School: File Submitted by DepEd Club Member - depedclub.

com Grade Level: V

GRADES 1 to 12 Teacher: File created by Ma’am EDNALYN D. MACARAIG Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: AUGUST 20 - 24, 2018 (WEEK 2) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate
decimals decimals decimals understanding of decimals
B.Performance Standards The learner is able to recognize and The learner is able to recognize The learner is able to recognize The learner is able to
present decimals in various forms and present decimals in various and present decimals in recognize and present
and context. forms and context. various forms and context. decimals in various forms
and context.
C.Learning Compares and arranges decimal Visualizes addition and subtraction Adds and subtracts decimal Adds and subtracts
Competencies/Objectives numbers. of decimals. numbers through thousandths decimal numbers through
with regrouping. thousandths without
K to 12 Math 5 Curriculum (M5NS- K to 12 Mathematics 5 Curriculum regrouping.
IIb-104.2) (M5NS-IIb- 105) K to 12 Mathematics 5
Curriculum (M5NS-IIb-106.1) K to 12 Mathematics 5
Curriculum (M5NS-IIb-
106.1
II.CONTENT Number and Number sense Number and Number sense Number and Number sense Number and Number
sense
III.LEARNING RESOURCES
A.References Lesson 32 Lesson 33 Lesson 34 Lesson 34
1.Teacher’s Guide pages Quarter 2 Week 2pp. Quarter 2 Week 2 pp. Quarter 2 Week 2 pp. Quarter 2 Week 2pp.
2.Learners’s Materials pages Quarter 2 Week 2 pp. Quarter 2 Week 2 pp. Quarter 2Week 2 pp. Quarter 2 Week 2pp.
3.Textbook pages
4.Additional materials from learning charts charts charts charts
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Ask about rounding off decimals Write <, >, or = on the blank to Ask about visualizes addition Ask about visualizes
presenting the new lesson through hundredths and make the sentence true. and subtraction of decimals addition and subtraction
thousandths a) 0.1114 ____0.2202 d) 4.8934 ____
of decimals
4.8943
b) 0.1090 ____0.1009 e) 0.6390 ____ 0.639
c) 0.999 _____ 0.1000 f) 0.55 _____ 0.055
B.Establishing a purpose for the In a school athletics meet, John Have you been to a sari-sari store? Present items bought in a store Present items bought in a
lesson clocked 1.28 minutes in a 100- Have you try to compute the with a given price. store with a given price.
meter run while Andy reached the amount of the things/item that Ask: Do you always have your Ask: Do you always have
finish line in 1.32 minutes. Who ran you bought? Do you find it easily things needed in school? your things needed in
faster? Ask: What number comes to compute? Ask: What should you do to the school?
 first, 1.28 or 1.32? Which number is Ask: Do you count the change that things that you used in school? Ask: What should you do
greater, 1.28 or 1,32? Tell the you receive after buying? Why? Do you keep it orderly and use to the things that you used
pupils that it is not only in sports Let the pupils realize that it is as needed? Emphasize the in school? Do you keep it
one should be aim to reach the importance of accuracy in basic value of being orderly and orderly and use as
finish line first. One should do addition and subtraction in our thrifty to the resources/ things needed? Emphasize the
his/her task on time daily routines. that we have. value of being orderly and
thrifty to the resources/
things that we have.

C.Presenting Examples/ instances of Present the following problems to Present the following problems to Present the following problems Present the following
the new lesson the class the class to the class problems to the class
D.Discussing new concepts and How do we compare and arrange How do we visualizes addition and How do we add or subtract How do we add or subtract
practicing new skills #1 decimal numbers? subtraction of decimals? decimals? decimals?
E.Discussing new concepts and A. Encourage the pupils to work in A. Encourage pupils to use grid Ask the pupils to work in Ask the pupils to work in
practicing new skills #2 pairs. Give them time to solve for lines to solve the problem. Instruct groups in solving the problem. groups in solving the
the answer to the problem by the pupils to do the following: Step 1: problem.
illustration. 1. Count a 10 x 10 squares on a Arranged the numbers Step 1:
Solution 1: By using a number line. graphing paper. vertically. Then add the Arranged the numbers
Solution 2: Use the place value 2. Cut four sets of 10 x 10 squares numbers from 5.715 km vertically. Then add the
chart. to be used to solve the problem. right to left. Put the decimal numbers from 5.715 km
3. Color two sets of 10 x 10 point on its corresponding right to left. Put the
squares based from the number of place. decimal point on its
squares tiles on the given Step 2: corresponding place.
problem. Arranged the numbers Step 2:
4. For the third set of 10 x 10 vertically. Subtract the Arranged the numbers
squares colored it with both red numbers from 1.814 km right vertically. Subtract the
and blue as indicated in the to left. Put the decimal point numbers from 1.814 km
problem. Let them count the total on its corresponding place. right to left. Put the
number of square which are both Original File Submitted and decimal point on its
red and blue. Formatted by DepEd Club corresponding place.
5. Let the pupils colored the Member - visit depedclub.com
remaining numbers of squares for more
with green. Do it on the fourth set
of 10 x 10 squares.

