GRADES 9 School MAYURO ELEMENTARY SCHOOL Grade Level 5

DAILY LESSON LOG Teacher MS. RIZA S. GUSTE Learning Area MATHEMATICS
Teaching Dates and
Week 8/October 10-14, 2022 Quarter FIRST
Time
Teaching Day and Time
Grade Level Section

Home-Based
Monday Tuesday Wednesday Thursday Activity
Friday
I. OBJECTIVES
A. Content Standards *Demonstrates understanding of whole numbers up to 10 000 000
*Demonstrates understanding of divisibility, order of operations, factors and multiples and the four fundamental operations involving fraction
B. Performance Standards *The learner is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.
*The learner is able to apply divisibility, order of operations, factors and multiples and the four fundamental operations involving fractions in
mathematical problems and real-life situations
C. Most Essential Learning Visualize division of Divides simple fractions Divides whole numbers by a Divides fraction by a whole
Competencies (MELCs) fractions M5NS-Ii-96.1 fraction number
M5NS-Ii-95 M5NS-Ii-96.1,
II. CONTENT Number and number Number and number sense Number and number sense Number and number Number and Number
sense sense Sense
III. LEARNING RESOURCES
A. References
B. Teacher’s Guide MELC TG/Week 8 MELC TG/Week 8 MELC TG/Week 8 MELC TG/Week 8 MELC TG/Week 8
pp. 217 pp. 217 pp. 217 pp. 217 pp. 217
C. Learner’s Materials Kto12 LM Kto12 LM Kto12 LM Kto12 LM Kto12 LM
D. Textbook 21st Century Mathletes 21st Century Mathletes pp. 84- 21st Century Mathletes pp. 84- 21st Century Mathletes
pp. 84-91 91 91 pp. 84-91
E. Additional Materials from
Learning Resource (LR)
portal
F. Other Learning Resources flash cards, powerpoint flash cards, powerpoint flash cards, powerpoint flash cards, powerpoint worksheet
IV. PROCEDURES
A. A. Reviewing previous lesson
or presenting the new lesson
B. B. Establishing a purpose for
the lesson
C.Presenting examples/
instances of the lesson
A. Preliminary Activities 1. Drill 1. Drill A. Preliminary Activities Home-Based Activity:
1. Drill Directions: Answer the following Group Activity (Giving 1. Drill Multiply mentally
Directions: Answer the orally Reciprocals) Directions: Answer the and express in
following orally. a. 5/6 x 1/3 = Mechanics: following orally. simplest form. Write
 How many 5s are there b. 1/3 x 1/4 = a) Form four groups with a). How many 5s are your answer on the
in 45? c. 1/4 x 2/3 = equal number of members to there in 45? blank.
 How many 10s are d. 1/6 x 1/4 = play a relay by giving a b). How many 10s are
there in 120? e. 3/7 x 5/6 = reciprocal of the fraction there in 120?
 How many 9s are there 2. Review written on a flash card. c). How many 9s are
in 72?  What are reciprocals? b) The teacher says: “Name its there in 72?
 How many 12s are  What is the product of a Reciprocals” d). How many 12s are
there is 60? number and its reciprocal? c) At the “GO” signal, pupil there in 60?
 How many 15s are  Give the reciprocals of the “1” goes to the board and e). How many 15s are
there in 75? following numbers. writes his/her answer, taps there in 75?
2. Review the next pupil who goes to 2. Review
Name the following the board to write his/her Strategy: Group Contest
fractions answer. This goes on until
every member has written
his/her answers.
d) The groups who finishes
within the time limit and gets
the most correct answers
wins
Review
Strategy: Cooperative
Learning
Who among you have Show a picture of a whole pizza. Who among you are members We’re done with
vegetables garden at Into how many parts does this of any organization in school? multiplying whole
your backyard? pizza divided? In what club are you a number and a fraction.
What are the plants When you have slices of pizza, member? What are the Let us now try to multiply
planted in your what do you usually do? activities that you and your fractions mentally
vegetable garden? Are you willing to share part of co-members do?
How does it help you it to someone?
and your family?
(Show a picture of a Discuss the value of trees and Show a picture of a corn farm.  What is your favourite
