GRADES 1 to 12
DAILY LESSON LOG
School: ACA ELEMENTARY SCHOOL Grade Level: VI
Teacher: MAJEV T. CABILTES Learning Area: MATHEMATICS 6
Teaching Dates
and
Time:
December 12 – 16, 2022
Quarter: 2nd QUARTER
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
A. Content
Standards
The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance
Standards
The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in
mathematical problems and real-life situations.
C. Learning
Competencies
Find the
percentage when
the rate and base
are given
M6NS-IId-142
WEEKLY QUIZ Find the rate or
percent when the
percentage and
base are given
M6NS-IId-142
Find the base when
the percentage and
rate are given
M6NS-IId-142
solves routine and
non-routine
problems involving
finding the
percentage, rate
and base using
appropriate
strategies and
tools.
M6NS-IId-143
II. CONTENT Finding the
percentage when the
rate and base are
given
Finding the rate
or percent when
the percentage and
base are given
Finding the base
when the
percentage and
rate are given
Problem solving
involving
percentage, rate
and base
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
Lesson Guide in
Elem. Mathematics
Grade 6. 2012. pp.
316-328
Lesson Guide in
Elem. Mathematics
Grade 6. 2012. pp.
316-328
Lesson Guide in
Elem. Mathematics
Grade 6. 2012. pp.
316-328
Mathematics for
Everyday Use Grade
6. 1999. p. 199,
203*
2. Learner’s
Materials
Pages
DLP Gr. 6 Module
47, 48, 49
DLP Gr. 6 Module
47, 48, 49
DLP Gr. 6 Module
47, 48, 49
DLP Gr. 6 Module
47, 48, 49
3. Textbook
Pages
4. Additional
Materials
from Learning

Resources
(LR) Portal
B. Other Learning
Resources
Power point
presentation
Power point
presentation
Power point
presentation
Power point
presentation
IV. PROCEDURES
A. Review Previous
Lessons
Drill on changing
percent to ratio,
decimal to
percent, fraction
to percent, and
vice versa
a. Strategy 1 –
Relay
Materials: 15
flash cards (each
card has a ratio,
decimal, percent,
or fraction)
5 sets of
answer sheets
posted on the
board
Mechanics:
1) Have four
(4) lines of
pupils with the
same number of
members, if
possible.
2) Each pupil
in front of the
line renames the
ratio to percent,
decimal to
percent, fraction
to percent, or
vice versa by
writing the number
on the board as
the teacher
flashes the card.
3) The teacher
fastens the card
on the board in
the column it
belongs.
Ask:
What do you do to
study?
How do you feel
when taking test?
Activity 1 –
“Naming the Baby”
Materials: flash
cards with percent
Mechanics:
a)Ask each pair of
pupils to “Name
the Baby” (the
question on the
card).
Sample flash
cards:
2:8 in percent is
_____.
0.35 in percent is
_____.
in decimal is
_____.
b)The answer is
written on their
“Show-Me-Board”.
Activity 2 – Find
My Partner
Materials: flash
cards with
decimals, ratio,
fractions, and
percent
Mechanics:
a) Each pupil
should be given a
flash card with
question on it.
b)Each pupil looks
for his/her
partner within the
time limit.
c)The pair flashes
their cards.
Activity 1 –
Search for Gold
Materials: 10
flash cards with
percents
4 sets of answer
sheets with
columns for
percent and
decimal
Mechanics:
1) Form 4 teams
with equal number
of members.
2) Give each
leader of the team
sets of ten (10)
flash cards having
the same question.
Sample: 75% in
decimal is _____
375% in decimal is
_____
3) The members
of the team work
together to answer
the sets of flash
cards and
presented their
answer sheets as
soon as they are
through.
4) The teacher
checks the
presented answer
together with the
class.
5) The team
with a perfect
score gets a gold
star shape art
paper.
Do what is asked
for:
1) What is 25%
of 30? _______
2) Forty is
what percent of
200?_______
3) 18 is 30% of
what number?
_______
Ask: What are
the steps in
solving a problem?
In what steps
will the following
questions fall?
What is asked?
What are the given
facts?
What is the
process to be
used?
What is the number
sentence?
Show the solution
and complete
answer.
2
1

4) As soon as
the pupil writing
his answer on
their sheet
finishes, he has
to touch the
second pupil in
the line and goes
at the end of the
line
5) The teacher
flashes the next
card and repeat
numbers 2 to 4.
6) The teacher
checks the answers
and adds the
scores after the
last card is
flashed.
d)The flashed
cards are checked.
Review:
Cooperative Work
Materials: 4 sets
of 2 flash cards
with division of
whole numbers by
decimals
4 sets of
manila paper
4 pentel
pens
Mechanics:
1)Ask each leader
of the team to get
2 flash cards with
division of a
whole number by a
decimal.
2)The members
solve for the
quotient and write
the solution on a
manila paper to be
posted on the
board.
B.
Establishing purpose
for the Lesson
Ask the pupils
about their
target/aim in
answering a 20-
item test.
“What’s your
target score in a
20-item test?
What passing grade
is it?” (75%,
80%, 90%, or
100%). The pupils
have the freedom
to choose.
Ask:
What are the
proper way to take
a test?
Ask the pairs of
pupils on how they
use their school
supplies. Sample:
“Do you use the
front and back
pages of your
notebook? Why?”
How much is your
daily allowance?
Original File
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Formatted by DepEd
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How much money do
you spend in
school every day?
Do you save some
of it for future
use? Why did you
do it? Share your
experience. Let
the pupils realize
the importance of
being thrifty.
C. Presenting
examples
/instances
of the new
lessons
Activity 1 – Use
of Compatible
Number through
Manipulatives
(Counters)
Pablo listens very
well to the teacher
Test proper
Read the test
directions very
carefully.
Explain anything
about the test
directions they
don’t understand.
Sixto, a grade six
pupil, has 24
sheets of art
paper for his
project in Math.
If 6 sheets of art
paper were used by
Sixto, what
Manuel, a son of a
school janitor,
does not ask for
more. He has a
daily allowance of
10 a day which
is 20% of his
classmates daily
Present this
problem.
Reyes family has a
monthly income of
P 15 850. They
allotted 40% of
for food, 25% for
education, 15% for

