4) 150 respondents
blue as their favorite color? were asked to what they
do as a form of exercise.
_____ said that they
enjoy biking,
_____ said that they go
on swimming, _____ said
that spent walking and
___ likes running.
How many chose
swimming as a form of
exercise?
5) Mira asked her 60

classmates as to their
favorite color. ____ chose
red, ____ chose
blue, ____ chose
green, ___ chose yellow
and ____ chose pink.
How many chose
blue as their
favorite color?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
continue to require
136
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?

Teaching Dates and November 28- December 2, 2016 Quarter
Time

I. OBJECTIVES Draws circles with different radii using a compass
137
C. Learning visualizes and describes solid

Competencies/Objectives draws circles with different draws circles with different figures.
Write the LC code for radii using a compass. radii using a compass. visualizes and describes
each solid figures. M5GE-IIIe-25
M5GE-IIIe-24 M5GE-IIIe-24
M5GE-IIIe-25
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum M5GE- IIIe 25 pp.62, M5GE- IIIe 25 pp.62,
Guide, p 61 Guide, p 61 Lesson Guide 6 pp.360 Lesson Guide 6 pp.360
Lesson Guide in Elementary Lesson Guide in Elementary
Mathematics 5, p. 350-357 Mathematics 5, p. 350-357
(LR) portal
B. Other Learning Resources compass, ruler, pencils, compass, ruler, pencils, paper robot , ball, funnel, art paper robot , ball, funnel, art
activity cards activity cards paper, scissors , real objects paper, scissors , real objects
IV. PROCEDURES
A. Reviewing previous Let them identify the name of Let them identify the name of Review the previous lesson. Review the previous lesson.
lesson or presenting line in a circle shown below. line in a circle shown below. Give 2 examples. Give 2 examples.
the new lesson
B. Establishing a purpose for Drawing of circles with Drawing of circles with Visualizes and describes solid Visualizes and describes solid
the lesson different radii using a different radii using a figures figures
compass compass
138
C. Presenting Let the pupils sing a song, Let the pupils sing a song, Play the "Concentration Play the "Concentration
examples/instances of the about circles like about circles like Game." Game."
new lesson (Note: Teacher draws while (Note: Teacher draws while Teachers prepares 12 cards Teachers prepares 12 cards
pupils sing.) pupils sing.) consecutively numbered. consecutively numbered.
b) Teacher divides the class b) Teacher divides the class
into 2 groups. into 2 groups.
c) A student from a group c) A student from a group
chooses 2 numbers, say 1 chooses 2 numbers, say 1
and 9. and 9.
Teacher opens the number Teacher opens the number
cards and finds out if the cards and finds out if the
drawing word match. If they drawing word match. If they
match, another student from match, another student from
the the
same group chooses another same group chooses another
pair of numbers and so on. pair of numbers and so on.
e) If the contents of the e) If the contents of the
numbers don't match, the numbers don't match, the
teacher flips the cards again teacher flips the cards again
to show the numbers (not the to show the numbers (not the
word or word or
drawing). Then a player from drawing). Then a player from
another group chooses the another group chooses the
next pair of numbers, and so next pair of numbers, and so
on. on.
f) The group with the most f) The group with the most
number of correctly matched number of correctly matched
pairs wins. pairs wins.
D. Discussing new concepts A circle is a set of points in A circle is a set of points in a) Showing videos a) Showing videos
and practicing new skills a plane that are the same a plane that are the same introducing spatial figures introducing spatial figures
#1 distance from a fixed point distance from a fixed point b) Activity b) Activity
(called the centre). These set (called the centre). These set 1) Introduce the different 1) Introduce the different
of points form of points form spatial figures spatial figures
the perimeter of the circle. the perimeter of the circle. Let the pupils describe the Let the pupils describe the
characteristics of each figure. characteristics of each figure.
The radius is the distance The radius is the distance 2) Ask what is common 2) Ask what is common
from the centre of the circle from the centre of the circle among all the spatial figures? among all the spatial figures?
3) Present a paper robot 3) Present a paper robot
to any point on its perimeter. to any point on its perimeter.
whose parts are made3 up of whose parts are made3 up of
spatial figures. spatial figures.
The circumference of a The circumference of a 4) Ask the pupils to identify 4) Ask the pupils to identify
circle is the perimeter of the circle is the perimeter of the the spatial figures the spatial figures
circle. circle. represented by each part represented by each part
completing the chart below. completing the chart below.
139
These parts of a circle are These parts of a circle are
indicated in the indicated in the
accompanying diagram. accompanying diagram.
a. Ask the pupils to be ready a. Ask the pupils to be ready

to draw a circle using to draw a circle using
compass. compass.
b. Tell them b. Tell them
that compass is an that compass is an
instrument used to draw instrument used to draw
circles or the parts of circles circles or the parts of circles
called arcs. It consists of two called arcs. It consists of two
movable arms hinged movable arms hinged
together where one arm has together where one arm has
a pointed end and the other a pointed end and the other
arm holds a pencil. arm holds a pencil.
c. Draw a circles c. Draw a circles
using compass and label its using compass and label its
part. part.
E. Discussing new concepts GAME GAME Use of Real Situation Problem Use of Real Situation Problem
and practicing new skills Materials: number Materials: number 1) Bring the students outside 1) Bring the students outside
#2 cards, calculator cards, calculator the classroom. the classroom.
Mechanics: Mechanics: 2) Let them observe their 2) Let them observe their
Organize the Organize the surroundings and jot down surroundings and jot down
pupils in pairs. One member pupils in pairs. One member the different spatial figures the different spatial figures
will draw a circle using will draw a circle using they see. they see.
compass, and the other one compass, and the other one 3) Let them tabulate the 3) Let them tabulate the
will label its part completely. will label its part completely. answers. answers.
After they finish their work After they finish their work 4) Afterwards they go back to 4) Afterwards they go back to
one member will present one member will present the classroom and share the classroom and share
their work in front of the their work in front of the what they have listed on what they have listed on
class class paper. paper.
3. Processing the 3. Processing the 5) Discuss the importance of 5) Discuss the importance of
Activities Activities being aware of different being aware of different
How did you find the How did you find the spatial figures as seen and spatial figures as seen and
activity? activity? experienced through the experienced through the
How did you draw a How did you draw a environment. environment.
circle (or arc) with a circle (or arc) with a
compass? compass?
Were you able to Were you able to
draw a circle (or arc) with a draw a circle (or arc) with a
compass correctly? compass correctly?
Did you follow the Did you follow the
proper handling of compass? proper handling of compass?
140
F. Developing mastery a. Discuss the presentation a. Discuss the presentation How did you find the activity? How did you find the activity?
(Leads to Formative Assessment under Explore and Discover under Explore and Discover How did you visualize spatial How did you visualize spatial
3)
on page __of LM Math Grade on page __of LM Math Grade figures? figures?
5 Lesson 68. 5 Lesson 68. Were you able to differentiate Were you able to differentiate
spatial figures correctly? spatial figures correctly?
Did you identify the common Did you identify the common
characteristics of spatial characteristics of spatial
figures? figures?
G. Finding practical b. Ask the pupils to answer b. Ask the pupils to answer a. Discuss the presentation a. Discuss the presentation
applications of concepts the exercises under Get the exercises under Get under Explore and Discover under Explore and Discover
and skills in daily living Moving on page__ of LM Moving on page__ of LM on page __of LM Math Grade on page __of LM Math Grade
Grade 5. For extra Grade 5. For extra 5 Lesson 69. 5 Lesson 69.
practice, give the exercises practice, give the exercises b. Ask the pupils to answer b. Ask the pupils to answer
under Keep Moving on LM under Keep Moving on LM the exercises under Get the exercises under Get
Grade 5 page __ Grade 5 page __ Moving on page__ of LM Moving on page__ of LM
Grade 5. For extra Grade 5. For extra
practice, give the exercises practice, give the exercises
under Keep Moving on LM under Keep Moving on LM
Grade 5 page __ Grade 5 page __
H. Making generalizations What are the different spatial What are the different spatial
and abstractions about REMEMBER: REMEMBER: figures. Describe each one. figures. Describe each one.
the lesson What are their common What are their common
characteristics? characteristics?
A circle is a set of points in A circle is a set of points in Give examples of real life Give examples of real life
a plane that are the same a plane that are the same objects that represent each objects that represent each
distance from a fixed point distance from a fixed point spatial figure. spatial figure.
(called the centre). These set (called the centre). These set
of points form of points form
the perimeter of the circle. the perimeter of the circle.
The radius is the distance The radius is the distance

from the centre of the circle from the centre of the circle
to any point on its perimeter. to any point on its perimeter.
The circumference of a The circumference of a

circle is the perimeter of the circle is the perimeter of the
141
circle. circle.
The name of a line in a circle The name of a line in a circle

depends on its position in the depends on its position in the
circle. circle.
A secant is a line that passes A secant is a line that passes

through any two points on a through any two points on a
circle. circle.
A chord is a line that joins A chord is a line that joins

two points on two points on
the circumference of a circle. the circumference of a circle.
The diameter is a chord that The diameter is a chord that

passes through the centre of passes through the centre of
a circle. a circle.
A tangent is a line that A tangent is a line that

touches the circle at only one touches the circle at only one
point. point.
Parts of a Circle Parts of a Circle
An arc is a part of An arc is a part of

the circumference. the circumference.
A sector is the part of a A sector is the part of a
circle between two radii. circle between two radii.
A segment is the part of a A segment is the part of a

circle that is between circle that is between
a chord and a chord and
the circumference. the circumference.
A semicircle is a half of a A semicircle is a half of a

circle. circle.
Compass Compass
142
A compass is an instrument A compass is an instrument
used to draw circles or the used to draw circles or the
parts of circles called arcs. It parts of circles called arcs. It
consists of two movable arms consists of two movable arms
hinged together where one hinged together where one
arm has a pointed end and arm has a pointed end and
the other arm holds a pencil. the other arm holds a pencil.
Note that a compass is also Note that a compass is also

called a pair of compasses. called a pair of compasses.
1. Use a compass to draw a 1. Use a compass to draw a B. Name the spatial figures B. Name the spatial figures
circle of radius 5.5 cm. circle of radius 5.5 cm. that resemble the following that resemble the following
2. Draw a diameter and label 2. Draw a diameter and label objects below: objects below:
it PQ. it PQ.
3. Draw a 3. Draw a 1) box 1) box
triangle PQR where R is on triangle PQR where R is on 6) tin can 6) tin can
the semicircle. the semicircle.
4. Use a protractor to 4. Use a protractor to
2) ball 2) ball
measure the size of measure the size of
7) camping tent 7) camping tent
angle PRQ. angle PRQ.
3) dice 3) dice
8) funnel 8) funnel
4) ice cream cone 4) ice cream cone

9) water pipe 9) water pipe
5) globe 5) globe
10) glass 10) glass
J. Additional activities for Bring objects that resemble Bring objects that resemble
application or 1. Use a compass to draw a 1. Use a compass to draw a to the following Spatial to the following Spatial
remediation circle of radius 5 cm. circle of radius 5 cm. Figures: Figures:
2. Use a compass to draw a 2. Use a compass to draw a 1. Cube 2. Cylinder 1. Cube 2. Cylinder
circle of diameter 12 cm. circle of diameter 12 cm. 3. Pyramid 4. Cone 3. Pyramid 4. Cone
3. Use a compass to draw a 3. Use a compass to draw a 5. Rectangular prism 5. Rectangular prism
143
circle of radius 4.5 cm. circle of radius 4.5 cm.
4.. Draw the diameter of the 4.. Draw the diameter of the
circle; and use a ruler to circle; and use a ruler to
measure the length of the measure the length of the
diameter. diameter.
5. Write an equation to 5. Write an equation to
represent the relation represent the relation
between the radius, r, and between the radius, r, and
the diameter, d. the diameter, d.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
144
Teaching Dates and December 5-9, 2016 Quarter
Time

I. OBJECTIVES Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure
C. Learning makes models of different makes models of different makes models of different makes models of different
Competencies/Objectives solid figures: cube, prism, solid figures: cube, prism, solid figures: cube, prism, solid figures: cube, prism,
Write the LC code for pyramid, cylinder, cone, and pyramid, cylinder, cone, and pyramid, cylinder, cone, and pyramid, cylinder, cone, and
each sphere using plane figures. sphere using plane figures. sphere using plane figures. sphere using plane figures.
M5GE-IIIe-26 M5GE-IIIe-26 M5GE-IIIe-26 M5GE-IIIe-26
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages M5GE- IIIe 26 pp.62, M5GE- IIIe 26 pp.62, M5GE- IIIe 26 pp.62, M5GE- IIIe 26 pp.62,
Lesson Guide 6 pp.363 Lesson Guide 6 pp.363 Lesson Guide 6 pp.363 Lesson Guide 6 pp.363
(LR) portal
B. Other Learning Resources cartolina, pair of scissors, cartolina, pair of scissors, cartolina, pair of scissors, cartolina, pair of scissors,
paste, flashcards, spatial paste, flashcards, spatial paste, flashcards, spatial paste, flashcards, spatial
figures, handkerchief figures, handkerchief figures, handkerchief figures, handkerchief
IV. PROCEDURES
145
A. Reviewing previous What are the different What are the different spatial What are the different spatial What are the different spatial
lesson or presenting spatial figures? figures? figures? figures?
the new lesson Give examples of real Give examples of real Give examples of real Give examples of real
objects that are models of objects that are models of objects that are models of objects that are models of
spatial figures. spatial figures. spatial figures. spatial figures.
B. Establishing a purpose for Makes models of different Makes models of different Makes models of different Makes models of different
the lesson solid figures: cube, prism, solid figures: cube, prism, solid figures: cube, prism, solid figures: cube, prism,
pyramid, cylinder, cone, and pyramid, cylinder, cone, and pyramid, cylinder, cone, and pyramid, cylinder, cone, and
sphere using sphere using sphere using sphere using
plane figure plane figure plane figure plane figure
C. Presenting 1) Group the pupils into 1) Group the pupils into 1) Group the pupils into 1) Group the pupils into
examples/instances of the Learning Barkada Learning Barkada Learning Barkada Learning Barkada
new lesson 2) Provide each group pieces 2) Provide each group pieces 2) Provide each group pieces 2) Provide each group pieces
of used folders, pair of of used folders, pair of of used folders, pair of of used folders, pair of
scissors, and paste scissors, and paste scissors, and paste scissors, and paste
3) Let them make some 3) Let them make some 3) Let them make some 3) Let them make some
spatial figures out of these spatial figures out of these spatial figures out of these spatial figures out of these
materials. materials. materials. materials.
4) The first to make 3 will be 4) The first to make 3 will be 4) The first to make 3 will be 4) The first to make 3 will be
declared the winner. declared the winner. declared the winner. declared the winner.
D. Discussing new concepts Present the lesson through Present the lesson through Present the lesson through Present the lesson through
and practicing new skills this activity: this activity: this activity: this activity:
#1 a) Call the winner a) Call the winner a) Call the winner a) Call the winner
1) Let them show their 1) Let them show their 1) Let them show their 1) Let them show their
finished products to the finished products to the finished products to the finished products to the
class. class. class. class.
2) Have them describe each 2) Have them describe each 2) Have them describe each 2) Have them describe each
and identify its parts. and identify its parts. and identify its parts. and identify its parts.
b) Call the 2nd placer. b) Call the 2nd placer. b) Call the 2nd placer. b) Call the 2nd placer.
1) Let them show the spatial 1) Let them show the spatial 1) Let them show the spatial 1) Let them show the spatial
figures they made that are figures they made that are figures they made that are figures they made that are
different from the first group. different from the first group. different from the first group. different from the first group.
2) Have them describe each 2) Have them describe each 2) Have them describe each 2) Have them describe each
and identify its parts. and identify its parts. and identify its parts. and identify its parts.
c) Do the same with the c) Do the same with the c) Do the same with the c) Do the same with the
other group. other group. other group. other group.
Valuing: Did you make Valuing: Did you make Valuing: Did you make Valuing: Did you make
use your materials wisely? use your materials wisely? use your materials wisely? use your materials wisely?
How? How? How? How?
What are the things you have What are the things you have What are the things you have What are the things you have
that can still be recycled? that can still be recycled? that can still be recycled? that can still be recycled?
Why? In what way can you Why? In what way can you Why? In what way can you Why? In what way can you
146
recycle them? recycle them? recycle them? recycle them?
E. Discussing new concepts Matching Game Matching Game Matching Game Matching Game
and practicing new skills 1) Divide the class into 2 1) Divide the class into 2 1) Divide the class into 2 1) Divide the class into 2
#2 groups. groups. groups. groups.
2) The first group will be 2) The first group will be 2) The first group will be 2) The first group will be
given activity cards with the given activity cards with the given activity cards with the given activity cards with the
name of spatial figures. name of spatial figures. name of spatial figures. name of spatial figures.
3) The second group will be 3) The second group will be 3) The second group will be 3) The second group will be
given activity cards with given activity cards with given activity cards with given activity cards with
descriptions of particular descriptions of particular descriptions of particular descriptions of particular
spatial figures. spatial figures. spatial figures. spatial figures.
4) Let the activity card 4) Let the activity card 4) Let the activity card 4) Let the activity card
holders raise the activity holders raise the activity holders raise the activity holders raise the activity
cards they holding. cards they holding. cards they holding. cards they holding.
5) Each of them will try to 5) Each of them will try to 5) Each of them will try to 5) Each of them will try to
find their partner. find their partner. find their partner. find their partner.
6) The first to match their 6) The first to match their 6) The first to match their 6) The first to match their
cards correctly wins. cards correctly wins. cards correctly wins. cards correctly wins.
7) Let each pair stand in front 7) Let each pair stand in front 7) Let each pair stand in front 7) Let each pair stand in front
and read their activity cards. and read their activity cards. and read their activity cards. and read their activity cards.
F. Developing mastery How did you find the activity? How did you find the activity? How did you find the activity? How did you find the activity?
(Leads to Formative Assessment How did you make spatial How did you make spatial How did you make spatial How did you make spatial
3)
figures? figures? figures? figures?
Were you able to create Were you able to create Were you able to create Were you able to create
spatial figures correctly? spatial figures correctly? spatial figures correctly? spatial figures correctly?
Did you give the description Did you give the description Did you give the description Did you give the description
of particular spatial figures? of particular spatial figures? of particular spatial figures? of particular spatial figures?
G. Finding practical a. Discuss the presentation a. Discuss the presentation a. Discuss the presentation a. Discuss the presentation
applications of concepts under Explore and Discover under Explore and Discover under Explore and Discover under Explore and Discover
and skills in daily living on page __of LM Math Grade on page __of LM Math Grade on page __of LM Math Grade on page __of LM Math Grade
5 Lesson 70. 5 Lesson 70. 5 Lesson 70. 5 Lesson 70.
b. Ask the pupils to answer b. Ask the pupils to answer b. Ask the pupils to answer b. Ask the pupils to answer
the exercises under Get the exercises under Get the exercises under Get the exercises under Get
Moving on page__ of LM Moving on page__ of LM Moving on page__ of LM Moving on page__ of LM
Grade 5. For extra practice Grade 5. For extra practice Grade 5. For extra practice Grade 5. For extra practice
give the exercises under give the exercises under give the exercises under give the exercises under
Keep Moving on LM Grade 5 Keep Moving on LM Grade 5 Keep Moving on LM Grade 5 Keep Moving on LM Grade 5
page __ page __ page __ page __
147
H. Making generalizations What is prism? What are the What is prism? What are the What is prism? What are the What is prism? What are the
and abstractions about kinds of prisms? Describe kinds of prisms? Describe kinds of prisms? Describe kinds of prisms? Describe
the lesson each? each? each? each?
What is pyramid? What are What is pyramid? What are What is pyramid? What are What is pyramid? What are
the kinds of pyramids? the kinds of pyramids? the kinds of pyramids? the kinds of pyramids?
Describe each. Describe each. Describe each. Describe each.

application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
148
Time

I. OBJECTIVES Formulates the rule in Finding the next term in a sequence.
A. Content Standards demonstrates understanding demonstrates understanding demonstrates understanding demonstrates understanding Weekly Test
of the concept of sequence of the concept of sequence of the concept of sequence of the concept of sequence
and solving simple equations. and solving simple equations. and solving simple equations. and solving simple equations.
B. Performance Standards 1. is able to apply the 1. is able to apply the 1. is able to apply the 1. is able to apply the
knowledge of sequence in knowledge of sequence in knowledge of sequence in knowledge of sequence in
various situations. various situations. various situations. various situations.
2. is able to use different 2. is able to use different 2. is able to use different 2. is able to use different
problem solving strategies. problem solving strategies. problem solving strategies. problem solving strategies.
149
C. Learning formulates the rule in finding formulates the rule in finding formulates the rule in finding formulates the rule in finding
Competencies/Objectives the next term in a sequence. the next term in a sequence. the next term in a sequence. the next term in a sequence.
each e.g. e.g. e.g. e.g.
1, 3, 7,15, (15 x 2+1) 1, 3, 7,15, (15 x 2+1) 1, 3, 7,15, (15 x 2+1) 1, 3, 7,15, (15 x 2+1)
Possible answers: Possible answers: Possible answers: Possible answers:
(x 2 + 1) (x 2 + 1) (x 2 + 1) (x 2 + 1)
(+2, +4, +8, +16) (+2, +4, +8, +16) (+2, +4, +8, +16) (+2, +4, +8, +16)
M5AL-IIIf-6 M5AL-IIIf-6 M5AL-IIIf-6 M5AL-IIIf-6
II. CONTENT Pattern and Algebra Pattern and Algebra Pattern and Algebra Pattern and Algebra
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Gr. 5 CG M5AL-IIIf-6, K to 12 Gr. 5 CG M5AL-IIIf-6, K to 12 Gr. 5 CG M5AL-IIIf-6, K to 12 Gr. 5 CG M5AL-IIIf-6,
LM, Math for Life 6 pp. 107 - LM, Math for Life 6 pp. 107 - LM, Math for Life 6 pp. 107
LM, Math for Life 6 pp. 107 -
112 112 112
112
(LR) portal
B. Other Learning Resources drawings of patterns, picture drawings of patterns, picture drawings of patterns, picture drawings of patterns, picture
cards cards cards cards
IV. PROCEDURES
A. Reviewing previous Guessing Game
Divide the class into 4
the new lesson
groups.
Show them the picture cards.