mango orchard) Class, why we should take care of Give some details about the fruit? Why?
this is a mango them. picture.  Why are fruits
orchard. It is owned by  Ask the pupils how they can important to our body?
Nica’s parents show appreciation and love for  What benefits can we
 our natural resources, especially get from eating them?
the trees.  What vitamins can we
get from pineapples?
D. Discussing new concepts Problem Problem Problem Opener ( Using Presentation
and practicing new skills Nica’s family has a big A bed factory ordered 23 ton of Concept Development) Jose, Joel and Randy have
#1 orchard. Nica’s father kapok. If each delivery truck can Original File Submitted and 23 of a pineapple to be
waters ¾ hectare of the contain 16 ton of kapok, how Formatted by DepEd Club divided equally among
orchard in 1/3 hour many trucks will be needed to Member - visit themselves. What
using a machine. How load the order depedclub.com for more fraction of the whole
many hectares could he pineapple will each get?
water un 1 hour using
the same machine?
E. Discussing new concepts Answer the following Analyze the problem: Lead the pupils to analyze the  What part of the
and practicing new skills questions: • What is asked? problem by asking the pineapple is left with the
#2 Questions • What facts are given? following questions: 3 boys?
a. What are given? • What is the needed  What is asked in the  How are they going to
b. What is being asked? operation? problem? divide it?
c. What is the number 2. Performing the Activities  What are given?  What facts are given?
sentence? Group Work  What operation is needed to  What is the needed
d. How will you solve the Group the class into five teams. solve the problem? operation?
problem? Let them solve the problem for Materials:.4 sets of 5 cards  Write an equation for
e. If you were Nica, what a few minutes. with equations involving the problem.
will you do to help you Guide questions multiplication of simple
parents? • What is asked? fractions. Guide the pupils in
• What facts are given? Ex. 14 x 18 , 26 X 14 , 37 x 23 , solving the problem.
• What is the needed 23 x 25 , 35 x 24  We can rewrite the
operation? Mechanics: division into a missing
3. Processing the Activities 1) Form four groups factor-sentence:
. 2) The leader gets the activity 23 ÷ 3 = n is equivalent to
sheet from the teacher and 3 x n = 23
leads his/her member to work  To find n, we can
cooperatively. multiply both sides of the
3) The group answers the sentence by 13.
activity within 2 minutes and Thus, 13 x 3 x n = 23 x 131
presents the output on the x n = n = 29
board as soon as they are So, 23 ÷ 3÷ =29
through.  Notice that in our
4) The teacher checks the solution, we have, 13 x 3
answer. = 1. Numbers
 5) The group with the highest like 13 and 3 are called
number of correct answers reciprocals. (Give other
will be declared as winner. pairs of reciprocal
a)
 The first pupil in each group
gives the answer in lowest
term.
 The group who gives the
correct answer will
F. Developing mastery  What are given in the Processing the Activities Performing the Activities How did you find the
(Leads to Formative problem? After all the groups have Group the pupils into four activity?
Assessment 3) (3/4 hectare and 1/3 presented their answers, look working teams. Ask them to How did you divide the
hour) back work cooperatively in finding fraction by a whole
 What is being asked? at the given example. the answers to the problem. number?
(The hectare of land A bed factory ordered 23 ton of Give them enough time to
Nica’s father can water kapok. If each delivery truck can think and perform the task
in 1 hour) contain 16 ton of kapok, how How did you find the activity?
 What is the number many trucks will be needed to How did you divide a whole
sentence? load the order. number by a fraction?
(3/4 ÷ 1/3 = N) In division of simple fractions, Which numbers did you
Let us use this piece of we use multiplicative inverses or multiply?
