DLL MATH 5 Q1 WEEK 3 JUNE 19-23, 2017

1. GRADES1 to 12
DAILY LESSON LOG
School: CONALUM ELEMENTARY SCHOOL GradeLevel: V
Teacher: RIGINO T. MACUNAY, JR. LearningArea: MATH
TeachingDatesand
Time: JUNE 19-23, 2017 (WEEK 3) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards
The learner demonstrates understandingof divisibility,order of operations,factors and multiples,and the four fundamental operations i nvolvingfractions
B. Performance Standards The learner is ableto apply divisibility,order of operations,factors and multiples,and the four fundamental operations involvingfractionsin ma thematical problems and real-life
situations.
C. Learning
Competencies/Objectives
Write for the LC code for each
Solves Routine and Non –
Routine Problems Involving
Factors, Multiples and
Divisibility Rules for
2,3,4,5,6,7,8,9,10,11 and 12.
M5NS-Ic-59
Creating Problem (with
Reasonable Answers) Factors,
Multiples and Divisibility Rules
M5NS-Ic-59
States, explains, and interprets
parenthesis, multiplication,
division, addition, subtraction
(PMDAS) or grouping,
multiplication, division, addition,
subtraction (GMDAS) rule.
M5NS-Ic-61.2
States, explains, and interprets
parenthesis,multiplication,division,
addition, subtraction (PMDAS) or
grouping, multiplication, division,
addition, subtraction (GMDAS) rule.
M5NS-Ic-61.2
M5NS-Ic-59
M5NS-Ic-59
M5NS-Ic-61.2
II. CONTENT Numbers and Number Sense
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG Math 4 p 86- 102 Math 4 p 86- 102 Lesson Guide in Elementary
Mathematics Grade VI pages 14,
17, 23-24,
Lesson Guide in Elementary
Mathematics Grade VI pages 14, 17,
23-24,
2. Learner’s Materials pages LM Math 4 pp. 68-81 LM Math 4 pp. 68-81
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
1. Drill
Have a drill on identifying
factors,multiples and
divisibility rules for
2,3,4,5,6,7,8,9,10,11 and 12
usingflash cards
2. Review
A. Checking of
Assignment
B. Review the steps in
1. Drill
Have a drill on creating problem
(with reasonableanswers) factors,
multiples and divisibility Rules.
Ask: What way/s is suggested
by the following number sentence.
2. Review
A.Checking of Assignment
B.Review the steps in solvingword
problems
1. Drill
Evaluatingthe expression
Mechanics:
1. Form 4 groups of pupils.
2. The teacher flashes the
cards with expressions.
3. The groups are given 60
seconds to evaluate the
expression.
4. One member of each
group simultaneously
3. Drill
Evaluatingthe expression
Mechanics:
1. Form 4 groups of pupils.
2. The teacher flashes the cards
with expressions.
2. The groups are given 60
seconds to evaluate the
expression.

2. solvingword problems C.Review how to get the factors
and multiples of a number and
How to use divisibility rule.
goes to the board and
writes the answer.
5. The teacher checks the
answer.
6. The group with the most
number of correct answer
wins
Sample item:
a. 3×4+1 =
c. (6+3) + 2 =
e. (15 + 3) × 2 =
b. 62+3 =
c. d. (16 ÷ 4) × 3 =
2. Review
Have a review on
the divisibility rules.Provide
exercises written on the flash
cards.
3. One member of each group
simultaneously goes to the
board and writes the
answer.
4. The teacher checks the
answer.
5. The group with the most
number of correct answer
wins
2. Review
Have a review on the
divisibility rules.Provideexercises
written on the flash cards.
B. Establishing a purpose for the
lesson
Show some pictures of foods
and people. Ask the students
how they will distributethe
foods? Is itimportantto
distributethe food equally?
Why?
A grocery owner ordered 270
large sized eggs and 150medium-
sized eggs. The eggs were
delivered in cartons of 30 eggs
each. How many cartons with 30
eggs each were delivered?
Ask:
Can you solve the problem? Why
not?
What is needed information for
you to solve the problem?
Ask pupils aboutthe occupation of
their parents. Let them tell how
they help their parents earn a
living.
Ask pupils aboutthe occupation of
their parents. Let them tell how
they help their parents earn a living.
Motivation
C. Presenting
examples/instances of the new
lesson
1. Presentation
Present a problem opener.
Solve the problems using
factors,multiples and
divisibility rules.
Joana has to split 24 students
in her class into different
groups with equal number of
students each .Not all students
1. Presentation
Post the jumbleword problem on
the board.
Ask some pupils to read the
1. Presentation
Present the situation to the class.
Lulu comes from school with a
heavy heart because of homework.
Her elder brother gives her a
helping hand. He has seen the
following:
1. Presentation
Present the situation to the class.
Lulu comes from school with a
heavy heart because of homework.
Her elder brother gives her a helping
hand. He hasseen the following:
Givingstandards in takingthe
test

