School: BURAL INTEGRATED SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: VALEN M. GUNDAN Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 16-20, 2019 (WEEK 6) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner is expected to
understanding of the four understanding of division understanding of decimals understanding of the four demonstrate understanding of
fundamental operations involving fundamental the four fundamental
involving decimals decimals operations involving decimals operations involving decimals
and ratio and proportion
B.Performance Standards The learner is able to apply the The learners are able to apply The learner is able to recognize The learner is able to apply the four The learner is able to apply the
four fundamental operations division involving decimals in and represent decimals in various fundamental operations involving four fundamental operations
involving decimals mathematical problems and real- forms decimals in mathematical problems involving decimals and ratio
life situations and contexts and real-life situations and proportion in mathematical
problems and real-life
situations
C.Learning Visualizes division of decimal Divides decimals with up to 2 Divides decimals with up to 2 Divides whole numbers with quotients Divides whole numbers with
Competencies/Objectives numbers using pictorial models decimal places decimal places in decimal form quotients in decimal form
Code: M5NS –IIf-115 Code: M5NS- II f- 116.1 Code: M5NS-IIf-116.1 Code: M5NS-IIf-116.2 Code: M5NS-IIf-116.2
II.CONTENT Visualizing division of decimal Dividing Decimals With Up to 2 Dividing Decimals with up to 2 Dividing Whole Numbers with Dividing whole numbers with
numbers using pictorial models Decimal Places Decimal Places Quotients in Decimal Form quotients in decimal form
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages Curriculum Guide, page 59 Curriculum Guide, page 59 Curriculum Guide, page 59 Curriculum Guide, page 59 Curriculum Guide, page 59
Lesson Guides in Math 5 pp. Lesson Guide in Math 5, p 314-
305-310 318
2.Learners’s Materials pages
3.Textbook pages Mathematics for a Better Life 5 Mathematics for Better Life 5 Mathematics for a Better Life pp 5. Mathematics for Better Life 5, p. 182 Realistic Math Worksheet, pp.
pp. 168-169 182-183 50 - 52
4.Additional materials from MISOSA Gr. 5 Module – Dividing
learning resource (LR) portal Decimals With Up to 2 Decimal
Places
B.Other Learning Resource blocks, coins, metacards, flash Flash cards, metacards, activity Flashcards,number cards, flash cards, activity cards, charts Charts, flashcards
cards, number lines sheets, charts powerpoint presentations
IV.PROCEDURES
A.Reviewing previous lesson or Mental Computation Game Relay
presenting the new lesson 1. Drill (Mental Computation) Drill on division 1. Drill a. Teacher prepares flashcards with 1. Drill
I have P 100.00. If I will give it a. 324 ÷ 4 d. 248 ÷ 8 Directions: Divide the following division. Have a game on dividing
to my 5 children, how much b. 168 ÷ 2 a. 324 4 b. Pupils will divided into two groups whole numbers. Use
will each get? c. 567 ÷ 7 b. 168  2 with 3 members of each group. flashcards. Let
2. Review c. 567  7 Page378 the pupils divide as fast as
2. Review d. 248  8 they can
Dividing decimals by whole Dividing decimals by whole 2. Review
numbers numbers 2. Review c. As the teacher flashes the card, Conduct a review on the terms
Strategy: Number Scramble Strategy: Number Scramble Review on dividing decimals by each player will give the answer. used in a division sentence.
Materials: 4 sets of cards with Mechanics: whole numbers d. The first to give the answer For instance, the number that
the following digits 0 to 5, a a. Let 2 group stand in front Strategy: Game- Number Scramble correctly, will take 1 step forward. is divided is called the
decimal facing the class. Give each Mechanics: e. The first to reach the platform, wins dividend. The number that
 point and a division sign. a. Let 2 groups stand in front facing the game. divides the dividend is the
Mechanics: group the set of number cards the class. Give each group the set divisor.
a. Divide the class into 4 and the decimal point. of number cards and decimal 50 ÷ 5 = n 2,120 ÷ 10 = n 288 ÷ 24 = The answer in division is the
groups. b. Flash the cads (all cards must point. n quotient.
