School: Grade Level: V

Teacher: Learning Area: MATH

Teaching Dates 2nd
and Time: Week 1, Day 1 Quarter: QUARTER

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of decimals
B. Performance Standards The learner is able to recognize and represents decimals in
various forms and texts
C. Learning Gives the place value and the value of a digit of a given
Competencies/Objectives decimal number through ten thousandths.
II. CONTENT Giving the place value and the value of a digit of a given
decimal number through ten thousandths
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages Curriculum Guide page 57 of 109
2.Learners’s Materials pages Lesson Guide in Elem Math 5 Page 241-247
3.Textbook pages 21st Century Mathletes 5
4.Additional materials from p. 102-105
learning resource (LR) portal
B.Other Learning Resource MISOSA Module Gr. 6- Place Value
IV.PROCEDURES
A.Reviewing previous lesson
or presenting the new lesson 1. Drill (Expressing fractions
with a denominator of 10, 100
and 1000 in a decimal form)
0.19
0.020
0.14 Activity: Mix and Match
0.2
0.180
Mechanics:
1.Teacher will divide the pupils
into 4 groups
2. Groups A and B will be
given meta cards with numbers
in fraction form while group C
and D will receive meta cards
with numbers in decimal form.
3. As the teacher say MIX ,
Group A, B, C and D will go
around and find the equivalent
fraction cards with the decimal
number that each member of
the group are holding.
4. As the teacher say MATCH
members of group will find
their match and partner will go
 in front together.

5. Group with the most number

of perfect match will win the
game.
B.Establishing a purpose for Look closely at this number 4. 4 is a whole number
the lesson Is it a whole number or 0.4 is a decimal and it is
decimals? read as 4 tenths.
How about 0.4, how do we
read it? What is the correct
way of reading it?
C.Presenting Examples/ Brenda, a Grade V pupil walks Five thousand, two hundred
instances of the new lesson 0.5208 kilometer a day to eight, ten thousandths
reach the school. How many
kilometer did Brenda walk?
Perform the activity following
the mechanics below:

thousandths

thousandths
hundredths
1. Distribute pupils the place

decimal

tenths
ones

Ten
value chart
2. Let each group complete the
place value chart by putting on
0 . 5 2 0 8
the digit on the correct column
based on their place value

D.Discussing new concepts . What is the place value of 5,  Let the pupils focus on
and practicing new skills #1 the first digit right after the the place value chart
decimal point? presented. Let them
• What is the place value of 2, understand that 5 is under
the next digit to the right of the the tenths column, the place
tenths place? What is its with the value of 0.1,
value? meaning 5 has the value of
 What is the digit in 510 or 0.5. The next digit is
hundredths place? What is its 2 which is under the
value? hundredths column, the
place with the value of 0.01,
 Which digit is in the meaning 2 has a value of
thousandths place? What is its 0.02.
value?
 Which digit is in the ten
thousandths place? What is its
value?

E.Discussing new concepts Have the pupils work on Station 1:

and practicing new skills #2 determining the place value Directions: Study the
and the value of a digit in the numeral 0.378 and answer
following decimal numbers. the following
Group the class into four (4) questions
groups. Each group works in
every station simultaneously.
 Each of them presents their
group’s output.

F.Developing Mastery 1. What digit is immediately Station 2:

right after the decimal point? Directions: Using the
decimal 0.126, perform the
2. What is its value? following:
1. Write the digit placed in
the thousandths place.
2. What is its value?
Station 3:
Directions: Study the
decimal number 0.915.
1. What is the position of
one?
2. What is its value?

Station 4:
Directions: Using the
decimal 2.136, perform the
following:
1. What digit is in the lowest
place value?
2. What is its value?

G.Finding Practical Directions:

application of concepts and Group 1-Give the value of 1. 0.4519
skills in daily living each digit in the given number 2. 0.9105
GROUP II
Directions: Give the value of
the underlined digit. 3. 0.4519
4. 0.9105
H.Making generalization and How can you give the value of By locating them at in its
abstraction about the lesson the decimal digits? position in the place value
chart
I.Evaluating learning Directions: Write the value of
the underlined digit.
1) 0.48 4) 3.762 1. 0.08
2. 0.03
2) 0.037 5) 9.504 3. 0.6
3) 2.6985 4. 0.06
5. 0.6
J.Additional activities for Give the value of digits 5, 6, 7, Decimal Value
application or remediation 8, and 9 in 98 576 Number
0.2306 _____
3.271 _____
 1.039 _____
0.8134 _____
0.4125 _____
V.REMARKS
VI.REFLECTION
A. No. of learners achieve
80%:
B. No of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work?

D. No. of learners who

have caught up the
lesson:
E. No. of learners who
continue to require
remediation.
F. Which of my teaching
strategies worked well?
Why did these work?
G. What difficulties did I
encounter which my
principal or supervisor
help me solve?
H. . What innovations or
localized materials did I
used/discover which I
wish to share with the
other teacher?

School: Grade Level: VI

 Teacher: Learning Area: MATH
Teaching
Dates
and Time: (WEEK 1 day 2) Quarter: 2nd QUARTER

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of decimals
B.Performance The learner is able to recognize and
Standards represents decimals in various forms
and texts
Gives the places value and value of a digit of
C.LearningCompetencies a given decimal numbers
/Objectives through ten thousandths
Code: M5NS – IIa.101.2
II.CONTENT Giving the place value and value of a
digit of a given decimal numbers
through ten thousandths
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide pages Curriculum Guide page 57 of 109
Lesson Guide in Elementary
Mathematics 5 pp. 237-241
2.Learners’s Materials
pages
3.Textbook pages Mathematics for Better Life, pp 136-
137
4.Additional materials DepEd Learning Portal, Math 5 –
from learning resource Place Value of Decimals (1325)
(LR) portal MISOSA Module Grade 6 – Place
Value of Decimals
B.Other Learning Place Value Chart, metacards
Resource
IV.PROCEDURES
A.Reviewing previous
lesson or presenting the 1. Drill
new lesson Directions: Express the following
fractions in decimals.
• 12 3100
• 510
• 4 65100
• 89100
• 34 2910000

2. Review
Directions: Give the place value of
the underlined digit.
• 973
• 5 306
• 2 410
 • 16 874
• 1 235
B.Establishing a What is a heat conductor? Give
purpose for the lesson examples of heat conductors.
C.Presenting Copper is a very good conductor of
Examples/ instances of heat. It is the element made of
the new lesson electric wires. The atomic weight of
copper is 63.546 grams (g).
D.Discussing new Strategy: Direct Instruction
concepts and • What kind of number is 63.5460?
practicing new skills #1 • Let us put 63.546 in the Place
Value Chart for Decimals
E.Discussing new What separates 63 and 546?
concepts and • At what column can we find 3?
practicing new skills #2
Then, the place value of 3 is ones.
• What is the position of 5 in the
Place Value Chart?

So, the place value of 5 is tenths.

• Therefore, the place value is the
position of a digit in the place value
chart.
F.Developing Mastery Thinking Skills
Use the Place Value Chart below to
give the place value of the underlined
digit in each decimal number.

•23.642
• 6.049
• 25.571
• 7.203
• 124.435
G.Finding Parctical Thinking Skills
application of concepts Use the Place Value Chart below to
and skills in daily living give the place value of the underlined
digit in each decimal number.

•23.642
• 6.049
• 25.571
• 7.203
• 124.435
H.Making How do we give the place value of a
generalization and digit in a decimal number?
abstraction about the
lesson
I.Evaluating learning Directions: Give the place value of
the underlined digit.
1) 89.345
 2) 46.036
3) 19.346
4) 32.075
5) 90.637
J.additional activities Directions: Write the digit in each
for application or place value identified.
remediation A. 89.846
1) _____ hundredths
2) _____ tenths
3) _____ thousandths
B. 6.329
4) _____ ones
5) _____ hundredths
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 work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
 School: Grade Level: V
Teacher: Learning Area: MATH
Teaching
Dates
and Time: Week 1 Day 3 Quarter: 2nd QUARTER

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of decimals
B.Performance Standards The learner is able to recognize and represents decimals in
various forms and texts
C.LearningCompetencies Reads and writes decimal numbers through ten thousandths
/Objectives Code: M5NS-II a-102.2
II.CONTENT Reading and Writing Decimal Numbers Through Ten
Thousandths
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide pages Curriculum Guide page 57 of 109
Lesson Guide in Elem Math 5 Page 241-247
2.Learners’s Materials 21st Century Mathletes 5
pages
3.Textbook pages p. 102-105
4.Additional materials from MISOSA Module Gr. 6- Read and Write Decimals
learning resource (LR)
portal
B.Other Learning Resource Place Value Chart, meta cards, activity sheets
IV.PROCEDURES
A.Reviewing previous Drill - expressing fractions as decimals
lesson or presenting the Directions: Express the following fractions
new lesson as decimals. 0.23
1). 23/100 4.5
2). 4 5/10 17.03
3). 17 3/100 26.0015
4). 26 15/10 000 0.032
5). 32/1 000

Review
Read the numbers and write them in words
(cartolina strips)
Use the following facts about the Two hundred
Philippines: ninety-nine
Total land area: 299 404 square kilometers thousand, four
Total Water Area (within territorial hundred four.
limits):150 759 282 ha. Seventy-six
Population (2002 census): 76 971 000 millions, nine
hundred seventy-
one thousands.
 Twenty-eight
billions,three
Foreign debt (1999): 28 380 700 000 dollars hundred eighty
(US) millions, seven
hundred
thousands.
B. Establishing a purpose Ask the following questions:
for the lesson Are you all aware of what is happening in Yes
our country? Yes
Are you aware of the economic situation in
the Philippines?
What is the implication of the peso-dollar Economy in the
exchange rate to our economy? Philippines is
definitely different
compare to other
countries not that
far though.
C.Presenting Examples/ a. Present the following problem
instances of the new Every morning Atty. Castillo reads a Fifty-four pesos
lesson newspaper. He takes note of the peso-dollar and five thousand
exchange. One morning, he reads that the nine hundred
exchange rate of a US ($) dollar is sixty ten
P54.5960 How do we read this number? thousandths.

b. Present the decimal number on the

problem in a place value chart.
tens ones . tenths Hun Thou
dredt sandt
hs hs Ten
Thousandths

5 4 . 5 9 6 0

D.Discussing new Group the class into four teams. Using the Pupils are given
concepts and practicing place value chart, pupils by group will enter limited time only
new skills #1 the decimal number given in the problem. to do this due to
Ask them to post their output and do the time constrains.
reporting afterwards.
tens ones decima tenths hundre thousa Ten Hundr
l dths ndths thousa ed
ndths thousa
ndths

E.Discussing new Give other examples

concepts and practicing Directions: Read then give the answer:
new skills #2 During the Palarong Pambansa 2015, Alvin
 Reyes ran the 100 meter
dash in 12. 8420 seconds. John Santos ran Twelve and eight
the same event in 12. 4630 seconds. Write thousand four
the decimal number in words. hundred twenty
ten thousandths.
Twelve and four
thousand six
hundred thirty ten
thousandths.
F.Developing Mastery How did you find the activity? Exciting.
What fact is given in the problem? 12.4713
What kind of number is 54.9600? 96
Can we express it as fraction? How?
54
10000
How do you read 54.9600 and how it is Fifty-four and nine
written in words? thousand six
hundred ten
thousandths.
Other decimal numbers will be provided for
the pupils to read and write. Let them
express these decimals also in fractions.
1). 37. 1430 1430
37
10000
2). 1. 3250
3250
1
3). 98. 4510 10000

4). 0. 3451 4510

98
5). 76. 2340 10000

G.Finding Practical Directions: Read then give the answer:

application of concepts During the Palarong Pambansa 2015, Alvin Alvin
and skills in daily living Reyes ran the 100 meter Twelve and
dash in 12. 8420 seconds. John Santos ran eight thousand
the same event in 12. 4630 four hundred
seconds. Write the decimal number in twenty ten
words. thousands.
John:
Twelve and
eight thousand
four hundred
twenty ten
thousandths

How do we read and write decimal In reading and

numbers? writing decimals,
we need to know
its place value.
I.Evaluating learning Directions: Write the following as fractions
 and then as decimals.
1. One hundred twenty-five and one 125.01
hundredths 64.2300
2. Sixty-four and two thousand three
hundred ten thousandths 4.09
3. Four and nine hundredths 12.0002
4. Twelve and two ten thousandths 7.015
5. Seven and fifteen thousandths
J.additional activities for Directions: Write the following decimals in
application or remediation words. Two and twelve
1). 2. 0012 - ten thousandths.
Nine thousand
2). 0. 9160 – one hundred-sixty
ten thousandths.
Fifty-six and one
3). 56. 145 - hundred forty-five
thousandths.
Nine and three
4). 9. 0346 – hundred forty-six
ten thousandths.
Four and nine
5). 4. 0987 - hundred eighty-
seven ten
thousandths.
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 work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?
 School: Grade Level: VI
Teacher: Learning Area: MATH
Teaching
Dates
and
Time: (WEEK 1 day 4) Quarter: 2nd QUARTER

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of decimals
B.Performance The learner is able to recognize and represents decimals in
Standards various forms and texts
Rounds decimal numbers to the nearest hundredths
C.LearningCompetencies Code: M5NS-IIa-103.2
/Objectives
II.CONTENT Rounding decimal numbers to the nearest hundredths
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide pages Curriculum Guide page 57 of 109
2.Learners’s Materials Lesson Guide in Elementary Mathematics pp. 248-251
pages
3.Textbook pages 21st Century Mathletes 5 P.106-109
4.Additional materials Mathematics for a Better Life pp. 138-139
from learning resource
(LR) portal
B.Other Learning Flashcards, number line chart, power point presentations
Resource
IV.PROCEDURES
A.Reviewing previous
lesson or presenting the 1. Oral Drill
new lesson Game: Relay
Materials: flashcards
Mechanics:
1. The class will be divided into two 1) 0.43
groups 2) 5.638
3) 0.754
2. Have each group hold cars such 4) 11.081
as 5) 54.635
3. Give directions such as: Form the
greatest two-digit decimal number
 with 2 in the hundredths place.
4. The first group to form the correct
number earns a point.
5. Continue asking questions on
place value of decimals until one
group earns 3 points out of 5 rounds.
2. Review
Directions: Read and give the place
value of the underlined
digit.

B.Establishing a Who among your familes have cars?

purpose for the lesson Why is it important to fill the gas
tank of cars? Can we do something
on how to save gasolines?
C.Presenting
Examples/ instances of Mr.Carlos had his car’s tank filled
the new lesson with gasoline. The gasoline meter
registered 10.468 litres. Round off
the number of litres of gasoline to the
nearest hundredths.

D.Discussing new a. Have the pupils work in their

concepts and group. Have them draw a number
practicing new skills #1 line
up to thousandths place to show their
answer to the problem.
Give them time to do this. Have them
present their output.
b. Processed the outputs by asking
the following questions
What digit did you round off?
How did you round off the digit?
What did you do with the other
digit/s?

E.Discussing new Give other examples

concepts and
practicing new skills #2
F.Developing Mastery Complete the table by rounding off
the given numbers to the Complete
the table by rounding off the given
numbers to the nearest hundreths
Number Round Off
to the
Nearest
Hundredths
1) 91.937
2) 72.553
 3) 817.093
4) 423.729
5) 236.153
G.Finding Parctical Directions: Read and answer the
application of concepts following problems.
and skills in daily living 1. Joshua and Marcus are playing a
number game. They try to round
213.432 to the nearest hundredths.
What is the answer?
2. Rina was task to round off
85.81267 to the nearest hundredths.
Her answer was 85.800. Is she
correct? Why?

H.Making How do we round off decimal

generalization and numbers to the nearest hundredths?
abstraction about the
lesson
I.Evaluating learning Directions: Round off the following
decimals to the nearest hundredths.
1) 5.348
2) 0.917
3) 3.052
4). 12.183
5). 8.529
J.additional activities Directions: Round off each decimal to
for application or the nearest hundredths.
remediation 1) 0.064
2) 5.256
3) 0.843
4) 7.934
5) 6.437
V.REMARKS
VI.REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for remediation

J. Did the remedial lessons

work? No. of learners
who have caught up with
the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies work well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
 School: Grade Level: VI
Teacher: Learning Area: MATH
Teaching Dates
and Time: Week 2 Day 1 Quarter: 2nd QUARTER

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of decimals
B.Performance The learner is able to recognize and represents decimals in various
Standards forms and texts

C.LearningCompetenci Compares decimal and arranges decimal numbers

es/Objectives Code: M5NS-IIb-104.2
II.CONTENT Comparing and Arranging Decimal Numbers
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide Curriculum Guide page 57 of 109
pages Lesson Guide in Elem. Math Grade 6 p. 46
2.Learners’s Materials BEAM LG Gr. 6 Module 2
pages
3.Textbook pages
4.Additional materials DLP Gr. 6 Module 7
from learning resource
(LR) portal
B.Other Learning Place Value Chart, metacards
Resource
IV.PROCEDURES
A. Reviewing
previous lesson Drill a. Have groups of
or presenting Have a game on reading decimals using five.
the new lesson flashcards b. Provide a card
Review with a decimal
Have a review on rounding off decimal number to each
numbers to the group
nearest hundredths and thousandths. c. Instruct the
pupils to round
each decimal
number on blue
card to the nearest
hundredths and the
yellow card to the
nearest
thousandths.
 d. The group with
the most number of
correct answers,
wins

B. Establishing a Have you experienced hiking? Lead them to

purpose for Ask some pupils to relate their experiences. the discussion that
the lesson hiking is a good
form of exercise
and it
develops a sense
of
brotherhood/sisterh
ood.
C. Presenting Two Girl Scout Patrols went hiking. Let them participate
Examples/ Sampaguita Patrol hiked 0.75 km while
instances of Gumamela Patrol hiked 0.9 km. Which patrol
the new hiked farther?
lesson
D. Discussing  What did the Girl Scout Patrol do? Allow them to
new concepts answer
and practicing  How far did Sampaguita Patrol hike?
new skills #1  How about Gumamela Patrol?

E. Discussing Direct Instruction

new concepts Let us compare the decimals using a place
and practicing value chart.
new skills #2
ONES DECIMAL TENTHS HUNDREDTHS
0 . 7 5
0 . 9
3 . 3 9
6 . 5 8
F. Developing Let us line up all the digits according to their
Mastery place values, then start comparing from the
leftmost digits
G. Finding Read and solve the problem. Give them enough
Parctical Aling Lourdes went to the market. While in a time to answer
application of tricycle, she noticed that she received a
concepts and change of Php 3.50 while one of the
skills in daily passengers was given Php 2.00. Whose
living change was smaller?
Aling Lourdes dropped by a meat shop and
bought the following: 0.75 kg beef, 0.8 kg
chicken, 1.25 kg lean meat. Which meat did
Aling Esther buy the most? the least?
H. Making How do we compare decimal numbers? They are expected
generalization to give the rules in
and comparing
abstraction decimals
about the
 lesson
I. Evaluating Directions: Compare the decimals. Use >, < or 1). 0.070 ____
learning =. 0.007
2). 0.305 ____
0.350
3). 5.177 ____
5.107
4). 0.841 ____
0.8395
5). 7490.003
____74.03
J. Additional Directions: Compare the decimals Write >, < 1). 0.06241 ____
activities for or = in the blanks. 0.0641
application or 2). 0.40 _____
remediation 0.4000
3). 90.09 _____
90.029
4). 13.5 _____
13.571
5). 8.040 _____
8.04
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 work well? Why
did these work?
F.What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G.What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?
 School: Grade Level: VI
Teacher: Learning Area: MATH
Teaching Dates
and Time: Week 2 Day 2 Quarter: 2nd QUARTER

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of decimals
B.Performance The learner is able to recognize and represents decimals in various
Standards forms and texts

C.LearningCompetenci Compares decimal and arranges decimal numbers

es/Objectives Code: M5NS-IIb-104.2
II.CONTENT Comparing and Arranging Decimal Numbers
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide Curriculum Guide page 57 of 109
pages Lesson Guide in Elem. Math Grade 6 p. 46
2.Learners’s Materials BEAM LG Gr. 6 Module 2
pages
3.Textbook pages
4.Additional materials DLP Gr. 6 Module 7
from learning resource
(LR) portal
B.Other Learning Place Value Chart, metacards
Resource
IV.PROCEDURES
A. Reviewing
previous lesson Drill a. Have a group of
or presenting Have a game on reading decimals using five.
the new lesson flashcards b. Provide each group
Review with strips of decimals
Have a review on rounding off decimal to be rounded off.
numbers to the c. Have them round
nearest hundredths and thousandths. off the number to the
nearest tenths
hundredths,
thousandths
d. The group with the
most number of
correct answers, wins

B. Establishing a Why do you think we need to master the topic To absorb and
purpose for the we had yesterday. understand better how
lesson to compare and
arrange decimals.
C. Presenting Team Challenge walked 3.789 kms while Let them participate
Examples/ Team Achivers walked 4.009 kms and Team
 instances of Courageous walked 2.432. Arrange the 3
the new lesson teams with their corresponding kilometers in
ascending order.
What about arranging them in descending
order?
D. Discussing new What then the 3 teams do? Allow them to answer
concepts and
practicing new
skills #1
E. Discussing new Direct Instruction
concepts and Let us compare the decimals using a place
practicing new value chart.
skills #2
ONES DECIMAL TENTHS HUNDREDTHS
0 . 7 5
0 . 9
3 . 3 9
6 . 5 8
F. Developing Let us line up all the digits according to their
Mastery place values, then start comparing from the
leftmost digits
G. Finding Read and solve the problem. Give them enough
Practical Sophia went to the mall. While in a tricycle, time to answer
application of she noticed that she received a change of
concepts and Php 5.00 while one of the passengers was
skills in daily given Php 2.00. Whose change was smaller?
living
H. Making How do we compare decimal numbers? They are expected to
generalization give the rules in
and abstraction comparing decimals
about the
lesson
I. Evaluating Directions: Compare the decimals. Use >, < or 1) 0.070 ___ 7.007
learning =. 2) 5.305 ___ 0.550
3) 5.177 ___ 5.117
4) 0.841 ___ 0.895
5) 7490.003 ___74.03
J. Additional Directions: Compare the decimals Write >, < 1). 0.06241 ___0.0641
activities for or = in the blanks. 2). 0.40 _____ 0.4000
application or 3). 90.29_____ 90.029
remediation 4). 13.5 _____ 13.571
5). 8.0450 _____ 8.04
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 work well? Why
did these work?
F.What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G.What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?
 School: Grade Level: VI
Teacher: Learning Area: MATH
Teaching Dates
and Time: Week 2 Day 3 Quarter: 2nd QUARTER

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of decimals
B.Performance The learner is able to recognize and represents decimals in various
Standards forms and texts

C.LearningCompetenci Visualizes addition and subtraction of decimals

es/Objectives Code: M5NS IIB-105
II.CONTENT Visualizing addition and subtraction of Decimals
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide Curriculum Guide page 58 of 109
pages Lesson Guide in Elem. Math Grade 6 p. 46
2.Learners’s Materials BEAM LG Gr. 6 Module 2
pages
3.Textbook pages
4.Additional materials DLP Gr. 6 Module 7
from learning resource
(LR) portal
B.Other Learning Place Value Chart, meta cards
Resource
IV.PROCEDURES
A. Reviewing Drill on comparing and arranging decimals.
previous lesson Arrange the following decimals in descending
or presenting order the ascending order:
the new lesson 1. 2.003, 0.1100, 0.000, 1.0332
2. 0.9101, 9.001, 0.9, 3.000
3. 2.9, 0.99, 3.5, 4.2

B. Establishing a
purpose for the
lesson

C. Presenting
Examples/
instances of
the new lesson
 From the figures above, which do you think is
bigger 0.3 or 0.6
D. Discussing new Marianette hiked 0.71 kilometer while Arianne Let the pupils pay
concepts and hiked 0.56 kilometer in 30 minutes. Who attention and analyze
practicing new among the two girls hiked fast? the illustration. Let
skills #1 Marienette them also think how
the shaded portion tell
the correct answer.

