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Eullaran DLP Matatag

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0% found this document useful (0 votes)
16 views5 pages

Eullaran DLP Matatag

Uploaded by

Krissy Eulls
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

Teacher: KRISTINE M.

EULLARAN Quarter: 1ST QUARTER

GRADE 5 Learning Area: MATHEMATICS Inspected by:


DAILY LESSON
PLAN Grade Level: GRADE V Date of Inspection:

I. CURRICULUM CONTENT, STANDARDS, LESSON COMPETENCIES

A. Content Demonstrates understanding of divisibility, order of operations, factors and multiples and the four fundamental operations
Standards involving fraction
B. Performance The learner is able to apply divisibility, order of operations, factors and multiples and the four fundamental operations involving
Standards fractions in mathematical problems and real-life situations
C. Learning
Competencies & The learners will be able to:
Learning Objectives 1. Multiply a fraction and another fraction

D. Content
Multiplying a Fraction and Another Fraction

E. Integration
ESP

II. LEARNING RESOURCES


III. TEACHING AND 21st Century Elements of
LEARNING Skills IDF
PROCEDURES Developed Applied
A. Activating Prior Strategy: “WHERE’S MY BABY?” Learning and Ideational
Knowledge Mechanics: Innovation Skills Collaboration≥
Minds and Moods a) This activity will be done by the whole class divided into 3 groups. (Critical Thinking, Engage
b) Teacher will distribute cutouts of animals with fraction and a manila paper. Communication,
c) The cutouts of mother and father animals with exercises on multiplying fraction and Collaboration)
a whole number are pasted on the manila paper.
 3/4 x 3
 5/6 x 2 Communication
 1/7 x 4 Skills
 2/3 x 6 (Teamwork,
 4/5 x 8 Collaboration)
d) Pupils in groups will solve the exercises and look for the cutout of the baby animal
which has the correct answer.
e) As they found the baby animal, they will be pasting the baby beside its mother and
father.
f) Joker will be provided by having other baby animals with incorrect answers.
B. Establishing Lesson Show a picture of a whole buko pie. Information Integrative
Purpose (Aims) (Visual Literacy) Connection
Empathize
Learning and
Innovation Skills
(Critical Thinking,
Problem Solving,
Reflective
Thinking,
Openness)

Communication
Into how many parts does this buko pie divided? Skills
When you have slices of buko pie, what do you usually do? (Intrapersonal
Are you willing to share part of it to someone? Skills)

Strategy: Problem Opener (using Concept Development)


Lita opened a box of buko pie. Inside there was ¾ of a whole buko pie. She shared
1/3 of it to her friend. How much of the buko pie did Lita share?
Ask:
 What part of a pie did she receive?
 Why did Lita share her buko pie to her friend?
 If you were Lita will you do the same? Why?

Analyze the problem by asking the following questions:


 What is asked in the problem?
 What are given in the problem?
 What do you think are the operations to be used to solve the problem?
 How will you solve the problem?
 What equation can you make to solve the problem?
C. Developing and Information Inclusive
Deepening To know the amount of buko pie Lita shared let us solve it using multiplication through (Information Collaboration
Understanding computations. Literacy) Explore
(Tasks and Thoughts)
Multiply the numerators. Learning and
Innovation Skills
¾ x 1/3 = 3 (Critical Thinking,
Problem Solving)

Multiply the denominators Life and Career


Skills
¾ x 1/3 = 3/12 (Initiative and
Self-direction)
Reduce the products to
lowest terms
Communication
3/12  3/3 = ¼ Skills
(Teamwork,
Study this other example. Collaboration)

1/4

8
¼ x 8/1 = 8/4 = 2

If we have a whole number like 8 we can also write it as a fraction with a denominator
of 1.

¼ x 8 = ¼ x 8/1
= 8/4

Group Activity:

“Fraction Word Problem Challenge”


Mechanics:
1. Divide the class into 3 groups.
2. Give each group 1 fraction word problem card.
3. Members will discuss and solve the problem using their bond paper.
4. After a set time, each group shares their solution and reasoning with the class.
Word Problems:
Group 1: A recipe calls for 3/4 cup of sugar, but you only have 1/2 cup. How much
more sugar do you need to complete the recipe?

Group 2: A rectangular garden is divided into 1/3 and 2/5. What fraction of the garden
is not shaded?

Group 3: A toy car travels 2/3 of a mile in 1/4 of an hour. How far will it travel in 1
hour?
D. Making Information
Generalization How to multiply a Fraction by another fraction? (Information Literacy)
(Abstraction)
To multiply fraction by another fraction: Learning and Innovation Skills
 Multiply both the numerators. (Critical Thinking)
 Multiply both the denominators.
 Express or reduce the answer in lowest term if possible. Communication Skills
(Interactive Communication)

Ideational
Connection
Experience
III. EVALUATING Directions: Find the product and reduce the answer in lowest term if possible. Information
LEARNING (Test) (Information Literacy)

Learning and Innovation Skills


(Critical Thinking, Creativity)

Life and Career Skills


(Productivity and Accountability)

Ideational
Context
Experience
A. Teacher’s Remarks Pupils did well in learning to multiply fractions. They practiced multiplying numerators Reflective Thinking
(Annotations) and denominators effectively. 85% of the class size was able to get the correct
answers and a few could use more practice.
B. Reflections The learners strengthened their concept of proportions. They built a solid foundation for Reflective Thinking
(Gains) future math concepts and applications.

Prepared by:

KRISTINE M, EULLARAN
Teacher

Reviewed by:

RENATO ESCOBILLO
Master Teacher I

Noted:

RONA L. BRED
Education Program Supervisor

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