F.Developing Mastery After all groups presented their After all groups presented their After the group presented and After the group presented
answers, ask: Which group/s answers, ask: How did you find the checked their work, call on the and checked their work,
was/were able to give all correct activity? How did you solve the leader to call on the leader to
answers? Which group/s missed an total number of red and blue relate what they have done relate what they have
answer? Which group/s was/were square tiles? How about the green to solve the problem. done to solve the
not able to give any correct tiles? How did you do it? Ask: problem.
answer? Ask: How do we add decimals Ask:
Ask: How do we compare  What strategy was used in through thousandths with or How do we add decimals
 decimals? How do we order solving the problem? without regrouping? through thousandths with
decimals?  Does it help you to clearly see Did you move the decimal or without regrouping?
the addition and subtraction of point of the sum of decimals? Did you move the decimal
decimals through visualization? How do you subtract decimals point of the sum of
through thousandths with or decimals?
without regrouping? How do you subtract
Did you move the decimal decimals through
point of the difference of thousandths with or
decimals? without regrouping?
Did you move the decimal
point of the difference of
decimals?

G.Finding Parctical application of A. Read and solve the following. A. Read, analyze and solve the A. Read, analyze and solve. A. Read, analyze and solve.
concepts and skills in daily living 1. Jeremiah and Catherine are both following. 1. Alex traveled 41.3 kilometers 1. Alex traveled 41.3
honor pupils in their school. For the 1. During a vacation, Ben’s on Monday and 53.75 kilometers on Monday and
first quarter, Jeremiah’s average is records showed gasoline kilometers on Tuesday. How 53.75 kilometers on
93.1 while Catherine’s average is purchases of 19.75 gallons, 15.4 many kilometers did he travel Tuesday. How many
93.095. Who topped the first gallons, 13.85 gallons and 21.06 in two days? kilometers did he travel in
quarter? gallons. How many gallons of 2. In a midnight sale, a radio two days?
gasoline did he buy? cassette player was sold at P 1 2. In a midnight sale, a
2. The perimeter of a triangle is 449.95. If it’s regular price was radio cassette player was
equal to the sum of the length of P 1 950.50, how much less was sold at P 1 449.95. If it’s
its sides. Find the perimeter of a the sale price? regular price was
triangle whose sides are 8.75 cm, P 1 950.50, how much less
9.6 cm and 10.375 cm. was the sale price?

H.Making generalization and In adding/subtracting decimals In adding/subtracting

In comparing and ordering
abstraction about the lesson decimals: In adding/subtracting decimals: follow these steps: decimals follow these
 Line up decimals. Write  Write the decimals in a  Arrange the numbers in steps:
equivalent decimals if
column, aligning the decimal column. Align the decimal  Arrange the numbers in
points. Use 0 as place holder points. Use 0 as placeholder column. Align the
necessary.
when needed. if needed. decimal points. Use 0 as
 Begin at the left. Compare to
 Add/subtract as you would  Add/subtract as you would placeholder if needed.
find the first place where the
add/subtract whole numbers. add/subtract whole numbers  Add/subtract as you
digits are different. Regroup if necessary from right to left. would add/subtract
 Compare the digits.  Place the decimal point in the  Place a decimal point in the whole numbers from
 Order the decimals if there are result aligned with the other sum/ difference. Align this right to left.
3 or more given decimals from decimal points. with the other decimal  Place a decimal point in
least .to greatest or from points. the sum/ difference.
greatest to least. Align this with the other
decimal points.
I.Evaluating learning A. Order the given decimals from A. Complete the illustration by A. Perform the indicated A. Perform the indicated
greatest to least. shading or coloring them correctly operation. operation.
1. 0.5 0.49 0.53 0.51 0.503 showing the given addition or
1. 16.00 1. 16.00
B. Compare these decimals by subtraction statements. Take note 15.47 15.47
writing <, > or = in the blank. that each squares represents + 0.324 + 0.324
1. 0.162 _____ 0.106 0.001.
2. 0.036 _____ 0.031
3. 0.4 _____ 0.40

