School Grade FIVE

Teacher Learning Area MATHEMATICS

Daily Lesson Log Week/Teaching Date WEEK 6 Quarter 3rd QUARTER
Time

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of polygons, understanding of polygons, understanding of polygons, understanding of polygons,
circles, and solid figures. circles, and solid figures. circles, and solid figures. circles, and solid figures.
B. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards construct and describe construct and describe construct and describe construct and describe
polygons, circles, and solid polygons, circles, and solid polygons, circles, and solid polygons, circles, and solid
figures. figures.
figures. figures.
C. Learning formulates the rule in finding formulates the rule in finding uses different strategies uses different strategies
Competencies the next term in a sequence. the next term in a sequence. (looking for a pattern, (looking for a pattern,
e.g. 1, 3, 7,15, (15 x 2+1) e.g. 1, 3, 7,15, (15 x 2+1) working backwards, etc.) to working backwards, etc.) to
Possible answers: (x 2 + 1) Possible answers: (x 2 + 1) solve for the unknown in solve for the unknown in
(+2, +4, +8, +16) (+2, +4, +8, +16) simple equations involving simple equations involving
one or one or
M5AL-IIIf-6 M5AL-IIIf-6 more operations on whole more operations on whole
numbers and fractions. numbers and fractions.
e.g. 3 x _ + 1 = 10 (the e.g. 3 x _ + 1 = 10 (the
unknown is solved by unknown is solved by
working backwards) working backwards)
M5AL-IIIf-14 M5AL-IIIf-14
D. Learning Objectives The learners are able to The learners are able to After going through this After going through this
formulate the rule in finding formulate the rule in finding lesson, the learners are lesson, the learners are
the next term in a sequence. the next term in a sequence. expected to: expected to:
1. use different strategies to 1. use different strategies to
solve for the unknown in solve for the unknown in
simple equations involving simple equations involving
one or more operations on one or more operations on
whole numbers and fractions; whole numbers and fractions;
and and
2. appreciate the use of 2. appreciate the use of
different problem-solving different problem-solving
strategies to make solving strategies to make solving
math problems easier. math problems easier.
 Formulating the Rule in Formulating the Rule in Simple Equations Involving Simple Equations Involving CATCH-UP FRIDAY
II. CONTENT Finding Finding One or More Operations One or More Operations
( Subject Matter) the Next Term in a the Next Term in a
Sequence Sequence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 MELC K to 12 MELC K to 12 MELC K to 12 MELC
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials Module-SDO Pasay City Module-SDO Pasay City ADM Modules-ROVIII Module-SDO IMUS CIty See Attached Teacher’s Guide
from Learning ADM Module-ROVIII
Resource LR portal
B. Other Learning PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures PPT
Resources
IV. PROCEDURE
A. Drill/Reviewing Review: Review: Review: (Do it on the Review:
previous Lesson or Board) Directions: Identify what is
presenting new lesson being described by the
statement.
___________1. It is a
sentence in mathematics that
contains an equal sign.
___________2. It is a symbol
or letter that may take
different values.
___________3. It is a fixed
value that does not change.
___________4. It is a number
that makes an equation true.
___________5. It is a process
of finding the solution of an
equation.
Answer Key:
B. Establishing a purpose Study the situation below. Let observe the pattern. Directions: Solve for the In the previous lesson, you
for the lesson unknown. were taught how to solve for
For the first year, Mang Juan the unknown in simple
harvested 50 kilograms of _____ + 2 = 5 equations. However, some
lanzones. If every year, he equations have more than one
harvested 5 more kilograms What rule applied? 5 + ______ + 3 = 12 variable term such as in 3x - 6
than the previous year, how = 2x + 10.
Answer:
many kilograms of lanzones
Add 2 for the first term
did he harvest on the 8th
year? Add 3 for the second term
Add 4 for the second term
C. Presenting examples/ REMEMBER: In finding the What are the next 2 terms in Match the mathematical Consider the following:
instances of the new next term in a sequence, we the sequence 1, 5, 9, 13, 17? statement in Column A with
lesson will look for a pattern. the answer in Column B that
make the statement true.
Let us construct a table to
look at the pattern in the
sequence of numbers and fill
in the unknown parts of the
table.

