Le

arning Area: Mathematics Date: November 28,2022 (Monday)

Grade Level: Five Inspected by:
Quarter: Second
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III

I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental
operations involving decimals and ratio and proportion
B. Performance Objective The learner is able to apply the four fundamental operations involving
decimals and ratio and proportion in mathematical problems and real-
life situations.
C. Learning Competencies Visualize multiplication of Decimals Using Pictorial Models
( Write the LC code for M5NS-IId-110
each) Page 59 of 109

II. CONTENT Visualizing Multiplication of Decimals Using Pictorial Models

( Subject Matter)

III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages Quarter 2 week 4 pp.
2. Learners Material Pages Quarter 2 week 4 pp.
Lesson Guide in Elem.
Math Gr. 5 p.274
3. Textbook pages
4. Additional Materials
from LRDMS
B. Other Learning flash cards, colored papers, marker(pentellpen), building blocks
Resources
IV. PROCEDURES Using flash cards for the following, the pupils will make an illustration of
A. Presenting the new the fraction on a piece of colored paper.
lesson Review
Solve the following mentally:
1.) Sophia bought 0.8 kg of hotdog. She placed 0.25 kg of it in the
refrigerator and cooked the rest. How much hotdog did she cooked?

B. Establishing a purpose of Using building blocks. Try to solve this problem.

the new lesson Baby Isabel plays with blocks. Each block measures 3.7 inches tall. She
(Motivation) has a collection of 41 blocks. If she could stack all the blocks up one on
top of the other. How many inches tall would her tower be.
C. Presenting Examples/ . Presentation
instances of the new Present this situation.
lesson( Presentation) Mr. Dizon’s farm is 0.3 km long and 0.1 km wide. How big is his land?

D. Discussing new concepts The pupils will answer in groups.

and practicing new skills a. Into how many parts is the whole divided?
no.1 b. How is 0.3 shown in the grid? What about 0.1?
( Modeling) c. How many squares are double shaded?
In fraction form write 1/10 of 1/3 = 1/10 x 3/10 = 3/100
Another way of writing fraction is in decimal form. 0.1 of 0.3 = 0.1 x 0.3 =
0.03
d. How many decimal places are there in both factors? How about in
product?
E. Discussing new concepts After all the groups have presented their answer, ask: Which group
and practicing new skills was/were able
no.2 to give all correct answers? Which group/s missed an answer? Which
( Guided Practice) group/s did not get any correct answer?

F. Developing Mastery Discuss the presentation on Explore and Discover on page ___ of LM in
(Leads to Formative Math
Assessment 3.) Grade 5
( Independent Practice ) b. Ask the pupils to work on Get Moving on page ____ of LM in Math
Grade 5

G. Finding practical Using an illustration, give the answer of the following.

application of concepts and 1. Every morning Yvan goes jogging. He can jog a distance of 0.9
skills in daily living kilometers. How
( Application/Valuing) many kilometers can he jog in 6 days? (number lines)

2. A rectangular table is 0.8 m long and 0.5 m wide. Find its area. (paper
grid)

H. Making Generalization Lead the pupils to generalize that:

and abstraction about the Multiplying decimals can be visualized by representing each
lesson ( Generalization) factor with the horizontal
and vertical lines placed over the other. The double shaded part
represents the answer
to the equation.

I. Evaluating learning Write the correct multiplication equation for each of the following
numbers
represented by the shaded region
B. Shade the pictures to represent each number sentence.

J.Additional activities for Prepare paper grid divided into 100 equal parts and be ready to show
application and remediation your own multiplication equation of decimals.
(Assignment)
V. REMARKS
VI. REFLECTION
 A. No. of learner who earned
80%

B .No. of learner who scored

below 80% ( needs
remediation)

C. No. of learners who have

caught up with the lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well? Why?

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish to
share w/other teacher?

Le
arning Area: Mathematics Date: November 29,2022 (Tuesday)
Grade Level: Five Inspected by:

VILLALUZ V. PAHILAGMAGO/Head Teacher III

Quarter: Second
Teacher: Felmar M. Lamac
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental
operations involving decimals and ratio and proportion
B. Performance Objective The learner is able to apply the four fundamental operations involving
decimals and ratio and proportion in mathematical problems and real-
life situations.
C. Learning Competencies Visualize multiplication of Decimals Using Pictorial Models
( Write the LC code for M5NS-IId-110
each) Page 59 of 109

II. CONTENT Visualizing Multiplication of Decimals Using Pictorial Models

( Subject Matter)

III.LEARNING
RESOURCES
A. References
1. Teachers Guide pages Quarter 2 week 4 pp.
2. Learners Material Pages Quarter 2 week 4 pp.
MISOSA Grade 5 Module- Multiplication of Decimals and Whole
Numbers.