Let them guess the name of
the figure.
150
B. Establishing a purpose for Formulates the rule in Finding Formulates the rule in Finding Formulates the rule in Finding Formulates the rule in Finding
the lesson the next term in a sequence. the next term in a sequence. the next term in a sequence. the next term in a sequence.
C. Presenting Have a game on identifying Have a game on identifying Have a game on identifying Have a game on identifying
examples/instances of the whether a number is odd or whether a number is odd or whether a number is odd or whether a number is odd or
new lesson
even. even. even. even.
Group the pupils into 2. As Group the pupils into 2. As Group the pupils into 2. As Group the pupils into 2. As
group 1 gives a number, group 1 gives a number, group 1 gives a number, group 1 gives a number,
Group 2 answers odd or Group 2 answers odd or Group 2 answers odd or Group 2 answers odd or
even, then have them do it even, then have them do it even, then have them do it even, then have them do it
vice-versa. vice-versa. vice-versa. vice-versa.
Ask: Have you tried Ask: Have you tried Ask: Have you tried Ask: Have you tried
answering a number pattern answering a number pattern answering a number pattern answering a number pattern
with missing terms? Let them with missing terms? Let them with missing terms? Let them with missing terms? Let them
know that odd or even know that odd or even know that odd or even know that odd or even
numbers are used in number numbers are used in number numbers are used in number numbers are used in number
patterns. patterns. patterns. patterns.
D. Discussing new concepts Mrs. Reyes presented these Mrs. Reyes presented these Mrs. Reyes presented these Mrs. Reyes presented these
number patterns to his Math number patterns to his Math number patterns to his Math number patterns to his Math
#1
class. class. class. class.
1, 3, 7, 15, 31, 63 1, 3, 7, 15, 31, 63 1, 3, 7, 15, 31, 63 1, 3, 7, 15, 31, 63
Ask : What do you think is Ask : What do you think is Ask : What do you think is Ask : What do you think is
the rule/pattern used to find the rule/pattern used to find the rule/pattern used to find the rule/pattern used to find
the 2 nd
term? 3 ? 4 ? 5 ?
rd th th
the 2 nd
term? 3 ? 4 ? 5 ?
rd th th
the 2 nd
term? 3 ? 4 ? 5 ?
rd th th
the 2nd term? 3rd ? 4th? 5th?
6th? 6th? 6th? 6th?
1x2+1=3 1x2+1=3 1x2+1=3 1x2+1=3
15 x 2 + 1 = 31 15 x 2 + 1 = 31 15 x 2 + 1 = 31 15 x 2 + 1 = 31
3x2+1=7 3x2+1=7 3x2+1=7 3x2+1=7
31 x 2 + 1 = 63 31 x 2 + 1 = 63 31 x 2 + 1 = 63 31 x 2 + 1 = 63
7 x 2 + 1 = 15 7 x 2 + 1 = 15 7 x 2 + 1 = 15 7 x 2 + 1 = 15
Patterns : ( x 2 + 1 ) or Patterns : ( x 2 + 1 ) or Patterns : ( x 2 + 1 ) or Patterns : ( x 2 + 1 ) or
151
( +2, +4, +8, +16, +32 ) ( +2, +4, +8, +16, +32 ) ( +2, +4, +8, +16, +32 ) ( +2, +4, +8, +16, +32 )
E. Discussing new concepts Group the pupils into 4. Let Group the pupils into 4. Let Group the pupils into 4. Let Group the pupils into 4. Let
and practicing new skills them answer items a to d by them answer items a to d by them answer items a to d by them answer items a to d by
#2
formulating/finding the rule formulating/finding the rule formulating/finding the rule formulating/finding the rule
in finding the next term in a in finding the next term in a in finding the next term in a in finding the next term in a
sequence. Group 1 will sequence. Group 1 will sequence. Group 1 will sequence. Group 1 will
answer a, Grp.2 for b, Grp. 3 answer a, Grp.2 for b, Grp. 3 answer a, Grp.2 for b, Grp. 3 answer a, Grp.2 for b, Grp. 3
for c, Grp. 4 for d. Let the for c, Grp. 4 for d. Let the for c, Grp. 4 for d. Let the for c, Grp. 4 for d. Let the
pupils present their work on pupils present their work on pupils present their work on pupils present their work on
the board. the board. the board. the board.
2, 5, 14, 41, 122 (x3 2, 5, 14, 41, 122 (x3 2, 5, 14, 41, 122 (x3 2, 5, 14, 41, 122 (x3
1) 1) 1) 1)
1, 5, 13, 29, 61 (x2 1, 5, 13, 29, 61 (x2 1, 5, 13, 29, 61 (x2 1, 5, 13, 29, 61 (x2
+3) +3) +3) +3)
1, 12, 34, 78, 166 ( +5 1, 12, 34, 78, 166 ( +5 1, 12, 34, 78, 166 ( +5 1, 12, 34, 78, 166 ( +5
x2) x2) x2) x2)
6, 9, 15, 27, 51 (-2 6, 9, 15, 27, 51 (-2 6, 9, 15, 27, 51 (-2 6, 9, 15, 27, 51 (-2
x2+1) x2+1) x2+1) x2+1)
F. Developing mastery How did you find the How did you find the How did you find the How did you find the
3) activity ? How were you able activity ? How were you able activity ? How were you able activity ? How were you able
to find the answer to the to find the answer to the to find the answer to the to find the answer to the
number pattern? number pattern? number pattern? number pattern?
Expected answers : Expected answers : Expected answers : Expected answers :
Determine the order of Determine the order of Determine the order of Determine the order of
numbers if it is ascending or numbers if it is ascending or numbers if it is ascending or numbers if it is ascending or
descending.
152
Find the difference between descending. descending. descending.
the consecutive terms.
Find the difference between Find the difference between Find the difference between
To find the rule of the next the consecutive terms. the consecutive terms. the consecutive terms.
term, use the difference
To find the rule of the next To find the rule of the next To find the rule of the next
between terms.
term, use the difference term, use the difference term, use the difference
between terms. between terms. between terms.
applications of concepts under Explore and Discover under Explore and Discover under Explore and Discover under Explore and Discover
in LM. in LM. in LM. in LM.
For more practice, Have the For more practice, Have the For more practice, Have the For more practice, Have the
pupils work on Get Moving pupils work on Get Moving pupils work on Get Moving pupils work on Get Moving
Ask the pupils to work on the Ask the pupils to work on the Ask the pupils to work on the Ask the pupils to work on the
exercises under Keep exercises under Keep exercises under Keep exercises under Keep
Moving Moving Moving Moving
H. Making generalizations Lead the pupils to give the Lead the pupils to give the Lead the pupils to give the Lead the pupils to give the
following generalization by following generalization by following generalization by following generalization by
the lesson
asking : asking : asking : asking :
How do we find / formulate How do we find / formulate How do we find / formulate How do we find / formulate
the rules in finding the next the rules in finding the next the rules in finding the next the rules in finding the next
term in a sequence? term in a sequence? term in a sequence? term in a sequence?
Determine the order of Determine the order of Determine the order of Determine the order of
numbers if it is ascending or numbers if it is ascending or numbers if it is ascending or numbers if it is ascending or
descending. descending. descending. descending.
Find the difference between Find the difference between Find the difference between Find the difference between
the consecutive terms. the consecutive terms. the consecutive terms. the consecutive terms.
To find the rule of the next To find the rule of the next To find the rule of the next To find the rule of the next
term, use the difference term, use the difference term, use the difference term, use the difference
between terms. between terms. between terms. between terms.
153
I. Evaluating learning Write the rule used for each Write the rule used for each Write the rule used for each Write the rule used for each
sequence, then write the sequence, then write the sequence, then write the sequence, then write the
missing number. missing number. missing number. missing number.
3, 7, 11, 15, ____ 3, 7, 11, 15, ____ 3, 7, 11, 15, ____ 3, 7, 11, 15, ____
19 ( +4 ) 19 ( +4 ) 19 ( +4 ) 19 ( +4 )
5, 9, 17, 33, ____ 5, 9, 17, 33, ____ 5, 9, 17, 33, ____ 5, 9, 17, 33, ____
65 ( x 2 1 ) 65 ( x 2 1 ) 65 ( x 2 1 ) 65 ( x 2 1 )
20, 12, 8, 6, ____ 20, 12, 8, 6, ____ 20, 12, 8, 6, ____ 20, 12, 8, 6, ____
5(2+2) 5(2+2) 5(2+2) 5(2+2)
2, 8, 26, 80, ____ 2, 8, 26, 80, ____ 2, 8, 26, 80, ____ 2, 8, 26, 80, ____
242 ( x 3 + 2 ) 242 ( x 3 + 2 ) 242 ( x 3 + 2 ) 242 ( x 3 + 2 )
36, 69, 135, 267, ____ 36, 69, 135, 267, ____ 36, 69, 135, 267, ____ 36, 69, 135, 267, ____
531 ( x 2 3 ) 531 ( x 2 3 ) 531 ( x 2 3 ) 531 ( x 2 3 )

application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
154
lesson
did these work?
solve?
other teachers?

Time

I. OBJECTIVES Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on
whole numbers and
fractions..
A. Content Standards demonstrates understanding demonstrates understanding demonstrates understanding CHRISTMAS BREAK CHRISTMAS BREAK
of the concept of sequence of the concept of sequence of the concept of sequence
and solving simple equations. and solving simple equations. and solving simple equations.
B. Performance Standards 1. is able to apply the 1. is able to apply the 1. is able to apply the
knowledge of sequence in knowledge of sequence in knowledge of sequence in
various situations. various situations. various situations.
2. is able to use different 2. is able to use different 2. is able to use different

problem solving strategies. problem solving strategies. problem solving strategies.
155
C. Learning
Competencies/Objectives uses different strategies uses different strategies uses different strategies
Write the LC code for (looking for a pattern, (looking for a pattern, (looking for a pattern,
each working backwards, etc.) to working backwards, etc.) to working backwards, etc.) to
solve for the unknown in solve for the unknown in solve for the unknown in
simple equations involving simple equations involving simple equations involving
one or more operations on one or more operations on one or more operations on
whole numbers and fractions. whole numbers and fractions. whole numbers and fractions.
e.g. e.g. e.g.

3 x _ + 1 = 10 3 x _ + 1 = 10 3 x _ + 1 = 10
(the unknown is solved by (the unknown is solved by (the unknown is solved by
working backward. working backward. working backward.
M5AL-IIIf-14 M5AL-IIIf-14 M5AL-IIIf-14
II. CONTENT Pattern and Algebra Pattern and Algebra Pattern and Algebra
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Gr. 5 CG M5AL-IIIf-14, K to 12 Gr. 5 CG M5AL-IIIf-14, K to 12 Gr. 5 CG M5AL-IIIf-14,
LM, LM, LM,
(LR) portal
B. Other Learning Resources number patterns, flashcards number patterns, flashcards number patterns, flashcards
IV. PROCEDURES
A. Reviewing previous Guessing Game Guessing Game Guessing Game
Divide the class into 4 Divide the class into 4 Divide the class into 4
the new lesson
groups. groups. groups.
Teacher will flashes cards Teacher will flashes cards Teacher will flashes cards
with number pattern. Let with number pattern. Let with number pattern. Let
them guess the missing term. them guess the missing term. them guess the missing term.
The group that first guess the The group that first guess the The group that first guess the
156
correct answer will get a correct answer will get a correct answer will get a
point. point. point.
The group with the highest The group with the highest The group with the highest
score wins the game. score wins the game. score wins the game.
B. Establishing a purpose for Uses different strategies Uses different strategies Uses different strategies
the lesson ( looking for a pattern, ( looking for a pattern, ( looking for a pattern,
working backwards, etc ) to working backwards, etc ) to working backwards, etc ) to
solve for the unknown in solve for the unknown in solve for the unknown in
simple equations involving simple equations involving simple equations involving
one or more operations on one or more operations on one or more operations on
whole numbers and whole numbers and whole numbers and
fractions.. fractions.. fractions..
C. Presenting Who will give you your daily Who will give you your daily Who will give you your daily
examples/instances of the allowance? How much was it? allowance? How much was it? allowance? How much was it?
new lesson
Did you spend them all? Why Did you spend them all? Why Did you spend them all? Why
or why not? What character or why not? What character or why not? What character
traits did you show? traits did you show? traits did you show?
D. Discussing new concepts Carla received a weekly Carla received a weekly Carla received a weekly
allowance of Php250.00 from allowance of Php250.00 from allowance of Php250.00 from
#1
her parents. She wants to her parents. She wants to her parents. She wants to
save some money for her save some money for her save some money for her
future use. On Monday, she future use. On Monday, she future use. On Monday, she
deposited Php15.00 in her deposited Php15.00 in her deposited Php15.00 in her
piggy bank. She deposited piggy bank. She deposited piggy bank. She deposited
twice as much on Tuesday twice as much on Tuesday twice as much on Tuesday
and Friday. How much money and Friday. How much money and Friday. How much money
did Carla deposit? did Carla deposit? did Carla deposit?
Do you think Carla can easily Do you think Carla can easily Do you think Carla can easily
solve it showing a solution? solve it showing a solution? solve it showing a solution?
157
Let us try to help Carla to Let us try to help Carla to Let us try to help Carla to
show the complete solution. show the complete solution. show the complete solution.
Lets do it backwards. Lets do it backwards. Lets do it backwards.
Friday twice as much - ( 2 x Friday twice as much - ( 2 x Friday twice as much - ( 2 x
Php15.00 ) Php15.00 ) Php15.00 )
Tuesday twice as much - ( 2 Tuesday twice as much - ( 2 Tuesday twice as much - ( 2
x php15.00 ) x php15.00 ) x php15.00 )
Monday - ( Php15.00 ) Monday - ( Php15.00 ) Monday - ( Php15.00 )
( 2 x 15 ) + ( 2 x 15 ) + 15 = ( 2 x 15 ) + ( 2 x 15 ) + 15 = ( 2 x 15 ) + ( 2 x 15 ) + 15 =
n n n
30 + 30 + 15 = 30 + 30 + 15 = 30 + 30 + 15 =
Php75.00 Php75.00 Php75.00
Carla deposited/saved Carla deposited/saved Carla deposited/saved
Php75.00 from her allowance. Php75.00 from her allowance. Php75.00 from her allowance.
What kind of pupil was Carla? What kind of pupil was Carla? What kind of pupil was Carla?
Are you doing the same of Are you doing the same of Are you doing the same of
what Carla did? what Carla did? what Carla did?
E. Discussing new concepts Group the pupils into 4. Let Group the pupils into 4. Let Group the pupils into 4. Let
and practicing new skills them answer this problem. them answer this problem. them answer this problem.
#2
Write your solution and Write your solution and Write your solution and
present your work when all present your work when all present your work when all
the groups have done. the groups have done. the groups have done.
At a bake sale Mrs. Smith At a bake sale Mrs. Smith At a bake sale Mrs. Smith
sold 6 dozen cookies before sold 6 dozen cookies before sold 6 dozen cookies before
lunch. After lunch, Mrs. Smith lunch. After lunch, Mrs. Smith lunch. After lunch, Mrs. Smith
sold another 7 dozen cookies. sold another 7 dozen cookies. sold another 7 dozen cookies.
When it was time to leave, When it was time to leave, When it was time to leave,
they had 2 dozen cookies they had 2 dozen cookies they had 2 dozen cookies
left. How many cookies did left. How many cookies did left. How many cookies did
she have at the start of the she have at the start of the she have at the start of the
bake sale? bake sale? bake sale?
2 + 7 + 6 = 15 2 + 7 + 6 = 15 2 + 7 + 6 = 15
She had 15 dozen of cookies She had 15 dozen of cookies She had 15 dozen of cookies
at first. at first. at first.
158
F. Developing mastery Ask the groups to present Ask the groups to present Ask the groups to present
3) and discuss their answers on and discuss their answers on and discuss their answers on
the board. the board. the board.
How did you find the activity? How did you find the activity? How did you find the activity?
How do you solve the How do you solve the How do you solve the
problem? problem? problem?
G. Finding practical Discuss the presentation Discuss the presentation Discuss the presentation
under Explore and Discover under Explore and Discover under Explore and Discover
in LM. in LM. in LM.
For more practice, Have the For more practice, Have the For more practice, Have the
pupils work on Get Moving pupils work on Get Moving pupils work on Get Moving
Ask the pupils to work on the Ask the pupils to work on the Ask the pupils to work on the
exercises under Keep exercises under Keep exercises under Keep
Moving Moving Moving
H. Making generalizations Lead the pupils to give the Lead the pupils to give the Lead the pupils to give the
and abstractions about following generalization by following generalization by following generalization by
the lesson
asking : asking : asking :
How do we solve a problem How do we solve a problem How do we solve a problem
using a working backwards using a working backwards using a working backwards
strategy? strategy? strategy?
I. Evaluating learning Read, analyze and solve the Read, analyze and solve the Read, analyze and solve the
problems carefully. problems carefully. problems carefully.
After finishing her shopping, After finishing her shopping, After finishing her shopping,
Chelsea wants to have Php25 Chelsea wants to have Php25 Chelsea wants to have Php25
left. She plans to buy sandals left. She plans to buy sandals left. She plans to buy sandals
for Php45 and a purse for for Php45 and a purse for for Php45 and a purse for
Php20. How much money Php20. How much money Php20. How much money
159
does she need? does she need? does she need?
Hannah ordered 2 suits for Hannah ordered 2 suits for Hannah ordered 2 suits for
Php175 each and a pair of Php175 each and a pair of Php175 each and a pair of
shoes. The total cost was shoes. The total cost was shoes. The total cost was
Php395. What was the cost of Php395. What was the cost of Php395. What was the cost of
the shoes? the shoes? the shoes?
It snowed twice as much in It snowed twice as much in It snowed twice as much in