Arianne

E. Discussing new Using visualization in additing and subtracting

concepts and decimals can help a lot because it
practising new presentation itself tells what is being asked.
skills #2
F. Developing
Mastery
G. Finding Read and solve the problem. Give them enough
Practical time to answer
application of
concepts and
skills in daily
living
H. Making How do we compare decimal numbers? They are expected to
generalization give the rules in
and abstraction comparing decimals
about the
lesson
I. Evaluating Directions: Compare the decimals. Use >, < or 1) 0.070 ___ 7.007
 learning =. 2) 5.305 ___ 0.550
3) 5.177 ___ 5.117
4) 0.841 ___ 0.895
5) 7490.003 ___74.03
J. Additional Directions: Compare the decimals Write >, < 1). 0.06241 ___0.0641
activities for or = in the blanks. 2). 0.40 _____ 0.4000
application or 3). 90.29_____ 90.029
remediation 4). 13.5 _____ 13.571
5). 8.0450 _____ 8.04
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
work well? Why did
these work?
F.What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G.What innovations
or localized materials
did I used/discover
which I wish to share
with other teachers?

School: Grade Level: VI

 Teacher: Learning Area: MATH
Teaching Dates
and Time: Week 2 Day 4 Quarter: 2nd QUARTER

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of decimals
B.Performance The learner is able to recognize and represents decimals in various
Standards forms and texts

C.LearningCompetenci Adds and subtracts decimal numbers through thousandths without and
es/Objectives with regrouping.
Code: M5NS IIB-106.1
II.CONTENT Visualizing addition and subtraction of Decimals
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide Curriculum Guide page 58 of 109
pages Lesson Guide in Elem. Math Grade 6 p. 46
2.Learners’s Materials 21st Century Mathletes 5
pages
3.Textbook pages Page 114-119
4.Additional materials DLP Gr. 5
from learning resource
(LR) portal
B.Other Learning Flashcards, activity cards,
Resources
IV.PROCEDURES
A. Reviewing Drill on visualizing adding and subtracting
previous lesson decimals
or presenting
the new lesson
B. Establishing a Ermie has a bottle which contains 100
purpose for the marbles, he gave Richie 34 marbles and 15
lesson marbles to Antony. How many marbles were
given away?
Ask: How many were given to Richie in 34
decimal form? or 0.34 read as
100
How are we going to write this in a decimal thirty-four hundredths
form?

How many were given to Richie in decimal

form? 15
How are we going to write this in a decimal or 0.15 read as
100
form?
thirty-four hundredths

C. Presenting Try to visualize what decimals would look like

Examples/ Instead of breaking an objects into thirds or
instances of fifths. It is broken into tenths, hundredths and
the new lesson so on.
 5 8
1+ + = 1.58
10 100
Study the figures below.

D. Discussing new To add and subtract decimals, align the Let the pupils pay
concepts and decimal points in a straight column. attention and analyze
practicing new Add/subtact as in a whole numbers. Copy the the illustration. Let
skills #1 decimal point where the answers should be them also think how
placed. If the answer is 10 or more, regroup the shaded portion tell
the decimal. the correct answer.
Example 1:
Find the sum of 0.411 and 3. 214 Answer:
0.411 3.625
+ 3. 214
 E. Discussing new Example 2:
concepts and Add 7.78 and 0.71
practicing new 7.78
skills #2 + 0.71
8.49

F. Developing
Mastery
G. Finding
Practical
application of
concepts and
skills in daily
living
H. Making
generalization
and abstraction
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

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
work well? Why did
these work?
F.What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G.What innovations
 or localized materials
did I used/discover
which I wish to share
with other teachers?

DETAILED LESSON PLAN

School Grade Level V

Teacher Learning Area MATHEMATICS
Teaching Dates and Time Week 3 Day 1 Quarter SECOND
I. OBJECTIVES
A. Content Standard
1. The learner demonstrates understanding of decimals
2. The learner demonstrates understanding of the four fundamental operations involving
decimals and ratio and proportion.
B. Performance Standard
The learner demonstrate
 1. Is able to recognize and represent decimals in various forms and contexts.
2. Is able to apply the four fundamental operations involving decimals and ratio
proportion in mathematical problems and real-life situations.
C. Learning Competencies/ Objective
Estimates the sum or difference of decimal numbers with reasonable result. (M5NS-
IIc-107)
Learning objectives:
1. Estimates the sum or difference of decimal numbers with reasonable result.
2. Make use of wise guessing in estimating sums/ difference of decimal numbers.
3. Estimate properly when a situation demands it.

II. CONTENT
Estimating Sums and Differences of Decimal Numbers with Reasonable Result
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st century Mathletes TM pp.53-55
2. Learner’s Materials page LM lesson 35 Q2 week 3
3. Textbook pages 21st Century Mathletes pp. 122-125
4. Additional Material from Learning Resource (LR) portal
LM ( Second Grading)
B. Other Learning Resources https://www.youtube.com/watch?v=mh5QuPGN7us
Flashcards
IV. PROCEDURES
Teacher’s Activity Students’/
Pupils ‘Activity
A. Reviewing previous The teacher flashes decimal number - Pupils” will give
lesson or presenting the and its place value rounded be the answer …
new lesson rounded off. - 84.6
1.) 84.615 –Tenths
Ans. – 84.6 - 37.59
2.) 37.591 – Hundreds
- 37.59 -1.648
(2mins. ) 3.) 1.6482 – Thousand
- 1.648 - 14.8
4.) 14.79 - Tenths - 52.66
5.) 52. 663 –Hundreds

B. Establishing a purpose Ask the learners to list down items Pupils will list down
for the lesson they need in school. Then, tell them to things they need in
estimate the amount of each item and school and let them
give the total amount. Use the table estimate the
below. amount of each
item

Items Estimate
Amount
(3mins)

Total amount:
How do we estimate amount and the
total?

C. Presenting Teacher present a problem in a Pupils will solved

examples/instances of PowerPoint the problem in pair
the new lesson Mr. Reyes travelled a distance of by estimating.
84.609 km on Tuesday and 98.126 km
on Wednesday. About how far has he -Pupil will checked
travelled in 2 days? their output with that
of the teacher’s
answer.
(2mins)
D. Discussing new concepts - In estimating decimals we use
and practicing new skills rounding method.
#1 Step 1- round off the decimals to the
whole numbers.
84.609 – 85
98.126 – 98
Step 2 – Add the numbers you
round off.
85
+98
183

- The teacher will let the pupils watch

a video clip on estimating sums and
differences of decimal numbers.
https://www.youtube.com/watch?
v=mh5QuPGN7us
(10mins)
E. Discussing new concepts The teacher prepares situation cards
and practicing new skills and will give it to the pupils and
#2 grouped the pupils into 4 groups. -Pupils will worked
( Strategy: Small Group Discussion, with their group
Game) mates
The teacher will give instruction
about the game. Each will be given
situation card.

Read carefully and do what is asked.

* Your group has
P15, 395.20.
You will order 3 items from a
mail order catalog as follow :
Items Prices
Stand fan P2,485.00
 Printer P6,000.00
CD Player P5,750.00 - Pupils present
Computer tableP2,500.00 their answer to the
*The first Pupil in your group teacher.
selects 3 items and writes those
with the corresponding prices.
Then he/she pass it to the next
pupil, he/she will write the round
off amount for each item them
passes it to the next member and
will give the estimated sum/
difference .
(10mins ) - As soon as the group is finished
submit the answer to the teacher for
checking.
* The first to finish wins
F. Developing mastery The teacher will let the pupils answer Pupils solved
(Leads to Formative get moving A & B on the LM individually
Assessment 3) A. Using the rounding off technique,
find the estimated sum of the
given decimals.
1. 23.45 + 8.63 +2.75 =
2. 8.05 + 7.93 + 1.62 =
3. 112.56 +23.63+12.45=
4. 0.91 + 0.86 + 8.75 =
5. 2.843 + 15.624 +13.56=

B. Using the rounding off technique,

find the rough estimated difference
of the given decimals.
1. 634.58 – 436.79 =
2. 37.86 – 19.92 =
(6 mins ) 3. 14.39 – 8.59=
4. 7.45 – 2.93=
5. 15.63- 8.79 =
G. Finding practical - The teacher will flash cards with Pupil will raise the
applications of concepts word. Agree /disagree written on it. corresponding
and skills in daily living - Teacher will flash the flash cards cards to the given
with decimal numbers and its decimal numbers.
estimated sum and difference.
- If the estimated sum or differences
is correct they will raise AGREE, if it is
wrong they will raise their DISAGREE
cards.

1. 2347.081 + 5834.50

2. 9452.8 + 4671.2
(5mins)
3. 951.4 - 568.19
H. Making Generalizations and Teacher will ask. How do we estimate Pupils will answer
abstraction about the lesson sum or difference of decimals? To estimate the sum
Why do we need to estimate sum or or differences of
difference? decimals round off the
numbers to the whole
(3mins) number then add or
subtract.
I. Evaluating learning The teacher will let the pupils answer Pupils will solve
EVALUATE on page 124 of 21st
Century Mathletes
A. Estimate each sum. Then, find
the actual sum
B.
Pupils will solve the
following:

1. 4.007
+ 3.726

2. 8.583
+ 2.007

Estimate each
difference. Then find the
actual difference
(7 mins)
3.6.305
-2.678

4.9.547
- 2.689

5. 3.714
- 2.087

J. Additional activities for The teacher will give problems for

application or remediation the pupils to solve at home.
1. Joel drove his car at the rate of
47.25 kilometer per hour from
Manila to Baguio, he drove his
car at the rate 62.5 kilometers
per hour. About how much faster
did he drive his car on the trip
back to Manila?
2. Michael and his brother climbed
on a tree to get some mangoes.
 They got three mangoes. One
mango weighs 92.5 grams, the
second mango weighs double as
( 2 mins) the first mango, and the third
mango weighs ¼ as the second
mango does.
Estimate the total weight of the
three mangoes.
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 these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localization materials did I use /
discover which I wish to share with other teachers?

DETAILED LESSON PLAN

School Grade Level V

Teacher Learning Area MATHEMATICS
Teaching Dates Day 2 week 3 Quarter SECOND
and Time
I. OBJECTIVES
A. Content Standard
1. The learner demonstrates understanding of decimals
2. The learner demonstrates understanding of the four fundamental operations involving
decimals and ratio and proportion.
B. Performance Standard
1. The learner is able to recognize and represent decimals in various forms and contexts.
2. The learner is able to apply the four fundamental operations involving decimals and
ratio proportion in mathematical problems and real-life situations.
C. Learning Competencies/ Objective
Solves routine or non-routine problems involving addition and subtraction of decimal
numbers including money using appropriate problem solving strategies and tools. (M5NS-IIc-
108.1)
Learning Objectives:
1. Solves routine or non-routine problems involving addition and subtraction of decimal
numbers including money using appropriate problem solving strategies and tools.
2. Write the correct equation in solving a given problem involving either addition or
subtraction of decimals including money.
 3. Work accurately under time pressure, thoughtfulness, thriftiness.
II. CONTENT Solving routine or non-routine problems involving addition and subtraction of
decimal numbers including money using appropriate problem solving strategies and tools.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elem. Math 5 pp.268-270
2.Learner’s Materials page LM Q2 Week3
3. Textbook pages 21st Century Mathletes. pp.103-105
4. Additional Material from Learning Resource (LR) portal
B. Other Learning Resources https://www.youtube.com/watch?v=mh
5QuPGN7us
IV. PROCEDURES
Teacher’s Activity Students’/Pupils ‘Activity
A. Reviewing A. The teacher will show a problem and The pupils will give the answer.
previous lesson or let the pupils give the answer.
presenting the new Jewel ran a total of 8.25 kilometer for Call a volunteer to give the
lesson her practice. Yesterday she ran 5.75km. answer.
What is the estimated kilometers she 8
ran in two days? +6
14km

B. Establishing a - The teacher will ask the steps on Pupil will answer the basic steps
purpose for the problem solving. in solving problem.
lesson - What are the steps in problem - Pupils expected answer:
solving? * We can solve problems by
- How do we solve problems? following the steps :
1. Understand- know what is
asked? What are given?
2. Plan- Know the operations.
Write the number sentence.
3. Solve- Write your answer with
correct units/labels.
4. Check & Look back- review and
check your answer
C. Presenting Let the pupils watch the video clip on
examples/instances Estimating the sum or difference of
of the new lesson decimal numbers with reasonable result.
https://www.youtube.com/watch?v=mh
5QuPGN7us
D. Discussing new Teacher presents a word problem. Pupils solve the problem given
concepts and A total of 357 Grade IV, V, and VI
practicing new pupils of Pook Elementary School joined
skills #1 a tree-planting program. They planted
Narra seedling that cost 1,230.67. How
much seedlings did they plant in all.
Ask: What is asked in the problem?
What are given facts?
 What word clue help you solve the
problem?
What operation is to be used?
Ask a pupil to show his/her answer
on the board.

E. Discussing new The teacher will divide the pupils into 2

concepts and groups.
practicing new The teacher will post a problem and let Pupils analyzed the problems
skills #2 the pupils read and analyzed the posted.
problem.
Teacher will also put a marker on the
Chalkboard as.

Subtraction Addition Pupil fall in line to their chosen

answer.
The teacher will instruct the pupils to
make decisions as to where group they
will be joining. Those who thinks that
they will use addition will fall in line in
the addition corner or to subtractions
corner. Call pupil to solve the problem
- Processing of the activity follows.
The teacher let the pupils check their
answer by solving the problem with the
guidance of the teacher.
1. John worked at the pumping
station three days last week.
He earned P350.85 on
Monday P340.75 on
Thursday, and 370.65 on
Saturday. How much did he
earn in all?

2. Laila earned P50.45 for

selling sampaguita. He paid
46.75 for a pad paper and ball
pen. How much money had he
left is she had P200.00?

F. Developing Pupils will work cooperatives their

mastery (Leads to ( Strategy: Small group Discussion, group mate.
Formative PWA)
Assessment 3)
The teacher will group the pupils into 5
groups.
The teacher let the pupil answer Get
moving in the LM.
 Solve the following problem

Group 1
The perimeter of a quadrilateral is
412.95 cm. If the three known sides
measures 85.56cm, 112.77 cm, and
85.26 cm, how long is the fourth side?

Group 2
I bought 4 item worth P39.90,
P68.60, P58.75 and P120.25. How
much change will I get from P500-bill?

Group 3
A rectangle is 13.8cm. Long and
9.7cm wide. Find its perimeter.

Group 4
Obed and Dario hiked 15.1 km. in
one day and 13.75 km in the next
day. How many kilometers did they
hiked in all?

Group 5
Mr. De Guzman and the boys spent
P567.75 for food and P175.50 for
transportation during the Science Fair
Camp. If they had P800.00 to spend,
how much money was left?

G. Finding practical The teacher will present problems and Pupil solve the problems with a
applications of let the pupils solve it by pair. partner.
concepts and skills
in daily living Problem:
A cyclist travels at a speed of 15.5
km/hr. Another cyclist travels at a speed
of 17.3 km/hr. About how much faster
can one cyclist travel than the other?
H. Making The teacher will ask: How do we solve Pupils expected answer:
Generalizations problems? * We can solve problems by
and abstraction following the steps :
about the lesson 1. Understand- know what is
 asked? What are given?
2. Plan- Know the operations.
Write the number sentence.
3. Solve- Write your answer with
correct units/labels.
4. Check & Look back- review and
check your answer.
I. Evaluating The teacher will let the pupils answer
learning apply your skills in the LM. Pupils will solve the problems
Write the number sentence and solve:
1. Delia filled the container with 3.5
liters of water. Her mother used
0.75 liters of water for cooking
and 1.25 liters for palamig. How
much water was left in the
container?
2. Mang Caloy cut four pieces of
bamboo. The first piece was
o.75 meter, the second was
2.278 meter, the third was 6.11
meters and the fourth was 6.72
meters. How much longer were
the third and fourth pieces put
together than the first and
second pieces together?

J. Additional Additional activities for application. Can be done orally or by pair

activities for Analyze and solve the problem.
application or 1. Mr. Flores brought 3 chicken
remediation weighing 2.7 kilos, 1.8 kilos and
2.2 kilos each. What was the
total weight of the three
chickens?
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 these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localization
materials did I use / discover which I
wish to share with other teachers?

School Grade Level V

Teacher Learning Area MATHEMATICS
Teaching Dates and Day 3 week 3 Quarter SECOND
Time
I. OBJECTIVES
A. Content Standard
1. The learner demonstrates understanding of decimals
2. The learner demonstrates understanding of the four fundamental operations involving
decimals and ratio and proportion.
B. Performance Standard
1. The learner s able to recognize and represent decimals in various forms and contexts.
2. The learner is able to apply the four fundamental operations involving decimals and ratio
proportion in mathematical problems and real-life situations.
C. Learning Competencies/ Objective
Solves routine or non-routine problems involving addition and subtraction of decimal
numbers including money using appropriate problem solving strategies and tools. (M5NS-IIc-
108.1)
Learning competencies:
1. Solves routine or non-routine problems involving addition and subtraction of decimal
numbers including money using appropriate problem solving strategies and tools
2. Write the correct equation in solving a given problem involving either addition or
subtraction of decimals including money.
3. Work accurately under time pressure, thoughtfulness, thriftiness.
II. CONTENT Solving routine or non –routine problems involving addition or subtraction of
decimal numbers including money using appropriate problem solving strategies and tools
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide Lesson Guide in Elem. Math 5 pp.268-270
2.Learner’s Materials page LM Q2 Week3
3. Textbook pages 21st Century Mathletes. pp.103-105
4.Additional Material from Learning Resource (LR) portal
LM Q2 Week 3
B. Other Learning Resources Flashcards, Activity Sheets
IV. PROCEDURES
Teacher’s Activity Students’/Pupils ‘Activity
A. Reviewing A. Drill on adding and subtracting
previous lesson or decimals.
presenting the new - Review
lesson What are the steps in problem
solving?

B. Establishing a The teacher flash a problem and let Solve & Write their answer on
purpose for the the pupils solve it with a partner. the show me board
lesson
Josh drove 48.62 km in
the first how, 38.98 in the
second hour, and 41.96
km in the third hour. How
far did he drive in 3
hours?

C. Presenting The teacher present a problem.

examples/instances It was mother’s birthday.
of the new lesson Nina gave her a pair of
slipper that cost P55.50
and a scarf worth P27.75.
How much in all did Nina Call pupils to answer the
spend for the gifts? problem on the board
A. What did Nina buy for her mother?
B. How much is each gift?
C. What is the operation to be used?
D. Transform the problem into a
mathematical sentences?
E. Solve & Label your answer.
D. Discussing new Strategies: Reporting/ Small group Pupils will be grouped into 3
concepts and discussion) groups and will solved
practicing new skills -The teacher will let the pupils be problems on the activity
#1 grouped into 3 groups and will solved sheets.
problems on the activity sheets.
 ACTIVITY SHEET
Group 1
Read & Solve the
problem :
The distance from Vigan
to Laoag is 82.29km.The
distance from Vigan to
Baguio is 195.6km. How
much farther is Baguio
than Laoag from Vigan ?

ACTIVITY SHEET
Group 2
Read and solve the
problem :
Aling Auring charged Mrs.
Santos P257.75 for the
uniform of her children.
Mrs. Santos paid
P300.00. How much is
her change?

ACTIVITY SHEET
Group 3
Anton is buying supplies
for his school project. The
items he is buying and
the prices are listed
below. What is the total
cost of items?
Illustration board –P22.45
Pentel pen -P98.70
Art Paper -P15.65
Glue -P35.95

E. Discussing new The teacher will let the pupils paste

concepts and their output on the board and Let the
practicing new skills pupils to report on their output.
#2 - The teacher discuss pupils answers
F. Developing The teacher will show a problem and The pupils will solve the
mastery (Leads to the answer to the problem. problems.
Formative The Pupils will say HURRAY if the
Assessment 3) answer are correct. They will clap their The pupils will give their
hands 2 times if it is not correct. answer through saying hurry
Problem: and clapping their hands.
1. In a sale, a cellphone
was sold at P2,681.25. If
its regular price was
P3,575. How much less
was the sale price?
 (P893.75) /

2. Aldrin bought a bunch

of flowers for P140.50. If
she gave P100 bill and a
P50 bill, how much was
her change? – P10.50 X
(P9.50) correct.

3. Marwin has P9.75

while his sister has
P4.95. How much money
do they have? (P14.75) /

G. Finding practical The teacher gives problems for the The pupils will solve the
applications of pupils to solve individually. problem
concepts and skills Problem 1.
in daily living A meat vendor has P865.45 for food
and P350.35 for transportation. If they
lane P1500.00 bill to spend, how much
money was left?
Problem 2
Aleah bought a blouse for P125.75 and
a skirt for P226.4. How much did she
paid for the items?

H. Making The teacher will ask: How do we solve Pupils expected answer:
Generalizations and problems? * We can solve problems by
abstraction about the following the steps :
lesson 1. Understand- know what is
asked? What are given?
2. Plan- Know the operations.
Write the number sentence.
3. Solve- Write your answer
with correct units/labels.
4. Check & Look back- review
and check your answer.
I. Evaluating learning Solve the following.
Pupils will answer the activity
Study the menu in the canteen and given
answer the question that follows.
MENU
Spaghetti Gulaman
P23.75 P6.75
Palabok Pinakbet
P21.50 P15.25
Rice Fried Fish
5.50 P12.25
Mango Leche Plan
 Juice P18.25
P7.50
a. Arnel paid P50.00 for spaghetti
and mango juice. How much
was his change?
b. Aya ordred palabok and
gulaman. How much was her
change with her P100-bill ?
c. Mr. Lopez ordered rice,
pinakbet and Fried fish. She
gave P200.00 How much was
her change?
d. Kate gave P50.00 for a mango
juice and spaghetti. How much
is her change?
e. It was Tina’s birthday. She
order spaghetti, palabok,
mango juice and Leche plan. If
she paid P100 peso bill and she
gave a tip of P5.00, How much
will be her change?
J. Additional Solve the problem : Can be done orally or by pair
activities for Mariane earned P35.50 in selling
application or newspaper and she earned P32.50 for
remediation selling pandesal in the morning. If she
paid P52.75 for a pad paper and a
ballpen. How much money had she
left?
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 these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localization
materials did I use / discover which I
wish to share with other teachers?
 DETAILED LESSON PLAN

DETAILED LESSON PLAN

School Grade Level V

Teacher Learning Area MATHEMATICS
Teaching Dates Day 4 week 3 Quarter SECOND
and Time
I. OBJECTIVES
A. Content Standard
1. the learner demonstrates understanding of decimals
2. The learner demonstrates understanding of the four fundamental operations involving
decimals and ratio and proportion.
B. Performance Standard
The learner demonstrate
1. Is able to recognize and represent decimals in various forms and contexts.
2. Is able to apply the four fundamental operations involving decimals and ratio proportion in
mathematical problems and real-life situations.
C. Learning Competencies/ Objective
Create problems (with reasonable answers) involving addition and / or subtraction of decimal
numbers including money. (M5NS-IIc-109.1)
Learning Objectives:
1. Create problems (with reasonable answers) involving addition and / or subtraction of
decimal numbers including money.
2. Write the equation and solution in solving word problems involving addition and
subtraction of decimals including money
3. Develop critical thinking in analyzing and solving word problems

II. CONTENT Creating problems involving addition and subtraction of decimal numbers including
money
III. LEARNING RESOURCES
A. References
 1. Teacher’s Guide Lesson guide in Elem. Mathematics 5 pp.268-273
2. Learner’s Materials page LM Q2 Week 3
3. Textbook pages 21st Century Mathletes pp.125
Additional Material from Learning Resource (LR) portal LM on Creating word problems
B. Other Learning Resources Flashcards, https://www.gettyimages.com/detail/photo/father-
and-son-at-grocery-store-royalty-free-image/80402506

IV. PROCEDURES
Teacher’s Activity Students’/Pupils ‘Activity
A. Reviewing The teacher will show a picture of a
previous lesson or father and his son on the grocery Pupils expected response
presenting the new store. And let the pupils analyze it.
le -The teacher will ask:
By looking at the picture can you No, because the data is not
make a word problem out of the complete
picture?
-Is the given picture enough to make * There should be number of
a word problem? groceries bought and their price.
What are the things/data you need

https://www.gettyimages.com/detail/photo/father-
and-son-at-grocery-store-royalty-free-image/
80402506

The teacher will ask:

By looking at the picture can you make
a word problem out of the picture?
-Is the given picture enough to make
a word problem?
What are the things/data you need
for you to create a word problem?

