GRADE 5 School: Grade Level: V

Teacher: Learning Area: MATHEMATICS

DAILY LESSON LOG
Teaching Dates and Time: AUGUST 19-23, 2019 (WEEK 2) Quarter: 2ND QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrate understanding of Demonstrate understanding of HOLIDAY 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 and present decimals in recognize and present
and context. various forms and context. various forms and context. decimals in various
forms and context.
C.Learning Compares and arranges decimal Visualizes addition and Adds and subtracts decimal Adds and subtracts
Competencies/Objectives numbers. subtraction of decimals. numbers through thousandths decimal numbers through
with regrouping. thousandths without
K to 12 Math 5 Curriculum (M5NS- K to 12 Mathematics 5 regrouping.
IIb-104.2) Curriculum (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 ____ 4.8943 of decimals
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 Present items bought in a store Present items bought in a
lesson clocked 1.28 minutes in a 100-meter store? Have you try to with a given price. store with a given price.
run while Andy reached the finish compute the amount of the Ask: Do you always have your Ask: Do you always have
line in 1.32 minutes. Who ran things/item that you bought? things needed in school? your things needed in
faster? Ask: What number comes Do you find it easily to Ask: What should you do to the school?
first, 1.28 or 1.32? Which number is compute? things that you used in school? Ask: What should you do
greater, 1.28 or 1,32? Tell the pupils Ask: Do you count the change Do you keep it orderly and use to the things that you
that it is not only in sports one that you receive after buying? as needed? Emphasize the used in school? Do you
should be aim to reach the finish line Why? value of being orderly and keep it orderly and use as
first. One should do his/her task on Let the pupils realize that it is thrifty to the resources/ things needed? Emphasize the
time importance of accuracy in basic that we have. value of being orderly
addition and subtraction in our and
daily routines. thrifty to the resources/
things that we have.

C.Presenting Examples/ instances of Present the following problems to Present the following problems Present the following problems Present the following
the new lesson the class to 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 How do we add or subtract How do we add or
practicing new skills #1 decimal numbers? and subtraction of decimals? decimals? subtract 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. groups in solving the problem. groups in solving the
the answer to the problem by Instruct the pupils to do the Step 1: problem.
illustration. following: Arranged the numbers Step 1:
Solution 1: By using a number line. 1. Count a 10 x 10 squares on a vertically. Then add the Arranged the numbers
Solution 2: Use the place value graphing paper. numbers from 5.715 km vertically. Then add the
chart. 2. Cut four sets of 10 x 10 right to left. Put the decimal numbers from 5.715 km
squares to be used to solve the point on its corresponding right to left. Put the
problem. place. decimal point on its
3. Color two sets of 10 x 10 Step 2: corresponding place.
squares based from the number Arranged the numbers Step 2:
of squares tiles on the given vertically. Subtract the Arranged the numbers
problem. numbers from 1.814 km right vertically. Subtract the
4. For the third set of 10 x 10 to left. Put the decimal point numbers from 1.814 km
squares colored it with both red on its corresponding place. right to left. Put the
and blue as indicated in the decimal point on its
problem. Let them count the corresponding place.
 total number of square which
are both red and blue.
5. Let the pupils colored the
remaining numbers of squares
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
answers, ask: Which group/s answers, ask: How did you find checked their work, call on the presented and checked
was/were able to give all correct the activity? How did you solve leader to their work, call on the
answers? Which group/s missed an the total number of red and relate what they have done leader to
answer? Which group/s was/were blue square tiles? How about to solve the problem. relate what they have
not able to give any correct answer? the green tiles? How did you Ask: done to solve the
Ask: How do we compare do it? How do we add decimals problem.
decimals? How do we order Ask: through thousandths with or Ask:
decimals?  What strategy was used in without regrouping? How do we add decimals
solving the problem? through thousandths
Did you move the decimal
 Does it help you to clearly with or without
point of the sum of decimals?
see the addition and regrouping?
subtraction of decimals How do you subtract decimals
through thousandths with or Did you move the
through visualization?
without regrouping? decimal point of the sum
Did you move the decimal of decimals?
point of the difference of How do you subtract
decimals? decimals through
thousandths with or
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
concepts and skills in daily living 1. Jeremiah and Catherine are both following. 1. Alex traveled 41.3 kilometers solve.
honor pupils in their school. For the 1. During a vacation, Ben’s on Monday and 53.75 1. Alex traveled 41.3
first quarter, Jeremiah’s average is records showed gasoline kilometers on Tuesday. How kilometers on Monday
93.1 while Catherine’s average is purchases of 19.75 gallons, many kilometers did he travel and 53.75 kilometers on
15.4 in two days? Tuesday. How many
 93.095. Who topped the first gallons, 13.85 gallons and 2. In a midnight sale, a radio kilometers did he travel
quarter? 21.06 gallons. How many cassette player was sold at P 1 in two days?
gallons of gasoline did he buy? 449.95. If it’s regular price was 2. In a midnight sale, a
2. The perimeter of a triangle is P 1 950.50, how much less was radio cassette player was
equal to the sum of the length the sale price? sold at P 1 449.95. If it’s
of its sides. Find the perimeter regular price was
of a triangle whose sides are P 1 950.50, how much
8.75 cm, 9.6 cm and 10.375 cm. less 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 column. Align the decimal  Arrange the numbers in
decimal points. Use 0 as points. Use 0 as placeholder column. Align the
necessary.
place holder when needed. if needed. decimal points. Use 0
 Begin at the left. Compare to
 Add/subtract as you would  Add/subtract as you would as placeholder if
find the first place where the needed.
add/subtract whole add/subtract whole numbers
digits are different.
numbers. Regroup if from right to left.  Add/subtract as you
 Compare the digits. necessary  Place a decimal point in the would add/subtract
 Order the decimals if there are  Place the decimal point in sum/ difference. Align this whole numbers from
3 or more given decimals from the result aligned with the with the other decimal right to left.
least .to greatest or from other decimal points. points.  Place a decimal point in
greatest to least. the sum/ difference.
Align this with the
other decimal points.

