School: BAYAG ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: MRS. GERLY T. BANGUD Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: JUNE 11-15, 2018 - WEEK 2 Quarter: FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

INDEPENDENCE DAY HOLIDAY
I. OBJECTIVES
A. Content Standards
1. understanding of whole numbers up to 10 000 000.

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

B. Performance Standards
1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

2. 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 Uses divisibility rules for 2, 5 and Uses divisibility rules for 3, 6 and 9 to find Uses divisibility rules for 4, 8, 12 and 11 to
Competencies/Objectives 10to find common factors common factors find common factors
Write the LC code for each Code: M5NS-Ib 58.1/Page 53 of M5NS-Ib-58.2/ Page 53 of 109 Code: M5NS-Ib 58.3/ Page 53 of 109 Weekly Test
109

II. CONTENT Using Divisibility rules for 2, 5 and Using Divisibility rules for 3, 6 and 9 to Using Divisibility rules for 4, 8, 12 and 11 to
10 to find common factors find common factors find common factors
III. LEARNING
RESOURCES
A. References Curriculum Guide in Math 5
1. Teacher’s Guide pages TG/Week 2 TG/Week 2 TG/Week 2
2. Learner’s Material pages LM/Week 2/DLP Gr. 4 Module 4, LM/Week 2/DLP Gr. 5 Module 1, 12 LM/Week 2 /DLP Gr. 5 Module 1, 12
Gr. 5  Lesson Guide in Elem.
Module 1, 12 Math Gr. 5 p.51, 57
 Lesson Guide in Elem.
Math Gr. 5 p.48
3. Textbook pages Growing Up with Math 5 p. 97 Growing Up with Math 5 p. 97 Growing Up with Math 5 p. 97

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources flash cards, pocket chart, problem flash cards, pocket chart, problem written flash cards, pocket chart, problem written
written on the chart. on the chart. on the chart.
IV. PROCEDURES
A. Reviewing previous lesson 1.Drill 1.Drill 1.Drill
or presenting the new Mental Drills on Easy Division (3- Division Division
lesson digit dividends by 1-digit divisor) a.426 ÷ 6 = n a.488 ÷ 8 = n
using flash cards b.164 ÷ 2 = n b.168 ÷ 4 = n
a.248÷ 4 = n c.357 ÷ 7 = n c.132 ÷ 12 = n
b.126 ÷ 3 = n d.555 ÷ 5 = n d.143 ÷ 11 = n
c.522 ÷ 6 = n
d.255 ÷ 5 = n 2.Review 2.Review
 2.Review Conduct a review on the divisibility Conduct a review on the divisibility rules of
On multiples of a number rules of 2, 5 and 10. 3, 6 and 9.
Give the first three multiples of: Teacher produces small Teacher produces small cards with check
1.4 2.3 3.5 4.6 5.8 cards with check marks. Have marks. Have students place the check cards
students place the check cards under under the correct column by which the
the correct column by which the numbers are visible
numbers are visible. 3 6 9
2 5 10
4110
4000
423
4124
846
875
630
726

B. Establishing a purpose for the 3.Motivation 3.Motivation 3.Motivation

lesson Playing “the boat is sinking” Who among you are members of the Who among you are actively participating in
The students will group student council? As a member what do the outreach programs of your school? Are
themselves according to the you usually do to help your co- you happy with your participation?
number called out by the teacher. students in school? Original File Submitted and Formatted by
Students who failed to group DepEd Club Member - visit depedclub.com
themselves according to that for more
number sit down and are out of
the game.
While the game is in
progress, teacher writes data on
the board.

C. Presenting examples/instances 1.Presentation 1.Presentation 1.Presentation

of the new lesson Present the problem to the class. Present each problem to the class. Present the problem to the class.
On a certain bakery, there were The school janitors are setting
up the hall for the students’ During the Oplan Kalinisan, 1000
230 monay breads to be placed
council meeting. There are a pupils joined the cleanliness
on trays. The baker wants to total of 297 monoblock chairs campaign. Teacher Edna thought
which they have to set up in of dividing them into 8 members
arrange them in either 2, 5 or 10
either rows of 3,6 or 9. Which each. Was she able to divide them
Ask: How many monay breads
rows. Would it be possible for are possible set ups? with every student as a member of
were in the bakery?
a group ?
What does
him the problem
to arrange askedyou
the breads? a. Ask the students: If you were
to find one of those who have to set up the
How will you find the answer to hall, what would you do? Would you
the problem? got ahead and try to make rows of 3, 6
or 9? Is there an easier way?
b. Tell the students that using
the divisibility rules will help in Ask: How many pupils joined the campaign?
identifying if a number is divisible by What does the problem askedyou
another number without actual to find?
division.
 c. Elicit examples of numbers How will you find the answer
that are divisible by 3,6 or 9.Have the to the problem
students look at the sum of the digits
of each of the numbers. Elicit patterns
and observations.
D. Discussing new concepts and 2.Performing the Activities 2.Performing the Activities 2. Performing the Activities
practicing new skills #1 Ask the pupils to work in pairs in Group the pupils into four working Ask the pupils to work in pairs in solving the
solving the problem. teams and have them perform the problem.
Solution 1A : Dividing 230 by 2 task. Solution 1 : Dividing 1000 by 8
230 ÷ 2 = 1000 ÷ 8 = 125, each student is a member
165,arranging the breads by 2’s of the group
is possible Solution 2 : Using the divisibility rule for 8
Solution 1B : Using the divisibility A number ending in three zeros is divisible
rule for 2 by 8
All even nos. are divisible by 2 1000 ends in three zeros, therefore it is
230 is an even no., therefore it is divisible by 8,each student is a member of
divisible by 2, arrangement of the group
bread by 2’s is possible
Solution 2A: Dividing 230 by 5 Group Activity: Using the divisibility rules for
230 ÷ 5 = 46, arranging 4, 8, 12 or 11
by 5’s is possible
Solution 2B: Using the divisibility
rule for 5
Numbers ending in 0 and 5 are
divisible by 5
230 ends in 0, therefore it is
divisible by 5, arrangement of
bread by 5’s is possible.