B. Establishing a The teacher will flash the following

purpose for the data. Call pupils to arrange the data to
lesson create a problem.
Father and Dan

Grocery Store
 Cost of food items

Money of this father

Coco Crunch P103.75

Pringles P73.25

Piknik P70.25

P1000.00
C. Presenting The teacher will use the given data
examples/instances about the picture and lead the pupils to Pupils fill in the blank with the
of the new lesson create a word problem. correct words
With the given data can u now
complete the word now complete the
word problem below and solve for the
correct answer?
The teacher let the pupils to fill in the
words on the blank to complete the
problem.
Father and Dan went to the
_______. They bought ______for Grocery store
______, ______and _________for Coco crunch
________. If he had ___________how P103.75
much money were left to his father. Pringles , piknik,P143.50
P1000.00

D. Discussing new (Strategy: Think Pair Share) Pupils create problem out of the
concepts and The teacher will present data data given.
practicing new *Study the table below
skills #1 Name Things Price *Shane and Lito went to the
bought Department store. Shane bought a t-
Shayne T-shirt P250.75 shirt cost P250.75. Lito bought a pair
Lito Shoes P1,999.99 of shoes cost P1, 999.99. How much
more does Lito spend than Shayne?
Let the pupils create their own
problems on the given data.

E. Discussing new Discuss the guide on creating

concepts and problem involving addition &
practicing new subtraction of decimal.
skills #2 1. Familiarize yourself with the
concept & their application to
real life.
2. Think of the problem want to
create.
3. Read some problems and
 study their solution.
You should consider the following
when creating a problem.
* Character
* Situation/Setting
*Data
*Key Questions

F. Developing Create a word problem on the Pupils’ expected answer.

mastery (Leads to following data. Carlo had P100. He spent P17.60 for
Formative a ballpen and P6.50 for a sticker.
Assessment 3) Carlo had P100. How much is his change?
He spent P17.60 a ballpen,
P6.50 for a sticker.

G. Finding practical - The teacher will let the pupils do keep Pupils create word problems using
applications of moving on the LM. the given data
concepts and skills Use the data below to create a two-
in daily living step word problem involving additional
and subtraction of decimals.
Name Foods Price
ordered
Amie Spaghetti P50.75
Zet Palabok P48.25
Precy Regular P30.75
Yum

H. Making The teacher will ask: How will you Pupils expected answer
Generalizations create a problem? Guide on creating problem involving
and abstraction What re the things you should addition & subtraction of decimal.
about the lesson consider in creating a problem? 4. Familiarize yourself with the
concept & their application to
real life.
5. Think of the problem want to
create.
6. Read some problems and
study their solution.
You should consider the
following when creating a problem.
* Character
* Situation/Setting
*Data
*Key Questions

I. Evaluating Pupils create word problems on the

learning The teacher let the pupils do apply given data
your skills on the LM.
Use the data below to create a
 problem for each of the ff.
1. One-step word problem involving
addition of decimals.
2. Two-step word problem involving
addition and or subtraction of
decimals including money

Name Amount
Deposit in
the bank
Allan P2,978.88
Ameil P4,656.75
Raquel P7,665.50
J. Additional Organized data and create a word
activities for problem involving addition &
application or subtraction of decimal numbers.
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
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 localization
materials did I use / discover which I
wish to share with other teachers?

DETAILED LESSON PLAN

School Grade Level V

Teacher Learning Area MATHEMATICS
Teaching Dates Day 5 week 3 Quarter SECOND
and Time
I. OBJECTIVES
A.Content Standard
1. the learner demonstrates understanding of decimals
2. The learner demonstrates understanding of the four fundamental operations involving
decimals and ratio and proportion.
B.Performance Standard
The learner …
1. Is able to recognize and represent decimals in various forms and contexts.
2. Is able to apply the four fundamental operations involving decimals and ratio proportion in
mathematical problems and real-life situations.
C. Learning Competencies/ Objective
At the end of 50 minutes 100% of the learners are expected to answer a 20 – item test correctly
and be able to
1. Estimates the sum or difference of decimal numbers with reasonable doubt
2. Solves routine or non-routine problems involving addition and subtraction of decimals
3. Create problem with reasonable answers involving addition / subtraction of decimal
numbers including money

II. CONTENT Summative Test ( Week 3 quarter 2)

III. LEARNING RESOURCES Worksheet

IV. PROCEDURES
Teacher’s Activity Students’/Pupils ‘Activity
Performance 1.Setting up standards Answer summative test individually
Tasks 2. Giving of Instructions
3. Supervising learners in answering
the summative test
4.Checking of papers

5. recording of test results

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 these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localization
materials did I use / discover which I
wish to share with other teachers?

SUMMATIVE TEST
MATH 5
Quarter 2 Week 3
 I. Direction: Estimate the sum or difference of the following decimal numbers.

1.) 6.305 2.) 9.547 3.) 3.714 4.) 7.52 5.) 69.05
- 2.678 -2.489 - 2.087 - 2.84 - 25.32

6.) 12.03 7.) 9.435 8.) 0.963 9.) 0.008 10.) 0.756
+10.83 +3.712 +0.785 +0.62 +0.813

II. Read and solve the problem

The vendor has 9.35 kilogram of tomatoes to sell in the market. In the morning he
sold 5.25 kilograms while he sold 1.25 kilogram in the afternoon. How many kilograms of
tomatoes were left?
11. What is asked?
12. What are the given facts?
13. What strategy can we use to solve the problem?
14. What is the mathematical sentence?
15. What is the answer?
III. Create a problem a problem using the given data. Then solve the problem.
P12.90 for a box of key holders

Cash of P122.00 given to her sister

Money left of P 128.75

P 184.35 for a box of chocolates

Total amount of money at first

DETAILED LESSON PLAN

School Grade Level V

Teacher Learning Area MATHEMATICS
Teaching Dates Day 1 week 4 Quarter SECOND
and Time
I. OBJECTIVES
A. Content Standard
1. The learner demonstrates understanding of decimals
2. The learner demonstrates understanding of the four fundamental operations involving
decimals and ratio and proportion.
B. Performance Standard
The learner demonstrate
1. Is able to recognize and represent decimals in various forms and contexts.
2. Is able to apply the four fundamental operations involving decimals and ratio
proportion in mathematical problems and real-life situations.
C. Learning Competencies/ Objective
Visualize multiplication of decimal numbers using pictorial models. (M5NS-IId-110)
Learning Objective
1. Visualize multiplication of decimal numbers using pictorial models
2. Draw and color neatly the decimal models
3. Appreciate the value of clean work
II. CONTENT Visualizing Multiplication of Decimal Numbers using pictorial models
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elem. Math 5 pp.274-278
2. Learner’s Materials page LM Q2 Week 4
3.Textbook pages 21st Century Mathletes pp.126-128
4. Additional Material from Learning Resource (LR) portal
LM Q2 Week 4
B. Other Learning Resources Grid
IV. PROCEDURE
Teacher’s Activity Students’/Pupils ‘Activity
A. Reviewing -The teacher will present a Pupils will solve the problem
previous lesson or problem and let the pupils answer
presenting the new it.
lesson
Problem:
Mr. Sanchez farm is 0.6 km long
and 0.3 km wide. How big is his
land?
Can you visualize how big his
land is?
We can use grid to visualize
multiplication of fractions.

_ The teacher will present the grid

and discuss with that of the pupils
answer

0.6 or 1
10

0.3 or 1
10

0.8 or 18
100

01 02 03 04 05
 The number line above shows that
when we joined two five tenths, we
complete one line of 1.0 therefore
2x0.5 = 1.0

B. Establishing a -The teacher will distribute blocks Pupils will manipulate the
purpose for the to the pupils and let them solve the blocks to show the answer to
lesson problem : the problem.
Using building blocks. Try to solve
this problem.
Baby Isabel plays with blocks.
Each blocks measure 3.7 inches
tall. She has a collection of 41
books. If she could stack all the
blocks up one on top of the other.
How many inches tall would her
tower be?

C. Presenting Present this situation with a Pupils will answer the problem
examples/instances pictorial model.(Grid)
of the new lesson Mr. Dizon’s farm is 0.3 km long and
0.1 km wide. How big is his land?
D. Discussing new The pupils will answer in groups. The pupils will be grouped
concepts and A. Into how many parts is the and will answer the problem
practicing new whole divided?
skills #1 B. How is 0.3 shown in the grid?
What about 0.1?
C. How many squares are double
shaded?
In fraction form write 1/10 of 1/3=
1/10 x 3/10=3/100
Another way of writing fraction is in
decimal form 0.1 of
0.3=0.1x0.3=0.03
D. How many decimal places are
there in both factors?
How about in product?
E. Discussing new After all the groups have presented Each group will select
concepts and their answer ask: someone who will report on
practicing new Which group was/were able to their output
skills #2 give all correct answer?
Which groups missed an
answer? Which groups did not get
any correct answer?
F. Developing Discuss the presentation on
mastery (Leads to explore and discover of LM in Math 1.
Formative Grade 5
Assessment 3) Ask the pupils to work on get
moving on of LM in Math Grade 5.
Show the following multiplication
equation by using grids.

1. 0.4 x 0.5 =n
2. 0.6x 0.1 =n
3. 0.5x 0.5 =n
4. 0.9x 0.2 =n
5. 5x 0.8 =n

2.

3.

4.
 5.

G. Finding practical . Illustrate the following Pupils will make number lines
applications of multiplication of decimals by using To illustrate the answers
concepts and skills number lines.
in daily living 1.0.2x0.7=n
2.0.4x0.8=n
3.0.5x0.9=n
4.0.8x0.6=n
5.0.7x 0.6=n
H. Making -The teacher will lead the pupils to Multiplying decimals be
Generalizations generalize the concept learned visualized by representing
and abstraction each factor with the horizontal
about the lesson How can you visualize and vertical line placed over
multiplication of decimals? the other. The double shaded
part represent the answer to
the equation.
I. Evaluating The teacher let the pupils do apply Pupils make their own pictorial
learning your skills on LM representation
Read and solve the following. Use
your own pictorial model to answer
the following.
1. My cousins save P0.70 a
day. How much money he
can save in two weeks?
2. The length of the rectangle is
0.5 m and width of 0.9m.
What is the area of the
triangle?
3. A lot has length of 0.4 and
 0.3 wide. What is the area?
4. A painting having a
dimension of 0.5 m and0.8 m
is to be wrapped with a cloth
0.4 m larger than its
dimensions. What is the area
of the cloth?
J. Additional Read & solve the problem. Use Pupils present it with their own
activities for your own pictorial model to answer pictorial models
application or the following.
remediation 1. Each potted plant in a nursery
cost P25.50. How much will be left
on my P400.00 if I will buy 10
potted plants.
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 these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localization
materials did I use / discover which I
wish to share with other teachers?

DETAILED LESSON PLAN

School Grade Level V

Teacher Learning Area MATHEMATICS
Teaching Dates Day 2 week 4 Quarter SECOND
and Time
I. OBJECTIVES
A. Content Standard
1. The learner demonstrates understanding of decimals
2. The learner demonstrates understanding of the four fundamental operations involving
decimals and ratio and proportion.
B. Performance Standard
The learner demonstrate
1. Is able to recognize and represent decimals in various forms and contexts.
2. Is able to apply the four fundamental operations involving decimals and ratio
proportion in mathematical problems and real-life situations.
C. Learning Competencies/ Objective
Visualize multiplication of decimal numbers using pictorial models. (M5NS-IId-110)
Learning Objective
1. Visualize multiplication of decimal numbers using pictorial models
2. Draw and color neatly the decimal models
3. Appreciate the value of clean work
II. CONTENT Visualizing Multiplication of Decimal Numbers using pictorial models
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elem. Math 5 pp.274-278
2. Learner’s Materials page LM Q2 Week 4
3.Textbook pages 21st Century Mathletes pp.126-128
4. Additional Material from Learning Resource (LR) portal
LM Q2 Week 4
B. Other Learning Resources Grid
IV. PROCEDURE
Teacher’s Activity Students’/Pupils ‘Activity
A. Reviewing -The teacher will show grids and Pupils expected answer
previous lesson or let the pupils give the multiplication
presenting the new sentence
lesson _
0.4 x 0.5 = .20

0.6 x 0.1 = 0.6

B. Establishing a -The teacher will present a
purpose for the problem and let the pupils answer it
lesson using a model.

The length of a square is 0.7m and

a width of 0.6 wide. What is the
area?

C. Presenting The teacher will present a Pupils will answer the

examples/instances problem: Problem
of the new lesson A painting has a dimension of Using a model:
0.5 m and 0.7 m. How big is the
painting?

D. Discussing new The pupils will answer in groups. The pupils will be grouped in 2
concepts and -Into how many parts is the whole and will answer the problem
practicing new divided?
skills #1 -how is 0.5 shown in the grid?
-What about 0.7?
-How many squares are double
shaded?
How many decimal places are there
in both factors?
-How about in the product?

After all groups have presented Each group will select

E. Discussing new their answered task: someone who will report on
concepts and Which group was/were able to their output
practicing new give all the correct answer?
skills #2 Which groups missed an
answer?
Which groups did not get the
correct answer?
F. Developing The teacher will let the pupils to do Pupils will illustrate with a
mastery (Leads to the following: number line.
Formative Show the following multiplication
Assessment 3) equations by using a number line
1. 0.9 x 0.4=
2. 0.5 x 0.3=
3. 0.8 x 0.7=
G. Finding practical Illustrate the following multiplication Pupils will show the decimals
applications of of decimals by using a number line. using a grid.
concepts and skills 1. 0.2 x 0.6=n
in daily living 2. 0.4 x 0.8=n
3. 0.5 x 0.4=n
H. Making -The teacher will lead the pupils to Multiplying decimals will be
Generalizations generalized the concept learned visualized by representing
and abstraction each factor with the
about the lesson How can you visualize Horizontal and Vertical line
multiplication of decimals? placed over the other. The
double shaded part
represent the answer to the
equation.
I. Evaluating The teacher let the pupils solve Pupils will draw and color their
learning the following using their own own pictorial presentation
model
Problem:
Jazzer bought 4.8 kg of meat at
P105.00 per kilogram. She gave the
seller P1000.00 bill. How much
change did he get?

J. Additional Read and solve the problem. Use Can be done orally or by pair
activities for your own pictorial model to answer
application or the following.
remediation 1. Kiziah needs 0.95 m of
ribbon to trim a shirt. If the
ribbon costs P0.85 per
meter. How much did she
has to pay?
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 these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localization
materials did I use / discover which I
wish to share with other teachers?

DETAILED LESSON PLAN

School Grade Level V

Teacher Learning Area MATHEMATICS
Teaching Dates Day 3 week 4 Quarter SECOND
and Time
I. OBJECTIVES
A. Content Standard
1. the learner demonstrates understanding of decimals
2. The learner demonstrates understanding of the four fundamental operations involving decimals
and ratio and proportion.
B. Performance Standard
1. The learner is able to recognize and represent decimals in various forms and contexts.
2. The learner is able to apply the four fundamental operations involving decimals and ratio
proportion in mathematical problems and real-life situations.
C. Learning Competencies/ Objective
Multiplies decimals up to 2 decimal places by 1-to 2-digits whole numbers. (M5NS-IId-
111.1)
1. Multiply decimals up to 2 decimal places by 1 to 2 digits whole number
2. Tell the rules in multiplying decimals
3. Work well with others
II. CONTENT Multiplying Decimals up to 2 decimal places by 1 to 2 digits whole numbers
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide Lesson Guide in Elem. Math 5 pp.285-289
2. Learner’s Materials page LM Q2 Week 4
3.Textbook pages 21st Century Mathletes TM pp.55-57
4. Additional Material from Learning Resource (LR) portal
B. Other Learning Resources Flascards
IV. PROCEDURES
Teacher’s Activity Students’/Pupils ‘Activity
A. Reviewing 1. Drill Pupils will answer orally on basic
previous lesson or Flash cards of basic multiplication multiplication facts flashed by the
presenting the new facts. teacher
lesson
2. Review - Pupils will be grouped into 2 and let
Tossing Dice them perform the game
Materials: two dice with the
following faces.
1.2 , 3.5
2.6 , 4.1
1.2 , 3.3

Mechanics :
a. Distribute 2 cubes to each
group.
b. One pupil rolls the cube
and the other records the
face up digits. Together
they will solve it,
c. The group who gives the
most number of correct
answer wins the game.
B. Establishing a Which are decimals? 1.2,3.5 etc.
purpose for the Which are the whole numbers?
lesson What’s the difference between a
whole number and a decimal
number? Can we multiply the two
 numbers?
C. Presenting (Strategy: Problem Solving, Think Pupils solve the problem
examples/instances Pair share)
of the new lesson - the teacher presents the
problem
Rudolf lives 2.4 km from school.
How far is Rudolf’s house from
the school? How far does he ride
in going to and from the school?
a. How far is Rudolf’s house
from the school?
b. What is being asked in the
problem?

D. Discussing new To find the answer we multiply

concepts and 2.4 by
practicing new Solution :
skills #1 2.4
X2
4.8
Steps:
a. Multiply just like
whole numbers.
b. Count the decimal
places in the
factors.
c. The number of
decimal places in
the product is
equal to the sum
of the decimal
places in the
factors.
E. Discussing new Ask: Did you learn something
concepts and from the activity?
practicing new How did you get the answer?
skills #2 Did you follow the steps?
Discuss the presentation on
explore and discover on the LM
Math Grade 5
Look at this square
What is its perimeter?

3.5 cm
How can you find the perimeter?
How many side has a square?
 How can you say about its side?

Because there are 4 equal side

and each measures 3.5 cm, we
can compute this as 4x3.5 = N.
Here’s how this is done.
> Multiply as with whole
numbers. Regroup if necessary.
3.5
X 4
140

>Count the number of decimal

place in the factors.
3.5
X 4
140

>Place the decimal point in the

product. The decimal place in the
product is equal to the total
number of decimal place in the
factors.
3.5
X4
1.40 -> 1 decimal place

F. Developing Pupils will solve and find the answer on

mastery (Leads to Ask the pupils to work on get the choices given.
Formative moving on the LM.
Assessment 3) Multiply. Choose your answer
from the choices given inside the
parenthesis.

1. c
1. 4x7.28 = 2. b
a. 29.19 b. 291.2 c. 29.12 3. a
2. 7x 3.14= 4. c
a. 20.98 b. 21.98 c. 22.98 5. b
3. 3x 6.25 =
a. 18.25 b. 18.5 c. 18.75
4. 2x 12.25=
a. 25.1 b. 25.12 c. 24.50
5. 6x5.75 =
a. 34.5 b. 34.5 c. 0.3.45
G. Finding practical Let the pupils do keep moving A
applications of and B of the LM
concepts and skills A. Find the product in each A.
in daily living of the following: 1.51.48
1. 4.29 2. 12.47 3. 8.4 2.34.71
x 12 x 3 x 14 3.117.6

B.
B. Solve 1.43.8
1. What is 3.65 multiplied by 12? 2.35.16
2. What is the product of 4 and 3.147
8.79?
3. What is 24.5 times 6?
H. Making Lead the pupils to generalizes To multiply decimal by whole numbers,
Generalizations that: multiply like whole numbers then count
and abstraction To multiply decimal by whole the number of decimal places in the
about the lesson numbers, multiply like whole factor is equal to the number of
numbers then count the number decimal places in the product.
of decimal places in the factor is
equal to the number of decimal
places in the product.
I. Evaluating Let the pupils do apply your skills.
learning Solve the following problem. 1.31.5
1. If a notebook is 5.25 each,
how much is the cost of 6 2.118
notebooks?
2. A working students earns 3.49.4
P29.50 an hour. How
much does he earn in 4
hours? if she earn a
week?
3. Mrs. De Guzman’s class
rode is 3.8 mile to the
observatory. The next
closest observatory is 13
times as far. How many
miles is the second
observatory?
J. Additional Write the product with the
activities for decimal point in the correct place.
application or Then be ready to read your 1.207.36
remediation answer. 2.370.8
3.83.95
1. 6.48 2. 20.6 3. 3.65 4.28.08
x32 x 18 x 23 5.158.99

4. 2.34 5. 12.23
x12 x13
 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 these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localization
materials did I use / discover which I
wish to share with other teachers?

DETAILED LESSON PLAN

School Grade Level V

Teacher Learning Area MATHEMATICS
Teaching Day 4 week 4 Quarter SECOND
Dates and
Time
I. OBJECTIVES
A. Content Standard
1. The learner demonstrates understanding of decimals
2. The learner demonstrates understanding of the four fundamental operations involving decimals
and ratio and proportion.
B. Performance Standard
1. The learner I s able to recognize and represent decimals in various forms and contexts.
2. Is able to apply the four fundamental operations involving decimals and ratio proportion in
mathematical problems and real-life situations.
C. Learning Competencies/ Objective
Multiplies decimals with factors up to 2 decimal places (M5NS-IId-111.2)
Learning Objectives:
1. Multiply decimals with factors up to 2 decimal places
2. Write the product of 2 decimal places
3. Recite with ease and confidence
II. CONTENT Multiplying Decimals with factors up to 2 Decimal Places
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elem. Math 5 pp.297-301
2. Learner’s Materials page LM Q2 Week4
st
3. Textbook pages 21 Century Mathletes pp.126-129
4. Additional Material from Learning Resource (LR) portal
B. Other Learning Resources Flashcrads
IV. PROCEDURES
(The ff. Teacher’s Activity Students’/Pupils ‘Activity
are just
examples)
A. - Drill in basic multiplication facts using Pupils will answer orally on multiplication
Reviewing multiplication wheel. facts shown
previous - Review
lesson or The teacher present a problem. - Pupils solve the problem
presenting a. If you have three P500.00 bills, a.P1500
the new how much do you have in all? b.P76.5
lesson b. At P12.75 for each ripe mango,
how much will 6 ripe mangoes
cost?
B. The teacher will ask: How many of you Expected answers
Establishin have gone to a park? What do you -statue
ga usually see in this place? -Flowers
purpose -plants
for the -people
lesson

C. The teacher present a problem & ask Pupils solve the problem
Presenting questions.
examples/i The park is rectangular in shape and
nstances measures 0.3km long and 0.2 km wide.
of the new a. What picture do you have in
lesson your mind when you read the
problem?
 b. What are the signs you usually
see in the park?
c. What is asked in the problem?
d. How shall we solve it ?
D. 1. Let the pupils watch a video clip.
Discussing
new - Teacher ask question about the video
concepts shown.
and
practicing
new skills
#1
E. Discuss the presentation on explore
Discussing and discuss on LM Math
new
concepts Arnold had a plot garden. What is the
and area if the length is 0.85m and the width
practicing is 0.4?
new skills
#2 To find the area of the plot garden, we
multiply 0.85 by 0.4.

To solve for the 0.85 x 0.4 follow the

steps:
1. Multiply the numbers as you
would multiply whole numbers
regroup if necessary.
0.85
x 0.4
0.340

2. Count the number of decimal

places in the factors.
0.8 – 2 decimals places
x 0.4 – 1 decimal place
0.340 – 3 decimal places

2. Place the decimal point in the

product according to the number
of decimal places in the factors.