3. can be in one group and each
group has to have more than
one student. In how many ways
can she form these groups?
Ask:
What is asked in the problem?
What arethe given facts?
What word cluewould you
help to solvethe problem?
What way/s are you going to
use to answer the problem?
Ask a pupil to show his / her
solution on the board.
sentences written on the strips Evaluate the expressions:
a. 12 – 3 + 18 ÷ 6 × 3
b. 7 × 9 – 3 + 8
c. 18 – 12 ÷ 6 + 7
d. 9 × 9 ÷ 3 – 9 + 6
e. 16 ÷ 4 × 5 – 7 + 8
Ask: Whatare the given data?
What operations must be done
first? second? next? last? Why?
Evaluate the expressions:
a. 12 – 3 + 18 ÷ 6 × 3
b. 7 × 9 – 3 + 8
c. 18 – 12 ÷ 6 + 7
d. 9 × 9 ÷ 3 – 9 + 6
e. 16 ÷ 4 × 5 – 7 + 8
Ask: Whatare the given data?
What operations must be done
first? second? next? last? Why?
D. Discussing new concepts and
practicing new skills #1
2. Performing the
Activities
A. Find the factors of 24.
24= 8X3=
B. Get the numbers
(once) on the given factors.
Then find the multiples of each
number till you reach 24.
• Multiples of 2 = 2, 4,
8, 10, 12, 14, 16, 18,20, 22, 24
• Multiples of 3 = 3, 6,
9, 12, 15, 18, 21, 24
C. Identify the number
that can divide24 equally.
Answer: There are6 ways to
form a group.
Ask: Whatdo you think are the
ways/steps we used in getting
the answer?
Say: Let us have another
problem
Solve the problems using
factors,multiples or divisibility
2. Performing the Activities
Ask: Can you arrangethe
sentences to form a word
problem? Can you do itby pairs?
Give ample time for the pupils to
work on the activity.
Solution:
Ronald paid P155.00 each T-
shirtsfor his indigent students for
the to use as a uniform and the
total payment of T-shirtshe bought
is P1, 240.00.How many T-shirts
did he buy?
Ask:
Do you all agreethat this is the
correct arrangement? Why?
Is there any arrangement? Can
you show the other
arrangements?
Does your work make sense?
Say:
Now let us solvethe problem. Do
it with your partners
Let the pupils work on the
problem and ask someone to
show their solution on the board.
2. Performing the Activities
Encourage the
pupils to work in pairs.Haveeach
pair of pupils evaluatethe
expressions.
Solutions:
Lead the pair of pupils to process
how to get the answer.
2. Performing the Activities
Encourage the
pupils to work in pairs.Haveeach
pair of pupils evaluatethe
expressions.
Solutions:
Lead the pair of pupils to process
how to get the answer.
GivingDirections

4. rules Answer: So Ronald bought 8
pieces of T-shirts for his indigent
students.
Valuing
•What kind of teacher is Ronald?
•If you are the teacher, areyou
going to do the same? Why?
E. Discussing new concepts and
practicing new skills #2
Say: Let us have another
problem
Solve the problems using
factors,multiples or divisibility
rules.
Mila baked cookies for her 2
sons and 1 daughter .If she
baked 45 cookies only. How
many cookies did her 2 sons
have? How many cookies did
they have individually?
Ask:
What is asked in the problem?
What arethe given facts?
What word cluewould you
help to solvethe problem?
What way/s are you going to
use to answer the problem?
Ask a pupil to show his / her
solution on the board.
Say: There are times some
problems can be solved in
other ways.Try to solvethe
problem. Ask the pupils to
group into four. Let the group
discussthe problem and think
of ways of solvingit.The pupils
are goingto identify the way/s
they used o solvethe problem
given.
Ask: What do you think is
the best way to solvethe
Processing the Activities
Ask:
Do you agree with the answer?
How do you know that the
arranged sentences formed a
correct word problem?
What arethe things a problem
should have?
Can you name them?
How do you know that a problem
has the complete information?
Can the problem be solved if there
is a missingfact/ information?
So, what are the things
that are needed to create a
complete word problem?
And did you create a word
problem?
Individual Activity
For more exercises,ask pupils to
do the exercises under Apply Your
Skillson page__LM Math Grade 4.
3. ProcessingActivities
After all thepairs process
their answers,ask:“How did you
find the activity? How were you
ableto come up with the correct
answers? What did you do?”
Discuss with the pupils
the rules on how they were ableto
solvethe order of operations.Give
more examples
3. ProcessingActivities
After all thepairs process
their answers,ask:“How did you
find the activity? How were you
ableto come up with the correct
answers? What did you do?”
Discuss with the pupils the
rules on how they were ableto
solvethe order of operations.Give
more examples