January as in December. January as in December. January as in December.
December had 1 inch less December had 1 inch less December had 1 inch less
snowfall than March. March snowfall than March. March snowfall than March. March
had 4 inches of snow. How had 4 inches of snow. How had 4 inches of snow. How
much snow fell in January? much snow fell in January? much snow fell in January?
Jack walked from Santa Clara Jack walked from Santa Clara Jack walked from Santa Clara
to Palo Alto. It took 1 hour 25 to Palo Alto. It took 1 hour 25 to Palo Alto. It took 1 hour 25
minutes to walk from Santa minutes to walk from Santa minutes to walk from Santa
Clara to Los Altos. Then it Clara to Los Altos. Then it Clara to Los Altos. Then it
took 25 minutes to walk from took 25 minutes to walk from took 25 minutes to walk from
Los Altos to Palo Alto. He Los Altos to Palo Alto. He Los Altos to Palo Alto. He
arrived in Palo Alto at 2:45 arrived in Palo Alto at 2:45 arrived in Palo Alto at 2:45
P.M. At what time did he P.M. At what time did he P.M. At what time did he
leave Santa Clara? leave Santa Clara? leave Santa Clara?
Mary has some jelly beans. Mary has some jelly beans. Mary has some jelly beans.
Joan had 3 times as many as Joan had 3 times as many as Joan had 3 times as many as
Mary but ate 4 and now she Mary but ate 4 and now she Mary but ate 4 and now she
has 5. How many jelly beans has 5. How many jelly beans has 5. How many jelly beans
160
does Mary have? does Mary have? does Mary have?
J. Additional activities for Show your solution in solving Show your solution in solving Show your solution in solving
application or this problem. this problem. this problem.
remediation
Dave, Nora, Tony, and Andrea Dave, Nora, Tony, and Andrea Dave, Nora, Tony, and Andrea
are members of the same are members of the same are members of the same
family. Dave is 2 years older family. Dave is 2 years older family. Dave is 2 years older
than Andrea, who is 21 years than Andrea, who is 21 years than Andrea, who is 21 years
older than Tony. Tony is 4 older than Tony. Tony is 4 older than Tony. Tony is 4
years older than Nora, who is years older than Nora, who is years older than Nora, who is
7 years old. How old are 7 years old. How old are 7 years old. How old are
Dave, Tony, and Andrea? Dave, Tony, and Andrea? Dave, Tony, and Andrea?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
161
Teaching Dates and January 2-6, 2017 Quarter
Time

I. OBJECTIVES Measuring time using a 12-hours and 24-hours clock
A. Content Standards demonstrates understanding of demonstrates demonstrates demonstrates Weekly Test
time and circumference. understanding of time understanding of time understanding of time
and circumference. and circumference. and circumference.
B. Performance Standards is able to apply knowledge of is able to apply is able to apply is able to apply
time and circumference in knowledge of time and knowledge of time and knowledge of time and
mathematical problems and circumference in circumference in circumference in
real-life situations. mathematical problems mathematical problems mathematical problems
and real-life situations. and real-life situations. and real-life situations.
C. Learning measures time using a 12-hour andmeasures

a 24-hourtime using a 12-hour
74. calculates
and a 24-hour
time in the 74. calculates time in the
Competencies/Objective clock. clock. different world time different world time
s zones in relation to the zones in relation to the
Write the LC code for M5ME-IIIg-14 M5ME-IIIg-14 Philippines. Philippines.
each
M5ME-IIIg-15 M5ME-IIIg-15
II. CONTENT measurement Measurement measurement measurement
III. LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages K-12 Grade 5 Curriculum Guide K-12 Grade 5 Curriculum K to 12 Grade 5 K to 12 Grade 5
pp. 62 Guide pp. 62 Curriculum Guide, Curriculum Guide,
Code: M5ME-IIIg-14 Code: M5ME-IIIg-14 Code M5MEIIIg-15 Code M5MEIIIg-15
p.62 , p.62 ,
from Learning
162
B. Other Learning Clock, Activity sheet, picture, Clock, Activity sheet, Real/improvised Clock, Real/improvised Clock,
Resources cartolina strips picture, cartolina strips Table of the World Clock Table of the World Clock
IV. PROCEDURES
A. Reviewing previous How many hours in 1 day have? How many hours in 1 day Checking of assignment Checking of assignment
lesson or presenting According to the 12 hours clock have?
the new lesson system, each day is divided into According to the 12 Showing of Word Clock Showing of Word Clock
two, how many parts of 12 hours clock system, each (Table of Different Times (Table of Different Times
hours each? day is divided into two, of Countries) of Countries)
how many parts of 12
hours each?
B. Establishing a purpose Measuring time using a 12-hours Measuring time using a Calculates time in the Calculates time in the
for the lesson and 24-hours clock 12-hours and 24-hours different world time different world time
clock zones in relation to the zones in relation to the
Philippines Philippines
C. Presenting Show a picture of a bus station. Show a picture of a bus How many among you How many among you
examples/instances of Have you been to a bus station ? station. Have you been to loves to travel? Do you loves to travel? Do you
the new lesson What did you do there? Share a bus station ? What did know that when you know that when you
some of your experiences. you do there? Share travel to other travel to other
some of your country you will notice country you will notice
experiences. that there time is that there time is
different from our time. different from our time.
So, today we will find out So, today we will find out
how are these things how are these things
happened? happened?
D. Discussing new concepts Present a dialog in the class In Present a dialog in the Present the time zone Present the time zone
and practicing new skills the bus station. class In the bus map. Let the pupils read map. Let the pupils read
#1 station. and understand it. and understand it.
In 24 hours clock system, time
is written as the number hours In 24 hours clock
that have passed since system, time is written as
midnight. In the 24 hours the number hours that
system the day is not divided have passed since
into 2 parts of 12 hours each but midnight. In the 24
its a continues periods of 24 hours system the day is
hours. The 24 hours system of not divided into 2 parts
time written in 4 digits. of 12 hours each but its
a continues periods of 24
hours. The 24 hours
system of time written in
4 digits.
163
E. Discussing new concepts Lets help Jessie find the answer Lets help Jessie find the Group Activity: Group Activity:
and practicing new skills in his problem. answer in his problem. Tell the time of the Tell the time of the
#2 Lets the pupils work by pairs. Lets the pupils work by countries given. countries given.
Give them enough time to pairs. Give them enough
answer the activity. Let the time to answer the
pupils show and explain their activity. Let the pupils
findings. show and explain their
In the 24 hours system of time findings.
time starts at 12 oclock In the 24 hours system of
midnight 00.00 (zero hour ) time time starts at 12
1 am 0100 hours 2 am oclock midnight 00.00
0200 hours 4 am (zero hour )
0400 hours 1 am 0100 hours 2
In 4:30 am ,how could it write am 0200
that in 24 hours time format ? hours 4 am
What time is it in the 24 hours 0400 hours
format when it is 8:15 pm? In 4:30 am ,how could it
What is the equivalent time of write that in 24 hours
17.24 in the 12 Hours Clock time format ?
System ? What time is it in the 24
hours format when it is
8:15 pm?
What is the equivalent
time of 17.24 in the 12
Hours Clock System ?
F. Developing mastery Let the pupils present their Let the pupils present Disscuss the Disscuss the
(Leads to Formative answer their answer presentation under presentation under
Assessment 3)
Ask: How did you find the Ask: How did you find the Explore and Discover Explore and Discover
answer? answer? on page of LM Math on page of LM Math
Grade 5. Grade 5.
5:30 a.m. in a 12 hours clock 5:30 a.m. in a 12 hours
system will be written as 05.30 clock system will be
(5 and 30 hours) in the 24 hours written as 05.30 (5 and
clock system. 30 hours) in the 24 hours
(In 24 hours clock system, the clock system.
time is written in 4 digits) (In 24 hours clock
9:15 p.m. in a 12 hours clock system, the time is
system will be 21.15 (20 and 15 written in 4 digits)
hour) in the 24 hours clock 9:15 p.m. in a 12 hours
system. clock system will be
(In transforming 12 hours time 21.15 (20 and 15 hour) in
format to 24hours time format the 24 hours clock
add 12 to the hours and keep system.
164
the minute same.) (In transforming 12 hours
17:24 time is the equivalent of time format to 24hours
5:24 time in the 12 hours clock time format add 12 to
system. the hours and keep the
( In transforming 24 hours time minute same.)
format to 12 hours time format 17:24 time is the
subtract 12 from the hours and equivalent of 5:24 time in
keep the minute same ) the 12 hours clock
system.
( In transforming 24
hours time format to 12
hours time format
subtract 12 from the
hours and keep the
minute same )
G. Finding practical Ask the pupils to do exercises Ask the pupils to do Have the pupils perform Have the pupils perform
applications of concepts under Get Moving on page .. exercises under Get the exercise under Get the exercise under Get
and skills in daily living LM Grade 5 Moving on page .. LM Moving __ LM Math Moving __ LM Math
For further practice, ask the Grade 5 Grade 5. Grade 5.
pupils to work on exercises For further practice, ask
under Keep Moving on the pupils to work on
page..LM Grade 5. exercises under Keep
Moving on page..LM
Grade 5.
H. Making generalizations Let the pupils to generalize Let the pupils to Lead the pupils to give Lead the pupils to give
and abstractions about generalize the generalization by the generalization by
the lesson If the two digit to left is less than asking : asking :
12 time shows the morning If the two digit to left is How to calculate time in How to calculate time in
hours that is before 12 o clock less than 12 time shows the different world time the different world time
noon or am. But if the digits are the morning hours that is zones in relation to the zones in relation to the
more than that, means the time before 12 o clock noon Philippines? Philippines?
is the 12 noon or pm. or am. But if the digits To calculate time in the To calculate time in the
While converting 12 hours time are more than that, different world time different world time
to 24 hours time, add 12 to the means the time is the 12 zones in relation to the zones in relation to the
hours and keep the minutes noon or pm. Philippines, we need to Philippines, we need to
same While converting 12 use the world time zone use the world time zone
While converting 24 hours time hours time to 24 hours map for as to easily map for as to easily
to 12 hours time, subtract 12 time, add 12 to the hours understand their time understand their time
hours from the hours and keep and keep the minutes differences. differences.
the minute same. same
While converting 24
hours time to 12 hours
165
time, subtract 12 hours
from the hours and keep
the minute same.
I. Evaluating learning Ask pupils to answer exercise Ask pupils to answer Let the pupils answer Let the pupils answer
under Apply your Skills on exercise under Apply exercise A under Apply exercise A under Apply
pageof LM Grade 5 your Skills on pageof Your Skills on page__ Your Skills on page__
LM Grade 5 LM Math Grade 5 LM Math Grade 5
J. Additional activities for Change the following time from Change the following Tell the time difference Tell the time difference
application or 24 hour system. time from 24 hour and the actual time of and the actual time of
remediation 1. 0715 system. the following countries. the following countries.
2. 0400 6. 0715 USA Australia - USA Australia -
3. 1232 7. 0400 Indonesia Indonesia
4. 1645 8. 1232
5. 1315 9. 1645
10. 1315
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
continue to require
remediation
Why did these work?
encounter which my
166
help me solve?
to share with other
teachers?

Time

I. OBJECTIVES Measures the circumference of a circle
A. Content Standards demonstrates demonstrates demonstrates demonstrates understanding Weekly Test
understanding of time understanding of time and understanding of time of time and circumference.
and circumference. circumference. and circumference.
B. Performance Standards is able to apply is able to apply knowledge is able to apply is able to apply knowledge of
knowledge of time and of time and circumference knowledge of time and time and circumference in
circumference in in mathematical problems circumference in mathematical problems and
mathematical problems and real-life situations. mathematical problems real-life situations.
C. Learning
Competencies/Objective solves problems visualizes circumference measures circumference derives a formula in finding
s involving time. of a circle. of a circle using the circumference of a circle.
Write the LC code for appropriate tools.
each M5ME-IIIg-16 M5ME-IIIh-67 M5ME-IIIi-69
M5ME-IIIh-68
II. CONTENT Measurement Measurement Measurement Measurement
III.LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
167
3. Textbook pages Curriculum Guide Grade K to 12 Grade 5 K to 12 Grade 5 K to 12 Grade 5 Curriculum,
Five Math pp.63 Curriculum Guide M5NS- Curriculum Guide M5NS- M5ME-IIIi-69, Lesson Guide -
Surfing Internet :Website: IIIh-67 p. 63, Lesson Guide IIIh-68 p. 63, Lesson Gr.5 pp. 362 - 366,
Education World in Guide in Mathematics for a Better Life
Elementary Mathematics Elementary Textbook p. 242 - 243
Grade 5 pp. 362 Mathematics Grade 5 pp.
Mathematics for a Better 362
Life 5 pp.242-243 Mathematics for a Better
Grade School Life 5 pp.242-243
Mathematics 5 page 226 Growing Up with Math 5
page 284
from Learning
B. Other Learning Activity Sheet cut outs of circles, real circular covers of lids of flash cards, charts,
Resources Flash Card objects inside the cans, jars, real objects, calculator, circular objects
classroom and at home, coins, string, tape
compass. string measure, ruler, meter
stick
IV. PROCEDURES
A. Reviewing previous Conduct a review about Identify the parts of a Have a review on Identify the parts of a circle
lesson or presenting calculates times in the circle (flash a model with visualizing circumference (flash a model with parts
the new lesson different world time parts numbered) of a circle by Checking numbered)
zones in relation to the of Assignments.
Philippines
B. Establishing a purpose Solving Problems Visualizes circumference Measures circumference Derives a formula in finding
for the lesson Involving Time of a circle of a circle using the circumference of a circle
appropriate tools.
C. Presenting Show a picture of a boy Sing this song about Present this problem Let the pupils sing a song,
examples/instances of reading in a study table. circles. (Note: Teacher opener. about circles like.
the new lesson Talk about the boy show draws while pupils sing) (Note: Teacher draws while
in the picture. In the middle of the park, pupils sing)
Ask: What do you usually there is circular flower
do as a student before garden that has a
going to bed at night? diameter of 10 meters.
How do you manage
What is the distance
doing all the
around the garden?
assignments. Projects
and other home activities
? Ask: How can we
protect the garden in a
168
( Connect the value of park?
proper time What is ask in the
management ) problem?
What is/are given/s?
How will you answer the
question in the problem?
D. Discussing new Present this problem to Present the problem under Cooperative Learning Present a situation to the
concepts and practicing the class. Explore and Discover class.
Divide the class into four
new skills #1 on page __, LM Math
Jeffrey started his Grade 5.Have them read groups. Each group will Celso wants to find the
homework at 7:21 pm. the problem have 3 different sizes of distance around their circular
Jeffrey finished his table. He measured its
homework at 8:40 pm. a. Values Integration jars or cans. See to it diameter to be 1.4 m. Can
How much time did Ask: How can you show that each group will have you help him?
Jeffrey work in his your care and concern to
homework? all the required materials
santan plants? Ask:
What is ask in the for the activity. What is the shape of the
problem? With a piece of string, table?
What is/are the given/s? How long is its diameter?
How will you answer the measure around each What will you do to solve the
circle to find its problem?
question in
circumference.
the problem? Then, measure the string
with your ruler and enter
the data in the table.
Measure also the
diameter and enter the
measure in the table.
Compare the measures
of diameter to each
circumference.
169
E. Discussing new Ask: What did Jeffrey do ? Divide the class into three Divide the class into groups.
concepts and practicing At what time did she Let the groups present See to it that each group has
groups. See to it that each
new skills #2 start making her their output one at a all the required materials for
homework? group has all the required time. After all groups the activity.
At what time did he have presented, ask
materials
finished ? How did you find the Let the pupils measure the
How do we solved the Let the pupils draw a distance around the circular
activity? How will you
problem ?
circle with a diameter of 2 measure the objects by winding the string
Is there a need to follow
circumference of a on a tape around the object.
a procedure ? meters representing the
What are the usual steps circle? Does the Let them also measure the
circular garden.(See to it circumference of the diameter of the object. Allow
we use to solve the
problem ? that pupils get the correct circle increases as the them to use a calculator to
diameter increases? Is it solve for c d or the ratio of
measurement for the the circumference to the
easy to measure the
diameter by letting them circumference of a diameter.
trace the circular object circle?
Note: For any circle, the ratio
on a piece of manila paper Let the pupils find the of the circumference to the
and fold it in half.) distance around the
circular garden.
1
Place the string around
7
the circle. diameter is about 3 or
Using a string with meter 22
markings on it, Count the 7
number of meter or a number very close
to 3.14.)
markings.
F. Developing mastery Group the pupils into four Discuss the presentation How did you find the
(Leads to Formative groups Let the groups present under Explore and activity?
Assessment 3)
Let the group work their output one at a time. Discover on page ___ of How were you able to find
together to find the After all groups have the answer to the problem?
LM Math Grade 5
answers to the given presented, ask How did Discuss with the pupils the
problems with the you find the activity? How formula in getting the
following guide circumference of a circle.
many markings were
questions:
there? How were you able
problem ? to visualize the number of
What are the given ? meters Mrs. Alejandro
What operation will be planted with santan?
use ?
What is the Expected Answer:: We
mathematical sentence ? used string and wind it
170
How is the solution
done ? around the circle.
What is the answer to
the problem ?
G. Finding practical After all the groups have Discuss the other For extra practice, give Ask pupils to answer A and B
applications of concepts presented, ask, How did examples under Get exercises under Get exercises under Get
and skills in daily living you find the activity? Moving on page ___ of LM Moving and Keep Moving, pages ____ LM Math
How were you able to Grade 5. After the given
Math Grade 5. Moving on pages __to
find the answer ? What time, check the pupils
were the steps followed __, LM Math 5.
For extra practice, give answers.
to come up with the Allow pupils to answer
answer ? exercises under Keep
exercise A under Keep
Encourage the pupils to Moving on pages __to __,
Moving, page ___ LM Math
check if their answers LM Math 5.
make sense by checking Grade 5. Check the pupils
their answer. answers.
H. Making generalizations Lead the pupils to give Lead the pupils give the Lead the pupils to give Lead the pupils to generalize
and abstractions about the following following generalization the following as follows:
the lesson generalization by by asking: How do you generalization by asking:
asking : The formula in finding the
visualize circumference of How do you measure the
How do we solve word circumference of a circle are:
problems involving a circle? circumference of a
circle? What tools were C = 3.14 x d or C =
time ? d or C=
To visualize the use in measuring
2r
To solve word problems circumference of a circle, circumference of a
involving time, we follow we use string to wind circle? (The circumference is equal
the steps in solving word around the circle and
problems. Use the to times the diameter.)
count the number of To measure the (The circumference is equal
different ways to find the
markings on it with the circumference of a circle, to multiplied by twice the
time such as
subtracting / adding the help of its diameter.. we can use string, ruler, radius.)
time started from time meter stick or tape
ended, using a number measure.
line, and counting the
minutes or seconds from
the time started to the
time ended.
I. Evaluating learning Solve the problem: A. Visualize the Measure the following Find the circumference of
Carla left school at 3:15 circumference of the objects (or any available these circles using = 3.14.
pm. She walked to the following circles with objects) inside the
school library to work on classroom using 1. 6cm
11. d 2.5 cm 12. d 5 cm
171
13. d 6 cm 14. r - 1.5 cm
her assignment .It took appropriate tools then, 2. 15cm
15 minutes to walk to the record the results in the 3. 14cm
school library. Carlas table. 4. 2m
mother picked her up at 5. 150 cm
the school library one 1.electric fan
hour after he arrived. 2. number wheel
What time did Carlas 3. wall clock
mother pick her up ?
4. speaker
( 4:30 pm )
5. jar
What time is 4 hours
after 6:30 am ? ( 10:30 a.
am )
A plane landed in Cebu

at 4:47 pm. It departed
from Manila at 2:15 pm.
How long did it take the
plane to fly from Manila
to Cebu ? ( 2 hours and
32 minutes )
Irene had two exams

today in Mathematics
and English . The first
exam lasted from 8:30
am to 9:15 am. She had
to wait 3 hours and 25
minutes from the end of
the last exam to the
beginning of the next
exam. What time did the
second exam begin ?
( 12:40 )
Trisha had a swimming

lesson after school.
School let out at 2:55 pm
and it took Trisha 15
minutes to walk to her
lesson. She made it just
in time. After the 1- hour
lesson it took Trisha 20
minutes to walk home.
What time did she arrive
172
home ?
( 4:30 pm )
J. Additional activities for Read and solve the Visualize the Measure 5 circle objects Using = 3.14, find the
application or problem using number at home using the circumference:
circumference of the
remediation line appropriate tools and 1) d = 10 cm
following: record the results in the 2) r = 4.5 cm
Emily is driving to table. 3) r = 6 m
1. plate
Cabuyao City. She leaves 4) d = 9 m
at 5:50 am. She arrives 2. basin 5) d = 2.5 m
at 9:20 pm. How long did
3. water jag
she drive for ?
4. cup
5. saucer
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
continue to require
remediation
Why did these work?
encounter which my
help me solve?
173
to share with other
teachers?

