GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas

Teaching Dates and Time August 8-12, 2016 Quarter Week 6

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Visualizes division of fraction

A. Content Standards demonstrates demonstrates demonstrates demonstrates Weekly Test

understanding of understanding of understanding of understanding of
whole numbers up to 10 000 000. whole numbers up to 10 000 000. whole numbers up to 10 000 000. whole numbers up to 10 000 000.

demonstrates demonstrates demonstrates demonstrates

B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
understanding of
divisibility, order of operations,
factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to apply
divisibility, order of
operations, factors and multiples,
and the four fundamental
operations
involving fractions in
mathematical problems and real-life
situations.
visualizes division of fractions
M5NS-Ii-95
understanding of
divisibility, order of operations,
factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to apply
divisibility, order of
operations, factors and multiples,
and the four fundamental
operations
involving fractions in
mathematical problems and real-life
situations.
visualizes division of fractions
M5NS-Ii-95
understanding of
divisibility, order of operations,
factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to apply
divisibility, order of
operations, factors and multiples,
and the four fundamental
operations
involving fractions in
mathematical problems and real-life
situations.
divides
- simple fractions
- whole numbers by a fraction
and vice versa
understanding of
divisibility, order of operations,
factors
and multiples, and the
four fundamental
operations involving
fractions
The learner is able to recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts and able to apply
divisibility, order of
operations, factors and multiples,
and the four fundamental
operations
involving fractions in
mathematical problems and real-life
situations.
divides
- simple fractions
- whole numbers by a fraction
and vice versa
 M5NS-Ii-96.1 M5NS-Ii-96.1

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teachers Guide pages

2. Learners Material pages

3. Textbook pages M5NS-Ii-95, Lesson Guide in
Mathematics VI p. 266-270,
Our World of Math 5 p.202-204, XL
Excelling in Mathematics 6 p.172-
M5NS-Ii-95, Lesson Guide in
Mathematics VI p. 266-270,
Our World of Math 5 p.202-204, XL
Excelling in Mathematics 6 p.172-
M5NS-Ii-96.1, LG in Math 6 p. 270-
277, Our World of Math 5 p. 202-
207,
XL Excelling in Mathematics 6 174-
176
M5NS-Ii-96.1, LG in Math 6 p. 270-
277, Our World of Math 5 p. 202-
207,
XL Excelling in Mathematics 6 174-
176

173 173

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Geometric figures, fraction chart, Geometric figures, fraction chart, flash cards, number line, activity flash cards, number line, activity
flash cards flash cards cards cards

IV. PROCEDURES

A. Reviewing previous lesson or Conduct a review on multiplication Conduct a review on multiplication Write the following as mixed Write the following as mixed
presenting the new lesson numbers or whole numbers numbers or whole numbers
of fraction using flash cards. of fraction using flash cards.
Group 1 Group 1
2 3 4 6 1 2 3 4 6 1
1. = 2. = 3. 1. = 2. = 3.
3 4 5 7 3 3 4 5 7 3 12 23 13 19 14 12 23 13 19 14
2. 3. 4. 5. 2. 3. 4. 5.
5 2 3 3 4 5 2 3 3 4 3 4 4 4 5 3 4 4 4 5
= 4. = 5. = = 4. = 5. =
6 9 4 8 5 6 9 4 8 5
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Visualizes division of fraction
Present a picture of a girl sharing a
slice of bread to her playmate. Ask
the pupils to tell something about
the picture. Elicit the value of
sharing.
Present each problem to the class.
Grace has 4 meters of cloth. She
wants to make hand towels for her
EPP project. How many hand towels
can she make if each hand towel
1 1
measures meter?
2 2
Analyze the problem. Ask What are
the given facts?
What is asked? What is the
operation to be used?
Group the pupils and have them
perform the task.
Visualizes division of fraction
Present a picture of a girl sharing a
slice of bread to her playmate. Ask
the pupils to tell something about
the picture. Elicit the value of
sharing.
Present each problem to the class.
Grace has 4 meters of cloth. She
wants to make hand towels for her
EPP project. How many hand towels
can she make if each hand towel
measures meter?
Analyze the problem. Ask What are
the given facts?
What is asked? What is the
operation to be used?
Group the pupils and have them
perform the task.
Divides simple fraction and whole Divides simple fraction and whole
number by a fraction and vice versa number by a fraction and vice versa
Present a picture of a boy helping his Present a picture of a boy helping his
parents in doing household chores. parents in doing household chores.
Ask the pupils if they also help their Ask the pupils if they also help their
parents at home in doing household parents at home in doing household
chores. Elicit the value of helping. chores. Elicit the value of helping.
Present each problem to the class. Present each problem to the class.
5 5
A m wire is to be cut into pieces A m wire is to be cut into pieces
6 6
1 1
Lito helps his father cutting it into Lito helps his father cutting it into
12 12
meter long. How many pieces can he meter long. How many pieces can he
cut from the wire? cut from the wire?
Analyze the problem: Analyze the problem:
What is asked? What is asked?
What facts are given? What facts are given?
What is the needed operation? What is the needed operation?
Write the equation. Write the equation.
Group the pupils and have them Group the pupils and have them
perform the task. perform the task.
 Find each quotient. Find each quotient.