during the
discussion of the
lesson. When they
were given a 5-item
test his grade was
80%. How many
correct answers did
Pablo get?
Ask them to follow
the directions to
achieve a good
score on the test.
percent of the
sheets of art
paper did he use?
1)Ask the pupils
the following
questions:
a)Who uses art
paper for Math
project?
b)How many sheets
of art paper does
he have?
c)How many sheets
of art paper did
he use?
d)If you were
Sixto, will you be
using all the
sheets of art
paper and ask some
more? Why?
e)Will you do what
Sixto has done if
you were Sixto?
Why?
allowance. How
much is his
classmate’s daily
allowance?
water and
electricity fare,
8% for
transportation, 7%
for miscellaneous
expenses and 5%
for savings. How
much money is
allotted for their
savings?
Ask:
What is asked in
the problem?
What are the given
facts?
What is the
operation to be
used?
D. Discussing new
concepts and
practicing new
skills #1.
1.Ask the
following
questions.
a.Who listens very
well to the
teacher?
b.How many items
was their test?
c.What was his
grade in the test?
d.If you were
Pablo, will you
also be listening
intently to the
teacher? Why?
e.Do you think you
can get a higher
grade than Pablo?
Why do you think
that you can get a
higher grade than
Pablo?
Let the pupils
analyze the
problem.
a)What does the
problem want you
to solve for?
b)What are the
given data?
c)What are the
needed data?
Ask them to
determine the base
and percentage in
the Techan’s
Triangle.
d)What will you do
to find the
answer?
e)What equation
best translates
the problem?
1)Require them to
answer the
following
questions.
a)Who is the son
of a school
janitor?
b)How much is his
daily allowance?
c)Does he ask for
more allowance
like his other
classmates? Why?
d)Do you think
Manuel spends his
money wisely? How
do you know?
e)If you were in
his shoes, what
will you do? Why?
Ask the
pupils to work in
groups in solving
the problem.
Ask: Why does
Reyes family
allotted a certain
amount as savings?
Is it a good thing
to save money?

f)Guide the pupils
write the equation
to solve the
problem.
g)What proportion
best suits the
problem?
Lead them to write
the proportion.
2)Guide the pupils
to analyze the
problem.
a)What does the
problem require
you to look for?
b)What facts are
given?
c)What are the
needed data?
Have them point
the percentage and
rate in the
Techan’s Triangle.
d)What will you do
to solve the
answer.
e)What equation
best transforms
the problem?
Lead them to write
the equation to
solve the problem.
E. Discussing new
concepts &
practicing new
skills #2
Let each pair of
pupils get their
manipulatives of
five (5) identical
small squares (2
centimetres x 2
centimetres). Ask
them to answer the
following
questions.
a.What are the
given data?
Lead the pairs of
pupils point which
among the given
data can be the
rate, base, and
percentage through
the use of
Techan’s Triangle.
Let them get 80%
of 5 counters
through the
teacher’s guidance
Group the pupils
into 5.
1)Have the pupils
answer the
following
questions by
group.
a)What facts are
given?
Let them identify
the base and
percentage using
the Techan’s
Triangle.
b)What will you do
to arrive at the
answer?
c)What equation is
suited to the
problem?
d)What proportion
best fits in the
problem?
Group Activity:
75% of N is 15.
15 is 75% of what
number?
15 is 75% of N.
75% of N = 15.
75% of what number
is 15?
1) Have the
pupils answer the
following
questions.
What data are
given?
Ask them to
determine the
percentage and
rate in the
Techan’s Triangle.
What process will
you use to arrive
at the answer?
Group Activity:
1.A pair of
leather shoes was
on sale and was
given a discount
of P 600 at 30%.
What was the
original price of
the shoes?
2. There are 24
carabaos in the
farm and 6 of them
are male. What
percent of the 24
carabaos are male?
Think: What
percent of 24 is
6?
3. Joselito got
80% of 60 items
correct in a
mathematics test.
How many correct
items did he get?

starting from
having a 5-item
test as 100%.
b.Lead the pairs
of pupils to
decide what to do
to arrive at the
answer.
c.What is the
equation for the
problem?
Ask the pupils to
write the equation
to solve the
problem. Let them
use the
manipulatives (of
80% of 5) in
relating to the
equation as well
as the solution.
80% of 5
80% x 5 = N
0.8 x 5 = N
N = 4
What proportion
best suits in the
problem?
Have the pairs of
pupils write the
proportion to
arrive at the
answer. Let them
use the
manipulatives in
relating to the
formulated
proportion and the
solution.
e. Let them choose
a reporter to
discuss their
answer in front.
What equation
suits in the
problem?
What proportion is
best for the
problem?
F. Developing
Mastery
(Leads to
Formative
Assessment 3
Group Activity:
Solve for the
percentage.
a.36% of 95 is N.
b.48% of 290 is
what number?
c.N is 20% of 8?
Brother and sister
technique:
Let the fast
learners teach
their partners how
to get the answer
to the ff.
questions
A. Solve for
the base.
1) 50% of ____
is 3.
2) 20% of what
number is 14.
3) 14 is 35% of
N.
Solve.
1.Elena has 12
hours working at
home daily as a
full time wife and
mother. She
spends 12.5% of
the time washing

