Learning Area: Mathematics Date: August 29, 2022 (Monday)
Grade Level: Five Inspected by:
Quarter: First
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III
I.OBJECTIVES
A. Content Standards 1. Understanding of whole numbers up to 10 000 000.
2. Demonstrates understanding of divisibility, order of
operations, factors and multiples, and the four
fundamental operations involving fractions.
B. Performance Objective 1. Is able to recognize and represent whole numbers up to
10 000 000 in various forms and contexts.
2. Is able to apply divisibility, order of operations, factors
and multiples, and the four fundamental operations
involving fractions in mathematical problems and real-life
situations.
C. Learning Competencies NO CLASSES DUE TO CELEBRATION OF
( Write the LC code for each) NATIONAL HEROES DAY
II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material Pages
3. Textbook pages
4. Additional Materials from LRDMS
B. Other Learning Resources
IV. PROCEDURES
A. Presenting the new lesson
B. Establishing a purpose of the new
lesson
(Motivation)
C. Presenting Examples/ instances of the
new lesson( Presentation)
D. Discussing new concepts and practicing
new skills no.1
( Modeling)
E. Discussing new concepts and
practicing new skills no.2
( Guided Practice)
F. Developing Mastery
(Leads to Formative Assessment 3.)
( Independent Practice )
G. Finding practical application of
concepts and skills in daily living
( Application/Valuing)
H. Making Generalization and abstraction
about the lesson
( Generalization)
I. Evaluating learning
J.Additional activities for application and
remediation
(Assignment)
V. REMARKS
VI. REFLECTION
A. No. of learner who earned 80%
B .No. of learner who scored below 80%
( needs remediation)
C. No. of learners who have caught up with
the lesson
D. No of learner who continue to require
remediation
E. Which of my teaching strategies work
well? Why?
F. What difficulties did I encounter which
my principal /supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
w/other teacher?
Learning Area: Mathematics Date: August 30, 2022 (Tuesday)
Grade Level: Five Inspected by:
Quarter: First
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III
I. OBJECTIVES
A. Content Standards 1. Understanding of whole numbers up to 10 000 000.
2. Demonstrates understanding of divisibility, order of operations,
factors and multiples, and the four fundamental operations involving
fractions.
B. Performance Objective 1. Is able to recognize and represent whole numbers up to 10 000
000 in various forms and contexts.
2. Is able to apply divisibility, order of operations, factors and
multiples, and the four fundamental operations involving fractions in
mathematical problems and real-life situations.
C. Learning Competencies Uses divisibility rules for 2, 5 and 10to find common factors
( Write the LC code for each) Code: M5NS-Ib 58.1/Page 53 of 109
II. CONTENT Using Divisibility Rules for 2, 5 and 10 to find common factors
( Subject Matter)
III. LEARNING
RESOURCES
A. References Curriculum Guide in Math 5
1. Teachers Guide pages TG/Week 2
2. Learners Material Pages LM/Week 2/DLP Gr. 4 Module 4, Gr. 5 Module 1, 12 Lesson Guide in
Elem. Math Gr. 5 p.48
3. Textbook pages Growing Up with Math 5 p. 97
4. Additional Materials from
LRDMS
B. Other Learning Resources flash cards, pocket chart, problem written on the chart.
IV. PROCEDURES 1.Drill
A. Presenting the new lesson
Mental Drills on Easy Division (3-digit dividends by 1-digit divisor)
using flash cards
a.248÷ 4 = n
b.126 ÷ 3 = n
c.522 ÷ 6 = n
d.255 ÷ 5 = n
2.Review
On multiples of a number
Give the first three multiples of:
1.4 2.3 3.5 4.6 5.8
B. Establishing a purpose of the 3.Motivation
new lesson Playing “the boat is sinking”
(Motivation) The students will group themselves according to the number
called out by the teacher. Students who failed to group themselves
according to that number sit down and are out of the game.
While the game is in progress, teacher writes data on the
board.
C. Presenting Examples/ 1.Presentation
instances of the new
lesson( Presentation) Present the problem to the class.
