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- 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 Submitted and Formatted by DepEd Club Member - visit depedclub.com for more 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

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