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DAILY LESSON LOG Teaching Dates and

Time: Quarter: 1ST QUARTER

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of the four fundamental operations involving decimals

B. Performance The learner is able to apply the four fundamental operations involving decimals in mathematical problems and real-life situations.

Standards

C. Learning M6NS-If-113.3 M6NS-If-113.3 M6NS-If-113.3 M6NS-If-114 M6NS-If-114

Competencies/ The learner solves multi-step The learner solves multi-step The learner solves multi-step The learner creates problems The learner creates problems

Objectives problems involving problems involving multiplication problems involving multiplication (with reasonable answers) (with reasonable answers)

multiplication and addition or and addition or subtraction of and addition or subtraction of involving multiplication without involving

subtraction of decimals decimals, decimals, mixed decimals and addition or subtraction of multiplication with addition or

and whole numbers including mixed decimals and whole whole numbers including money decimals, mixed decimals subtraction of decimals, mixed

money using appropriate numbers including money using using appropriate problem solving and whole numbers including decimals and whole numbers

problem solving appropriate problem solving strategies and tools. money. including money.

strategies and tools. strategies and tools.

II. CONTENT Solving Multi-Step Problems Solving Multi-Step Problems Solving Multi-Step Problems Creating problems (with Creating problems (with

Involving Multiplication and Involving Multiplication and Involving Multiplication and reasonable answers) involving reasonable answers)

Addition or Subtraction of Addition or Subtraction of Addition or Subtraction of multiplication involving multiplication with

Decimals and Whole Decimals, Mixed Decimals and Decimals, Mixed Decimals and without addition or subtraction of addition or subtraction of

Numbers Including Money Using Whole Numbers Whole Numbers Including Money decimals, mixed decimals and decimals, mixed decimals

Appropriate Problem Solving Including Money Using Using Appropriate Problem Solving whole and whole numbers

Strategies and Tools Appropriate Problem Solving Strategies and Tools numbers including money. including money.

Strategies and Tools

LEARNING RESOURCES

A. References

1. Teacher’s Guides

2. Learner’s Material

pages

3. Textbook Pages

4. Additional

Reference from

Learning Resource

2. Other Learning

Resources

III. PROCEDURES

A. Reviewing previous Review previous lesson on Let the learners revisit their Review the steps in solving word Encourage the learners to hare Ask the learners to show the

lesson or presenting addition, subtraction and experiences in the previous problems. Let the learners explain their problem solving experiences word problem they created to a

the new lesson multiplication of decimals. lesson. How do you know if multiple why each step is important. in the previous lessons. Let partner. Let the partner evaluate

steps are required to solve a given them point out the importance of their work using a rubric, and

word problem? Do you find the learning how to solve word

problems in the previous lesson suggest revision/s, if necessary.

problems.

interesting and challenging?

Have you experienced similar

situations in real life?

B. Establishing a Ask: How much allowance do Ask: Have you tried buying fruits Inform the class that the target in Inform the class that one way to Inform the class that they will

purpose for the you get from your parents daily? from a vendor? What fruits do this lesson is for them to develop further develop their problem again be creating word problems

lesson What do you usually buy out of you usually buy? Is it important their solving skills is to create their own in the lesson, but this time

it? When you have extra money for us to eat fruits? Why? skills further in solving word word problems. combining multiplication with

left from your allowance, what problems involving multiplication addition and/or subtraction of

do you do with it? Is it necessary and addition or subtraction of Ask: How often do you spend time decimals, mixed decimals, and

for us to save money? Why? decimals, mixed decimals and with your family? Where do you whole numbers.

whole numbers. usually go? What activities do you

do together? Is it important

that we spend quality time with

our family? Why?

C. Presenting Present the following problem Present the following problem to Present the following problems to Present the following problems

examples/instances to the class: the class: the class. to the class.

of the new lesson

“Ronald counted seventeen 25- “A vendor bought three “The Perez Family will spend their “Laure bought 2 shirts at

centavo coins from his coin watermelons weighing 2.8 kg, 3.2 vacation in Baguio City. How much ₱199.75 each and 3

purse this week. If he had a kg, and 2.9 kg to be sold in the did he pay in all?” handkerchiefs at ₱49.95 each.

savings of ₱25.00 the nearby community. If How much did she pay for the

previous week, how much money “The Perez Family will spend their five items?”

each kilogram costs ₱28.00, how

vacation in Baguio City. Mr. Perez

does he have in much did he pay in all?” loaded 40 liters gasoline at ₱40.15

two weeks?” per liter.” Let the learners analyze and

Let the learners analyze and solve this problem. Then, divide

Let the learners analyze and make clarifications regarding the Ask: Can you solve the problems? the class into groups and

make clarifications regarding the problem. Why or why not? instruct them to create a word

problem. problem similar to this.

