Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY

DAILY LESSON PLAN

Week 7 (October 3-7, 2022)
Name: JUNJON A. SAAVEDRA Position/Designation: Teacher III
Date: October 3, 2022 ( Monday) Learning Area: Mathematics Grade Level: 5 Quarter: 1st
Learning Competency/ies: (Taken from the Curriculum Guide)
● Shows that multiplying a fraction by its reciprocal is equal to 1

Key Concepts /
Two numbers are reciprocals of each other if their product is 1.
Understandings to be
To get the reciprocal of a mixed number, we need to change it first to improper fraction.
Developed
Domain 1. Learning Objectives

Knowledge Recognize that multiplying a fraction by its reciprocal is equal to 1

Multiply a fraction by its reciprocal that is equal to 1

Skills
Attitude Perform accurately in multiplying fractions equal to 1

Values Care of the Environment

Showing that multiplying a fraction by its reciprocal is equal to 1.
2. Content

3. Learning Resources Math 5 SLMs

4. Procedure
1. Drill on basic multiplication facts using flash cards.
4.1 2. Motivation: Problem Opener
Introductory -Ask the motive question: What is the most common exercise we do to make us fit and healthy?
Activity
- Why is it important to do some exercise? Show a picture of a person who jogs.
-Let the pupils read the problem below.
 Rey can jog continuously around the park in hour. How many hours will it take
him to complete 4 rounds?

1 1 4 4
To solve the problem, we need to multiply × 4 = × = =1
4 4 1 4
Notice that the multiplier in the problem is the reciprocal of their multiplicand. Multiplying a
fraction by its reciprocal results to 1. The illustration below shows this concept.

1
Show 4 groups of
4

+ + + =
4.2 Activity

1 1 1 1 4
4 4 4 4 4
or 1

Example: Multiply the following.

1 5 1 5
1.) 5 × = × = = 1
5 1 5 5

3 5 15
2.) × = =1
5 3 15
+
The teacher asks the ff. questions:
1.) How do we answer the problem?
2.) How do we get the reciprocal of a number?
4.3 Analysis
3.) Is it always true that multiplying a fraction by its reciprocal is equal to 1?
4.) How about a mixed number, can we also say that the product of its reciprocal is 1?
5.) How do you perform the operation?
4.4 Abstraction -How do we know that two numbers are reciprocals to each other?
Write the reciprocal of each fraction and solve the product.
3 9
1.) 4.)
9 15

12 3
4.5 Application 2.) 5.)6
7 7

8
3.)
20

4.6 Assessment Find the product of the following.

7 15
1.) × = ______
15 7

9 25
2.) × = ______
25 9
 2 4
3.) × = ______
4 2

7 10
4.) × = _______
10 7

5 6
5.) × = _______
6 5

4.7 Assignment : Fill-in below any of the four purposes:

Give the reciprocal and find the product.

3
1.)
4

5
2.)
8

● Reinforcing / strengthening the day’s 4

lesson 3.)
11

1
4.)
6

2
5.)
8

4.8 Concluding Activity

1. Remarks
2. Reflections
A. No. of learners who earned 80% in the evaluation.

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 learning 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?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY

DAILY LESSON PLAN

Week 7 (October 3-7, 2022 )
Name: JUNJON A. SAAVEDRA Position/Designation: Teacher III
Date: October 4, 2022 (Tuesday) Learning Area: Mathematics Grade Level: 5 Quarter: 1st
Learning Competency/ies: (Taken from the Curriculum Guide)
● Solves routine and non- routine problems involving multiplication of fractions and whole numbers using
appropriate problem-solving strategies and tools

Key Concepts /
To solve word problems involving multiplication of fractions, we must decide what the
Understandings to be
number sentence is and then find the correct answer by doing the necessary computation.
Developed
Domain 1. Learning Objectives

Interpret routine and non-routine problems involving multiplication of fractions and

Knowledge whole numbers using appropriate problem-solving strategies and tools

Solve routine and non-routine problems involving multiplication of fractions and

Skills whole numbers using appropriate problem-solving strategies and tools

Attitude Follow the steps correctly in solving routine and non-routine problems involving
multiplication of fraction and whole numbers using appropriate problem-solving
 strategies and tools

