School: SAKSAK ELEMENTARY SCHOOL Grade Level: V-INDIGO

GRADES 1 to 10
Teacher: CAROLINE A. FERNANDEZ Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: AUGUST 19 - 23, 2024 (WEEK 4) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 a.Find the common factors and the GCF of two – four numbers using continuous division a.Identify the multiples of a given number
Competencies/Objective b.Compute the GCF of the given numbers using continuous division b.Find the common multiples and LCM of two – four numbers
s M5NS-Id-68.2/Page 54 of 109 using continuous division
Write the LC code for c.Write the LCM of the given numbers using continuous division
each M5NS-Id-69.2/ Page 54 of 109
II. CONTENT Finds the common factors and the GCF of two - four numbers using continuous division Finds the common multiples and LCM of two - four numbers using
continuous division
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material  DLP Gr. 5 Module 9 DLP Gr. 5 Module 11
pages  BEAM LG Gr. 6 – NumberTheory  BEAM LG Gr. 6 – NumberTheory
 Lesson Guide in Elem.Math Gr. 5 p.33, Gr. 6 p.148  Lesson Guide in Elem.Math Gr. 5 p.44, Gr. 6 p.151
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning strips of cartolina, boxes, Flaglets, flash cards flashcards, strips of cartolina, coins, boxes, ruler
Resources
IV. PROCEDURES
A. Reviewing previous A.Preliminary Activities 1.Drill
lesson or presenting Game – Skip Counting
the new lesson 1.Drill Mechanics:
a.Divide the pupils into 4
Game – Flaglets Race
groups.
Have a drill on the basic multiplication facts using the game “Flaglets b.Flash the cards one at a
time and say, “Give the next
Race”
three numbers in the
Mechanics: sequence.”
Example:
a.Divide the class into four groups. The leader gets the flags.
b.The teacher will flash the number written in the cartolina strips. 0, 3, 6, 9, ___, ____
c.Ask the first member of each group to give the factors of the
The first group, who can
number. give the correct answer,
earns a point.
d.The pupil who raises the flag first, gives the answer. The team gets
c.The game continues until
the point if the answer is correct. For every correct answer, a flag is all cards have been flashed.
The group with the most
attached to a maze until a team reaches the finish line. If the answer is
number of points wins the
incorrect, the pupil from the other team will give his/her answer. game.
Review
e.The team whose flaglets reach the finish line first wins the contest.
Review how to use the
listing method to get the
2.Review
LCM of the given number.
Game – Climbing the Ladder “Reach for the Star”
List some multiplies of two
Mechanics:
given numbers.
a.Divide the pupils into 2 groups.
Write the common
b.Flash the cards with numbers.
multiplies.
c.The pupils identify the number whether it is prime or composite
The smallest common
numbers. The first pupil who answers correctly climbs one step of the
multiple is the LCM
ladder.
3 6 9 12 15
d.The group who first reaches the top is the winner.

4 8 12 16 20

Divide the class into 4

groups. Let each group get
the strip of cartolina and
 complete the given chart.
Get the LCM using Listing
method.
Numbers

1) 6
10

2) 10
21

3) 9
12

4) 8
40

B. Establishing a purpose 3.Motivation 3.Motivation

for the lesson Show a picture of a girl helping her mother in their garden. Ask the
Show a picture of a boy and
pupils to tell something about the picture. Elicit the value of
helpfulness. a girl collecting used plastic
Ask: how do you show helpfulness at home? In school? Is it good to be
bottles. Ask the pupils to tell
helpful? Why?
something about the
picture. Elicit the value of
recycling used objects.
Ask: What are the objects
that can be recycle? What
do you do in the used
objects like plastic bottles,
used papers, glass bottles
etc,. What are the good
effects of recycling in our
 environment?
C. Presenting 1.Presentation 1.Presentation
examples/instances of Present this problem to the
Present this problem to the class.
the new lesson class.
Have the pupils read the
problem. Then ask: What
did Richard and Francis
collected? What does the
problem ask for? How will
you solve for the answer to
the problem? Can you think
Have the pupils read the problem. Then ask: How many of ways to solve it?
bougainvillea plants were sold? How many rose plants were sold? Original File Submitted and
Formatted by DepEd Club
What do Kendra and her mother needs to do with the bougainvillea Member - visit
plants and rose plants? How will you solve for the answer to the depedclub.com for more