Time

I. OBJECTIVES Finds the circumference of a circle
A. Content Standards demonstrates understanding demonstrates understanding REVIEW PERIODICAL TEST PERIODICAL TEST
of time and circumference. of time and circumference.
B. Performance Standards is able to apply knowledge of is able to apply knowledge of

time and circumference in time and circumference in
mathematical problems and mathematical problems and
real-life situations. real-life situations.
174
C. Learning
Competencies/Objectives finds the circumference of a finds the circumference of a
Write the LC code for circle. circle.
each
M5ME-IIIi-70 M5ME-IIIi-70
II. CONTENT Measurement Measurement
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages K to 12 Grade 5 Curriculum, M5ME- IIIj- 71, Lesson Guide
M5ME-IIIi-70, Lesson Guide - in Elementary Mathematics
Gr.5 pp. 366 - 369, 5, Lesson Guide in
Mathematics for a Better Life Elementary Mathematics 6,
Textbook p. 244 - 245 Growing Up With Math 5
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Fill in the blanks with the Fill in the blanks with the
lesson or presenting correct answer. correct answer.
the new lesson Choose the number of the Choose the number of the
correct answers below and correct answers below and
place it on the blanks. place it on the blanks.
a. The distance around a
The distance around a circle circle ________.
is ________. b. A line that passes through
A line that passes through the center of a circle is
the center of a circle is _______.
______. c. An estimate of the value of
An estimate of the value pi pi is _______.
() is _______. d. One half of the diameter of
One half of the diameter of a a circle is _______.
circle is ______. e. The formula in finding the
circumference of a circle is
radius ______.
175
area
diameter 1. radius
circumference 2. diameter
3. circumference
4. C= xd
5. area
6. 3.14
B. Establishing a purpose for Written (Use drill boards for Solves routine and non-
the lesson maximum participation) routine problems involving
Write the product. circumference of a circle.
C. Presenting Present the problem. Let the pupils sing an action

examples/instances of the song about circles like.
new lesson Mrs. Nicolas planted dwarf
santan around her circular Small circle, small
flower garden which has a circle, big circle
diameter of 8 metres. How Small circle, small
many metres did she plant circle, big circle
with Theres mama,
dwarf santan? theres papa waiving at me
Theres mama,
Ask: theres papa smiling at me
What did Mrs. Nicolas planted 6 x 6 is 36, 6 x 6 is
in her garden? 36
What is the shape of the 6 x 6, 6 x 6, small pig
garden of Mrs. Nicolas?
How will you solve the
problem?
D. Discussing new concepts Group the pupils in 5 working Alice is making a circular
and practicing new skills teams. Ask the teams to work table cloth. It has a diameter
#1 together in looking for of 2 meters. How many
the solution to the problem. meters of lace are needed to
Expected answers decorate the sides of the
Solution 1: table cloth?
To find the circumference,
multiply the diameter by 3.14 Know: What is asked?
d = 8m What are the
C = x d given?
= 3.14 x 8 m Decide: What will you
176
= 25.12 m planted with do to answer the problem?
dwarf santan
C= xd
Solve: Show the
Solution 2: solution
If radius is given use this C=xd
formula, C = 2r
Given: 4 metres radius = 3.14 x 2
C = (2 x 3.14) 4 = 6.28
= 6.28 x 4 meters
= 25.12 m Check: How will you check it?
E. Discussing new concepts How did you find the activity? Group Work- Give each group
and practicing new skills How were you able to find an activity card and different
#2 the answer to the problem? sizes of circles.
Discuss with the pupils the a. Find the center of the
formula in getting the circle.
circumference of a circle. b. Measure the diameter of
the circle.
c. Find the radius of the given
circle.
d. Solve for the
circumference.
e. Report to the class how
you found the answer.
F. Developing mastery Discuss the presentation Analyze and solve for the
(Leads to Formative Assessment under Explore and answer. (To be done in pair)
3)
Discover on page _____ of 1. Mr. Reyes is laying out a
LM Math Grade 5. Then, circular playground. Its radius
give the following activities: is 50 meters. What is its
Ask the pupils to answer the circumference?
activity under the Get 2. What is the circumference
Moving on page ____, of the circle if the diameter is
LM Math Grade 24 meters?
5. 3. A bicycle tire has a radius
of 30 cm. Find the distance
around the tire.
G. Finding practical Ask them also to answer the Group Activity

applications of concepts activity under Keep Moving
and skills in daily living on page ___, LM Math Grade
177
5.
H. Making generalizations Lead the pupils to give the How do we solve problems on
and abstractions about following generalization by circumference?
the lesson asking: What is the formula In solving problems
in finding the circumference involving circumference
of a circle? measure, know the
diameter/radius and the
To find the circumference of formula,
the circle, use the formula:
C= xd or C=
C = 2r or
C = d 2 xxr
I. Evaluating learning Find the circumference of the Read, analyze and solve.
circle with the following 1. Lornas circular garden is 5
radius or diameter. meters in diameter. How
1) r = 11 m many meters of wire are
4) r = 9.5 m needed to put a fence around
2) d = 2 cm it?
5) d = 16 cm 2. The diameter of a tricycle
3) d = 20 m tire is 60 cm. How far will the
tire go in one rotation?
3. Find the circumference of a
circle with a diameter of 21
meters.
4. Your friend is finding the
circumference of a circle with
a radius of 25 cm. help him
solve for the answer.
5. If the circumference of a
circle is 250 meters, how
long is its radius?
J. Additional activities for Answer activity on LM. Copy and solve this problem.
application or 1. Rixens bicycle wheel has a
remediation diameter of 70 cm. What is
the circumference of the
wheel?
2. A circle is half the radius of
a larger circle. If the
circumference of a larger
178
circle is 100 meters, what is
the radius of the smaller
circle?
a. number sentence
b. solution
c. complete answer
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?

179
Time

I. OBJECTIVES Identify the diameter and radius of the circle
A. Content Standards demonstrates understanding of demonstrates understanding of demonstrates demonstrates Weekly test
area, volume and temperature. area, volume and temperature. understanding of area, understanding of area,
volume and temperature. volume and temperature.
B. Performance Standards is able to apply knowledge of is able to apply knowledge of is able to apply knowledge is able to apply knowledge
area, volume and temperature in area, volume and temperature in of area, volume and of area, volume and
mathematical problems and real- mathematical problems and real- temperature in temperature in
life situations. life situations. mathematical problems mathematical problems
C. Learning visualizes area of a circle. visualizes area of a circle. derives a formula in finding derives a formula in finding
Competencies/Objectives the area of a circle . the area of a circle .
Write the LC code for M5ME-IVa-72 M5ME-IVa-72
each M5ME-IVa-73 M5ME-IVa-73
III. LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages XL Excelling in Mathematics 5 XL Excelling in Mathematics 5 XL Excelling in XL Excelling in
Mathematics 5 &6 Lesson Mathematics 5 &6 Lesson Mathematics 5 Mathematics 5
Guides Guides Mathematics 5 &6 Lesson Mathematics 5 &6 Lesson
http://www.slideshare.net/Grade http://www.slideshare.net/Grade Guides Guides
Six1/lp-circle Six1/lp-circle Code: M5ME IVa 73 Code: M5ME IVa 73
M5ME Iva 72 M5ME Iva 72
(LR) portal
B. Other Learning chart, ruler, real circle objects, chart, ruler, real circle objects,
180
Resources pencil, compass pencil, compass
IV. PROCEDURES
A. Reviewing previous Have a review on solving Have a review on solving Have a review about the Have a review about the
lesson or presenting problems involving problems involving parts of the circle. parts of the circle.
the new lesson
circumference of a circle. Review circumference of a circle. Review
the formula, give examples, and the formula, give examples, and
then give exercises for the pupils then give exercises for the pupils
to do. to do.
B. Establishing a purpose Visualize the area of a circle Visualize the area of a circle Derives a formula in finding Derives a formula in finding
for the lesson Illustrates circle with different Illustrates circle with different the area of a circle the area of a circle
radii radii Illustrates circle with Illustrates circle with
Find enjoyment in doing the Find enjoyment in doing the different orientation different orientation
activity activity Find enjoyment in doing Find enjoyment in doing
the activity the activity
C. Presenting Ask the pupils Is a circle a Ask the pupils Is a circle a Ask the pupils If the shape Ask the pupils If the shape
examples/instances of polygon? Why? and why not? polygon? Why? and why not? of the circle can be of the circle can be
the new lesson
parallelogram parallelogram
D. Discussing new concepts Have the pupils observe the Have the pupils observe the iscuss with students iscuss with students
and practicing new skills circles below circles below practical applications for practical applications for
#1
Take a look at each of the circles. Take a look at each of the circles. finding the area of a circle. finding the area of a circle.
Do you find any line segments? Do you find any line segments? Explain the problems Explain the problems
associated with partitioning associated with partitioning
A circle is a plane closed figure. A circle is a plane closed figure. a circle into unit squares to a circle into unit squares to
That is not made out of line That is not made out of line
segments so, it is not a polygon. segments so, it is not a polygon. find its area. Elicit find its area. Elicit
A circle is named by its center. A circle is named by its center. suggestions on how the suggestions on how the
area might be determined. area might be determined.
Pass out the paper circles, Pass out the paper circles,
scissors, rulers and colored scissors, rulers and colored
181
markers or crayons. markers or crayons.
Have students draw a Have students draw a
diameter (it does not need diameter (it does not need
to be exact), and use two to be exact), and use two
different colors to fill in the different colors to fill in the
resulting semicircles. resulting semicircles.
Instruct students to cut the Instruct students to cut the
circle in half along the circle in half along the
diameter. Then have them diameter. Then have them
cut each of the resulting cut each of the resulting
semicircles in half again. semicircles in half again.
There are now a total of There are now a total of
four pieces, two of each four pieces, two of each
color. color.
Ask students to assemble Ask students to assemble
the four pieces, alternating the four pieces, alternating
colors, so that they form colors, so that they form
a shape which resembles a a shape which resembles a
parallelogram parallelogram
E. Discussing new concepts Group Activity Group Activity Group Activity. Divide the Group Activity. Divide the
and practicing new skills Divide the class into five groups. Divide the class into five groups. class into three groups. class into three groups.
#2
Distribute the cue card and let Distribute the cue card and let Distribute the activity card Distribute the activity card
them answer the cards. Let them them answer the cards. Let them and let them follow the and let them follow the
discuss. discuss. direction written in the direction written in the
Use circle cero to complete the Use circle cero to complete the activity card. activity card.
following statements: following statements:
The distance from point O to The distance from point O to Group A.Have students cut Group A.Have students
point F is __________. point F is __________. each of the sectors in half, cut each of the sectors in
The distance from point O to The distance from point O to once more, resulting in a half, once more, resulting
point M is __________. point M is __________. total of 8 equal sectors, in a total of 8 equal
182
The distance from point O to The distance from point O to four of each color. Ask sectors, four of each color.
point G is __________. point G is __________. students to assemble the Ask students to assemble
If point G, O and F lie on one line, If point G, O and F lie on one line, eight pieces, alternating the eight pieces,
the distance from point G to F is the distance from point G to F is colors, so that they form a alternating colors, so that
_______. _______. shape which resembles a they form a shape which
parallelogram. resembles a parallelogram.
F. Developing mastery After the presentations of each After the presentations of each After the presentations of After the presentations of
3) group, ask: how did you find the group, ask: how did you find the each group, ask: how did each group, ask: how did
activity? Did you able to activity? Did you able to you find the activity? Did you find the activity? Did
visualize the area of the circle? visualize the area of the circle? you able to derive a you able to derive a
What value is developed in What value is developed in formula in finding the area formula in finding the area
performing the activity? performing the activity? of the circle? What value is of the circle? What value is
Expected Answers: Expected Answers: developed in performing developed in performing
A little bit confusing A little bit confusing the activity? the activity?
Yes by listening to the teacher Yes by listening to the teacher Expected Answers: Expected Answers:
explanation explanation A little bit confusing A little bit confusing
Enjoyment and Cooperation Enjoyment and Cooperation Yes by listening to the Yes by listening to the
teacher explanation teacher explanation
Enjoyment and Cooperation Enjoyment and
Cooperation
G. Finding practical Ask the pupils to answer the Ask the pupils to answer the Ask the pupils to answer Ask the pupils to answer
applications of concepts activity under Get Moving on activity under Get Moving on the activity under Get the activity under Get
page ___ LM Math Grade V. Ask page ___ LM Math Grade V. Ask Moving on page ___ LM Moving on page ___ LM
them also to answer the activity them also to answer the activity Math Grade V. Ask them Math Grade V. Ask them
under Keep Moving on page under Keep Moving on page also to answer the activity also to answer the activity
____ LM Math Grade V. ____ LM Math Grade V. under Keep Moving on under Keep Moving on
page ____ LM Math Grade V. page ____ LM Math Grade
V.
183
H. Making generalizations A circle is a set of all points in a A circle is a set of all points in a Now we can use the area Now we can use the area
and abstractions about plane that are at fixed distance plane that are at fixed distance formula for a parallelogram formula for a parallelogram
the lesson from a point called center. from a point called center. to help us find the area of to help us find the area of
A radius is a line segment from A radius is a line segment from the circle. the circle.
the center to a point on the the center to a point on the The original circles outside The original circles outside
circle. circle. perimeter was the distance perimeter was the distance
A diameter is a line segment A diameter is a line segment around, or the around, or the
which passes through the center which passes through the center circumference of the circle circumference of the circle
of a circle whose endpoints are of a circle whose endpoints are Half of this distance around Half of this distance around
on the circle. on the circle. goes on the top of the goes on the top of the
The length of radius is one half The length of radius is one half parallelogram and the parallelogram and the
the length of a diameter of a the length of a diameter of a other half of the circle goes other half of the circle goes
circle. circle. on the bottom. This is on the bottom. This is
A compass is an instrument used A compass is an instrument used known as the base of the known as the base of the
to draw circles. to draw circles. parallelogram. parallelogram.
The height of the The height of the
parallelogram is just the parallelogram is just the
radius of the original circle. radius of the original circle.
Now lets substitute the Now lets substitute the
information into the information into the
formula for the formula for the
parallelogram. parallelogram.
I. Evaluating learning Use a real compass or an Use a real compass or an Do another guided activity. Do another guided activity.
improvised one to draw circle improvised one to draw circle Let them make their own Let them make their own
with these given radii. with these given radii. circle, cut it out into circle, cut it out into
1 cm 1 cm parallelogram and try to parallelogram and try to
1.5 cm 1.5 cm find the area of a circle. find the area of a circle.
2.5 cm 2.5 cm
6 cm 6 cm
5 cm 5 cm
J. Additional activities for Provide exercises similar to those Provide exercises similar to those Find another polygon that Find another polygon that
application or
given in the lesson. If the given in the lesson. If the can be derive in finding the can be derive in finding the
remediation
problem is on the mastery of the problem is on the mastery of the area of a triangle. area of a triangle.
184
area of a circle. area of a circle.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
encounter which my
help me solve?
other teachers?
185
Teaching Dates and January 30-February 3, 2017 Quarter
Time