3. Place the decimal point in the

product according to the number
of decimal places in the factors.
0.85
x0.4
0.340
F. -Let the pupils solve the following by 0.125 .0432 .0775
Developin pair.
g mastery 0.25x0.5 0.27x0.16 0.25x0.31 .0512 .289
(Leads to
Formative 0.64 x .08 0.85 x 0.34
Assessme
nt 3)
G. Pupils’ expected answers
Finding ( Strategy : Small group Discussion,
practical Reporting)
application - The pupils will be group into 4 groups
s of - Let them solve the following.
concepts Group 1 Group 1 -.12
Read and solve:
and skills
A lot has a length of 0.4 and 0.3
in daily
wide ,what is the area?
living.
Group 2 Group 2
1.) 0.45 2.) 0.36 3.) 0.9 1..225
X .5 X .8 X .8 2. .288
3..72
Group 3
Fill the missing number
1.) 0.16 2.) 0.25 3.) 0.19 Group 3
X 0.3 X___ X .4 1..o48
0.175 2. .7
3. .076
4. .12 5. .84 4. .9
X_____ x_.6____ 5..504
.108
Group 4
Group 4 1 .18 .24 .30
Complete the table
X 0.3 0.4 0.5 2 .21 .28 .35
1. 0.6 3 .24 .32 .40
2. 0.7
3. 0.8

H. Making - Let the pupils generalize that in Multiplying decimals with factors up to 2
Generaliza multiplying decimals with factors up to 2 decimal places multiply like multiplying
tions and decimal places multiply like multiplying whole numbers. Place the decimal point in
abstractio whole numbers. Place the decimal point the product equal to the sum of the
n about in the product equal to the sum of the number of decimal places in both factors.
the lesson number of decimal places in both
factors.
I. - Let the pupils do apply your skills in
Evaluating LM
learning Find the product:
1.) 0.06 x 0.72 1.).0432
2.) 0.85 x .03 2.)0.0255
3.) 0.37 x 0.40 3) .148
4.) 0.64 x 0.42
5.) 0.53 x 0.15 4.) 0.2688
5.) 0.0795
J. Find the product
Additional 1.) 0.79 2.) 0.55 3.) 0.63 1.)0.05217
activities X .06 x 0.23 x 0.21 2.) 0.1265
for 3.)0.1323
application 4.) 0.87 5.) 0.19 4.)0..6525
or X 0.75 X0.73 5) 0.1387
remediatio
n
V.
REMARK
S
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
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or
localization materials did I use /
discover which I wish to share
with other teachers?
 DETAILED LESSON PLAN

School Grade Level V

Teacher Learning Area MATHEMATICS
Teaching Day 5 week 4 Quarter SECOND
Dates and
Time
I. OBJECTIVES
A. Content Standard
1. The learner demonstrates understanding of decimals
2. The learner demonstrates understanding of the four fundamental operations involving decimals
and ratio and proportion.
B. Performance Standard
1. The learner is able to recognize and represent decimals in various forms and contexts.
2. Is able to apply the four fundamental operations involving decimals and ratio proportion in
mathematical problems and real-life situations.
C. Learning Competencies/ Objective
Multiplies decimals with factors up to 2 decimal places (M5NS-IId-111.2)
Learning Objectives:
1. Visualize multiplication of decimal numbers using pictorial models
2. multiply decimals up to 2 decimal places by 1 to 2 digit whole numbers
3. multiply decimals with factors up to 2 decimal places

II. CONTENT Summative TEST

III. LEARNING RESOURCES worksheet
IV. PROCEDURES
Teacher’s Activity Students’/Pupils ‘Activity
Performance 1.Setting up standards Answer summative test individually
Tasks 2. Giving of Instructions
3. Supervising learners in answering
the summative test
4.Checking of papers

5. recording of test results

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
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or
localization materials did I use /
discover which I wish to share
with other teachers?
 SUMMATIVE TEST
MATHEMATICS 5
WEEK 4 QUARTER 2

I, Directions: Using pictorial models, visualize the following decimals.

1.) 0.54 2.) 5.28 3. ) 2.36

X 0.59 x 0.48 x 0.28

4.) 0.57 5.) 2.36

X 0.39 x 0.28

II. Find the product of the following decimals

1. 0.37 2. 26.43 3.10.78 4. 13.75 5. 29.18

X 48 x 3 x 13 x 5 x 9

III. Directions: Multiply the following decimals and fill your answers on the table.
Item x 14 15 16

1. 0.75 10.50
12
2. 0.3 4.5

3. 0.98

4. 0.14

5. 0.7 9.8 11.2

 Lesson Plan in Mathematics 5
School: Grade Level Five
Teacher: Learning Area Mathematics
Teaching Dates and Time Week 5, Day 1 Quarter Second
I. OBJECTIVES
A. Content Standards: Demonstrate understanding of decimals
B. Performance Standards: The learner is able to recognize and represent decimals in
various forms and context

C. Learning Competencies/Objectives: 1. Estimate products of decimal numbers with

reasonable result.
2. Write the estimated product correctly.
3. Make sound and logical decision in estimating
II. CONTENT: Estimating the products of decimal number with reasonable result
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: Lesson 41
2. Learner’s Materials pages: Quarter 2 TG page
3. Textbook pages: Quarter 2 LM pages 126-131
4. Additional Materials from learning Resources (LR) portal: DLP Gr 6 Module 13
B. Other Learning Resources
IV. PROCEDURES
Teacher’s Activity Students’/Pupils’
Activity
A. Reviewing previous lesson or Relay Game on rounding
presenting the new lesson decimals
a. Divide the class into 4 groups.
b. The teacher flashes a number
card with an underline digit.
Ex. 27.562 The answer is
This means that the learner will 27.560
round off the number to the
hundredths place depending on
the underline digit.
c. The first learner/pupil will go to
the board and write the rounded
number.
d. Continue the game until each
group has participated.
e. The group with the highest
number of correct answers win.
B. Establishing a purpose for the Ask the pupils: Kim needs Solicit answers
lesson already to buy art materials for from the pupils
their MAPEH class, without - She already
knowing the price of the things asked for
she needs, she asked for P the price of
150.00. How did she come up of the things
the amount? she needs,
that’s why
she knows
already the
amount.
- She just
think that
P150.00 is
enough for
the
materials
she needs.
C. Presenting Present a problem:
examples/instances of the new John bought 4 ball pens at 15.75
lesson each. About how much did he
pay in all?
D. Discussing new concepts and Ask the following questions:
practicing new skills #1 1. What are given? 1. 4 ball pens and P
Strategy: SQRQCQ ( Survey, 2. What is being asked? 15.75, amount of
Question, Reread, Question, 3. Do we need an exact answer ball pen
Compute, Question) or just an estimate to solve the 2. The amount he
problem? Why do you think so? will pay for the four
4. What is the number sentence? ball pens.
5. How do we estimate products 3. Its also good to
of whole numbers and decimals? be able to get the
exact answer, on
the other hand in
estimating it
enables us to
determine if our
answer is within the
reasonable range
or almost the
correct answer.
4. 15.75 x 4 = N
5.
E. Discussing new concepts and Present a problem and explain
practicing new skills #2 the step-by step process of
estimating products of decimal
numbers/ or let the pupils explain
based on the example given.

A gasoline cost 49.50 per liter

and your gas tank holds 8.5 liters,
then about how much will you
 pay to fill the tank?
Strategy no.1: Round both factors
to the nearest tenths.
49.50 50
8.5 x 9
450
2. Round off to the highest place
value
37.50 40
6.3 x 6
240

F. Developing Mastery (Leads to Round each factor to the greatest

Formative Assessment 3) place value and estimate each
product.
1. 42.6 x 37.2 = 1. 1600
2. 68.54 x 24.4 = 2. 1400
3. 99.2 x 45.5 = 3. 5000
4. 123.86 x 31.5 = 4. 3000
5. 15.54 x 3.2 = 5. 60
G. Finding practical applications The following are some items that
of concepts and skills in daily you need to buy from a store.
living A pair of socks P 20.95
t-shirt P 119.50
face towel P 8.75
handkerchief P 24.25
shorts P 52.30
1. About how much money must
you have to be able to buy:
- a pair of socks?
- two t-shirts?
- five face towel?
- seven handkerchiefs?
- three shorts?
2. About how much would you
pay for the above purchase?
- Will you be able to buy all you
need if you don’t have enough
money?
- What is the benefit ok knowing
the approximate or estimated
amount of the things you need to
buy?
- How does this apply to other
real-life situations? Cite
examples.
- Why it is important to make
sound and logical decisions?
Have you done any? How did it
affect you?
H. Making generalizations and How do you estimate the product
abstractions about the lesson of decimal numbers?
I. Evaluating Learning Estimate by rounding each factor
to the nearest whole number.
1. 5.6 x 7.1 =
2. 19.8 x 5.6 =
3. 9.1 x 1.1 =
4. 2.5 x 9.4
5. 10.83 x 7.91 =
J. Additional activities for Estimate the product:
application or remediation 1. 9.713 4. 623.7
x 4.12 x 7.89

2. 561.73
x 5.17 5. 689.7
x 53.7
3. 584.9
x 82.8

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 lesson 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?
 Lesson Plan in Mathematics 5
School: Grade Level Five
Teacher: Learning Area Mathematics
Teaching Dates and Time Week 5, Day 2 Quarter Second
I. OBJECTIVES
A. Content Standards: Demonstrate understanding of decimals
B. Performance Standards: The learner is able to recognize and represent decimals in
various forms and context
C. Learning Competencies/Objectives: 1. Estimate product of word problems involving
multiplication of decimals. (M5NS-IIe-112)
2. Write the estimated product correctly.
3. Value the importance of estimating
II. CONTENT: Estimating the products of decimal number with reasonable result
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: Lesson 41
2. Learner’s Materials pages: Quarter 2 TG page
3. Textbook pages: Quarter 2 LM pages 126-131
4. Additional Materials from learning Resources (LR) portal: DLP Gr 6 Module 13
B. Other Learning Resources
IV. PROCEDURES
Teacher’s Activity Students’/Pupils’
Activity
A. Reviewing previous lesson or Game:
presenting the new lesson The teacher will give first an
equation and ask a pupil to give
the rounded number and the
estimated product. Ex. 3.56 x 2.3
=_____. If the child is correct, he
 now gives a new equation and
calls on a classmate to answer.
This goes on until all the pupils
have been called to answer and
give an equation.
( Make sure that the child
answering is fast to prevent
waste of time)/ limit to 2-3
questions.
B. Establishing a purpose for the Group Game
lesson Estimate the cost by showing
cards with equation. Let each
group write their answers on the
illustration board given.
1. 2 kilos of grapes at P 287.75 1. 600
per kilo.
2. 3 pieces of cellphone at P 2. 15 000
4999.99 each.
3. 2 pieces bags at P 999.75 3. 2 000
each.
4. My mother bought 4 pairs of 4. 8 000
shoes at P1899.50 each.
5. The grand prize of the raffle
draw is 2 motorcycle worth P
49,950.99 5. 100 000
C. Presenting Liza buys 6 packs of potato chips
examples/instances of the new for a birthday party. If one pack
lesson cost 4.75, how much money does
Liza spend?
D. Discussing new concepts and Ask the following questions:
practicing new skills #1 1. What are given? 1. 6 packs of potato
Strategy: SQRQCQ ( Survey, 2. What is being asked? chips and P4.75
Question, Reread, Question, 3. What is the number sentence? amount of each
Compute, Question) 4.What is the answer? pack
2. The amount Liza
spend for 6 packs
of potato chips.
3. 4.75 x 6 = N
4. 4. 5 x 6= P 30
the amount Liza
spend for 6 packs
of potato chips.
E. Discussing new concepts and Explain the step-by-step process
practicing new skills #2 of estimating product of decimal
numbers, based from their
answers.
F. Developing Mastery (Leads to Divide the class into 5 groups.
Formative Assessment 3) Give each group a problem and
answer the following:
a. What is asked?
b. What are given?
c. What is the number sentence?
d. What is the answer? Is the
estimated amount greater or
smaller than the actual product?
Explain
1. A meter of lace cost P36.50. 1. a. The amount
Marifel needs 8.5 meters for her she will spend for
table cloth. How much will she the lace
spend for the lace? b. P 36.50/meter of
2. Manuel bought 15 notebooks lace
at P12.75 each. How much did 8.5 number of
he pay for the notebook? meters Marifel
3. Freddie works in a shoe needs.
factory in Marikina. He earns an c. 36.50 x 8.5 = N
average wage of P 450.00 a day. d. P 300, lower
How much will he earn in 5.5 than the actual
days? amount
4. Michelle prepared 3.5 liters of
orange juice a day. How many 2. a. The amount
liters of orange juice will be made Manuel pay for the
if she prepares the same amount notebook.
of juice for 5 days? b. 15- number of
5. Julia sells mangoes in the notebooks bought
market. She earns P 2.75 for 12.75- the
every mango she sells. If she amount of notebook
was able to sell 65 mangoes, c. 12.75 x 15=N
how much will she earn? d. 200, the
estimated amount
is greater than the
actual product.

3. a. the amount
Feddie earn in a
shoe factory.
b. P450.00
wage/day
5.5 days
c. 450 x 5.5 = N
d. 2 500.00- the
estimated amount
is greater than the
actual product.
4. a. The number of
liters Michelle made
for 5 days.
b. 3.5 liters of juice
5- number of
days
c. 3.5 x 5=N
d. 20, the estimated
 product is greater
than the actual
product.
5. a. The amount
Julia earned for 65
mangoes.
b. 2.75- the amount
she earned for
every mango
65- the number
of mangoes she
sell
c. 2.75 x 65=N
d. 200, the
estimated product
is greater than the
actual product.

G. Finding practical applications Price list of items in the grocery

of concepts and skills in daily store:
living 1 kl milk P 147.50
1 kl sugar 54.25
1 kl rice 43.50
1 kl oil 82.50
1 kl flour 39.50
1 kl corn starch 45.50

Group Activity: Estimate and

answer.
Group 1 – They will buy 11 kilos
of rice for the party.
Group 2- They will buy 5.5 kilos
of sugar for the rice cake.
Group 3 – They will buy 5 kilos of
oil for the fried chicken.
Group 4 – They will buy 2 kilos of
cornstarch for the maja.
Group 5 – They will buy 6.5 kilos
of flour for the cake.
H. Making generalizations and How do you estimate the product
abstractions about the lesson of whole numbers and decimals?

I. Evaluating Learning Solve the following word

problems. Write your solution and
answer on a ½ crosswise paper.
1. Janet can type 4.6 sentences 1. 4.6 x 4= 18.4/ 20
per minute. If she type 4 minutes,
how much would she have
typed?
2. A bottle of coke had 2.36 of the 2. 2.36 x 0.7 =
daily recommended sugar. If you 1.652/ 1.7
 were to drink 0.7 of the bottle,
how much of the daily
recommended sugar would you
have drank?
3. At the zoo, the polar bears are
fed 2.5 buckets of fish a day. For 3. 2.5 x 5.5 =
5.5 days, how many buckets of 13.75/ 15 buckets
fish polar bears fed?
J. Additional activities for Analyze and solve
application or remediation 1. Weng runs 4.8 km every
morning. About how many
kilometers does she run each
week?
2. In 6.75 x 8.56 if both factors
are rounded to the nearest whole
number, will the estimate be
greater or smaller than the actual
product? Explain.
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 lesson 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?
 Lesson Plan in Mathematics 5
School: Grade Level Five
Teacher: Learning Area Mathematics
Teaching Dates and Time Week 5, Day 3 Quarter Second
I. OBJECTIVES
A. Content Standards: Demonstrate understanding of decimals
B. Performance Standards: The learner is able to recognize and represent decimals in
various forms and context
C. Learning Competencies/Objectives: 1. Estimate product of word problems involving
multiplication of decimals. (M5NS-IIe-113.1)
2. Write the estimated product correctly.
3. Value the importance of estimating

II. CONTENT: Estimating the products of decimal number with reasonable result
III. LEARNING RESOURCES
 A. References
1. Teacher’s Guide pages: Lesson 41
2. Learner’s Materials pages: Quarter 2 TG page
3. Textbook pages: Quarter 2 LM page 126- 131
4. Additional Materials from learning Resources (LR) portal: DLP Gr 6 Module 13
B. Other Learning Resources
IV. PROCEDURES
Teacher’s Activity Students’/Pupils’
Activity
A. Reviewing previous lesson or a. Problem cards on estimating
presenting the new lesson products will be given to each
group and each member of the
group will have corresponding
number.
b. Have each group read the
problem given to them.
c. Teacher will call:
all 5’s of each group- give the
facts
all 4’s of each group- give the
operation
all 3’s of each group- give the
number sentence
all 2’s of each group- give the
answer
d. correct responses will be
recorded and will be then the
groups’ points.

1. Sandy bought 15 notebooks at

P 28.75 each. How much did she
pay for the notebooks?
B. Establishing a purpose for the What do you usually eat during - So, I could
lesson recess time? Do you buy food in buy things
the canteen or have brought it that I want
from home? How much is your without
daily snack allowance? Did you asking
spend it all for snacks? Why is it money from
good to save a little amount from my parents
baon?
C. Presenting Present the snacks in the
examples/instances of the new canteen:
lesson Hotdog - P 15.00
Hotdog sandwich - P 20.00
Hamburger - P 35.00
Cheese burger - P 45.00
Juice - P 12.00
1. Sarah bought 2 orders of
Hamburger and juice. How much
is her change if she gave
 P100.00 to the cashier?
2. Kaye’s mother gave her P
200.00. She treat her 4 friends
because it’s her birthday. She
bought 4 hotdog sandwiches and
4 juices. How much will be her
change?
3. Mrs. Garcia treat her 5 pupils
who got perfect in the test. She
ordered Ana to buy 6 cheese
burger in the canteen. How much
money should Ana bring to buy
the order?
4. The principal asked the
teachers to buy 20 pieces of juice
for the laborers. How much will
the principal pay for the juice?
D. Discussing new concepts and Group the class into 4 and let
practicing new skills #1 each group answer the problem
Strategy: SQRQCQ ( Survey, above. Each group will only
Question, Reread, Question, answer one problem assigned to
Compute, Question) them and answer the following
questions;
1. What is asked in the problem?
2. What operation to be used?
3. What is the number sentence?
4. What is the answer?
What can you say about
problems no. 1 and 2?
How about problems 3 and 4?

E. Discussing new concepts and Present a problem

practicing new skills #2 Rico saves P 4.50 on Monday, P
7.25 on Tuesday, P 5.15 on
Wednesday, P 3.90 on Thursday,
and P 8.20 on Friday from his
daily transportation allowance for
3 weeks. From his savings, he
wants to buy a t-shirt that costs
P195.00. How much more must
he save?
F. Developing Mastery (Leads to Answer the following;
Formative Assessment 3) 1. How much money was saved
by Rico?
2. How much is the t-shirt he
wants to buy?
3. How much more money must
he save?
4. What is the number sentence?
5. How many operations are
there?
 6. What is the hidden problem?

G. Finding practical applications Give the hidden question, write

of concepts and skills in daily the number sentence and solve.
living 1. Mr. Salonga is paid P110.85
per hour of work. He worked six
hours each day for four days. On
the fifth day, he worked 3.25
hours. How much did he receive
for 5 days of work?
2. At a benefit show, special
tickets cost P35.00 each while
regular tickets cost P15.00. What
is the total sales if 275 regular
tickets and 120 special tickets
were sold?
H. Making generalizations and What is routine and non-routine
abstractions about the lesson problems?
I. Evaluating Learning Read, analyze and solve.
1. Mary prepared sandwiches for
the seminar participants. She
bought 5 loaves of bread at
P22.50 each, 2 bottles of
mayonnaise at P55.50 a bottle,
and 1.5 kilograms of ham at 240
a kilo. If she gave the sales lady
P1000.00, how much change will
she receive?
a. What is asked?
b. What are given?
c. What is/are the hidden
questions?
d. What operation will you use to
solve the problem?
e. What is the number sentence?
f. What is the answer?
J. Additional activities for Read, analyze and solve.
application or remediation Mother bought 3 kg of sugar at
P23.70 per kilogram and 2 kg. of
rice at P21.50 per kilogram. How
much change did she receive
from her P500.00?
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 lesson 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?

Lesson Plan in Mathematics 5

School: Grade Level Five
Teacher: Learning Area Mathematics
Teaching Dates and Time Week 5, Day 4 Quarter Second
I. OBJECTIVES
A. Content Standards: Demonstrate understanding of decimals
B. Performance Standards: The learner is able to recognize and represent decimals in
various forms and context
C. Learning Competencies/Objectives: 1. Solves routine and non-routine problems involving
Multiplication without or with addition or subtraction
of decimals and whole numbers including money using
Appropriate problem solving strategies and tools.
(M5NS-IIe-113.1)
2. Write the answer correctly
3. show cooperation in solving problems

II. CONTENT: Estimating the products of decimal number with reasonable result
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: Lesson 41
2. Learner’s Materials pages: Quarter 2 TG page
3. Textbook pages: Quarter 2 LM page
4. Additional Materials from learning Resources (LR) portal: DLP Gr 6 Module 13
B. Other Learning Resources
IV. PROCEDURES
Teacher’s Activity Students’/Pupils’
Activity
A. Reviewing previous lesson or Answer the assignment
presenting the new lesson Mother bought 3 kg of sugar at
P23.70 per kilogram and 2 kg. of
rice at P21.50 per kilogram. How
much change did she receive
from her P500.00?
B. Establishing a purpose for the Who is celebrating their birthday Solicit answers
lesson this month? What are your plans from the pupils
on your birthday? / or remember
your last birthday, what are your
preparation? Or what did you
mother/father prepare for you?
C. Presenting Its Maria’s birthday, her mother
examples/instances of the new bought a cake at P350.00, 3
lesson gallons of ice cream at P250.00
each and bread worth P200.00.
She brought with her 2, 1000
bills. How much was left to her
money?
D. Discussing new concepts and Analyze and solve the problem
practicing new skills #1 by following these steps;
Strategy: Conquer the problem 1. Understand
( plan, solve and check ) 2. Plan
3. Solve: Show your solution
 4. Check and look back
E. Discussing new concepts and Small group activity
practicing new skills #2 1. The teacher writes problems
on index card or coupon bond.
2. Each group will get a card. The
teacher gives a time limit for each
set of problems to be solved.
3. After the allotted time or if the
bell rings, the group passes the
activity card to another team. The
process continues until all teams
have answered all the set of
cards.
a. Marinated fish belly cost
P98.20 per half kilo. Gino bought
3.5 kilograms. How much will his
change be for a thousand peso-
bill?
b. An electrician charges P
525.25 per hour for his service.
He worked for 2.5 hours in House
A and 4.75 hours in House B.
How much is the total charge in
the two houses?
c. Thirty-six out of 50 flash drives
were sold at P598.45 each. How
much was the total sale?
d. Sally pays P750.00 a month
for her piano lessons. If she
spends 1.65 hours a day on the
session, how many hours does
she spend on the session in 2
weeks?
e. A stick of fish ball cost P10.00
and a cup of buko juice cost
P5.00. Carl buys two sticks of fish
balls and a cup of buko juice for
snack. How much did Carl’s
snack cost in total?

F. Developing Mastery (Leads to Let the pupils make a word

Formative Assessment 3) problem involving addition or
subtraction and multiplication and
let the picked group answer their
problem.
G. Finding practical applications Give the hidden question, write
of concepts and skills in daily the number sentence and solve.
living a. Barangay Maligaya is 28.5 km
from the town proper. In going
there, Jay traveled 15.75 km by
jeep and 3.5 by tricycle and the
 rest by walking. How many km
did he travel by walking?
b. The Reyes family went to a
carnival. They bought 2 tickets for
adults at P80.00 each and 3
tickets for children at P 60.00
each. How much change did she
receive from a P500 given to the
ticket seller?
H. Making generalizations and How to solve routine and non-
abstractions about the lesson routine problem solving?
I. Evaluating Learning Father needs 25.6 meters of
barbed wire to fence each of his
chicken coops. If he has 10
coops, how many meters of
barbed wire does he need?
1. What is asked?
2. What are given?
3. What is/are the hidden
question?
4. What operation will you use to
solve the problem?
5. What is the number sentence?
6. What is the answer?
J. Additional activities for A community bazaar sells 82
application or remediation kinds of board games. They have
in stock 28 games that sell for
P496.50 each, 21 games that sell
for P390.85 each and 33 games
that sell for P256.96 each. What
is the total value of the board
games in stock?
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 lesson 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?

