School: BANNAWAG INTEGRATED SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: JENIELYN S. BENITO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 7 - 11, 2024 (WEEK 2) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of DIVISION TEACHER’S DAY Demonstrate
decimals decimals decimals CELEBRATION understanding of decimals
B.Performance Standards The learner is able to recognize and The learner is able to recognize The learner is able to recognize The learner is able to
present decimals in various forms and present decimals in and present decimals in various recognize and present
and context. various forms and context. forms and context. decimals in various forms
and context.
C.Learning Compares and arranges decimal Visualizes addition and Adds and subtracts decimal Adds and subtracts
Competencies/Objectives numbers. subtraction of decimals. numbers through thousandths decimal numbers through
with regrouping. thousandths without
K to 12 Math 5 Curriculum (M5NS- K to 12 Mathematics 5 regrouping.
IIb-104.2) Curriculum (M5NS-IIb- 105) K to 12 Mathematics 5 Curriculum
(M5NS-IIb-106.1) K to 12 Mathematics 5
Curriculum (M5NS-IIb-
106.1
II.CONTENT Number and Number sense Number and Number sense Number and Number sense Number and Number
sense
III.LEARNING RESOURCES
A.References Lesson 32 Lesson 33 Lesson 34 Lesson 34
1.Teacher’s Guide pages Quarter 2 Week 2pp. Quarter 2 Week 2 pp. Quarter 2 Week 2 pp. Quarter 2 Week 2pp.
2.Learners’s Materials pages Quarter 2 Week 2 pp. Quarter 2 Week 2 pp. Quarter 2Week 2 pp. Quarter 2 Week 2pp.
3.Textbook pages
4.Additional materials from learning charts charts charts charts
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Ask about rounding off decimals Write <, >, or = on the blank to Ask about visualizes addition and Ask about visualizes
presenting the new lesson through hundredths and make the sentence true. subtraction of decimals addition and subtraction
thousandths a) 0.1114 ____0.2202 of decimals
b) 0.1090 ____0.1009
c) 0.999 _____ 0.1000
B.Establishing a purpose for the In a school athletics meet, John Have you been to a sari-sari Present items bought in a store Present items bought in a
lesson clocked 1.28 minutes in a 100- store? Have you try to with a given price. store with a given price.
meter run while Andy reached the compute the amount of the Ask: Do you always have your Ask: Do you always have
finish line in 1.32 minutes. Who ran things/item that you bought? things needed in school? your things needed in
faster? Ask: What number comes Do you find it easily to Ask: What should you do to the school?
 first, 1.28 or 1.32? Which number is compute? things that you used in school? Do Ask: What should you do
greater, 1.28 or 1,32? Tell the Ask: Do you count the change you keep it orderly and use as to the things that you used
pupils that it is not only in sports that you receive after buying? needed? Emphasize the value of in school? Do you keep it
one should be aim to reach the Why? being orderly and orderly and use as
finish line first. One should do Let the pupils realize that it is thrifty to the resources/ things needed? Emphasize the
his/her task on time importance of accuracy in basic that we have. value of being orderly and
addition and subtraction in our thrifty to the resources/
daily routines. things that we have.

C.Presenting Examples/ instances of Present the following problems to Present the following problems Present the following problems to Present the following
the new lesson the class to the class the class problems to the class
D.Discussing new concepts and How do we compare and arrange How do we visualizes addition How do we add or subtract How do we add or subtract
practicing new skills #1 decimal numbers? and subtraction of decimals? decimals? decimals?
E.Discussing new concepts and A. Encourage the pupils to work in A. Encourage pupils to use grid Ask the pupils to work in groups in Ask the pupils to work in
practicing new skills #2 pairs. Give them time to solve for lines to solve the problem. solving the problem. groups in solving the
the answer to the problem by Instruct the pupils to do the Step 1: problem.
illustration. following: Arranged the numbers vertically. Step 1:
Solution 1: By using a number line. 1. Count a 10 x 10 squares on a Then add the numbers from 5.715 Arranged the numbers
Solution 2: Use the place value graphing paper. km right to left. Put the vertically. Then add the
chart. 2. Cut four sets of 10 x 10 decimal point on its corresponding numbers from 5.715 km
squares to be used to solve the place. right to left. Put the
problem. Step 2: decimal point on its
3. Color two sets of 10 x 10 Arranged the numbers vertically. corresponding place.
squares based from the Subtract the numbers from 1.814 Step 2:
number of squares tiles on the km right to left. Put the decimal Arranged the numbers
given problem. point on its corresponding place. vertically. Subtract the
4. For the third set of 10 x 10 Original File Submitted and numbers from 1.814 km
squares colored it with both Formatted by DepEd Club Member right to left. Put the
red and blue as indicated in the - visit depedclub.com for more decimal point on its
problem. Let them count the corresponding place.
total number of square which
are both red and blue.
5. Let the pupils colored the
remaining numbers of squares
with green. Do it on the fourth
set of 10 x 10 squares.