3. Textbook pages
4. Additional Materials
from LRDMS
B. Other Learning Cards with whole and decimal numbers, charts, cube/dice with numbers
Resources and activity
sheet

IV. PROCEDURES 1. Drill

A. Presenting the new lesson Flash cards of basic multiplication facts.
2. Review
Tossing Dice
Materials: two dice with the following faces.
1.2 , 3.5 . 2.6 , 4.1 , 1.2
, 3.3
Mechanics:
a. Distribute 2 cubes to each group.
b. One pupil rolls the cube and the other records the face up digit.
c. The group who gives the most number of correct answers wins the
game.

B. Establishing a purpose Which are decimals?

of the new lesson Which are whole numbers?
(Motivation) What’s the difference between a whole number and a decimal number?
Can we multiply the two numbers?

C. Presenting Examples/ Rudolf lives 2.4 km from school. How far does he ride in going to and
instances of the new from the school?
lesson( Presentation) a. How far is Rudolf’s house from the school?
 b. What is being asked in the problem?

D. Discussing new concepts To find the answer we multiply 2.4 by

and practicing new skills Solution:
no.1 2.4
( Modeling) X 2
4.8 2x4

2x2

E. Discussing new concepts After the activity, see to it that the teacher immediately sets remedial for
and practicing new skills those who got the wrong answers.
no.2 Ask: Did you learn something from the activity?
( Guided Practice) How did you get the answer
Did you follow the steps?

F.Developing Mastery . Discuss the predentstion on Explore and Discover page ___ of LM Math
(Leads to Formative Grade 5.
Assessment 3.)
( Independent Practice ) b. Ask the pupils to work on Get Mowing and Keep Moving page ___
of LM Math Grade 5.
G. Finding practical
application of concepts and X 2.6 11.92
skills in daily living
( Application/Valuing) 4 ___ _____
__

12 ___ _____
__
Complete the table by giving each product

H. Making Generalization Lead the pupils to generalize that:

 and abstraction about the To multiply decimals by whole numbers, multiply like whole
lesson ( Generalization) numbers then count the number of decimal places in the factors. The
sum of the number of decimal places in the factor is equal to the number
of decimal places in the product.

I. Evaluating learning Copy and give the product.

1.) 0.76 2.) 0.12 3.) 16.57

X 4 X 5 X 6

Give the missing numbers.

1. If 367 x 28 = 10276, what is 36.7 x 28 equal to?
2. If 163 x 7 = 1141, what is 1.63 x 7 equal to?
J. Additional activities for Write the product with the decimal point in the correct place. Then be
application and remediation ready to read your answer.
(Assignment)
1.) 6.48 2.) 20.6 3.) 3.65
X 32 X 18 X 23

4.) 2. 34 5.) 12.23

X 12 X 13

V. REMARKS
VI. REFLECTION
A. No. of learner who earned
80%

B .No. of learner who scored

below 80% ( needs
remediation)

C. No. of learners who have

caught up with the lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well? Why?

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish to
share w/other teacher?
 Le
arning Area: Mathematics Date: November 30,2022 (Wednesday)
Grade Level: Five Inspected by:
Quarter: Second
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental
operations involving decimals and ratio and proportion
B. Performance Objective The learner is able to apply the four fundamental operations involving
decimals and ratio and proportion in mathematical problems and real-
life situations.
C. Learning Competencies Visualize multiplication of Decimals Using Pictorial Models
( Write the LC code for M5NS-IId-110
each) Page 59 of 109

II. CONTENT Visualizing Multiplication of Decimals Using Pictorial Models

( Subject Matter)

III.LEARNING “ BONIFACIO DAY- REGULAR HOLIDAY”

RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material Pages
3. Textbook pages
4. Additional Materials
from LRDMS
B. Other Learning
Resources
IV. PROCEDURES
A. Presenting the new lesson
B.Establishing a purpose of the
new lesson
(Motivation)
C. Presenting Examples/
instances of the new
lesson( Presentation)
D. Discussing new concepts
and practicing new skills
no.1
( Modeling)

E. Discussing new concepts

and practicing new skills
 no.2
( Guided Practice)

F.Developing Mastery
(Leads to Formative
Assessment 3.)
( Independent Practice )

G. Finding practical
application of concepts and
skills in daily living
( Application/Valuing)
H. Making Generalization
and abstraction about the
lesson ( Generalization)
I. Evaluating learning
J. Additional activities for
application and remediation
(Assignment)
V. REMARKS
VI. REFLECTION
A. No. of learner who earned
80%

B .No. of learner who scored

below 80% ( needs
remediation)

C. No. of learners who have

caught up with the lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well? Why?