So, how many kilograms of

lanzones did Mang Juan
harvest on the 8th year?
 Yes. He harvested 85
kilograms of lanzones.
D. Discussing new A sequence is an ordered list Find the next term of the Simple Equations Involving Simple Equations Involving
concepts and of numbers. Each number in given pattern. One Operation More Operations
practicing new the sequence is called a term.
The three dots (…) mean to Consider the following: To answer the first question
skills.#1
continue forward in the above, we group the given
pattern. To fill in the missing What rule applied? equations into two.
Which are equations?
numbers or symbols in a
given sequence, we need to Answer: Add 1 heart 1 oblong
find out the rule or pattern for each term
generating the next term.
What is the next term?
An equation is a
mathematical sentence that To find the solution of each
Answer:
uses an equal sign “=”. equation involving more
RULE: terms with variables, the
A sequence usually has a rule, The equal sign indicates that following discussion will be
which is a pattern or a way to two mathematical expressions helpful.
find the value of each term. have the same value. Hence,
the expression on the left side
Example: is equal to the expression on Solving an equation means to
Very Good! find the value of the variable
the right side of the equation.
{3, 5, 7, 9, …} which will make the equation
Starts at 3 and goes up 2 true. A basic technique in
every time. solving equations is to place
An equation is a statement all terms with variables on
RULE: Add 2. that two mathematical one side of the equation.
3+2=5 expressions are equal.
5+2=7 We must combine the terms
7+2=9 Many equations contain with variables into a single
variables. term. We then find the value
A variable or unknown is of the variable that will make
represented by a symbol, the equation true.
usually a letter, that may take
on different values. There are terms in the
equation which are called
A constant is a fixed value “like terms” because they
and does not change. have the same variable raised
to the same exponent. For
example, 5y and 6y are like
terms, but 5y and 6m are not
 like terms. Like terms can be
combined by adding their
coefficients and copying the
same variable. Thus:
If an equation involves a
5y + 6y = 11y
variable, then a solution to the
equation is a number that
To solve an equation, the
when substituted to the
following properties are
variable will make the
helpful.
equation true. The collection
of
Addition Property of
all the solutions to an
Equality:
equation is called its solution
 Add the same number to
set. The process of finding a
both sides of an equation.
solution is called solving an
equation.
 Subtract the same number
from both sides of an
equation.

Multiplication Property of
Equality:
 Multiply the same nonzero
number to both sides of an
equation.

 Divide both sides of an

equation by the same nonzero
number.
E. Discussing new Let me see if you can identify Direction: Find the next term In solving an equation, you Consider the given examples:
concepts and the rule and find the next term in the sequence. can try the following:
practicing new skills in a sequence. 1. Write the equation Example 1:
#2. Directions: Find the next three 2. Group similar terms on one Solve 3x + 7 = 2x + 12.
terms in the sequence. side.
Number 1 is done for you. 3. Perform the indicated
1) 10,15, 20,25, 30, 35, 40 operations.
2) 3, 5, 7, 9, ____, ____, ____ 4. Simplify the answer.
3) 1, 3, 9, 27, ____, ____, 5. Check. Example 2:
____ Solve 5a + 3 = 3a + 4.
4) 2, 5, 8, 11, ____, ____, Note that the truth of an
____ equation does not change if
5) 1, 8, 27, ____, ____, ____ we apply the following
 property.

Properties of Equality
1. Addition Property of
____4. 500, 450, 400, 350, Equality: Example 3:
___ If a = b, then a + c = b + c, Find the solution of 3 (y - 2) =
A. 300 B. 250 C. 200 D. 150 where a, b, c are whole 2y.
numbers.
Discuss the rule applied in This property states if you add
each item. the same number to both sides
of an equation, the two sides
remain equal.
Application and Problem
Example 1: Let’s try this Solving
numeric equation 5 + 7 = 12
5 + 7 + 2 = 12 + 2 Example 4:
14 = 14 Four times a number
decreased by 5, is thrice the
Adding 2 to each side of the number increased by 10.
original equation results to 14. What is the number?
Notice that the resulting sides
are still equal. Understand
a. What is asked?
The addition property of The number
equality states that if you add
the same value to both sides b. What are the given facts?
of the equation, the resulting  Four times a number
expressions will remain equal. decreased by 5, is thrice the
number increased by 10.

Plan
Translate the sentence into an
equation.

Four times a number

decreased by 5, is thrice the
Check:
number increased by 10.
Substitute x = 4 in the
equation.
Let x be the number.
x+3=7
4x - 5 = 3x + 10
4+3=7
7=7
 Example 4: Solve for d in the
equation d + 3 = 5.
Solution:
d+3=5 The problem-solving steps are
d + 3 – 3 = 5 – 3 Subtract 3 stated below.
from both sides of the 1. Understand
equation d = 2 2. Plan
To check the solution, 3. Solve
substitute 2 for d in the 4. Answer
equation 5. Check

Check: This is the UPSAC method.

d+3=5
2+3=5
5=5

F. Developing Mastery Guess Me, Guess me Match Me!

(Lead to Formative Directions: Solve for the
Assessment 3) value of the variable that will
make each equation true.

