School: STA.

INES ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: KRISTINE CASANDRA F. DELA CRUZ Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: JUNE 10 – 14, 2019 (WEEK 2) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

06-10-19 06-11-19 06-12-19 06-13-19 06-14-19
I. OBJECTIVES
A. Content Standards
1. understanding of whole numbers up to 10 000 000.
2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

B. Performance Standards
1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.
2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life
situations.

C. Learning Uses divisibility rules for 2, 5 and Uses divisibility rules for 3, 6 and 9 Uses divisibility rules for 4, 8, 12
Competencies/Objectives 10to find common factors to find common factors and 11 to find common factors
INDEPENDENCE Weekly Test
Write the LC code for each Code: M5NS-Ib 58.1/Page 53 of M5NS-Ib-58.2/Page 53 of 109 Code: M5NS-Ib 58.3/Page 53 of 109
109 DAY
II. CONTENT Using Divisibility rules for 2, 5 Using Divisibility rules for 3, 6 and 9 Using Divisibility rules for 4, 8, 12
and 10 to find common factors to find common factors and 11 to find common factors
III. LEARNING RESOURCES
A. References Curriculum Guide in Math 5
1. Teacher’s Guide pages TG/Week 2 TG/Week 2 TG/Week 2
2. Learner’s Material pages LM/Week 2/DLP Gr. 4 Module 4, LM/Week 2/DLP Gr. 5 Module 1, 12 LM/Week 2 /DLP Gr. 5 Module 1,
Gr. 5  Lesson Guide in Elem. 12
Module 1, 12 Math Gr. 5 p.51, 57
 Lesson Guide in Elem.
Math Gr. 5 p.48
3. Textbook pages Growing Up with Math 5 p. 97 Growing Up with Math 5 p. 97 Growing Up with Math 5 p. 97

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources flash cards, pocket chart, flash cards, pocket chart, problem flash cards, pocket chart, problem
problem written on the chart.
written on the chart. written on the chart.
IV. PROCEDURES
A. Reviewing previous lesson 1.Drill 1.Drill 1.Drill
 or presenting the new Mental Drills on Easy Division (3- Division Division
lesson a.426 ÷ 6 = n a.488 ÷ 8 = n
digit dividends by 1-digit divisor)
b.164 ÷ 2 = n b.168 ÷ 4 = n
using flash cards c.357 ÷ 7 = n c.132 ÷ 12 = n
d.555 ÷ 5 = n d.143 ÷ 11 = n
a.248÷ 4 = n
b.126 ÷ 3 = n 2.Review 2.Review
c.522 ÷ 6 = n Conduct a review on the divisibility Conduct a review on the divisibility
rules of 2, 5 and 10. rules of 3, 6 and 9.
d.255 ÷ 5 = n Teacher produces small Teacher produces small cards with
2.Review cards with check marks. Have check marks. Have students place
students place the check cards the check cards under the correct
On multiples of a number under the correct column by which column by which the numbers are
Give the first three multiples of: the numbers are visible. visible
2 5 10 3 6 9
1.4 2.3 3.5 4.6 5.8
4000 4110

4124 423

875 846

726 630

B. Establishing a purpose for the 3.Motivation 3.Motivation 3.Motivation

lesson Playing “the boat is sinking”
Who among you are members of Who among you are actively
The students will group
themselves according to the the student council? As a member participating in the outreach
number called out by the
what do you usually do to help your programs of your school? Are you
teacher. Students who failed to
group themselves according to co- students in school? happy with your participation?
that number sit down and are
Original File Submitted and
out of the game.
While the game is in Formatted by DepEd Club Member
progress, teacher writes data on
- visit depedclub.com for more
the board.

C. Presenting examples/instances 1.Presentation

On a certain bakery, there were 1.Presentation
The school janitors are setting 1.Presentation
of the new lesson Present
up theeach problem
hall for to the class.
the students’ Present the problem to the class.
Present the problem
230 monay breads to the class.
be placed
council meeting. There are a
on trays. The baker wants to total of 297 monoblock chairs
which they have to set up in
arrange them in either 2, 5 or 10
either rows of 3,6 or 9. Which
rows. Would it be possible for are possible set ups?
 During the OplanKalinisan, 1000
pupils joined the cleanliness
campaign. Teacher Edna thought
of dividing them into 8 members
each. Was she able to divide them
with every student as a member of
a group ?
a. Ask the students: If you
were one of those who have to set
up the hall, what would you do?
Ask: How many monay breads Would you got ahead and try to
make rows of 3, 6 or 9? Is there an
were in the bakery? easier way?
What does the problem b. Tell the students that using Ask: How many pupils
the divisibility rules will help in joined the campaign?
askedyou to find identifying if a number is divisible What does the problem
How will you find the answer to by another number without actual askedyou to find?
division. How will you find the
the problem? c. Elicit examples of numbers answer to the problem
that are divisible by 3,6 or 9.Have
the students look at the sum of the
digits of each of the numbers. Elicit
patterns and observations.
D. Discussing new concepts and 2.Performing the Activities 2.Performing the Activities 2. Performing the Activities
practicing new skills #1 Ask the pupils to work in pairs in Group the pupils into four working Ask the pupils to work in pairs in
solving the problem. teams and have them perform the solving the problem.
Solution 1A : Dividing 230 by 2 task. Solution 1 : Dividing 1000 by 8
230 ÷ 2 = 165,arranging 1000 ÷ 8 = 125, each student is a
the breads by 2’s is possible member of the group
Solution 1B : Using the Solution 2 : Using the divisibility
divisibility rule for 2 rule for 8
All even nos. are divisible by 2 A number ending in three zeros is
230 is an even no., therefore it is divisible by 8
divisible by 2, arrangement of 1000 ends in three zeros, therefore
bread by 2’s is possible it is divisible by 8,each student is a
Solution 2A: Dividing 230 by 5 member of the group
230 ÷ 5 = 46, arranging
by 5’s is possible Group Activity: Using the divisibility
Solution 2B: Using the rules for 4, 8, 12 or 11
divisibility rule for 5
Numbers ending in 0 and 5 are
divisible by 5
230 ends in 0, therefore it is
divisible by 5, arrangement of
 bread by 5’s is possible.