J.additional activities for application A. Compare these decimals by A. Draw an illustration that will A. Add or subtract. Match A. Add or subtract. Match
or remediation writing <, > or = in the blank. represent the following. with the correct answer. with the correct answer.
1. 0. 008 _____ 0.0009 1. 0.085 – 0.076 1. 0.257 + 0.212 a. 0.525 1. 0.257 + 0.212 a. 0.525
2. 0.19321 _____ 0.19231 2. 0.063 + 0.009 2. 0.928 – 0.403 b. 0.766 2. 0.928 – 0.403 b. 0.766
3. 0.098 – 0.075 3. 0.754 – 0.22 c. 0.469 3. 0.754 – 0.22 c. 0.469
4. 0.025 + 0.018 4. 0.316 + 0.45 d. 0.987 4. 0.316 + 0.45 d. 0.987
5. 1.041 + 0. 043 5. 0.863 + 0.124 e. 0.534 5. 0.863 + 0.124 e. 0.534

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move
the evaluation next objective. the next objective. next objective. the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
additional activities for remediation answering their lesson. difficulties in answering their in answering their lesson. difficulties in answering their difficulties in answering
___Pupils found difficulties in lesson. ___Pupils found difficulties in lesson. their lesson.
answering their lesson. ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the lesson answering their lesson. in answering their lesson.
because of lack of knowledge, ___Pupils did not enjoy the because of lack of knowledge, ___Pupils did not enjoy the ___Pupils did not enjoy
skills and interest about the lesson. lesson because of lack of skills and interest about the lesson because of lack of the lesson because of lack
___Pupils were interested on the knowledge, skills and interest lesson. knowledge, skills and interest of knowledge, skills and
lesson, despite of some difficulties about the lesson. ___Pupils were interested on the about the lesson. interest about the lesson.
encountered in answering the ___Pupils were interested on lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested
questions asked by the teacher. the lesson, despite of some encountered in answering the the lesson, despite of some on the lesson, despite of
___Pupils mastered the lesson difficulties encountered in questions asked by the teacher. difficulties encountered in some difficulties
despite of limited resources used answering the questions asked ___Pupils mastered the lesson answering the questions asked encountered in answering
by the teacher. by the teacher. despite of limited resources used by the teacher. the questions asked by the
___Majority of the pupils finished ___Pupils mastered the lesson by the teacher. ___Pupils mastered the lesson teacher.
their work on time. despite of limited resources ___Majority of the pupils finished despite of limited resources ___Pupils mastered the
___Some pupils did not finish their used by the teacher. their work on time. used by the teacher. lesson despite of limited
work on time due to unnecessary ___Majority of the pupils ___Some pupils did not finish their ___Majority of the pupils resources used by the
 behavior. finished their work on time. work on time due to unnecessary finished their work on time. teacher.
___Some pupils did not finish behavior. ___Some pupils did not finish ___Majority of the pupils
their work on time due to their work on time due to finished their work on
unnecessary behavior. unnecessary behavior. time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
learners who have caught up with above 80% above above 80% above earned 80% above
the lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
require remediation additional activities for remediation additional activities for additional activities for additional activities for require additional
remediation remediation remediation activities for remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
lesson up the lesson the lesson up the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
which my principal or supervisor can require remediation to require remediation require remediation to require remediation continue to require
helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
materials did used/discover which I ___Metacognitive Development:  ___Metacognitive  ___Metacognitive Development:  ___Metacognitive well:
wish to share with other teachers? Examples: Self assessments, note Development: Examples: Self Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
taking and studying techniques, and assessments, note taking and taking and studying techniques, assessments, note taking and Development: Examples:
vocabulary assignments. studying techniques, and and vocabulary assignments. studying techniques, and Self assessments, note
 ___Bridging: Examples: Think-pair- vocabulary assignments.  ___Bridging: Examples: Think- vocabulary assignments. taking and studying
share, quick-writes, 
and ___Bridging: Examples: Think- pair-share, quick-writes, 
and ___Bridging: Examples: Think- techniques, and
anticipatory charts. pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and vocabulary assignments.
 anticipatory charts.  anticipatory charts.  ___Bridging: Examples:
  Think-pair-share, quick-
 ___Schema-Building: Examples:  ___Schema-Building: Examples:
writes, and anticipatory
Compare and contrast, jigsaw ___Schema-Building: 
Compare and contrast, jigsaw ___Schema-Building:
learning, peer teaching, and Examples: Compare and learning, peer teaching, and Examples: Compare and charts.
projects. contrast, jigsaw learning, peer projects. 
contrast, jigsaw learning, peer
 teaching, and projects.  teaching, and projects.  ___Schema-Building:
  Examples: Compare and
 ___Contextualization:  ___Contextualization:
contrast, jigsaw learning,
 Examples: Demonstrations, media,  ___Contextualization:  Examples: 
Demonstrations, ___Contextualization:
peer teaching, and