Values Concern for others

Solving routine and non- routine problems involving multiplication of fractions and whole
2. Content
numbers using appropriate problem-solving strategies and tools
3. Learning Resources Math 5 SLMs

4. Procedure
1. Checking of Assignment
2. Drill on basic multiplication facts using flash cards.

3.Review: Multiply the following fractions. Simplify to its lowest term whenever possible.
1 2 1 1
1. × 4. ×2
2 3 6 3
2 1 2
2. ×3 5. 1 ×3
5 2 3
2
3. 4 ×
5
4.1
Introductory 4. Motivation:
Activity Show picture of a pizza or it can be a real pizza. Ask pupils if they have eaten or
taste a real pizza. How did you divide and slice the pizza? Would the pizza enough for you?
Let us read the situation.
One day, Papa and Mama bought a box of pizza and ate 1 slice each out of the eight slices. They brought
home the rest of the pizza as a pasalubong for their son Fernando. Fernando was so happy and thanked
his parents for being very thoughtful.
-Let the pupils read the problem below.
Fernando opened a pizza box. Inside there was of a pizza. Fernando ate of what was
remaining. How much of a pizza did Fernando eat?

-Ask the pupils some questions about the problem to check whether they have understood the
problem or not.
Let us solve the problem like this.
● Understand
Know what is asked: Part of a pizza Fernando ate
1 3
Know the given facts: ,
2 4
● Plan
Determine the operation to be used: Multiplication
4.2 Activity 1 3
Write the number sentence: × = N
2 4
● Solve
1 3 1 3 3
Show your solution: × = N --------- × =
2 4 2 4 8
● Check and look back then write your answer in a complete sentence.
3
Answer: Fernando ate of the pizza.
8
4.3 Analysis The teacher asks the ff. questions:
 1.) What are the steps in solving routine word problems involving multiplication of fractions?
2.) What is asked in the problem?
3.) What are the given numbers in the problem?
4.) What operation will you use in solving the problem?
5.) What is the answer to the problem?
Complete the sentence based on your understanding of the lesson.
I can solve routine problems involving multiplication without any of the other operations
of fractions and whole numbers by following the steps:
4.4 Abstraction

Read each word problem carefully then give the answer to the following questions.
1 3
1. Mother had 2 kilos of pork. She used of it to cook pork adobo. How much pork did she
2 5
used to cook pork adobo?
4.5 Application

3
2. Arnold jogs daily for hour. How long does he jog in a week?
4

Solve the following word problems.

2
1.Lina harvested 20 kilograms of eggplants. She gave , of them to her neighbors. How many
5
kilograms of eggplants did she share?
4.6 Assessment
1 2
2. Nelson had 3 liters of paint. He used of it to paint their fence. What part of the paint did
2 3
he use?

4.7 Assignment : Fill-in below any of the four purposes:

Solve the following word problems.

4
1. Aling Aning planted vegetables on of her vacant lot. Two-thirds of it was
● Enriching / inspiring the day’s lesson 7
planted with pechay. What fraction of the vacant lot had pechay?

4.8 Concluding Activity

1. Remarks
2. Reflections
H. No. of learners who earned 80% in the evaluation.

I. No. of learners who require additional activities for remediation.

J. Did the remedial lessons work? No. of learners who have caught up with the lesson.

K. No. of learners who continue to require remediation.

L. Which of my learning strategies worked well? Why did these work?

M. What difficulties did I encounter which my principal or supervisor can help me solve?

N. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY

DAILY LESSON PLAN

Week 7 (October 3-7, 2022 )
Name: JUNJON A. SAAVEDRA Position/Designation: Teacher III
Date: October 6, 2022 (Thursday) Learning Area: Mathematics Grade Level: 5 Quarter: 1st
Learning Competency/ies: (Taken from the Curriculum Guide)
● Solves routine and non- routine problems involving multiplication of fractions and whole numbers using
appropriate problem-solving strategies and tools

To solve routine and non-routine word problems involving multiplication of fractions, we must
Key Concepts /
decide what the number sentence is and then find the correct answer by doing the necessary
Understandings to be
computation.
Developed

