GRADE 1 TO 12 SCHOOL SAN LORENZO ELEMENTARY SCHOOL GRADE LEVEL FOUR

DAILY LESSON TEACHER SHEILA G. ESCONDO LEARNING AREA MATHEMATICS 5

LOG TEACHING DATES AND July 29- Aug.2, 2024 7:15 -8:00 QUARTER First Quarter
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Provision of psychosocial Asses learners through Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
divisibility, order of operations, divisibility, order of operations, factors divisibility, order of operations, factors
A. Content Standards support to learners will be Diagnostic Test in factors and multiples, and the four and multiples, and the four and multiples, and the four
important in proyecting the Mathematics 5 Fundamental operations involving Fundamental operations involving Fundamental operations involving
fractions fractions fractions
learners’ sociemotional well
being and developing their
coping skills for this
challenge
Aim to help teachers Administering Diagnostic Test is able to apply divisibility, order of is able to apply divisibility, order of is able to apply divisibility, order of
operations, factors and multiples, operations, factors and multiples, and the operations, factors and multiples, and the
B. Performance Standards determine the pschosocial and the four fundamental operations four fundamental operations involving four fundamental operations involving
concepts to to focus on and involving fractions in fractions in fractions in
mathematical problems and mathematical problems and real-life mathematical problems and real-life
reinforce through repeated real-life situations. situations. situations.
conduct as ell as who among
the learners might need
further psychosocial support.
C. Learning Competencies/ Psychosocial Evaluation uses divisibility rules for 2, 5, and 10 to uses divisibility rules for 3, 6, and 9 to find uses divisibility rules for 3, 6, and 9 to find
find common factors. common factors.
Objectives -assess how learners are
the common factors of numbers.
Write the LC code for each responding to psychosocial M5NS-Ib-58.2 M5NS-Ib-58.2
support activities and

-gauge their overall

psychosocial status or
adjustment in the transition
back to the in-person
learning modality

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Psychosocial Activity EGMA TG
2. Learner’s Materials pages Psychosocial Support EGMA tools and activity
Activity Pack pp 28-42 sheets
3. Textbook pages
 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing previous Do Activity 1 on page 26 [Link] [Link] [Link]

Mental Drills on Easy Division (3-digit Mental Drills on Easy Division (3-digit
lesson or presenting the A. Study the concept about multiple dividends by 1-digit divisor) using flash dividends by 1-digit divisor) using flash
new lesson and its example. Then, answer the cards cards
Learning Task 1. Give the first 3 a.248÷ 4 = n a.248÷ 4 = n
multiples of the given number. b.126 ÷ 3 = n b.126 ÷ 3 = n
(Refer to p.6) c.522 ÷ 6 = n c.522 ÷ 6 = n
d.255 ÷ 5 = n d.255 ÷ 5 = n
[Link] [Link]
On multiples of a number On multiples of a number
Give the first three multiples of: Give the first three multiples of:
1.4 2.3 3.5 4.6 5.8 1.4 2.3 3.5 4.6 5.8
B. Establishing a purpose Wrap – up Discussion page [Link] [Link]
Playing “the boat is sinking” Playing “the boat is sinking”
for the lesson 32 The students will group The students will group
themselves according to the number themselves according to the number
called out by the teacher. Students who called out by the teacher. Students who
failed to group themselves according to failed to group themselves according to
that number sit down and are out of the that number sit down and are out of the
game. game.
While the game is in progress, While the game is in progress,
teacher writes data on the board. teacher writes data on the board.

C. Presenting Let the pupils share how B. Do Learning Task 2 by identifying [Link] [Link]
whether the given number is Present the problem to the class. Present the problem to the class.
examples/instances of and what they feel at the divisible by 2,5 or 10 through
the new lesson moment answering the questions with YES On a certain bakery, there were On a certain bakery, there were
or NO. (Refer to p.6) 230 monay breads to be placed 230 monay breads to be placed
on trays. The baker wants to on trays. The baker wants to
arrange them in either 2, 5 or 10 arrange them in either 2, 5 or 10
rows. Would it be possible for rows. Would it be possible for
him to arrange the breads? him to arrange the breads?
Ask: How many monay breads were in Ask: How many monay breads were in
the bakery? the bakery?
What does the problem askedyou to find What does the problem askedyou to find
How will you find the answer to the How will you find the answer to the
problem? problem?

D. Discussing new concepts Do Activity 1 on Page 34-35 Read the definition of divisibility rule [Link] the Activities [Link] the Activities
and study the divisibility rules for 2, Ask the pupils to work in pairs in solving Ask the pupils to work in pairs in solving
and practicing new skills Camera 5, and 10 and their respective the problem. the problem.
#1 examples. Solution 1A : Dividing 230 by 2 Solution 1A : Dividing 230 by 2
(Refer to p.6) 230 ÷ 2 = 165,arranging the 230 ÷ 2 = 165,arranging the
breads by 2’s is possible breads by 2’s is possible
Solution 1B : Using the divisibility rule Solution 1B : Using the divisibility rule
 for 2 for 2
All even nos. are divisible by 2 All even nos. are divisible by 2
230 is an even no., therefore it is divisible 230 is an even no., therefore it is divisible
by 2, arrangement of bread by by 2, arrangement of bread by
2’s is possible 2’s is possible
Solution 2A: Dividing 230 by 5 Solution 2A: Dividing 230 by 5
230 ÷ 5 = 46, arranging by 5’s 230 ÷ 5 = 46, arranging by 5’s
is possible is possible
Solution 2B: Using the divisibility rule for Solution 2B: Using the divisibility rule for
5 5
Numbers ending in 0 and 5 are divisible Numbers ending in 0 and 5 are divisible
by 5 by 5
230 ends in 0, therefore it is divisible by 230 ends in 0, therefore it is divisible by
5, arrangement of bread by 5’s is 5, arrangement of bread by 5’s is
possible. possible.