Lesson Plan in Mathematics 5

School: Grade Level Five
Teacher: Learning Area Mathematics
Teaching Dates Week 5, Day 5 Quarter Second
and Time
I. OBJECTIVES
A. Content Standards: Demonstrate understanding of decimals
B. Performance Standards: The learner is able to recognize and represent decimals in various
forms and context
C. Learning Competencies/Objectives: 1. Solves routine and non-routine problems involving
multiplication without or with addition or subtraction
of decimals and whole numbers including money using
appropriate problem solving strategies and tools.
(M5NS-IIe-113.1)
2. Write the answer correctly
3. show cooperation in solving problems
II. CONTENT: Estimating the products of decimal number with reasonable result
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: Lesson 41
2. Learner’s Materials pages: Quarter 2 TG page
3. Textbook pages: Quarter 2 LM page
4. Additional Materials from learning Resources (LR) portal: DLP Gr 6 Module 13
B. Other Learning Resources
IV. PROCEDURES
Teacher’s Activity Students’/Pupils’ Activity
A. Reviewing previous Review steps in solving problems
lesson or presenting the
new lesson
B. Establishing a purpose Are you fond of reading?
for the lesson What do you read?
C. Presenting Alvin bought 5 pocketbooks at
examples/instances of the P175 each and 4 sports
new lesson magazine at P55 each. How
much change did he get from his
two 500- peso bill?
D. Discussing new Analyze and solve the problem
concepts and practicing by following these steps;
new skills #1 Understand
Strategy: Conquer the Know the facts
problem Plan
( plan, solve and check ) Solve
E. Developing Mastery Write the number sentence for
(Leads to Formative each problem then solve.
Assessment 3) 1. Barangay Maligaya is 28.5 km
from the town proper. In going
there, Jay traveled 15.75 km by
jeep and 3.5 km by tricycle and
rest by walking. How many km
did he traveled by walking.
F. Finding practical Group Activity:
applications of concepts Give the hidden question, write
and skills in daily living the number sentence and solve.
During recess, Romeo bought 3
packages of toasted bread at
P6.50 each. How much did he
pay for all the package.
G. Making generalizations How to solve routine and non-
and abstractions about the routine problems involving
lesson multiplication without or with
addition or subtraction of
decimals and whole number
including money using
appropriate problem solving
strategies and tools?
H. Evaluating Learning Read, analyze and solve for the
answer.
Rhea and Cecile shared P500
each to buy the following for their
brother’s birthday; 12 pies at
P20.50 each, 6 watermelons at
P45.50 each, 4 cans of juice at
P23.50 each. They spent the rest
of the money for ice cream and
cookies. How much did they
spend for the ice cream and
cookies?
I. Additional activities for Read, analyze and solve for the
application or remediation answer.
Mrs. Moran bought a whole
dressed chicken weighing 2.2
kilograms. If a kilogram of
chicken costs P72.50, how much
did she pay for the chicken?

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 lesson
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?
School Grade Level
Lesson Plan in Mathematics 5 Five
Teacher Learning Area Mathematics
Teaching dates and Time Week 6, Day 1 Quarter Second
I. OBJECTIVES
A. Content Standards The learner demonstrate understanding of the four
fundamental operations involving decimals
B. Performance Standards The learner shall be able to apply the four fundamental
operations involving decimals.
C. Learning Competencies Visualizes division of decimal numbers using pictorial
models. M5NS-IIf-115
Objectives a. Identify the techniques in using pictorial models
in dividing decimals,
b. Demonstrate how to use pictorial models in
dividing decimals and;
c. Appreciate the use of pictorial models in real
life situations.
II. CONTENT Dividing Decimals Using Pictorial Models
III. LEARNING RESOURCES
A. Resources
1. Teacher’s Guide pages Curriculum Guide, page 59
Lesson Guide in Elem. Math Gr. 5. 2012. Pp. 305-310.

2. Learner’s Material’s pages Mathematics for better Life pp. 168-169

3. Textbook pages
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources Pictorial models, game boards, hand grids, cardboard
blocks
IV. PROCEDURES
Teacher’s Activity Learner’s Activity
A. Reviewing previous Mental Computation Drill:
lesson or presenting Marina bought 15 notebooks at Php 12.75 each.
the new lesson How much did she pay for the notebooks?

1. What is asked?
1. Total cost of the
notebooks Marina
2. What are the given facts? bought
2. 15 notebooks, Php
3. What is the number sentence? 12.75 each.
4. What is the answer? 3. 15 x Php 12.75 = n
 4. Php 191.25

B. Establishing a Look at the picture.

purpose for the lesson

What is this all about?

- A cake!
I will give you a cake this big, what will you do with
it? - Share it with my
friends and family
What will you do with the cake so that your friends
and family can have a share of it? - Slice it equally

How can you make sure that the cake is enough for
all of you? - Divide it with how
many people will
eat it.
Right. In order to make sure that the cake is equally
shared, we must divide it with how many people
will eat it.

Today, I will introduce you to one model that will

help you divide easier specially decimals. This is
what we call our pictorial model.
This is our hundredths grid. I grid is equal to 1
square unit.

So this means that 1 square is equal to 1

hundredths.

How do we write 1 hundredths in units?

0.01
Therefore, each square here measures 0.01 square
unit

However, a group of ten squares is equal to 1

tenths

How do we write 1 tenths in units?

0.1
In division of decimals, we should remember that
we’re getting the quotient of two decimals.

This means that if we have

0.8 ÷ 0.2 = ?

the equation is asking how many 0.2 are there in

0.8.
If we use a pictorial model, we should simply shade
first the 0.8.

Since, the equation is asking on how many 0.2 are

there in 0.8, we should count how many groups of
0.2 are there in the rows that we’ve shaded so that
we can get the correct answer.

1 2 3 4

Ans : 4

This is how we use the pictorial model in dividing

decimals.
C. Presenting Problem:
examples/ instances of
the new lesson

The barangay held a huge celebration for their

fiesta. They have prepared a cake cut into 100
slices. The 0.40 part of the cake was taken to the
office of the Mayor. The Mayor divided his part of
the cake into 0.08 square units and gave it to his
friends. To how many friends did the Mayor gave
his cake?
- 100 parts
 Into how many parts was the cake divided?

 How big was taken to the Mayor’s office?

- 0.40 square unit

 Into how many square units did the Mayor

 divided his cake?
- Into 0.08 square units

 To how many friends the Mayor did gave

his cake?
-5 friends

 How did you find out that the Mayor gave

the cake into five of his friends?
- 0.40 square units = 40
slices and 0.08 square
units = 8 slices.
- If 40 slices is divided by
8, the answer is 5.

D. Discussing new Show a short video on dividing decimals using a

concepts and practicing pictorial model.
new skills #1
Link: https://www.youtube.com/watch?
v=SfrA3G7OMLY
E. Discussing new Instructions: Group yourselves into 4 groups. Each
concepts and practicing group will have a one hundredths grid posted on
new skills #2 the board. What each member should do is to
Strategy: Visual arrange the hundredths and tenths blocks on the
Division Game grid according to the equation that the teacher will
dictate. After arranging, put the correct answer
beside the grid. Do this one player at a time with a
given time limit of 1 minute each.

1. 0.4 ÷ 0.10 = 1 2 3 4
 Ans: 4

2. 0.9 ÷ 0.3 =

1 2 3

Ans: 3

3. 0.18 ÷ 0.06 =

Ans: 3

4. 0.25 ÷ 0.05 =
 Ans: 5

5. 0. 8 ÷ 0.4 =

6. 1.00 ÷ 0.10 =

7. 0.27 ÷ 0.09 =
 Ans: 2

8. 0. 45 ÷ 0.08 =

Ans: 10

9. 0.60 ÷ 0.10 =

Ans: 3

10. 0.55 ÷ 0.05 =

 Ans: 5

Ans: 6

Ans: 11
F. Developing mastery Each student will be given one hundredths grid and
a game board. The teacher will then ask everyone
to stand up. Using their grids, they will solve for the
equations that the teacher will show. Those who
will get the right answer can sit down while the
others who did not will remain standing until they
will get a right answer.

1. 0.30 ÷ 0.06 =
2. 0.4 ÷ 0.04 =
3. 0.15 ÷ 0.05 = 1. 5
2. 10
 4. 0.80 ÷ 0.10 = 3. 3
5. 0.35 ÷ 0.07 = 4. 8
5. 5

G. Finding practical Word Problems:

applications of
concepts and skills in 1.In a science class, Mrs. Tagarda had 2.8 pounds of Given:
daily living table salt to be used by the class. She put 0.56 2.8 pounds of table salt
pounds of table salt on each of the containers. How 0.56 pounds per container
many containers were there?
Required: Number of containers

Solution:
 2.80 ÷ 0.56 = 5
Ans: There were 5 containers

Given:
1.5 m of ribbon
0.15 m per present
2.Layla has 1.5m of ribbon that she will use in
making her presents beautiful. If she used 0.15m Required: Number of presents
on each of her presents, how many presents did
she prepared? Solution:

1.5 ÷ 0.15 = 10
Ans: Layla prepared 10 presents
H. Making Oral Questioning:
generalizations and 1.What is the easiest way of dividing decimals? –Using a pictorial model
abstractions about the
lesson 2.How do we use a pictorial model in dividing
decimals? –By shading the grid

3.Which should we shade first? The dividend or the

divisor? -The dividend

4.How do we get the quotient of two decimals – by counting the shaded parts
using pictorial model?
– The pictorial model helps us
5.Why is it important to learn how to use a pictorial understand how to divide
model? decimals and what happens
when we divide decimals.

I. Evaluating learning Find the quotient of the following decimals using

pictorial model:
1) 9.2
1) 3.68 ÷ 0.4 = 2) 2.9
2) 0.87 ÷ 0.3 = 3) 5.6
3) 4.48 ÷ 0.8 = 4) 92
4) 3.68 ÷ 0.04 = 5) 15.1
5) 40.77 ÷ 2.7 = 6) 4.72
6) 1.6992 ÷ 0.36 = 7) 920
7) 3.68 ÷ 0.004 = 8) 4.6
8) 10.81 ÷ 2.35 = 9) 0.33
9) 2.046 ÷ 6.2 = 10) 1.8
10) 4.5 ÷ 2.5 =
J. Additional activities Illustrate the quotient using the following models 1 2 3 4 5
for application and below.
remediation 1) 2 ÷ 0.2 =

6 7 8 9 10
 1 2
2) 4.8 ÷ 0.6 =

3 4

5
 6 7

Answer: 8
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 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?
I. OBJECTIVES
A. Content Standards The learner demonstrate
understanding of division involving
decimals
B. Performance Standards The learner are able to apply division
involving decimals in mathematical
problems and real-life situations.
C. Learning Competencies Divides decimals with up to 2 decimal
places. M5NS-IIf-116.1
II. CONTENT Dividing Decimals up to Two Decimal
Places
III. LEARNING RESOURCES
A. Resources
1. Teacher’s Guide pages Curriculum Guide, page 59 Lesson
Lesson Guide in Elem. Math Gr.5 pp.
314-318
2. Learner’s Material’s pages Mathematics for Better Life 5
3. Textbook pages
4. Additional Materials from Learning MISOSA Gr. 5 Module – Dividing
Resource (LR) portal decimals Up to 2 Decimal Places
B. Other Learning Resources Fidget spinners, game boards, one
peso coin

Teacher’s Activity Learner’s Activity

A. Reviewing previous A. Oral Review:
lesson or presenting What was our topic yesterday? How to use pictorial
the new lesson models in dividing
School Lesson Plan in Mathematics Grade5Leveldecimals.Five
Teacher How do we use pictorial models in
Learning Area Mathematics
Teaching dates and Timedividing decimals?
Week 6, Day 2 Quarter By shading
Second
Right. In using pictorial models, we
can easily divide decimals through
shading.

B. Video Presentation:
Before we formally start with our
lesson, I have here a video that can
help you remember the steps in long
division.

Link https://www.youtube.com/watch?
v=7QXMwftxx98

B. Establishing a Rock, Paper, Scissors With a Twist

purpose for the lesson
Mechanics:
1. Prepare 1 peso coin.
2. Find a partner.
3 .Play the game ‘Rock, Paper,
Scissors’ with your partner.
4. Give the 1 peso to whoever will win.
5. The winner will find another winner
and repeats the cycle until there are
only two players left.
6. The last pair will play 3 rounds of
the game.

Implication:
Did you enjoy the game? Yes ma’am!
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of
decimals
B. Performance Standards The learner is able to recognize and
represent decimals in various forms and
contexts.
C. Learning Competencies Divides decimals with up to 2 decimal
places. M5NS-IIf-116.1

II. CONTENT Dividing decimals with up to 2 decimal

places
III. LEARNING RESOURCES
C. Resources
5. Teacher’s Guide pages Curriculum Guide, page 59 Lesson
Lesson Guide in Elem. Math Gr.5 pp. 314-
318
6. Learner’s Material’s pages Mathematics for Better Life 5.
7. Textbook pages
8. Additional Materials from Learning MISOSA Gr. 5 Module – Dividing decimals
Resource (LR) portal Up to 2 Decimal Places
D. Other Learning Resources Mystery box, flashcards, pictures
4. PROCEDURES
Teacher’s Activity Learner’s Activity
A. Reviewing previous Flashcard Drill:
lesson or presenting the
new lesson 6.50÷2.5 8.60÷2.5 1. 2.6
0 0
2. 3.44
3. 5
School Lesson Plan in Mathematics Grade5Level
4. 1.2 Five
Teacher 0.25÷0.0 0.30÷0.2Learning Area
5. 2.1 Mathematics
Teaching dates and Time Week5 6, Day 3 5
Quarter Second

5.25÷2.5
0

B. Establishing a purpose Mystery Chest:

for the lesson
Riddle
I have here a mystery chest
Inside this, is a secret
everyone posses
We encounter it every day
When we wake up,
Go to school,
Even when we eat and play.
It can make us cry, it can
make us sad
It can make us troubled
Yet it isn’t that bad.
Just face it and in the end
You’ll jump in glee.
This mystery starts with P.

Directions:
In order to answer the
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding
of the four fundamental operations
involving decimals.

B. Performance Standards The learner is able to apply the four

School Grade
Lesson Plan in Mathematics Level5operations involving
fundamental Five
Teacher Learning
decimals Area
in mathematicalMathematics
problems and
Teaching dates and Time Week 6, Day 4 Quarter
real-life situations. Second
C. Learning Competencies Divides whole numbers with quotients in
decimal form. M5NS-IIf-116.2
II. CONTENT Dividing Whole Numbers with Quotients
in Decimal Form
III. LEARNING RESOURCES
E. Resources
9. Teacher’s Guide pages Curriculum Guide, page 59
10. Learner’s Material’s pages Mathematics for Better Life 5, P. 182
11. Textbook pages
12. Additional Materials from Learning MISOSA Gr. 5 Module – Dividing whole
Resource (LR) portal numbers with quotients in decimal form
F. Other Learning Resources Flashcards, paper strips
IV. PROCEDURES
Teacher’s Activity Learner’s Activity
A. Reviewing previous lesson Game Relay:
or presenting the new lesson 1. Teacher groups students
into 3.
2. Each group will have 1
representative.
3. The teacher will flash cards,
each player will give the
answer.
4. The first to give an answer
will take one step forward.
5. The first to reach the
platform wins the game.

250 ÷ 5.50 45.45

36.25 ÷
6.25 5.8

88.88 ÷ 8
11.11

16 ÷ 0.32
50

12 ÷ 0.75
16

B. Establishing a purpose for How many are you in the family? 6

the lesson Have you experienced bringing
food that is not enough for all of Yes
you?
What did you do to address this
problem? We divide the food
I. OBJECTIVES
A. Content Standards The learner is expected to demonstrate
understanding of the four fundamental
operations involving decimals and ratio
and proportion.
B. Performance Standards The learner is able to apply the four
fundamental operations involving
decimals and ration and proportion in
mathematical problems and real-life
M T W TH F
situations
C.Php Php
Learning Php Php
Competencies Php Divides whole numbers with quotients in
100.0 70.0 80.0 50.0 95.0 decimal form. M5NS-IIf-116.2
0 0 0 0 0
II. CONTENT Dividing Whole Numbers with Quotients
School in Decimal
Grade LevelForm Five
Lesson Plan in Mathematics 5
III. LEARNING
Teacher RESOURCES Learning Area Mathematics
G. Resources
Teaching dates and Time Week 6, Day 5 Quarter Second
13. Teacher’s Guide pages Curriculum Guide, page 59
14. Learner’s Material’s pages Realistic Math Worksheet pp. 50-52

15. Textbook pages

16. Additional Materials from Learning MISOSA Gr. 5 Module – Dividing whole
Resource (LR) portal numbers with quotients in decimal form
H. Other Learning Resources Flashcards, tables and charts
IV. PROCEDURES
Teacher’s Activity Learner’s Activity
A. Reviewing previous A. Flashcard Drill:
lesson or presenting the new 5 ÷ 7 9÷8
6. 0.71
lesson = 7. 1.13
8. 0.8
9. 1.5
4÷5 3÷2
10. 2.5

40 ÷ 16

B. Review
1. What do you call the number that The dividend
is divided?

2. How about the number that The divisor

divides the dividend?

3. The answer in division is called? The quotient

B. Establishing a purpose for Have you experienced being stuck Yes

the lesson in a situation wherein you cannot
decide what to choose?

Can you share some instances -When my mother

wherein you are torn between your gave me a 100 peso
choices? bill. I was confused if
I should use it for my
project or to buy new
dresses.

-It was my best

friend’s and my
teacher’s birthday. I
Those instances indeed will make got confused on who
School Grade Level 5
Teacher Learning Area MATHEMATICS 5
Teaching Dates Week 7 day 1 Quarter SECOND
and Time QUARTER
I.OBJECTIVES
A. Content Standards
1. Demonstrate Understanding of Decimals.
2. Demonstrate Understanding of the four fundamental operations involving
decimals and ratio and proportion.
B. Performance Standards
1. Is able to recognize and represent decimals in various forms and context.
2. Is able to apply the four fundamental operations involving decimals and
ratio and proportion in mathematical problems and real-life situations.
C. Learning Competencies
Cognitive: Estimate the Quotients of decimal numbers with reasonable results.
M5NS-IIg-117
Psychomotor: Write the Estimated Quotient
Affective: Extend Help Anytime
II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
Lesson Guide in Elem. Math 5 pg.100-102
2. Learner’s Materials pages
21st Century MATHletes textbook pages 132-137
3. Textbook pages
21st Century MATHletes textbook pages 132-137
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources
(pictures, paper chain)
IV.PROCEDURES (May vary. It depends upon the teacher. This is a flexible
part. Put time allotment in each step)
Teacher’s Activity Students’/Pupils’ Activity
A. Review 2 mins Drill: The learners will look for
The teacher will let the his/her partner and solve
learners divide the the problem on the board.
numbers on the board by
pair.
1) 52 ÷ .08 2) 23 ÷
.1219 3) 668 ÷ .144
4) 24 ÷ .3714 5) 2 ÷
.13526
B. Motivation 5 mins  The teacher will The learners will answer
present a picture the following questions.
of a carpenter.
 The teacher will
ask the following
questions:
What do carpenters do
 before buying materials
for building a house?
Would it be alright to
estimate the needed
materials ahead of time?
Why?

C. Presentation The teacher will present

3mins to the class the lesson on
estimating the quotient of
decimal numbers with
reasonable results.
D. Discussion Role playing:  The learners will
25mins  The teacher will act out the
group the class problem given by
into 2. Distribute the teacher and
word problems for estimate the
them to act out. quotient of
Problem # 1-estimate by decimal number.
rounding off the decimal  The learners will
number. Abby and Xhab answer the
volunteered to donate following
pencils as prizes for a questions given by
contest in school. they the teacher.
have P100. They want to
know about how many
ballpens they can buy if
each cost P4.75?
Problem #2- John and
Steven are working in a
store they have 375 cm of
labelling tape. About how
many things can be
marked with it if each
label is 2.8 cm long?
 The teacher will
ask the following
questions:
Problem #1
a. What did Abby
and Xhab
volunteered to
donate in school?
b. What kind of
students are they?
c. Are you willing to
help your school?
Why?
Problem #2
a. Where does John
 and Steven
worked?
b. What is the
problem of John
and Steven?
c. What kind of
workers are they?
Analyze the problem.
What are the given facts?
What is asked in the
problem?
What operations are you
going to use?
Do we need the exact/
actual answer in the
problem?
What words suggests that
we need only to
estimate?
 The teacher will
discuss how to do
estimation.

E. Discussion 2 “Estimating is an
10mins educated guess. There
are times when an
estimate is needed and
not the actual one. “Let us
solve and analyze the
solution to the problem.”
₱100 ÷ 4.75 → ₱100 ÷ 5
(the divisor is rounded to
the nearest whole number
So, 100 ÷ 5 = 20 →
estimated quotient

So, Abby and Xhab can

buy about 20 pencils as
prizes for a contest in
school.

F. Activities Group activity: GAME The learners will do the

10mins  The teacher will activity and estimate the
group the class quotient of decimal
into four. numbers with reasonable
 Each group will result.
have a paper
 chain. Each chain
has an equation to
solve. Estimate
the quotient of
decimal numbers.
Each member of
the group should
have its own
number
assignment so
when the teacher
says all number
three solve no.6
equation meaning
they have to solve
no.6 chain
equation. The first
who got the
correct answer 1
point for the
group. the group
who can
accumulate more
points will be the
winner.
Activity no. 2 by pair

Each pair will roam

around the classroom and
answer atleast 3 from the
given equation posted on
the wall of the classroom.
They are given 30 sec. in
every equation. When the
teacher says move, they
have to move to another
place. The pupils will answer the
G. Generalization questions given by the
2mins teacher.
The teacher will help the
pupils generalize that how
to estimate quotient of
decimal numbers by
asking questions.
a. Can you give me
the steps on how
to estimate
quotient of
decimal numbers?
H. Evaluation Estimate the quotient of The learners will look the
3mins decimal numbers by estimated quotient.
 rounding off.
1. 729 ÷ 0.9
2. 2.73 ÷ 0.03
3. 112 ÷ 0.16
4. 48.86 ÷ 0.08
5. 0.28 ÷ 0.4
I. Assignment Estimate the quotient of The learners will solve the
decimal numbers. equation at home.
1. 4.8 ÷ 0.1
2. 7.21 ÷ 0.01
3. 12.96 ÷ 9
4. 41.6 ÷ 8
5. 87.84 ÷ 5
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?

School Grade Level Five

Teacher Learning Area Mathematics 5
Teaching Dates and Week 7 day 2 Quarter Second Quarter
Time
I.OBJECTIVES
D. Content Standards
1. Demonstrate Understanding of Decimals.
2. Demonstrate Understanding of the four fundamental operations involving decimals and
ratio and proportion.
E. Performance Standards
1. Is able to recognize and represent decimals in various forms and context.
2. Is able to apply the four fundamental operations involving decimals and ratio and
proportion in mathematical problems and real-life situations.
F. Learning Competencies/Objectives (Write the LC code for each)
: Estimate the Quotients of decimal numbers with reasonable results. M5NS-IIg-117
G. Learning Objectives:
a. Estimate the Quotient of Decimal Numbers using compatible numbers.
b. Give the estimated quotient of decimal numbers using compatible numbers.
II. CONTENT
III. LEARNING RESOURCES
C. References
5. Teacher’s Guide pages
Lesson Guide in Elem. Math 5 pg.100-102
6. Learner’s Materials pages
21st Century MATHletes textbook pages 132-137
7. Textbook pages
21st Century MATHletes textbook pages 132-137
8. Additional Materials from Learning Resource (LR) portal
D. Other Learning Resources (Activity Sheets, writing materials, video presentation)
IV.PROCEDURES (May vary. It depends upon the teacher. This is a flexible part. Put time
allotment in each step)
Teacher’s Activity Students’/Pupils’
Activity
A. Review 2mins Drill: round off the following decimal numbers to The pupils will
the nearest whole numbers: answer the
a. 38.8 activity on their
b. 234.9 notebook
c. 87.1
d. 96.5
e. 435.89
B. Motivation 5mins  The teacher will group the class into The pupils will
three. each group will assume to cook look for the
food that are assigned to them. correct
 They are going to estimate how much ingredients of
money they need in order to buy the their assigned
ingredients for their recipe. food and estimate
 Group 1. Spaghetti how much money
 Group 2. Mango Float they need to buy
 Group 3. Chicken adobo for their materials.
 Each group will choose 1 representative
to report to the class their output.