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish to
share w/other teacher?
 Le
arning Area: Mathematics Date: December 01,2022 (Thursday)
Grade Level: Five Inspected by:
Quarter: Second
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III

I. OBJECTIVES
 A. Content Standards The learner demonstrates understanding of the four fundamental
operations involving decimals and ratio and proportion
B. Performance Objective The learner is able to apply the four fundamental operations involving
decimals and ratio and proportion in mathematical problems and real-
life situations.
C. Learning Competencies Multiplies decimals with factors up to 2 decimal places.
( Write the LC code for M5Ns-IId-III.2,
each) Page 59 of 109

II. CONTENT Multiplying decimals with factors up to 2 decimal places

( Subject Matter)

III.LEARNING
RESOURCES
A. References
1. Teachers Guide pages Quarter 2 week 4 pp.
2. Learners Material Pages Quarter 2 week 4 pp.
LG in Elementary Mathematics Grade 5 p.279-282, MISOSA Grade 5,
Module Multiplication of Decimals Through Hundredths

3. Textbook pages
4. Additional Materials
from LRDMS
B. Other Learning Multiplication wheel, 10 by 10 grid (transparent plastic)
Resources

IV. PROCEDURES 1. Drill

A. Presenting the new lesson Basic Multiplication Facts
Using multiplication wheel.
2. Review
If you have three ₱ 500.00 bills, how much do you have in all? At
₱ 12.75 for each
ripe mango, how much will 6 ripe mangoes cost?

B.Establishing a purpose of the How many of you have gone to Luneta? Fort Santiago? What do you
new lesson usually see in these place?
(Motivation)

C. Presenting Examples/ The park is rectangular in shape and measures 0.3 km long and 0.2 km
instances of the new wide.
lesson( Presentation) a. What picture do you have in your mind when you read the problem?
b. What are the signs that you usually see in the park?
c. As a good boy or girl what must you do with signs that you see in the
problem?
d. What is asked in the problem?
e. How shall we solve it?

D. Discussing new concepts . Performing the Activities

and practicing new skills Use of Grid
no.1 To find the area, we multiply the length and the width.
( Modeling) Step 1: Multiply the digit as if you are multiplying whole numbers.
Step 2: Count the number of decimal places in the multiplicand and
 multiplier. The sum of the number of decimal places in the factors is
equal to the number of decimal places in the product.
Step 3: Add zero, if necessary.
0.3 x 0.2 = 0.06

E. Discussing new concepts After the activity, check whether the answer of your pupils are correct.
and practicing new skills Put immediate action on the pupils that got the wrong answer.
no.2
( Guided Practice)

F.Developing Mastery . Discuss the presentation on Explore and Discover on page ___ of LM
(Leads to Formative Math Grade 5
Assessment 3.) b. Ask the pupils to work on Get Moving and Keep Moving on page ___
( Independent Practice ) of LM Math Grade 5

G. Finding practical 1. A lot has a length of 0.4 and 0.3 wide. What it its area?
application of concepts and
skills in daily living 2. A painting having a dimension of 0.4 m and 0.8 m is to be wrapped
( Application/Valuing) with a cloth 0.4 m
larger than its dimensions. What is the area of the cloth?

For more exercises, ask the pupils to answer Apply Your Skills, page ___
of LM Math Grade 5.
H. Making Generalization Lead the pupils to generalize that:
and abstraction about the In multiplying decimals with factors up to 2 decimal
lesson ( Generalization) places, multiply like multiplying whole numbers. Place the decimal point
In the product equal to the sum of the number of decimal places in both
factors.

I. Evaluating learning Give the products mentally.

1.0.4 2.0.6 3.0.7

x 0.5 x 0.8 x 0.3
4.0.9 5.0.9
x 0.5 x 0.8

J. Additional activities for Copy and complete each table.

application and remediation x 0.3 0.4 0.5
(Assignment) 1. 0.6
2. 0.7
3. 0.8
x 0.6 0.7 0.8
1. 3.4
2. 1.2
3. 0.6
V. REMARKS
IV. REFLECTION
A. No. of learner who earned
80%
 B .No. of learner who scored
below 80% ( needs
remediation)

C. No. of learners who have

caught up with the lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well? Why?

