GRADES 1 to 12

DAILY LESSON LOG

School

Grade Level

Teacher

Learning Areas

MATH

Teaching Dates and Time

November 7-11, 2016

Quarter

III

Monday

Tuesday

Wednesday

Thursday

Friday

OBJECTIVES

Visualizes percent and its relationship to fractions, ratios, and decimal numbers using

Models.

Content Standards

demonstrates understanding of polygons, circles, and solid figures.

Weekly test

Performance Standards

is able to construct and describe polygons, circles, and solid figures .

Learning Competencies/Objectives

Write the LC code for each

visualizes, names, and describes polygons with 5 or more sides.

M5GE-IIIc-19

visualizes, names, and describes polygons with 5 or more sides.

M5GE-IIIc-19

describes and compares properties of polygons (regular and irregular polygons).

M5GE-IIIc-20

describes and compares properties of polygons (regular and irregular polygons).

M5GE-IIIc-20

CONTENT

Geometry

LEARNING RESOURCES

References

Teacher’s Guide pages

Learner’s Material pages

Textbook pages

K to 12 Grade V Curriculum p 61 (M5NS-IIIa-136), Lesson Guide in Mathematics pp. 402-406,

Growing Up with Math pp. 217-219, Math for Life pp. 254-257,

Mathematics for a Better Life pp. 208- 210

K to 12 Grade V Curriculum p 61 (M5NS-IIIa-136), Lesson Guide in Mathematics pp. 402-406,

Growing Up with Math pp. 217-219, Math for Life pp. 254-257,

Mathematics for a Better Life pp. 208- 210

K to 12 Curriculum Guide Grade 5 (M5NS-IIa-137), Lesson Guide in Mathematics 6

pp.311, Growing Up with Math pp.220, Math for Life pp.256

K to 12 Curriculum Guide Grade 5 (M5NS-IIa-137), Lesson Guide in Mathematics 6

pp.311, Growing Up with Math pp.220, Math for Life pp.256

Additional Materials from Learning Resource (LR) portal

Other Learning Resources

Chart

flashcards, paperclips, graphing paper

PROCEDURES

Reviewing previous lesson or presenting the new lesson

Review meaning of percent

Matching Game

Materials: 3 charts (having ratio, decimal, or fraction), number cards

Mechanics:

1. Teacher post the 2 charts on the board.

2. Divide the class into 3 group. Give each group a well shuffled set of a number cards.

These cards are then distributed to the group members with each receiving one Card.

3. When the signal is given by the teacher, a pupil from each group simultaneously goes to the board and places the number card in the correct slot.

4. The pupils will go to their group and tap the next player. Continue this until the chart has been completed.

5. The group that finishes first, with the most number of correct answers win.

Matching Game

Materials: 3 charts (having ratio, decimal, or fraction), number cards

Mechanics:

1. Teacher post the 2 charts on the board.

2. Divide the class into 3 group. Give each group a well shuffled set of a number cards.

These cards are then distributed to the group members with each receiving one Card.

3. When the signal is given by the teacher, a pupil from each group simultaneously goes to the board and places the number card in the correct slot.

4. The pupils will go to their group and tap the next player. Continue this until the chart has been completed.

5. The group that finishes first, with the most number of correct answers win.

Establishing a purpose for the lesson

Visualizes percent and its relationship to fractions, ratios, and decimal numbers using

Models.

Visualizes percent and its relationship to fractions, ratios, and decimal numbers using

Models.

Defines percentage, rate or percent and base.

Presenting examples/instances of the new lesson

Who among you have baby brother and sisters who still take milk from bottles? Do

You know how to prepare their milk? How many ounces of water do you use? How many scoops of milk do you put?

(Pupils may say for every 4 ounces of water they put 2 scoop of milk before shaking the bottle.)

Why is it necessary to follow the instruction in preparing milk for your younger brother/sister?

Who among you have baby brother and sisters who still take milk from bottles? Do

You know how to prepare their milk? How many ounces of water do you use? How many scoops of milk do you put?

(Pupils may say for every 4 ounces of water they put 2 scoop of milk before shaking the bottle.)

Why is it necessary to follow the instruction in preparing milk for your younger brother/sister?

Showing a paper clips. Where do we used these paper clips?

Discussing new concepts and practicing new skills #1

Survival Game

Mechanics:

1. Let 5 boys and 5 girls stand in front of the class forming a circle. While the music is being played the participants move around.

