School: Quezon Central ES
GRADES 1 to 12 Teacher: JEAN C. PADAYOGDOG
DAILY LESSON LOG Teaching Dates and
Time:
MONDAY
I.OBJECTIVES
A.Content Standards Demonstrate understanding of
decimals
B.Performance Standards The learner is able to recognize
and present decimals in various
forms and context.
C.Learning Compares and arranges decimal
Competencies/Objectives numbers.
K to 12 Math 5 Curriculum
(M5NS-IIb-104.2)
II.CONTENT Number and Number sense
III.LEARNING RESOURCES
A.References Lesson 32
1.Teacher’s Guide pages Quarter 2 Week 2pp.
2.Learners’s Materials pages Quarter 2 Week 2 pp.
3.Textbook pages
4.Additional materials from learning charts
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Ask about rounding off decimals
presenting the new lesson through hundredths and
thousandths
B.Establishing a purpose for the In a school athletics meet, John
lesson clocked 1.28 minutes in a 100-
meter run while Andy reached
Grade Level: V
Learning Area:
NOVEMBER 13 - 17, 2023 (WEEK 2)
TUESDAY WEDNESDAY
Demonstrate understanding of
decimals
The learner is able to recognize
and present decimals in various
forms and context.
Visualizes addition and
subtraction of decimals.
K to 12 Mathematics 5
Curriculum (M5NS-IIb- 105)
Number and Number sense
Lesson 33
Quarter 2 Week 2 pp.
Quarter 2 Week 2 pp.
charts
Write <, >, or = on the blank to
make the sentence true.
a) 0.1114 ____0.2202
b) 0.1090 ____0.1009
c) 0.999 _____ 0.1000
Have you been to a sari-sari
store? Have you try to compute
the amount of the things/item
MATHEMATICS
Quarter: 2ND QUARTER
THURSDAY FRIDAY
Demonstrate Demonstrate
understanding of understanding of decimals
decimals
The learner is able to The learner is able to
recognize and present recognize and present
decimals in various decimals in various forms
forms and context. and context.
Adds and subtracts Adds and subtracts
decimal numbers decimal numbers through
through thousandths thousandths without
with regrouping. regrouping.
K to 12 Mathematics 5 K to 12 Mathematics 5
Curriculum (M5NS-IIb- Curriculum (M5NS-IIb-
106.1) 106.1
Number and Number Number and Number
sense sense
Lesson 34 Lesson 34
Quarter 2 Week 2 pp. Quarter 2 Week 2pp.
Quarter 2Week 2 pp. Quarter 2 Week 2pp.
charts charts
Ask about visualizes Ask about visualizes
addition and subtraction addition and subtraction
of decimals of decimals
Present items bought in Present items bought in a
a store with a given store with a given price.
price. Ask: Do you always have
 the finish line in 1.32 minutes.
Who ran faster? Ask: What
number comes first, 1.28 or
1.32? Which number is greater,
1.28 or 1,32? Tell the pupils that
it is not only in sports one should
be aim to reach the finish line
first. One should do his/her task
on time
that you bought? Do you find it
easily to compute?
Ask: Do you count the change
that you receive after buying?
Why?
Let the pupils realize that it is
importance of accuracy in basic
addition and subtraction in our
daily routines.
Ask: Do you always have your things needed in
your things needed in school?
school? Ask: What should you do
Ask: What should you do to the things that you used
to the things that you in school? Do you keep it
used in school? Do you orderly and use as
keep it orderly and use needed? Emphasize the
as needed? Emphasize value of being orderly and
the value of being thrifty to the resources/
orderly and things that we have.
thrifty to the resources/
things that we have.