Solution 3A: Dividing 230 by 10

230 ÷ 10 = 23, arranging
breads by 10’s is possible
Solution 3B: Using divisibility
rule for 10
Numbers ending in 0 are divisible
by 10
230 ends in 0, therefore it is
divisible by 10, arrangement of
breads by 10’s is possible
Group Activity: Using the
divisibility rules for 2, 5 and 10

E. Discussing new concepts and Processing the Activities 3.Processing the Activities
practicing new skills #2 Processing the Activities •We used the divisibility rule to •How did you find the activity?
•How did you find the activity? know if the number is divisible by •How did we know if a number is
•How did we know if a number is 3 ,6 or 9 divisible by another number?
divisible by another number? •The number is divisible by 3,6 or 9 •How did we know if 4 8 12 and 11
•How did we know if 2 , 5 and if they have these numbers as their are factors of a number?
10 are factors of a number? factors

F. Developing mastery .Reinforcing the Concept and Skill 4.Reinforcing the Concept and Skill 4.Reinforcing the Concept and Skill
(Leads to Formative
Discuss the presentation. On Discuss the presentation. On page Discuss the presentation. On page
Assessment 3)
page ___ of LM Math Grade V, ___ of LM Math Grade V, ___ of LM Math Grade V,
Have the pupils solve the Have the pupils solve the following Have the pupils solve the following
following exercises. exercises. exercises.
Put a check under the correct Put a check under the correct Put a check under the correct
 column applying the rules for column applying the rules for column applying the rules for
divisibility.\ divisibility divisibility.
2 5 10 3 6 9 4 8 12

6345 315 56784

8000 120 5000

4970 8640 4376

2560 4176 1224

G. Finding practical applications . Applying to New and Other Applying to New and Other Applying to New and Other
of concepts and skills in daily
Situations Situations Situations
living
Have the pupils do the exercises Have the pupils do the exercises Have the pupils do the exercises
under Apply your Skills on page under Apply your Skills on page LM under Apply your Skills on page LM
LM Math Grade V. Encourage Math Grade V. Encourage some Math Grade V. Encourage some
some pupils to show and discuss pupils to show and discuss the pupils to show and discuss the
the answers. answers. answers.
H. Making generalizations and Summarizing the Lesson Summarizing the Lesson Summarizing the Lesson
abstractions about the lesson How do we find the factors of a
How do we find the factors of a How do we find the factors
number using divisibility rules?
•We recall and apply the rules on number using divisibility rules? of a number using divisibility rules?
divisibility for 2, 5 and 10.
•We recall and apply the rules on •We recall and apply the rules on
 Divisibility rule for 2
All even nos. are divisible by 2 divisibility for 3, 6 or 9 . divisibility for 4, 8, 12 or 11
Divisibility rule for 5
Divisible by 3: sum of digits of the
Numbers ending in 0 and 5 are
divisible by 5 number is divisible by 3
Divisibility rule for 10
Divisible by 6: number is divisible
Numbers ending in 0 are divisible
by 10 by both 2 and 3
Divisible by 9: sum of the digits of
the number is divisible by 9
I. Evaluating learning C.Assessment C.Assessment C. Assessment
 Using the divisibility rule, Using the divisibility rule, encircle Using the divisibility rule, encircle
encircle the numbers whose the numbers whose factors are the numbers whose factors are the
factors are the given number the given number before each item. given number before each item.
before each item. 3___ 1. 84 346 57 4___ 1. 84 480 60
2__ _ 1. 88 470 264 264
90 294 9____ 2.299 627 657 8____ 2.2000 3928
5__ __ 2.5000 7528 846 6000 846
6010 845 3____ 3.312 799 843 12___3.372 756 840
10_ __3.370 950 579 579
840 530 6_____4.378 216 1953 11____4.378 352 1132
10____4.370 355 117 143
3455 140 6_____5.477 357 296 4____5.477 524 296
5 ___5.470 830 346 342
525 450
J. Additional activities for Remediation Remediation D.Home Activity
application or remediation Write on the blank before each Using the divisibility rule Remediation
item whether the given number put a check on the blank if the Using the divisibility rule, put a
is divisible by 2, 5 and 10 second number is a factor of the check on the blank if the second
1. 16 _______ first number. number is a factor of the first
2. 125 ______ 1. 459,3 _____ number.
3. 30 _______ 2. 261,6 _____ 1. 436,4 _____
4. 344 ______ 3. 6453,9 ____ 2. 263,12 _____
5. 650 ______ 4. 345,3 _____ 3. 2328,8 ____
5. 114,6 _____ 4. 346,4 _____
6. 5. 114,11 _____

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
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?