School Grade FIVE

Teacher Learning Area MATHEMATICS

Daily Lesson Log Week/Teaching Date WEEK 6 Quarter 3rd QUARTER
Time

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of polygons, understanding of polygons, understanding of polygons, understanding of polygons,
circles, and solid figures. circles, and solid figures. circles, and solid figures. circles, and solid figures.
B. Performance The learner is able to construct The learner is able to construct The learner is able to construct The learner is able to construct
Standards and describe polygons, circles, and describe polygons, circles, and describe polygons, circles, and describe polygons, circles,
and solid figures. and solid figures. and solid figures. and solid figures.
C. Learning formulates the rule in finding the formulates the rule in finding the uses different strategies (looking uses different strategies (looking
Competencies next term in a sequence. e.g. 1, next term in a sequence. e.g. 1, for a pattern, working for a pattern, working
3, 7,15, (15 x 2+1) Possible 3, 7,15, (15 x 2+1) Possible backwards, etc.) to solve for the backwards, etc.) to solve for the
answers: (x 2 + 1) (+2, +4, +8, answers: (x 2 + 1) (+2, +4, +8, unknown in simple equations unknown in simple equations
+16) +16) involving one or involving one or
more operations on whole more operations on whole
M5AL-IIIf-6 M5AL-IIIf-6 numbers and fractions. numbers and fractions.
e.g. 3 x _ + 1 = 10 (the unknown e.g. 3 x _ + 1 = 10 (the unknown
is solved by working backwards) is solved by working backwards)
M5AL-IIIf-14 M5AL-IIIf-14
D. Learning Objectives The learners are able to The learners are able to After going through this lesson, After going through this lesson,
formulate the rule in finding the formulate the rule in finding the the learners are expected to: the learners are expected to:
next term in a sequence. next term in a sequence. 1. use different strategies to 1. use different strategies to
solve for the unknown in simple solve for the unknown in simple
equations involving one or more equations involving
operations on whole numbers one or more operations on whole
and fractions; and numbers and fractions; and
2. appreciate the use of different 2. appreciate the use of different
problem-solving strategies to problem-solving strategies to
make solving math problems make solving math problems
easier. easier.
Formulating the Rule in Formulating the Rule in Simple Equations Simple Equations CATCH-UP FRIDAY
II. CONTENT Finding Finding Involving One or More Involving One or More
( Subject Matter) the Next Term in a Sequence the Next Term in a Sequence Operations Operations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 MELC K to 12 MELC K to 12 MELC K to 12 MELC
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials Module-SDO Pasay City Module-SDO Pasay City ADM Modules-ROVIII Module-SDO IMUS CIty See Attached Teacher’s Guide
from Learning Resource ADM Module-ROVIII
LR portal
B. Other Learning PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures PPT
Resources
IV. PROCEDURE
A. Drill/Reviewing Review: Review: Review: (Do it on the Board) Review:
previous Lesson or Directions: Identify what is being
 presenting new lesson described by the statement.
___________1. It is a sentence in
mathematics that contains an
equal sign.
___________2. It is a symbol or
letter that may take different
values.
___________3. It is a fixed value
that does not change.
___________4. It is a number that
makes an equation true.
___________5. It is a process of
finding the solution of an
equation.
Answer Key:

B. Establishing a purpose Study the situation below. Let observe the pattern. Directions: Solve for the In the previous lesson, you were
for the lesson unknown. taught how to solve for the
For the first year, Mang Juan unknown in simple equations.
harvested 50 kilograms of _____ + 2 = 5 However, some equations have
lanzones. If every year, he more than one variable term
harvested 5 more kilograms than 5 + ______ + 3 = 12 such as in 3x - 6 = 2x + 10.
the previous year, how many What rule applied?
kilograms of lanzones did he
harvest on the 8th year? Answer:
Add 2 for the first term
Add 3 for the second term
Add 4 for the second term
C. Presenting examples/ REMEMBER: In finding the next What are the next 2 terms in the Match the mathematical Consider the following:
instances of the new term in a sequence, we will look sequence 1, 5, 9, 13, 17? statement in Column A with the
lesson for a pattern. answer in Column B that make
the statement true.
Let us construct a table to look
at the pattern in the sequence of
numbers and fill in the unknown
parts of the table.
 So, how many kilograms of
lanzones did Mang Juan harvest
on the 8th year?

Yes. He harvested 85 kilograms

of lanzones.
D. Discussing new A sequence is an ordered list of Find the next term of the given Simple Equations Involving Simple Equations Involving
concepts and practicing numbers. Each number in the pattern. One Operation More Operations
sequence is called a term. The
new skills.#1
three dots (…) mean to continue Consider the following: To answer the first question
forward in the pattern. To fill in above, we group the given
the missing numbers or symbols equations into two.
What rule applied? Which are equations?
in a given sequence, we need to
find out the rule or pattern for
Answer: Add 1 heart 1 oblong
generating the next term.
each term

What is the next term?

