School: BALAGTAS CENTRAL SCHOOL Grade Level: 5

GRADES 1 to 12 Teacher: JENNY-LYN S. DE FIESTA Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates: OCTOBER 21-25, 2024 (WEEK 4) Quarter: 2ND QUARTER

MONDAY TUESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

B. Performance Standards 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/Objectives
Visualize multiplication of Decimals
Using Pictorial Models
Multiplies decimals up to 2 decimal
places by 1 to 2 digit whole numbers.
Multiplies decimals with factors up
to 2 decimal places.
Multiplies decimals with factors up to 2
decimal places.
2ND SUMMATIVE
Write for the LC code for each M5NS-IId-110 M5NS-IId-111.1, M5Ns-IId-III.2, M5Ns-IId-III.2, TEST
Visualizing Multiplication of Decimals Multiplying decimals up to 2 decimal Multiplying decimals with factors Multiplying decimals with factors up to 2
Using Pictorial Models places by 1 to 2 digit whole numbers. up to 2 decimal places decimal places
II. CONTENT

III. LEARNING RESOURCES

A. References CG p. 152 CG p. 152 CG p. 152 CG p. 152

1. Teacher’s Guide pages Quarter 2 week 4 pp. Quarter 2 week 4 pp. Quarter 2 week 4 pp. Quarter 2 week 4 pp.
2. Learner’s Materials pages
3. Textbook pages 21ST Century Mathletes p. 126 - 130 21ST Century Mathletes p. 126 - 130 21ST Century Mathletes p. 126 - 21ST Century Mathletes p. 126 - 130
130
4. Additional Materials from MISOSA Grade 5 Module- MISOSA Grade 5, MISOSA Grade 5,
Learning Resource (LR) portal Multiplication of Decimals and Whole Module Multiplication of Decimals Module Multiplication of Decimals
Numbers. Through Hundredths Through Hundredths

B. Other Learning Resources flash cards, colored papers, marker Cards with whole and decimal Multiplication wheel, 10 by 10 grid flash cards, colored papers, marker
numbers, charts, cube/dice with (transparent plastic)
numbers
IV. PROCEDURES
A. Review previous lesson or Using flash cards for the following, 1. Drill: DDA REMEDIATION 1.Drill: DDA REMEDIATION 1.Drill: DDA REMEDIATION
presenting the new lesson the pupils will make an illustration of Flash cards of basic multiplication Basic Multiplication Facts Basic Multiplication Facts
the fraction on a piece of colored facts. Using multiplication wheel. Using multiplication wheel.
paper. 2. Review 2. Review 2. Review
Review: DDA REMEDIATION Tossing Dice If you have three ₱ If you have three ₱ 100.00
Solve the following mentally: Materials: two dice with the following 500.00 bills, how much do you bills, how much do you have in all? At ₱
1.) Sophia bought 0.8 kg of hotdog. faces. have in all? At ₱ 22.75 for each 12.75 for each
She placed 0.25 kg of it in the 1.2,3.5 .2.6,4.1 ,1.2,3.3 ripe mango, how much will 8 ripe orange, how much will 6 orange cost?
refrigerator and cooked the rest. How Mechanics: mangoes cost?
much hotdog did she cooked? 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 for the Using building blocks. Try to solve Which are decimals? How many of you have gone to How many of you have gone to Baguio?
lesson this problem. Which are whole numbers? Luneta? Fort Santiago? What do Beach?? What do you usually see in
Baby Isabel plays with blocks. Each What’s the difference between a whole you usually see in these place? these place?
block measures 3.7 inches tall. She number and a decimal number? Can
has a collection of 41 blocks. If she we multiply the two numbers?
could stack all the blocks up one on
top of the other. How many inches tall
would her tower be?