I. OBJECTIVES Finding the area of a circle
of area, volume and of area, volume and of area, volume and of area, volume and
temperature. temperature. temperature. temperature.
B. Performance Standards is able to apply knowledge of is able to apply knowledge of is able to apply knowledge of is able to apply knowledge of
area, volume and area, volume and area, volume and area, volume and
temperature in mathematical temperature in mathematical temperature in mathematical temperature in mathematical
problems and real-life problems and real-life problems and real-life problems and real-life
situations. situations. situations. situations.
C. Learning finds the area of a given finds the area of a given solves routine and non- solves routine and non-
Competencies/Objectives circle. circle. routine problems involving routine problems involving
Write the LC code for the area of a circle. the area of a circle.
each M5ME-IVa-74 M5ME-IVa-74
M5ME-IVb-75 M5ME-IVb-75
II. CONTENT Measurment Measurment Measurment Measurment
III. LEARNING
RESOURCES
A. References
186
pages
3. Textbook pages XL Excelling in Mathematics 5 XL Excelling in Mathematics 5 M5M-IVb-75 M5M-IVb-75
M5ME Iva 74 M5ME Iva 74 Growing up with Math 5 Growing up with Math 5
pages 299-301 pages 299-301
Ateneo Lesson Guide pages Ateneo Lesson Guide pages
382-386 382-386
(LR) portal
B. Other Learning Resources chart, ruler, real circle objects chart, ruler, real circle objects cutouts of circles, chart, cutouts of circles, chart,
flashcards, real objects flashcards, real objects
IV. PROCEDURES
A. Reviewing previous Have a review on solving Have a review on solving Checking of Assignment Checking of Assignment
problems involving problems involving Identify the parts of a circle Identify the parts of a circle
the new lesson
circumference of a circle. circumference of a circle. Review the steps in solving Review the steps in solving
Review the formula, give Review the formula, give word problems. word problems.
examples, and then give examples, and then give
exercises for the pupils to do. exercises for the pupils to do.
B. Establishing a purpose for Manipulate and measure the Manipulate and measure the Solves routine and non- Solves routine and non-
the lesson
diameter and radius of the diameter and radius of the routine problems involving routine problems involving
circle circle the area of a circle the area of a circle
Find enjoyment in doing the Find enjoyment in doing the
activity activity
C. Presenting Show real circular objects, Show real circular objects, Name any round objects Name any round objects
ask them to give examples of ask them to give examples of inside the classroom or any inside the classroom or any
new lesson
circular things, ask them how circular things, ask them how round object that you round object that you
circle differ from other circle differ from other brought. Show the diameter brought. Show the diameter
objects? objects? and the radius. and the radius.
187
D. Discussing new concepts Present a problem. Present a problem. Present the situation under Present the situation under
and practicing new skills Explore and Discover on Explore and Discover on
#1 Every time it rains, Mrs.Flores Every time it rains, Mrs.Flores
saves water in a big clay jar saves water in a big clay jar page ___, LM Math Grade 5. page ___, LM Math Grade 5.
called Tapayan. She covers called Tapayan. She covers Discuss the situation with the Discuss the situation with the
them with a circular them with a circular
galvanized iron with a radius galvanized iron with a radius class. class.
of 5 dm. What is the area of of 5 dm. What is the area of
the circular cover? the circular cover?
Ask: How will you solve for Ask: How will you solve for
the problem? the problem?
Look at the figure of the Look at the figure of the
circle. circle.
Explain to the pupils that the Explain to the pupils that the
ratio of the circumference of ratio of the circumference of
a circle to the diameter is the a circle to the diameter is the
same for all circles. The same for all circles. The
circumference of any circle is circumference of any circle is
about 3.14 times the about 3.14 times the
diameter. The ratio is diameter. The ratio is
represented by the Greek represented by the Greek
letter spelled pi and letter spelled pi and
pronounced as pie. pronounced as pie.
Let the pupils find the area Let the pupils find the area
A= r2 A= r2
= 3.14 x 5 x 5 = 3.14 x 5 x 5
= 3.14 x 25 = 3.14 x 25
Area = 78.50 dm 2
Area = 78.50 dm2
188
E. Discussing new concepts Group the pupils into six to Group the pupils into six to Divide the class into four Divide the class into four
and practicing new skills eight members per group. eight members per group. groups and instruct them to groups and instruct them to
#2
Distribute cut outs of circle Distribute cut outs of circle bring out the materials that bring out the materials that
with dimensions and let the with dimensions and let the they brought like paper plate, they brought like paper plate,
pupils find the area. pupils find the area. ice cream cup cover or any ice cream cup cover or any
Call as many pupils to solve Call as many pupils to solve round object. Let the pupils round object. Let the pupils
for the area of the circle on for the area of the circle on measure the diameter. Divide measure the diameter. Divide
the board. the board. the diameter by 2 to get the the diameter by 2 to get the
radius. Tell the pupils that the radius. Tell the pupils that the
value of is approximately value of is approximately
3.14 and that the formula in 3.14 and that the formula in
finding the area of a circle is finding the area of a circle is
A= r2 A= r2
Solve for the area of the Solve for the area of the
circle. Ask the leader to circle. Ask the leader to
report their answers. report their answers.
F. Developing mastery After the presentations of After the presentations of After the presentation of the After the presentation of the
3) each group, ask: how did you each group, ask: how did you groups, ask: groups, ask:
find the activity? Did you able find the activity? Did you able How did you find the activity? How did you find the activity?
to find the area of the circle? to find the area of the circle? How did you go about the How did you go about the
What value is developed in What value is developed in task? task?
performing the activity? performing the activity? What did you do with the What did you do with the
objects before getting their objects before getting their
Expected Answers: Expected Answers: areas? areas?
Happy and curious Happy and curious How did you solve the area? How did you solve the area?
189
Yes by solving the area of a Yes by solving the area of a
circle using the given formula circle using the given formula
Cooperation and camaraderie Cooperation and camaraderie
G. Finding practical Ask the pupils to answer the Ask the pupils to answer the Say: Let us solve more Say: Let us solve more
applications of concepts activity under Get Moving activity under Get Moving problems. Ask pupils to do problems. Ask pupils to do
on page ___ LM Math Grade V. on page ___ LM Math Grade V. the exercises by pairs under the exercises by pairs under
Ask them also to answer the Ask them also to answer the Get Moving on pages _____ Get Moving on pages _____
activity under Keep Moving activity under Keep Moving of LM Math 5. Check the of LM Math 5. Check the
on page ____ LM Math Grade on page ____ LM Math Grade pupils answers. pupils answers.
V. V.
H. Making generalizations Lead the pupils to give the Lead the pupils to give the Lead the pupils generalize Lead the pupils generalize
and abstractions about following generalization. following generalization. the following. the following.
the lesson
The area of a circle with pi, The area of a circle with pi, Steps in solving problems Steps in solving problems
radius or diameter can be radius or diameter can be involving the area of a circle involving the area of a circle
solved by the formula solved by the formula The formula in finding the The formula in finding the
Always remember that radius Always remember that radius area of a circle area of a circle
is half of the diameter. is half of the diameter. A= r2 A= r2
Area of Circle = pi x radius x Area of Circle = pi x radius x
radius radius
A= r2 A= r2
I. Evaluating learning Ask the pupils to solve the Ask the pupils to solve the Solve the following problems. Solve the following problems.
following following Find the area of circular Find the area of circular
Find the area of a given circle Find the area of a given circle playground whose radius playground whose radius
measures 6 meters. measures 6 meters.
An extension of a house is An extension of a house is
semicircular in shape with a semicircular in shape with a
radius of 4 meters. Can you radius of 4 meters. Can you
find its area? find its area?
A circular fountain has a A circular fountain has a
radius of 12 meters. What is radius of 12 meters. What is
the area of the circular the area of the circular
fountain? fountain?
190
The diameter of the drum is The diameter of the drum is
70 cm. What is the area 70 cm. What is the area
covered when the drum covered when the drum
stands? stands?
Anas circular bed cover has Anas circular bed cover has
a diameter of 2.25 m. How a diameter of 2.25 m. How
many square meters is it? many square meters is it?
J. Additional activities for Ask the pupils to solve these Ask the pupils to solve these Solve each problem. Solve each problem.
application or
problems. problems. Every time it rains, Mrs. Lapis Every time it rains, Mrs. Lapis
remediation
saves water in a big clay jar saves water in a big clay jar
What is the area of a called tapayan. She covers called tapayan. She covers
circle with a diameter of 5 them with a circular them with a circular
meters? galvanized iron with a radius galvanized iron with a radius
1. If
3. a circle has a 14 m. What is the area of the 14 m. What is the area of the
diameter of circular cover? circular cover?
46centimeter what is
the areaof the circle? Find the area of a circular Find the area of a circular
2.
4. Granda has an old clock that has a radius of 13 clock that has a radius of 13
family recipe for cm. cm.
blueberry pancakes.
She can make 8 What is the area of a circular What is the area of a circular
pancakes that are pool with the diameter of 15 pool with the diameter of 15
each 18 inches in m? m?
diameter. What is the
V. REMARKS
area of the pancake?
VI. Answer:
REFLECTION
(78.5 square
meters, 72.22
earned 80% in the
evaluation
squared centimeter,
254.34activities
additional inches) for
191
below 80%
lesson
did these work?
solve?
other teachers?

Teaching Dates and February 6-10, 2017 Quarter
Time

I. OBJECTIVES Create problems involving a circle, with reasonable answers.
192
C. Learning creates problems involving a creates problems involving a visualizes the volume of a visualizes the volume of a
Competencies/Objectives circle, with reasonable circle, with reasonable cube and rectangular prism. cube and rectangular prism.
Write the LC code for answers. answers.
each M5ME-IVc-77 M5ME-IVc-77
M5ME-IVb-76 M5ME-IVb-76
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages M5M-IVb-76 M5M-IVb-76 Code - M5ME-IVc-77 K to Code - M5ME-IVc-77 K to
Growing up with Math 5 Growing up with Math 5 12 Grade 5 Curriculum 12 Grade 5 Curriculum
pages 299-301 pages 299-301 TM Math Grade 4 pages 298 - TM Math Grade 4 pages 298 -
Ateneo Lesson Guide pages Ateneo Lesson Guide pages 307 307
382-386
382-386 Ateneo Lesson Guide 5 pages Ateneo Lesson Guide 5 pages
395 - 402 395 - 402
Diwa New High School Diwa New High School
Mathematics First Year pages Mathematics First Year pages
71-72 71-72
Ateneo Lesson Guide 6 Ateneo Lesson Guide 6
Chapter IV-Volume page 8-9 Chapter IV-Volume page 8-9
Distance Education for Distance Education for

Elementary School (Volume Elementary School (Volume
of a Cube and Rectangular of a Cube and Rectangular
Prism) pages 2 3 Prism) pages 2 3
(LR) portal
B. Other Learning Resources cutouts of circles, chart, cutouts of circles, chart, cubes (big and small), cubes (big and small),
flashcards, real objects, flashcards, real objects, rectangular rectangular
manila paper, ruler/meter manila paper, ruler/meter prism, ruler, flash cards, prism, ruler, flash cards,
193
stick, stick, marbles, marbles,
pentel pen, show me board pentel pen, show me board worksheet, 1 transparent worksheet, 1 transparent
rectangular container rectangular container
IV. PROCEDURES
A. Reviewing previous Have a review on solving the Have a review on solving the Have a review on the Have a review on the
area of a circle. area of a circle. meaning of volume. meaning of volume.
the new lesson
Volume is the amount of Volume is the amount of
space occupied by any space occupied by any
quantity. quantity.
B. Establishing a purpose for Create problems involving a Create problems involving a Visualize the Volume of a Visualize the Volume of a
the lesson circle, with reasonable circle, with reasonable Cube and Rectangular Prism Cube and Rectangular Prism
answers. answers.
C. Presenting Let the pupils find any Let the pupils find any Show a transparent cube and Show a transparent cube and
examples/instances of the circular objects inside the circular objects inside the rectangular prism filled with rectangular prism filled with
new lesson
classroom. Ask them to classroom. Ask them to marbles. Ask pupils to guess marbles. Ask pupils to guess
record the area of each record the area of each the number of marbles inside the number of marbles inside
object. object. the cube and rectangular the cube and rectangular
prism. Let a volunteer count prism. Let a volunteer count
the marbles to find out the the marbles to find out the
answer. Elicit from them how answer. Elicit from them how
they can make a good guess they can make a good guess
of the total number of of the total number of
marbles. Instill the value of marbles. Instill the value of
patience and orderliness. patience and orderliness.
Relate this to the concept of Relate this to the concept of
volume. volume.
194
D. Discussing new concepts Let the pupils present their Let the pupils present their a. Tell the class that the a. Tell the class that the
and practicing new skills answers. Ask them how they answers. Ask them how they number of small cubes that number of small cubes that
#1
got the area. got the area. make up the Rubiks cube is make up the Rubiks cube is
its volume. its volume.
b. Activity Group Work b. Activity Group Work
Materials: worksheet, 1 Materials: worksheet, 1
transparent rectangular transparent rectangular
container, small cubes container, small cubes
Procedure: Fill the container Procedure: Fill the container
with small cubes until its with small cubes until its
upper portion. upper portion.
Guide Questions: Guide Questions:
1) What kind of solid figure is 1) What kind of solid figure is
the container? the container?
2) How many cubes did you 2) How many cubes did you
put inside the rectangular put inside the rectangular
container? container?
3) How can you find the 3) How can you find the
number of cubes in the number of cubes in the
container without counting container without counting
them all? them all?
a) Count the cubes in one a) Count the cubes in one
layer. layer.
Example Example
4 x 2 = 8 cubes 4 x 2 = 8 cubes
b) Count the layers. Ex.: 3 b) Count the layers. Ex.: 3
layers layers
c) How many cubes in all? 8 x c) How many cubes in all? 8 x
3 = 24 cubes 3 = 24 cubes
4) When we get the total 4) When we get the total
195
number of cubes that the number of cubes that the
container has, what have we container has, what have we
looked for? (Answer: Volume) looked for? (Answer: Volume)
5) What kind of polygon is 5) What kind of polygon is
the base of the container? the base of the container?
What are its dimensions? What are its dimensions?
6) How many cubes fit the 6) How many cubes fit the
length? the width? length? the width?
7) What other dimension 7) What other dimension
does the rectangular does the rectangular
container have? How many container have? How many
cubes fit the height? cubes fit the height?
8) Can you give the volume 8) Can you give the volume
of the rectangular prism by of the rectangular prism by
just using the dimensions just using the dimensions
(length, width, height)? How? (length, width, height)? How?
(Note: Teacher must tell the (Note: Teacher must tell the
pupils that by multiplying the pupils that by multiplying the
length x width x height will length x width x height will
give the volume thus, Volume give the volume thus, Volume
= L x W x H)) = L x W x H))
E. Discussing new concepts Divide the class into four Divide the class into four Group the pupils into 4 Group the pupils into 4
groups. Let each group groups. Let each group working teams and have working teams and have
#2
discuss how will they make a discuss how will they make a them perform the task. them perform the task.
problem based on the given problem based on the given Activity 1. They need small Activity 1. They need small
situations. The groups 1 and situations. The groups 1 and cubes, big cubes and cubes, big cubes and
2 will discuss situation 1, 2 will discuss situation 1, rectangular prism. rectangular prism.
while groups 3 and 4 will while groups 3 and 4 will If each is a cubic If each is a cubic
focus on Situation 2. focus on Situation 2. unit, how many cubic units unit, how many cubic units
196
are in the figures? are in the figures?
How many cubic units are How many cubic units are
there in one row? there in one row?
How many cubic units are How many cubic units are
there in one layer? there in one layer?
How many layers are there? How many layers are there?
What have you notice in the What have you notice in the
number of layers and rows of number of layers and rows of
cube and prism? cube and prism?
What can you say about the What can you say about the
a cube? a cube?
length, width and height of a length, width and height of a
cube? cube?
What can you say about the What can you say about the
a prism? a prism?
length, width and height of a length, width and height of a
prism? prism?
Have pupils count the Have pupils count the

number of cubes in the number of cubes in the
figures. figures.
Define volume as the number Define volume as the number
of unit cubes in the solid of unit cubes in the solid
figure. Mention the correct figure. Mention the correct
label (cubic units) label (cubic units)
Have them imagine filling up Have them imagine filling up
197
the classroom with such the classroom with such
cubes. Then we find the cubes. Then we find the
volume of the classroom. volume of the classroom.
Elicit similar application of Elicit similar application of
volume in daily situations. volume in daily situations.
F. Developing mastery After the activities have been After the activities have been Ask the groups to present Ask the groups to present
3) done, let the groups post done, let the groups post and discuss their answers on and discuss their answers on
their formulated problems in their formulated problems in the board. the board.
each of the situations given each of the situations given Expected answer: Expected answer:
and let them do the tasks and let them do the tasks Cube is a solid whose length, Cube is a solid whose length,
below. below. width and height are equal. width and height are equal.
Read the problem and ask Read the problem and ask Rectangular prism whose Rectangular prism whose
the class to solve the the class to solve the length, width and height are length, width and height are
problem. problem. not equal. not equal.
Illustrate and solve the Illustrate and solve the
problem with the solution. problem with the solution.
G. Finding practical Ask the pupils to do the Ask the pupils to do the Discuss the presentation Discuss the presentation
exercises in the Get Moving exercises in the Get Moving under Explore and Discover under Explore and Discover
and Keep Moving and Keep Moving on page 1 of LM Math Grade on page 1 of LM Math Grade
pages_____ and ____, LM Math pages_____ and ____, LM Math 5. Ask pupils to work on 5. Ask pupils to work on
Grade 5. Grade 5. exercises under Get Moving exercises under Get Moving
on pages 2 and 3 of LM Math on pages 2 and 3 of LM Math
Grade 5. Check the pupils Grade 5. Check the pupils
answers. For mastery, have answers. For mastery, have
them answer the exercises them answer the exercises
under Keep Moving on page under Keep Moving on page
3 and 4 of LM Math Grade 5. 3 and 4 of LM Math Grade 5.
Check on the pupils answers. Check on the pupils answers.
H. Making generalizations Lead the pupils to give the Lead the pupils to give the Summarize the lesson by Summarize the lesson by
198
and abstractions about generalization by asking: generalization by asking: asking: asking:
the lesson How did you create problems How did you create problems How can we visualize the How can we visualize the
involving area of a circle? involving area of a circle? volume of cube and volume of cube and
rectangular prism? rectangular prism?
Steps in Creating Problems Steps in Creating Problems
Lead the pupils to give the Lead the pupils to give the
1. Familiarize yourself 5. Familiarize yourself
with the with the generalization. generalization.
mathematical mathematical
concepts. Think of concepts. Think of
Volume is the Volume is the
the application to the application to
everyday life everyday life amount space a solid amount space a solid
situations. situations. figure occupies. figure occupies.
2. Think of the type of 6. Think of the type of We can visualize We can visualize
the problem you the problem you volume of cube and volume of cube and
want to make and the want to make and the rectangular prism rectangular prism
formula to be used. formula to be used.
3. Read and study more 7. Read and study more using more units to fill the using more units to fill the
on math problems. on math problems.
Study the solutions. Study the solutions. container (like the used of container (like the used of
4. Make your own 8. Make your own marbles, pebbles, rice grains, marbles, pebbles, rice grains,
styles/strategies to styles/strategies to seed, etc) this is what we seed, etc) this is what we
justify the solutions. justify the solutions. called non-standard units. called non-standard units.
Non standard units do not Non standard units do not
give consistent and accurate give consistent and accurate
measure of the volume of a measure of the volume of a
container. container.
Using standard units, to find Using standard units, to find

the volume o a space figure, the volume o a space figure,
count the number of cubic count the number of cubic
units needed to fill the space. units needed to fill the space.
Standard units are consistent Standard units are consistent
and accurate. and accurate.
I. Evaluating learning Let the pupils do the Let the pupils do the Let the pupils do the Let the pupils do the
exercises in Keep Moving exercises in Keep Moving exercises in Keep Moving exercises in Keep Moving
on page ___, LM Math Grade on page ___, LM Math Grade on page ___, LM Math Grade on page ___, LM Math Grade
5. Check pupils work. 5. Check pupils work. 5. Check pupils work. 5. Check pupils work.
J. Additional activities for Ask the pupils to create Ask the pupils to create Ask the pupils to create Ask the pupils to create
199
application or problems involving area of a problems involving area of a problems involving area of a problems involving area of a
remediation circle. circle. circle. circle.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?