= n 3. 6. = n 3. 6. 56 = n
2 1 5 1 5 2 1 5 1
= n 2. 6
=n = n 2.
3 3 6 8 3 3 6 8

4. 5 84 = n 5. 24 6
8
=n 4. 5 84 = n 5. 24 86 = n

3 1 4 3 1 4
6. =n 7. 12 = n 6. =n 7. 12 = n
4 4 5 4 4 5

1 1
8. 9 8. 9
6 6

F. Developing mastery
(Leads to Formative Assessment 3)
Let the groups present their outputs.
How did you find the activity? Were
you able to visualize division of
fraction? In how many ways were
Let the groups present their outputs.
How did you find the activity? Were
you able to visualize division of
fraction? In how many ways were
Let the pupils present their work.
How did you find the activity? How
did you find the quotient of simple
fraction? whole number and fraction
vice versa?
Let the pupils present their work.
How did you find the activity? How
did you find the quotient of simple
fraction? whole number and fraction
vice versa?

you able to show the answer? you able to show the answer?

To divide simple fractions To divide simple fractions

Change the divisor to its reciprocal.
Change the division sign to
multiplication sign.
Multiply the numerators then
multiply the denominators.
Express in lowest terms if necessary.
To divide whole number and a
fraction vice versa:
Step 1. Write the number sentence.
Step 2. Rename the whole number
in fraction form
Step 3. Get the reciprocal of the
divisor then proceed to
Multiplication of fractions.
Step 4. Write the product of the
numerators over the product of the
denominators; and
reduce the fractions if needed.
Change the divisor to its reciprocal.
Change the division sign to
multiplication sign.
Multiply the numerators then
multiply the denominators.
Express in lowest terms if necessary.
To divide whole number and a
fraction vice versa:
Step 1. Write the number sentence.
Step 2. Rename the whole number
in fraction form
Step 3. Get the reciprocal of the
divisor then proceed to
Multiplication of fractions.
Step 4. Write the product of the
numerators over the product of the
denominators; and
reduce the fractions if needed.
 . .

G. Finding practical applications of
concepts and skills in daily living
Discuss the presentation. On page Discuss the presentation. On page Discuss the presentation. On page Discuss the presentation. On page
___ of LM Math Grade V, ___ of LM Math Grade V,
___ of LM Math Grade V, ___ of LM Math Grade V,
Have the pupils solve the following Have the pupils solve the following
Have the pupils solve the following Have the pupils solve the following problems. problems.
problems. problems.
3 3
Lita found of a big birthday cake in Lita found of a big birthday cake in
Use a fraction chart to show: Use a fraction chart to show: 5 5
1 1
the refrigerator. She served piece the refrigerator. She served piece
5 5
a) 3 d)
6
a) 3 d)
6
of the cake to each of her friends. of the cake to each of her friends.
9 9
1 1 How many of her friends ate the How many of her friends ate the
1
1
3 3 cake? cake?
3 3
b) 5 b) 5 How many
2
-meter long pieces can How many
2
-meter long pieces can
8 8 5 5
1 e) 12 1 e) 12 8 8
2 2 be cut from an 10 -meter ribbon? be cut from an 10 -meter ribbon?
1 1
c) 6 3 c) 6 3 12 12
2 2
6 4/5 6 4/5
3 3