manipulatives, repetition, and local Examples: Demonstrations, 
media, manipulatives, repetition, Examples: Demonstrations,
projects.
opportunities. media, manipulatives, and local opportunities. media, manipulatives,

 repetition, and local
 repetition, and local
 ___Contextualization:
opportunities. opportunities.
 ___Text Representation:  ___Text Representation:  Examples:
 Examples: Student 
created  Examples: Student 
created Demonstrations, media,
drawings, videos, and games.  ___Text Representation: drawings, videos, and games.  ___Text Representation: manipulatives, repetition,
 Examples: Student created  Examples: Student created and local opportunities.
 ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking
slowly and clearly, modeling the drawings, videos, and games. slowly and clearly, modeling the drawings, videos, and games. 

language you want students to use, ___Modeling: Examples: language you want students to  ___Modeling: Examples:  ___Text Representation:
and providing samples of student Speaking slowly and clearly, use, and providing samples of Speaking slowly and clearly,  Examples: Student created
work. modeling the language you student work. modeling the language you drawings, videos, and
want students to use, and want students to use, and games.
Other Techniques and Strategies providing samples of student Other Techniques and Strategies providing samples of student
 ___Modeling: Examples:
used: work. used: work. Speaking slowly and
___ Explicit Teaching ___ Explicit Teaching clearly, modeling the
___ Group collaboration Other Techniques and ___ Group collaboration Other Techniques and language you want
___Gamification/Learning throuh Strategies used: ___Gamification/Learning throuh Strategies used: students to use, and
play ___ Explicit Teaching play ___ Explicit Teaching providing samples of
___ Answering preliminary ___ Group collaboration ___ Answering preliminary ___ Group collaboration student work.
activities/exercises ___Gamification/Learning activities/exercises ___Gamification/Learning
___ Carousel throuh play ___ Carousel throuh play Other Techniques and
___ Diads ___ Answering preliminary ___ Diads ___ Answering preliminary Strategies used:
___ Differentiated Instruction activities/exercises ___ Differentiated Instruction activities/exercises ___ Explicit Teaching
___ Role Playing/Drama ___ Carousel ___ Role Playing/Drama ___ Carousel ___ Group collaboration
___ Discovery Method ___ Diads ___ Discovery Method ___ Diads ___Gamification/Learning
___ Lecture Method ___ Differentiated Instruction ___ Lecture Method ___ Differentiated Instruction throuh play
Why? ___ Role Playing/Drama Why? ___ Role Playing/Drama ___ Answering preliminary
___ Complete IMs ___ Discovery Method ___ Complete IMs ___ Discovery Method activities/exercises
___ Availability of Materials ___ Lecture Method ___ Availability of Materials ___ Lecture Method ___ Carousel
___ Pupils’ eagerness to learn Why? ___ Pupils’ eagerness to learn Why? ___ Diads
___ Group member’s ___ Complete IMs ___ Group member’s ___ Complete IMs ___ Differentiated
collaboration/cooperation ___ Availability of Materials collaboration/cooperation ___ Availability of Materials Instruction
in doing their tasks ___ Pupils’ eagerness to learn in doing their tasks ___ Pupils’ eagerness to learn ___ Role Playing/Drama
___ Audio Visual Presentation ___ Group member’s ___ Audio Visual Presentation ___ Group member’s ___ Discovery Method
of the lesson collaboration/cooperation of the lesson collaboration/cooperation ___ Lecture Method
in doing their tasks in doing their tasks Why?
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Complete IMs
of the lesson of the lesson ___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s

collaboration/cooperation
in doing their tasks
 ___ Audio Visual
Presentation
of the lesson

File Submitted by DepEd Club Member - depedclub.com

File created by Ma’am EDNALYN D. MACARAIG