2. When the music stops the teacher will say “The boat is sinking group yourselves into 2.”

3. The group continues till the described players necessary to form the ratio is achieved.

Discuss the following to the pupils;

For instance, the first group there are 3 girls and 1 boy left.

Then the ratio of boys to girls is 1;3The ratio of girls to boys is 3;1

If we are to write the ratio 1;3in fraction which will be the numerator? the denominator?

If we are to get how many percent of the pupils are boys, in relation to the group, divide

The numerator by denominator.

There are 33% in relation to the girls in the group. In decimal, change percent to fraction with denominator of 100. Ten express the fraction as a decimal.

Or simply drop the % symbol, Then move the decimal point 2 places to the left.

Survival Game

Mechanics:

1. Let 5 boys and 5 girls stand in front of the class forming a circle. While the music is being played the participants move around.

2. When the music stops the teacher will say “The boat is sinking group yourselves into 2.”

3. The group continues till the described players necessary to form the ratio is achieved.

Discuss the following to the pupils;

For instance, the first group there are 3 girls and 1 boy left.

Then the ratio of boys to girls is 1;3The ratio of girls to boys is 3;1

If we are to write the ratio 1;3in fraction which will be the numerator? the denominator?

If we are to get how many percent of the pupils are boys, in relation to the group, divide

The numerator by denominator.

There are 33% in relation to the girls in the group. In decimal, change percent to fraction with denominator of 100. Ten express the fraction as a decimal.

Or simply drop the % symbol, Then move the decimal point 2 places to the left.

Problem Opener

Rafaela has 10 paper clips. She gives 2 paper clips to her seatmate and keeps the rest for the future use. Is it right for her to say that she keeps 80% of the paper clips?

Questions to answer:

1. Who has 10 paper clips?

2. To whom does she give 2 paper clips?

3. if you were Rafaela will you also keep materials for the future? Why?

a. Get 2 paper clips from 10 paper clips. Express in fraction form the paper clips parted in relation to the total paper clips. Change the fraction form to rate or percent. Relate the number of 2s in 10. Let them think aloud on the number of 20% in 100% and in relation to 2s in 10.

b. Ask them what part of the total number of paper clips describing the number of paper clips for future use. Require them to relate 80% to the number of paper clips for future use.

c. Let the pupils identify rate, base and percentage.

The rate is the percent of the whole. It has the percent symbol (%).

The base is the whole we’re talking about. It is written after the word “of” or the phrase “percent of”.

The percentage is the portion of the whole based on the rate. It is usually followed by the word “is”.

Problem Opener

Rafaela has 10 paper clips. She gives 2 paper clips to her seatmate and keeps the rest for the future use. Is it right for her to say that she keeps 80% of the paper clips?

Questions to answer:

1. Who has 10 paper clips?

2. To whom does she give 2 paper clips?

3. if you were Rafaela will you also keep materials for the future? Why?

b. Ask them what part of the total number of paper clips describing the number of paper clips for future use. Require them to relate 80% to the number of paper clips for future use.

c. Let the pupils identify rate, base and percentage.

The rate is the percent of the whole. It has the percent symbol (%).

The base is the whole we’re talking about. It is written after the word “of” or the phrase “percent of”.

The percentage is the portion of the whole based on the rate. It is usually followed by the word “is”.

Discussing new concepts and practicing new skills #2

A. Using pictures the pupils will give the ratio of the number shaded parts to the unshaded part. Then change them to fractions, decimal and percent.

A.Let the pupils work in pair. Each pair works on every station simultaneously. Each of

them will check their answers and present their output.

Station 1: 5 is what percent of 50?

What is the rate? ______

Station 2: 40% of 60 is what?

What is the percentage? _______

Station 3: 16 is 25% of 64

The base is ________

Station 4: 15% of total sales is P 8 910.

The rate is _________

Station 5: 43% of 150 is 64.5

The base is ___________

A.Let the pupils work in pair. Each pair works on every station simultaneously. Each of

them will check their answers and present their output.

Station 1: 5 is what percent of 50?

What is the rate? ______

Station 2: 40% of 60 is what?

What is the percentage? _______

Station 3: 16 is 25% of 64

The base is ________

Station 4: 15% of total sales is P 8 910.

The rate is _________

Station 5: 43% of 150 is 64.5

The base is ___________

Developing mastery

(Leads to Formative Assessment 3)

Let the group present their output and answer the questions one at a time. After all the

group presented, ask, How did you find the activity? How can you change ratio to fraction? to decimal? To percent?

