daily lesson log in mathematics five and six

lesson plan to be use in teaching

1. GRADE 5
DAILY LESSON LOG
School: Grade Level: 5
Teacher: Learning Area: MATH
Teaching Dates and Time: JULY 29 – AUGUST 2, 2024 (WEEK 1) Quarter: 1
ST
QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES









A. Content Standards demonstrates
understanding of
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions
demonstrates understanding
of divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions
demonstrates understanding
of divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions
demonstrates understanding
of divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions
demonstrates
understanding of
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions
B. Performance Standards Learner is able to apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems
and real-life situations.
Learner is able to apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems and
real-life situations.
Learner is able to apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems and
real-life situations.
Learner is able to apply
divisibility, order of operations,
factors and multiples, and the
four fundamental operations
involving fractions in
mathematical problems and
real-life situations.
Learner is able to apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems
and real-life situations.
C. Learning Competencies
uses divisibility rules for 2 to
find the common factors of
numbers.

uses divisibility rules for 5 and 10 to
find the common factors of
numbers.

uses divisibility rules for 3 to find
the common factors of numbers.

uses divisibility rules for 6 to
findcommon factors.

uses divisibility rules for 9 to
find
common factors.
Learning Objectives







II. CONTENT







III. LEARNING RESOURCES
A. References K to 12 CG in Math 5 p. 3 of 8 K to 12 CG in Math 5 p. 3 of 8 K to 12 CG in Math 5 p. 3 of 8 K to 12 CG in Math 5 p. 3 of 8 K to 12 CG in Math 5 p. 3 of 8
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
*Picture of Plastic Bottles
-Ask the Pupils on what should
be done to plastic bottles-

2. Plastic bottles are recyclable
materials. It can be recycled or
reused. By doing this we will
reduce the amount of plastic in
our environment.
*Picture of Recycling
-Let the pupils give examples
of materials in school or at
home that can be recycle-
Encourage the pupils practice
waste segregation and use the
5R of Waste management
*Picture of Plants
-Ask the pupils if they have
plants at home and what pot
did,they use.
-Emphasize that using plastic
bottles as a pot for plant is a
form of waste management. It
is reusing a waste product.
B. Establishing a purpose for
the lesson
Do you have plants in your
home?
How to take care of your
plants?
How do you arrange your
plants at home?
Present this problem to the
class.Mrs. Antonette Bisenio is
an avid plant collector
(Certified Plantita) she has 130
different plants. She wants to
arrange them in 2rows. Would
it be possible for her to arrange
the plants?

Do you have plants in your home?
How to take care of your plants?
How do you arrange your plants at
home?
Present this problem to the class.Mrs.
Antonette Bisenio is an avid plant
collector (Certified Plantita) she has
130 different plants. She wants to
arrange them in 5 rows. Would it be
possible for her to arrange the plants?

Do you have plants in your home?
How to take care of your plants?
How do you arrange your plants at
home?
Present this problem to the
class.Mrs. Antonette Bisenio is an
avid plant collector (Certified
Plantita) she has 130 different
plants. She wants to arrange them
in 10 rows. Would it be possible for
her to arrange the plants?




C. Presenting
examples/instances of the new
lesson
How many plants Mrs. Bisenio
has?
What does the problem asked
you to find?
How will you find the answer to
the problem?
Present the chart about
divisibility rules for 2. Explain
the rule to the pupils
How many plants Mrs. Bisenio has?
What does the problem asked you
to find?
How will you find the answer to the
problem?
Present the chart about divisibility
rules for 5. Explain the rule to the
pupils

How many plants Mrs. Bisenio
has?
What does the problem asked you
to find?
How will you find the answer to the
problem?
Present the chart about divisibility
rules for 10. Explain the rule to the
pupils




D. Discussing new concepts
and practicing new skills #1

Ask the pupils to work in pairs
in solving the problem. Solution
1A: Dividing 130 by 2
130 ÷ 2 = 165, arranging the
plants by 2’s is
possibleSolution
1B: Using the divisibility rule for
Solution: Dividing 130 by 5
30 ÷ 5 = 46, arranging by 5’s is
possibleSolution
Using the divisibility rule for
5Numbers ending in 0 and 5 are
divisible by 5130 ends in 0,
therefore it is divisible by 5,
Solution: Dividing 130 by 10
130 ÷ 10 = 23, arranging plants by
10’s is possibleSolution

Using divisibility rule for 10
Numbers ending in 0 are divisible
by 10130 ends in 0, therefore it is