Solution 3A: Dividing 230 by 10 Solution 3A: Dividing 230 by 10

230 ÷ 10 = 23, arranging 230 ÷ 10 = 23, arranging
breads by 10’s is possible breads by 10’s is possible
Solution 3B: Using divisibility rule for 10 Solution 3B: Using divisibility rule for 10
Numbers ending in 0 are divisible by 10 Numbers ending in 0 are divisible by 10
230 ends in 0, therefore it is divisible by 230 ends in 0, therefore it is divisible by
10, arrangement of breads by 10’s is 10, arrangement of breads by 10’s is
possible possible
Group Activity: Using the divisibility rules Group Activity: Using the divisibility rules
for 2, 5 and 10 for 2, 5 and 10

E. Discussing new concepts Wrap – up Discussion page Perform Learning Task 3 to further Processing the Activities Processing the Activities
enhance the skill in identifying the •How did you find the activity? •How did you find the activity?
and practicing new skills 36 numbers that are divisible by 2,5 or •How did we know if a number is divisible •How did we know if a number is divisible
#2 10 by putting a check under each by another number? by another number?
column. •How did we know if 2 , 5 and 10 are •How did we know if 2 , 5 and 10 are
(Refer to p.7) factors of a number? factors of a number?

F. Developing mastery Group sharing about the In what circumstances can you . Reinforcing the Concept and Skill . Reinforcing the Concept and Skill
apply this to your life? Discuss the presentation. On page ___ Discuss the presentation. On page ___
(leads to Formative activity of LM Math Grade V, of LM Math Grade V,
Assessment 3) Have the pupils solve the following Have the pupils solve the following
exercises. exercises.
Put a check under the correct column Put a check under the correct column
applying the rules for divisibility.\ applying the rules for divisibility.\
2 5 10 2 5 10
6345 6345

8000 8000
 4970 4970
2560 2560
G. Finding practical What did you learn today? . Applying to New and Other Situations . Applying to New and Other Situations
Have the pupils do the exercises under Have the pupils do the exercises under
applications of concepts Apply your Skills on page LM Math Apply your Skills on page LM Math
and skills in daily living Grade V. Encourage some pupils to show Grade V. Encourage some pupils to show
and discuss the answers. and discuss the answers.
H. Making generalizations To develop mastery of the lesson, Summarizing the Lesson Summarizing the Lesson
answer Learning Task 4 by selecting How do we find the factors of a number How do we find the factors of a number
and abstractions about the appropriate numbers divisible by using divisibility rules? using divisibility rules?
the lesson 2,5 and 10. (Refer to p.7) •We recall and apply the rules on •We recall and apply the rules on
divisibility for 2, 5 and 10. divisibility for 2, 5 and 10.
 Divisibility rule for 2  Divisibility rule for 2
All even nos. are divisible by 2 All even nos. are divisible by 2
Divisibility rule for 5 Divisibility rule for 5
Numbers ending in 0 and 5 are divisible Numbers ending in 0 and 5 are divisible
by 5 by 5
Divisibility rule for 10 Divisibility rule for 10
Numbers ending in 0 are divisible by 10 Numbers ending in 0 are divisible by 10
I. Evaluating learning Draw something you like [Link] [Link]
Using the divisibility rule, encircle the Using the divisibility rule, encircle the
most numbers whose factors are the numbers whose factors are the
given number before each item. given number before each item.
2__ _ 1. 88 470 2__ _ 1. 88 470
90 294 90 294
5__ __ 2.5000 7528 5__ __ 2.5000 7528
6010 845 6010 845
10_ __3.370 950 10_ __3.370 950
840 530 840 530
10____4.370 355 10____4.370 355
3455 140 3455 140
5 ___5.470 830 525 5 ___5.470 830 525
450 450
J. Additional activities for Checking and recording the Remediation Remediation
Write on the blank before each item Write on the blank before each item
application or test result. whether the given number is divisible by whether the given number is divisible by
remediation 2, 5 and 10 2, 5 and 10
1. 16 _______ 1. 16 _______
2. 125 ______ 2. 125 ______
3. 30 _______ 3. 30 _______
4. 344 ______ 4. 344 ______
5. 650 ______ 5. 650 ______

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 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 this 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?

Prepared by: Checked by:

SHEILA G. ESCONDO JESSICA B. PENALES

Teacher I Head Teacher III-OIC