On a certain bakery, there were
230 monay breads to be placed
on trays. The baker wants to
arrange them in either 2, 5 or 10
rows. Would it be possible for
him to arrange the breads?
Ask: How many monay breads were in the bakery?
What does the problem askedyou to find
How will you find the answer to the problem?
D. Discussing new concepts and 2.Performing the Activities
practicing new skills no.1 Ask the pupils to work in pairs in solving the problem.
( Modeling) Solution 1A : Dividing 230 by 2
230 ÷ 2 = 165,arranging the breads by 2’s is possible
Solution 1B : Using the divisibility rule for 2
All even nos. are divisible by 2
230 is an even no., therefore it is divisible by 2, arrangement of bread
by 2’s is possible
Solution 2A: Dividing 230 by 5
230 ÷ 5 = 46, arranging by 5’s is possible
Solution 2B: Using the divisibility rule for 5
Numbers ending in 0 and 5 are divisible by 5
230 ends in 0, therefore it is divisible by 5, arrangement of bread by
5’s is possible.
Solution 3A: Dividing 230 by 10
230 ÷ 10 = 23, arranging breads by 10’s is possible
Solution 3B: Using divisibility rule for 10
Numbers ending in 0 are divisible by 10
230 ends in 0, therefore it is divisible by 10, arrangement of breads
by 10’s is possible
Group Activity: Using the divisibility rules for 2, 5 and 10
E. Discussing new concepts Processing the Activities
and practicing new skills no.2 •How did you find the activity?
( Guided Practice) •How did we know if a number is divisible by another number?
•How did we know if 2 , 5 and 10 are factors of a number?
F.Developing Mastery Reinforcing the Concept and Skill
(Leads to Formative Assessment
Discuss the presentation. On page ___ of LM Math Grade V,
3.)
( Independent Practice ) Have the pupils solve the following exercises.
Put a check under the correct column applying the rules for
divisibility.
2 5 10
6345
8000
4970
2560
G. Finding practical application Applying to New and Other Situations
of concepts and skills in daily
living ( Application/Valuing) Have the pupils do the exercises under Apply your Skills on page LM
Math Grade V. Encourage some pupils to show and discuss the
answers.
H. Making Generalization and Summarizing the Lesson
abstraction about the lesson How do we find the factors of a number using divisibility rules?
( Generalization) •We recall and apply the rules on divisibility for 2, 5 and 10.
Divisibility rule for 2
All even nos. are divisible by 2
Divisibility rule for 5
Numbers ending in 0 and 5 are divisible by 5
Divisibility rule for 10
Numbers ending in 0 are divisible by 10
I. Evaluating learning C.Assessment
Using the divisibility rule, encircle the numbers whose factors are
the given number before each item.
2__ _ 1. 88 470 90 294
5__ __ 2.5000 7528 6010 845
10_ __3.370 950 840 530
10____4.370 355 3455 140
5 ___5.470 830 525 450
J. Additional activities for Remediation
application and remediation Write on the blank before each item whether the given number is
(Assignment) divisible by 2, 5 and 10
1. 16 _______
2. 125 ______
3. 30 _______
4. 344 ______
5. 650 ______
V. REMARKS
VI. REFLECTION
A. No. of learner who earned
80%
B .No. of learner who scored
below 80% ( needs remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue to
require remediation
E. Which of my teaching
strategies work well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share w/other
teacher?
Learning Area: Mathematics Date: August 31, 2022 (Wednesday)
Grade Level: Five Inspected by:
Quarter: First
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III
I. OBJECTIVES
A. Content Standards 1. Understanding of whole numbers up to 10 000 000.
2. Demonstrates understanding of divisibility, order of operations,
factors and multiples, and the four fundamental operations involving
fractions.
B. Performance Objective 1. Is able to recognize and represent whole numbers up to 10 000
000 in various forms and contexts.
2. Is able to apply divisibility, order of operations, factors and
multiples, and the four fundamental operations involving fractions in
mathematical problems and real-life situations.