I.Evaluating learning A. Order the given decimals from A. Complete the illustration A. Perform the indicated A. Perform the indicated
greatest to least. by shading or coloring them operation. operation.
1. 0.5 0.49 0.53 0.51 0.503 correctly showing the given
1. 16.00 1. 16.00
B. Compare these decimals by addition or subtraction 15.47 15.47
writing <, > or = in the blank. statements. Take note that + 0.324 + 0.324
1. 0.162 _____ 0.106 each squares represents 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.
or remediation writing <, > or = in the blank. represent the following. with the correct answer. Match with the correct
1. 0. 008 _____ 0.0009 1. 0.085 – 0.076 1. 0.257 + 0.212 a. 0.525 answer.
 2. 0.19321 _____ 0.19231 2. 0.063 + 0.009 2. 0.928 – 0.403 b. 0.766 1. 0.257 + 0.212 a. 0.525
3. 0.098 – 0.075 3. 0.754 – 0.22 c. 0.469 2. 0.928 – 0.403 b. 0.766
4. 0.025 + 0.018 4. 0.316 + 0.45 d. 0.987 3. 0.754 – 0.22 c. 0.469
5. 1.041 + 0. 043 5. 0.863 + 0.124 e. 0.534 4. 0.316 + 0.45 d. 0.987
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 in ___Pupils did not find ___Pupils did not find
additional activities for remediation answering their lesson. difficulties in answering their 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
___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the lesson answering their lesson. difficulties in answering
because of lack of knowledge, skills ___Pupils did not enjoy the because of lack of knowledge, ___Pupils did not enjoy the their lesson.
and interest about the lesson. lesson because of lack of skills and interest about the lesson. lesson because of lack of ___Pupils did not enjoy
___Pupils were interested on the knowledge, skills and interest ___Pupils were interested on the knowledge, skills and interest the lesson because of
lesson, despite of some difficulties about the lesson. lesson, despite of some difficulties about the lesson. lack of knowledge, skills
encountered in answering the ___Pupils were interested on encountered in answering the ___Pupils were interested on and interest about the
questions asked by the teacher. the lesson, despite of some questions asked by the teacher. the lesson, despite of some lesson.
___Pupils mastered the lesson difficulties encountered in ___Pupils mastered the lesson difficulties encountered in ___Pupils were
despite of limited resources used by answering the questions asked despite of limited resources used answering the questions asked interested on the lesson,
the teacher. by the teacher. by the teacher. by the teacher. despite of some
___Majority of the pupils finished ___Pupils mastered the lesson ___Majority of the pupils finished ___Pupils mastered the lesson difficulties encountered
their work on time. despite of limited resources their work on time. despite of limited resources in answering the
___Some pupils did not finish their used by the teacher. ___Some pupils did not finish their used by the teacher. questions asked by the
work on time due to unnecessary ___Majority of the pupils work on time due to unnecessary ___Majority of the pupils teacher.
behavior. finished their work on time. behavior. finished their work on time. ___Pupils mastered the
___Some pupils did not finish ___Some pupils did not finish lesson despite of limited
their work on time due to their work on time due to resources used by the
unnecessary behavior. unnecessary behavior. teacher.
___Majority of the pupils
finished their work on
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 up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
lesson the lesson the lesson 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-pair- vocabulary assignments. taking and studying