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

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

G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
A. Read and solve the following.
1. Jeremiah and Catherine are
both honor pupils in their school.
For the first quarter, Jeremiah’s
average is 93.1 while Catherine’s
average is 93.095. Who topped
the first quarter?
A. Read, analyze and solve the
following.
1. During a vacation, Ben’s
records showed gasoline
purchases of 19.75 gallons, 15.4
gallons, 13.85 gallons and 21.06
gallons. How many gallons of
gasoline did he buy?
2. The perimeter of a triangle is
equal to the sum of the length of
its sides. Find the perimeter of a
triangle whose sides are 8.75 cm,
9.6 cm and 10.375 cm.
In adding/subtracting decimals:
● Write the decimals in a
column, aligning the decimal
points. Use 0 as place holder
when needed.
A. Read, analyze and
solve.
1. Alex traveled 41.3
kilometers on Monday
and 53.75 kilometers on
Tuesday. How many
kilometers did he travel
in two days?
2. In a midnight sale, a
radio cassette player was
sold at P 1 449.95. If it’s
regular price was
P 1 950.50, how much
less was the sale price?
In adding/subtracting
decimals follow these
steps:
● Arrange the numbers
in column. Align the
decimal points. Use 0
A. Read, analyze and solve.
1. Alex traveled 41.3
kilometers on Monday and
53.75 kilometers on
Tuesday. How many
kilometers did he travel in
two days?
2. In a midnight sale, a
radio cassette player was
sold at P 1 449.95. If it’s
regular price was
P 1 950.50, how much less
was the sale price?
In adding/subtracting
decimals follow these
steps:
● Arrange the numbers in
column. Align the
decimal points. Use 0 as
 In comparing and
ordering decimals:
Line up decimals.
Write equivalent
decimals if necessary.
Begin at the left.
Compare to find the
first place where the
digits are different.
Compare the digits.
Order the decimals if
there are 3 or more
I.Evaluating learning A. Order the given decimals
from greatest to least.
1. 0.5 0.49 0.53 0.51 0.503
B. Compare these decimals by
writing <, > or = in the blank.
1. 0.162 _____ 0.106
2. 0.036 _____ 0.031
3. 0.4 _____ 0.40
J.additional activities for application A. Compare these decimals by
or remediation writing <, > or = in the blank.
1. 0. 008 _____ 0.0009
2. 0.19321 _____ 0.19231
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to
the evaluation the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
● Add/subtract as you would
add/subtract whole numbers.
Regroup if necessary
● Place the decimal point in the
result aligned with the other
decimal points.
A. Complete the illustration by
shading or coloring them
correctly showing the given
addition or subtraction
statements. Take note that each
squares represents 0.001.
A. Draw an illustration that will
represent the following.
1. 0.085 – 0.076
2. 0.063 + 0.009
3. 0.098 – 0.075
4. 0.025 + 0.018
5. 1.041 + 0. 043
___Lesson carried. ___Lesson carried. Move on to
Move on to the next the next objective.
objective. ___Lesson not carried.
___Lesson not carried. _____% of the pupils got 80%
_____% of the pupils mastery
as placeholder if placeholder if needed.
needed.
● Add/subtract as you
● Add/subtract as you would add/subtract
would add/subtract whole numbers from
whole numbers from right to left.
right to left.
● Place a decimal point in
● Place a decimal point the sum/ difference.
in the sum/ difference. Align this with the other
Align this with the decimal points.
other decimal points.
A. Perform the indicated A. Perform the indicated
operation. operation.
1. 16.00 1. 16.00
15.47 15.47
+ 0.324 + 0.324
A. Add or subtract. A. Add or subtract. Match
Match with the correct with the correct answer.
answer. 1. 0.257 + 0.212 a. 0.525
1. 0.257 + 0.212 a. 2. 0.928 – 0.403 b. 0.766
0.525 3. 0.754 – 0.22 c. 0.469
2. 0.928 – 0.403 b. 4. 0.316 + 0.45 d. 0.987
0.766 5. 0.863 + 0.124 e. 0.534
3. 0.754 – 0.22 c.
0.469
4. 0.316 + 0.45 d.
0.987
5. 0.863 + 0.124 e.
0.534
___Lesson carried. Move ___Lesson carried. Move
on to the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils _____% of the pupils got
got 80% mastery 80% mastery

B.No.of learners who require ___Pupils did not find difficulties
additional activities for remediation in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils
finished their work on 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%
learners who have caught up with above
the lesson
D.No. of learners who continue to ___ of Learners who require
require remediation additional activities for
remediation
E.Which of my teaching strategies ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up
got 80% mastery
___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
difficulties in in answering their lesson. difficulties in answering difficulties in answering
answering their lesson. ___Pupils found difficulties in their lesson. their lesson.
___Pupils found answering their lesson. ___Pupils found ___Pupils found difficulties
difficulties in ___Pupils did not enjoy the difficulties in answering in answering their lesson.
answering their lesson. lesson because of lack of their lesson. ___Pupils did not enjoy
___Pupils did not enjoy knowledge, skills and interest ___Pupils did not enjoy the lesson because of lack
the lesson because of about the lesson. the lesson because of of knowledge, skills and
lack of knowledge, ___Pupils were interested on lack of knowledge, skills interest about the lesson.
skills and interest the lesson, despite of some and interest about the ___Pupils were interested
in about the lesson. difficulties encountered in lesson. on the lesson, despite of
___Pupils were answering the questions asked by ___Pupils were some difficulties
interested on the the teacher. interested on the encountered in answering
lesson, despite of ___Pupils mastered the lesson lesson, despite of some the questions asked by the
some difficulties despite of limited resources used difficulties encountered teacher.
encountered in by the teacher. in answering the ___Pupils mastered the
answering the ___Majority of the pupils finished questions asked by the lesson despite of limited
questions asked by the their work on time. teacher. resources used by the
teacher. ___Some pupils did not finish ___Pupils mastered the teacher.
___Pupils mastered their work on time due to lesson despite of limited ___Majority of the pupils
the lesson despite of unnecessary behavior. resources used by the finished their work on
limited resources used teacher. time.
by the teacher. ___Majority of the pupils ___Some pupils did not
___Majority of the finished their work on finish their work on time
pupils finished their time. due to unnecessary
work on time. ___Some pupils did not behavior.
___Some pupils did not finish their work on time
finish their work on due to unnecessary
time due to behavior.
unnecessary behavior.
___ of Learners who ___ of Learners who earned 80% ___ of Learners who ___ of Learners who
earned 80% above above earned 80% above earned 80% above
___ of Learners who ___ of Learners who require ___ of Learners who ___ of Learners who
require additional additional activities for require additional require additional
activities for remediation activities for remediation activities for remediation
remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who ____ of Learners who caught up ____ of Learners who ____ of Learners who
 the lesson caught up the lesson the lesson caught up the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who ___ of Learners who continue to ___ of Learners who ___ of Learners who
which my principal or supervisor can require remediation continue to require require remediation continue to require continue to require
helpme solve? remediation remediation remediation

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

JEAN C. PADAYOGDOG
Teacher I
Reviewed & Checked by

CECILIA B. BALBUTIN
MT-I