Domain 1. Learning Objectives

Knowledge Interpret routine and non-routine problems involving multiplication of fractions and
 whole numbers using appropriate problem-solving strategies and tools

Solve routine and non-routine problems involving multiplication of fractions and whole
Skills
numbers using appropriate problem-solving strategies and tools

Attitude Follow the steps correctly in solving routine and non-routine problems involving
multiplication of fraction and whole numbers using appropriate problem-solving
strategies and tools

Values Concern for others

Solving routine and non- routine problems involving multiplication of fractions and whole
2. Content
numbers using appropriate problem-solving strategies and tools
3. Learning Resources Math 5 SLMs

4. Procedure
1. Checking of Assignment
2. Drill on basic multiplication facts using flash cards.
3. Review: Multiply the following fractions. Simplify to its lowest term whenever possible.
3 5 1 1
1. × 4. ×
4 10 6 3
4.1
Introductory 2 1 2
Activity 2. ×5 5. ×
5 2 3
2
3. 4 ×
8
4. Motivation: Do you know what jelly roll is? It is a kind of bread in elongated form with jelly inside
the dough in different colors.
4.2 Activity Present the problem to the class.
A jelly roll is cut into some identical slices. Ara eats the last 4 slices which was
of the jelly roll. Into how many slices was jelly roll cut?

In this problem, we use some strategies to solve this. We can use a model, Drawing illustration or
diagram.
a. Draw a block model of the jelly roll, divided into 5 parts.

2
b. Shade 2 parts to indicate .
5

c. Divide the shaded parts into 4 to illustrate 4 slices.

2
d. If of the jelly roll was 4 slices, into how many equal slices was the jelly roll cut?
5
Answer: 10 slices
The block Model Approach is a helpful strategy to solve difficult or complicated
problems involving fractions. It makes use of rectangular blocks to show the relationship between
 the parts of a whole.

Essential Questions:
1. What are the steps in solving routine word problems involving multiplication of fractions?
2. How do we solve non-routine word problems involving multiplication of fractions?
4.3 Analysis 3. What are the different strategies in solving non-routine problems?
4. Why do we need to follow some steps in solving word problems?
5. Why do we need to master the different strategies/tools in solving word problems?

You complete the sentence based on your understanding of the lesson.

I can solve non-routine problems involving multiplication without any of the other operations
of fractions and whole numbers by applying appropriate strategy/ tool like:
4.4
Abstraction

__________________________________________________________________________________

Read each word problem carefully then give the answer to the following questions.
1
1. A recipe calls for 1 liters of milk. How many liters of milk do you need to make 3 recipes?
4.5 3
Application 1
2. Neil bought 2 kilos of mangoes. He gave of it to his friends. What part of a kilo of mangoes did he give to
3
his friends?
Solve the following problems.
1 9
1.Tony used of the meter of bamboo stick for his lantern. How much of the stick was used?
2 10
4.6
Assessment 3 2
2.Randy has meter of string. He used of it for trying a small box. What part of the meter was used for
5 3
trying the small box?

4.7 Assignment : Fill-in below any of the four purposes:

Read and solve the following problem.

3
● Enhancing / improving the day’s 1.Nino receives an allowance of ₱ 50.00 a day. He spends of it and save
lesson
5
the rest. How much money does he save in 5 days?

4.8 Concluding Activity

1. Remarks
2. Reflections
O. No. of learners who earned 80% in the evaluation.

P. No. of learners who require additional activities for remediation.

Q. Did the remedial lessons work? No. of learners who have caught up with the lesson.

R. No. of learners who continue to require remediation.

S. Which of my learning strategies worked well? Why did these work?

T. What difficulties did I encounter which my principal or supervisor can help me solve?

U. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY

DAILY LESSON PLAN

Week 7 ( October 3-7, 2022 )
Name: JUNJON A. SAAVEDRA Position/Designation: Teacher III
Date: October 7, 2022 (Friday) Learning Area: Mathematics Grade Level: 5 Quarter: 1st
Learning Competency/ies: (Taken from the Curriculum Guide)
● Solves routine and non- routine problems involving multiplication with Addition or Subtraction of Fractions and
Whole numbers using appropriate problem-solving strategies and tools