C. Presenting examples/instances Presentation Rudolf lives 2.4 km from school. How The park is rectangular in shape The plot is rectangular in shape and
of the new lesson Present this situation. far does he ride in going to and from and measures 0.3 km long and measures 1.6 m long and 1.2 m wide.
Mr. Dizon’s farm is 0.3 km long and the school? 0.2 km wide. a. What picture do you have in your mind
0.1 km wide. How big is his land? a. How far is Rudolf’s house from the a. What picture do you have in when you read the problem?
school? your mind when you read the b. What are the vegetables that you
b. What is being asked in the problem? problem? usually see in a plot?
b. What are the signs that you c. What is asked in the problem?
usually see in the park? d. How shall we solve it?
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 and The pupils will answer in groups. To find the answer we multiply 2.4 by Performing the Activities Performing the Activities
practicing new skills #1 a. Into how many parts is the whole Solution: Use of Grid To find the area, we Use of Grid To find the area, we multiply
divided? 2.4 multiply the length and the width. the length and the width.
b. How is 0.3 shown in the grid? What X 2 Step 1: Multiply the digit as if Step 1: Multiply the digit as if you are
about 0.1? 4.8 2x4 you are multiplying whole multiplying whole numbers.
c. How many squares are double numbers. Step 2: Count the number of decimal
shaded? Step 2: Count the number of places in the multiplicand and multiplier.
In fraction form write 1/10 of 1/3 = 2x2 decimal places in the multiplicand The sum of the number of decimal places
1/10 x 3/10 = 3/100 and multiplier. The sum of the in the factors is equal to the number of
Another way of writing fraction is in number of decimal places in the decimal places in the product.
decimal form. 0.1 of 0.3 = 0.1 x 0.3 = factors is equal to the number of Step 3: Add zero, if necessary.
0.03 decimal places in the product.
d. How many decimal places are Step 3: Add zero, if necessary.
there in both factors? How about in 1.6 x 1.2 = 1.92
product?
0.3 x 0.2 = 0.06

E. Discussing new concepts and After all the groups have presented After the activity, see to it that the After the activity, check whether After the activity, check whether the
practicing new skills #2 their answer, ask: Which group teacher immediately sets remedial for the answer of your pupils is answer of your pupils is correct. Put
was/were able those who got the wrong answers. correct. Put immediate action on immediate action on the pupils that got
to give all correct answers? Which Ask: Did you learn something from the the pupils that got the wrong the wrong answer.
group/s missed an answer? Which activity? How did you get the answer.
group/s did not get any correct answer? Did you follow the steps?
answer?
F. Developing mastery Whats more: independent activity 1 Whats more: Independent assessment Whats more: Independent activity Whats More: Independent assessment 2
1 2
G. Finding practical applications of Using an illustration, give the answer . Complete the table by giving each A lot has a length of 0.4 and 0.3 A painting having a dimension of 0.4 m
concepts and skills in daily living of the following. product wide. What it its area? and 0.8 m is to be wrapped with a cloth
 1. Every morning Yvan goes jogging. 0.4 m
He can jog a distance of 0.9 X 2.6 11.92 larger than its dimensions. What is the
kilometers. How area of the cloth?
many kilometers can he jog in 6 4 _____ _____
days? (number lines)
2. A rectangular table is 0.8 m long 12 _____ _____
and 0.5 m wide. Find its area. (paper
grid)
H. Making generalizations and Multiplying decimals can be To multiply decimals by whole In multiplying decimals with In multiplying decimals with factors up to
abstractions about the lesson visualized by representing each factor numbers, multiply like whole numbers factors up to 2 decimal places, 2 decimal places, multiply like multiplying
with the horizontal and vertical lines then count the number of decimal multiply like multiplying whole whole numbers. Place the decimal point
placed over the other. The double places in the factors. The sum of the numbers. Place the decimal point In the product equal to the sum of the
shaded part represents the answer number of decimal places in the factor In the product equal to the sum of number of decimal places in both factors.
to the equation. is equal to the number of decimal the number of decimal places in
places in the product. both factors.