F.Developing Mastery After all groups presented their After all groups presented their After the group presented and After the group presented
answers, ask: Which group/s answers, ask: How did you find checked their work, call on the and checked their work,
was/were able to give all correct the activity? How did you solve leader to call on the leader to
answers? Which group/s missed an the total number of red and relate what they have done to relate what they have
answer? Which group/s was/were blue square tiles? How about solve the problem. done to solve the
not able to give any correct the green tiles? How did you Ask: problem.
 answer? do it? How do we add decimals through Ask:
Ask: How do we compare Ask: thousandths with or without How do we add decimals
decimals? How do we order ● What strategy was regrouping? through thousandths with
decimals? used in solving the problem? or without regrouping?
Did you move the decimal point
Does it help you to clearly see
of the sum of decimals? Did you move the decimal
the addition and subtraction of
How do you subtract decimals point of the sum of
decimals through visualization?
through thousandths with or decimals?
without regrouping? How do you subtract
Did you move the decimal point decimals through
of the difference of decimals? thousandths with or
without regrouping?
Did you move the decimal
point of the difference of
●
decimals?

G.Finding Parctical application of A. Read and solve the following. A. Read, analyze and solve the A. Read, analyze and solve. A. Read, analyze and solve.
concepts and skills in daily living 1. Jeremiah and Catherine are both following. 1. Alex traveled 41.3 kilometers on 1. Alex traveled 41.3
honor pupils in their school. For the 1. During a vacation, Ben’s Monday and 53.75 kilometers on kilometers on Monday and
first quarter, Jeremiah’s average is records showed gasoline Tuesday. How many kilometers 53.75 kilometers on
93.1 while Catherine’s average is purchases of 19.75 gallons, did he travel in two days? Tuesday. How many
93.095. Who topped the first 15.4 2. In a midnight sale, a radio kilometers did he travel in
quarter? gallons, 13.85 gallons and cassette player was sold at P 1 two days?
21.06 gallons. How many 449.95. If it’s regular price was 2. In a midnight sale, a
gallons of gasoline did he buy? P 1 950.50, how much less was the radio cassette player was
2. The perimeter of a triangle is sale price? sold at P 1 449.95. If it’s
equal to the sum of the length regular price was
of its sides. Find the perimeter P 1 950.50, how much less
of a triangle whose sides are was the sale price?
8.75 cm, 9.6 cm and 10.375
cm.

H.Making generalization and In comparing and ordering In adding/subtracting decimals In adding/subtracting

abstraction about the lesson decimals: In adding/subtracting decimals: follow these steps: decimals follow these
Line up decimals. Write ● Write the decimals in a ●Arrange the numbers in column. steps:
equivalent decimals if column, aligning the Align the decimal points. Use 0 ●Arrange the numbers in
decimal points. Use 0 as as placeholder if needed. column. Align the
necessary.
place holder when needed. ●Add/subtract as you would decimal points. Use 0 as
Begin at the left. ● Add/subtract as you would add/subtract whole numbers placeholder if needed.
add/subtract whole from right to left. ●Add/subtract as you
Compare to find the first
numbers. Regroup if ●Place a decimal point in the would add/subtract
place where the digits
necessary sum/ difference. Align this with whole numbers from
are different. ● Place the decimal point in the other decimal points. right to left.
Compare the digits.
 the result aligned with the ●Place a decimal point in
other decimal points. the sum/ difference.
Align this with the other
decimal points.