cartolina to visualize the reciprocals. Two numbers are
mango orachrd of Nica’s reciprocals of each other if their
family. product is 1.
If this whole cartolina
represents 1 hectare,
how will
you represent the ¾
hectare piece of land?
Nica’s family has a big
orchard. Nica’s father
waters ¾ hectare of the
orchard in 1/3 hour
using a machine. How
many hectares could he
water un 1 hour using
the same machine?
Let us represent the ¾
hectare of land using
 this colored paper.
¾ 1/3
This show that ¾ hectare
is watered in 1/3 hour.
So
we need 3 of this for 3/3
or 1 hour.
34 1/3
6/4 2/3
9/4 3/3
This show that Nica’s
father can water 9/4 or
2¼
hectare of land in 1
hour.
If you were Nica what
will you do to help your
G. Finding practical Directions: Illustrate the Kate found 3/4 of a big birthday Organize the class in groups of Directions: Solve of the
applications of concepts quotient of the cake in the refrigerator. She 5. Provide each group a copy following. Use the
and skills in daily living following.  served 1/4 piece of the cake to of the problems to be solved. reciprocal method.
𝑎). 3/ 9 ÷ 3/4 𝑒). 8/ 12 ÷ each of her friends. How many (Allow 10 to 15 minutes.) a) 1/5 ÷ 10 = n d) 2/4 ÷ 16
1/3  of her friends ate the cake? a) Marita is making placemats =n
𝑏).5/ 10 ÷ 1/2  for her godmother. How many b) 1/7 ÷ 21 = n e) 3/5 ÷ 25
𝑐). 7/8 ÷ 4/5  placemats can she cut from 4 =n
𝑑). 6/9 ÷ 1/3 metres of linen cloth if each c) 3/5 ÷ 40 = n
placemat measures 25 metre?
b) Alma and her classmates
are making graduation
ribbons. How many 910 dm
ribbons long can be made
from a spool of 53 dm long?
H. Making generalizations To visualize division of Change the divisor to its How do we divide a
and abstractions about fractions: reciprocal. To divide a whole number by fraction by a whole
the lesson  We can use paper  Change the division sign to a fraction: number?
folding, drawing and the multiplication sign.  Change the divisor to its
like.  Cancel, if necessary. reciprocal.
 Multiply the numerators then  Change the division sign to
multiply the denominators. multiplication sign.
 Express in lowest terms, if  Simplify or cancel if
 necessary necessary.
 Multiply the numerators,
then the denominators.
 Express the answer in
lowest term if necessary.
I. Evaluating learning Directions: Visualize the Directions: Divide the following Directions: Find each quotient Directions: Find each
following using drawing.  fractions. Reduce to lowest . Express the answer in quotient. Reduce the
𝑎). 9/10 ÷ 3/7 𝑑). 7/14 ÷ terms, if lowest term. answer to lowest terms if
5/9  possible. 1. What is the quotient of 6 possible.
b) 7/8 ÷ 2/3 𝑒). 10/12 ÷ a. 56÷29= d. 35 ÷29= and 46 ? a) 7/8 ÷ 6= N
6/8  b. 83÷12= e. 35 ÷12= 2. If you divide 35 by 4, what b) 3/7 ÷21 = N
𝑐). 4 /9 ÷ 4/5 c.56÷29= is the answer? c) 2/3 ÷ 3= N
3. What is the quotient of 9 d) 3/4 ÷ 4= N
divided by 26 ? e) 8/9 ÷6 = N
4. How many sixths are there
in 412 ?
5. Divide 10 by 34 . The
answer is _____.
J. Additional activities for Directions: Answer the Answer each question carefully. Solve the problems. Directions: Find the
application or remediation problem below using a 1. How many 25- meter long 1) Rita lives 58 km from the quotient. Always express
model or illustration. pieces can be cut from an 810- school. Mina lives 6 km away? the answers in lowest
Doring had 2 kilograms meter Who lives farther? How many terms.
of sugar. She used 14 ribbon? times farther? a) 5/6 ÷ 2= N
kilogram for 2. If 117 is the quotient and the 2) Mrs. Lee baked 120 b) 8/9 ÷ 3 = N
every cake she baked. divisor is, 710 what is the cookies. She placed 45 dozen c) 4/6 ÷ 4= N
How many cakes did she dividend? cookies in a small box. How d) 9/12 ÷ 6= N
bake? many boxes did she use? e) 5/7 ÷14 = N
V. REMARKS

VI. REFLECTION

a. No. of learners who earned

80% on the formative
assessment
b. No. of learners who require
additional activities for
remediation.
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?

Prepared by:

RIZA S. GUSTE
Subject Teacher

Noted:

MELINDA C. AGBAY
Principal I