Write the letter of the correct

answer and guess the word.

G. Finding practical Nicole is writing a poem. She Chandy was given an Jeramie baked cupcakes. She Directions: Solve the problem
application of concepts writes 7 words on the first allowance of P750. He spent put them on the table. After below step by step using the
and skills in daily line, 14 words on the second P100 on the 1st day, P150 on breakfast, Vanessa ate 4 UPSAC method.
line, 28 words on the third the 2nd day, P200 on the 3rd cupcakes and got 7 for her
 living line, and 56 words on the day and so on. In how many playmates. During lunchtime, Problem: The regular price of
fourth line. If this pattern days will his allowance last? father and mother ate 13 a bracelet was reduced by
continues, how many words cupcakes in all. There were 36 P20.00. Emily paid P140.00
will Nicole write on the fifth cupcakes left on the table. for the bracelet. What was the
line? How regular price?
many cupcakes did Jeramie
bake?
H. Making What rule will you apply to REMEMBER Directions: Identify what is In solving an equation, follow
Generalizations and complete the sequence below? A sequence is a set of being described by the the steps below:
Abstraction about the numbers that follow a pattern. statement. 1. Write the equation.
1, 4, 7, 10, 13,… Rule: Each number in a sequence is ___________1. It is a 2. Group similar terms on one
Lesson.
_______________________ called a term. sentence in mathematics that side.
contains an equal sign. 3. Perform the indicated
The ability to recognize and ___________2. It is a symbol operations.
create patterns help us make or letter that may take 4. Simplify the answer.
predictions based on our different values. 5. Check.
observations. ___________3. It is a fixed
Being able to identify value that does not change.
recurring patterns allow us to ___________4. It is a number
make educated guesses, that makes an equation true.
assumptions, ___________5. It is a process
and hypothesis; it helps us of finding the solution of an
develop important skills of equation.
critical thinking and logic. Answer Key:

I. Evaluating Learning Directions: Read each Define Me Directions: Give Looking Through Me
statement carefully. Write the pattern or rule for Directions: Solve each
True if the statement is generating each sequence. equation.
correct. If the statement is Write your answer on a
incorrect, write False and separate sheet of paper.
change the underlined word, 1) 1, 4, 7, 10, 13,…
number, or symbol to make it Rule:
correct. Write your answer on _______________________
a separate sheet of paper. 2) 3, 8, 18, 38, 78,…
_________1) In the sequence Rule:
 3, 7, 15 and 31, you have to _______________________
multiply by 2 and add 1 to 3) 60, 56, 52, 48, 44,…
get the next term which is 63. Rule:
_________2) The first term in _______________________
a sequence is 4. If the rule is 4) 2, 8, 32, 128, 512,…
“add 5 and subtract by 2”, the Rule:
first 5 terms of this sequence _______________________
are 4, 7, 10, 13, and 15”. 5) 2, 9, 44, 219, 1094,…
_________3) A pattern is a Rule:
list of numbers or objects in a _______________________
defined or logical order.
_________4) 4, 8, 12, 16 and
20 form a sequence. 8 is
called the second term.
_________5) The rule of the
sequence 4, 9, 19, 40, 79… is
“multiply by 2 and add 1”.
J. Additional Activities
for Application or
Remediation

V. REMARKS

VI. REFLECTION
A.No. of learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
___ of Learners who earned
80% in the evaluation 80% above 80% above 80% above 80% above
80% above
B.No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for additional activities for
remediation who scored remediation remediation remediation remediation remediation
below 80%

C.Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
have caught up with the up the lesson up the lesson up the lesson up the lesson up the lesson
lesson
D.No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
continue to require continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation remediation

E.Which of my teaching Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
strategies worked well? Why well: well: well: well: well:
did these work? __Group collaboration __Group collaboration __Group collaboration __Group collaboration __Group collaboration
__Games __Games __Games __Games __Games
__Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation
__Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary
__activities/exercises __activities/exercises __activities/exercises __activities/exercises __activities/exercises
__Discussion __Discussion __Discussion __Discussion __Discussion
__Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share

F.What difficulties did I __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension

encounter which my principal __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
or supervisor can help me
solve?

G.What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
use/discover which I wish to __Pictures __Pictures __Pictures __Pictures __Pictures
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets
share with other teachers?
__Math Module __Math Module __Math Module __Math Module __Math Module
__Tarpapel __Tarpapel __Tarpapel __Tarpapel __Tarpapel
__Drill Cards __Drill Cards __Drill Cards __Drill Cards __Drill Cards
__Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation

Prepared by: Checked & Noted:

TEACHER’S NAME TEACHER’S NAME

Position Master Teacher 2

Approved:

PRINCIPAL’S NAME
Principal IV