D. Discussing new Divide the class into groups. Divide the class into groups. Divide the class into groups. After all the groups have

concepts and Emphasize the use of Polya’s 4 Emphasize the use of Polya’s 4 Distribute paper strips with the finished creating their word

practicing new skill #1 steps: steps: following statements. problems, let them exchange

How much did he pay in all? their work with another group

Understand, Plan, Solve, and Understand, Plan, Solve, and and solve the problem assigned

Check. Encourage them to use Check. Encourage them to use Mr. Perez loaded 40 liters of to them.

any appropriate strategy that any appropriate strategy that gasoline.

will help them solve the will help them solve the problem.

problem. Afterwards, let them Afterwards, let them display and The Perez Family will spend

display and explain their explain their solutions to the their vacation in Baguio City.

solutions to the class.

class. Each liter of costs ₱40.15

Ask: Is there any hidden question

that you need to answer first

before arriving at the final Instruct the groups to form a word

answer? How do you know that problem out of the given

your answer is correct? statements. Then, let them solve

it.

E. Practicing new skills. Think-Pair-Share Think-Pair-Share Process the activity by asking: Think-Pair-Share

“Ronald has twenty 25 centavo Another vendor bought three What were your thoughts while Create a word problem using the

coins, while Marvin has ₱6.00. doing the activity? following information:

watermelons weighing 2.9 kg,

Marvin says he has more money

than Ronald. Is this true? Why 3.15 kg and 3.25 kg at P35.00 a 5.5 kilos of bananas

What did you find

or why not? kilogram. How much change did easy/challenging in doing the ₱45 per kilo

he get from ₱500.00? activity? 3.25 kilos of mangoes

Let them explain how they ₱80 per kilo

arrived at their answers. Ask: How is this problem similar What parts should a word problem ₱500.00

to/different from the previous have? (set-up, given, question) supermarket

Point out the importance of problem? What information do

identifying any hidden we Group Activity:

question/s in a given know about this problem? What Create another word problem Give each group time to present

mathematical problem. are we looking for? What similar to this. Then solve. their word problem. Provide

Is there a question asking you to operation/s do we need to assistance in evaluating their

solve for the amount Ronald perform? “Perez family spend vacation in own work.

has? Why do we need to solve Baguio City. Mr. Perez loaded 40

for it even if it is not Let them explain how they liters of gasoline. Each liter costs

being asked? arrived at their answers. ₱40.15. How much did he pay in

all?”

F. Developing mastery Tier 1 Read, analyze and solve. Tier 1 (Structured) Tier 1 (Structured)

(Leads to Formative Mother has fifty 25-centavo Create a similar word problem to Create a similar word problem

Assessment) coins. She bought a cup of buko “A store owner paid ₱180.00 for this: to this:

juice for ₱6.00. How much does a tray of 30 eggs. At the end of

she have left? “Joan bought 5 notebooks at “Gino earns ₱20.50 for selling

the day, she sold all the eggs at

₱12.75 each. How much did she newspapers and ₱25.00 for

₱6.50 each. How much profit did selling plastic bottles. If he earns

Tier 2 pay in all?”

she get for selling all the eggs?” this amount everyday, how

Ana gathered thirty 25- centavo

coins and forty-five 10-centavo Tier 2 (Semi-Structured) much would he earn in 5

coins whilecleaning their house. Create a word problem that can be days?”

How much money did she gather solved by the following statement:

altogether? ₱6.50 x 24= N Tier 2 (Semi-Structured)

Create a word problem using the

Tier 3 Tier 3 (Free) given information:

Leo sold 50 pieces of candies at Create a word problem about your

75 centavos each and 25 pieces experience in a store involving 50 candies; 75¢ each; 25 sheets

of bond paper at 50 centavos multiplication of decimals, mixed of paper; 50¢ each

each. How much is his total decimals and whole numbers,

sale? including money. Tier 3 (Free)

Create a word problem set

bookstore and involves

multiplication with addition or

subtraction of decimals, mixed

decimals and whole decimals,

including money.