3. 2.All even nos. are divisible by
2.130 is an even no., therefore
it is divisible by 2, and
arrangement of plants by 2’s is
possible.

arrangement of plants by 5’s is
possible.

divisible by 10, arrangement of
plants by 10’s is possible

E. Discussing new concepts
and practicing new skills #2
Practice:Activity
Examine the numbers and
copy the numbers that are
divisible by 2.
232, 500, 65, 934, 10, 8,
385, 730, & 1500
Practice:Activity
Examine the numbers and copy the
numbers that are divisible by 5.
(to be flashed in ppt)
Practice:Activity
Examine the numbers and copy the
numbers that are divisible by 10.
(to be flashed in ppt)
Practice:Activity
Examine the numbers and copy the
numbers that are divisible by 3.
(to be flashed in ppt)
Practice:Activity
Examine the numbers and
copy the numbers that are
divisible by 6 & 9.
(to be flashed in ppt)
F. Developing mastery Group Activity:Present the
Norms to be followed for group
activities
G-ive thoughtful feedback
R-espect others and their
thoughts
O-n task all the timeU-se
appropriate voice level to
communicate
P-articipate actively
S-tay on your sit.

Let the pupils discuss and
agree to the Norms.While in
their sit divide the pupils into
two groups. They will do the
activity individually, but they
can share or ask assistance
from their group mates
Group 1- Give 3 numbers that
are divisible by 2.
Group 2-Identify if the given
numbers are divisible by 2(18,
25, 150, 1200)

Group Activity:Present the Norms to
be followed for group activities
G-ive thoughtful feedback
R-espect others and their thoughts
O-n task all the timeU-se
appropriate voice level to
communicate
P-articipate actively
S-tay on your sit.

Let the pupils discuss and agree to
the Norms.While in their sit divide
the pupils into two groups. They will
do the activity individually, but they
can share or ask assistance from
their group mates
Group 1- Give 3 numbers that are
divisible by 5.
Group 2-Identify if the given
numbers are divisible by 5.
Group Activity:Present the Norms
to be followed for group activities
G-ive thoughtful feedback
R-espect others and their thoughts
O-n task all the timeU-se
appropriate voice level to
communicate
P-articipate actively
S-tay on your sit.

Let the pupils discuss and agree to
the Norms.While in their sit divide
the pupils into two groups. They will
do the activity individually, but they
can share or ask assistance from
their group mates
Group 1- Give 3 numbers that are
divisible by 10.
Group 2-Identify if the given
numbers are divisible by 10.

Group Activity:Present the Norms to
be followed for group activities
G-ive thoughtful feedback
R-espect others and their thoughts
O-n task all the timeU-se appropriate
voice level to communicate
P-articipate actively
S-tay on your sit.

Let the pupils discuss and agree to
the Norms.While in their sit divide
the pupils into two groups. They will
do the activity individually, but they
can share or ask assistance from
their group mates
Group 1- Give 3 numbers that are
divisible by 3.
Group 2-Identify if the given numbers
are divisible by 3.

Group Activity:Present the
Norms to be followed for
group activities
G-ive thoughtful feedback
R-espect others and their
thoughts
O-n task all the timeU-se
appropriate voice level to
communicate
P-articipate actively
S-tay on your sit.

Let the pupils discuss and
agree to the Norms.While in
their sit divide the pupils into
two groups. They will do the
activity individually, but they
can share or ask assistance
from their group mates
Group 1- Give 3 numbers that
are divisible by 6 & 9..
Group 2-Identify if the given
numbers are divisible by 6 &
9.

G. Finding practical
applications of concepts and
skills in daily living
In having a group activity, what
should you do in order to solve
the problem?

In having a group activity, what
should you do in order to solve the
problem?

In having a group activity, what
should you do in order to solve the
problem?

In having a group activity, what
should you do in order to solve the
problem?

In having a group activity,
what should you do in order to
solve the problem?

H. Making generalizations and
abstractions about the lesson

How do we find the factors of a
number using divisibility of 2
rule?

How do we find the factors of a
number using divisibility of 5 rule?
How do we find the factors of a
number using divisibility of 10 rule?

How do we find the factors of a
number using divisibility of 3 rule?

How do we find the factors of
a number using divisibility of 6
& 9 rule?

I. Evaluating learning

4. J. Additional activities for
application or remediation










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?