Time

I. OBJECTIVES Name the unit of measure for measuring the volume of cube and rectangular prism.
200
Write the value of measuring accurately
C. Learning
Competencies/Objectives names the appropriate unit of names the appropriate unit of derives the formula in finding derives the formula in finding
Write the LC code for measure used for measuring measure used for measuring the volume of a cube and a the volume of a cube and a
each the volume of a cube and a the volume of a cube and a rectangular prism using cubic rectangular prism using cubic
rectangle prism. rectangle prism. cm and cubic m. cm and cubic m.
M5ME-IVc-78 M5ME-IVc-78
M5ME-IVc-79 M5ME-IVc-79
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages Code - M5ME-IVc-78 K to Code - M5ME-IVc-78 K to Code - M5ME-IVc-78 K to Code - M5ME-IVc-78 K to
12 Grade 5 Curriculum 12 Grade 5 Curriculum 12 Grade 5 Curriculum 12 Grade 5 Curriculum
Integrated Mathematics I Integrated Mathematics I Integrated Mathematics I Integrated Mathematics I
pages 177 - 178 pages 177 - 178 pages 177 - 178 pages 177 - 178
LM Math Grade 5 pages 1 to LM Math Grade 5 pages 1 to LM Math Grade 5 pages 1 to LM Math Grade 5 pages 1 to
3 3 3 3
Ateneo Lesson Guide Chapter Ateneo Lesson Guide Chapter Ateneo Lesson Guide Chapter Ateneo Lesson Guide Chapter
IV Measurement/Volume IV Measurement/Volume
IV Measurement/Volume IV Measurement/Volume
pages 6 -18 pages 6 -18
pages 6 -18 pages 6 -18
(LR) portal
B. Other Learning Resources flash cards (mm, cm, dm, m, flash cards (mm, cm, dm, m, flash cards (mm, cm, dm, m, flash cards (mm, cm, dm, m,
201
etc.), real objects, pictures etc.), real objects, pictures etc.), real objects, pictures etc.), real objects, pictures
IV. PROCEDURES
A. Reviewing previous What is difference between What is difference between Memory Game Memory Game
cube and rectangular prism? cube and rectangular prism? Materials: pocket chart, flash Materials: pocket chart, flash
the new lesson
What are the dimensions of What are the dimensions of cards cards
cube and rectangular prism? cube and rectangular prism? Mechanics: Mechanics:
a. Teacher prepares flash a. Teacher prepares flash
cards with figure and cards with figure and
dimensions on a set of cards dimensions on a set of cards
and the corresponding area and the corresponding area
of the figure on another set of the figure on another set
of cards. Teacher then place of cards. Teacher then place
the shuffled cards into pocket the shuffled cards into pocket
chart slots. At the back of chart slots. At the back of
each card, label them with each card, label them with
letters. letters.
Ex. front back Ex. front back
b. Divide class into 3 groups. b. Divide class into 3 groups.
c. Have a member of group 1 c. Have a member of group 1
choose choose
2 letters corresponding to 2 2 letters corresponding to 2
cards. Teacher turns over the cards. Teacher turns over the
cards. If the cards match cards. If the cards match
(figure and its area), then the (figure and its area), then the
team gets the point and the team gets the point and the
cards taken out of the pocket cards taken out of the pocket
chart. If the cards do not chart. If the cards do not
match, then the cards are match, then the cards are
turned over again in the turned over again in the
same place/position in the same place/position in the
202
pocket chart. pocket chart.
d. Have a member of group 2 d. Have a member of group 2
call out another pair of cards. call out another pair of cards.
Continue the game until all Continue the game until all
the cards have been used up. the cards have been used up.
Team with the most number Team with the most number
of points wins. of points wins.
e. Teacher may divide set of e. Teacher may divide set of
cards into a) finding area of cards into a) finding area of
parallelograms and trapezoid parallelograms and trapezoid
making sure that the making sure that the
dimensions given are dimensions given are
manageable by the pupils, or manageable by the pupils, or
b) finding the missing b) finding the missing
side/dimension given the side/dimension given the
area. area.
B. Establishing a purpose for Name the unit of measure for Name the unit of measure for Derive a formula for finding Derive a formula for finding
the lesson measuring the volume of measuring the volume of the volume of a cube and a the volume of a cube and a
cube and rectangular prism. cube and rectangular prism. rectangular prism using cubic rectangular prism using cubic
centimeter and meter. centimeter and meter.
Appreciation of application of Appreciation of application of
volume in daily life situations volume in daily life situations
C. Presenting Richard has a rectangular Richard has a rectangular Show a transparent plastic Show a transparent plastic
examples/instances of the box with sand inside. He box with sand inside. He container filled with balls. Ask container filled with balls. Ask
new lesson
wants to know the amount of wants to know the amount of pupils to guess the number of pupils to guess the number of
space the sand occupied. He space the sand occupied. He balls inside the container. Let balls inside the container. Let
wants to know also what unit wants to know also what unit a volunteer count the balls to a volunteer count the balls to
of measure he will use. Elicit of measure he will use. Elicit find out the answer. Elicit find out the answer. Elicit
the value of accuracy. the value of accuracy. from them how they can from them how they can
make a good guess of the make a good guess of the
203
total number of balls. Relate total number of balls. Relate
this to the concept of this to the concept of
volume. volume.
D. Discussing new concepts Present a rectangular box Present a rectangular box Let a pupil fill a rectangular Let a pupil fill a rectangular
with sand inside. with sand inside. box with cubes. For purposes box with cubes. For purposes
#1
Ask the following questions: Ask the following questions: of having exact of having exact
a. How can we be able to a. How can we be able to measurements and no half- measurements and no half-
measure the capacity of the measure the capacity of the cubes, it is ideal that teacher cubes, it is ideal that teacher
box? box? prepares boxes/ rectangular prepares boxes/ rectangular
b. What will you use? What b. What will you use? What prisms that have prisms that have
do you think are we looking do you think are we looking corresponding measurements corresponding measurements
for? for? as the cubes that are going as the cubes that are going
c. What unit of measure will c. What unit of measure will to be used in the activity. to be used in the activity.
you use? you use? Ask the pupils the following Ask the pupils the following
The volume of a solid is the The volume of a solid is the questions: questions:
amount of space the solid amount of space the solid How many cubes did it take How many cubes did it take
occupies. Volume is occupies. Volume is to fill the prism? How many to fill the prism? How many
measured in cubic units. One measured in cubic units. One cubic units is the length? The cubic units is the length? The
way to find the volume of a way to find the volume of a width? The height? width? The height?
rectangular prism is to rectangular prism is to What similar situations What similar situations
multiply the 3 dimensions: multiply the 3 dimensions: require you to fill up a solid require you to fill up a solid
Volume = length x width x Volume = length x width x such as the rectangular such as the rectangular
height height prism? prism?
Define these situations as Define these situations as
finding the volume of solids. finding the volume of solids.
of cubic units (unit cubes) of cubic units (unit cubes)
used to fill up a space. Use used to fill up a space. Use
correct unit of measure. correct unit of measure.
204
Using this definition, ask the Using this definition, ask the
pupils the volume of the pupils the volume of the
rectangular prism. rectangular prism.
Ask: Without actually Ask: Without actually
counting the number of unit counting the number of unit
cubes in the solid how can cubes in the solid how can
you find its volume? What you find its volume? What
formula can we use to find formula can we use to find
the number of cubic units in the number of cubic units in
it or the volume of the it or the volume of the
Elicit from the pupils that Elicit from the pupils that
To find the volume of an To find the volume of an
object means to find the object means to find the
number of cubic units it number of cubic units it
contains or holds contains or holds
Lead them to state the Lead them to state the
formula for the volume of a formula for the volume of a
rectangular prism as rectangular prism as
V = l x w x h. V = l x w x h.
of unit cubes in the solid of unit cubes in the solid
figure. Mention the correct figure. Mention the correct
label (cubic units). label (cubic units).
pupils the volume of the pupils the volume of the
cube. cube.
Ask: Without actually Ask: Without actually
counting the number of unit counting the number of unit
cubes, how can you find the cubes, how can you find the
205
volume of the cube? What volume of the cube? What
formula can we use to find formula can we use to find
the number of cubic units in the number of cubic units in
it? it?
Try to elicit from the pupils Try to elicit from the pupils
that to find the volume of a that to find the volume of a
cube, the length of its cube, the length of its
side is multiplied by itself side is multiplied by itself
three times. three times.
Lead them to state the Lead them to state the
formula for the volume of a formula for the volume of a
cube as cube as
V=SxSxS or V= V=SxSxS or V=
S S
Let pupils apply the rule by Let pupils apply the rule by
actually measuring and actually measuring and
finding the volume of some finding the volume of some
rectangular prisms and cube rectangular prisms and cube
inside the room. inside the room.
Present situations like how Present situations like how
much water does it take to fill much water does it take to fill
the aquarium, how far does the aquarium, how far does
it take to run around the it take to run around the
park, etc. and distinguish park, etc. and distinguish
perimeter/circumference perimeter/circumference
from area and volume. Elicit from area and volume. Elicit
similar applications of similar applications of
volume in daily life volume in daily life
situations. situations.
206
E. Discussing new concepts Group the class into four. Let Group the class into four. Let Group the pupil into four Group the pupil into four
and practicing new skills working team and let them working team and let them
them perform the give them perform the give
#2 do the tasks. do the tasks.
activity. activity.
Give the appropriate unit of Give the appropriate unit of
measure to be used in finding measure to be used in finding
the volume of(Select from the volume of(Select from
the given choices: mm , cm , 3 3
the given choices: mm3, cm3,
dm3, m3) : dm3, m3) :
a) room _______ a) room _______

b) shoe box _______ b) shoe box _______
c) globe _______ c) globe _______
d) refrigerator _______ d) refrigerator _______
e) ice cream cone _______ e) ice cream cone _______
F. Developing mastery Ask the groups to present Ask the groups to present Ask the groups to present Ask the groups to present
3) and discuss their answers on and discuss their answers on and discuss their answers on and discuss their answers on
the board. the board. the board. the board.
Expected answer: Expected answer:
a) room m3 a) room m3
b) shoe box cm 3
b) shoe box cm3
c) globe cm3 c) globe cm3
d) refrigerator dm3 d) refrigerator dm3
e) ice cream cone cm3 e) ice cream cone cm3
f) dice mm3 f) dice mm3
G. Finding practical Ask pupils to work on Ask pupils to work on Answer the exercises A and B Answer the exercises A and B
applications of concepts exercises A under Get exercises A under Get under Keep Moving on page under Keep Moving on page
and skills in daily living Moving on pages 1 LM Math Moving on pages 1 LM Math
Grade 5. Grade 5. 2 and 3 of LM Math Grade 5. 2 and 3 of LM Math Grade 5.
Check on the pupils answers. Check on the pupils answers.
H. Making generalizations What do you call the capacity What do you call the capacity How can you find the volume How can you find the volume
and abstractions about of things or the total space of things or the total space of a cube and a rectangular of a cube and a rectangular
the lesson
207
within a 3-dimensional within a 3-dimensional prism? prism?
figure? figure? The formula in finding the The formula in finding the
What unit of measure will you What unit of measure will you Volume of a cube is; Volume of a cube is;
use in measuring volume? use in measuring volume? Volume = side x side x side Volume = side x side x side
Volume is the amount of Volume is the amount of or V = S x S x S or V = S3 or V = S x S x S or V = S3
space occupied by a space space occupied by a space In rectangular prism we need In rectangular prism we need
figure. figure. L = Length, W = Width and H L = Length, W = Width and H
Volume measured in cubic Volume measured in cubic = Height, the formula in = Height, the formula in
units, such as units, such as finding the Volume of a finding the Volume of a
cubic centimeter (cm )3
cubic centimeter (cm )3
rectangular prism is; rectangular prism is;
cubic meter (m ) 3
cubic meter (m ) 3
Volume = Length x Width x Volume = Length x Width x
cubic millimeter (mm ) 3
cubic millimeter (mm ) 3
Height V = L x W x H Height V = L x W x H
cubic decimeter (dm ) 3
cubic decimeter (dm ) 3
Volume is measured in cubic Volume is measured in cubic
units, such as cubic units, such as cubic
centimeters ( cm ), cubic
3
centimeters ( cm3), cubic
meters (m3), and millimeters meters (m3), and millimeters
(mm3) (mm3)
I. Evaluating learning Use cm3, m3, dm3 to tell Use cm3, m3, dm3 to tell Draw the figure with their Draw the figure with their
which cubic unit of measure which cubic unit of measure measurements and find their measurements and find their
is appropriate to be used. is appropriate to be used. volume. volume.
a) box of chocolate a) box of chocolate L = 9 mW = 4 m L = 9 mW = 4 m
b) tent b) tent H=3m H=3m
c) glass c) glass L = 10 m W = 7 m L = 10 m W = 7 m
d) gymnasium d) gymnasium H = 15 m H = 15 m
e) math book e) math book L = 14 m W = 10 m L = 14 m W = 10 m
H=9m H=9m
S = 12 cm S = 12 cm
S = 7 cm S = 7 cm
J. Additional activities for Give the cubic unit of Give the cubic unit of Draw the figure with their Draw the figure with their
208
application or measure for finding the measure for finding the measurements and find their measurements and find their
remediation volume of the following: volume of the following: volume. volume.
a) a box 44 cm by 9 cm by 6 a) a box 44 cm by 9 cm by 6 L=2m W = 3 m L=2m W = 3 m
cm cm H=4m H=4m
b) a room 4m by 5m by 6 m b) a room 4m by 5m by 6 m L = 11 m W = L = 11 m W =
c) a cabinet 1.2 m by 0.9 m c) a cabinet 1.2 m by 0.9 m 2m H=5m 2m H=5m
by 0.5 m by 0.5 m S = 10 cm S = 10 cm
d) a ball with radius 10 cm d) a ball with radius 10 cm
e) a cylindrical tank 25 dm e) a cylindrical tank 25 dm
long and radius 8 dm long and radius 8 dm
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
209
Time

I. OBJECTIVES Converts cu.cm to cu.m and vice versa; cu.cm to L and vice versa
210
C. Learning
Competencies/Objectives converts cu. cm to cu. m and converts cu. cm to cu. m and finds the volume of a given finds the volume of a given
Write the LC code for vice versa; cu.cm to L and vice versa; cu.cm to L and cube and rectangular prism cube and rectangular prism
each vice versa. vice versa. using cu. cm and cu. m. using cu. cm and cu. m.
M5ME-IVd-80 M5ME-IVd-80 M5ME-IVd-81 M5ME-IVd-81
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages Curriculum Guide in Math 5 Curriculum Guide in Math 5 Curriculum Guide in Math 5 Curriculum Guide in Math 5
M5ME-IVd-80 M5ME-IVd-80 M5ME-IVd-81 M5ME-IVd-81
Ateneo Lesson Guide Grade 5 Ateneo Lesson Guide Grade 5 Ateneo Lesson Guide Grade 5 Ateneo Lesson Guide Grade 5
p.395
p.392 p.392 p.395
(LR) portal
B. Other Learning Resources flash cards, pocket chart, flash cards, pocket chart, flash cards, model cubes and flash cards, model cubes and
problem written on the chart. problem written on the chart. rectangular prisms set, rectangular prisms set,
problem written on the chart. problem written on the chart.
IV. PROCEDURES
211
A. Reviewing previous Give the equivalent: Give the equivalent: Find the area of the following Find the area of the following
lesson or presenting Conversion of linear Conversion of linear figures. Write the answer on figures. Write the answer on
the new lesson
measure. measure. your notebook. your notebook.
6cm= ____ mm 6cm= ____ mm
5m= _____cm 5m= _____cm
____dm= 4m ____dm= 4m
____cm= 9dm ____cm= 9dm
____dm= 3m ____dm= 3m
B. Establishing a purpose for Converts cu.cm to cu.m and Converts cu.cm to cu.m and Finds the volume of a given Finds the volume of a given
the lesson cube and rectangular prism cube and rectangular prism
vice versa; cu.cm to L and vice versa; cu.cm to L and
using cu.cm and cu.m using cu.cm and cu.m
vice versa vice versa
C. Presenting A truck delivers sand A truck delivers sand Show a transparent plastic Show a transparent plastic
weighing 54000 dm3 or L, weighing 54000 dm3 or L, container filled with balls. Ask container filled with balls. Ask
new lesson
what is the weight of the what is the weight of the pupils to guess the number of pupils to guess the number of
sand in cubic metre (m )? In3
sand in cubic metre (m )? In3
balls inside the container. Let balls inside the container. Let
cubic centimetre (cm ) ?3
cubic centimetre (cm ) ?3
a volunteer count the balls to a volunteer count the balls to
find out the answer. Elicit find out the answer. Elicit
What is asked in the from them how they can from them how they can
problem? What are given?
problem? What are given? make a good guess of the make a good guess of the
What must we know to be
What must we know to be total number of balls. Relate total number of balls. Relate
able to change 54000 dm3 to
able to change 54000 dm to 3
this to the concept of this to the concept of
cubic centimetres and to
cubic centimetres and to volume. volume.
cubic metre?
cubic metre?
Which is larger a cubic
Which is larger a cubic
decimetre or a cubic
decimetre or a cubic
centimetre?
centimetre?
How many cubic centimetres
How many cubic centimetres
are there in cubic decimetres
are there in cubic decimetres
or L ?
or L ?
212
To change cubic decimetre to To change cubic decimetre to
cubic centimetre we multiply cubic centimetre we multiply
by 1000. by 1000.
Since: 1dm=10cm Since: 1dm=10cm
Therefore: 1dmx1dmx1dm= Therefore: 1dmx1dmx1dm=
10cm x 10cm x 10cm 10cm x 10cm x 10cm
Thus, 1dm = 1000cm
3 3
Thus, 1dm3 = 1000cm3
54000 dm3 = ____ cm3 54000 dm3 = ____ cm3
54,000x1,000 = 54,000,000 54,000x1,000 = 54,000,000
cm 3
cm3
How will you compare cubic How will you compare cubic
decimetres to cubic metres? decimetres to cubic metres?
Since a cubic metre is larger Since a cubic metre is larger
thana cubic decimetre, we thana cubic decimetre, we
divide by 1000. Using divide by 1000. Using
conversion 1m = 1000dm
3 3
conversion 1m3= 1000dm3
54000dm3= 54m3 54000dm3= 54m3
1000 1000
D. Discussing new concepts Group the pupils into three Group the pupils into three Using concrete objects Using concrete objects
and practicing new skills working teams and have
working teams and have Let a pupil fill a rectangular Let a pupil fill a rectangular
#1 them perform the task.
them perform the task. box with cubes. box with cubes.
Ask the pupils the following Ask the pupils the following
questions: questions:
How many cubes did it take How many cubes did it take
to fill the prism? to fill the prism?
How many cubic units is the How many cubic units is the
length/ the width? the length/ the width? the
height? height?
Define these situations as Define these situations as
finding the volume of solids. finding the volume of solids.
213
of cubic units used to fill up a of cubic units used to fill up a
space. Use correct unit of space. Use correct unit of
measure. measure.
pupils the volume of pupils the volume of
Let them state the formula Let them state the formula
for the volume of a for the volume of a
rectangular prism as rectangular prism as
V=lxwxh. V=lxwxh.
E. Discussing new concepts How do we change and How do we change and Solve for the volume of these Solve for the volume of these
convert a smaller unit to a convert a smaller unit to a rectangular prisms, given rectangular prisms, given
#2
higher unit? higher unit? their measurements. their measurements.
when converting from larger when converting from larger l=9m l=9m
unit to a smaller unit, use unit to a smaller unit, use s=12cm s=12cm
multiplication multiplication w=4m w=4m
when converting from a when converting from a h=3m h=3m
smaller to a larger unit, use smaller to a larger unit, use l= 10cm l= 10cm
division division s=6m s=6m
w=7cm w=7cm
h=15cm h=15cm
l=14 m l=14 m
w=10m w=10m
h=9m h=9m
F. Developing mastery Group Activity Group Activity What is volume? What is volume?
3) What is the formula in finding What is the formula in finding
the volume of a cube? the volume of a cube?
Rectangular prism? Rectangular prism?
214
G. Finding practical Discuss the presentation. On Discuss the presentation. On Discuss the presentation. On Discuss the presentation. On
page ___ of LM Math Grade page ___ of LM Math Grade page ___ of LM Math Grade page ___ of LM Math Grade
V, V, V, V,
Have the pupils solve the Have the pupils solve the
following exercises. following exercises.
Supply the missing number. Supply the missing number.
1. 6700 dm = ____m
3 3
1. 6700 dm3= ____m3
2. 28 dm3= _____cm3 2. 28 dm3= _____cm3
3. 11500 cm3 =_____ m3 3. 11500 cm3 =_____ m3
4. 4 m3 =______cm3 4. 4 m3 =______cm3
5. 8m3 =______dm3 5. 8m3 =______dm3
H. Making generalizations In converting from a larger In converting from a larger Volume of a rectangular Volume of a rectangular
and abstractions about unit to a smaller unit, use unit to a smaller unit, use prism= L X W X H prism= L X W X H
the lesson
multiplication multiplication Volume of a cube=S X S X S Volume of a cube=S X S X S
In converting from a smaller In converting from a smaller or S 3
or S3
to a larger unit, use division to a larger unit, use division
I. Evaluating learning Change to smaller units. Change to smaller units. Draw the figure with their Draw the figure with their
1. 15 cm = 3
1. 15 cm =
3
measurements and find their measurements and find their
_____mm 3
_____mm 3
volume. volume.
2. 61 dm3= 2. 61 dm3=
1. l=4m 6. l=4m
_____cm3 _____cm3 w=1m w=1m
3. 64 cm3 = 3. 64 cm3 = h=3m h=3m
_____dm 3
_____dm3
2. s=14cm 7. s=14cm
4. 25 cm3= 4. 25 cm3=
_____mm3 _____mm3
5. 87 dm3= 5. 87 dm3= 3. 3=20cm 8. 3=20cm
_____cm 3
_____cm 3
4. l=8cm 9. l=8cm
w=3cm w=3cm
h=10cm h=10cm
215
5. s=12cm 10. s=12cm
J. Additional activities for Change these units to larger Change these units to larger Measure object at home and Measure object at home and
application or find their volume. find their volume.
or smaller units: or smaller units:
remediation
1.7cm = ______mm
3 3
1.7cm3= ______mm3
2. 5000 dm3= _____m3 2. 5000 dm3= _____m3
3. 5m3 = _____cm3 3. 5m3 = _____cm3
4. 20000 cm3 = ____m3 4. 20000 cm3 = ____m3
5. 17m3= ____dm3 5. 17m3= ____dm3
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
216
Teaching Dates and February 27-March 3, 2017 Quarter
Time