The teacher will show video on estimating

 quotient of decimal number using compatible
C. Presentation numbers.
8mins https://m.youtube.com/watch?v=WSfgN5eZUd0

D. Discussion The teacher will discuss that when you estimate

20mins quotient with compatible numbers, the number
you use for the dividend can be greater than the
dividend or less than the dividend.
You can also round off decimal numbers to the
nearest whole number.
Example: 14.5÷ 5 15÷ 5=3
In this example we round -off 14.5 to 15 since
15 is compatible by 5. 14.5 is the dividend and
15 is greater than the dividend because it is
compatible by 5 which is the divisor.
Example 2.
Situation: John bought 5 belts for p719.50.
Estimate how much one belt cost.
p719.50 ÷ 5 p750
÷ 5= p 150(greater thanthe dividend)
p680/5=136 (less than the dividend)

E. Application 10 The teacher will group the class into three and The pupils will
mins let them solve the problem on the activity answer the
sheets. problem. They will
create a chant for
their group
Group 1 identifying that
Read and solve the problem. Estimate they are finish on
the quotient of decimal numbers using their activity.
compatible numbers.
Joy has p75.00. she wants to give her
nieces p12.50 each. To how many
nieces can she give?

Group 2
Read and solve the problem. Estimate
the quotient of decimal numbers using
compatible numbers.
Hazel has a ribbon 125 dm long. How
many pieces of ribbon 4.7 dm long can
be cut from it?
 Group 3
Read and solve the problem. Estimate
the quotient of decimal numbers using
compatible numbers.
Steven travelled 90.4 km in 3 hours.
approximately, what was his average
speed for the journey?

Each group will choose representative to

discuss in front their output. The group who can
finish first and got the correct answer wins. They
will receive additional points.
F. Generalization The teacher will ask the pupils how to estimate The pupil will
5mins the quotient of decimal number using answer the
compatible number? question given by
the teacher.
G. Evaluation 10 Estimate the quotient of the following by using The pupil will
mins compatible numbers. answer the
1. 87.5 ÷ 7.3 following by
2. 67÷ 0.8 estimating the
3. 978 ÷ 8.8 quotient using
4. 872 ÷ 4.42 compatible
5. 17.85 ÷ 9 numbers.
H. Assignment Answer the problem in your notebook. The pupil will
Abby has 6584 meters of ribbon. He wants to answer the
cut it into 25.6 meters. About how many ribbons problem and write
can be cut from it? it in their
notebook.
V.REMARKS
VI.REFLECTION
H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional
activities for remediation
J. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
K. No. of learners who continue to require
remediation
L. Which of my teaching strategies worked
well? Why did these work?
M. What difficulties did I encounter which my
principal or supervisor can help me solve?
N. What innovation or localized materials did I
use/discover which I wish to share with
other teachers?
School Grade Level 5
Teacher Learning Area MATHEMATICS
5
Teaching Dates and Week 7 day 3 & Quarter SECOND
Time 4 QUARTER
I.OBJECTIVES
H. Content Standards
3. Demonstrate Understanding of Decimals.
4. Demonstrate Understanding of the four fundamental operations involving
decimals and ratio and proportion.
I. Performance Standards
3. Is able to recognize and represent decimals in various forms and context.
4. Is able to apply the four fundamental operations involving decimals and
ratio and proportion in mathematical problems and real-life situations.
J. Learning Competencies
Solves routine and non-routine problems involving division without or with any
of the other operations of decimals and whole numbers including money
using appropriate problem solving strategies and tools. (M5NS-IIg-120.1)
K. Objectives
1. Solve routine and non-routine problems involving division without or with
any of the other operations of decimals and whole numbers including
money using appropriate problem solving strategies and tools.
2. Write answers to problems correctly
3. Strive hard to succeed

II.CONTENT
III.LEARNING RESOURCES
E. References
9. Teacher’s Guide pages
Lesson Guide in Elem. Math 6 pg.353-356
10. Learner’s Materials pages
21st Century MATHletes textbook pages 132-137
11. Textbook pages
21st Century MATHletes textbook pages 132-137
12. Additional Materials from Learning Resource (LR) portal
F. Other Learning Resources
Activity Cards, problem charts, number wheel
IV.PROCEDURES (May vary. It depends upon the teacher. This is a flexible
part. Put time allotment in each step)
Teachers Activity Student’s/ Pupil’s
Activity
A. Reviewing  Group the learners into 5  Group into 5
previous lesson or  Teacher will prepare 5 Problems
presenting the new post it on the number wheel and
lesson have the learners in the group
solve the problems mentally.
Suggested Problems are the
following:
 1. A kilogram of Mango cost 25.00
pesos. How much will 5 kilograms
cost?
2. Raya reads a book 1.25 hours a
day. How many hours does she
spend reading in 5 days?
3. Yren bought 2 kg of beef, 1.5 kg
of chicken, and 3.25 kg of pork.
How many kilograms of meet did
he buy?
4. Elena has 4 notebooks, she give
the two notebooks to her friend and
in return her friend give 1 notebook.
How many notebooks does Elena
have?
5. Chris has a 5 hectare land and
he plans to plant half of the land
with fruit trees and the other half
with corns. How many hectares of  Spin and
fruit trees does he have? answer the
 Ask a volunteer from the group to problem
spin the wheel and when the wheel posted on the
stops, the learners will solve number wheel.
mentally the problem
B. Establishing a  Ask the following questions:  arranges the
purpose for the 1. Do you want to get high grades? puzzle to its
lesson 2. What will you do? original form.
 Present another problem this time
in line with the lesson.  Listen to the
-Two pupils compared their teacher
average scores in 3 subjects after
three grading periods.

Grading
Aiza Rizza
Period
1st 84.38 86.75
2nd 88.13 89.75
3rd 86.88 85.88
Answer the following questions,
using the table above:  Answer the
1. What was Aiza’s rating in the first questions
grading? asked by the
2. What was Rizza’s rating in first teacher
grading?
3. Who performed better in the first
grading period?
4. What was Aiza’s rating in the
second grading, how about Rizza?
5. Who worked harder in second
 grading? How about on the Third
grading?

C. Presenting  Present another problem.  Listen to the

examples/instances -Ryan wants to buy a bike which teacher
of the new lesson. cost 1587.00 pesos. He has a
saving of 850.00 pesos and his
mother give him 200.00 pesos. If
he saves 10.00 pesos a day, how
long will it take him to save the rest
of the money to buy the bike?
 Teacher will post the following
questions to guide the learners in
analyzing the problem:
a. What is asked in the problem?  Answer the
b. What are the given facts? questions
c. How many hidden questions are
there?
d. Write the mathematical
expressions for the hidden
questions.
e. What will you use to separate the
hidden questions?
 Let the pupils solve the problem.  Solve the
problem.
D. Discussing new  Present another problem this time  Group
concepts and have them answer this by group. themselves &
practicing new skills  Set some rules during groupings answer the
#1 -Mang Tino is a peanut vendor, he problem.
bought 2 bags of peanut from the
market. One bag weighed 10
kilograms and the other weighed 15
kilograms. He repacked the peanut
into .50 kilogram in the paper bag
and sold it at 25.00 pesos. How
much will he get if all the packs
were sold?
Use Polya’s step in solving the
problem:
a. What is asked?
b. What are given?
c. What are the hidden questions?
d. What operations will you use?
e. What is the equation for the
problem?
F. Developing  Present another problem  Answer the
mastery (leads to  Let the learners solve the problem problem.
Formative -Ms. Gimena the class adviser of
Assessment 3) Grade V Cherry Blossom prepared
180 pieces of bread as a snack for
 the pupils. There are 12 girls and
18 boys in the class. How many
piece of bread does each pupils
have?

G. Finding practical  Prepares a Think-Pair-Share Answer the

applications of Activity for the Learners problem by pair.
concepts and skills in  A Carpenter agreed to make 16
daily living. chairs for 980.00 pesos each.
The average chair he makes a
day is 4 chairs, how many days
he need to finish the chairs and
how much will he earned he
finished them all?

H. Making  Ask the following questions?  Answer the

generalizations and a. How do we solve routine and question
abstractions about non-routine problems involving
the lesson division?
I. Evaluating learning  Teacher will post the problem on 
the board
 Nena and Ara likes to bake
cupcakes and sold them to their
friends at 25.00 pesos. If they
baked 50 pieces of cupcakes
how much they would earn?
 Let the learners solve &
analyze the problem following
these guides:
a. What is asked?
b. What are given?
c. What are the hidden questions?
d. What operations will you use?
 e. What is the equation for the
problem?
J. Additional activities  Answer the activity on the book  Answer’s the
for application or page 134 on the book. problem at
remediation home.
Day 2
A. Presenting  Group the class into 3  Group
examples/instances  Present a 3 problem to the themselve
of the new lesson. class have them solve the s and
problem by presenting it perform
through a role playing, the
illustrating it through drawing activities.
with complete materials.
 Group 1
Roxanne has 150.00 pesos.
She wants to buy a ribbon for
 her class project. Each metre of
a ribbon costs 10.00 pesos
each. How many meters’ of
Ribbon can she buy?
 Group 2
Dessa, Anne and Dy bought
materials for their project worth
850.00 pesos. The girls divided
the amount equally among
themselves. How much money
will they share?
 Group 3
Grace receives 350.00 pesos
as her school allowance. Her
Older sister give her additional
money worth 150.00 pesos. If
her daily expenses is 75.00
pesos, how many days will her
allowance last.

B. Discussing new  Present another set of problem.  Listen to

concepts and This time present another way the
practicing new skills on how to solve a problem. teacher.
#1 The barangay officials of
Barangay Mabuhay distributed
285 kilograms of rice to the
victims of flood. If there were 35
families, how many kilograms of
rice each family receives?
( Please see attached page for
another way of solving the problem)
C. Developing  Group the pupils again into 5  Solve
mastery (leads to Let the pupils again solve a using the
Formative problem using the new new
Assessment 3) techniques and report their out technique
put to the class.
- Aling Rosie bought 50 kilogram
sack of sugar for 1000.00
pesos. She packed it into 2.5
kilograms per pack and sold
each pack for 70.00 pesos.
How much did she gain?
D. Finding practical  Prepare another set of problem  Solve
applications of this time let the learners using the
concepts and skills in prepare a square cut colored new
daily living. paper for the bar models. technique
Rizza bought 64 chocolate and used
candies for her 8 friends. How the cut
many chocolate candies did colored
each friend received? papers
E. Making  Ask the following questions?  Answer the
generalizations and a. How do we solve routine and questions
abstractions about non-routine problems involving
the lesson division?
F. Evaluating Let the pupils solve the problem. - Answer the
learning - There are 18 girls and 17 boys problem.
in the class who will equally
share the expenses for a bus
trip that cost 4,042.50 pesos.
How much will each pay?
G. Additional Study the lessons.
activities for
application or
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
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 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?
School Grade Level Five
Teacher Learning Area Mathematics 5
Teaching Dates and Week 8 day 1 Quarter Second Quarter
Time
I.OBJECTIVES
L. Content Standards
1. Demonstrate Understanding of Decimals.
2. Demonstrate Understanding of the four fundamental operations involving
decimals and ratio and proportion.
M. Performance Standards
1. Is able to recognize and represent decimals in various forms and context.
2. Is able to apply the four fundamental operations involving decimals and ratio and
proportion in mathematical problems and real-life situations.
N. Learning Competencies/Objectives (Write the LC code for each)
Creates Problems (with reasonable answers) involving multiplication and/or division
or with any of the other operations of decimals and whole numbers including money.
M5NS-IIg-121.1
Learning Objectives:
1. Creates Problems (with reasonable answers) involving multiplication and/or division
or with any of the other operations of decimals and whole numbers including money.
2. Write problems involving multiplication and/or division or with any of the operations
of decimals and whole numbers including money.
II.CONTENT
III.LEARNING RESOURCES
G. References
13. Teacher’s Guide pages
21st century MATHletes pages 57-59
14. Learner’s Materials pages
21st century MATHletes page 132
15. Textbook pages
21st century MATHletes page 132
16. Additional Materials from Learning Resource (LR) portal
H. Other Learning Resources
(pictures, video presentation, writing materials)
IV.PROCEDURES (May vary. It depends upon the teacher. This is a flexible part. Put
time allotment in each step)
Teacher’s Activity Students’/Pupils’
Activity
A. Review 5mins Drill: Game The pupils will
Giant step: call 4 representatives to answer perform
multiplication drill from the flash card as fast multiplication
as they can. The first pupils who can answer drill.
will step 1 forward the first who can finish the
race wins and receive additional points.

B. Motivation 5mins  The teacher will let the pupils look for The pupils will
their partner and think of a scenario brainstorm
in which they encounter problem some problems
involving money or numbers and how they encounter
they solve the problem. in life that
 Expected problem: involves money
Buying stuff from the store or number and
School allowance tell the class
Budget for food how they solve
Budgeting their time as a student the problem.

C. Presentation  The teacher will show video

10mins presentation about word problem
https://m.youtube.com/watch?v=ujfMKyjL7dg
 the teacher will present the topic
about creating problem involving
multiplication and/or division of
decimal numbers
D. Discussion  the teacher will present a situation on The pupils will
15mins the board and let the pupils think of a answer the
problem related to the situation given. question thrown
Example 1: Ana and Maria have p60.00 cash by the teacher.
on hand. They need to buy apples that cost
p12.00 each.
 The teacher will ask the pupils, based
on the given situation what do you
think will be the problem of Maria and
Ana encounter?
Steps:
Given: p60.00 -cash on hand
P12.00- cost of an apple
Possible problem: how many apples they
can buy out from p58.50 cash on hand?
Solve: 60.00 ÷ 12.00=¿ 5 apples can be
bought.
Example 2: if a gasoline costs p51.00 per
liter and your gas tank holds 30.40 liters.
what do you think will be the problem based
on the given facts?
Given: p51.00- cost per liter of gasoline
30.40 liters- full gas tanks
Possible problem: how much is the cost of a
full tank gasoline?
Solve: p51.00 x 30.40= p1,550.40 cost of a
full tank gasoline.
E. Application  The teacher will group the class into The pupils will
15mins three. each group should be given perform the task
activity sheets to perform. given to them by
 Group 1. Write problems out of the the teacher
given facts in a situation. according to the
Four classmates shared equally the cost of a group they
gift for their teacher. They bought flowers for belong.
p780.00 and a vase for p197.20.
 Group 2. Create problem from the
picture shown by the teacher.
  Group 3. Create a problem from a
given facts. Draw and paste it in
manila paper.
P100.00-cash on hand
P10.50- cost of a pen
P30.75-cost of paper
F. Generalization The teacher will help the pupils generalize
2mins that math is very helpful in their daily life
since they encounter problem most of the
time involving money or numbers.
G. Evaluation 5mins Create problems from the given facts. The pupils will
1. Aurora bought 12 bananas for p21.60 answer the
and sold them at p3.00 each. following
2. A 25-kg of special rice costs p712.50. situation by
Mrs. Leynes buys 5 kg of this rice. creating
3. Nilo and Carmen both worked for problems out of
82.5 hours last month. Nilo earned the given facts.
p10,312.50 while Carmen earned p9,
487.50.
H. Assignment Write a problem that you encounter involving
money.
V.REMARKS
VI.REFLECTION
O. No. of learners who earned 80% in
the evaluation
P. No. of learners who require
additional activities for remediation
Q. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies
worked well? Why did these work?
T. What difficulties did I encounter
which my principal or supervisor can
help me solve?
U. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
School Grade Level 5
Teacher Joyce N. Gimena Learning Area Mathematics 5
Teaching Dates Week 8 day 2 Quarter Second quarter
and Time
I.OBJECTIVES
O. Content Standards
1. Demonstrate Understanding of Decimals.
2. Demonstrate Understanding of the four fundamental operations involving
decimals and ratio and proportion.
P. Performance Standards
5. Is able to recognize and represent decimals in various forms and context.
6. Is able to apply the four fundamental operations involving decimals and
ratio and proportion in mathematical problems and real-life situations.
Q. Learning Competencies/Objectives (Write the LC code for each):
Visualizes the ratio of 2 given numbers. M5NS-IIh-122
Learning Objectives:
1. Visualizes the ratio of 2 given numbers
2. Write the ratio of 2 given numbers
II. CONTENT
III. LEARNING RESOURCES
I. References
17. Teacher’s Guide pages
21st Century MATHletes TM page 62
18. Learner’s Materials pages
21st Century MATHletes textbook pages 142-149
19. Textbook pages
21st Century MATHletes textbook pages 142-149
20. Additional Materials from Learning Resource (LR) portal
Mathematics 5 Expressing Ratio
J. Other Learning Resources
(pictures, activity sheets, writing materials)
IV.PROCEDURES (May vary. It depends upon the teacher. This is a flexible part.
Put time allotment in each step)
Teacher’s Activity Students’/Pupils’
Activity
A. Motivation 5mins  The teacher will group the The pupils will
class into four. perform the task
 The teacher will let the given by the
pupils roam around the teacher and list all
classroom and let them list the possible things
all the things they see that can be found
inside the classroom. in the classroom.
Including the quantity of
things, they see. Bags, pencils,
 Each group should choose ballpens,
one representative to notebooks, chairs,
discuss in front of the class tables, papers,
the things they included in umbrellas,
their list. chalkboards and
 The teacher will ask the many more.
 following questions:
1. How many books and
bags are there in our
classroom?
2. How many chalkboard
and papers are there in
our classroom?
3. How many chairs and
tables are there in our
classroom?

B. Presentation The teacher will show picture of The pupil will

5mins different shapes and ask the answer the
following questions. questions raised by
the teacher.

1. What is the ratio of star to

moon?
2. What is the ratio of cross to
heart?
3. What is the ratio of moon to
all shapes?
4. What is the ratio of star to
all shapes?
5. What is the ratio of heart to
all shapes?
6. What is the ratio of cross to
all shapes?

The teacher will discuss ratio.

Ratio is a comparison of two
different things or numbers. We
generally express the two numbers
as ratio using a colon or fraction
C. Discussion form.
15mins Example 1. From the example
given earlier.
 heart cross moon star total
4 6 3 5 18
If we compare:
1. The number of hearts to the
total number of cross, we
write 4 hearts and 6 cross
or 4 is to 6 (4:6, 4/6)
2. The total number of moons
to the number of stars then
it is 3:5
3. The number of stars to the
total number of shapes then
it is 5: 18.

D. Application Activity number 1: The pupils will look

15mins Think-Pair-Share for their partner
The teacher will let the pupils look and answer the
for their partner using a broken questions given by
heart. If they can look for their the teacher.
partner, they will answer the
activity given by the teacher.

Activity number 2.
Group activity The pupils will
The teacher will group the class perform the activity
into two. Each group will perform assigned to them.
different activity.
Group 1. Visualize the ratio of two
given numbers. Write your answer
in a manila paper and present your
output in front of the class.
Anya was given twenty marbles of
different colors. 8 are pink, 7 are
yellow, and 5 are purple. What is
the ratio of pink marble to yellow
marble? What is the ratio of yellow
marble to purple marble? And
purple marble to the total number
 of marbles?

statement ratio
Yellow marbles to purple
marbles
Pink marbles to yellow
marbles
Purple marbles to the
total number of marbles

Group 2: draw a picture that shows

a ratio of:
a. 8: 12
b. 9:15
c. 3:6
d. 2:8
e. 5:8
E. Generalization The teacher will ask the pupils the The pupils will
5mins following questions: answer the
1. What is ratio? questions
2. How do you compare two
different things?
F. Evaluation Direction: visualize the ratio of two
10mins given numbers.
1. 18 roses to 5 chocolates
2. 21 girls to 20 boys
3. 12 eggs to 1 chicken
4. 5 apples to 4 oranges
5. 60 minutes to 1 hour
G. Assignment Answer page 149 0f your textbook
letter c. answers each question
numbers 1-3 on your notebook
V.REMARKS
VI.REFLECTION
V. No. of learners who earned 80% in
the evaluation
W. No. of learners who require
additional activities for
remediation
X. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
Y. No. of learners who continue to
require remediation
Z. Which of my teaching strategies
worked well? Why did these work?
AA. What difficulties did I
encounter which my principal or
supervisor can help me solve?
BB. What innovation or
localized materials did I
use/discover which I wish to share
with other teachers?
School Grade Level FIVE
Teacher Learning Area Mathematic 5
Teaching Dates Week 8 day 3 Quarter Second Quarter
and Time
I.OBJECTIVES
R. Content Standards
1. Demonstrate Understanding of Decimals.
2. Demonstrate Understanding of the four fundamental operations involving
decimals and ratio and proportion.
S. Performance Standards
1. Is able to recognize and represent decimals in various forms and context.
2. Is able to apply the four fundamental operations involving decimals and
ratio and proportion in mathematical problems and real-life situations.
T. Learning Competencies/Objectives (Write the LC code for each)
Visualizes the ratio of two given numbers. MN5S-IIh-122
Learning Objectives:
1. Identify ratio of two given numbers.
2. Give the ratio of two different quantities.
II. CONTENT
III. LEARNING RESOURCES
K. References
21. Teacher’s Guide pages
21st Century MATHletes TM page 62
22. Learner’s Materials pages
21st Century MATHletes textbook pages 142-149
23. Textbook pages
21st Century MATHletes textbook pages 142-149
24. Additional Materials from Learning Resource (LR) portal
L. Other Learning Resources
(activity sheets, writing materials)
IV.PROCEDURES (May vary. It depends upon the teacher. This is a flexible
part. Put time allotment in each step)
Teacher’s Activity Students’/Pupils’
Activity
A. Review (5mins) Drill: call 5 representatives from The pupils will
the class and let them add or add or subtract
subtract the following mentally. the following
The one who gain more points mentally as fast
wins and receive points. as they could.
48-21
65 + 18
340 +260
440-130
125 +275
B. Motivation Games: the boat is sinking Let the pupils
(10mins)  The teacher will say the perform the
boat is sinking group game
yourselves into 10. The
pupils who did not belong
to the group of 10 will sit
 down and write n their
paper how many groups
are formed. Each group
how many are boys and
how many are girls?
 Then the game continues
until few or none of them
left.
C. Presentation Ask the pupils the following The pupils will
(10mins) questions: answer the
1. How many pupils all in all following
join the game called the questions
boat is sinking?
2. Out of the total pupils, how
many are boys?
3. How many are girls?
4. What is the relationship of
the number of boys to the
number of girls?
5. What do you call to
comparison you made?
D. Discussion Group activity: (experiential The pupils will
20mins learning) perform the
1. The class will be divided activity given
into five groups.
2. Each group will give five
examples of ratio based on
the object that can be
found inside the
classroom.
3. Let the group present their
output.
4. The teacher will process
the output of the group.
Individual activity:
Answer the following:
1. What is the ratio of the
numbers of vowels to the
numbers of consonants in
the English alphabet?
2. In a class of 36 pupils,
there are 13 boys. Find the
ratio of the number of
a. Girls to boys
b. Boys to all pupils
c. All pupils to girls
E. Generalization Ask the following: Let the pupils
2 mins 1. How do we visualize ratio? answer the
2. What is ratio? question
F. Evaluation Direction: identify the ratio of the The pupils will
 10 mins information given. identify the ratio
Table shows the number of of the things
different vehicles sold by cars provided
Incorporated last year.