Answer: An equation is a mathematical

To find the solution of each
sentence that uses an equal sign
RULE: equation involving more terms
“=”.
A sequence usually has a rule, with variables, the following
which is a pattern or a way to discussion will be helpful.
The equal sign indicates that two
find the value of each term.
mathematical expressions have
the same value. Hence,
Example: Solving an equation means to
the expression on the left side is
find the value of the variable
equal to the expression on the
{3, 5, 7, 9, …} which will make the equation
right side of the equation.
Starts at 3 and goes up 2 every Very Good! true. A basic technique in solving
time. equations is to place all terms
with variables on one side of the
RULE: Add 2. equation.
3+2=5 An equation is a statement that
5+2=7 two mathematical expressions We must combine the terms with
7+2=9 are equal. variables into a single term. We
then find the value of the
Many equations contain variable that will make the
variables. equation true.
A variable or unknown is
represented by a symbol, usually There are terms in the equation
a letter, that may take on which are called “like terms”
different values. because they have the same
variable raised to the same
A constant is a fixed value and exponent. For example, 5y and
 does not change. 6y are like terms, but 5y and 6m
are not like terms. Like terms
can be combined by adding their
coefficients and copying the
same variable. Thus:

5y + 6y = 11y

If an equation involves a To solve an equation, the

variable, then a solution to the following properties are helpful.
equation is a number that when
substituted to the variable will Addition Property of
make the equation true. The Equality:
collection of  Add the same number to both
all the solutions to an equation is sides of an equation.
called its solution set. The
process of finding a solution is  Subtract the same number
called solving an equation. from both sides of an equation.

Multiplication Property of
Equality:
 Multiply the same nonzero
number to both sides of an
equation.

 Divide both sides of an

equation by the same nonzero
number.
E. Discussing new Let me see if you can identify the Direction: Find the next term in In solving an equation, you can Consider the given examples:
concepts and practicing rule and find the next term in a the sequence. try the following:
new skills #2. sequence. 1. Write the equation Example 1:
Directions: Find the next three 2. Group similar terms on one
Solve 3x + 7 = 2x + 12.
terms in the sequence. Number side.
1 is done for you. 3. Perform the indicated
1) 10,15, 20,25, 30, 35, 40 operations.
2) 3, 5, 7, 9, ____, ____, ____ 4. Simplify the answer.
3) 1, 3, 9, 27, ____, ____, ____ 5. Check.
4) 2, 5, 8, 11, ____, ____, ____ Example 2:
5) 1, 8, 27, ____, ____, ____ Note that the truth of an
equation does not change if we
Solve 5a + 3 = 3a + 4.
apply the following property.

Properties of Equality
1. Addition Property of Equality:
If a = b, then a + c = b + c,
where a, b, c are whole numbers.
____4. 500, 450, 400, 350, ___ This property states if you add Example 3:
A. 300 B. 250 C. 200 D. 150 the same number to both sides Find the solution of 3 (y - 2)
of an equation, the two sides = 2y.
Discuss the rule applied in each remain equal.
item.
Example 1: Let’s try this numeric
equation 5 + 7 = 12
5 + 7 + 2 = 12 + 2
14 = 14
Application and Problem
Adding 2 to each side of the
Solving
original equation results to 14.
Notice that the resulting sides Example 4:
are still equal. Four times a number
decreased by 5, is thrice the
The addition property of equality
states that if you add the same number increased by 10.
value to both sides of the What is the number?
equation, the resulting
expressions will remain equal. Understand
a. What is asked?
The number
b. What are the given facts?
 Four times a number
decreased by 5, is thrice the
number increased by 10.

Check: Plan
Substitute x = 4 in the equation. Translate the sentence into
x+3=7
an equation.
4+3=7
7=7
Four times a number
decreased by 5, is thrice the
number increased by 10.

Let x be the number.

4x - 5 = 3x + 10

Example 4: Solve for d in the

equation d + 3 = 5.
Solution:
d+3=5
d + 3 – 3 = 5 – 3 Subtract 3
from both sides of the equation
d=2
To check the solution, substitute
2 for d in the equation
The problem-solving steps
Check: are stated below.
d+3=5 1. Understand
2+3=5 2. Plan
5=5 3. Solve
4. Answer
5. Check

This is the UPSAC method.

F. Developing Mastery Guess Me, Guess me Match Me!
Directions: Solve for the value of
(Lead to Formative
the variable that will make each
Assessment 3)
equation true.