Solution 3A: Dividing 230 by 10

230 ÷ 10 = 23,
arranging breads by 10’s is
possible
Solution 3B: Using divisibility rule
for 10
Numbers ending in 0 are divisible
by 10
230 ends in 0, therefore it is
divisible by 10, arrangement of
breads by 10’s is
possible
Group Activity: Using the
divisibility rules for 2, 5 and 10
E. Discussing new concepts and Processing the Activities 3.Processing the Activities
practicing new skills #2 Processing the Activities •We used the divisibility rule to know if •How did you find the activity?
•How did you find the activity? the number is divisible by 3 ,6 or 9 •How did we know if a number is divisible by
•How did we know if a number is •The number is divisible by 3,6 or 9 if another number?
divisible by another number? they have these numbers as their •How did we know if 4 8 12 and 11 are
•How did we know if 2 , 5 and 10 factors factors of a number?
are factors of a number?

F. Developing mastery . Reinforcing the Concept and 4.Reinforcing the Concept and Skill 4.Reinforcing the Concept and Skill
(Leads to Formative Assessment Skill Discuss the presentation. On page Discuss the presentation. On page ___ of
3) Discuss the presentation. On ___ of LM Math Grade V, LM Math Grade V,
page ___ of LM Math Grade V, Have the pupils solve the following Have the pupils solve the following
Have the pupils solve the exercises. exercises.
following exercises. Put a check under the correct column Put a check under the correct column
Put a check under the correct applying the rules for divisibility applying the rules for divisibility.
column applying the rules for 3 6 9 4 8 12
divisibility.\
2 5 10 315 56784

6345 120 5000

8640 4376
8000
4176 1224
4970

2560

G. Finding practical applications of . Applying to New and Other Applying to New and Other Situations Applying to New and Other Situations
concepts and skills in daily living Situations Have the pupils do the exercises Have the pupils do the exercises under
Have the pupils do the exercises under Apply your Skills on page LM Apply your Skills on page LM Math Grade
under Apply your Skills on page Math Grade V. Encourage some pupils V. Encourage some pupils to show and
LM Math Grade V. Encourage to show and discuss the answers. discuss the answers.
some pupils to show and discuss
the answers.
H. Making generalizations and Summarizing the Lesson Summarizing the Lesson Summarizing the Lesson
abstractions about the lesson How do we find the factors of a How do we find the factors of a How do we find the factors of a
number using divisibility rules? number using divisibility rules? number using divisibility rules?
•We recall and apply the rules on •We recall and apply the rules on •We recall and apply the rules on divisibility
divisibility for 2, 5 and 10. divisibility for 3, 6 or 9 . for 4, 8, 12 or 11
 Divisibility rule for 2 Divisible by 3: sum of digits of the
 All even nos. are divisible by 2 number is divisible by 3
Divisibility rule for 5 Divisible by 6: number is divisible by
Numbers ending in 0 and 5 are both 2 and 3
divisible by 5 Divisible by 9: sum of the digits of the
Divisibility rule for 10 number is divisible by 9
Numbers ending in 0 are divisible
by 10
I. Evaluating learning C.Assessment C.Assessment C. Assessment
Using the divisibility rule, Using the divisibility rule, encircle the Using the divisibility rule, encircle the
encircle the numbers whose numbers whose factors are the given numbers whose factors are the given
factors are the given number number before each item. number before each item.
before each item. 3___ 1. 84 346 57 4___ 1. 84 480 60 264
2__ _ 1. 88 470 264 8____ 2.2000 3928 6000 846
90 294 9____ 2.299 627 657 12___3.372 756 840 579
5__ __ 2.5000 846 11____4.378 352 1132 143
7528 6010 845 3____ 3.312 799 843 4____5.477 524 296 342
10_ __3.370 950 579
840 530 6_____4.378 216 1953
10____4.370 355 117
3455 140 6_____5.477 357 296
5 ___5.470 830 346
525 450
J. Additional activities for Remediation Remediation D.Home Activity
application or remediation Write on the blank before each Using the divisibility rule put Remediation
item whether the given number is a check on the blank if the second Using the divisibility rule, put a check on the
divisible by 2, 5 and 10 number is a factor of the first number. blank if the second number is a factor of the
1. 16 _______ 1. 459,3 _____ first number.
2. 125 ______ 2. 261,6 _____ 1. 436,4 _____
3. 30 _______ 3. 6453,9 ____ 2. 263,12 _____
4. 344 ______ 4. 345,3 _____ 3. 2328,8 ____
5. 650 ______ 5. 114,6 _____ 4. 346,4 _____
6. 5. 114,11 _____

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?