I. Evaluating learning Write the correct multiplication Copy and give the product. Give the products mentally. Give the products mentally.
equation for each of the following
numbers 1.) 0.76 2.) 0.12 3.) 16.57 1.0.2 2.0.3 3.0.9 1.0.4 2.0.6 3.0.7
represented by the shaded region X 4 X 5 X 6 x 0.2 x 0.2 x 0.3 x 0.5 x 0.8 x 0.3
B. Shade the pictures to represent
each number sentence. 4.0.9 5.0.8 4.0.9 5.0.9
x 0.4 x 0.6 x 0.5 x 0.8

J. Additional activities for Prepare paper grid divided into 100 Write the product with the decimal Copy and complete each table.
application or remediation equal parts and be ready to show point in the correct place. Then be x 0.3 0.4 0.5
your own multiplication equation of ready to read your answer. 1. 0.6
decimals.
2. 0.7
1.) 6.48 2.) 20.6 3.) 3.65
X 32 X 18 X 3. 0.8
23 x 0.6 0.7 0.8
1. 3.4
4.) 2. 34 5.) 12.23 2. 1.2
X 12 X 13
3. 0.6

REMARKS ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
objective. objective. objective. objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery
VI.REFLECTION ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in ___Pupils did not find difficulties in
their lesson. answering their lesson. their lesson. answering their lesson. answering their lesson.
___Pupils found difficulties in answering their ___Pupils found difficulties in answering ___Pupils found difficulties in answering their ___Pupils found difficulties in answering ___Pupils found difficulties in
lesson. their lesson. lesson. their lesson. answering their lesson.
___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson
lack of knowledge, skills and interest about the of lack of knowledge, skills and interest lack of knowledge, skills and interest about the of lack of knowledge, skills and interest because of lack of knowledge,
lesson. about the lesson. lesson. about the lesson. skills and interest about the
___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the lesson, lesson.
despite of some difficulties encountered in despite of some difficulties encountered in despite of some difficulties encountered in despite of some difficulties encountered in ___Pupils were interested on the
answering the questions asked by the teacher. answering the questions asked by the answering the questions asked by the teacher. answering the questions asked by the lesson, despite of some difficulties
___Pupils mastered the lesson despite of limited teacher. ___Pupils mastered the lesson despite of teacher. encountered in answering the
 resources used by the teacher. ___Pupils mastered the lesson despite of limited resources used by the teacher. ___Pupils mastered the lesson despite of questions asked by the teacher.
___Majority of the pupils finished their work on limited resources used by the teacher. ___Majority of the pupils finished their work on limited resources used by the teacher. ___Pupils mastered the lesson
time. ___Majority of the pupils finished their time. ___Majority of the pupils finished their despite of limited resources used
___Some pupils did not finish their work on time work on time. ___Some pupils did not finish their work on work on time. by the teacher.
due to unnecessary behavior. ___Some pupils did not finish their work time due to unnecessary behavior. ___Some pupils did not finish their work ___Majority of the pupils finished
on time due to unnecessary behavior. on time due to unnecessary behavior. their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.

A.No. of learners who earned 80% in the ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
evaluation above

B.No.of learners who require additional ___ of Learners who require additional activities ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
activities for remediation for remediation activities for remediation activities for remediation activities for remediation additional activities for
remediation