Type of Quantity sold

vehicle
Sports car 60
van 36
Car 40
Truck 25
What is the ratio?
1. Number of cars sold to
number of trucks sold
2. Number of vans sold to
number of sport cars sold
3. Number of sport cars sold
to the total number of cars
and vans sold
4. Number of trucks sold to
the number of sports and
vans sold
5. Number of sport cars sold
to the total number of
vehicles sold

G. Assignment Draw or illustrate the following to The pupils will

visualize the ratio of numbers. answer the
1. 10 flowers to 5 leaves assignment at
2. 2 pigs to 3 carabaos home
3. 10 spoons to 12 forks
4. 8 chairs to 9 tables
5. 5 boxes to 15 candles
V.REMARKS
VI.REFLECTION
CC. No. of learners who
earned 80% in the evaluation
DD. No. of learners who
require additional activities for
remediation
EE.Did the remedial lessons
work? No. of learners who
have caught up with the lesson
FF. No. of learners who continue to
require remediation
GG. Which of my teaching
strategies worked well? Why
did these work?
HH. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
II. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
School Grade Level Five
Teacher Joyce N. Gimena Learning Area Mathematics 5
Teaching Dates Week 8 day 4 Quarter Second Quarter
and Time
I.OBJECTIVES
U. Content Standards
3. Demonstrate Understanding of Decimals.
4. Demonstrate Understanding of the four fundamental operations involving
decimals and ratio and proportion.
V. Performance Standards
3. Is able to recognize and represent decimals in various forms and
context.
4. Is able to apply the four fundamental operations involving decimals and
ratio and proportion in mathematical problems and real-life situations.
W. Learning Competencies/Objectives (Write the LC code for each)
Expresses Ratio using either Colon (:) or Fraction. M5NS-IIh-123
Learning Objectives:
1. Expresses ratio using either colon or fraction form
2. Write ratio of two different quantity.
II. CONTENT
III. LEARNING RESOURCES
M. References
25. Teacher’s Guide pages
21st century MATHletes TM pages 62-64
26. Learner’s Materials pages
21st century MATHletes textbook pages 142-151
27. Textbook pages
21st century MATHletes textbook pages 142-151
28. Additional Materials from Learning Resource (LR) portal
N. Other Learning Resources
activity sheets, writing materials
IV.PROCEDURES (May vary. It depends upon the teacher. This is a flexible
part. Put time allotment in each step)
Teacher’s Activity Students’/Pupils’
Activity
A. Review 5mins  The teacher will ask the The pupils will
pupils. answer the
What is ratio? questions given
Can you give the ratio of the by the teacher
following statement?
15 eggs and 5 trays
8eggplants and 10 squash
28 tables and 45 chairs
B. Motivation 8 mins  Group the class into four. The pupils will
Each group should draw perform the
different pictures provided
by the teacher. Draw it in a
white cartolina and present
your output in the class.
 Group 1. Draw a farm with
 5 chickens, 4 ducks, 1 dog,
2 cats and 3 horses.
 Group 2. Draw a market
that sells 3 squash, 6
ampalaya, 10 tomatoes, 5
carrots and 9 potatoes.
 Group 3. Draw a bus with
10 girls, 7 boys, 1 teacher
and a driver.
 Draw a classroom with 5
tables, 10 chairs and 10
books.
C. Presentation Present the ratio of the following
5mins quantities they draw per group.
Write their answer on the board.
D. Discussion Discuss to the class that ratio can The pupils will
20 mins be express using a colon or in answer and
fraction form. explain to the
Example 1. What is the ratio of class their
chicken to ducks? answer from the
5 chickens and 4 ducks = 5 is to 4 examples given
or 5:4 or 5/4. by the teacher.
Example 2. What is the ratio of
squash to ampalaya?
3 squash and 6 ampalaya = 3 is to
6 or 3:6 or 3/6
Remember: order in ratio is
important. That is, the quantities
mentioned in the statement must
be in the same order as they are
written in symbols.
Provide more examples from the
previous activity. let the pupils
answer the question and let them
explain their answer.
E. Application Activity 1. Group Activity Let the pupils
25 mins Group the class into three. Let the participate in the
group answer activity sheets said activity.
provided to them. They will clap
their hands two times if they are
done. The group who can finish
first wins and have additional
points.
Group 1: write each ratio in colon
form.
1. 10 horses to 5 sheep’s
2. 20 children to 6 couples
3. 15 laptops to 30 pupils
4. 18 roses to 18 candles
5. 38 ballpens to 15 pupils
 Group 2. Write each ratio in
fraction form.
1. 21 curtains to 7 windows
2. 8 plates to 24 spoons
3. 8 slices of pizza to 4 adults
4. 3 vehicles to 50 delegates
5. 10 baskets to 150 bananas
Group 3. Write each ratio in colon
and in fraction form.
1. 1 scoop of milk to 2 ounces
of water
2. 120 square meters of lot to
25 durian seedlings
3. 14 beds to 20 pillows
4. 12 months to 1 year
5. 11 boys to 8 girls
Activity 2. By pair
Let the pupils refer to their
textbook Evaluate page 148 no 2
and answer the question that
follows by pair.
F. Generalization Ask the following questions: The pupils will
2 mins 1. What is ratio? answer the
2. How can you express questions given
ration? by the teacher.
3. What are the important
things to remember in
expressing ratio in colon or
fraction form?
G. Evaluation Express ratio in colon and in The pupils will
5mins fraction form. answer and
express ratio of
statement colon Fraction two quantities in
13 bottles colon and
to 34 cans fraction form.
8 ballpens
to 16
pencils
3 bags
and 4
baskets
17 kids to
19 adults
56 books
to 99
notebooks
H. Assignment Refer to textbook page 150 MATH Answer activity
CHALLENGE no’s 1-6 on the textbook
and pass
tomorrow.
V.REMARKS
VI.REFLECTION
JJ. No. of learners who earned
80% in the evaluation
KK. No. of learners who
require additional activities for
remediation
LL. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
MM. No. of learners who
continue to require
remediation
NN. Which of my teaching
strategies worked well? Why
did these work?
OO. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
PP.What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

School Grade Level V

Teacher Learning Area Mathematics
Teaching Date Quarter 2nd Quarter
and Time
1. OBJECTIVES:
A.Content Standards:
1. Demonstrate Understanding Of Ratios.
2. Demonstrate s Understanding of four fundamental operations involving
decimals and ratio and proportion.
B.Performance Standards:
1. The Learner is able to recognize and represent ratios in various forms
and contexts.
2. The Learner is able to apply the four fundamental operations involving
ratio in mathematical problems .
C. Learning Competencies:
Identifies equivalent ratios. (M5NS-lli-124)
Learning Objectives:
1. Identify the equal ratios.
2. Write equal ratios in two ways.
II. CONTENT : Identifying Equivalent Ratios
III. LEARNING RESOURCES:
A. References
1. Teacher’s Guide pages : Curriculum Guide, page 60 pf 109
2. Learners Materials pages:
3.. Textbooks pages :Mathematics for Better Life5 p.200-201
3. Additional Materials from learning Resource (LR Portal)-Deped Learning Portal, Math 5 Ratio
and Proportion.
B. Other learning Materials: Metacards,, pictures and activity sheets

IV. PROCEDUREs:
Teacher’s Activity Students’/Pupils’ Activity
A. Reviewing previous Let the pupils identify the
lesson or presenting the ratio of the given
new lesson statement.
The pupils are expected to answer the
1. 7 flowers to 21 vases activity.
2. 3 balls to 12 boxes
3. 9 pencils to 18 pupils

 What is the ratio

of letter O to all
the letter in the 2:5
word COLOR?
 What is the ratio
of the vowel to 4:7
the consonant in
the word
MATHEMATICS?

B. Establishing a (The teacher shows a

purpose for the lesson mini bottle with some
 marbles in it.)
 What is in the Marbles
bottle?
 Do you know how Yes teacher
to play marbles?

C. Presenting examples/ Teacher present word

instances of the new Problem:
lesson Clarence has 7 marbles
in his one mini bottle.
How many marbles does
he have if he has filled 6
mini bottles?

The teacher ask the

following questions to the
pupils,

1.How many marbles are There are 7 marbles in one mini bottle.
there in one mini bottle?

2. How many marbles do There are 42 marbles all in all.

Clarence have if he has 6
mini bottles?
D. Discussing new 1. Let the pupil read the
concepts and practicing word problem written in
new skills #1 a chart.. (strategy 4A’s)

Dan and Noli played

darts. Dan hit the target
10 times out of 15
throws. Noli hit the target
12 times out of 18
throws.

What is the ratio of Dan’s 10:15 or 10/15

number of hits to his
throws?

How about Noli’s hit to 12:18 or 12/18

the numbers of his
throws?

How did you know that The two ratios are equal if the product of the
they are equal? means is equal to the product of extremes or
do the cross multiplication.
E. Discussing new 2. Group the pupils and
concepts and practicing let them answer the
new skills #2 activity in each activity Pupils are expected to answer the activity
sheets. and present their answer to the cl.
A.
Group l: 7:3=1:3
Group ll 7:8= 3:3
Group lll 3:4=12:15
Group lv 6:10=3:5

B. Let the pupils write the

ratio in fraction form.

1. two eggs are needed Pupils are expected to answer the activity
to make 7 pancakes. using the two ways in writing equal ratios.
How many eggs will be
needed for 28
pancakes?.

F Making When are two ratios The two ratios are equal if the product of the
generalizations and equal? mean is equal to the product of the extremes.
abstractions about the
lesson How to write ratios in two Using colon and in fraction form.
ways?
I. Evaluating learning Direction: Determine if
the sets of ratios are
equal
1. 3:4 =12:16
2. 3:2 = 6:4
3. 4:5 = 13:15
4. 6:36 = 1:6
5. 9:2 = 72:16
J. Additional activities Give 3 ratios equal to the
for application or following:
remediation 1. 2:5
2. 4:1
3. 2:14
4. 3:18
5. 10:12
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 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?

School Grade Level V

Teacher Learning Area Mathematics
Teaching Date Week 9 Day 1 Quarter 2nd Quarter
and Time
1. OBJECTIVES:
A.Content Standards:
1. Demonstrate Understanding Of Ratios.
2. Demonstrate s Understanding of four fundamental operations involving
decimals and ratio and proportion.
B.Performance Standards:
1. The Learner is able to recognize and represent ratios in various forms
and contexts.
2. The Learner is able to apply the four fundamental operations involving
ratio in mathematical problems .
C. Learning Competencies:
Identifies equivalent ratios. (M5NS-lli-124)
Learning Objectives:
1. Identify the equal ratios.
2. Write equal ratios in two ways.
II. CONTENT : Identifying Equivalent Ratios
III. LEARNING RESOURCES:
A. References
1. Teacher’s Guide pages : Curriculum Guide, page 60 pf 109
2. Learners Materials pages:
3.. Textbooks pages :Mathematics for Better Life5 p.200-201
3. Additional Materials from learning Resource (LR Portal)-Deped Learning Portal, Math 5 Ratio
and Proportion.
B. Other learning Materials: Metacards,, pictures and activity sheets

IV. PROCEDUREs:
Teacher’s Activity Students’/Pupils’ Activity
A. Reviewing previous Let the pupils identify the
lesson or presenting the ratio of the given
new lesson statement.
The pupils are expected to answer the
1. 7 flowers to 21 vases activity.
2. 3 balls to 12 boxes
3. 9 pencils to 18 pupils

 What is the ratio

of letter O to all
the letter in the 2:5
word COLOR?
 What is the ratio
of the vowel to 4:7
the consonant in
the word
MATHEMATICS?

B. Establishing a (The teacher shows a

purpose for the lesson mini bottle with some
 marbles in it.)
 What is in the Marbles
bottle?
 Do you know how Yes teacher
to play marbles?

C. Presenting examples/ Teacher present word

instances of the new Problem:
lesson Clarence has 7 marbles
in his one mini bottle.
How many marbles does
he have if he has filled 6
mini bottles?

The teacher ask the

following questions to the
pupils,

1.How many marbles are There are 7 marbles in one mini bottle.
there in one mini bottle?

2. How many marbles do There are 42 marbles all in all.

Clarence have if he has 6
mini bottles?
D. Discussing new 1. Let the pupil read the
concepts and practicing word problem written in
new skills #1 a chart.. (strategy 4A’s)

Dan and Noli played

darts. Dan hit the target
10 times out of 15
throws. Noli hit the target
12 times out of 18
throws.

What is the ratio of Dan’s 10:15 or 10/15

number of hits to his
throws?

How about Noli’s hit to 12:18 or 12/18

the numbers of his
throws?

How did you know that The two ratios are equal if the product of the
they are equal? means is equal to the product of extremes or
do the cross multiplication.
E. Discussing new 2. Group the pupils and
concepts and practicing let them answer the
new skills #2 activity in each activity Pupils are expected to answer the activity
sheets. and present their answer to the cl.
A.
Group l: 7:3=1:3
Group ll 7:8= 3:3
Group lll 3:4=12:15
Group lv 6:10=3:5

B. Let the pupils write the

ratio in fraction form.

1. two eggs are needed Pupils are expected to answer the activity
to make 7 pancakes. using the two ways in writing equal ratios.
How many eggs will be
needed for 28
pancakes?.

F Making When are two ratios The two ratios are equal if the product of the
generalizations and equal? mean is equal to the product of the extremes.
abstractions about the
lesson How to write ratios in two Using colon and in fraction form.
ways?
I. Evaluating learning Direction: Determine if
the sets of ratios are
equal
6. 3:4 =12:16
7. 3:2 = 6:4
8. 4:5 = 13:15
9. 6:36 = 1:6
10. 9:2 = 72:16
J. Additional activities Give 3 ratios equal to the
for application or following:
remediation 6. 2:5
7. 4:1
8. 2:14
9. 3:18
10. 10:12
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 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?

DETAILED LESSON PLAN MATH 5

School Grade Level V
Teacher Learning Area Mathematics
Teaching Dates and Week 9 Day 2 Quarter 2nd quarter
Time
1. OBJECTIVES:
A. Content Standards:
1. The learner demonstrates understanding of equivalent ration.
2. Demonstrates understanding of the four fundamental operations involving
ratio and proportion.
B. Performance Standards:
1. The Learners are able to represent ratio in various forms and contexts.
2. Apply the four fundamental operations involving ratio and proportion.
C. Learning Competencies/ Objectives
Identifies and writes equivalent ratios. M5NS-IIi – 124
Objective: Write equivalent ratios.
II. CONTENT: Writing Equivalent Ratios
III. LEARNING RESOURCES:
A. References
1. Teacher’s Guide pages – Curriculum Guide page 60 of 109
Lesson Guides in Elementary
2. Learner’s Materials pages – Mathematics for better life
- 21st Century Mathematics p. 158 – 160
Lesson Guide in Math 5 p. 227
3. Textbook pages
4. Additional Materials from Learning Resource (LR Portal) –
1. Deped Learning Portal, Math 6 ratio and proportion
2. MIMOSA Grade 5 Module

B. Other Learning Resources – Metacards, Tarpaper, pictures, and activity sheets.

IV. PROCEDURES:
Teacher’s Activity Students’/Pupils’ Activity
A. Drill:
Let the pupils write the ratio in colon
form and fraction form.
a. 6 dogs to 10 cats
b. 4 vases to 8 flowers 6:10 or 6/10
c. 9 bats to 15 balls 6:8 or 6/8
9:15 or 9/15
Say Hi! If the ratio is equal and Hello if
not
a. 5:12=1:5
b. 9:16 =5:4 Let the pupils answer the
c. 15:12 =11:23 activity through contest.
d. 7:14 = 2: 4
e. 2:37:10:5

B. Establishing a purpose The teacher present sample problem

for the lesson written in a chart.
 Joy reads 420 words per minute. How Let the pupils analyze the
many words can she read in 15 problem and for the missing
minute? number.

C. Presenting examples/ The teacher asks questions to the

instances of the new lesson pupils about the problem presented.

What is the ratio of the number of

words she reads to the number of
minute?
How to find n? 420:1= n:15
D. Discussing new The teacher grouped the pupils into 5.
concepts and practicing Ask the teacher to work together in
new skills looking for the solution to the problem.
Ask them to report their collaborative
output.

How did you find the activity?

How are you able to find the answer to

the problem?

We use the equation 420:1

= N: __:15
Then look for the N
1N = 420x15
1N=6300
N=6300
Or 420 words x 15 =6300
words
E. Finding practical Write proportion finding the value of N.
applications of concepts 1. N9 x 4936 Pupils are expected to
and skills in daily living 2. 8:10: __ answer the activity by group
3. A basketball player averages 19 and present the answer to
points per game. At this rate, how the class.
many points can he make in 9
games?

F. Making generalizations How to get the cross products? the process of multiplying
and abstractions about the means and extremes
lesson Why can we use cross products?
we can use cross products
to find out if the two ratios
are equal.
G. Evaluating learning Solve for the missing term to form
equivalent equations
1. 23 = N21
2. 52 = 20N
3. 27 = 12N
4. 6:7 = 30:N
 5. N:11:75:55
H. Additional activities for Give at least 3 ratios that are equal
application or remediation 1. 4:5
2. 6:2
3. 3:14
4. 34 = 8 = 16
5. Two numbers are in the ratio
of 3:4. Find the number if their
sum is 91.
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 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?

DETAILED LESSON PLAN IN MATH 5

School Grade Level V
Teacher Learning Area Mathematics
Teaching Dates and Week 9 day 3 Quarter 2nd quarter
Time
1. OBJECTIVES:
A. Content Standards:
1. The learner demonstrates of the four fundamental operations involving
decimals and ratio and proportion.
2. Demonstrate understanding of the four fundamental operations involving
Ratio and proportion.
B. Performance Standards
1. Is able to recognize and represent ratio and proportion in various forms and
contexts.
2.: The learners are able to apply the four fundamental operations involving
ratio and proportion in mathematical problems and real life situation.
C. Learning Competencies/ Objectives
Express ratios in their simplest forms (m5Ns-II I-125)

Learning Objectives:
a. Identify ratios to lowest terms.
b. Write ratios in lowest term.
II. CONTENT : Expressing Ratios in their Simplest Form
III. LEARMING RESOURCES
A. References
1. Teacher’s Guide pages: Curriculum Guide, page 60 of 109
Lesson Guide in Math 5 p.222-226
2. Learner’s Materials pages:
3. Textbook pages : Mathematics for Better Life 5
:21st century Mathlets 5 p.152-156
4. Additional Materials from Learning Resource (LR Portal) – MISOSA grade 5 Module – Ratio
in its simplest form.
B. Other Learning Resources – flashcards, cuton, real object, charts
IV. PROCEDURES:
Teacher’s Activity Students’/Pupils’ Activity
A. Reviewing previous The teacher will group the pupils
lesson or presenting the into 4. They will form 1line by
new lesson group. The teacher will show
flashcards to the pupils and let
them identify whether the ratio is
equal or not.

The first group to reach the front

will be the winner.
Answer the activity as fast as
they can.

B. Establishing a purpose Write the lowest term of the Pupils are expected to change
for the lesson following: the fraction to lowest term.
1. 15/10
2. 15/60
 3. 30/90
C. Presenting examples/ Let the pupils read the word
instances of the new lesson problem written in the chart

Problem:
Joel and Josie went to the
park to help clean it up by picking
discarded bottles of soft drinks to
be recycled. Joel picked 24
bottles while Josie got 12 bottles.
What is the ratio of the bottles
gathered by Joel to the number
gathered by Josie:

What is asked in the problem?

Do you know how to reduce ratios
to lowest term?
Pupils are expected to anlyze
the problem to give the correct
answer.

D. Discussing new The teacher shows bottles to the

concepts and practicing class
new skills What are given? 24 bottles of Joel and 12 bottles
of Josie
What is being asked?
The ratio of the number of the
bottles gathered by Joel to the
number of bottles gathered by
If you were Joel and Josie, will Josie.
you do the same? Why?
Yes teacher, because by picking
The teacher let the pupils write the discarded bottles we can
the equation on the board and help clean our surroundings
change it lowest term.

24:12=2:1

Tell the pupils that like fractions,

ratios may be reduced to lowest
term by dividing the numerator
and the denominator by a
common factor.

E. Discussing new Group the pupils into 5

concepts and practicing Let them answer the activity
new skills #2 presented and reduce the given
number into ratio, fractions using
fundamental operation.
 Write a ratio for each of the
following and reduce to lowest
term.
1. 15 boys to 30 girls
2. 5 boxes to 60 oranges
3. 2 jeeps for 44 passengers
4. 7days for 21 weeks
5. 6decadesto 12 century

F Finding practical Express the ratio of the first

applications of concepts quantity to the second quantity
and skills in daily living 1. 36 glasses of juice to 30
sandwiches
2. 21 garbage can to 14
classroom
3. 4 books to 10 pupils
4. 15 chairs to 5 tables
5. 22 pencils to 11 erasers
G. Making generalizations How do you reduce ratios into We can reduce ratios like
and abstractions about the lowest term? fraction to lowest term by
lesson dividing the numerator and
denominator by a common
factor
H. Evaluating learning Reduce these ratios to lowest
form
1. 10:5 2:1
2. 3:1 3:1
3. 20:4 5:1
4. 15/30 1:2
5. 6/8 3:4
I. Additional activities for Express these ratios in lowest
application or remediation form
1. 100/10 10/1 or 10 10:1
2. 50/100 ½ 1:2
3. 200/2 100/1 100:1
4. 20/2 20:2 10:1
5. 4/4000 40:400 1000
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 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?

DETAILED LESSON PLAN IN MATH 5

School Grade Level V
Teacher Learning Area Mathematics
Teaching Dates Week 9 Day 4 Quarter 2nd quarter
and Time
1. OBJECTIVES:
A. Content Standards:
1. The Learners demonstrates understanding of ratio and proportion.
2. The Learners demonstrates understanding of the four fundamen-
tal operations involving ratio and proportion.
B. Performance Standards:
1. The Learners are able to recognize and represent ratio and propor-
tion in various forms of contexts
2. The Learners are able to apply the four fundamental operations
Involving ratio and proportion in mathematical problems..
C.Learning Competencies:
Finds the missing term in a pair of equivalent ratios (M5NS-IIi – 126)

Learning Objectives:
a. Identify the equal ratios.
b. Find the missing term in equal ratios.
c. Appreciate the value of good nutrition to ones health.
II. CONTENT: FINDING THE MISSING TERM IN A PAIR OF EQUIVALENT RATIOS
III. LEARMING RESOURCES
A. References
1. Teacher’s Guide pages: Curriculum Guide, p. 60 of 109
: Lesson Guide in e]Elementary Mathematics 6 p. 297
2. Learner’s Materials pages:
3. Textbook pages: : Mathematics for Better Life p.198
: 21st century Mathlets p.156-173
4. Additional Materials from learning resource (LR)- DLP Grade 6 Module 43
B. Other Learning Resources – flashcards, pictures
IV. PROCEDURES
Teacher’s Activity Students’/Pupils’ Activity
A. Reviewing previous Teacher let the pupils reduce the Pupils answer the activity as
lesson or presenting the rario to lowest term. fast as they can.
new lesson a) 14:10
b) 24:16
c) 6:9
d) 20:20
e) 12:1
B. Establishing a purpose What makes you busy during Pupils answer the question
for the lesson weekend? based on their real life
experience.
Who among you are helping your
parents doing household chores?

Why is it important to help our

parents in doing household chores
during weekend?
C. Presenting examples/ The teacher present word problem
instances of the new Let the pupils read the word problem
lesson
Problem:
During weekends, Zeny helps her Let the pupils answer the
 mother sell buko juice. For every motive questions.
buko, Zeny adds 4 litres of water
does she need for 3 bukos so that
the taste will be the same.

