Professional Documents
Culture Documents
Demo Lesson Plan Math 2
Demo Lesson Plan Math 2
Department of Education
Region IX
SCHOOLS DIVISION OFFICE OF ZAMBOANGA SIBUGAY
TUNGAWAN CENTRAL ELEMENTARY SCHOOL
MATHEMATICS 5
DEMONSTRATION LESSON
2nd QUARTER
A. Content Standards
The learner demonstrates understanding of
Observatio
the four fundamental operations involving
n Notes
decimals and ratio and proportion.
B. Performance The learner is able to apply the four
Standards fundamental operations involving decimals
and ratio and proportion in mathematical
OBJECTIVES
Guide pages
2. Learner’s 21st Century Mathletes 142-145
Materials
pages
3. Textbook 21st Century Mathletes 142-145
pages
4. Additional Activity Sheet
Materials from
Learning
Resource
portal
B. Other Learning Flashcard, Charts, projector, real objects
Resources
A. Preliminaries Prayer Ask the pupils to stand and dance the “Math In this area,
Greetings Attendance Dali” indicator
check Recalling House #1is
Rules Collecting Classroom Rules observed.
Assignment 1. Raise your hand if you have a question and “Applied
want to answer. knowledge
2. Listen to your teacher/classmate talking in of content
front. within and
3. Avoid going outside. across
4. Participate in class and group activities. curriculum
teaching
areas.”
B. Reviewing previous Read and answer the word problems by Indicator #2
lesson or presenting the following Polya’s technique. Used a
new lesson range of
Mary and her 2 friends bought 5 packs teaching
of candies that cost P16.50 each. If they strategies
shared equal amount, how much did each that
person pay? enhance
learner
achievement
in literacy
and
numeracy
skills
A. Establishing a Game: Four Pics- One Word! Indicator #2
purpose for the Used a
lesson range of
teaching
strategies
that
1. 2. enhance
learner
Mechanics: Guess what the word is by looking achievement
at four pictures with one common word. Each in literacy
word will be given 10 seconds to answer. and
numeracy
skills
B. Presentation Presentation of the Problem:
During the ECQ (Enhance Community In this area,
Quarantine), many experience panic- buying. indicator #1is
One of those was Mr. Diaz, a grade 5 parent at observed.
Alawihao Elementary School. The following “Applied
Covid- 19 essentials were the ones he got knowledge of
during his market. content
within and
across
curriculum
teaching
areas.”
Indicator #3
Applied a
Why did we need these things that we had range of
experienced pandemic crisis? teaching
strategies to
develop
critical and
creative
thinking, as
well as other
higher-order
thinking skills.
C. Discussion How many bottles of alcohol did Mr. Diaz
bought?
How about the number of face masks that Mr.
Diaz bought?
- If we want to compare the number of
alcohol to the number of face shield
bought by Mr. Diaz. We write it as 1:4
and we read this as 1 is to 4.
How many face masks did Mr. Diaz bought?
- If we want to compare the number of
face mask to the number of face shields
bought by Mr. Diaz. We write is as 3:4
and we read this as 3 is to 4.
E. Discussing new
concepts and JD has 2 mangoes, 7 pineapple and 8 Papaya.
Indicator #8
practicing new “Adapted
skills# 2 (the teacher will explain things in more than and used
one way and more than once to enable the culturally
indigenous learner to understand and learn.) appropriate
Mangoe-Mumpalam Pineapple-Pisang teaching
Papaya- Kopaya strategies to
1. What is the ratio of mangoes to Papaya? address the
2. How about the ratio of Papaya to needs
Pineapple?
of learners
3. What if I will ask the ratio of the
from
Pineapples to the total number of
indigenous
fruits? What should you do?
groups.”
F. Developing Mastery
GROUP ACTIVITY
Group 1:
a. What is the ratio of the number of
vowels to the number of consonants in
the English Alphabet?
b. What is the ratio of the number of
vowels to all the number in the English
Alphabet?
c. What is the ratio of the number of boys
to the number of girls in your class?
d. What is the ratio of the number of boys
to all the pupils in your class?
Indicator #8
“Adapted
Group 2 and used
Keram's mom will cook delicious muslim foods culturally
because they will be celebrating their new appropriate
year. teaching
His mother will cook ten baolu, six lokot-lokot strategies to
and twenty pyuto. address the
needs
1. What is the ratio of baolu to lokot- of learners
lokot?
from
2. What is the ratio of lokot-lokot to
indigenous
pyuto?
groups.”
3. What is the ratio of pyuto to baolu?
4. What is the ratio of baolu to the total
number of foods that Keram’s mom
cooked?
Teacher’s
Feedback:__________________________
V. REMARKS
Prepared by:
MANILYN R. LEHAYAN
Teacher III
Observed by:
RELIA V. RETARDO
Master Teacher