Key Concepts / To solve routine and non-routine word problems involving multiplication of fractions, we
Understandings to be must decide what the number sentence is and then find the correct answer by doing the
Developed necessary computation.
Domain 1. Learning Objectives
 Interpret routine and non-routine problems involving multiplication with addition or
Knowledge subtraction of fractions and whole numbers using appropriate problem-solving
strategies and tools

Solve routine and non-routine problems involving multiplication with addition or

Skills subtraction of fractions and whole numbers using appropriate problem-solving
strategies and tools

Attitude Follow the steps correctly in solving routine and non-routine problems involving
multiplication with addition or subtraction of fraction and whole numbers using
appropriate problem-solving strategies and tools

Values Generosity
Solving routine and non- routine problems involving multiplication without or with addition
2. Content or subtraction of fractions and whole numbers using appropriate problem-solving strategies
and tools.
3. Learning Resources Math 5 SLMs

4. Procedure
1. Checking of Assignment
2. Drill on basic multiplication facts
3. Review: What are the steps in solving routine and non-routine word problems involving
multiplication of fractions.
4.1 These are the following:
Introductory a. Understand the problem. Know what is asked: What are given.
Activity b. Plan- Know the operation: Write the number sentence.
c. Solve- Write the correct units/label your answer.
d. Check and Look back- Review and check your answer.

4. Motivation:
 Let the pupils read a word problem.
Fernando invited three of his friends to their house and offered of a pizza for snacks. After
having their snacks, Fernando noticed that of what he offered is left. What part of the
pizza did they eat?

What did Fernando offer to his friends?

What kind of child is Fernando?
Is it good to be generous? Why or Why not?
Let us solve the problem:
Understand
Know what is asked: Part of the pizza eaten
1
Know the given facts: 1 whole : left
4

Plan
4.2 Activity
Determine the operation to be used: Multiplication and Subtraction
3 3 1
Write the number sentence: – ( × ) = N
4 4 4
Solve
3 3 1
Show your solution: – ( × ) = N
4 4 4
3 3 1
–( × )=N multiply the fractions inside the parenthesis
4 4 4
3 3
− =N change to similar fractions then subtract
4 16
12 3 9
− =
16 16 16
Check and Look back
Review and check your answer.
9
Answer: They ate of a pizza.
16

The teacher asks the ff.questions:

1.) What are the steps in solving routine and non-routine word problems involving multiplication
with addition or subtraction of fractions?
2.) What is asked in the problem?
4.3 Analysis
3.) What are the given numbers in the problem?
4.) What operation will you use in solving the problem?
5.) What is the answer to the problem?

How do you solve routine and non-routine word problems involving multiplication with addition
4.4 Abstraction
or subtraction of fractions.?
4.5 Read word problem carefully then give the answer to the question.
Application 1
1. Mr. Cruz earns ₱850 a day. Two-fifths of his salary is given to his mother and is allotted for
5
savings. The rest is for his daily expenses. How much is his daily expenses?
a. Asked: ______________________________
b. Given: _______________________________
c. Operation/s to Use: _________________________________
 d. Number Sentence: ____________________________________
e. Solution: ____________________________________________
f. Complete Answer: ____________________________________

Solve the word problem.

1
1.Mang ambo had 25 kilos of fertilizers for his corn and vegetables plants. He used of the
5
4.6 Assessment
3
fertilizer for his corn plants and of the remaining fertilizer for his vegetables. How much
4
fertilizer did he use?
4.7 Assignment : Fill-in below any of the four purposes:

Solve the problem.

● Enhancing / improving the day’s 1
Myrna’s age is of her mother’s age. If the sum of their ages is 60, what
lesson 3
is the age of her mother?
4.8 Concluding Activity
1. Remarks
2. Reflections
V. No. of learners who earned 80% in the evaluation.

W. No. of learners who require additional activities for remediation.

X. Did the remedial lessons work? No. of learners who have caught up with the lesson.

Y. No. of learners who continue to require remediation.

Z. Which of my learning strategies worked well? Why did these work?

AA. What difficulties did I encounter which my principal or supervisor can help me solve?

BB. What innovation or localized materials did I use/discover which I wish to share with other teachers?