d.What is 20% of
8?
e.60% of 80 is
_____.
1.What percent of
105 is 35?
2.72 is what
percent of 144?
3.N% of 56 is 7
4.24 is N% of 120
5.2.5 is what
percent of 75?
b.Read, analyze
and solve.
1.In a class of 50
pupils, 24 are
boys. What percent
of the class are
boys? What
percent are girls?
2.A vendor had 200
balloons for sale.
If he sold 125 of
them, what percent
remains unsold?
4)10.5 is 30% of
what number?
5)65% of N = 58.5.
B.Read, analyze
and solve
1.In a math class,
8 pupils receive a
grade of 90. If
16% of the class
got 90, how many
pupils are there
in a class?
2.In a Grade 6
outing, 240 pupils
participated if
80% joined the
outing, how many
grade 6 pupil are
there in the
school?
clothes. How many
hours does she
wash the clothes?
2.Among the 50
pupils in a Grade
6 class, 6% are
left-handed. How
many are left-
handed?
3.Maria’s
allowance is 50
daily. She saves
8% of it. How
much does she
save?
G. Finding
Practical
Applications of
concepts and
skills in daily
living
Pair-share:
a. There are 40
pupils in a class.
Seventy-five
percent of them
are present. How
many are present?
How many are
absent?
b. Rhoda’s
allowance for the
day is 250. She
spends 80% of it
and saves the
rest. How much
does she spend?
How much does she
save?
Solve the ff.
problem.
a) Ricardo got
90% of a 20-item
test in Math. How
many items did he
answer correctly?
b) In a school
of 680 Grade 6
pupils, 646
graduated. What
percent of the
Grade 6 pupils
graduated? How
many did not
graduate?
c) One stormy
day, 12 pupils of
Mrs. Loyola were
absent. If there
are 50 pupils in
the class, what
percent of the
class is absent?
present?
Solve the
ff.problems.
1. A grade six
class went on a
field trip. Only
98% or 49 pupils
joined the
activity. What
was the class
enrolment?
2. Chito has
20 in his pocket
which is only 5%
of the money of
her sister. How
much is the money
of her sister?
Solve the
ff.problems.
1.Rosa got 20% of
an 80 item test
incorrectly. How
many items did she
get correctly.
2.Lilia has an
error of 20% in a
60-item test. How
many mistakes does
Lilia have in the
test?
3.Ruby has 170
in her pocket.
She gives 50% of
the money to her
youngest brother.
How much does Ruby
give to her
brother?
4.The money of Mr.
Manipis is not
enough to buy a
wrist watch at
3,000. His wife

gives him 80% of
the cost? How
much money does he
receive from his
wife?
5.There were 50
pupils in Grade
III. If 28% of
the pupils were
absent, how many
pupils were
present?
H. Making
Generalizations
&
Abstractions
about the
lessons
How do you find
the percentage
when the rate and
base are given?
How do you find
the ratio or
percent when the
base and
percentage are
given?
How do you find
the base when the
percentage and
rate are given?
How do you solve
problems involving
percentage, rate
and base ?
I. Evaluating
Learning
Answer the
following:
1.What is 25% of
4?
2._____ is 10% of
1,000,000.
3.N is 50% of 2.
4.What number is
1% of 1,000.
5.200% of 3 is
what number?
6. % of 6,000
is ______.
7.75% of 12 is
_____.
8.What is of
1,000,000?
9.60% of 30 is N.
10.N is 0.125% of
20,000.
11.30% of 600 is
what number?
12. ____ is % of
5,000.
Answer the
following:
1) ___% of 10 = 2.
2) N% of 28 is 14.
3) What percent of
20 is 5?
4) 4 is what
percent of 20?
5) 18 is N% of 30.
6) ___% of 80 =
20.
7) N% of 180 is 35
8) what percent of
800 is 400?
9) 7.5 is what
percent of 30?
10) 18 is N% of
24.
11) ___% of 1000 =
2.
12) N% of 800 is
300.
13) What percent
of 940 is 89?
14) 20 is what
percent of 40.
15) 90 is N% of
3600..
Solve for n.
1) 20% of n is 2.
2) 7 is 35% of n.
3) 40% of n = 8.
4) 10 is 40% of
what number?
5) 25% of what
number is 2?
6) 49.3 is 58% of
n.
7) 76% of n =
49.4.
8) 24% of n is
10.8.
9) 8 is 20% of
what number?
10) 14% of what
number is 11.9?
11) 95 is 80% of
n.
12) 125 is 20% of
what number?
13) 1/8% of n =
12.5.
14) 12.5 is 1/2%
of what number?
15) 875 is 87.5%
of n.
Answer the
following:
1.Joy got 70% of
the 50 words in
the spelling
contest. How many
words did he spell
correctly?
2. A bag that
costs P450 is
marked 15%
discount. How much
would you pay for
the shirt?
3. Of the 120
Grade 6 pupils, 30
prefer apples, 44
want oranges and
the rest want
bananas. What
percent of the
Grade 6 pupils
prefer bananas?
4. The newly
elected President
of SPG got 35 out
of 70 votes from
his classmates.
8
5
8
3
2
1

13.230% of 90 is
N.
14. % of 1,000
is ______.
15.150% of 400
is ______.
What percent of
the votes did he
get?
5. Out of 50
pupils, only 48
joined the
educational trip.
What percent
joined the trip?
6.Cesar invited
250 kids to his
birthday party.
Only 25% of the
kids did not
showed up. How
many kids came to
the party?
J. Additional
activities for
application
or remediation
Complete the
table.
Solve.
1)What percent of
8 is 64?
2)7 is what
percent of 35?
3)63 is N% of 252.
4) ___% of 9 =
45.
5) N% of 875 is
210.
6) 657 is N% of
876.
7) ___% of 250
= 245.
Solve.
1) 6% of n = 4.5.
2) 6.72 is 7% of
what number?
3) 12% of n is
14.4.
4) 117 is 65% of
n.
5) 88% of what
number is 660?
6) 125% of n is
900.
7) 220 is 275% of
n.
Solve:
1.Of 40 pupils
only 30 pupils
passed their
project on time.
What percent
passed their
project?
2. Rhod gets 95%
of the Math test
correctly which is
38. How many
items does the
test have?
3. In a Grade 6
class of 40
pupils, 36 pupils
attended the
meeting of the
Math Club. What
percent of the
class attended the
meeting?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
___Lesson carried.
Move on to the
next objective.
___Lesson carried.
Move on to the
next objective.
___Lesson carried.
Move on to the
next objective.
___Lesson carried.
Move on to the
next objective.
5
1

