DAILY LESSON LOG
School Teacher Teaching Dates and Time Monday
PUGO ELEMENTARY SCHOOL SANDE N. ALVARO JULY 18-22, 2016 Tuesday
Grade Level Learning Area Quarter Wednesday
FIVE MATHEMATICS FIRST
Thursday
Friday
I. OBJECTIVES
A. Content Standards
Subtracts fraction and mixed fractions without and with regrouping
Solves routine and non- routine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.
Solves routine and non- routine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.
Creates problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies
Creates problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies
B. Performance Standards
Subtracting fraction and mixed fractions without and with regrouping
Solving routine and non- routine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.
Solving routine and non- routine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.
Creating problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies
Creating problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies
C. Learning Competencies/Objectives Write for the LC code for each
Curriculum Guide 5, M5NS-If-85
K to 12 Grade 5 Curriculum Guide M5NS-If-87.2
K to 12 Grade 5 Curriculum Guide M5NS-If-87.2
K to 12 Grade 5 Curriculum (M5NS-If-88.2);
K to 12 Grade 5 Curriculum (M5NSIf-88.2);
Subtracting fraction and mixed fractions without and with regrouping
Solving routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.
Solving routine and nonroutine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.
Creating problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies
Creating problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies
Quarter 1 week 6 pp. Quarter 1 week 6 pp.
Quarter 1 week 6 pp. Quarter 1 week 6 pp.
Quarter 1 week 6 pp. Quarter 1 week 6 pp.
Quarter 1 week 6 pp. Quarter 1 week 6 pp.
Quarter 1 week 6 pp. Quarter 1 week 6 pp.
flash cards, manila paper and marker pen.
Drill cards, activity sheets
flash cards, paper for folding, problem chart
flash cards, paper strips, activity cards, fruit and vegetable cutouts
cards, activity cards, place value chart
Review on adding mixed fractions. Provide exercises written on flash cards. Changing fraction to lowest terms
Have a review on changing dissimilar fractions to similar fractions dissimilar fractions to similar fractions. .Change the following dissimilar fractions to
What are the steps in solving word problems? In what steps will the following questions fall? -What is asked? -What are the given facts?
What are the steps in solving word problems? In what steps will the following questions fall? -What is asked? -What are the given facts?
Recall problem-solving steps and strategies. Ask the learners to tell what they understand about the following essential guide questions to problem solving.
II. CONTENT
III. LEARNING RESOURCES
A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 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
similar fractions.
B. Establishing a purpose for the lesson
How many of you have brothers or sisters. Do you share anything with them? When you give something to somebody what happen to the things you had before? (Wait for some response). What do you feel when you share something to others? Why?
C. Presenting examples/instances of the new lesson
Present the situation to the class. There was 1 1/2 melon left for dinner. At dinner time, the family ate 2/3 of the melon. What part of the melon was left for the next meal? Ask:What is asked in the situation? What are the given facts?
D. Discussing new concepts and practicing new skills #1
Group the pupils into four working teams. Let them think to solve the problems. Possible Solution: 1 1/2-2/3= N After all the groups have finished, ask them to display their output on the board and ask them to discuss their answers.
Give this situation for the pupils to think about and provide answers. Jun’s family is making sweet tamarind candies to earn extra income and sustain the family’s daily expenses. Is it important to learn how to earn extra money especially during vacation time? Why? What other incomegenerating projects a family may engage in to earn extra income Presentation Present this problem. Ask the class to read and understand it. Justine bakes an apple cake for her mother’s birthday. Her brother ate 3/5 while her sister ate 2/4. Who ate more? How much more?
Ask the pupils to solve the problem by pairs. Expected answer : 3/5- 2/4 = 12/20- 10/20 Understand Know what is asked in the problem? Who ate more? By how much? Know the given facts, 3/5 and 2/4 Plan: Determine the operation to use. Subtraction
-What is the process to be used? -What is the number sentence? -Show the solution and complete answer How often do you spend time with your family? What activities do you do together? Is it important that we spend time with our family?
One afternoon, Mr. Cruz brought home one whole pizza. He made 8 slices. His daughters Lily, Lenie and Luz got their share. Mr. Cruz and his wife ate theirs too. How much pizza was left? Ask the following questions: What is asked? -What are the given facts? -What is the process to be used? -What is the number sentence? -Show the solution and complete answer Tell the pupils to do paper folding/cutting to answer the problem.
-What is the process to be used? -What is the number sentence? -Show the solution and complete answer Read and study the following problems. Ask: Can we solve these problems? Why and why not?
Post the jumbled parts of a word problem on the board. Ask some pupils to read them.
Can you arrange the sentences to form a word problem?Let the pupils give different suggestions until the class arrives at the correct answer.
Talk about the growing of flowers in the garden. Ask: Who among you have planted different kinds of flowers in the garden?
Present the problem to the class. Liza bought 2/8 m of white ribbon and 2/4 m of yellow ribbon to make flowers. After making 5 flowers, she found out she had 3/6 m of ribbons left. How many meters of ribbon did she use for the flowers? Based on the problem presented, how will you create problems involving addition, subtraction or addition and subtraction of fractions?