5. GRADE 6
DAILY LESSON LOG
School: Grade Level: 6
Teacher: Learning Area: MATH
Teaching Dates and Time: JULY 29 – AUGUST 2, 2024 (WEEK 1) Quarter: 1
ST
QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates
understanding about fractions
The learner demonstrates
understanding of the four
fundamental operations involving
fractions and decimals.
The learner demonstrates
understanding of the four
fundamental operations involving
fractions and decimals.
The learner demonstrates
understanding of the four
fundamental operations involving
fractions and decimals.
The learner demonstrates
understanding of the four
fundamental operations
involving fractions and
decimals.
B. Performance Standards The learner is fractions in
mathematical problems and
real-life
The learner is able to apply the four
fundamental operations involving
fractions and decimals in
mathematical problems and real-life
The learner is able to apply the four
fundamental operations involving
fractions and decimals in
mathematical problems and real-
life
The learner is able to apply the four
fundamental operations involving
fractions and decimals in
mathematical problems and real-life
The learner is able to apply
the four fundamental
operations involving fractions
and decimals in
mathematical problems and
real-life
C. Learning Competencies

simple fractions and mixed
numbers with or without
regrouping


adds and subtracts simple fractions
and mixed numbers with or without
regrouping
M6NS-Ia-86

adds and subtracts simple fractions
and mixed numbers with or without
regrouping
M6NS-Ia-86

solves routine and non-
routine problems involving addition
and/or subtraction of fractions
usingappropriate problem solving
strategies and tools.
M6NS-Ia-87.3

solves routine and non-
routine problems involving
addition and/or subtraction of
fractions using appropriate
problem solving strategies and
tools.
M6NS-Ia-87.3

Learning Objectives Recalls and understand
fractions

adds and subtracts similar fractions
in simple and mixed numbers with
or without regrouping
adds and subtracts dissimilar
fractions in simple and mixed
numbers with or without
regrouping.
solves routine and non-
routine problems involving addition
and/or subtraction of fractions using
appropriate problem solving
strategies and tools.

solves routine and non-
routine problems involving
addition and/or subtraction of
fractions using appropriate
problem solving strategies and
tools.

II. CONTENT Numbers and Number
Sense
Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense
III. LEARNING RESOURCES
A. References K to 12 MELC – C.G. p. 221 K to 12 MELC – C.G. p. 221 K to 12 MELC – C.G. p. 221 K to 12 MELC – C.G. p. 221
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources https://www.youtube.com/watc
h?v=3XOt1fjWKi8,
https://www.youtube.com/watc
h?v=J18IsHfxDVw, tv, laptop,
ppt
https://www.youtube.com/watch?v=
HWohLetgX5g,
https://www.youtube.com/watch?v=
U19elF9FhQ0, tv, laptop, ppt
https://www.youtube.com/watch?v=
A61I_3i8EN4,
https://www.youtube.com/watch?v=
w6EsVMpmGnQ , tv, laptop, ppt
https://www.youtube.com/watch?v=h
vs_ocDItgc, tv, laptop, ppt, activity
card
https://www.youtube.com/watc
h?v=hvs_ocDItgc, tv, laptop,
ppt, activity card

6. IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
Write the word FRACTION on
the board. Then ask the
students what they know about
the term fraction.
Assuming that some students
have heard of the word and
some may even have a low
level of understanding on the
subject.
Drill : Reducing fractions to lowest
terms. Review: Identify each item.
1. It has a numerator
anddenominator
.2. The numerator is smallerthan the
denominator.
3. Which is a mixed number?
A. ¾ B. 5 1/3
4. Set of fractions with thesame
denominators.
5. Set of fractions withdifferent
denominators.
Drill: Adding and subtracting
similarfractions. Review: How will
you add and subtract similar
fractions?
Guess wheter the word clues are
use in addition or subtraction.
In all
Sum
All together
Deduce
Increased
Decreased
Combine
Difference
Recall the steps in solving
word problem.
B. Establishing a purpose for
the lesson
You were given a pizza by
your mother. How will you
divide it, if you have 2 siblings?
Class Game: The boat is sinking
Group Yourselves into:
a. 10
b. 8
c. 4
You have a visitor. You want to
offer him or her pineapple juice.
What arethe things do you need to
make a juice? Explain.
What are the word clues to be use
in addition? Subtraction?
What do you usually do during
your free time?I have here
story problems about how
some children spend their free
time.
C. Presenting
examples/instances of the new
lesson
Write a simple fraction on the
board such as ½. Ask the
students if any of them know
how to draw a diagram that
represents the fraction ½. If
the students understand the
topic you write more difficult
fractions and diagrams to get a
further understanding of the
students knowledge of
fractions.
Based from what we have done,
what fraction is group 1? Group 2?
Group 1, 2 and 3? Group 4?
-If you add the fraction for group 1
and the fraction forgroup 2 what
operation willyou use?-If you
subtract the fraction for group 4
from the fraction forgroup 1, 2 and 3
what operation will be used?
Present a story problem.Carla has
a visitor. She served her visitor
pineapple juice. She mixed 2/3
glass of sweetened pineapple juice
and 1/2glass of water. How muchis
the mixture?
Present a problem. Norma spends
her free time playing piano. Each
day she spends ¾ hour.When a
visitor came in, she has already
played for ¼ hour. To complete her
schedule, how much longer does
she need to play?
Present a problem.
Liza has 1 ¼ kg of beef and 3
½ kg of chicken in her
refrigerator. How many kg of
meat does she have in her
refrigerator?
D. Discussing new concepts
and practicing new skills #1