___Lesson not
carried.
_____% of the
pupils got 80%
mastery
___Lesson not
carried.
_____% of the
pupils got 80%
mastery
___Lesson not
carried.
_____% of the
pupils got 80%
mastery
___Lesson not
carried.
_____% of the
pupils got 80%
mastery
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
___Pupils did not
find difficulties
in answering their
lesson.
___Pupils found
difficulties in
answering their
lesson.
___Pupils did not
enjoy the lesson
because of lack
of knowledge,
skills and
interest about
the lesson.
___Pupils were
interested on the
lesson, despite of
some difficulties
encountered in
answering the
questions asked by
the teacher.
___Pupils mastered
the lesson despite
of limited
resources used by
the teacher.
___Majority of the
pupils finished
their work on
time.
___Some pupils did
not finish their
work on time due
to unnecessary
behavior.
___Pupils did not
find difficulties
in answering their
lesson.
___Pupils found
difficulties in
answering their
lesson.
___Pupils did not
enjoy the lesson
because of lack
of knowledge,
skills and
interest about
the lesson.
___Pupils were
interested on the
lesson, despite of
some difficulties
encountered in
answering the
questions asked by
the teacher.
___Pupils mastered
the lesson despite
of limited
resources used by
the teacher.
___Majority of the
pupils finished
their work on
time.
___Some pupils did
not finish their
work on time due
to unnecessary
behavior.
___Pupils did not
find difficulties
in answering their
lesson.
___Pupils found
difficulties in
answering their
lesson.
___Pupils did not
enjoy the lesson
because of lack
of knowledge,
skills and
interest about
the lesson.
___Pupils were
interested on the
lesson, despite of
some difficulties
encountered in
answering the
questions asked by
the teacher.
___Pupils mastered
the lesson despite
of limited
resources used by
the teacher.
___Majority of the
pupils finished
their work on
time.
___Some pupils did
not finish their
work on time due
to unnecessary
behavior.
___Pupils did not
find difficulties
in answering their
lesson.
___Pupils found
difficulties in
answering their
lesson.
___Pupils did not
enjoy the lesson
because of lack
of knowledge,
skills and
interest about
the lesson.
___Pupils were
interested on the
lesson, despite of
some difficulties
encountered in
answering the
questions asked by
the teacher.
___Pupils mastered
the lesson despite
of limited
resources used by
the teacher.
___Majority of the
pupils finished
their work on
time.
___Some pupils did
not finish their
work on time due
to unnecessary
behavior.
C. Did the remedial
lessons work? No.
of learners who
___ of Learners
who earned 80%
above
___ of Learners
who earned 80%
above
___ of Learners
who earned 80%
above
___ of Learners
who earned 80%
above

have caught up with
the lesson
D. No. of learners who
continue to require
remediation
___ of Learners
who require
additional
activities for
remediation
___ of Learners
who require
additional
activities for
remediation
___ of Learners
who require
additional
activities for
remediation
___ of Learners
who require
additional
activities for
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
___Yes ___No
____ of Learners
who caught up the
lesson
___Yes ___No
____ of Learners
who caught up the
lesson
___Yes ___No
____ of Learners
who caught up the
lesson
___Yes ___No
____ of Learners
who caught up the
lesson
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
___ of Learners
who continue to
require
remediation
___ of Learners
who continue to
require
remediation
___ of Learners
who continue to
require
remediation
___ of Learners
who continue to
require
remediation
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Strategies used
that work well:
 ___Metacognitive
Development:
Examples: Self
assessments, note
taking and
studying
techniques, and
vocabulary
assignments.
 ___Bridging:
Examples: Think-
pair-share, quick-
writes, and
anticipatory
charts.

 ___Schema-
Building:
Examples: Compare
and contrast,
jigsaw learning,
peer teaching, and
projects.

Strategies used
that work well:
 ___Metacognitive
Development:
Examples: Self
assessments, note
taking and
studying
techniques, and
vocabulary
assignments.
 ___Bridging:
Examples: Think-
pair-share, quick-
writes, and
anticipatory
charts.

 ___Schema-
Building:
Examples: Compare
and contrast,
jigsaw learning,
peer teaching, and
projects.

Strategies used
that work well:
 ___Metacognitive
Development:
Examples: Self
assessments, note
taking and
studying
techniques, and
vocabulary
assignments.
 ___Bridging:
Examples: Think-
pair-share, quick-
writes, and
anticipatory
charts.

 ___Schema-
Building:
Examples: Compare
and contrast,
jigsaw learning,
peer teaching, and
projects.

Strategies used
that work well:
 ___Metacognitive
Development:
Examples: Self
assessments, note
taking and
studying
techniques, and
vocabulary
assignments.
 ___Bridging:
Examples: Think-
pair-share, quick-
writes, and
anticipatory
charts.

 ___Schema-
Building:
Examples: Compare
and contrast,
jigsaw learning,
peer teaching, and
projects.


 ___Contextualizati
on:
 Examples:
Demonstrations,
media,
manipulatives,
repetition, and
local
opportunities.

 ___Text
Representation:
 Examples: Student
created drawings,
videos, and games.
 ___Modeling: Examp
les: Speaking
slowly and
clearly, modeling
the language you
want students to
use, and providing
samples of student
work.
Other Techniques
and Strategies
used:
___ Explicit
Teaching
___ Group
collaboration
___Gamification/Le
arning throuh play
___ Answering
preliminary
activities/exercis
es
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery
Method
 ___Contextualizati
on:
 Examples:
Demonstrations,
media,
manipulatives,
repetition, and
local
opportunities.