I.Evaluating learning A. Order the given decimals from A. Complete the illustration A. Perform the indicated A. Perform the indicated
greatest to least. by shading or coloring them operation. operation.
1. 0.5 0.49 0.53 0.51 0.503 correctly showing the given 1. 16.00 1. 16.00 3. 248. 79
B. Compare these decimals by addition or subtraction 15.47 15.47 36.71
writing <, > or = in the blank. statements. Take note that + 0.324 + 0.324 +42.845
1. 0.162 _____ 0.106 each squares represents 0.001.
2. 0.036 _____ 0.031
3. 0.4 _____ 0.40

J.additional activities for application A. Compare these decimals by A. Draw an illustration that will A. Add or subtract. Match with A. Add or subtract. Match
or remediation writing <, > or = in the blank. represent the following. the correct answer. with the correct answer.
1. 0. 008 _____ 0.0009 1. 0.085 – 0.076 1. 0.257 + 0.212 a. 0.525 1. 0.257 + 0.212 a. 0.525
2. 0.19321 _____ 0.19231 2. 0.063 + 0.009 2. 0.928 – 0.403 b. 0.766 2. 0.928 – 0.403 b. 0.766
3. 0.098 – 0.075 3. 0.754 – 0.22 c. 0.469 3. 0.754 – 0.22 c. 0.469
4. 0.025 + 0.018 4. 0.316 + 0.45 d. 0.987 4. 0.316 + 0.45 d. 0.987
5. 1.041 + 0. 043 5. 0.863 + 0.124 e. 0.534 5. 0.863 + 0.124 e. 0.534