I. OBJECTIVES Estimate and use appropriate units of measure for volume
C. Learning
Competencies/Objectives estimates and uses estimates and uses solves routine and non- solves routine and non-
Write the LC code for appropriate units of measure appropriate units of measure routine problems involving routine problems involving
each for volume. for volume. volume of a cube and volume of a cube and
rectangular prism in real-life rectangular prism in real-life
M5ME-IVd-82 M5ME-IVd-82 situations using appropriate situations using appropriate
strategies and tools. strategies and tools.
M5ME-IVe-83 M5ME-IVe-83
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages Curriculum Guide in Math 5 Curriculum Guide in Math 5 Mathematics for a better life Mathematics for a better life
217
M5ME-IVd-82 M5ME-IVd-82 5, pages 264-265 5, pages 264-265
Ateneo Lesson Guide Grade 5 Ateneo Lesson Guide Grade 5 Guide in Elementary Guide in Elementary
p.399 p.399 Mathematics Grade VI pages Mathematics Grade VI pages
403 and 405 403 and 405
Curriculum Guide 5, Curriculum Guide 5,
(LR) portal
B. Other Learning Resources flash cards, model cubes and flash cards, model cubes and meter stick, ruler, manila meter stick, ruler, manila
paper and marker pen paper and marker pen
rectangular prisms set, rectangular prisms set,
aquarium. aquarium.
IV. PROCEDURES
A. Reviewing previous Find the volume of these Find the volume of these Have a review on estimating Have a review on estimating
prisms. prisms. and using appropriate units and using appropriate units
the new lesson
1. L=9m 2. L=9m of measure for volume. of measure for volume.
W=6m W=6m
H =3m H =3m
B. Establishing a purpose for Estimate and use appropriate Estimate and use appropriate Group the pupils into four. Group the pupils into four.
the lesson
units of measure for volume units of measure for volume Give each group a set of Give each group a set of
steps in solving problems. Let steps in solving problems. Let
them arrange the steps in them arrange the steps in
correct order. correct order.
(This can be done in the form (This can be done in the form
of game) of game)
Example: What operation is Example: What operation is

needed to solve the problem? needed to solve the problem?
What is the correct number What is the correct number
218
sentence? sentence?
What is being asked? What is being asked?
C. Presenting Show a rectangular prism to Show a rectangular prism to Present these problems. Present these problems.
examples/instances of the each group and guess which each group and guess which A swimming pool is 12 m A swimming pool is 12 m
new lesson
has the greatest or least has the greatest or least long, 9 m wide, and 1.85 m long, 9 m wide, and 1.85 m
deep. How much water can it deep. How much water can it
volume. volume.
hold? hold?
Ask: What is the shape of Ask: What is the shape of

the swimming pool? the swimming pool?
Call a pupil to draw the figure Call a pupil to draw the figure
of the swimming pool and put of the swimming pool and put
the dimensions. the dimensions.
How will you solve the How will you solve the
problem? problem?
D. Discussing new concepts Using concrete object Using concrete object Let pupils solve the problem Let pupils solve the problem
(present an aquarium) (present an aquarium) by pairs. by pairs.
#1
An aquarium is 35 cm. long, An aquarium is 35 cm. long, Problem A Problem A
25 cm wide and 33 cm high 25 cm wide and 33 cm high Solution: Use the 4-step plan Solution: Use the 4-step plan
is to be filled with water. How is to be filled with water. How in solving the problem. in solving the problem.
many cubic centimetre of many cubic centimetre of
water will be needed? water will be needed?
1.What is asked in the 1.What is asked in the
problem? problem?
2.What data are given? 2.What data are given?
3. Is the unit of measure 3. Is the unit of measure
appropriate with the data appropriate with the data
given? given?
E. Discussing new concepts Group the pupils. Give Group the pupils. Give Call some pupils to show Call some pupils to show
rectangular prism to each rectangular prism to each their solutions and answers their solutions and answers
#2
group. group. on the board. on the board.
Have each pupil first guess Have each pupil first guess Ask: How did you solve the Ask: How did you solve the
219
which prism has the greatest which prism has the greatest problem? problem?
and which prism has the and which prism has the
least volume. least volume.
Give the unit of measure to Give the unit of measure to
be used. Have the students be used. Have the students
estimate the volume of the estimate the volume of the
rectangular prisms. rectangular prisms.
F. Developing mastery What is volume? What is volume? the presentation under the presentation under
(Leads to Formative Assessment Explore and Discover on Explore and Discover on
3) How do we estimate volume How do we estimate volume
page , LM Math Grade 5. page , LM Math Grade 5.
of a prism? of a prism?
G. Finding practical Discuss the presentation. On Discuss the presentation. On Let the pupils do the activity Let the pupils do the activity
applications of concepts under Get Moving on page under Get Moving on page
and skills in daily living , LM Math Grade 5. , LM Math Grade 5.
V, V,
Have the pupils solve the Have the pupils solve the
following exercises. following exercises.
Write the best unit of Write the best unit of
measure to find the measure to find the
volume of the following: volume of the following:
(mm , cm , dm , m )
3 3 3 3
(mm3, cm3, dm3, m3)
1. water in a 1. water in a
rectangular pool rectangular pool
2. an ice before it melts 2. an ice before it melts
3. a dice 3. a dice
4. a blackboard eraser 4. a blackboard eraser
5. oil in a rectangular 5. oil in a rectangular
box box
H. Making generalizations How do we use appropriate How do we use appropriate Ask the following questions: Ask the following questions:
unit of measure for volume? unit of measure for volume? How do you solve problems How do you solve problems
the lesson
How do we estimate volume? How do we estimate volume? involving a cube or a involving a cube or a
What are the steps in solving What are the steps in solving
word problems? word problems?
220
I. Evaluating learning Answer the following: Answer the following: Let the pupils solve the Let the pupils solve the
1. Marilous sewing box 1. Marilous sewing box following problems: following problems:
is 3 dm long, 2.5 dm is 3 dm long, 2.5 dm A flower box is 4.3 m long, A flower box is 4.3 m long,
wide and 4.3 dm wide and 4.3 dm 0.6 wide, and 0.53 m high. 0.6 wide, and 0.53 m high.
high. What is its high. What is its How many cubic meters of How many cubic meters of
volume? volume? soil will fill the box? soil will fill the box?
2. Find the volume of a 2. Find the volume of a
A rectangular container is 0.4 A rectangular container is 0.4
closet which is 2.5 m closet which is 2.5
m long, 0.3 m wide and 1 m m long, 0.3 m wide and 1 m
long, 5m and 2m m long, 5m and 2m
high. What is its volume in high. What is its volume in
high high
cubic centimeters? cubic centimeters?
A water tank is 0.8 m long, A water tank is 0.8 m long,
0.6 m wide and 1 m high. If 0.6 m wide and 1 m high. If
the tank is half full, how the tank is half full, how
many cubic centimeters of many cubic centimeters of
water does it hold? water does it hold?
J. Additional activities for Draw the figure with their Draw the figure with their Analyze then solve the Analyze then solve the
application or measurements and find their measurements and find their problems. problems.
remediation
volume. volume. A box of milk is 9 cm long, 8 A box of milk is 9 cm long, 8
1. l=9m 1. l=9m cm wide and 18 cm high. Find cm wide and 18 cm high. Find
w=4m w=4m
its volume? its volume?
h=6m h=6m
Each book of a set of Each book of a set of
2. s=18cm 2. s=18cm
encyclopedia measures 2.85 encyclopedia measures 2.85
dm by 2.15 dm by 0.4 dm. dm by 2.15 dm by 0.4 dm.
3. 3=30cm 3. 3=30cm
The encyclopedia has 19 The encyclopedia has 19
4. l=12cm 4. l=12cm books. What is the total books. What is the total
w=5cm w=5cm volume of all 19 books? volume of all 19 books?
h=8cm h=8cm The toy hat of Alex is in the The toy hat of Alex is in the
shape of a cone. Its base shape of a cone. Its base
5. s=14cm 5. s=14cm
2 2
area is 72 cm and its area is 72 cm and its
221
height is 21 cm. What is its height is 21 cm. What is its
volume? volume?
V. REMARKS
VI. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who require
below 80%
J. Did the remedial lessons
lesson
K. No. of learners who continue
L. Which of my teaching
did these work?
M. What difficulties did I
solve?
N. What innovation or localized
other teachers?

Teaching Dates and March 6- 10, 2017 Quarter
Time

I. OBJECTIVES Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real-life situations
222
C. Learning creates problems (with creates problems (with reads and measures reads and measures
Competencies/Objectives reasonable answers) reasonable answers) temperature using temperature using
Write the LC code for involving volume of a cube involving volume of a cube thermometer (alcohol and/or thermometer (alcohol and/or
each and rectangular prism in real and rectangular prism in real digital) in degree Celsius. digital) in degree Celsius.
situation situation
M5ME-IVf-85 M5ME-IVf-85
M5ME-IVe-84 M5ME-IVe-84
II. CONTENT Measurement Measurement Measurement measurement
III. LEARNING
RESOURCES
A. References
pages
3. Textbook pages Mathematics for a better life Mathematics for a better life K to 12 Curriculum for Grade K to 12 Curriculum for Grade
5, pages 264-265 5, pages 264-265 5, M5ME-IVf-85 5, M5ME-IVf-85
Guide in Elementary Guide in Elementary Lesson Guide in Math V Lesson Guide in Math V
Mathematics Grade VI pages Mathematics Grade VI pages p.405 Mathematics For a p.405 Mathematics For a
403 and 405 403 and 405 Better Life 5 p. 266- 267 Better Life 5 p. 266- 267
Curriculum Guide 5, Curriculum Guide 5,
(LR) portal
B. Other Learning Resources real object real object real objects real objects
IV. PROCEDURES
A. Reviewing previous Have a review on solving Have a review on solving Give the equivalent. Give the equivalent.
lesson or presenting problems on volume. problems on volume. Conversion of linear Conversion of linear
the new lesson
Ask: What are the steps in Ask: What are the steps in measure. measure.
solving word problems? solving word problems?
Let the pupils solve this Let the pupils solve this
223
problem. problem.
Leo has a box measuring 15 Leo has a box measuring 15
cm long, 20 cm wide and 10 cm long, 20 cm wide and 10
cm high. Find its volume? cm high. Find its volume?
B. Establishing a purpose for Creates problems (with Creates problems (with Reads and measure Reads and measure
the lesson reasonable answers) reasonable answers) temperature using temperature using
involving volume of a cube involving volume of a cube
and rectangular prism in real- and rectangular prism in real- thermometer (alcohol and/ or thermometer (alcohol and/ or
life life Digital) in degree Celsius. Digital) in degree Celsius.
C. Presenting Group the pupils into four Group the pupils into four Mother wants to find out if Mother wants to find out if
examples/instances of the and let them read the and let them read the her son has a fever. her son has a fever.
new lesson
problem and ask them to problem and ask them to What is the best thing What is the best thing
draw the solid figure draw the solid figure mother can use to find the mother can use to find the
described in the problem. described in the problem. body temperature of her sick body temperature of her sick
A rectangular garden is 25 A rectangular garden is 25 son? son?
cm long, 15 cm wide and 10 cm long, 15 cm wide and 10
cm thick. What its volume? cm thick. What its volume?
Ask: Can you create a Ask: Can you create a
problem on volume similar to problem on volume similar to
the one given? the one given?
Say: This time you will create Say: This time you will create
problems involving the problems involving the
volume of a cube and a volume of a cube and a
D. Discussing new concepts Each group will present the Each group will present the Present a model of an Present a model of an
and practicing new skills solid figure formed. solid figure formed. improvised thermometer. It improvised thermometer. It
#1
Ask: What is asked in the Ask: What is asked in the has a movable red ribbon has a movable red ribbon
problem? problem? which resembles the mercury which resembles the mercury
What are the given data? What are the given data? in an actual thermometer. in an actual thermometer.
What process is needed to What process is needed to Ask: Ask:
224
solve the problem? solve the problem? What does the red ribbon What does the red ribbon
What is the number What is the number represents? represents?
sentence? sentence? Give each group an Give each group an
What is the correct answer? What is the correct answer? improvised thermometer, improvised thermometer,
announce the temperature announce the temperature
readings, readings,
The pupils will reflect it in The pupils will reflect it in
their thermometer model. their thermometer model.
Check if the temperature Check if the temperature
reading each group is reading each group is
showing is correct. showing is correct.
E. Discussing new concepts Divide the class into four Divide the class into four Divide the class into four Divide the class into four
and practicing new skills groups. Let each group groups. Let each group groups. Distribute activity groups. Distribute activity
#2
discuss how they will make a discuss how they will make a sheets in each group. sheets in each group.
problem based on the given problem based on the given Provide group 1 with digital Provide group 1 with digital
situations. The first two situations. The first two thermometer, Group 2 with thermometer, Group 2 with
groups will discuss situation 1 groups will discuss situation 1 set of pictures showing set of pictures showing
and the remaining two and the remaining two temperature readings and temperature readings and
groups will focus on situation groups will focus on situation Group 3 using pictorials, Group 3 using pictorials,
2. 2. Group 4 with alcohol Group 4 with alcohol
Situation 1: Situation 1: thermometer. thermometer.
Ana has a front yard Ana has a front yard Group 1 - Using digital Group 1 - Using digital
measuring 15 m long and 8 measuring 15 m long and 8 thermometer thermometer
m wide. m wide. Group 2 - Using pictures of Group 2 - Using pictures of
She wants to elevate it by She wants to elevate it by temperature readings temperature readings
Group 3 - Using pictorials Group 3 - Using pictorials
1 1 Group 4 Using alcohol Group 4 Using alcohol
meter . meter .
2 2 thermometer thermometer
Let them discuss how they Let them discuss how they
read and measure the read and measure the
Situation 2: Situation 2:
225
Litos business is to deliver Litos business is to deliver temperature temperature
water to schools. water to schools. Group 1- Measure and read Group 1- Measure and read
Her water tank measures 4 Her water tank measures 4 the pupils body temperature the pupils body temperature
meters long, 2 meters wide, meters long, 2 meters wide, by putting the digital by putting the digital
and 2 meters high. and 2 meters high. thermometer under their thermometer under their
Every morning, he delivers a Every morning, he delivers a armpits. Record and compare armpits. Record and compare
tank full of water to each of tank full of water to each of the results with the other the results with the other
the schools the schools pupils. pupils.
Guide and assist the pupils Guide and assist the pupils Group 2 - Read and record Group 2 - Read and record
when doing the activity. Ask when doing the activity. Ask each thermometer reading each thermometer reading
each group to show its work each group to show its work Group 3 - Give pictures and Group 3 - Give pictures and
and to explain its output. and to explain its output. write if it is HOT or COLD write if it is HOT or COLD
Picture of Baguio city Picture of Baguio city
Picture of a dessert Picture of a dessert
Picture of a glass of cold Picture of a glass of cold
glass of water glass of water
Picture of cup of coffee Picture of cup of coffee
Group 4 - Give 2 glasses of Group 4 - Give 2 glasses of
water, one has cold water water, one has cold water
and the other has hot and the other has hot
water, using alcohol water, using alcohol
thermometer measure the thermometer measure the
temperature of each temperature of each
glasses. Read and record. glasses. Read and record.
F. Developing mastery After the activities are done, After the activities are done, How did you find the activity? How did you find the activity?
3) let the groups post their let the groups post their How were you able to read How were you able to read
created problems from the created problems from the and measure the and measure the
given situations and let them given situations and let them temperature? Discuss. temperature? Discuss.
follow the task below. follow the task below. Emphasize that C is read as Emphasize that C is read as
226
Read the problem and ask Read the problem and ask degree Celsius it is used to degree Celsius it is used to
the class to solve the the class to solve the express temperature. Discuss express temperature. Discuss
problem. problem. the difference between an the difference between an
Illustrate and solve the Illustrate and solve the alcohol and a digital alcohol and a digital
problem with its solution. problem with its solution. thermometer. thermometer.
Ask: How did you create Ask: How did you create
problems? problems?
applications of concepts under Explore and under Explore and
under Explore and Discover under Explore and Discover
and skills in daily living Discover on page , LM Math Discover on page , LM Math
Grade 5. Grade 5. on page _____ of LM Math on page _____ of LM Math
Grade 5 Grade 5
H. Making generalizations Ask the following questions: Ask the following questions: Ask the following questions: Ask the following questions:
and abstractions about What did you do to be able to What did you do to be able to What is a temperature? What is a temperature?
the lesson
create problems involving the create problems involving the How can we measure How can we measure
volume of cube and a volume of cube and a temperature? temperature?
rectangular prism? rectangular prism? What are the parts of a What are the parts of a
What are the steps in What are the steps in thermometer? thermometer?
creating problems? creating problems? What is the metric unit for What is the metric unit for
measuring temperature? measuring temperature?
I. Evaluating learning Let the pupils make problems Let the pupils make problems Ask the pupils to find the Ask the pupils to find the
involving the volume of a involving the volume of a temperature of the following. temperature of the following.
rectangular prism with rectangular prism with A kettle of water was made A kettle of water was made
corresponding answers based corresponding answers based to boil for 5 minutes more to boil for 5 minutes more
on the given situations. on the given situations. than after it reached than after it reached
In constructing a new In constructing a new itsboiling point. What is the itsboiling point. What is the
building, a hole 4 m deep, 10 building, a hole 4 m deep, 10 temperature of the water? temperature of the water?
m wide, and 115 m long was m wide, and 115 m long was What is the room What is the room
dug in the ground. dug in the ground. temperature if the red liquid temperature if the red liquid
A room is 15 m high, 4 m A room is 15 m high, 4 m (mercury) rose to 30 above (mercury) rose to 30 above
wide and 10 m long. wide and 10 m long. the freezing point? the freezing point?
227
A bar of gold is 25 dm long, 3 A bar of gold is 25 dm long, 3
dm wide, and 2 dm high. dm wide, and 2 dm high.
J. Additional activities for Let the pupils create Let the pupils create Record your body Record your body
application or
problems involving volume, problems involving volume, temperature every hour. temperature every hour.
remediation
then provide solutions. then provide solutions.
Anas sewing box is 7 dm Anas sewing box is 7 dm
long, 4 dm wide and 3 dm long, 4 dm wide and 3 dm
high. high.
An antique wooden chest is An antique wooden chest is
in the form of a cube. Its in the form of a cube. Its
edge is 20 cm. edge is 20 cm.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
228
Teaching Dates and March 13-17, 2017 Quarter
Time