C.Did the remedial work? No.of learners who ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
have caught up with the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up
the lesson
D.No. of learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
remediation remediation remediation remediation remediation require remediation
E.Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did these work? ___Metacognitive Development: Examples: Self ___Metacognitive Development: ___Metacognitive Development: Examples: ___Metacognitive Development: ___Metacognitive Development:
assessments, note taking and studying Examples: Self assessments, note taking Self assessments, note taking and studying Examples: Self assessments, note taking Examples: Self assessments, note
techniques, and vocabulary assignments. and studying techniques, and vocabulary techniques, and vocabulary assignments. and studying techniques, and vocabulary taking and studying techniques,
___Bridging: Examples: Think-pair-share, quick- assignments. ___Bridging: Examples: Think-pair-share, quick- assignments. and vocabulary assignments.
writes, and anticipatory charts. ___Bridging: Examples: Think-pair-share, writes, and anticipatory charts. ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-
quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples: Compare and ___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and ___Schema-Building: Examples: Compare contrast, jigsaw learning, peer teaching, and ___Schema-Building: Examples: Compare
projects. and contrast, jigsaw learning, peer projects. and contrast, jigsaw learning, peer ___Schema-Building: Examples:
teaching, and projects. teaching, and projects. Compare and contrast, jigsaw
learning, peer teaching, and
___Contextualization: ___Contextualization: projects.
Examples: Demonstrations, media, ___Contextualization: Examples: Demonstrations, media, ___Contextualization:
manipulatives, repetition, and local Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media,
___Contextualization:
opportunities. manipulatives, repetition, and local opportunities. manipulatives, repetition, and local
opportunities. opportunities. Examples: Demonstrations, media,
manipulatives, repetition, and local
___Text Representation: ___Text Representation: opportunities.
Examples: Student created drawings, videos, and ___Text Representation: Examples: Student created drawings, videos, ___Text Representation:
games. Examples: Student created drawings, and games. Examples: Student created drawings,
___Text Representation:
___Modeling: Examples: Speaking slowly and videos, and games. ___Modeling: Examples: Speaking slowly and videos, and games.
___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking slowly Examples: Student created
clearly, modeling the language you want clearly, modeling the language you want
students to use, and providing samples of and clearly, modeling the language you students to use, and providing samples of and clearly, modeling the language you drawings, videos, and games.
student work. want students to use, and providing student work. want students to use, and providing ___Modeling: Examples: Speaking
samples of student work. samples of student work. slowly and clearly, modeling the
Other Techniques and Strategies used: Other Techniques and Strategies used: language you want students to use,
___ Explicit Teaching Other Techniques and Strategies used: ___ Explicit Teaching Other Techniques and Strategies used: and providing samples of student
___ Group collaboration ___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching work.
___Gamification/Learning throuh play ___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration
___ Answering preliminary ___Gamification/Learning throuh play ___ Answering preliminary ___Gamification/Learning throuh play Other Techniques and Strategies
activities/exercises ___ Answering preliminary activities/exercises ___ Answering preliminary used:
___ Carousel activities/exercises ___ Carousel activities/exercises ___ Explicit Teaching
___ Diads ___ Carousel ___ Diads ___ Carousel ___ Group collaboration
___ Differentiated Instruction ___ Diads ___ Differentiated Instruction ___ Diads ___Gamification/Learning throuh
___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction play
 ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Answering preliminary
___ Lecture Method ___ Discovery Method ___ Lecture Method ___ Discovery Method activities/exercises
Why? ___ Lecture Method Why? ___ Lecture Method ___ Carousel
___ Complete IMs Why? ___ Complete IMs Why? ___ Diads
___ Availability of Materials ___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Differentiated Instruction
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Role Playing/Drama
___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Discovery Method
collaboration/cooperation ___ Group member’s collaboration/cooperation ___ Group member’s ___ Lecture Method
in doing their tasks collaboration/cooperation in doing their tasks collaboration/cooperation Why?
___ Audio Visual Presentation in doing their tasks ___ Audio Visual Presentation in doing their tasks ___ Complete IMs
of the lesson ___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation ___ Availability of Materials
of the lesson of the lesson ___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

F.What difficulties did I encounter which my

principal or supervisor can helpme solve? __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G.What innovation or localized materials did Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
used/discover which I wish to share with __Contextualized/Localized and Indigenized IM’s __Contextualized/Localized and __Contextualized/Localized and Indigenized __Contextualized/Localized and __Contextualized/Localized and
__ Localized Videos Indigenized IM’s IM’s Indigenized IM’s Indigenized IM’s
other teachers? __ Making big books from __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
views of the locality __ Making big books from __ Making big books from __ Making big books from __ Making big books from
__ Recycling of plastics to be used as views of the locality views of the locality views of the locality views of the locality
Instructional Materials __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
__ local poetical composition Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

Prepared by: JENNY-LYN S. DE FIESTA Noted: NORA J. ADRIANO

Teacher III School Principal IV