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GRADES 1 to 12 Teacher: File Created by Ma’am ROSA HILDA P. SANTOS Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and

Time: JUNE 10 – 14, 2019 (WEEK 2) Quarter: 1ST QUARTER

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 Standards

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 Uses divisibility rules for 2, 5 and Uses divisibility rules for 3, 6 and 9 Uses divisibility rules for 4, 8, 12

Competencies/Objectives 10to find common factors to find common factors and 11 to find common factors

Write the LC code for each Code: M5NS-Ib 58.1/Page 53 of M5NS-Ib-58.2/ Page 53 of 109 INDEPENDENCE Code: M5NS-Ib 58.3/ Page 53 of Weekly Test

109 DAY 109

II. CONTENT Using Divisibility rules for 2, 5 Using Divisibility rules for 3, 6 and 9 Using Divisibility rules for 4, 8, 12

and 10 to find common factors to find common factors and 11 to find common factors

III. LEARNING RESOURCES

A. References Curriculum Guide in Math 5

1. Teacher’s Guide pages TG/Week 2 TG/Week 2 TG/Week 2

2. Learner’s Material pages LM/Week 2/DLP Gr. 4 Module 4, LM/Week 2/DLP Gr. 5 Module 1, 12 LM/Week 2 /DLP Gr. 5 Module 1,

Gr. 5 Lesson Guide in Elem. 12

Module 1, 12 Math Gr. 5 p.51, 57

Lesson Guide in Elem.

Math Gr. 5 p.48

3. Textbook pages Growing Up with Math 5 p. 97 Growing Up with Math 5 p. 97 Growing Up with Math 5 p. 97

Learning Resource (LR)

portal

B. Other Learning Resources flash cards, pocket chart, flash cards, pocket chart, problem flash cards, pocket chart, problem

problem written on the chart.

written on the chart. written on the chart.

IV. PROCEDURES

A. Reviewing previous lesson 1.Drill 1.Drill 1.Drill

or presenting the new Division Division

Mental Drills on Easy Division (3-

lesson a.426 ÷ 6 = n a.488 ÷ 8 = n

digit dividends by 1-digit divisor) b.164 ÷ 2 = n b.168 ÷ 4 = n

c.357 ÷ 7 = n c.132 ÷ 12 = n

using flash cards

d.555 ÷ 5 = n d.143 ÷ 11 = n

a.248÷ 4 = n

2.Review 2.Review

b.126 ÷ 3 = n

Conduct a review on the divisibility Conduct a review on the divisibility

c.522 ÷ 6 = n rules of 2, 5 and 10. rules of 3, 6 and 9.

Teacher produces small Teacher produces small cards with

d.255 ÷ 5 = n

cards with check marks. Have check marks. Have students place

2.Review students place the check cards the check cards under the correct

under the correct column by which column by which the numbers are

On multiples of a number

the numbers are visible. visible

Give the first three multiples of: 2 5 10 3 6 9

1.4 2.3 3.5 4.6 5.8

4000 4110

4124 423

875 846

726 630

lesson Playing “the boat is sinking”

Who among you are members of Who among you are actively

The students will group

themselves according to the the student council? As a member participating in the outreach

number called out by the

what do you usually do to help your programs of your school? Are you

teacher. Students who failed to

group themselves according to co- students in school? happy with your participation?

that number sit down and are

Original File Submitted and

out of the game.

While the game is in Formatted by DepEd Club Member

progress, teacher writes data on

- visit depedclub.com for more

the board.

of the new lesson Present each problem to the class. Present the problem to the class.

Present the problem to the class.

On a certain bakery, there were The school janitors are setting

up the hall for the students’

230 monay breads to be placed

council meeting. There are a

on trays. The baker wants to total of 297 monoblock chairs

which they have to set up in

arrange them in either 2, 5 or 10 either rows of 3,6 or 9. Which

rows. Would it be possible for are possible set ups?

him to arrange the breads?

During the Oplan Kalinisan, 1000

pupils joined the cleanliness

campaign. Teacher Edna thought of

a. Ask the students: If you dividing them into 8 members each.

were one of those who have to set Was she able to divide them with

Ask: How many monay breads every student as a member of a

up the hall, what would you do?

were in the bakery? Would you got ahead and try to group ?

make rows of 3, 6 or 9? Is there an

What does the problem

easier way? Ask: How many pupils

askedyou to find b. Tell the students that using joined the campaign?

the divisibility rules will help in What does the problem

How will you find the answer to

identifying if a number is divisible askedyou to find?

the problem? by another number without actual How will you find the

division. answer to the problem

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 2.Performing the Activities 2. Performing the Activities

practicing new skills #1 Ask the pupils to work in pairs in Group the pupils into four working Ask the pupils to work in pairs in

solving the problem. teams and have them perform the solving the problem.