 ___Text
Representation:
 Examples: Student
created drawings,
videos, and games.
 ___Modeling: Examp
les: Speaking
slowly and
clearly, modeling
the language you
want students to
use, and providing
samples of student
work.
Other Techniques
and Strategies
used:
___ Explicit
Teaching
___ Group
collaboration
___Gamification/Le
arning throuh play
___ Answering
preliminary
activities/exercis
es
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery
Method
 ___Contextualizati
on:
 Examples:
Demonstrations,
media,
manipulatives,
repetition, and
local
opportunities.

 ___Text
Representation:
 Examples: Student
created drawings,
videos, and games.
 ___Modeling: Examp
les: Speaking
slowly and
clearly, modeling
the language you
want students to
use, and providing
samples of student
work.
Other Techniques
and Strategies
used:
___ Explicit
Teaching
___ Group
collaboration
___Gamification/Le
arning throuh play
___ Answering
preliminary
activities/exercis
es
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery
Method
 ___Contextualizati
on:
 Examples:
Demonstrations,
media,
manipulatives,
repetition, and
local
opportunities.

 ___Text
Representation:
 Examples: Student
created drawings,
videos, and games.
 ___Modeling: Examp
les: Speaking
slowly and
clearly, modeling
the language you
want students to
use, and providing
samples of student
work.
Other Techniques
and Strategies
used:
___ Explicit
Teaching
___ Group
collaboration
___Gamification/Le
arning throuh play
___ Answering
preliminary
activities/exercis
es
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery
Method

___ Lecture Method
Why?
___ Complete IMs
___ Availability
of Materials
___ Pupils’
eagerness to learn
___ Group member’s
collaboration/coop
eration
in doing
their tasks
___ Audio Visual
Presentation
of the
lesson
___ Lecture Method
Why?
___ Complete IMs
___ Availability
of Materials
___ Pupils’
eagerness to learn
___ Group member’s
collaboration/coop
eration
in doing
their tasks
___ Audio Visual
Presentation
of the
lesson
___ Lecture Method
Why?
___ Complete IMs
___ Availability
of Materials
___ Pupils’
eagerness to learn
___ Group member’s
collaboration/coop
eration
in doing
their tasks
___ Audio Visual
Presentation
of the
lesson
___ Lecture Method
Why?
___ Complete IMs
___ Availability
of Materials
___ Pupils’
eagerness to learn
___ Group member’s
collaboration/coop
eration
in doing
their tasks
___ Audio Visual
Presentation
of the
lesson

GRADES 1 to 12
DAILY LESSON LOG
School: ACA ELEMENTARY SCHOOL Grade Level: V
Teacher: MAJEV T. CABILTES Learning Area: MATHEMATICS 5
Teaching Dates
and
Time:
December 12 – 16, 2022
Quarter: 2nd QUARTER
I. I. OBJECTIVES MONDAY  TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
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/Objectiv
es
Write the LC code for
each
Visualize
multiplication of
Decimals Using
Pictorial Models
M5NS-IId-110
Page 59 of 109
WEEKLY QUIZ Multiplies
decimals up
to 2
decimal
places by 1
to 2 digit
whole
numbers.
M5NS-IId-
111.1,
Page 59 of 109
Multiplies
decimals with
factors up to 2
decimal places.
M5Ns-IId-III.2,
Page 59 of 109
Estimates the
products of
decimal numbers
with reasonable
results.
(M5NS – II e –
112 )
II. CONTENT Visualizing
Multiplication of
Decimals Using
Pictorial Models
Multiplying
decimals up to 2
decimal places by
1 to 2 digit
whole numbers.
Multiplying
decimals with
factors up to 2
decimal places
Estimating the
products of
decimal numbers
with reasonable
results
III. LEARNING
RESOURCES
A. References Quarter 2 week 4
pp.
Quarter 2 week 4
pp.
Lesson 41
1. Teacher’s Guide
pages
Quarter 2 week 4
pp.
Quarter 2 week 4
pp.
MISOSA Grade 5
Module-
Multiplication of
Decimals and
Whole
Numbers.
Quarter 2 week 4
pp.
LG in Elementary
Mathematics Grade
5 p.279-282,
MISOSA Grade 5,
Module
Multiplication of
Decimals Through
Hundreths
Quarter 2 TG pp

2. Learner’s Material
pages
Quarter 2 week 4
pp.
Lesson Guide in
Elem.
Math Gr. 5 p.274
Quarter 2 LM pp
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
Cards with whole
and decimal
numbers, charts,
cube/dice with
numbers and
activity
sheet
Multiplication
wheel, 10 by 10
grid (transparent
plastic)
flash cards,
colored papers,
marker(pentellpen
), building
blocks
B. Other Learning
Resources
flash cards,
colored papers,
marker(pentellpen
), building
blocks
Quarter 2 week 4
pp.
Quarter 2 week 4
pp.
Quarter 2 week 4
pp.
IV. PROCEDURES
A. Reviewing previous
lesson or
presenting the new
lesson
Using flash cards
for the
following, the
pupils will make
an illustration
of the fraction
on a piece of
colored paper.
Review
Solve the
following
mentally:
1.) Sophia bought
0.8 kg of hotdog.
She placed 0.25
kg of it in the
refrigerator
and cooked the
rest. How much
hotdog did she
cooked?
Ask:
What do you do to
study?
How do you feel
when taking test?
1. Drill
Flash cards of
basic
multiplication
facts.
2. Review
Tossing Dice
Materials:
two dice with the
following faces.
1.2 ,
3.5 .
2.6 ,
4.1 ,
1.2 ,
3.3
Mechanics:
a. Distribute 2
cubes to each
group.
b. One pupil
rolls the cube
and the other
records the face
up digit.
. Drill
Basic
Multiplication
Facts
Using
multiplication
wheel.
2. Review
If you have
three ₱ 500.00
bills, how much
do you have in
all? At ₱ 12.75
for each
ripe mango, how
much will 6 ripe
mangoes cost?
Estimating the
sum/difference
Ask: How do you
estimate the
sum/difference?
Round to the
nearest whole
number and
estimate the
sum/difference.
How many can you
do orally?
Flash problem
cards for the
pupils to solve.