Write the letter of the correct

answer and guess the word.

G. Finding practical Nicole is writing a poem. She Chandy was given an allowance Jeramie baked cupcakes. She put Directions: Solve the problem
application of concepts writes 7 words on the first line, of P750. He spent P100 on the them on the table. After below step by step using the
14 words on the second line, 28 1st day, P150 on the 2nd day, breakfast, Vanessa ate 4 UPSAC method.
and skills in daily living
words on the third line, and 56 P200 on the 3rd day and so on. cupcakes and got 7 for her
words on the fourth line. If this In how many days will his playmates. During lunchtime, Problem: The regular price of a
pattern continues, how many allowance last? father and mother ate 13 bracelet was reduced by P20.00.
words will Nicole write on the cupcakes in all. There were 36 Emily paid P140.00 for the
fifth line? cupcakes left on the table. How bracelet. What was the regular
many cupcakes did Jeramie price?
bake?
H. Making Generalizations What rule will you apply to REMEMBER Directions: Identify what is being In solving an equation, follow the
and Abstraction about complete the sequence below? A sequence is a set of numbers described by the statement. steps below:
that follow a pattern. Each ___________1. It is a sentence in 1. Write the equation.
the Lesson.
1, 4, 7, 10, 13,… Rule: number in a sequence is called a mathematics that contains an 2. Group similar terms on one
_______________________ term. equal sign. side.
___________2. It is a symbol or 3. Perform the indicated
The ability to recognize and letter that may take different operations.
create patterns help us make values. 4. Simplify the answer.
predictions based on our ___________3. It is a fixed value 5. Check.
observations. that does not change.
Being able to identify recurring ___________4. It is a number that
patterns allow us to make makes an equation true.
educated guesses, assumptions, ___________5. It is a process of
and hypothesis; it helps us finding the solution of an
develop important skills of equation.
critical thinking and logic. Answer Key:
 I. Evaluating Learning Directions: Read each statement Define Me Directions: Give Looking Through Me
carefully. Write True if the Directions: Solve each equation.
statement is correct. If the the pattern or rule for
statement is incorrect, write generating each sequence.
False and change the underlined
word, number, or symbol to Write your answer on a
make it correct. Write your separate sheet of paper.
answer on a separate sheet of
paper. 1) 1, 4, 7, 10, 13,…
_________1) In the sequence 3, 7, Rule:
15 and 31, you have to multiply
by 2 and add 1 to get the next
_______________________
term which is 63. 2) 3, 8, 18, 38, 78,…
_________2) The first term in a Rule:
sequence is 4. If the rule is “add
5 and subtract by 2”, the first 5 _______________________
terms of this sequence are 4, 7, 3) 60, 56, 52, 48, 44,…
10, 13, and 15”.
_________3) A pattern is a list of Rule:
numbers or objects in a defined _______________________
or logical order.
_________4) 4, 8, 12, 16 and 20 4) 2, 8, 32, 128, 512,…
form a sequence. 8 is called the Rule:
second term.
_________5) The rule of the
_______________________
sequence 4, 9, 19, 40, 79… is 5) 2, 9, 44, 219, 1094,…
“multiply by 2 and add 1”. Rule:
_______________________
J. Additional Activities for
Application or
Remediation

V. REMARKS

VI. REFLECTION
A.No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above ___ of Learners who earned 80% above above above
above
B.No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for additional activities for
remediation who scored below remediation remediation remediation remediation remediation
80%

C.Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
up with the lesson the lesson the lesson the lesson the lesson the lesson

D.No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
to require remediation require remediation require remediation require remediation require remediation require remediation

E.Which of my teaching 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:
strategies worked well? Why did __Group collaboration __Group collaboration __Group collaboration __Group collaboration __Group collaboration
these work? __Games __Games __Games __Games __Games
__Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation
__Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary
__activities/exercises __activities/exercises __activities/exercises __activities/exercises __activities/exercises
__Discussion __Discussion __Discussion __Discussion __Discussion
__Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share

F.What difficulties did I __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension

encounter which my principal or __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
supervisor can help me solve?

G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
which I wish to share with other __Pictures __Pictures __Pictures __Pictures __Pictures
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets
teachers?
__Math Module __Math Module __Math Module __Math Module __Math Module
__Tarpapel __Tarpapel __Tarpapel __Tarpapel __Tarpapel
__Drill Cards __Drill Cards __Drill Cards __Drill Cards __Drill Cards
__Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation

Prepared by: Checked & Noted:

TEACHER’S NAME TEACHER’S NAME

Position Master
Teacher 2

Approved:

PRINCIPAL’S NAME
Principal IV