GRADES 1 to 12 School UPPER CARMEN ELEMENTARY SCHOOL Grade Level V

DAILY LESSON LOG Teacher ASTERIO G. PALACA Learning Areas MATHS

Teaching Dates and Time July 30- August 3, 2018 Quarter 1ST

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Visualize multiplication of fractions using models
A. Content Standards demonstrates demonstrates demonstrates demonstrates
understanding of understanding of understanding of understanding of
whole numbers up to 10 000 000. whole numbers up to 10 000 000. whole numbers up to 10 000 000. whole numbers up to 10 000 000.

demonstrates demonstrates demonstrates demonstrates

B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
understanding of
divisibility, order of operations,
factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to apply
divisibility, order of
operations, factors and multiples,
and the four fundamental
operations
involving fractions in
mathematical problems and real-life
situations.
K-12 Grade 5 Curriculum pp. 59
Code:M5NS-Ig-89
understanding of
divisibility, order of operations,
factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to apply
divisibility, order of
operations, factors and multiples,
and the four fundamental
operations
involving fractions in
mathematical problems and real-life
situations.
Kto 12 Curriculum Guide for Grade V
Code: M5NS Ig-90.1 p. 56
understanding of
divisibility, order of operations,
factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to apply
divisibility, order of
operations, factors and multiples,
and the four fundamental
operations
involving fractions in
mathematical problems and real-life
situations.
Kto 12 Curriculum Guide for Grade V
Code: M5NS Ig-90.1 p. 56
understanding of
divisibility, order of operations,
factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to apply
divisibility, order of
operations, factors and multiples,
and the four fundamental
operations
involving fractions in
mathematical problems and real-life
situations.
K to 12 Grade 5 Curriculum Guide,
Code M5NS-Ig-91 p.56,

II. CONTENT Multiplication of fractions using Multiplying fraction and a whole Multiplying fraction and a whole Multiplies mentally proper fractions
models number and another Fraction number and another Fraction with denominators up to 10
III. LEARNING RESOURCES
 A. References
1. Teacher’s Guide pages Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp.
2. Learner’s Material pages Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp.
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Flashcards, strips of paper, cartolina Flash card, chart, activity sheets, Flash card, chart, activity sheets, flash cards/window cards, charts,
strips of paper, two cubes with all strips of paper, two cubes with all activity
faces of numbered. faces of numbered. sheets

IV. PROCEDURES
A. Reviewing previous lesson or Read and Solve Use drawing to Use drawing to Give the multiples of the following
presenting the new lesson Mother bought 5 kg of meat. She help you find the answer to help you find the answer to numbers 3, 6, 9
cooked 1 ½ kg on Saturday and 2 1/3 the following the following
kg on Sunday. How many Kilograms 1. 3/5 of 1/3 = 1. 3/5 of 1/3 =
of meat not cooked? 2. 2/3 of 1/5 = 2. 2/3 of 1/5 =
3. 3/5 of ¼ = 3. 3/5 of ¼ =
4. 2/5 of ½ = 4. 2/5 of ½ =
5. 2/4 of ½ = 5. 2/4 of ½ =

B. Establishing a purpose for the What is ½ of a whole? Show it How many of you asked by your How many of you asked by your Who among you likes to eat pizza?
lesson through your piece of pad paper. If mother to go to the Market? What mother to go to the Market? What What will you do to the pizza before
you find ½ of that part again, what do you buy from the market? Did do you buy from the market? Did eating it?
answer will you get? (Let them fold you help your mother preparing you help your mother preparing
the paper once more in half and food? food?
shade that part). How is the result
compared with ½?
C. Presenting examples/instances of Using problem opener and Visual Using problem opener Using problem opener Present the situation to the class.
the new lesson presentations Ask these questions Ask these questions
What ingredients did Caty’s buy What ingredients did Caty’s buy
from the market? from the market?
What kind of a girl is Caty? What kind of a girl is Caty?
Will you obey your mother? Will you obey your mother?
D. Discussing new concepts and Ask these questions: To answer the first problem, let us To answer the first problem, let us Group the pupils into five working
practicing new skills #1 a. How big is father’s land? draw a figure to represent 1/6 of a draw a figure to represent 1/6 of a teams. Tell them to think of
b. What part of it was piece of cheese piece of cheese methods on how to solve the
planted with sweet corn? problem mentally.
c. What are given in the
problem?
d. What is asked?