problem?
a.Using the same given numbers 36 and 60, find the GCF by using
continuous division.
b.Guide the pupils to get the GCF of the given numbers.
•Ask the pupil to write the number horizontally.
36 60
•What prime number can divide 36 and 60? (12)
2 36 60
•Ask the pupils to divide the numbers by the given prime number.
Write the quotients below the dividends.
2 36 60
18 30
•Continue the process until none of the numbers have a common
divisor.
2 36 60
2 18 30
3 9 15
 3 5
Therefore the GCF is 2 x 2 x 3 = 12.
•What is the GCF of 36 and 60?
•How did you get the GCF of 36 and 60?
By getting the product of all the prime divisor or the common factors,
we obtain the GCF of the given numbers.
D. Discussing new concepts Performing the Activities 2.Performing the Activities
and practicing new skills Group the pupils into 4 working teams and have them perform the Group the pupils into 5
#1 task using continuous division. groups. Give each group a
1.Richard bakes 42 cupcakes and 54 cookies. He plans to pack them Manila paper and pentel
separately in small boxes. What is the biggest number of cupcakes and pen for their solutions and
cookies that can be placed in boxes if these are of the same number? answer s. Tell the pupils
Solution: 2 42 54 that there are three ways of
3 21 27 Prime divisors getting the LCM the listing,
7 9 are (2 x 3) prime factorization and the
GCF is 6 continuous division.
2.There are 12 grade V and 18 grade VI pupils who will join the
basketball team. What is the greatest number of Grade V and Grade 8 1 2 3 4 4 5 6 7 8 8 9
VI pupils that can be grouped together if all pupils are to be included? 6 4 2 0 8 6 4 2 0 8 6
Solution: 2 12 18
Prime divisors
3 4 6
2 3
are (2 x 3) 1 2 3 4 6 7 8 9 1 1 1 1
GCF is 6
2 4 6 8 0 2 4 6 0 2 3 4
1. If the numbers are 81 and 99, what is the GCF?
Solution: 3 81 99 8 0 2 4
Prime divisors
3 9 33
are (3 x 3)
GCF is 9
3 11 1.By Listing Method