I. OBJECTIVES Solves routine and non- routine problems involving temperature in real-life
C. Learning estimates the estimates the solves routine and non- solves routine and non-
Competencies/Objectives temperature(e.g. inside the temperature(e.g. inside the routine problems involving routine problems involving
Write the LC code for classroom). classroom). temperature in real-life temperature in real-life
each situations situations
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
Guide, M5ME- IVf-87 Guide, M5ME- IVf-87 Guide, M5ME- IVf-8 Guide, M5ME- IVf-8
Lesson Guide Grade 5 Lesson Guide Grade 5 Lesson Guide Grade 5 Lesson Guide Grade 5
page409 page409 page409 page409
Mathematics For A Better Life Mathematics For A Better Life Mathematics For A Better Life Mathematics For A Better Life
5 p.268- 269 5 p.268- 269 5 p.268- 269 5 p.268- 269
229
(LR) portal
B. Other Learning Resources activity sheets, thermometer activity sheets, thermometer improvised thermometer, improvised thermometer,
digital or liquid thermometer, digital or liquid thermometer,
activity sheets/cards activity sheets/cards
IV. PROCEDURES
A. Reviewing previous Identify the part of the Identify the part of the Review about thermometer. Review about thermometer.
lesson or presenting thermometer. thermometer.
the new lesson
B. Establishing a purpose for Estimate the Temperature Estimate the Temperature Solves routine and non- Solves routine and non-
the lesson
(e.g. inside the classroom) (e.g. inside the classroom) routine problems involving routine problems involving
temperature in real-life temperature in real-life
C. Presenting How do you know if you have How do you know if you have Give the temperature when Give the temperature when
examples/instances of the a fever? a fever? the liquid or digital the liquid or digital
new lesson
One has a fever if ones body One has a fever if ones body thermometer is: thermometer is:
temperature is above the temperature is above the at the freezing point of water at the freezing point of water
normal body temperature. normal body temperature. 10C below the normal body 10C below the normal body
The normal body The normal body temperature temperature
temperature is 37C? temperature is 37C? 25C above the boiling point 25C above the boiling point
What will you do if one of the What will you do if one of the of water of water
members of your family has a members of your family has between 30C to 40C between 30C to 40C
fever? a fever? at the boiling point of water at the boiling point of water
D. Discussing new concepts Present the situation to the Present the situation to the Show 2 glasses of water, one Show 2 glasses of water, one
class. class. has cold water and the other has cold water and the other
#1
Mother wants to find out if Mother wants to find out if has hot water. has hot water.
her son Rommel has fever. her son Rommel has fever.
Let the pupils get the actual Let the pupils get the actual
She got her thermometer and She got her thermometer and
found out that the mercury found out that the mercury temperature of the 2 glasses temperature of the 2 glasses
level in the thermometer is at level in the thermometer is at of water. Record the results. of water. Record the results.
38.5C, If the normal body 38.5C, If the normal body
temperature is 37.5C, how temperature is 37.5C, how Ask: Which of 2 has a higher Ask: Which of 2 has a higher
much higher is her sons much higher is her sons temperature? lower temperature? lower
temperature than the normal temperature than the normal
temperature? temperature?
body temperature? body temperature?
How much higher is the How much higher is the
230
Ask: What did Mother wants Ask: What did Mother wants temperature of one glass temperature of one glass
to find out? to find out? than the other? than the other?
What did she do? What did she do? Valuing: Getting the actual Valuing: Getting the actual
What kind of mother is she? What kind of mother is she? temperature of ones body is temperature of ones body is
Is your mother as kind as Is your mother as kind as important. important.
Rommels mother? Rommels mother? Why should we read the Why should we read the
Why is it important to know Why is it important to know thermometer with accuracy? thermometer with accuracy?
ones temperature? ones temperature?
Ask: What are the given Ask: What are the given
facts? facts?
What is asked in the What is asked in the
problem? problem?
What operation are you going What operation are you going
to use? to use?
Do we need the exact/ actual Do we need the exact/ actual
answer in the problem? answer in the problem?
What word/s suggests that What word/s suggests that
we need only to estimate? we need only to estimate?
E. Discussing new concepts Say: Estimating is an Say: Estimating is an Present a problem opener. Present a problem opener.
educated guess. There are educated guess. There are The weather report in one The weather report in one
#2
newspaper predicted the newspaper predicted the
times when an estimate is times when an estimate is
lowest temperature for the lowest temperature for the
needed and not the actual needed and not the actual day to be 24C and the day to be 24C and the
one. one. highest at 32C. What was highest at 32C. What was
the difference in the the difference in the
predicted temperatures for predicted temperatures for
that day? that day?
Marina has a fever. At 12 Marina has a fever. At 12

noon, her temperature noon, her temperature
increased by 1.8C from her increased by 1.8C from her
temperature at 7 A.M. Then temperature at 7 A.M. Then
her temperature went down her temperature went down
by 1,3C at 5 P.M. At 11 P.M., by 1,3C at 5 P.M. At 11 P.M.,
her temperature rose again her temperature rose again
231
by 1.1 C. If her temperature by 1.1 C. If her temperature
at 11 P.M. was 39.7C, what at 11 P.M. was 39.7C, what
was her temperature at 7 was her temperature at 7
A.M.? A.M.?
Ask: How are you going to Ask: How are you going to
solve each problem? solve each problem?
F. Developing mastery Ask: How is estimation Ask: How is estimation Group the pupils into four Group the pupils into four
3) done in the solution we have done in the solution we have learning teams. Ask the learning teams. Ask the
in the problem? in the problem? groups to work together in groups to work together in
What was done first to the What was done first to the Solve for the answer to each Solve for the answer to each
numbers? numbers? problem. Give the learning problem. Give the learning
Then, what was cancelled in Then, what was cancelled in teams enough time to do the teams enough time to do the
the rounded numbers? the rounded numbers? task. task.
Then what was done next? Then what was done next? Solution to Problem B : Using Solution to Problem B : Using
Say : Now, let us compare Say : Now, let us compare the 4- Step Plan the 4- Step Plan
the actual answer to the the actual answer to the Understand : Know what is Understand : Know what is
estimated one. estimated one. asked : What was Marinas asked : What was Marinas
Ask: Are the difference the Ask: Are the difference the temperature at 7 A.M.? temperature at 7 A.M.?
same or different? same or different?
How near or far is the How near or far is the
estimated answer to the estimated answer to the
What will you do if the What will you do if the
estimated answer is too large estimated answer is too large 39.9C - 1.3C 39.9C - 1.3C
or small compared to or small compared to
the actual one? the actual one?
Say: There are times that Say: There are times that
the estimated answer is too the estimated answer is too
long or small if we round both long or small if we round both
the numbers to the highest the numbers to the highest
place value. One way to place value. One way to
232
make our estimated answer make our estimated answer
reasonable or close to the reasonable or close to the
exact answer is by using exact answer is by using
compatible numbers. compatible numbers.
G. Finding practical Let the pupils study Explore Let the pupils study Explore After all groups have After all groups have
and Discover on page and Discover on page presented their output, ask presented their output, ask
________of the LM Math Grade ________of the LM Math Grade these questions. these questions.
4. Emphasize the estimating 4. Emphasize the estimating How did you find the activity? How did you find the activity?
of temperature. of temperature. How were you able to find How were you able to find
the answer to the problem? the answer to the problem?
In how many ways were you In how many ways were you
able to arrive at the answer. able to arrive at the answer.
Discuss with the pupils the Discuss with the pupils the
ways on how they were able ways on how they were able
to solve for the answer to to solve for the answer to
The problems. ( Use the 4- The problems. ( Use the 4-
step plan and illustrating a step plan and illustrating a
diagram) diagram)
Ask: Are there was by which Ask: Are there was by which
you can solve the given you can solve the given
problems? problems?
The first problem is an The first problem is an
example of a routine example of a routine
problem. Routine problem problem. Routine problem
solving concerns solving solving concerns solving
problems that are useful for problems that are useful for
daily living ( in the present or daily living ( in the present or
future). future).
The second problem is an The second problem is an
example of a non routine example of a non routine
233
problem. Non routine problem. Non routine
problem solving is mostly problem solving is mostly
concerned with developing concerned with developing
pupils mathematical pupils mathematical
reasoning reasoning
power and fostering the power and fostering the
understanding that understanding that
mathematics is a creative mathematics is a creative
endeavour. endeavour.
This kind of problem helps This kind of problem helps
the teacher to motivate and the teacher to motivate and
challenge their pupils. challenge their pupils.
Some strategies used in Some strategies used in
this kinds of problem are this kinds of problem are
Guess and Check, Drawing Guess and Check, Drawing
Diagram, Diagram,
Using patterns, Working Using patterns, Working
Backwards. Backwards.
H. Making generalizations Lead the pupils to generalize Lead the pupils to generalize Lead the pupils to give the Lead the pupils to give the
as follows. as follows. generalization by asking generalization by asking
the lesson
To estimate temperature, To estimate temperature, How do you solve routine and How do you solve routine and
round the number to the round the number to the
non- routine word problem non- routine word problem
highest place value and use highest place value and use
compatible numbers for the compatible numbers for the solving involving temperature solving involving temperature
number to be estimated. This number to be estimated. This in real life situation? in real life situation?
will make your estimated will make your estimated
temperature reasonable. temperature reasonable.
I. Evaluating learning Estimate the temperature. Estimate the temperature. Solve the following problems: Solve the following problems:
Give the estimated sum or Give the estimated sum or
difference. difference. The recorded temperatures The recorded temperatures
3.5 C higher than normal 3.5 C higher than normal for 5 days were 21C, 27C, for 5 days were 21C, 27C,
body temperature body temperature 29.2C,29.8C and 29.2C,29.8C and
234
10.5C below 0C 10.5C below 0C 30C.What was the average 30C.What was the average
Halfway between 78.6C and Halfway between 78.6C and temperature? temperature?
80.2C 80.2C A freezer is set at 0C. Corina A freezer is set at 0C. Corina
The sum of 32.4C and The sum of 32.4C and reset it to 8.5C. Did the reset it to 8.5C. Did the
33.8C 33.8C temperature in the freezer temperature in the freezer
The difference between The difference between rise Or drop? By how many rise Or drop? By how many
98.2C and 72.8C 98.2C and 72.8C degree? degree?
J. Additional activities for Estimate the temperature by Estimate the temperature by Solve the following problems; Solve the following problems;
application or rounding method. rounding method. show the solution in your show the solution in your
remediation
36.2C 36.2C notebook. notebook.
43.7C 43.7C From the normal body From the normal body
19.25C 19.25C temperature, Josephs temperature, Josephs
29.2C 29.2C temperature rose by 2,5c temperature rose by 2,5c
18.6C 18.6C due to high fever. What is due to high fever. What is
Josephs body temperature? Josephs body temperature?
The temperature reading is The temperature reading is
42C. It changed to 42C. It changed to
53.5C.by how much 53.5C.by how much
temperature was increased? temperature was increased?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
235
did these work?
solve?
other teachers?

Teaching Dates and March 20-24, 2017 Quarter
Time

I. OBJECTIVES Interprets data presented in different kinds of line graphs (single to double-line graph)
A. Content Standards demonstrates understanding demonstrates understanding REVIEW FOURTH PERIODICAL TEST FOURTH PERIODICAL TEST
of area, volume and of area, volume and
temperature. temperature.
B. Performance Standards is able to apply knowledge of is able to apply knowledge of

area, volume and area, volume and
temperature in mathematical temperature in mathematical
problems and real-life problems and real-life
situations. situations.
C. Learning
Competencies/Objectives interprets data presented in interprets data presented in
Write the LC code for different kinds of line graphs different kinds of line graphs
each (single to double-line graph). (single to double-line graph).
M5SP-IVh-3.5 M5SP-IVh-3.5
II. CONTENT Statistics and probability Statistics and probability
III. LEARNING
RESOURCES
A. References
236
pages
3. Textbook pages K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum
Guide, M5SP-IVh-3.5 Guide, M5SP-IVh-3.5
Lesson Guide in Elementary Lesson Guide in Elementary
Mathematics V pp.501-507
Mathematics V pp.501-507
(LR) portal
B. Other Learning Resources Conduct a review on Conduct a review on
interpreting data presented interpreting data presented
in a bar graph. in a bar graph.
IV. PROCEDURES
A. Reviewing previous Conduct a review on Conduct a review on
interpreting data presented interpreting data presented
the new lesson
in a bar graph. in a bar graph.
B. Establishing a purpose for Interprets data presented in Interprets data presented in

the lesson different kinds of line graphs different kinds of line graphs
(single to double-line graph) (single to double-line graph)
C. Presenting How many of you are How many of you are
examples/instances of the observant with the days observant with the days
new lesson
temperature? temperature?
Why does a weatherman Why does a weatherman
inform us about temperature inform us about temperature
readings? readings?
Why do you think there is a Why do you think there is a
need to check the days need to check the days
temperature from time to temperature from time to
time? time?
D. Discussing new concepts Present a line graph with Present a line graph with
complete parts and let the complete parts and let the
#1
pupil interpret the data. pupil interpret the data.
237
Ask: Ask:
What are the parts of a line What are the parts of a line
graph? graph?
Looking at the data, can you Looking at the data, can you
interpret what is presented interpret what is presented
by the graph? How? by the graph? How?
How does a line graph help in How does a line graph help in
data presentation? data presentation?
Is it important to have an Is it important to have an
accurate data? Why? accurate data? Why?
E. Discussing new concepts Group the pupils into five. Group the pupils into five.
Give activity sheets involving Give activity sheets involving
#2
line graph to each group for line graph to each group for
interpretation. interpretation.
Ask each group to work Ask each group to work
together in interpreting the together in interpreting the
data on the graph. Once data on the graph. Once
finished, the assign member finished, the assign member
will post their work on the will post their work on the
board and discuss their board and discuss their
answer. answer.
F. Developing mastery Each group will present their Each group will present their
3) interpretation of the graph. interpretation of the graph.
Then ask: Then ask:
How did you find the activity? How did you find the activity?
How were you able to How were you able to
interpret the graph? interpret the graph?
Discuss with the pupils how Discuss with the pupils how
to use the data to interpret to use the data to interpret
the graph. the graph.
G. Finding practical Discuss the presentation Discuss the presentation
238
applications of concepts under Explore and Discover under Explore and Discover
and skills in daily living on pages ___of LM Math on pages ___of LM Math
Grade V. Grade V.
Have the pupilswork on items Have the pupilswork on items
under Get Moving and the under Get Moving and the
items under Keep Moving on items under Keep Moving on
pages ____, LM Math Grade 5. pages ____, LM Math Grade 5.
H. Making generalizations Lead the pupils to give the Lead the pupils to give the
generalization of the lesson generalization of the lesson
the lesson
by asking: What are the parts by asking: What are the parts
of a line graph? Why is it of a line graph? Why is it
useful? How do we interpret useful? How do we interpret
data presented on a line data presented on a line
graph? graph?
I. Evaluating learning Study the line graph, and Study the line graph, and
then answer the question then answer the question
below. below.
What is the title of the graph? What is the title of the graph?
How many mangoes were How many mangoes were
harvested for the first two harvested for the first two
weeks? weeks?
In what week was there the In what week was there the
greatest amount of harvest? greatest amount of harvest?
What is the least amount of What is the least amount of
mango harvested? mango harvested?
What is the total amount of What is the total amount of
harvest for six weeks? harvest for six weeks?
J. Additional activities for Make a bar graph on your Make a bar graph on your
239
application or own. own.
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
below 80%
lesson
did these work?
solve?
other teachers?
240

Find GCF and Factors Using Division

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Find GCF and Factors Using Division

Uploaded by

Copyright:

Available Formats

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas

Monday Tuesday Wednesday Thursday Friday

A. Content Standards Weekly Test

2. demonstrates 2. demonstrates 2. demonstrates 2. demonstrates

M5NS-Id-68.2 M5NS-Id-68.2 M5NS-Id-68.2 M5NS-Id-68.2

There are 12 grade V and 18 There are 12 grade V and 18

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

demonstrates demonstrates demonstrates demonstrates

Allow each group to Allow each group to

answers. answers. to create. to create.

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

demonstrates demonstrates demonstrates demonstrates

Mathematics 6 p.172-173 Mathematics 6 p.172-173

Grace has 4 meters of cloth. Grace has 4 meters of cloth. 5 5

2 2 each of her friends. How each of her friends. How

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

Ask: Can you solve the

I. Evaluating learning Solve the following Create a problem using the

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday

2. demonstrates 2. demonstrates understanding of 2. demonstrates 2. demonstrates

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

2. demonstrates 2. demonstrates 2. demonstrates 2. demonstrates

How do we compare How do we compare

B. No. of learners who require

Monday Tuesday Wednesday Thursday Friday

2. demonstrates 2. demonstrates 2. demonstrates 2. demonstrates

Ask: Ask: How do we add decimals How do we add decimals

H. Making generalizations In adding/subtracting In adding/subtracting In adding/subtracting In adding/subtracting

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

2. demonstrates 2. demonstrates 2. demonstrates understanding 2. demonstrates understanding

What information is given in What information is given in

What should be done first so What should be done first so

About how much will he About how much will he

( Php13 000 Php10 900 = ( Php13 000 Php10 900 =

( Php12 720 ( Php9 889.99 ( Php12 720 ( Php9 889.99

E. Discussing new concepts Teacher prepares the Teacher prepares the

Provide each group by Provide each group by

As soon as all members of As soon as all members of

Ayen ordered palabok and Ayen ordered palabok and

Kate gave P 50 for mango Kate gave P 50 for mango

It was Tinas birthday. She It was Tinas birthday. She

Shane ran 3.75 km and Shane ran 3.75 km and

Mona bought a watch for Mona bought a watch for

GRADES 1 to 12 School Grade Level

Monday Tuesday Wednesday Thursday Friday

2. demonstrates 2. demonstrates 2. demonstrates 2. demonstrates

Station 3 Addition and Station 3 Addition and

We taught of the problem we We taught of the problem we

Monday Tuesday Wednesday Thursday Friday

2. demonstrates 2. demonstrates 2. demonstrates 2. demonstrates