3 2/8 3 2/8

Ask the pupils to solve the problems
under Get Moving on page ____ LM
Math Grade V. Check their Answer.
For mastery, have them solve the
problems under Keep Moving on
Page _______ of LM Math Grade V.
Check the pupils answer.
Ask the pupils to solve the problems
under Get Moving on page ____ LM
Math Grade V. Check their Answer.
For mastery, have them solve the
problems under Keep Moving on
Page _______ of LM Math Grade V.
Check the pupils answer.

H. Making generalizations and
abstractions about the lesson
Lead the pupils to generalize that: Lead the pupils to generalize that: Lead the pupils to generalize that: Lead the pupils to generalize that:
To divide simple fraction: To divide simple fraction:
To visualize division of fraction we To visualize division of fraction we
use the illustration, fraction chart use the illustration, fraction chart Change the divisor to its reciprocal. Change the divisor to its reciprocal.
 and number line and number line Change the division sign to Change the division sign to
multiplication sign. multiplication sign.
Multiply the numerators then Multiply the numerators then
multiply the denominators. multiply the denominators.
Express in lowest terms if necessary. Express in lowest terms if necessary.
To divide whole number and a To divide whole number and a
fraction vice versa: fraction vice versa:
Step 1. Write thee number sentence. Step 1. Write thee number sentence.
Step 2. Rename the whole number Step 2. Rename the whole number
in fraction form in fraction form
Step 3. Get the reciprocal of the Step 3. Get the reciprocal of the
divisor then proceed to divisor then proceed to
Multiplication of fractions. Multiplication of fractions.
Step 4. Write the product of the Step 4. Write the product of the
num numerators over the product of thenum numerators over the product of the
den denominators; and den denominators; and
reduce the fractions if needed. reduce the fractions if needed.

I. Evaluating learning Solve the problem using illustration: Solve the problem using illustration: Find the quotient: Find the quotient:
1) Jayra bought 3 pineapples. She 1) Jayra bought 3 pineapples. She 1.
5 1
= n 2.
9 1
= n 3.
7
1.
5 1
= n 2.
9 1
= n 3.
7
8 3 10 2 8 8 3 10 2 8
cut each into pieces. How many cut each into pieces. How many 1 1 2 1 1 2
= n 4. 10 = n 5. 8 = = n 4. 10 = n 5. 8 =
2 8 3 2 8 3
halves did she have? halves did she have?
2) Rico has to pack 4 kg. of rice in 2) Rico has to pack 4 kg. of rice in
bags that can contain 4/5 kg per bag. bags that can contain 4/5 kg per bag.
How many bags will he need to pack How many bags will he need to pack
the rice? the rice?
J. Additional activities for application Illustrate the following division Illustrate the following division Find the quotient. Write the answer Find the quotient. Write the answer
or remediation in your notebook. in your notebook.
problems. Write the answer in your problems. Write the answer in your
1 5 4 1 1 1 5 4 1 1
notebook. notebook. 1. = n 2. = n 3. 6 =n 2. = n 2. = n 3. 6 =n
3 9 5 2 3 3 9 5 2 3
1 7 1 7
4. 24 =n 5. 3 =n 4. 24 =n 5. 3 =n
3 3 4 10 4 10
1.) 6 4 =N 4.) 6 4 = N

2 2
2.) 12 3 = N 5.) 12 3 = N
 3.) 1/3 1/6 6.) 1/3 1/6

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?