5. problem?
3.Processingthe Activities
Ask:
Which of the two problems is
easier to solve?
In which problem did you enjoy
solving? Why?
What arethe way/s you use to
solveproblem 1?
How did you solvethat?
What about problem no. 2?
How were you able to solveit?
Did you work with your group
cooperatively?
When your group solvethe
problem easily,howdid you
feel?
F. Developing mastery a. Class Activity
Say: Let us solvemore
problems. Ask pupils to do the
exercises by pairs under Get
Moving. Check the pupils’
answer on page ___ LM Math
Grade 4.
b. Group Activity
Dividethe class in four groups.
Let them choosea leader and a
secretary. Give each group an
activity card with problem
written on it. Then let each
group post their work on the
board.The leader will reportto
the class thesolution and
answer to it.
Activity card A ( for group 1
and 3)
Joanna ate 6 bananas/week,
while Maria ate 5 apples/week.
In two months how many fruits
did they ate individually?
Markus has P100.00 in his
a. Group Activity
Divide the class in threegroups.
Let them choosea leader and a
secretary. Give each group an
activity card with data to be used
in creatingproblems.Then let each
group post their work on the
board.The leader will reportto
the class thesolution and answer
to it.
Activity card A
 280 pupils to join the
school field trip
 40 students per bus
 Number of bus
needed
Activity card B
• 4800. cups
manufactured each day
• 5 days a week
• P15.00 per cup
4. Reinforcingthe Concept
and Skill notyet done
Discuss thepresentation
under Explore and Discover on
page , LM Math Grade 5. Then,
give the following exercises.
Ask the pupils to perform the
series of operation.
1.(7 × 9) + (3 ×21) 2. (18 – 5) + 6 +
2 3. ( 3 + 5) × (42 ÷ 7) 4. 36÷ 2 +
4×(4-2)
Ask pupils to work on
items 1 to 5 under Get Moving and
items 1-5 under Keep Moving on
pages , LM Math Grade 5.
4. Reinforcingthe Concept
and Skill notyet done
Discuss thepresentation
under Explore and Discover on page
, LM Math Grade 5. Then, give the
followingexercises.
Ask the pupils to perform the series
of operation.
1.(7 × 9) + (3 ×21) 2. (18 – 5) + 6 + 2
3. ( 3 + 5) × (42 ÷ 7) 4. 36÷ 2 + 4×(4-
2)
Ask pupils to work on items
1 to 5 under Get Moving and items
1-5 under Keep Moving on pages ,
LM Math Grade 5.

6. wallet, while his older sister
haveP150.00.If they are going
to buy MonayBae costs P10.00
each .How many snacks can
they buy individually?
Ask pupils to work on the
exercises under Keep Moving
on Math 4. Check the pupils”
answers.
Activity card C
• 240 apples
• 3 baskets
• Number of apples per
baskets
G. Finding practical applications
of concepts and skills in daily
living
a. Group Activity
Dividethe class into two
groups.Let them choose a
leader and a secretary. Give
each group an activity card
with the same problem written
on it. Then let each group post
their work on the board. The
leader will report to the class
the solution and answer to it.
Shaina hasP 500.00 in her bag
while Jeffrey has P750.00.In
how many weeks can their
money last if they are going to
pay P50.00 a week for their
Christmas Program?
b. Individual Activity
For more exercises, ask pupils
to do the exercises under Apply
Your Skillson page__ LM Math
Grade 4.
a. Group Activity
Dividethe class into
fourgroups.Let them choosea
leader and a secretary. Give each
group are goingto make their own
problem involvingfactors,
multiples and divisibility rules.
Then let each group post their
work on the board. Have one pupil
from each group to report on their
work.
b. Individual Activity
For more exercises,ask pupils to
do the exercises under Apply Your
Skillson page__LM Math Grade 4.
Ask pupils to do items under Apply
Your Skills on page , LM Math
Grade 5.
Ask pupils to do items under Apply
Your Skills on page , LM Math
Grade 5.
H. Making generalizations and
abstractions about the lesson
Lead the pupils generalizethe
following:
 The steps in
solving problems
involving factors,
Lead the pupils generalizethe
following:
To create a word problem.
 Be familiarwith the
concepts in Math.
 Think of the type of
Guide the pupils to give the
following generalizationsby
asking:Whatrule would you
followin order to perform the
order of operation?
Rules in the Order of Operation:
1. Perform the operations
Guide the pupils to give the
followinggeneralizationsby asking:
What rulewould you followin order
to perform the order of operation?
Rules in the Order of Operation:
1. Perform the operations
within each pair of grouping