D. Discussing new What did Zeny and her mother sell? They sell buko juice
concepts and practicing
new skills #1 How many litres of water she add in
every buko? Zeny add 4 litres of water

Will you do the same to your mother? Yes teacher

What kind of girl is Zeny? Helpful

The teacher discuss how to get the

answer

Buko
1 - 4 litres of water
2 - 8 litres of water
3 - 12 litres of water

So how many litres of water Zeny 12 litres of water for 3 bukos

needs to make the same taste?

What is the ratio of

A and B? 1:4 = 2:8

Is the second ratio equal to the first

ratio? Why? Yes, if we cross multiply their
product it is the same.

What do you think is the missing

term? The missing number is 12
1:4 = 3: __ because if we multiply the
Or means the answer is 12 so, to
12/1 = n/1 make the ratios equal we will
N= 12 find number that when multiply
to 1 the answer is 12.

E. Discussing new Solve for missing term Let the pupils answer the
concepts and practicing (group the pupil into 5) group activity and present their
new skills #2 1. Solve 25 = n30 answer to the group.
2. N4 = 3224
3. 5n = 1030
4. 37 = 21n
5. 1248 = 5n
F. Developing mastery Solve for missing term
(Leads to Formative 1. What number compared to 10 is
Assessment 3) the same as 28 compared to 5?
2. Lisa saves Php 60.00 in 4 weeks.
As this rate, how long will it take her
to save Php 300?
3. Six compared to 11 15 the same
as 84 compared to what number?
4. A motorist travelled 240 km in 3
hours.
5. A scale 3.5 cm on a map presents
an actual distance of 175 km. What
actual distance does a scale distance
of 5.7 cm represents?

G. Making generalizations How do you find the missing term in In finding a missing term in a
and abstractions about a pair of equivalent ratios? pair of equivalent ratio, use
the lesson cross product method or the
multiplication of means and
terms
H. Evaluating learning Find the missing term
a) 47 = x14
b) 105 = 12n
c) n8 = 520
d) n:6 = 20:24
e) 3:n = 9:12
I Additional activities for Find the missing term to make the
application or remediation proportion true.
1. 9:n = 27:15
2. N:8 = 12:32
3. 5:3 = 25:n
4. Ten books 15 for 5
pupils as ___ books is
to 15
5. Three bananas for 4
pesos as 12 bananas
for _
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 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?

DETAILED LESSON PLAN IN MATH 5

School Grade Level V
Teacher Learning Area Mathematics
Teaching Dates and Week 9 Day 5 Quarter 2nd quarter
Time
1. OBJECTIVES:
A. Content Standards:
1. The learners demonstrate understanding of proportion.
2. A learner is expected to demonstrate understanding of the four fundamental
Operations including ratio and proportion.
B Performance Standards:
1. The earner is able to recognize ratio and proportion in various forms and
Contexts.
2.. The learner is able to apply the four fundamental operations involving
ratio and proportion in mathematical problems and real-life situations.
C Learning Competencies
Defines and describes a proportion (M5NS – 11i -127)

Learning Objectives:
a. Define proportion.
b. Write ratios that are proportion .
II. CONTENT: DEFINING AND DESCRIBING A PROPORTION
III. LEARMING RESOURCES
A. References
1. Teacher’s Guide pages: Curriculum Guide, page 60 of 109
Lesson Guide in Elementary 5 p.227-230
2.Learners Materials:
3. Textbook pages: 21st century Mathletes 5 p.156-173
4. Additional materials from learning resources: MIMOSA Grade 5 Module
B. Other Learning Resources – charts, flashcards, and pictures
IV. PROCEDURES
Teacher’s Activity Students’/Pupils’ Activity
A. Reviewing previous Teacher introduced a game on reducing
lesson or presenting the ratios to simplest forms. Contest by Let the pupils answer it
new lesson group, the first group to answer will be as fast as they can.
the winner.
1. 8:2
2. 9:27
3. 4:6
4. 8:12
5. 6:36

B. Establishing a purpose What is the program of Deped that Gulayan sa Paaralan

for the lesson encourages every school to have a
vegetable garden?
Let the pupils name the
What are the plants in our garden? vegetables that they
have in their school and
the importance to have
vegetables in the school.

C. Presenting examples/ The teacher asks one pupil to read the

instances of the new lesson sample problem written in a chart.

Problem:
 Winmer had 4 seedlings of squash and 6 Let the pupils analyze
seedlings of tomatoes, while Ivan had 8 the problem and answer
seedlings of squash and 8 seedlings of the motive questions
tomatoes. What is the ratio of squash
seedlings to tomatoes seedlings each
boy had?

What is asked in the problem?

Who are the boys who had seedling?

D. Discussing new The teacher divides the class into 5 and

concepts and practicing answer the problem. Report the output to
new skills #1 the group.
What is the given in the problem? 4:6=8:12
Are they proportion or equal to each
other?
The teacher asks the pupils to show
their solution to the board.
The teacher explains or discuss
about equal ratios or proportion.
E. Discussing new Let the pupils answer the exercises. The
concepts and practicing teacher distributes activity sheets to the
new skills #2 pupils.

Write Yes if the ratios form a proportion

and no if they do not.

1. 20:5 =23:3 Let them check their

2. 50:1 = 100:2 work by group.
3. 10:8 = 15:12
4. 4:5 = 16:20
5. 8:16 = 4: 8

F. Finding practical Group the learners into 5. Answer the

applications of concepts problem written on the chart.
and skills in daily living
Call pupil to answer the problem .
G Making generalizations How do you define and describe When two ratios are
and abstractions about the proportion? equivalent, tey represent
lesson a proportion. A
proportion can be written
in two ways, in fraction
and in colon form.
H. Evaluating learning Use cross products to test if each pair of
ratios defines and describes a proportion.
1. 8:10=40:50
2. 9:5=18:11
3. 4/12 = 1/3
4. 1.2:3.4=23.4:12.3
5. 12.3:3.4 =7.8:6.7
I Additional activities for Which of the following ratios make
application or remediation proportion? Put a check before each
number
1. 9.2:3 =1.8:6
2. 3.5:5 =7.3:3
3. 2:;6 =4:12
4. 5:4 =10:7
5. 5.3:5 =10:7
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 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?

DETAILED LESSON PLAN IN MATH 5

School Grade Level V
Teacher Learning Area Mathematics
Teaching Dates and Week 10 Day 1 Quarter 2nd quarter
Time
1. OBJECTIVES:
A. Content Standards:
1. Demonstrates understanding of proportion
2. The Learners demonstrates understanding of four fundamental
Operation involving proportion.
B. Performance Standards:
1. Able to recognize and represents proportion in various forms and
Contexts.
2.Apply proportion in mathematical problems and real life situation.
C. Learning Competencies;
Defines a proportion (M5NS-11J-127.1)

Learning Objectives:
a. Describes proportion
b. Write ratios that are proportion to each other.
II. CONTENT: Number and Number Sense
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: Curriculum Guide pg. 60 of 109
Lesson Guide in Elementary Math 5 pg.227-230
2. Learner’s Materials pages
3. Textbook pages: Mathematics for Better Life 5 pg. 192-208
21st Century Mathletes pg. 166-173
4. Additional Materials from Learning Resource (LR Portal)- Deped Learning portal Math6
Ratio and Proportion
B. Other Learning Resources: Charts, Pictures, Flash cards
IV. PROCEDURE:
Teacher’s Activity Students’/Pupils’
Activity
A. Review Tell whether the following ratios are equivalent or
not;
1.15/60 and 5/20
Equivalent
2. 16/12 and 75/100
Not
3. 40/5 and 16/2
Equivalent
4. 13/26 and ½
Equivalent
5. 4/3 and 5/6
Not
B. Establishing a purpose Teacher asked the pupils if they know how to Let the pupils
for the lesson cook and prepare milk for their baby brother or raise their hands
sister. if they know the
answer.
C. Presenting examples/ The teacher presents a problem opener to the
instances of the new lesson pupils.

Problem:
Mark was asked by his mother to make 8oz of
 milk for his sister Sheila. His always happy to help
his mom. As he was making the milk, he has read
from the can that for every 2oz of water you have
to put in 1 scoop of milk. His mother appreciated
his help and said “Thankyou son. Im glad I can
count on you.” How many scoops of milk did Mark
put in the feeding bottle?
Teacher ask motive question for the pupils to
answer after analyzing the problem. The pupils are
expected to
answer the
questions
correctly.

The teacher shows a data.

1 scoop milk = 2oz water

__ scoop milk = 8oz water

What do you notice with the data?

Do they form equivalent ratios?

D. Discussing new Let the pupils perform by group and discuss the
concepts and practicing answer to the class
new skills #1
The teacher write the data in the activity sheets .
Let the pupils observed it.

1scoop milk = 2oz water

---------- scoop milk = 8oz water Let the pupils
analyze the data
What do you notice with the data? and explain their
Do they form equivalent ratios or proportion? answer how
. they derived the
correct answer.
What is the missing number?

How did you do it?

What do you call the ratios that are equivalent to

each other?
E. Discussing new Find which pairs of given ratios are equal.
concepts and practicing
new skills #2 1. 3:2 and 8:12
2. 1:6 and 18:3 The pupils write
3. 6:15 and 2:5 their answer in
4. 3:15 and 7:35 their notebook.
5. 4:5 and 10:8
F. Finding practical Draw if the given show proportion and if it Let the pupils
applications of concepts doesn’t show proportion answer it by
and skills in daily living pair.
1. 3:9 = 9:27
2. 7:1 = 5:3
3. 15:5 = 5:15
4. 8:2 = 4:1
5. 6:20 = 12:40
H. Making generalizations What is proportion? Proportion is a
and abstractions about the statement that
lesson two ratios are
equal. Thus the
product of
means is equal
to the product of
extremes.
I. Evaluating learning Identify which of the following ratios show
proportion. Write Yes or No on the blank.

1. 3:4 = 12:16 _____

2. 3:2 = 6:4 _____
3. 4:5 = 13:15 _____
4. 6:36 = 1:6 _____
5. 9:2 = 72:16 _____

J. Additional activities for Solve:

application or remediation a. If 12 pencils are bought for Php60, how much
will you pay for 25 pencils?
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 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?
 DETAILED LESSON PLAN IN MATH 5
School Grade Level V
Teacher Learning Area Mathematics
Teaching Dates and Week 10 Day 2 Quarter 2nd quarter
Time
1. OBJECTIVES:
 A. Content Standards:
1. The Learner demonstrates understanding of proportion.
2. The Learners
B Performance Standards:
1. The learner is able to recognize and represent proportion in various
Forms and contexts.
2. The Learner is able to apply proportion in mathematical problems and real-life
Situations.
C. Learning Competency:
1. Defines a proportion (M5NS-IIi – 127.1)
a. Identify ratios that are equivalent to each other.
b. Apply proportion in mathematical problems.
II. CONTENT : NUMBER AND NUMBER SENSE
III. LEARMING RESOURCES
A. References
1. Teacher’s Guide pages :Curriculum Guide p.60 of 109
:Lesson Guide in Elementary Math 5 p.227 - 230
2. Learner’s Materials pages :Mathematics for Better Life 5 p.192 – 208
3. Textbook pages : Deped Learning Portal Math 5 Ratio and Proportion
4. Additional Materials from Learning Resource (LR Portal)
B. Other Learning Resources: Charts, pictures, flashcards
IV. PROCEDURES
Teacher’s Activity Students’/Pupils’ Activity
A. Review What is Proportion? When two ratios are
equal they represent
proportion

Can be written in two

ways, fraction form and
colon form.
B. Establishing a purpose The teacher asked the pupils if they The pupils are expected
for the lesson know how to play basketball. to raise their hands.

C. Presenting examples/ The teacher let the pupils read the

instances of the new lesson problem written in a chart.

Problem: Two basketball players James

and Ryan had an average of 20 points
and 5 steals, and 25 points and 3 steals
respectively.

The teacher asks question about the

problem.
D. Discussing new What is the ratio of James to Ryan? 20:5 = 25:3
concepts and practicing Can we reduce the ratio?
new skills #1 No
How do we check if the second ratio is
proportion to the given ratio? Cross multiply
E. Discussing new
concepts and practicing Write each situation as a mathematical 10/8 = 15/12
new skills #2 statement 10x12 = 15x8
1. In a school’s Easter egg hunt. 10 120=120
eggs were hidden in a building proportion
with 8 rooms, while 15 eggs were
hidden in a building with 12
rooms.

2. Eddy saves 50 pesos in one week

while Jane saves 100 pesos in
two weeks. 50/1 = 100/2
50x2 = 100x1
100=100
proportion
F. Developing mastery Write Yes if the pair of ratio forms
(Leads to Formative proportion, and No if they do not.
Assessment 3) 1. 8:10 = 40:50
2. 1:3 = 4:9 Yes
3. 9:5 = 18:10 No
4. 7:2 = 14:6 Yes
5. 7:8 = 49:56 No
No
G. Finding practical Group activity:
applications of concepts Check each pair of ratios make a
and skills in daily living proportion by using cross-product.
1. 4/10 : 2/5
2. 9/23 : 3/21 4x5=20 2x10=20
3. 14/16 : 7:8 9x21= 23x3= no
4. 9/6 : 6/4 14x8= 16x7=yes
5. 2/7 : 3/8 9x4=36 6x6=36
proportion
2x8=16 3x7=not
H. Making generalizations What is means? Refers to the inner term
and abstractions about the in proportion
lesson What is extremes? Refers to the outer term
of proportion
I. Evaluating learning Encircle the letter that will make a
proportion:
1. 5:2
a) 4:3
b)10:4
c)6:5
2. 7:4
a)10:2
b)3:1
c)5:1
3. 2:7
a)1:3
 b)7:21
c)7:14
4. 3:14
a)4:7
b)9:12
c)3:7
5. 2:4
a)12:24
b)3:15
c)4:16
J. Additional activities for Keep Moving!
application or remediation Which ratios form a proportion?
1. 1:2 = 2:4
2. 3:6 = 6:12
3. 4:2 = 2:4
4. 13:4 = 26:19
5. 13:32 = 36:16
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 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?

DETAILED LESSON PLAN IN MATH 5

School Grade Level V
Teacher Learning Area Mathematics
Teaching Dates and Week 10 Day 3 Quarter 2nd quarter
Time
1. OBJECTIVES:
 A.Content Standards:
1 Tha learner demonstrate understanding of proportion.
2. The learner demonstrate understanding of four fundamental
Operation involving ratio and direct proportion.
B.Performance Standards:
1. The learner is able to recognize and represent ratio and direct
Proportion in various forms and contexts.
2. The learner is able to apply proportion in mathematical problem and real
life situations.
C. Learning Competency:
Recognizes when two quantities are in direct proportion (M5NS-IIi – 128)
a. Describes Direct Proportion
b. Write Direct proportion for the given ratios.
II. CONTENT : Recognizing when two quantities are in direct proportion
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: Teacher Guide Curriculum Guide p.60 of 109
: Lesson Guide in Elementary Math 5 p.227-230
2. Learner’s Materials pages: Mathematics for Better Life 5 p.192 -208
: 21st Century Mathletes p.166-173
3. Textbook pages:
4. Additional Materials from Learning Resource (LR Portal) : Deped Learning Portal Math 5
Ratio and Proportion
B. Other Learning Resources: Charts, pictures, flashcards
IV. PROCEDURES
Teacher’s Activity Students’/Pupils’
Activity
A. Reviewing previous Tell whether the following ratios proportion The pupils are
lesson or presenting the or not (Teacher shows flashcards and let expected to give the
new lesson each pupil answer as fast as he/she can answer orally.
and step if the answer is correct. They will
be the one who reach the brand)
1. 8:4 = 6:3
2. 4:4 = 8:6
3. 3:6 = 2:1
4. 5:7 = 6:9
5. 12:16 = 15:20
B. Establishing a purpose Find the missing term to form a proportion.
for the lesson 1. 4/7, 12/?
2. 30/40, ?/20 21
3. 2/3 = ?/18 15
12
C. Presenting examples/ Teacher present problem opener to the
instances of the new lesson pupil Let the pupils read
silently the problem
Problem: then understand and
How many tablespoon full of analyzed it.
baking powder are needed for 16
paancakes? How about 48 pancakes?
D. Discussing new (Group the pupils into 5)
concepts and practicing
new skills #1 Teacher give each group an activity card
Write the first name of your teacher if the
problem shows a direct proportion and
write his/her surname if it doesn’t show
proportion.

What is direct proportion?

When two quantities

are related such that an
increase (or decrease)
in the first quantity
causes an increase (or
decrease) in the
Call each group to present their answers second quantity
proportionally, then
Group 1. What is your answer? they exhibit direct
proportion.

Group 2 Let the pupils present

Group 3 their answer to the
Group 4 group and show the
Group 5 solution.

What do you call the proportion? Direct proportion

E. Discussing new Draw a Happy face  if it shows direct

concepts and practicing proportion and a sad face  if not.
new skills #2
1. Three pieces of pad paper cost 1
peso while 21 pieces of pad paper Let the pupils answer
cost 7 pesos the activity in their
2. Four colored pencils cost 25 pesos notebook.
while 5 colored pencils cost 20
pesos
3. Two boiled bananas cost 7 pesos
while 6 boiled bananas cost 21
pesos
4. Three teachers for every 125
pupils, 5 teachers for every 100
pupils
5. A motorist travel 275 km in 5 hours
and continue travelling at 140 km
for 2 hours

F. Finding practical Apply the direct proportion in answering

applications of concepts the following problems (below)
and skills in daily living
a) Alma can type 165 words in 2
minutes. How many words can she
type in 8 minutes?
b) Five men can produce 20
armchairs in 1 day. How may
armchairs can be
G.. Making generalizations What is direct proportion? Two quantities are in
and abstractions about the direct proportion if an
lesson increase in the one
quantity produces the
same increase in the
other quantity
H. Evaluating learning Put a check mark is the proportion is direct
and x if not.
a) 12:4 = 24:8
b) 8:5 = 4:10
c) If 6 men can do a job in 5 days,
how long will it take 3 men to do
the job at the same rate?
I Additional activities for Read and solve the following problem.
application or remediation 1. Bela made 6 liters of coco jam after
3 days. How many days did Bela
spend making coco jam if she
make 8 liters?
2. Three ballpens cost 18 pesos. How
much will 5 ballpens cost?
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 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?
School Grade Level V
Teacher Learning Area MATHEMATICS
Teaching Dates Week 1 Day5 Quarter SECOND
and Time
I. OBJECTIVES
 C. Performance Standard

C. Learning Competencies/ Objective

Learning Objectives:
1. Solves routine or non-routine problems involving addition and subtraction
of decimal numbers including money using appropriate problem solving strategies
and tools.
2. Write the correct equation in solving a given problem involving either
addition or subtraction of decimals including money.
3. Work accurately under time pressure, thoughtfulness, thriftiness.
II. CONTENT Solving routine or non-routine problems involving addition and
subtraction of decimal numbers including money using appropriate problem solving
strategies and tools.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elem. Math 5 pp.268-270
2.Learner’s Materials page LM Q2 Week3
3. Textbook pages 21st Century Mathletes. pp.103-105
4. Additional Material from Learning Resource (LR) portal
B. Other Learning Resources https://www.youtube.com/watch?v=mh
5QuPGN7us
IV. PROCEDURES
Teacher’s Activity Students’/Pupils
‘Activity
A. Reviewing A. The teacher will show a problem and The pupils will give
previous lesson or let the pupils give the answer. the answer.
presenting the new Jewel ran a total of 8.25 kilometer for
lesson her practice. Yesterday she ran 5.75km. Call a volunteer to
What is the estimated kilometers she ran give the answer.
in two days? 8
+6
14km

B. Establishing a - The teacher will ask the steps on Pupil will answer
purpose for the problem solving. the basic steps in
lesson - What are the steps in problem solving problem.
solving? - Pupils expected
- How do we solve problems? answer:
* We can solve
problems by
following the steps :
1. Understand-
know what is
asked? What are
given?
2. Plan- Know the
operations. Write
 the number
sentence.
3. Solve- Write your
answer with correct
units/labels.
4. Check & Look
back- review and
check your answer
C. Presenting Let the pupils watch the video clip on
examples/instances Estimating the sum or difference of
of the new lesson decimal numbers with reasonable result.
https://www.youtube.com/watch?v=mh
5QuPGN7us
D. Discussing new Teacher presents a word problem. Pupils solve the
concepts and A total of 357 Grade IV, V, and VI problem given
practicing new pupils of Pook Elementary School joined
skills #1 a tree-planting program. They planted
Narra seedling that cost 1,230.67. How
much seedlings did they plant in all.
Ask: What is asked in the problem?
What are given facts?
What word clue help you solve the
problem?
What operation is to be used?
Ask a pupil to show his/her answer
on the board.

E. Discussing new The teacher will divide the pupils into 2

concepts and groups.
practicing new The teacher will post a problem and let Pupils analyzed the
skills #2 the pupils read and analyzed the problems posted.
problem.
Teacher will also put a marker on the
Chalkboard as.

Subtraction Addition Pupil fall in line to

their chosen
The teacher will instruct the pupils to answer.
make decisions as to where group they
will be joining. Those who thinks that
they will use addition will fall in line in the
addition corner or to subtractions corner.
- Processing of the activity follows.
The teacher let the pupils check their Call pupil to solve
answer by solving the problem with the the problem
guidance of the teacher.
3. John worked at the pumping
station three days last week.
He earned P350.85 on
 Monday P340.75 on Thursday,
and 370.65 on Saturday. How
much did he earn in all?

4. Laila earned P50.45 for selling

sampaguita. He paid 46.75 for
a pad paper and ball pen. How
much money had he left is she
had P200.00?

F. Developing Pupils will work

mastery (Leads to ( Strategy: Small group Discussion, cooperatives their
Formative PWA) group mate.
Assessment 3)
The teacher will group the pupils into 5
groups.
The teacher let the pupil answer Get
moving in the LM.

Solve the following problem

Group 1
The perimeter of a quadrilateral is
412.95 cm. If the three known sides
measures 85.56cm, 112.77 cm, and
85.26 cm, how long is the fourth side?

Group 2
I bought 4 item worth P39.90,
P68.60, P58.75 and P120.25. How
much change will I get from P500-bill?

Group 3
A rectangle is 13.8cm. Long and
9.7cm wide. Find its perimeter.

Group 4
Obed and Dario hiked 15.1 km. in
one day and 13.75 km in the next day.
How many kilometers did they hiked in
all?

Group 5
 Mr. De Guzman and the boys spent
P567.75 for food and P175.50 for
transportation during the Science Fair
Camp. If they had P800.00 to spend,
how much money was left?

G. Finding practical The teacher will present problems and Pupil solve the
applications of let the pupils solve it by pair. problems with a
concepts and skills partner.
in daily living Problem:
A cyclist travels at a speed of 15.5
km/hr. Another cyclist travels at a speed
of 17.3 km/hr. About how much faster
can one cyclist travel than the other?
H. Making The teacher will ask: How do we solve Pupils expected
Generalizations problems? answer:
and abstraction * We can solve
about the lesson problems by
following the steps :
1. Understand-
know what is
asked? What are
given?
2. Plan- Know the
operations. Write
the number
sentence.
3. Solve- Write your
answer with correct
units/labels.
4. Check & Look
back- review and
check your answer.
I. Evaluating The teacher will let the pupils answer
learning apply your skills in the LM. Pupils will solve the
Write the number sentence and solve: problems
3. Delia filled the container with 3.5
liters of water. Her mother used
0.75 liters of water for cooking
and 1.25 liters for palamig. How
much water was left in the
container?
4. Mang Caloy cut four pieces of
bamboo. The first piece was o.75
meter, the second was 2.278
meter, the third was 6.11 meters
and the fourth was 6.72 meters.
How much longer were the third
and fourth pieces put together
 than the first and second pieces
together?

J. Additional Additional activities for application. Can be done orally

activities for Analyze and solve the problem. or by pair
application or 3. Mr. Flores brought 3 chicken
remediation weighing 2.7 kilos, 1.8 kilos and
2.2 kilos each. What was the
total weight of the three
chickens?
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 these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localization
materials did I use / discover which I
wish to share with other teachers?