b. Distribute the sets of cards to be manageable by the b. Flash the cards (all cards must 120 ÷ 60 = n 780 ÷ 12 = n 860 ÷ 4 = n Let the pupils identify the
the different groups. be manageable by the pupils). 2. Reviewing Previous Lesson dividend, divisor and quotient
c. Using the numbers on their pupils) Example: Directions: Find the quotient
cards, ask the groups to form a 3.6 ÷ 4 3.66 ÷ 3 0.25 ÷ 5 0.84 ÷ 2 c. Pupils in each group form the 1. How many 0.31 meter are there in
division equation that gives the c. Pupils in each group form the answer to the question using their 9. 61 meters?
smallest possible quotient. answer to the question using number and the decimal point. 2. How many 0.12 cm are there in
d. Go around the room to check their number and the decimal d. The teacher will read the answer 6.48 cm?
the group’s answers. point. from left to right. 3. How many 0.26 m are there in 5.98
e. Repeat the activity, this time d. The teacher will read the e. The group who can give the m?
have the groups from a division answer from left to right. correct answer first earns a point. 4. How many 0.47 m are there in 6.11
equation with the greatest e. The group who can give the f. Game continues until all equation m?
possible quotient correct answer first earn the cards have been used up. 5. How many 0.08 kg are there in
point. g. The team with the most number 6.48 kg?
f. Game continues until all of points earned points.
equation cards have been used
up
B.Establishing a purpose for the Show real blocks to the pupils. What projects do you do in your What project do you do in your How many are you in the family? Talk about surprises and their
lesson Where do we usually use these EPP class? Do you make EPP class? Do you make it Have you experienced bringing home reactions.
blocks? This time, we will use them yourselves? Do you submit yourself? Do you submit it on time? something which is not Do you love surprises? When
blocks in our lesson. them on time? enough for your family? do you give a surprise to your
How did you share it equally to loved ones? How do you feel
everyone? when you see in their faces
that they like your surprise?
C.Presenting Examples/ instances Present a grid a. Present the problem opener Present a story problem Ana brought home 3 suman. If she Strategy: Think-Pair-Share
of the new lesson with flowchart Tassie bought 0.75 metre of pink has 4 sisters, how will she divide it Present the situation below to
Aldy bought a piece of rattan ribbon, which she cut into 0.25 equally among her sisters? the class.
0.80-metre long for his metre strips for her project in EPP. Nicole and his brother want to
EPP project. He cut it into pieces How many pieces did she make? surprise their mother on her
of 0.4 metre each. How coming birthday next month.
many pieces did he make? They want to give her a bag
b. Help the pupils understand the worth Php 475 as a gift. How
answer by asking some much would they share
comprehension questions. equally?
What are given? What is asked?
What processes are you What kind of sons are they?
going to use to solve the  Do you also give surprises
problem? to your parents?

D.Discussing new concepts and Now look at the pictorial model Divide the class into group of 5s . 3.66  3 Strategy: Thinking Skills
practicing new skills #1 that you made. Tell each member of the 0.84  2 a. Task for each group (Group of 4) (RMFD)
Why did you trade ones block group that they are going help 0.25  5 1. Use strips of paper to represent the Divide the class into group of
for tenths? each other to solve the given 3.6  4 3 suman. 5s. Using the problem
Into how many tenths did we problem. Tassie bought 0.75 metre of pink 2. Divide each strip into 4 equal parts. presented, instruct the pupils
divide the whole block? After each group have finished, ribbon, which she cut into 0.25 3. Give one piece to each member of to help each other solve the
1 whole block is = 10 blocks of asked them to post their output metre strips for her project in EPP. the group. Do the same with the other problem. Give them enough
tenths on the board. How many pieces did she make? strips. time to perform it.
a. Have the pupils understand the 4. Answer the following : After all the group had done
 How many tenths are there word problem by asking some a. What do you call each part? with their output, ask
now? comprehension questions. b. How many fourths did each one somebody from the group to
Why did you separate the What are given? receive? discuss the solutions done.
tenths into groups of four What is asked in the problem? After the activity, ask the pupils
tenths? What operation should you use to c. How do you change 34 to decimal? to explain their answers.