3Name the common factors of 39, 65, 117 2.By Prime Factorization
Solution: 8 =2x2x2
13 39 65 117 Prime 12 = 2 x 2 x 3
13 5 9 divisor is 13 LCM = 2 x 2 x 2 x 3
GCF is 13
3.Using the same given
numbers 8 and 12, find the
4.Find the GCF of 25 75 105 120 multiples and the LCM by
Solution: 5 25 75 105 120 using continuous division.
Prime Guide the pupils to get the
5 15 21 2 divisor is 5 multiples and the LCM of
GCF is 5 the given numbers.
 2 8 12
2 4 6 Therefore
the LCM is 2 x 2 x 2 x 3 =.24
2 3
•What is the LCM of 8 and
12?
•How did you get the LCM
of 8 and 12?
By getting the product of all
the prime divisor and the
last set of quotients we get
the Least Common
Multiples (LCM).
E. Discussing new concepts 3.Processing the Activities 3.Processing the Activities
and practicing new skills Ask the groups to present and discuss their answers on the board. Let the groups present their
#2 Expected answer: outputs.
• We solved problem by continuous division, we multiply the Ask: How did you solve the
prime divisors to get the GCF. correct answer? Which
multiples are common to 8
and 12? What is the
smallest multiple common
to 8 and 12?
Expected answer:
•We solved problem by
listing method
•We get the LCM using
prime factorization
•We solved problem using
continuous division; getting
the product of all the prime
divisor and the last set of
quotients we get the Least
Common Multiples (LCM).
F. Developing mastery 4.Reinforcing the 4.Reinforcing the Concepts/Lesson
(Leads to Formative Concepts/Lesson Discuss the presentation on page 4
Assessment 3) A.Discuss the presentation on top of LM Math Grade 5, and then give
of page 1 of LM Math Grade 5. the following exercises.
B.Have the pupils do the following A. Find the least common
activities. multiples of the following pairs of
C.Find the common factors and numbers using continuous division.
the GCF of the following pairs of a)25 and 50
numbers using continuous b)b) 7 and 14
division. c)c) 4, 6, 8, and 9
a)50 and 100 d)6 , 9 and 18
 b) 66 and 99 c) e)e) 3, 8 and 15
9, 27 and 81 f)f) 7, 9, 21 and 63
d)12 , 16 and 24 Ask pupils to work on exercises A
e) 18, 30 and 42 and B under Get Moving on pages 4
Ask pupils to work on exercises A and 5 LM Math Grade 5. Check the
and B under Get Moving on pages pupils’ answers. For mastery, have
1 and 2 LM Math Grade 5. Check them answer the exercises under
the pupils’ answers. For mastery, Keep Moving on page 5 of LM Math
have them answer the exercises A Grade 5. Check on the pupils’
and B under Keep Moving on page answers.
2 and 3 of LM Math Grade 5.
Check on the pupils’ answers.
G. Finding practical 6.Applying to New and Other 6.Applying to New and Other
applications of concepts Situations
Situations
and skills in daily living Have the pupils do the exercises
Have the pupils do the exercises under Apply Your Skills on page 5,
LM Math Grade 5. Encourage some
under Apply Your Skills on page 3
pupils to show and discuss their
LM Math Grade 5. Encourage answers.
some pupils to show and discuss
their answers.
60 90 105 195
H. Making generalizations 5.Summarizing the Lesson 5.Summarizing the Lesson
and abstractions about Summarize the lesson by asking: Summarize the lesson by asking:
the lesson What is Greatest Common Factor What is Least Common Multiple
(GCF) of two given number? (LCM) of two given number?
How do we find the Greatest How do we find the Least Common
Common Factor (GCF) of two Multiple (LCM) of two given
given numbers using continuous numbers using continuous division?
division? •Least Common Multiple (LCM) is
•Greatest Common Factor or GCF the smallest non-zero number that
is the biggest factor common to is a multiple of all the numbers in
two numbers. the set.
Continuous division is done Continuous division in finding the
following the steps below: LCM is done following the steps
•Write the number horizontally below:
and find a prime number that will •Write the number horizontally and
divide the numbers, if possible. find a prime number that will divide
•Divide by that prime number and the numbers, if possible.
write the quotients below the •Divide by that prime number and
dividends. Copy any numbers not write the quotients below the
divided below them. dividends. Copy any numbers not
 •Continue the process until no divided below the dividend.
two numbers have a common •Continue the process until no two
prime divisor. numbers have a common prime
•Multiply all the prime divisors divisor.
common to the given numbers to •Multiply all the prime divisors and
get the GCF. the last set of quotients to get the
LCM
I. Evaluating learning 1. C.Assessment C.Assessment
Find the Greatest Common Factor Find the Least Common Multiple
(GCF) of the given pairs of numbrs (LCM) of the given pairs of numbers
by continuous division. by continuous division.
1)16 and 24 1)12 and 18
5) 18, 27 and 36 2)11 and 99
9) 48, 56, 64 and 72 3)5, 10 and 30
2)20 and 30 4)4, 5 and 16
6) 36, 45 and 66 10) 5)9, 54, 90 and 108
27, 45, 63, and 81
3)21 and 35/7) 36, 60, 84 and 108
4)32 and 40 / 8) 12, 16, 24 and 36
J. Additional activities for D. Home Activity Provide the following exercise. You
application or Remediation may give more.
remediation Provide the following exercise. Find the LCM of the following
You may give more. numbers.
Find the GCF of the following 1) 3 4 6
numbers. 3) 4 6 12
1) 9 12/ 3) 18 24 32 2 2 3 5 4) 3 6 15
5) 21 28
35 42
2) 15 20
4) 13 39 52
6) 10 12 14 18

