MATATAG K to 10 School CAMP TINIO ELEMENTARY Grade Level FIVE
Curriculum Weekly Name of Teacher MARY GRACE T. BRUAN Learning MATHEMATICS
Lesson Log Area 5
Teaching Dates and Quarter 2
Time
I. CURRICULUM CONTENT,
STANDARDS, AND LESSON
COMPETENCIES
A. Content Measurement
and
Geomet
B. Content Standards The learners should have knowledge and
understanding of
cubes and rectangular prisms.
C. Performance Standards By the end of the quarter, the learners are able
to
•
determine the surface area of solid figures.
D. Learning Competencies The learners
solve problems involving the surface area
of rectangular prisms
E. Learning Objectives At the end of the lesson, the learners should be
able to:
identify and recall the formula for finding
the surface area of a rectangular prism;
compute and solve routine and non-
routine problems involving the surface
area of rectangular prisms using the
formula SA=2(lw+ lh+ wh)
show creativity, collaboration, and
appreciation of the importance of
accurate measurement in real-life
applications.
II. TEACHING AND LEARNING
PROCEDURES
Before the lesson/Pre-lesson Proper
Activating Prior Knowledge Review ( Use show me board)
Direction: Multiply the following.
a. 5/6 x 1/3 =
b. 1/3 x 1/4 =
c. 1/4 x 2/3 =
d. 1/6 x 1/4 =
e. 3/7 x 5/6 =
Learning Purpose/Intention
Previously, we already learned how to add,
subtract, and multiply fractions. Suppose we
are to solve this problem:
A ½ meter rope will be cut from a 4-meter-
long rope. How many pieces of small ropes
can be cut?
After reading and understanding the problem,
we can say that this problem requires us to
divide the longer rope into smaller pieces of
½ meters length. This needs us to apply the
division operation in fraction.
Do you think division of fraction is somehow
related to multiplication of fractions?
Lesson Language Practice
In order for us to divide fractions, let us first
know the concept of reciprocals.
The reciprocal of a whole number or a
fraction is simply its inverse. To take the
reciprocal of a whole number or a fraction, we
simply have to write it “upside down”. This
means that the numerator of the original
fraction will become the denominator of the
reciprocal fraction and, in turn, the
denominator of the original fraction will
become its numerator.
For example:
2 3
The reciprocal of 3 is 2
2
As we can see, the original fraction which is
3
3
is written “upside down” to get . The
2
numerator of the original fraction which is 2
became the denominator of the reciprocal
and the denominator of the original fraction
became the numerator of the reciprocal.
Determine the reciprocal of the following
fractions:
5 6 1
a. b. c. 8 d.
3 11 5
3
e.
12
During the lesson/Lesson Proper
Reading the Key Idea/Stem Watching and singing a song about dividing
fractions.
Link: [Link]
v=nMZJKGyu-Kk
What is the video clip about? Based on the video,
how do we divide a fraction by another fraction?
Solve this word problem.
Janjan has 1/2 sack of rice. Each household
affected by Typhoon Karding will receive 1/8 sack
of rice. How many households can benefit from
Janjan's donation?
Why is it important to share with others during
emergencies like typhoons? What value can you
learn from Janjan's action?
Solve the problem using 4-step plan and the KCF
command.
A. Understand
1. What is asked?
2. What are given?
B. Plan
What is the operation to be used?
What is the number sentence?
C. Solve
Use the Keep Change Flip procedure.
1/2 ÷ 1/8 = n
1/2x 8/1 = 8/2 = 4
Answer
120 families will be benefited from Janjan’s
project.
Procedure in Dividing Fractions
In your number sentence change the whole
number into a fraction by writing the
denominator which is 1. Keep the first fraction,
Change the division sign to multiplication then
Flip the second fraction (Flip is the same with
Reciprocal). Then, multiply the numerators then
the denominators if possible reduce the answer
into lowest term or change into mixed number.
Another example:
a) 2/3 ÷ 6
b) 1/4 ÷ 3/5
Now, it’s your turn. I need a volunteer here in
front to answer on the board. Those who are
seated, you may answer the equation too.
a) 2 ÷ 1/3
b) 5/3 ÷2/3
Developing Understanding of Key Idea/Stem Group Activity
Group the pupils into five working teams.
Provide and explain the rubrics and group activity
rules to your class.
Direction: Divide the following. Use the Keep
Change Flip procedure.
Mathinik Group: 3/2 ÷ 1/3
Mathalino Group: 4/3 ÷ 2/3
Mathiyaga Group: 2/5 ÷ 4
Mathgalang Group: 3 ÷ 3/4
Mathsipag Group : 5/2 ÷ 1/2
Deepening the Understanding of Key Idea/Stem What are the steps in dividing fractions? Or what
are the key words to easily find the quotient?
After the lesson/Lesson Proper
Evaluating Learning Find the quotient, reduce the answer to lowest
term or change into mixed number if possible.
1. 5 ÷2/8
2. 1/6 ÷3
3. 3/5÷2/5
Additional Activities for Application or Divide.
Remediation (if applicable) Reduce the answer to lowest term or change into
mixed number if possible.
1. 8 ÷4/7
2. 3/6 ÷5
3. 6/5÷2/3
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials Math ADM and Math SLM ( Module)
3. Textbook 21st Century Mathletes, Lumbre, [Link],
pp84 – 87 (Textbook)
4. Additional Material form Learning
Resource (LR) Portal
B. Other Learning Resources
IV. TEACHER REFLECTION