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish to
share w/other teacher?

Le
arning Area: Mathematics Date: December 02,2022 (Friday)
Grade Level: Five Inspected by:
Quarter: Second
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental
operations involving decimals and ratio and proportion
B. Performance Objective The learner is able to apply the four fundamental operations involving
decimals and ratio and proportion in mathematical problems and real-
life situations.
C. Learning Competencies Multiplies decimals with factors up to 2 decimal places.
( Write the LC code for M5Ns-IId-III.2,
each) Page 59 of 109

II. CONTENT Multiplying decimals with factors up to 2 decimal places

 ( Subject Matter)

III.LEARNING
RESOURCES
A. References
1. Teachers Guide pages Quarter 2 week 4 pp.
2. Learners Material Pages Quarter 2 week 4 pp.
LG in Elementary Mathematics Grade 5 p.279-282, MISOSA Grade 5,
Module Multiplication of Decimals Through Hundreths

3. Textbook pages
4. Additional Materials
from LRDMS
B. Other Learning flash cards, colored papers, marker(pentellpen), building blocks
Resources
IV. PROCEDURES Drill
A. Presenting the new lesson Basic Multiplication Facts
Using multiplication wheel.
2. Review
If you have three ₱ 500.00 bills, how much do you have in all? At
₱ 12.75 for each
ripe mango, how much will 6 ripe mangoes cost?

B.Establishing a purpose of the How many of you have gone to Luneta? Fort Santiago? What do you
new lesson usually see in these place?
(Motivation)

C. Presenting Examples/ The park is rectangular in shape and measures 0.3 km long and 0.2 km
instances of the new wide.
lesson( Presentation) a. What picture do you have in your mind when you read the problem?
b. What are the signs that you usually see in the park?
c. As a good boy or girl what must you do with signs that you see in the
problem?
d. What is asked in the problem?
e. How shall we solve it?

D. Discussing new concepts Performing the Activities

and practicing new skills Use of Grid
no.1 To find the area, we multiply the length and the width.
( Modeling) Step 1: Multiply the digit as if you are multiplying whole numbers.
Step 2: Count the number of decimal places in the multiplicand and
multiplier. The sum of the number of decimal places in the factors is
equal to the number of decimal places in the product.
Step 3: Add zero, if necessary.
0.3 x 0.2 = 0.06

E. Discussing new concepts After the activity, check whether the answer of your pupils are correct.
and practicing new skills Put immediate action on the pupils that got the wrong answer.
no.2
( Guided Practice)
F.Developing Mastery . Discuss the presentation on Explore and Discover on page ___ of LM
(Leads to Formative Math Grade 5
Assessment 3.) b. Ask the pupils to work on Get Moving and Keep Moving on page ___
( Independent Practice ) of LM Math Grade 5

G. Finding practical 1. A lot has a length of 0.4 and 0.3 wide. What it its area?
application of concepts and
skills in daily living 2. A painting having a dimension of 0.4 m and 0.8 m is to be wrapped
( Application/Valuing) with a cloth 0.4 m
larger than its dimensions. What is the area of the cloth?

For more exercises, ask the pupils to answer Apply Your Skills, page ___
of LM Math Grade 5.

H. Making Generalization Lead the pupils to generalize that:

and abstraction about the In multiplying decimals with factors up to 2 decimal
lesson ( Generalization) places, multiply like multiplying whole numbers. Place the decimal point
In the product equal to the sum of the number of decimal places in both
factors.

I. Evaluating learning Give the products mentally.

1.0.4 2.0.6 3.0.7

x 0.5 x 0.8 x 0.3
4.0.9 5.0.9
x 0.5 x 0.8

J. Additional activities for Copy and complete each table.

application and remediation x 0.3 0.4 0.5
(Assignment) 1. 0.6
2. 0.7
3. 0.8
x 0.6 0.7 0.8
1. 3.4
2. 1.2
3. 0.6
V. REMARKS
VI. REFLECTION
A. No. of learner who earned
80%

B .No. of learner who scored

below 80% ( needs
remediation)

C. No. of learners who have

caught up with the lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well? Why?

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish to
share w/other teacher?