Dll math 5 q1_w3 (june19-23, 2017) -
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The document is a daily lesson log for a 5th grade math class that covers factors, multiples, divisibility rules, and order of operations over five days. It includes the content and performance standards as well as learning competencies and objectives for the week. Each day's lesson plans involve reviewing concepts through drills and examples, practicing skills through group and individual activities, and applying the concepts to word problems. The lessons aim to help students develop mastery of these mathematical concepts.
![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)](https://image.slidesharecdn.com/dllmath5q1w3june19-232017-170527051329/85/Dll-math-5-q1_w3-june19-23-2017-8-320.jpg)
Dll math 5 q1_w3 (june19-23, 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?