Into how many groups did we solve the problem? (by multiplying both terms by 25; that How did you solve the
divide? What is the correct anser? Explain is, 3 x 25 = 75; problem?
How many groups of tenths do it. 4 x 25 = 100 )
you have? b. Do the activity. “Pair Share” d. How will you write 75 and 100 in
What is the quotient of 1.2 ÷ 0.4 fraction form?
? Let them write the number e. How is 75100 written in decimal
This time use pictorial models to sentence for the problem. Give form?
divide 1.4 ÷ 0.2. them time to brainstorm the f. What is the quotient of 3 ÷ 4?
possible way on how to perform the g. Show your solution.
operation on a given decimal
numbers.
c. Call some volunteers to show
their answer on the board.
d. Processing the answer of the
pupils.
Show this flow chart to show the
sequential steps in dividing decimal
by a decimal.
1. What did we multiply to the
dividend and the divisor?
2. Why do you multiply both
dividend and divisor by 100?
3. Ask each pair to check their
answer using multiplication to find
out whether the answer is
reasonable.
E.Discussing new concepts and Give other examples Give other examples Give other examples Give other examples Give other examples
practicing new skills #2
F.Developing Mastery Based on your group’s output, After the activity, ask the pupils Divide and find the answer. Do it by Read, analyze and solve the problem Directions: Group the learners
what is one way to divide to explain their answers. pair. A dressmaker has a bolt of fabric that into five groups. Instruct them
decimals? What operation should you use Think-Pair-Share is 49 meters long. She plans to make to
What may we use? We may to solve the problem? 1. What is 0.75 divided by 0.25? 50 table runners. How long will each divide the following numbers.
use picture model to divide Why is division the operation 2. How many 0.8 are there in 0.64? piece be? 1). 15 ÷ 9
decimals. needed to solve it? 3. What is the average point if 0.92 Understand 2). 11 ÷ 2
Let the pupils write the number is divided by 0.23?  Know what is asked in the 3). 7 ÷ 4
sentence on the board. 4. A 0.78 hectares cornfield is problem? 4). 431 ÷ 3
0.8 ÷ 0.4 = N divided equally by three children  Know what are the given facts: 5). 840 ÷ 11
The teacher show the flowchart of the farmer. How much part of the
to show the sequential steps in cornfield each child Plan
dividing a decimal by a decimal. received?  Determine the operation to use:
Talk about the chart. 5. How many pieces of cloth 0.23
What did we multiply to the each can be cut from Solve
dividend and the divisor?  Write the number sentence
To what number did we actually 0.65 m long?
multiply the equation 0.8/0.4? Check and look back
Why do you multiply both
 dividend and divisor by 10?
Elicit from the pupil that once the
divisor has been changed to
a whole number, the equation
can then be simplified just like
in dividing whole numbers.
To find whether your answer is
reasonable or not, use multi-
plication to check your answer.
G.Finding Parctical application of Strategy: Coins model Directions: Group yourself into 5 Strategy: Activity-Based Read and solve the problem
concepts and skills in daily living Materials: P 0.25; 0.05 or 25 c groups. Think-pair and share Directions: Find the quotient. Group Activity: Provide each group Father left Php 50 on the table
and 5 c to find the quotient: 1. When 94.5 is divided by 0.15, with a problem to solve. for you and your two brother’s
Directions: Find the quotient G – 1 0.81 ÷ 0.9 what is the quotient? 1. What is the quotient if 24 is divided snack. The three of you decide
using coins for a pictorial model G – 2 0.88 ÷ 0.11 2. What is N in the equation, 6.93 by 48? to share it equally so each one
How many five centavos are G – 3 0.56 ÷ 0.7  0.11=N? 2. Alfred has 35 m of wire for hanging can buy what he likes for a
there in twenty-five centavo G – 4 0.54 ÷ 0.06 3. How many 0.29 are there in pictures. She wants to divide it into 50 snack. What will be the
coins? G – 5 0.45 ÷ 0.15 9.28? pieces for her frames. How long did amount each of you can
To find the answer, divide: 25 c she used for each frame? receive?