Group the pupils into three, let the group work collaboratively on station 1 for group 1, and station 2 for group 2 and station 3 for group 3. Let them present their output one at a time, when done.
E. Discussing new concepts and practicing new skills #2
After all the groups have presented their answers, ask: “How did you find the activity? How were you able to subtract dissimilar fractions? What did you do?”
represent the problem. Solve: Think of the solution to the problem After sharing the answers, let the pupils express their thoughts about the activity. Appreciate the thoughts then ask: How did you solve the problem?
Ask pupils if they have other ways of solving the problem. Say: There are times some problems can be solved in other ways like: Guess and Test Strategy, Using an operation, Drawing a picture, etc.
How do we know that the problem is now correctly arranged?What must a problem have for us to know that it is complete?
After all groups have presented, ask, how did you find the activity? How did you create? How did you create a problem involving addition, subtraction, or addition and subtraction of fractions? Expected Answers: • We familiarized ourselves with the concept of addition and subtraction of fraction • We thought of the problem we want to create. • We read sample problems and studied their solutions.
Discuss the presentation under Explore and Discover on p. ____,LM Math Grade V. Then, ask the pupils to answer Get Moving.
Solve this problem using a strategy you may choose. Bessie baked a banana cake. Her brother ate 3/10 of the cake while her sister ate ¼.Who ate more and by how much?
Discuss the presentation under Explore and Discover on page ___________ LM Math 5 Grade 5 Ask the pupils to work on item under Get Moving, page _______of LM Math Grade 5. Check the pupil’s answers. For mastery, have them answer the item under Keep Moving on page ______ of LM math Grade 5.
Ask pupils to solve the problems under Apply Your Skills on page _______ LM for Grade V. Check the pupils answer after a given period of time.
Solve the following using the strategy assigned to your group. • Peter hiked 5/7 of a kilometer. Mike hiked 1/3 of a kilometer. Who covered a longer distance?
Collaborative Activity 1. Divide the class into three groups. 2. Give each group an activity card with data to be used in creating a problem. 3. All members must cooperate in creating the problem. 4. The group leader will report to the class the word problem they created and the solutionand answer to it. Activity: Role Playing Materials: Cut-outs of fruits and vegetables Mechanics: • The class will role-play going to market to buy fruits and vegetables. That they will create. • Cut-outs of fruits and vegetables will be displayed in
Understand the problem Plan , Solve Solution to the problem Check and Look Back We stated the complete answer
F. Developing mastery
Discuss the presentation under Explore and Discover on page , LM Math Grade 5. Then, give the following exercises. Ask the pupils to subtract. 5 1/5-2/3 8 2/7-10/14 3 1/2- 1 5/6 6 1/6-5/9
G. Finding practical applications of concepts and skills in daily living
Ask pupils to work on items 1 to 8 under Get Moving and items 1-5 under Keep Moving on pages , LM Math Grade 5.
Ask the pupils to answer some exercises given. Involving (a) addition and (b) .
H. Making generalizations and abstractions about the lesson I. Evaluating learning
J. Additional activities for application or remediation
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?
How to subtract fractions and mixed fractions without and with regrouping? Answer the following Take away 3 1/2 from 6 1/5. 6 1/8 less 2 4/5 is equal to _____
Read and analyze the question then solve. Find the difference of 4 2/3 and 2 5/6. What is the difference between 10 1/2 and 6 4/6?
• Each cut-out has an indicated number of kilos. • Each child will pick 2-3 fruits and vegetables. • They will use the items they picked as details in the problem How do we create a word problem?
What are the steps in solving problems?
What are the steps in solving problems?
How do we create a word problem?
Read and understand the problems. Then solve 1. Mark washed his car in 4/5 of an hour, cleaned the garage in 2/6 of an hour, and painted the garden fence in 3/4 hours. How long did it take him to do all the tasks? Read and analyze the question then solve. Pia spent ¾ hours in her Lolo Ben’s farm. This was 2/3 of an hour more than the time she spent at the mall .How much time did she spent at the mall?
Solve the following problems: 1. Julius and Edgar harvested 10 kilograms of star apples from the orchard. They gave 2 1/3 kilograms to their friends. How many kilograms of fruits were left for the family?
Create a problem using the given data. Then, solve the problem. 1. Given: 3 ¾ hours on Saturday, 2 1/5 hours on Sunday
Create a problem using the given data. Then, solve the problem. 1. Given: 6 5/6 meters of rope, 4 2/8 meters of rope used Asked: Length of rope left
Solve each word problem. 1. Amor weighs 50 1/8 kilos. Marife weighs 36 3/8 kilos. a. How heavy are they together? b. Who is heavier? By how many kilos?
Arrange the given details to create a problem. Then, answer the problem. 1. -She used 2 ½ meters for her project. -How much cloth was left? -Fay bought 6 ¾ meters of cloth.
Create a problem using the given data. Then solve the problem. 1. 4 ¼ gallons of paint for one room. -3 1/3 gallons for another room -number of gallons of paint used in painting two room