C. Learning Competencies Uses divisibility rules for 3, 6 and 9 to find common factors
( Write the LC code for each) M5NS-Ib-58.2/ Page 53 of 109
II. CONTENT Using Divisibility rules for 3, 6 and 9 to find common factors
( Subject Matter)
III. LEARNING
RESOURCES
A. References Curriculum Guide in Math 5
1. Teachers Guide pages TG/Week 2
2. Learners Material Pages LM/Week 2/DLP Gr. 5 Module 1, 12 Lesson Guide in Elem.
Math Gr. 5 p.51, 57
3. Textbook pages Growing Up with Math 5 p. 97
4. Additional Materials from
LRDMS
B. Other Learning Resources flash cards, pocket chart, problem written on the chart.
IV. PROCEDURES 1.Drill
A. Presenting the new lesson Division
a.426 ÷ 6 = n
b.164 ÷ 2 = n
c.357 ÷ 7 = n
d.555 ÷ 5 = n
2.Review
Conduct a review on the divisibility rules of 2, 5 and 10.
Teacher produces small cards with check marks. Have
students place the check cards under the correct column by which
the numbers are visible.
2 5 10
4000
4124
875
726
B. Establishing a purpose of the 3.Motivation
new lesson
(Motivation) Who among you are members of the student council? As a member
what do you usually do to help your co- students in school?
C. Presenting Examples/ 1.Presentation
instances of the new Present each problem to the class.
lesson( Presentation)
The school janitors are setting
up the hall for the students’
council meeting. There are a
total of 297 monoblock chairs
which they have to set up in
either rows of 3,6 or 9. Which
are possible set ups?
a. Ask the students: If you were one of those who have to set up
the hall, what would you do? Would you got ahead and try to make
rows of 3, 6 or 9? Is there an easier way?
b. Tell the students that using the divisibility rules will help in
identifying if a number is divisible by another number without actual
division.
c. Elicit examples of numbers that are divisible by 3,6 or 9.Have
the students look at the sum of the digits of each of the numbers.
Elicit patterns and observations.
D. Discussing new concepts and 2.Performing the Activities
practicing new skills no.1 Group the pupils into four working teams and have them perform
( Modeling) the task.
E. Discussing new concepts Processing the Activities
and practicing new skills no.2 •We used the divisibility rule to know if the number is divisible by
( Guided Practice) 3 ,6 or 9
•The number is divisible by 3,6 or 9 if they have these numbers as
their factors
F.Developing Mastery 4.Reinforcing the Concept and Skill
(Leads to Formative Assessment Discuss the presentation. On page ___ of LM Math Grade V,
3.) Have the pupils solve the following exercises.
( Independent Practice )
Put a check under the correct column applying the rules for divisibility
3 6 9
315
120
8640
4176
G. Finding practical application Applying to New and Other Situations
of concepts and skills in daily
living ( Application/Valuing) Have the pupils do the exercises under Apply your Skills on page LM
Math Grade V. Encourage some pupils to show and discuss the
answers.
H. Making Generalization and Summarizing the Lesson
abstraction about the lesson
( Generalization) How do we find the factors of a number using divisibility rules?
•We recall and apply the rules on divisibility for 3, 6 or 9 .
Divisible by 3: sum of digits of the number is divisible by 3
Divisible by 6: number is divisible by both 2 and 3
Divisible by 9: sum of the digits of the number is divisible by 9
I. Evaluating learning C.Assessment
Using the divisibility rule, encircle the numbers whose factors are
the given number before each item.
3___ 1. 84 346 57 264
9____ 2.299 627 657 846
3____ 3.312 799 843 579
6_____4.378 216 1953 117
6_____5.477 357 296 346
J. Additional activities for Remediation
application and remediation Using the divisibility rule put a check on the blank if the
(Assignment) second number is a factor of the first number.
1. 459,3 _____
2. 261,6 _____
3. 6453,9 ____
4. 345,3 _____
5. 114,6 _____
V. REMARKS
VI. REFLECTION
A. No. of learner who earned
80%
B .No. of learner who scored
below 80% ( needs remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue to
require remediation
E. Which of my teaching
strategies work well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share w/other
teacher?