G. Finding practical Ask the learners to think of Ask the learners to think of Task: As a sari-sari store owner, you Let each group present their Let each group present their

applications of situations at home wherein situations in a market wherein must go to the supermarket to buy output. Ask the other groups to output. Ask the other groups to

concepts and skills in adding, subtracting and adding, subtracting and goods you need for your store. evaluate their work using a rubric. evaluate their work using a

daily living multiplying decimals would be multiplying decimals would be Here is the pricelist from a Suggest revision/s, if necessary. rubric. Suggest revision/s, if

useful to them. useful to them. supermarket: necessary.

Let them point out how being able

Items Price to construct their own Let them reflect on how being

Sardines 12.45 mathematical able to create their own word

Biscuit 43.75 word problems helps them to problems is useful in real life.

Detergent 5.30 further develop their problem

Powder solving skills.

Toothpaste 31.70

Dishwashing 4.25

liquid

Loaf of bread 27.80

Shampoo 57.20

Meatloaf 17.45

Refined sugar(kg) 51.95

Coffee 37.50

buy at least 5 of each item, what is

the greatest number of each item

that you can buy so that you get as

little change as possible?

H. Making How do we solve word problems How do we solve word problems If a certain task involves multiplying How can we create word How can we create word

generalizations and involving multiplication and involving multiplication and and adding or subtracting decimals problems? What things do we problems? What things do we

abstractions about addition or subtraction of addition or subtraction of and whole numbers, how would need to consider? need to consider?

the lesson decimals? decimals? you go about it?

I. Evaluating learning Read, analyze and solve. Read, analyze, and solve. Suppose you have ₱20.00 with you. Create a word problem using the Create a word problem using the

What are the things that you can given information. Then, solve given information. Then, solve it.

“Racquel has seventy-five 10- “Susan bought 3.5 kilos of sugar buy and how much change will you it.

centavo coins, while Kaye has at ₱40.75 a kilo and a dozen eggs still get? a box of milk

one hundred 5- centavo coins. at ₱4.90 each for the cake she Item Price ₱72.95 ₱1300.00

Who has more money and by will bake. She gave the cashier Banana cue ₱7.50 6.5 meters 48 cans

how much?” ₱500.00. How much change did Candy ₱0.75 department store ₱32.00 each

she Buko juice ₱6.00 blue cloth

receive?” Pugo ₱1.50

Lumpia ₱5.25

J. Additional activities Read and analyze the problem. Read and analyze the problem. You have 10 pieces of coins. Find at Tier 1 (Structured) Tier 1 (Structured)

for application or Then solve. Then solve. least 3 possible coin combinations Create a word problem similar to Create a word problem similar

remediation with a total of: this: to this:

“Mario needs to buy a notebook “Ana rides a jeepney to a town a. ₱50.00

that costs ₱12.00. He already 15 kilometres away. The fare is b. ₱110.00 “A balut vendor bought 120 new “Ana rides a jeepney. Thefare is

has one 5-peso coin, twenty 25- ₱8.00 for the first 4 kilometers c. ₱152.75 duck eggs at P6.75 each. How ₱8.00 for the first 4 kilometers

centavo coins, and thirty 10- and charges an additional ₱1.50 much did he pay for all the and charges additional ₱1.50 for

centavo coins. eggs?” every kilometer in excess of 4

for every kilometer in excess of 4

Does he have enough money to kilometers. How much will she

kilometers. How much change pay if she travels a total of 12

buy the notebook? Why?” will she get if she gives the driver Tier 2 (Semi-Structured) kilometers?”

a ₱50.00 bill?” Create a word problem that can be

solved by the following statement: Tier 2 (Semi-Structured)

₱400 x 6.5 = ___ Create a word problem that can

be shown by the following

statement:

500.00 – (3 x ₱35.75 + 5

x₱14.95) = ___

IV. REMARKS

V. REFLECTION

1. No. of learners who

earned 80% on the

formative assessment

2. No. of learners who

require additional

activities for

remediation

3. Did the remedial

lessons work? No. of

learners who have

caught up with the

lesson

4. No. of learners who

continue to require

remediation

5. Which of my teaching

strategies worked

well? Why did these

work?

6. What difficulties did I

encounter which my

principal or supervisor

can help me solve?

7. What innovation or

localized materials did

I use/discover which I

wish to share with

other teachers?

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