÷5c=5 B. Directions: Find the quotient. 3. Mother left Php5.00 for his 7
P 0.25 ÷ P 0.05 = 5 1). 0.24  0.4 = children. How much did each child
P 0.25 = P 0.05 P 0.05 P 0.05 P 2). 0.56  0.7 = received
0.05 P 0.05 3). 0.72  0.9 = 4. Mr. Dela Cruz is a hardworking
4). 0.88  0.11 = man who owns 6 hectares of land. In
5). 0.06  0.54 = his will, he divided his lot equally
among his 7 sons. How much land
each of his sons received?
5. Jeffrey and Geoffrey went to the
market to buy 15 kilos of pork. When
they came home, they divided the
meat into 16 parts and put it in plastic
bags for future use. How many kilos
of pork does each bag contain?
H.Making generalization and Lead the pupils to give the How do we divide decimal with How do we divide decimal by a How do we divide whole numbers How do you divide whole
abstraction about the lesson following generalizations: decimal up to 2 decimal decimal with up to 2 decimal with decimal quotients? numbers with quotient in
How do we divide decimal places? places?  In dividing whole numbers with a decimal form?
numbers decimal quotients :
o write the equation in fraction form,
dividend as numerator and divisor as
denominator
o divisor must be bigger than its
dividend
o divide numerator by its
denominator, since numerator is
smaller than denominator it can’t be
divided
o add zero to the numerator but
before that add a decimal point
before zero
o quotient must then have a decimal
point.
I.Evaluating learning Illustrate the quotient using Find the quotient Find each quotient Directions: Divide the following
 number line model. 1). 0.24 ÷ 0.4 1). 0.09  0.03= Find the quotient. Round your answer whole numbers.
0.25 ÷ 0. 05 = 2). 0.56 ÷ 0.8 2). 0.93  0.3 = to the nearest 1). 16 ÷ 3
Look at this number line model 3). 0.72 ÷ 0.9 3). 0.3.2  0.4 = place value indicated to complete the 2). 21 ÷ 6
of 0.25 ÷ 0. 05 = 5 4). 0.48 ÷ 0.8 4). 18.6  0.02 = table 3). 20 ÷ 3
What do you notice on the 5). 0.18 ÷ 0.3 5). 2.4  0.06 = 4). 11 ÷ 6
divisors? a) 5 ÷ 8 5). 20 ÷ 12
 How many units of 0.6 scale
are there? b) 12 ÷ 18
 What happen to the
dividend? c) 15 ÷ 80
 How many unit of scales are
there? d) 16 ÷ 18

e) 14 ÷ 24

J.additional activities for Illustrate the quotient using the Find the quotient. Find the quotient. Divide the following whole
application or remediation following models below. 1. What is 0.75 divided by 0.25? Answer these questions. 1. 25 ÷ 50 = N numbers.
2 ÷ 0.4 = 2. How many 0.8 are there in 1. How many 0.31 metres are there 2. 56 ÷ 58 = N 1). 4012 ÷ 16
2.) 3.6 ÷ 0.6 = N 0.64? in 96.1 metre? 3. 72 ÷ 74 = N 4). 3520 ÷ 23
3. What is the average point if 2. How many 0.12 cm are there in 4. 99 ÷ 100 = N 2). 1209 ÷ 24
0.92 by 0.23? 6.48 cm? 5). 5628 ÷
4. A 0.78 hectares cornfield is 3. How many 0.26 cm are there in 3). 9936 ÷ 2
divided equally by three 59.8 cm?
children of the farmer. How much 4. How many 0.8 kg are there in
part of the cornfield 6.4 kg
each child received? 5. How many 0.47 m are there in
5. How many pieces of cloth 0.23 61.1 m?
m each can be cut from
a 0.65 m long?
V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No.of learners who require
additional activities for
remediation
C.Did the remedial 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 helpme solve?
G.What innovation or localized
materials did used/discover which
I wish to share with other
teachers?