c. The group who
gives the most
number of correct
answers wins the
game.
B. Establishing a
purpose for the
lesson
Using building
blocks. Try to
solve this
problem.
Baby Isabel plays
with blocks. Each
block measures
3.7 inches tall.
She has a
collection of 41
blocks. If she
could stack all
the blocks up one
on top of the
other. How many
inches tall would
her tower be.
Ask:
What are the
proper way to
take a test?
Which are
decimals?
Which are whole
numbers?
What’s the
difference
between a whole
number and a
decimal number?
Can we multiply
the two numbers?
How many of you
have gone to
Luneta? Fort
Santiago? What do
you usually see
in these place?
You were asked by
your mother to
buy some
groceries after
class. Without
computing how
would you know
that the money
given to you is
enough or not?
Why?
C. Presenting
examples/instances of
the new lesson
. Presentation
Present this
situation.
Mr. Dizon’s
farm is 0.3 km
long and 0.1 km
wide. How big is
his land?
Test proper
Read the test
directions very
carefully.
Explain anything
about the test
directions they
don’t understand.
Ask them to
follow the
directions to
achieve a good
score on the
test.
Rudolf lives 2.4
km from school.
How far does he
ride in going to
and from the
school?
a. How far is
Rudolf’s house
from the school?
b. What is being
asked in the
problem?
Original File
Submitted and
Formatted by
DepEd Club Member
- visit
depedclub.com for
more
The park is
rectangular in
shape and
measures 0.3 km
long and 0.2 km
wide.
a. What picture
do you have in
your mind when
you read the
problem?
b. What are the
signs that you
usually see in
the park?
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?
Present the
following problem
Carlo bought 5
notebooks at
₱38.95 each.
About how much
did he pay in
all?

e. How shall we
solve it?
D. Discussing new
concepts and
practicing new skills
#1
The pupils will
answer in groups.
a. Into how many
parts is the
whole divided?
b. How is 0.3
shown in the
grid? What about
0.1?
c. How many
squares are
double shaded?
In fraction form
write 1/10 of 1/3
= 1/10 x 3/10 =
3/100
Another way of
writing fraction
is in decimal
form. 0.1 of 0.3
= 0.1 x 0.3 =
0.03
d. How many
decimal places
are there in both
factors? How
about in product?
To find the
answer we
multiply 2.4 by
. Performing the
Activities
Use of Grid
To find the area,
we multiply the
length and the
width.
Step 1:
Multiply
the digit as if
you are
multiplying whole
numbers.
Step 2: Count
the number of
decimal places in
the multiplicand
and multiplier.
The sum of the
number of decimal
places in the
factors is equal
to the number of
decimal places in
the product.
Step 3: Add
zero, if
necessary.
Ask the following
questions:
1)
What are given?
2)
What is being
asked?
3) Do
we need exact
answer or just an
estimate to solve
the problem? Why
do you think so?
4)
What is the
number sentence?
5) How do
we estimate
products of
decimals?
E. Discussing new
concepts and
practicing new skills
#2
After all the
groups have
presented their
answer, ask:
Which group
was/were able
to give all
correct answers?
Which group/s
missed an answer?
Which group/s did
not get any
correct answer?
After the
activity, see to
it that the
teacher
immediately sets
remedial for
those who got the
wrong answers.
Ask: Did you
learn something
from the
activity?
After the
activity, check
whether the
answer of your
pupils are
correct. Put
immediate action
on the pupils
that got the
wrong answer.
Explain step-by-
step the process
of estimating
products of
decimals numbers.
If possible,
elicit this from
the pupils or
have them do the
explaining.

How did you
get the answer
Did you
follow the steps?
F. Developing mastery
(Leads to Formative
Assessment 3)
Discuss the
presentation on
Explore and
Discover on page
___ of LM in Math
Grade 5
b. Ask the
pupils to work on
Get Moving on
page ____ of LM
in Math Grade 5
. Discuss the
predentstion on
Explore and
Discover page ___
of LM Math Grade
5.
b. Ask the
pupils to work on
Get Mowing and
Keep Moving page
___ of LM Math
Grade 5.
. Discuss the
presentation on
Explore and
Discover on page
___ of LM Math
Grade 5
b. Ask the pupils
to work on Get
Moving and Keep
Moving on page
___ of LM Math
Grade 5
Get moving
Round each factor
to the greatest
place value and
estimate each
product.
1. 42.6 x 37.2=
2. 68.54 x 24.4=
3. 99.2 x
48.5=
4.123.86 x 31.5=
5.246.3 x 9.67
G. Finding practical
applications of
concepts and skills
in daily living
Using an
illustration,
give the answer
of the following.
1. Every morning
Yvan goes
jogging. He can
jog a distance of
0.9 kilometers.
How
many kilometers
can he jog in 6
days? (number
lines)
2. A rectangular
table is 0.8 m
long and 0.5 m
wide. Find its
area. (paper
grid)
. Complete the
table by giving
each product
X 2.
6
11.92
4 __
__
_
_____
12 __
__
_
_____
1. A lot has a
length of 0.4 and
0.3 wide. What it
its area?
2. A painting
having a
dimension of 0.4
m and 0.8 m is to
be wrapped with a
cloth 0.4 m
larger than its
dimensions. What
is the area of
the cloth?
For more
exercises, ask
the pupils to
answer Apply Your
Skills, page ___
of LM Math Grade
5.
Read the
problem then
answer the
questions that
follow:
Father
and other farmers
harvested
tomatoes for the
town's Tiangge
Day. They were
able to fill 56.5
kaings each
weighing 18.75
kilograms.
1. About how many
kilograms of
tomatoes were
harvested for the
Tiangge Day?
2. If they will
sell the tomatoes
for ₱24.25 a
kilo,
a) By how
much will they
get for one
kaing?