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Guide the pupils in
planning how to solve the problem
by asking them these questions:
What is 1/3 of ¾? What is
the number sentence? ( 1/3 x ¾ = N
)
Group Work: Let the pupils to
visualize the multiplication problem
using model by presenting one
hectare by whole piece of cartolina.
Say, “ if this is 1 hectare, how will
you represent the ¾ hectare piece of
land owned by father?
(Pupils may fold the piece into 4
equal parts and shades ¾ ).
After performing the activity the
pupils answer the following
questions through the visualization
multiplication of fractions using
models
Show the product:
a. One half of one and one
half of the farm is planted with corn.
Illustrate the area.
b. Have the pupils do their
under Apply your Skills on Page ---
LM Grade 5 Math.
We can also express as … 5 x 1 = 5 or
we multiply 5 by 1
How did you find the activity?
How did you multiply the fraction to
another fraction?
How did you multiply fraction to a
whole number?
A. Discuss the presentation
under Explore and Discover on page
____ of LM Grade Five
B. Ask the pupils to work on
the exercises under Get Moving on
page ____of LM Grade Five
C. For Mastery, have them
answer the items under Keep
Moving on page ___ of LM Grade
Five
Ask the pupils to do items 1 to 3
under Apply your Skills on page 153
of LM Grade 5
We can also express as … 5 x 1 = 5 or
we multiply 5 by 1
How did you find the activity?
How did you multiply the fraction to
another fraction?
How did you multiply fraction to a
whole number?
A. Discuss the presentation
under Explore and Discover on page
____ of LM Grade Five
B. Ask the pupils to work on
the exercises under Get Moving on
page ____of LM Grade Five
C. For Mastery, have them
answer the items under Keep
Moving on page ___ of LM Grade
Five
Ask the pupils to do items 1 to 3
under Apply your Skills on page 153
of LM Grade 5
By mental computation
½ × ⅓ - Multiply numerator to
numerator and multiply
denominator to denominator.
½ × ⅓ = 1/6
How did you go with the activity?
How did you get the product
without paper and pencil?
For the solution: We
multiply both numerators and
denominators to get the product of
the fractions mentally.
A. Solve each item mentally.
1. 2/3 × 4/5 = _____
2. ½ × 2/3 = _____
3. ¾ × 2/3 = _____
4. 5/7 × 7/8=_____
5. 7/10 × 1/5 = _____
B. Solve for N mentally.
1. 5/6 × 7/8 = N
2. 3/8 × 5/6 = N
3. 3/10 × ½ = N
4. 2/3 × ½ = N
For more exercises, let the
pupils answer exercise B under Keep
Moving on page__ LM Math Grade
5.
H. Making generalizations and How do we visualize multiplication
abstractions about the lesson of Fraction using model.
Multiplication equation for each
visualization by paper folding
drawing and the like.
I. Evaluating learning A. Discuss the presentation
under Explore and Discover on page
___ of LM Math Grade 5
B. Let the pupils work on
exercises under Get Movingon
page___ on page of LM Grade 5. For
more Practice give exercises under
Keep Moving on page of LM Grade 5
J. Additional activities for application Prepare an album showing the
or remediation following equations. Use paper –
folding methods.
1. 21
3 x 2 =
2. 13
10 x 4 =
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
How do we multiply whole number
to fraction?
How do we multiply fraction to
fraction?
Understand the questions
carefully then write your answers in
the blanks.
1. In the equation 2/3 x ½ x 5
=N
2. If you multiply 3 , ¼ and
2/3, what will be the product
3. Multiply 2/3 , 2 and 4/5 . It
will give a product of __________.
4. What is the product of 2/7
, 3/8 and ½ ? _______
5. Multiply 2, 5/6 and ¾. The
answer is _____.
Find the product. Express your
answer in lowest terms if possible
Dan bought 6 kilos of rice
in the market. He shared 1/3 for
their picnic. How many kilos of rice
did he share?
Phiel planted pineapple on
the ¾ of the 5/6 sq. hectares of
farm, what part of the farm
was planted with pineapple?
How do we multiply whole number Lead the pupils to give the
to fraction? generalization by asking: How do
How do we multiply fraction to you multiply the proper fractions
fraction? with the denominators up to 10?
Understand the questions Let the pupils answer exercise
carefully then write your answers in Aunder Apply Your Skillson page__
the blanks. LM Math Grade 5
1. In the equation 2/3 x ½ x 5
=N
2. If you multiply 3 , ¼ and
2/3, what will be the product
3. Multiply 2/3 , 2 and 4/5 . It
will give a product of __________.
4. What is the product of 2/7
, 3/8 and ½ ? _______
5. Multiply 2, 5/6 and ¾. The
answer is _____.
Find the product. Express your Answer exercise B underApply Your
answer in lowest terms if possible Skillson page__ LM Math Grade 5
Dan bought 6 kilos of rice
in the market. He shared 1/3 for
their picnic. How many kilos of rice
did he share?
Phiel planted pineapple on
the ¾ of the 5/6 sq. hectares of
farm, what part of the farm
was planted with pineapple?

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?