School: TANLAD ELEMENTARY SCHOOL Grade Level: V

GRADE 5 Teacher: ARDIN D. PALMISA Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
JULY 9-13, 2018 10:00 – 10:50 Quarter: 1ST QUARTER
Time:

WEEK W5-D3 W5-D4 W5-D5 W6-D1 W6-D2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES Solves real life problems involving GCF adds fractions and mixed fractions Solve problems with GCF, LCM and Subtracts fraction and mixed fractions Solves routine and non- routine
and LCM of 2-3 given numbers. without and with regrouping. adding fractions. without and with regrouping problems involving addition and/ or
subtraction of fractions using
appropriate problem solving
strategies and tools.
a. Content Standards demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of
divisibility, order of operations, divisibility, order of operations, divisibility, order of operations, divisibility, order of operations, divisibility, order of operations,
factors and multiples, and the four factors and multiples, and the four factors and multiples, and the four factors and multiples, and the four factors and multiples, and the four
fundamental operations involving fundamental operations involving fundamental operations involving fundamental operations involving fundamental operations involving
fractions fractions fractions fractions fractions

b. Performance Standards is able to apply divisibility, order of is able to apply divisibility, order of is able to apply divisibility, order of is able to apply divisibility, order of is able to apply divisibility, order of
operations, factors and multiples, and operations, factors and multiples, and operations, factors and multiples, and operations, factors and multiples, and operations, factors and multiples, and
the four fundamental operations the four fundamental operations the four fundamental operations the four fundamental operations the four fundamental operations
involving fractions in mathematical involving fractions in mathematical involving fractions in mathematical involving fractions in mathematical involving fractions in mathematical
problems and real-life situations. problems and real-life situations. problems and real-life situations. problems and real-life situations. problems and real-life situations.
c. Learning Competencies/ solves real-life problems involving GCF adds fractions and mixed fractions M5NS-Ie-84 solves real-life problems involving GCF solves real-life problems involving GCF
Objectives. Write the LC Code and LCM of 2-3 given numbers. without and with regrouping. and LCM of 2-3 given numbers. and LCM of 2-3 given numbers.
for each M5NS-Ie70.2 M5NS-Ie-84 M5NS-Ie70.2 M5NS-Ie70.2

II.CONTENT Solves real life problems involving GCF Adds fractions and mixed fractions Solves real life problems involving GCF Solves real life problems involving GCF
and LCM of 2-3 given numbers. without regrouping and LCM of 2-3 given numbers. and LCM of 2-3 given numbers.

III.LEARNING RESOURCES
A. References
1.Teacher’s Guide pages TG, soft copy TG, soft copy TG, soft copy TG, soft copy

2.Learner’s Materials pages LM, soft copy LM, soft copy LM, soft copy LM, soft copy

3.Textbook pages

4.Additional Resources from

Learning Resources (LR) Portal
B. Other Learning Resources projector projector projector projector

IV.PROCEDURES

A. Review previous lesson or Drill Have a review about fraction. Review the rules in adding fraction. Review how to subtract fraction.
presenting the new lesson. Directions: Give the GCF of the Give examples on how to add fraction
following numbers.
 a. 12, 20
b. 14, 16,
c. 24 , 6
d. 12, 16 and 48
e. 15, 20 and 30
B. Establishing the purpose to the Tell pupils that they are going to learn Tell the pupils that they are going to Tell the pupils they are going to learn Tell the pupils that they are going to
lesson. how to solve GCF and LCM of given 2- learn to add fractions and mixed to subtract fraction solve problems involving subtraction
3 numbers. fraction without regrouping. of fraction.

C. Presenting examples/ instances Presentation of the problemKiara Last week, Mr. Reyes worked 2 days in Present the situation to the class. Present this problem. Ask the class to
of the new lesson baked 30 pieces of puto and 48 pieces his vegetablegarden. He worked 2 14 There was 1 1/2 melon left for dinner. read and understand it.
of kutsinta to be packed in plastic hours on the first day and 13 hours on At dinner time, the family ate 2/3 of Justine bakes an apple cake for her
containers for her friends at school. the second day. How long did he work the melon. What part of the melon mother’s birthday. Her brother ate
She wants to divide the native in all? was left for the next meal? 3/5 while her sister ate 2/4. Who ate
delicacies into identical containers so Ask: What is asked in the situation? more? How much more?
that each container has the same What are the given facts?
number of each kind of delicacy. If she How will you solve the problem?
wants each container to have the What is the number sentence?
greatest number of delicacies
possible, how many plastic containers
does she need?
D. Discussing new concepts and What did Kiara bake? Performing the Activities Group the pupils into four working Ask the pupils to solve the problem by
practicing new skills # 1 What is asked in the problem? a. Have the pupils plan what teams. Let them think to solve the pairs.
What are given? operation they will use to find the problems. Expected answer : 3/5- 2/4 = 12/20-
How will you solve the problem? answer. After all the groups have finished, ask 10/20
b. Let them write the number them to display their output on the
sentence. board and ask them to discuss their
c. Lead them to solve the problem by answers.
using visual representation.
3. Processing the Activities
Let one representative of the group to
report on their outputs.
After all the groups have presented
their answers, ask: How did you find
the activity? How were you able to
add fractions and mixed fractions with
different denominators? What did you
do?
E. Discussing new concepts and Directions: Divide the class into group Directions: Find the sums. Simplify, if Karen bought 3/4 kilogram of
practicing new skills # 2 of 5s. The task of the pupils is to help possible. lanzones and 1/2 kilograms of
each other to solve the problem. Give a) 2/3 + 5/ 14 b) 7/ 38 + 1/4 banana.How many more kilograms of
them enough time to perform the c) 1/4 + 12 1/4 d) 2 3/8 + 1/2 lanzones than banana did she buy?
task. e) 2 23 + 19 How will you answer the question in
• After all groups have finished, asked the problem?
them to post their output on the
board and let them discuss their
solutions
F. Developing Mastery (Leads to Directions: Group the learners into Read, analyze and solve.a. How much Subtract the following number. Read and solve each problem.
Formative Assessment 3 five groups. Encourage thegroups to paint will be used if 1 34 gallon will be 1) 7/15 - 1/5 1. Liza spent ¾ hour preparing the soil
create a problem similar to the given used for thestage and 15 gallons in 2) 6/12 - 2/24 and 2/3-hour planting. How much
one.Then, solve the problem. the hallway?b. Jewel wraps her gifts. 3) 5/8 - 1/3 time did she spend in the garden?
a. Given : 36 manggo-flavoured One gift used 16 meter of a 4) 6/7 - 1/2 2. In a fruit basket, 4/5 of the fruits
sweets (Tim) 44 grape-flavoured wrapper,another gift used 2 13 are bananas and 3/8 are mangoes,
sweets (Peter) Asked: number of meters. How much wrapper was used which are more- the bananas or the
sweets in each trayProblem: inall? mangoes?
________Solution and answer:
___________ b. Given: Two
wires with lengths of 448 cm and 616
cm Asked: length of the two pieces of
wires cutProblem:
______________________________S
olution and answer:

G. Finding practical applications of Directions: Create a problem with the Directions: Solve the following Read and solve each problem. 1. Four fifths of a group of rallyists
concepts and skills in daily following given data. problems. Express your answer in Jerrie can repair her car in 1 1/12 were students, If 3/8 of the students
living Given: 14 rock CDs, 12 classical CDs, lowest term if possible. hours. A mechanic can do the same were female, what part of the rallyists
and 8 pop CDs a. Mang Jose catches a 4 1/8 -kg tuna job in 8/12 hour. How much longer were male students?
Asked: greatest number of CDs Oscar fish, Mang Andres catches a 3/5-kg of does it take Jerrie to do the job? 2. Angie covered ¾ of a bulletin board
can pack in each box yellow-fin fish. What was the total with white paper. Then, she made a
Problem: weight of their catches? Math poster on 2/3 of the white
______________________________ b. Mel spends1 3/5 hours watching Pia spent 1 3/4 hours in her paper. What part of the board was
Solution and answer: TV, Garry spends 2 1/8 hours playing grandparents’ house. This was 2/3 of covered by the poster?
______________________ badminton, and Joey spends 1/4 hour an hour more than the time she spent 3. A water tank was 20/21 full. If 3/5
hanging out with friends. Altogether, at the mall. How much time did she of it was used to water the plants,
how much time is spent by them? spend at the mall? what fraction of the tank was used in
c. Junel jogs 2 1/4 km in the morning watering the plants?
and the in 1/4 the afternoon
How many km does he jog in one day?

H. Making generalizations and How do you create problems (with How do we add fractions and mixed How to subtract fraction and mixed Ask pupils how did they solve the
abstractions about the lesson reasonable answers) forms with different fraction? problem.
involving GCF of 2-3 numbers? denominators?
I. Evaluating learning Directions: Create a problem using the Add. Reduce your answer to lowest Directions: Find the sums. Reduce the Read and understand the problems.
given information.a. Given : 45 okra terms, if possiblea) 4 2/3 + 1/5 b) 3/8 answers to simplest forms.a) 2 2/3 + 1. Mark washed his car in 4/5 of an
plants, 81 corn plants and 63 tomato + 10 1/4c) 1/10 + 12 1/5 + 3/5 d) 8 3/8 1/8 b) 6 1/5 + 23 c) 42/8 + 1/2d) 1 hour, cleaned the garage in 2/6 of an
plantsAsked: greatest number of + 3 1/6e) 7 1/3 + 2/9 2/10 + 3/5 e) 7 3/9 + 1/3Get the GCF hour, and painted the garden fence in
plants in 1 rowb. Given : PE Club of 16 of the following number: 1) 4, 6, 8 3/4 hours. How long did it take him to
girls and 36 boysAsked: biggest 2) 3, 5, 9 do all the tasks?
number of members each group can 3) 5, 10, 15 2. Electrical installers in a cable
have whichwould have an equal 4) 6, 7 company were tested to find out how
number of boys and girls 5) 12, 24 long they could make a cable
c. Given : two pieces of string, one 20 Get the LCM of the following number: connection. Arman did it in 4/5 hours
feet long and the other 12 feet long 1) 6, 4, 12 while Bernard did it in 2/3 hour. Who
Asked: greatest length, in feet, that 2) 7, 4, 14 work faster? How much faster?
she can cut them 3) 10, 15 3. Margaret jogged 5/6 km while
4) 8, 16, 32 Jewel jogged in 7/12 km. Who jogged
5) 9, 2, 3 longer? By how many kilometer?

J. Additional activities for 1. Pia spent ¾ hours in her Lolo Ben’s

application or remediation farm. This was 2/3 of an hour more
than the time she spent at the mall.
How much time did she spent at the
mall?
2. Anthony mixed 1/8 liter of blue
paint with 4/6 liter of yellow paint and
½ liter of white paint. How many liters
of paint formed the mixture?

V.REMARKS

VI.REFLECTION

A. Number of pupils who earned 80%

in the evaluation
B. Number of learners who require
additional activities for remediation
who score below 80%

C. Did the remedial lesson work? No.

of learners who got caught up in the
lesson
D. Number of learners who continue to
require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. what innovation or localized
materials did I used to discover which I
wish to share with the teachers.