share, quick-writes, and anticipatory ___Bridging: Examples: Think- share, quick-writes, 
and ___Bridging: Examples: Think- techniques, and
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:
Compare and contrast, jigsaw ___Schema-Building: 
Compare and contrast, jigsaw ___Schema-Building: writes, and anticipatory
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,
 ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, media,  Examples: 
Demonstrations, Examples: Demonstrations, media,  Examples: Demonstrations, peer teaching, and
manipulatives, repetition, and local media, manipulatives, manipulatives, repetition, and local media, manipulatives, projects.
opportunities. repetition, and local opportunities. repetition, and 
local
 opportunities.  opportunities.  ___Contextualization:
 ___Text Representation:   ___Text Representation:   Examples:
 Examples: Student 
created ___Text Representation:  Examples: Student 
created ___Text Representation: Demonstrations, media,
drawings, videos, and games.  Examples: Student created drawings, videos, and games.  Examples: Student created manipulatives, repetition,
drawings, videos, and games.  drawings, videos, and games. and local opportunities.
 ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the  ___Modeling: Examples: slowly and clearly, modeling the ___Modeling: Examples: 
language you want students to use, Speaking slowly and clearly, language you want students to use, Speaking slowly and clearly,  ___Text Representation:
and providing samples of student modeling the language you and providing samples of student modeling the language you  Examples: Student
work. want students to use, and work. want students to use, and created drawings, videos,
providing samples of student providing samples of student and games.
Other Techniques and Strategies work. Other Techniques and Strategies work.
 ___Modeling: Examples:
used: used: Speaking slowly and
___ Explicit Teaching Other Techniques and ___ Explicit Teaching Other Techniques and clearly, modeling the
___ Group collaboration Strategies used: ___ Group collaboration Strategies used: language you want
___Gamification/Learning throuh ___ Explicit Teaching ___Gamification/Learning throuh ___ Explicit Teaching students to use, and
play ___ Group collaboration play ___ Group collaboration providing samples of
___ Answering preliminary ___Gamification/Learning ___ Answering preliminary ___Gamification/Learning student work.
activities/exercises throuh play activities/exercises throuh play
___ Carousel ___ Answering preliminary ___ Carousel ___ Answering preliminary Other Techniques and
___ Diads activities/exercises ___ Diads activities/exercises Strategies used:
___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction ___ Carousel ___ Explicit Teaching
___ Role Playing/Drama ___ Diads ___ Role Playing/Drama ___ Diads ___ Group collaboration
___ Discovery Method ___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___Gamification/Learnin
___ Lecture Method ___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama g throuh play
Why? ___ Discovery Method Why? ___ Discovery Method ___ Answering
___ Complete IMs ___ Lecture Method ___ Complete IMs ___ Lecture Method preliminary
___ Availability of Materials Why? ___ Availability of Materials Why? activities/exercises
___ Pupils’ eagerness to learn ___ Complete IMs ___ Pupils’ eagerness to learn ___ Complete IMs ___ Carousel
___ Group member’s ___ Availability of Materials ___ Group member’s ___ Availability of Materials ___ Diads
collaboration/cooperation ___ Pupils’ eagerness to learn collaboration/cooperation ___ Pupils’ eagerness to learn ___ Differentiated
in doing their tasks ___ Group member’s in doing their tasks ___ Group member’s Instruction
___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation collaboration/cooperation ___ Role Playing/Drama
of the lesson in doing their tasks of the lesson in doing their tasks ___ Discovery Method
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson ___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s

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