Solution 1A : Dividing 230 by 2 task. Solution 1 : Dividing 1000 by 8

230 ÷ 2 = 165,arranging 1000 ÷ 8 = 125, each student is a

the breads by 2’s is possible member of the group

Solution 1B : Using the Solution 2 : Using the divisibility

divisibility rule for 2 rule for 8

All even nos. are divisible by 2 A number ending in three zeros is

230 is an even no., therefore it is divisible by 8

divisible by 2, arrangement of 1000 ends in three zeros, therefore

bread by 2’s is possible it is divisible by 8,each student is a

Solution 2A: Dividing 230 by 5 member of the group

230 ÷ 5 = 46, arranging

by 5’s is possible Group Activity: Using the divisibility

Solution 2B: Using the rules for 4, 8, 12 or 11

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.

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 and Processing the Activities 3.Processing the Activities

practicing new skills #2 Processing the Activities •We used the divisibility rule to •How did you find the activity?

•How did you find the activity? know if the number is divisible by 3 •How did we know if a number is

•How did we know if a number is ,6 or 9 divisible by another number?

divisible by another number? •The number is divisible by 3,6 or 9 •How did we know if 4 8 12 and 11

•How did we know if 2 , 5 and if they have these numbers as their are factors of a number?

10 are factors of a number? factors

F. Developing mastery . Reinforcing the Concept and 4.Reinforcing the Concept and Skill 4.Reinforcing the Concept and Skill

(Leads to Formative

Skill Discuss the presentation. On page Discuss the presentation. On page

Assessment 3)

Discuss the presentation. On ___ of LM Math Grade V, ___ of LM Math Grade V,

page ___ of LM Math Grade V, Have the pupils solve the following Have the pupils solve the following

Have the pupils solve the exercises. exercises.

following exercises. Put a check under the correct Put a check under the correct

Put a check under the correct column applying the rules for column applying the rules for

column applying the rules for divisibility divisibility.

divisibility.\

2 5 10 9 4 8 12

3 6

6345 56784

315

G. Finding practical applications . Applying to New and Other Applying to New and Other Applying to New and Other

of concepts and skills in daily

Situations Situations Situations

living

Have the pupils do the exercises Have the pupils do the exercises Have the pupils do the exercises

under Apply your Skills on page under Apply your Skills on page LM under Apply your Skills on page LM

LM Math Grade V. Encourage Math Grade V. Encourage some Math Grade V. Encourage some

some pupils to show and discuss pupils to show and discuss the pupils to show and discuss the

the answers. answers. answers.

H. Making generalizations and Summarizing the Lesson Summarizing the Lesson Summarizing the Lesson

abstractions about the lesson How do we find the factors of a

How do we find the factors of a How do we find the factors

number using divisibility rules?

•We recall and apply the rules on number using divisibility rules? of a number using divisibility rules?

divisibility for 2, 5 and 10.

•We recall and apply the rules on •We recall and apply the rules on

Divisibility rule for 2

All even nos. are divisible by 2 divisibility for 3, 6 or 9 . divisibility for 4, 8, 12 or 11

Divisibility rule for 5

Divisible by 3: sum of digits of the

Numbers ending in 0 and 5 are

divisible by 5 number is divisible by 3

Divisibility rule for 10

Divisible by 6: number is divisible

Numbers ending in 0 are divisible

by 10 by both 2 and 3

Divisible by 9: sum of the digits of

the number is divisible by 9

I. Evaluating learning C.Assessment C.Assessment C. Assessment

Using the divisibility rule, Using the divisibility rule, encircle Using the divisibility rule, encircle

encircle the numbers whose the numbers whose factors are the numbers whose factors are the

factors are the given number the given number before each item. given number before each item.

before each item. 3___ 1. 84 346 57 4___ 1. 84 480 60

2__ _ 1. 88 470 264 264

90 294 9____ 2.299 627 657 8____ 2.2000 3928

5__ __ 2.5000 7528 846 6000 846

6010 845 3____ 3.312 799 843 12___3.372 756 840

10_ __3.370 950 579 579

840 530 6_____4.378 216 1953 11____4.378 352 1132

10____4.370 355 117 143

3455 140 6_____5.477 357 296 4____5.477 524 296

5 ___5.470 830 346 342

525 450

J. Additional activities for Remediation Remediation D.Home Activity

application or remediation Write on the blank before each Using the divisibility rule Remediation

item whether the given number put a check on the blank if the Using the divisibility rule, put a

is divisible by 2, 5 and 10 second number is a factor of the check on the blank if the second

1. 16 _______ first number. number is a factor of the first

2. 125 ______ 1. 459,3 _____ number.

3. 30 _______ 2. 261,6 _____ 1. 436,4 _____

4. 344 ______ 3. 6453,9 ____ 2. 263,12 _____

5. 650 ______ 4. 345,3 _____ 3. 2328,8 ____

5. 114,6 _____ 4. 346,4 _____

6. 5. 114,11 _____

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the

evaluation

B. No. of learners who require

additional activities for

remediation who scored below

80%

C. Did the remedial lessons work?

No. of learners who have

caught up with the lesson

D. No. of learners who continue

to require remediation

E. Which of my teaching

strategies worked well? Why

did these work?

F. What difficulties did I

encounter which my principal

or supervisor can help me

solve?

G. What innovation or localized

materials did I use/discover

which I wish to share with

other teachers?

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