V. REMARKS ___Lesson carried. Move ___Lesson carried. Move on to next ___Lesson carried. Move on to the ___Lesson carried. Move on ___Lesson carried. Move next
on to the next objective. objective. next objective. to next objective. objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got _____% of the pupils got 80%
got 80% mastery mastery mastery 80% mastery mastery
VI. VI. REFLECTION
A. A. No. of learners ___ of Learners who ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who ___ of Learners who earned
who earned 80% in earned 80% above above 80% above earned 80% above 80% above
the evaluation.
B. B. No. of learners who ___ of Learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require additional require additional activities for remediation additional activities for additional activities for additional activities for
activities for remediation additional activities for remediation remediation remediation
 who scored below 80%. remediation
C. C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? No. of ____ of Learners who ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who ____ of Learners who caught up
learners who have caught up the lesson lesson up the lesson caught up the lesson the lesson
caught up with the
lesson.
D. D. No. of learners who ___ of Learners who ___ of Learners who continue to ___ of Learners who continue ___ of Learners who ___ of Learners who continue to
continue to require continue to require require remediation to require remediation continue to require require remediation
remediation. remediation remediation
E. E. Which of my teaching Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
strategies worked well? well: ___Metacognitive Development: ___Metacognitive Development: well: ___Metacognitive Development:
Why did these work? ___Metacognitive Examples: Self assessments, note taking Examples: Self assessments, note ___Metacognitive Examples: Self assessments, note
Development: and studying techniques, and vocabulary taking and studying techniques, Development: Examples: taking and studying techniques, and
Examples: Self assignments. and vocabulary assignments. Self assessments, note taking vocabulary assignments.
assessments, note taking ___Bridging: Examples: Think-pairshare, ___Bridging: Examples: Think- and studying techniques, and ___Bridging: Examples: Think-
and studying techniques, quick-writes, pairshare, quick- vocabulary assignments. pairshare, quick-
and vocabulary and anticipatory charts. writes, and ___Bridging: Examples: writes, and anticipatory
assignments. anticipatory charts. Think-pairshare, charts.
___Bridging: Examples: quick-writes,
___Schema-Building: Examples: Compare
Think-pairshare, and anticipatory
and contrast, jigsaw learning, peer ___Schema-Building: Examples: ___Schema-Building: Examples:
quick-writes, charts.
teaching, and projects. Compare and contrast, jigsaw Compare and contrast, jigsaw
and
learning, peer teaching, and learning, peer teaching, and
anticipatory charts.
projects. ___Schema-Building: projects.
___Contextualization:
Examples: Compare and
___Schema-Building: Examples: Demonstrations, media, contrast, jigsaw learning,
manipulatives, repetition, and local ___Contextualization: ___Contextualization:
Examples: Compare and peer teaching, and projects.
contrast, jigsaw learning, opportunities. Examples: Demonstrations, Examples: Demonstrations, media,
peer teaching, and media, manipulatives, repetition, manipulatives, repetition, and local
and local opportunities. ___Contextualization: opportunities.
projects. ___Text Representation:
Examples: Demonstrations,
Examples: Student media, manipulatives,
___Contextualization: created drawings, videos, and ___Text Representation: ___Text Representation:
repetition, and local
Examples: games. Examples: Student opportunities. Examples: Student
Demonstrations, media, ___Modeling: Examples: Speaking slowly created drawings, created drawings, videos,
manipulatives, and clearly, modeling the language you videos, and games. and games.
want students to use, and providing ___Modeling: Examples: ___Text Representation: ___Modeling: Examples: Speaking
repetition, and local
opportunities. samples of student work. Speaking slowly and clearly, Examples: Student slowly and clearly, modeling the
modeling the language you want created drawings, language you want students to use,
students to use, and providing videos, and games. and providing samples of student
___Text Representation: samples of student work. ___Modeling: Examples: work.
Examples: Speaking slowly and clearly,
Student modeling the language you
created want students to use, and
drawings, videos, and providing samples of student
games. work.
___Modeling: Examples:
Speaking slowly and
 clearly, modeling the
language you want
students to use, and
providing samples of
student work.
Prepared by: Checked by:

CAROLINE A. FERNANDEZ TANIELGYNE R. BELLONES

Teacher 1/Grade 5 Teacher Head Teacher 1