b) By how
much will they
get for all the
tomatoes?
3. A businessman
will buy all the
tomatoes, but
will be given 1.5
kilograms free
for each kaing.
About how much
will he pay?
4. Do you think
that much of
tomatoes will be
ready to be sold
for Tiangge Day
if only Father
picked the
tomatoes?Why?
H. Making
generalizations and
abstractions about
the lesson
Lead the pupils
to generalize
that:
Multiplying
decimals can be
visualized by
representing each
factor with the
horizontal
and vertical
lines placed over
the other. The
double shaded
part represents
the answer to the
equation.
Lead the pupils
to generalize
that:
To multiply
decimals by whole
numbers, multiply
like whole
numbers then
count the number
of decimal places
in the factors.
The sum of the
number of decimal
places in the
factor is equal
to the number of
decimal places in
the product.
Lead the pupils
to generalize
that:
In
multiplying
decimals with
factors up to 2
decimal places,
multiply like
multiplying whole
numbers. Place
the decimal point
In the product
equal to the sum
of the number of
decimal places in
both factors.
How do you
estimate the
products of
decimal numbers?
I. Evaluating learning Write the correct
multiplication
equation for each
of the following
numbers
represented by
the shaded region
Copy and give the
product.
1.) 0.76 2.)
0.12 3.) 16.57
X 4 X
5 X 6
Give the products
mentally.
1.0.4 2.0.6 3.0.7
x 0.5 x 0.8
x 0.3
4.0.9 5.0.9
Estimate each
product by
rounding:
1) 22.7
x 0.08
2.73.82
x 0.28
3. 8.493 x .08

B. Shade the
pictures to
represent each
number sentence.
Give the missing
numbers.
1. If 367 x 28 =
10276, what is
36.7 x 28 equal
to?
2. If 163 x 7 =
1141, what is
1.63 x 7 equal
to?
x 0.5
x 0.8
4. Ivan runs 4.8
km every morning.
About how many
kilometres does
he run each week?
5. In 6.75 x 8.56
if the factors
are rounded to
the nearest whole
number, will the
estimate be
greater
or smaller than
the actual
product? Explain.
J. Additional activities
for application or
remediation
Prepare paper
grid divided into
100 equal parts
and be ready to
show your own
multiplication
equation of
decimals.
Write the product
with the decimal
point in the
correct place.
Then be ready to
read your
answer.
1.) 6.48 2.)
20.6 3.) 3.65
X 32
X 18 X 23
4.) 2. 34
5.) 12.23
X 12
X
13
Copy and complete
each table.
x 0.
3
0.
4
0.
5
1. 0.
6
2. 0.
7
3. 0.
8
x 0.
6
0.
7
0.
8
1. 3.
4
2. 1.
2
3. 0.
6
Estimate the
product:
1. 9.713
2. 561.73
x 4.12
x 5.17
3. 584.9
4. . 623.7
x 82.8
x 7.89
5. 689.7
x 53.7
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
___Lesson
carried. Move on
to the next
objective.
___Lesson not
carried.
_____% of the
pupils got 80%
mastery
___Lesson
carried. Move on
to the next
objective.
___Lesson not
carried.
_____% of the
pupils got 80%
mastery
___Lesson
carried. Move on
to the next
objective.
___Lesson not
carried.
_____% of the
pupils got 80%
mastery
___Lesson
carried. Move on
to the next
objective.
___Lesson not
carried.
_____% of the
pupils got 80%
mastery

B. No. of learners who
require additional
activities for
remediation who
scored below 80%
___Pupils did not
find difficulties
in answering
their lesson.
___Pupils found
difficulties in
answering their
lesson.
___Pupils did not
enjoy the lesson
because of lack
of knowledge,
skills and
interest about
the lesson.
___Pupils were
interested on
the lesson,
despite of some
difficulties
encountered in
answering the
questions asked
by the teacher.
___Pupils
mastered the
lesson despite of
limited resources
used by the
teacher.
___Majority of
the pupils
finished their
work on time.
___Some pupils
did not finish
their work on
time due to
unnecessary
behavior.
___Pupils did not
find difficulties
in answering
their lesson.
___Pupils found
difficulties in
answering their
lesson.
___Pupils did not
enjoy the lesson
because of lack
of knowledge,
skills and
interest about
the lesson.
___Pupils were
interested on
the lesson,
despite of some
difficulties
encountered in
answering the
questions asked
by the teacher.
___Pupils
mastered the
lesson despite of
limited resources
used by the
teacher.
___Majority of
the pupils
finished their
work on time.
___Some pupils
did not finish
their work on
time due to
unnecessary
behavior.
___Pupils did not
find difficulties
in answering
their lesson.
___Pupils found
difficulties in
answering their
lesson.
___Pupils did not
enjoy the lesson
because of lack
of knowledge,
skills and
interest about
the lesson.
___Pupils were
interested on
the lesson,
despite of some
difficulties
encountered in
answering the
questions asked
by the teacher.
___Pupils
mastered the
lesson despite of
limited resources
used by the
teacher.
___Majority of
the pupils
finished their
work on time.
___Some pupils
did not finish
their work on
time due to
unnecessary
behavior.
___Pupils did not
find difficulties
in answering
their lesson.
___Pupils found
difficulties in
answering their
lesson.
___Pupils did not
enjoy the lesson
because of lack
of knowledge,
skills and
interest about
the lesson.
___Pupils were
interested on
the lesson,
despite of some
difficulties
encountered in
answering the
questions asked
by the teacher.
___Pupils
mastered the
lesson despite of
limited resources
used by the
teacher.
___Majority of
the pupils
finished their
work on time.
___Some pupils
did not finish
their work on
time due to
unnecessary
behavior.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
___ of Learners
who earned 80%
above
___ of Learners
who earned 80%
above
___ of Learners
who earned 80%
above
___ of Learners
who earned 80%
above