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move
the evaluation next objective. the next objective. next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery 80% mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find
additional activities for remediation answering their lesson. difficulties in answering their in answering their lesson. difficulties in answering
___Pupils found difficulties in lesson. ___Pupils found difficulties in their lesson.
answering their lesson. ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties
___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the lesson in answering their lesson.
because of lack of knowledge, ___Pupils did not enjoy the because of lack of knowledge, ___Pupils did not enjoy
skills and interest about the lesson. lesson because of lack of skills and interest about the the lesson because of lack
___Pupils were interested on the knowledge, skills and interest lesson. of knowledge, skills and
lesson, despite of some difficulties about the lesson. ___Pupils were interested on the interest about the lesson.
encountered in answering the ___Pupils were interested on lesson, despite of some difficulties ___Pupils were interested
questions asked by the teacher. the lesson, despite of some encountered in answering the on the lesson, despite of
___Pupils mastered the lesson difficulties encountered in questions asked by the teacher. some difficulties
despite of limited resources used by answering the questions asked ___Pupils mastered the lesson encountered in answering
the teacher. by the teacher. despite of limited resources used the questions asked by the
 ___Majority of the pupils finished ___Pupils mastered the lesson by the teacher. teacher.
their work on time. despite of limited resources ___Majority of the pupils finished ___Pupils mastered the
___Some pupils did not finish their used by the teacher. their work on time. lesson despite of limited
work on time due to unnecessary ___Majority of the pupils ___Some pupils did not finish their resources used by the
behavior. finished their work on time. work on time due to unnecessary teacher.
___Some pupils did not finish behavior. ___Majority of the pupils
their work on time due to finished their work on
unnecessary behavior. time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who
learners who have caught up with above 80% above above earned 80% above
the lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
require remediation additional activities for remediation additional activities for additional activities for require additional
remediation remediation activities for remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up ____ of Learners who
lesson up the lesson the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who
which my principal or supervisor can require remediation to require remediation require remediation continue to require
helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
materials did used/discover which I● ___Metacognitive Development: ● ___Metacognitive ● ___Metacognitive Development: well:
wish to share with other teachers? Examples: Self assessments, note Development: Examples: Self Examples: Self assessments, note ● ___Metacognitive
taking and studying techniques, and assessments, note taking and taking and studying techniques, Development: Examples:
vocabulary assignments. studying techniques, and and vocabulary assignments. Self assessments, note
● ___Bridging: Examples: Think-pair- vocabulary assignments. ● ___Bridging: Examples: Think- taking and studying
share, quick-writes, and
● ___Bridging: Examples: Think- pair-share, quick-writes, and techniques, and
anticipatory charts. pair-share, quick-writes, and anticipatory charts. vocabulary assignments.
● anticipatory charts. ● ● ___Bridging: Examples:
● ___Schema-Building: ●
Examples: ● ___Schema-Building: Examples: Think-pair-share, quick-
Compare and contrast, jigsaw ● ___Schema-Building: Compare and contrast, jigsaw writes, and anticipatory
learning, peer teaching, and Examples: Compare and learning, peer teaching, and charts.
projects. contrast, jigsaw learning, peer projects. ●
● teaching, and projects. ● ● ___Schema-Building:
● ___Contextualization: ● ● ___Contextualization: Examples: Compare and
● Examples: Demonstrations, media, ● ___Contextualization: ● Examples: Demonstrations, media, contrast, jigsaw learning,
manipulatives, repetition, and local
● Examples: Demonstrations, manipulatives, repetition, and peer teaching, and
opportunities. media, manipulatives, local opportunities. projects.
● repetition, and local
● ●
● ___Text Representation: opportunities. ● ___Text Representation: ● ___Contextualization:
● Examples: Student ●
created ● Examples: Student created ● Examples:
drawings, videos, and games. ● ___Text Representation: drawings, videos, and games. Demonstrations, media,
● ___Modeling: Examples: Speaking ● Examples: Student created ● ___Modeling: Examples: Speaking manipulatives, repetition,
slowly and clearly, modeling the drawings, videos, and games. slowly and clearly, modeling the and local opportunities.
language you want students to use,● ___Modeling: Examples: language you want students to ●
and providing samples of student Speaking slowly and clearly, use, and providing samples of ● ___Text Representation:
work. modeling the language you student work. ● Examples: Student created
want students to use, and drawings, videos, and
Other Techniques and Strategies providing samples of student Other Techniques and Strategies games.
used: work. used: ● ___Modeling: Examples:
___ Explicit Teaching ___ Explicit Teaching Speaking slowly and
___ Group collaboration Other Techniques and ___ Group collaboration clearly, modeling the
___Gamification/Learning throuh Strategies used: ___Gamification/Learning throuh language you want
play ___ Explicit Teaching play students to use, and
___ Answering preliminary ___ Group collaboration ___ Answering preliminary providing samples of
activities/exercises ___Gamification/Learning activities/exercises student work.
___ Carousel throuh play ___ Carousel
___ Diads ___ Answering preliminary ___ Diads Other Techniques and
___ Differentiated Instruction activities/exercises ___ Differentiated Instruction Strategies used:
___ Role Playing/Drama ___ Carousel ___ Role Playing/Drama ___ Explicit Teaching
___ Discovery Method ___ Diads ___ Discovery Method ___ Group collaboration
___ Lecture Method ___ Differentiated Instruction ___ Lecture Method ___Gamification/Learning
Why? ___ Role Playing/Drama Why? throuh play
___ Complete IMs ___ Discovery Method ___ Complete IMs ___ Answering preliminary
___ Availability of Materials ___ Lecture Method ___ Availability of Materials activities/exercises
___ Pupils’ eagerness to learn Why? ___ Pupils’ eagerness to learn ___ Carousel
___ Group member’s ___ Complete IMs ___ Group member’s ___ Diads
collaboration/cooperation ___ Availability of Materials collaboration/cooperation ___ Differentiated
in doing their tasks ___ Pupils’ eagerness to learn in doing their tasks Instruction
___ Audio Visual Presentation ___ Group member’s ___ Audio Visual Presentation ___ Role Playing/Drama
of the lesson collaboration/cooperation of the lesson ___ Discovery Method
in doing their tasks ___ Lecture Method
___ Audio Visual Presentation Why?
of the lesson ___ Complete IMs
___ Availability of
Materials
 ___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coopera
tion
in doing their tasks
___ Audio Visual
Presentation
of the lesson

Prepared by:
JENIELYN S. BENITO
T-II Checked by:

MERCELYN M. RAQUEPO
Master Teacher-I
Noted by:

NOVELINE C. TACATA PhD

Principal-II