Identify the denominator and
denominator in the fraction
using video presentation
https://www.youtube.com/watc
h?v=3XOt1fjWKi8
Discuss also the similar and
dissimilar fractions
https://www.youtube.com/watc
h?v=J18IsHfxDVw
a. 1/4 + 1/4 = __
b. 3/4 – 1/4 = ____
c. 1 1/4 + 2 3/4 = _____
d. 5 3/4 – 2 1/4 = _____
(Discuss the process in adding
and subtracting similar fractions
in simple and mixed numbers
with or without regrouping.)
Discuss the given story problem. Discuss the given a problem. Discuss the given a problem.
E. Discussing new concepts
and practicing new skills #2
Through a paper folding represent
1/2 then fold it again.How many
fourths do youhave now? If you add
2 fourths, what will be the answer?
Each pupil cut 1/4from the whole
then give it toher/his classmate.
What part of the paper is left
Represent the data by regions
visualization.Guide the learners to
see 2/3 is equal to 4/6.Discuss the
steps in adding and subtracting
dissimilar fractions.
Solve and discuss the next given
problem.
Solve and discuss the next
given problem.
F. Developing mastery Group Activity to be flashed on
the powerpoint presentation.
Group work activity.Add or subtract.
Simplify the answers if necessary.1.
1/8 + 3/82. 5/8 – 3/83. 2 5/8 + 1
1/84. 6 4/8 – 3 3/85. 5/7 + 1/7
Group work activity.1. 2/3 + 3/42. 2
¾ + 6 1/23. 3/4 – 1/64. 5 1/5 –
2/35. 8 2/3 – 1 7/8
Small group Activity.Give different
problems for each group. After the
time allotted, the group passes the
activity card to another team. The
Group Activity.
Give different problems for
each group. After the time
allotted, the group passes the

7. process continues until all teams
have answered all the set of cards.
activity card to another team.
The process continues until all
teams have answered all the
set of cards.
G. Finding practical
applications of concepts and
skills in daily living
Why do you need to divide the
food given to you equally?
What value is showed when you are
sharing things toothers?
Have you had a visitor athome?
What do you usually offer to your
visitors? Do you offer drinks or food
to them? Why or why not?
Are you in favor of group work in
solving a word problem? Why?
Why do you use your free time
wisely?
H. Making generalizations and
abstractions about the lesson
What is similar and dissimilar
fraction? Give examples.
How will you add or subtract similar
fractions in simple and mixed
numbers with or without
regrouping?
What are the steps in adding and
subtracting dissimilar fractions?
How do you solve word
problems?What are the steps in
solving word problem?
What are the steps in solving
word problem? How do you
solve word problems?
I. Evaluating learning Give the name the set of
fractions and tell whether
similar or dissimilar.
Add or subtract. Simplify theanswer
if necessary.1. 3/10 + 2/10
2. 5/6 - 2/6
3. 2 1/9 + 3 2/9
4. 9 5/7 – 3 2/7
Add or subtract. Simplify the
answer if necessary.1. 1/2 + 1/32.
2/3 – 3/53. 6 1/3 – 2 5/84. 2 1/4 + 3
2/3
Solve the problem
Dolor had 4 ½ boxes of books. She
unpacked 2 ½of the boxes. How
many more does she need to
unpack?
Solve the problem.
Mother buys ½ kg of chicken
and ¾ kg of beef. How many
kg of meet does she buy in
all?
J. Additional activities for
application or remediation
Make an advance study about
adding and subtracting similar
fractions.
Add or subtract. Simplify theanswer
if necessary.
1. 3/12 + 8/12
2. 9/15 – 6/12
3. 9 3/5 + 2 4/5
4. 7 2/3 – 4 1/3
Review your lesson at home
involving adding and subtracting
fractions.
Review your lesson about routine
and non-routine problems involving
addition and/or subtraction of
fractions using appropriate problem
solving strategies and tools.
Relax.
Bond with your family.
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?