D. No. of learners who
continue to require
remediation
___ of Learners
who require
additional
activities for
remediation
___ of Learners
who require
additional
activities for
remediation
___ of Learners
who require
additional
activities for
remediation
___ of Learners
who require
additional
activities for
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
___Yes ___No
____ of Learners
who caught up the
lesson
___Yes ___No
____ of Learners
who caught up the
lesson
___Yes ___No
____ of Learners
who caught up the
lesson
___Yes ___No
____ of Learners
who caught up the
lesson
F. What difficulties did
I encounter which my
principal or
supervisor can help
me solve?
___ of Learners
who continue to
require
remediation
___ of Learners
who continue to
require
remediation
___ of Learners
who continue to
require
remediation
___ of Learners
who continue to
require
remediation
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
Strategies used
that work well:
 ___Metacognitive
Development:
Examples: Self
assessments, note
taking and
studying
techniques, and
vocabulary
assignments.
 ___Bridging:
Examples: Think-
pair-share, quick-
writes, and
anticipatory
charts.

 ___Schema-
Building:
Examples: Compare
and contrast,
jigsaw learning,
peer teaching, and
projects.

 ___Contextualizat
ion:
Strategies used
that work well:
 ___Metacognitive
Development:
Examples: Self
assessments, note
taking and
studying
techniques, and
vocabulary
assignments.
 ___Bridging:
Examples: Think-
pair-share, quick-
writes, and
anticipatory
charts.

 ___Schema-
Building:
Examples: Compare
and contrast,
jigsaw learning,
peer teaching, and
projects.

 ___Contextualizat
ion:
Strategies used
that work well:
 ___Metacognitive
Development:
Examples: Self
assessments, note
taking and
studying
techniques, and
vocabulary
assignments.
 ___Bridging:
Examples: Think-
pair-share, quick-
writes, and
anticipatory
charts.

 ___Schema-
Building:
Examples: Compare
and contrast,
jigsaw learning,
peer teaching, and
projects.

 ___Contextualizat
ion:
Strategies used
that work well:
 ___Metacognitive
Development:
Examples: Self
assessments, note
taking and
studying
techniques, and
vocabulary
assignments.
 ___Bridging:
Examples: Think-
pair-share, quick-
writes, and
anticipatory
charts.

 ___Schema-
Building:
Examples: Compare
and contrast,
jigsaw learning,
peer teaching, and
projects.

 ___Contextualizat
ion:

 Examples:
Demonstrations,
media,
manipulatives,
repetition, and
local
opportunities.

 ___Text
Representation:
 Examples: Student
created drawings,
videos, and games.
 ___Modeling: Examp
les: Speaking
slowly and
clearly, modeling
the language you
want students to
use, and providing
samples of student
work.
Other Techniques
and Strategies
used:
___ Explicit
Teaching
___ Group
collaboration
___Gamification/L
earning throuh
play
___ Answering
preliminary
activities/exerci
ses
___ Carousel
___ Diads
___
Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery
Method
 Examples:
Demonstrations,
media,
manipulatives,
repetition, and
local
opportunities.

 ___Text
Representation:
 Examples: Student
created drawings,
videos, and games.
 ___Modeling: Examp
les: Speaking
slowly and
clearly, modeling
the language you
want students to
use, and providing
samples of student
work.
Other Techniques
and Strategies
used:
___ Explicit
Teaching
___ Group
collaboration
___Gamification/L
earning throuh
play
___ Answering
preliminary
activities/exerci
ses
___ Carousel
___ Diads
___
Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery
Method
 Examples:
Demonstrations,
media,
manipulatives,
repetition, and
local
opportunities.

 ___Text
Representation:
 Examples: Student
created drawings,
videos, and games.
 ___Modeling: Examp
les: Speaking
slowly and
clearly, modeling
the language you
want students to
use, and providing
samples of student
work.
Other Techniques
and Strategies
used:
___ Explicit
Teaching
___ Group
collaboration
___Gamification/L
earning throuh
play
___ Answering
preliminary
activities/exerci
ses
___ Carousel
___ Diads
___
Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery
Method
 Examples:
Demonstrations,
media,
manipulatives,
repetition, and
local
opportunities.

 ___Text
Representation:
 Examples: Student
created drawings,
videos, and games.
 ___Modeling: Examp
les: Speaking
slowly and
clearly, modeling
the language you
want students to
use, and providing
samples of student
work.
Other Techniques
and Strategies
used:
___ Explicit
Teaching
___ Group
collaboration
___Gamification/L
earning throuh
play
___ Answering
preliminary
activities/exerci
ses
___ Carousel
___ Diads
___
Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery
Method

___ Lecture
Method
Why?
___ Complete IMs
___ Availability
of Materials
___ Pupils’
eagerness to
learn
___ Group
member’s
collaboration/coo
peration
in doing
their tasks
___ Audio Visual
Presentation
of the
lesson
___ Lecture
Method
Why?
___ Complete IMs
___ Availability
of Materials
___ Pupils’
eagerness to
learn
___ Group
member’s
collaboration/coo
peration
in doing
their tasks
___ Audio Visual
Presentation
of the
lesson
___ Lecture
Method
Why?
___ Complete IMs
___ Availability
of Materials
___ Pupils’
eagerness to
learn
___ Group
member’s
collaboration/coo
peration
in doing
their tasks
___ Audio Visual
Presentation
of the
lesson
___ Lecture
Method
Why?
___ Complete IMs
___ Availability
of Materials
___ Pupils’
eagerness to
learn
___ Group
member’s
collaboration/coo
peration
in doing
their tasks
___ Audio Visual
Presentation
of the
lesson