Say: Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we

can get the percent equivalent by dividing the numerator by the denominator. The

result is a decimal but move the decimal point two places the right and affix the Percent sign.

Let the group present their output and answer the questions one at a time. After all the

group presented, ask, How did you find the activity? How can you change ratio to fraction? to decimal? To percent?

Say: Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we

can get the percent equivalent by dividing the numerator by the denominator. The

result is a decimal but move the decimal point two places the right and affix the Percent sign.

Let the class the class check their answers by pairs and present their outputs one at a time. After all pairs have presented, ask “What is the meaning of percentage? Rate?

Base? How will you determine the base in a given problem? The rate? and the

Percentage? Say: The percentage is the portion of the whole based on the rate. It is usually followed

By the word “is”. The rate is the percent of the whole. It has the percent symbol (%).

The base is the whole we are talking about. It is written after the word “of” or the phrase “percent of”.

Let the class the class check their answers by pairs and present their outputs one at a time. After all pairs have presented, ask “What is the meaning of percentage? Rate?

Base? How will you determine the base in a given problem? The rate? and the

Percentage? Say: The percentage is the portion of the whole based on the rate. It is usually followed

By the word “is”. The rate is the percent of the whole. It has the percent symbol (%).

The base is the whole we are talking about. It is written after the word “of” or the phrase “percent of”.

Finding practical applications of concepts and skills in daily living

Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5

Ask the pupil to work on Get Moving on page ____ of LM Grade 5. Check the pupils’

answers. For mastery, have the pupils answer the items under Keep Moving on page

____ of LM math Grade 5.

Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5

Ask the pupil to work on Get Moving on page ____ of LM Grade 5. Check the pupils’

answers. For mastery, have the pupils answer the items under Keep Moving on page

____ of LM math Grade 5.

Discuss the presentation on Explore and Discover on page____ of LM Math 5. Ask the pupils to work on items 1 to 5 under Get Moving on page ___ of LM Math 5. Check the pupils’ answers. For mastery, have them answer the items under Keep Moving on page

_____ of LM Math Grade 5. Check the pupils’ answers.

Making generalizations and abstractions about the lesson

Lead he pupils to give the following generalization by asking:

What is the relationship of ratios to fractions? To percent?

If your data is written in ratio form, can you write it in fraction form? How can we get percent equivalent of a ratio and a fraction?

Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we can get the percent equivalent by dividing the numerator by the denominator. The result is a decimal but move the decimal point two places the right and affix the percent sign.

Lead he pupils to give the following generalization by asking:

What is the relationship of ratios to fractions? To percent?

If your data is written in ratio form, can you write it in fraction form? How can we get percent equivalent of a ratio and a fraction?

What is the meaning of percentage? Rate?Base?

Percentage is a part of a whole. It is the resulting fractional part of the base. Rate is the number written with the word “percent” or with the symbol “%”. Base is the total or whole and it is the number that usually follows the phrase “percent of” or “% of”.

What is the meaning of percentage? Rate?Base?

Evaluating learning

Write the name for each shaded part as fraction, ratio, percent and decimal.

Ask the pupils to do the activity under Apply Your Skills on page ___ of LM Math 5.

Additional activities for application or remediation

Remediation

Complete the table below using the given data

1. The set of even numbers from 1 to 20.

2. The set of odd numbers from 1 to 20.

3. The set of composite numbers from 1 to 20.

4. The set of prime numbers from 1 to 20.

Ratio	Fraction	Decimal	Percent

Remediation

Complete the table below using the given data

1. The set of even numbers from 1 to 20.

2. The set of odd numbers from 1 to 20.

3. The set of composite numbers from 1 to 20.

4. The set of prime numbers from 1 to 20.

Ratio	Fraction	Decimal	Percent

Identify the R, B, and P in the following statements:

1. 180% of 200 is 360

2. 35% of 90 is 31.5

3. P100 is 4% of P2 500

4. 20% of 50 is 10

Identify the R, B, and P in the following statements:

1. 180% of 200 is 360

2. 35% of 90 is 31.5

3. P100 is 4% of P2 500

4. 20% of 50 is 10

REMARKS

REFLECTION

No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored below 80%

Did the remedial lessons work? No. of learners who have caught up with the lesson

No. of learners who continue to require remediation

Which of my teaching strategies worked well? Why did these work?

What difficulties did I encounter which my principal or supervisor can help me solve?

What innovation or localized materials did I use/discover which I wish to share with other teachers?

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