7. multiples and
divisibility rules for
2,3,4,5,6,7,8,9,10,
11 and 12 are:
a. Understand –
Know what is
asked, what
are given.
b. Plan- Know
the operation.
Write the
number
sentence.
c. Solve-Write
the correct
units/ label
your answer.
d. Check and
Look back-
Review and
check your
answer
 Analyze and think
twice what ways or
strategies are you
going to use to
solve routine and
non- routine
problems.
 Using divisibility
rules for 2-12 in
word problems
problem you have
created
 Read some samples of
word problems and study
their solutions.
The followingarenecessary when
creatinga problem.
To check if the answer to the
problem you have created and
solved is correct:
 All the data needed to
solvethe problem should
be there.
 The answer must be the
answer to what is asked
for and must be
reasonable.
within each pair of grouping
symbols (parenthesis,brackets,
and braces) beginningwith the
innermost pair.
2. Simplify the expression
with exponents.
3. Perform multiplication
and division as they occur from
left to right.
4. Perform addition and
subtraction as they occur from left
to right.
symbols (parenthesis,brackets,and
braces) beginningwith the
innermost pair.
2. Simplify the expression
with exponents.
3. Perform multiplication and
division as they occur from left to
right.
4. Perform addition and
subtraction as they occur from left
to right.
I. Evaluating learning Solve the followingproblems.
State what ways or strategies
you used.
1. Christian bought2
Create a problem usingthe given
data. Then solvethe problem.
1. Given : 105 total
number of strawberries gathered
Evaluate the followingexpressions
by followingthe rules:
1. (9 – 2) + (3 × 21)
Evaluate the followingexpressions
by followingthe rules:
1. 4 × (15 – 32) + 16
Actual Test
Checking/Providingfeedback.

8. boxes of Buko Piewith
8 slices each inside
and he is goingto
have 8 visitors.How
many slices can his
visitors have?
2. There are 35 peanuts
in every bowl. How
many peanuts are
there in 5 bowls? How
about in 7 bowls?
3. Attasha has 150 beads
for makingbracelets.
If there are 6 beads in
1 bracelets.How
many bracelets can
she make?
15 strawberries in a basket
Asked: total number of
baskets used
Problem:_____________________
_________________________
Solution and answer:
2. Given : 6electric fansin
each classroom
45 chairs in each classroom
7 classrooms
Asked: total
number of electric fans and tables
used
Problem:_____________________
__________________________
Solution and answer:
2. (18 + 14) ÷ (6 + 2)
3. (36 ÷ 22 + 4 × (4 – 2)
4. (36 – 6) + [(3 × 42) + 7]
5. (72+ 15) × 4 – (625 ÷125)
2. (93 + 7) × 6 + 10
3. 12 × 30 +(890 ÷10)
4. [(144 ÷ 12) 2 × 3] ÷ 3 × 6
5. (16 + 82) ÷ (4 + 4)
J. Additional activities for
application or remediation
Remediation
Solve the followingproblems.
State what ways or strategies
you used.
1. Mr .Sotto receives P
3,500.00 for 25 hours of
tutorial service.How much
does he chargehis student per
hour?
2. Hanna ate 5 eggs a
week. Joy ate 6 eggs a week.
What is the total number of
eggs did they ate in 1 month? 2
months?
Enrichment
Solve the problem. State what
ways or strategies you used.
1. Jose has some dogs and
chickens in his houseAll in all
there are 15 heads and 26 legs.
How many dogs and chickens
are there?
Remediation
Create a problem usingthe given
data. Then solvethe problem.
3. Given : 10 mangoes /
day
2 months
Asked: total
number of mangoes in 2 months
Problem:_____________________
____________________________
Solution and answer:
4. Given : 36red ribbonsfor
Anny
40 white ribbons for Sonia
2 ribbons used a day
Asked: total
number of days that their ribbons
lastindividually
Problem:_____________________
____________________________
Solution and answer:
D. Home Activity
Evaluate the followingexpressions
by followingthe rules:
1. 63 ÷ 7 + 5 + 2 – 6 + 3
2. 6 + (2 × 7 + 5)
Enrichment
Evaluate the following
expressions.
1. (114 – 4) × ( 12 ÷ 4) + 3
2. 16 + 82 ÷ (4 + 4)
D. Home Activity
Evaluate the followingexpressions
by followingthe rules:
1. 37 + 3 × 2 ÷ 6
2. 14 ÷ 2 – 3 + 2 × 2
Enrichment
Evaluate the following
expressions.
1. 122 × 30 + (890 ÷ 2)
2. 6 × 23 + (400 ÷ 2)

9. more resources at http://depedtambayanph.blogspot.com
Enrichment
Create a problem usingthe given
data. Then solvethe problem.
5. Given : 11 soaps /
month
1 year
Asked: total
number of soaps in 1year
Problem:_____________________
____________________________
Solution and answer:
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use./discover
which I wish to share with other
teachers?