School: OMA-OMA ELEMENTARY SCHOOL Grade Level: V-VI

GRADES 1 to 12 Teacher: RAYMUND R. BONDE Learning Area: MATHEMATICS 5&6, EPP 6

DAILY LESSON LOG Teaching Dates and Time: AUGUST 13, 2018 (MONDAY) Quarter: 2ND QUARTER

MATH 6 MATH 5 EPP 6

MIONDAY MONDAY MONDAY
I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of The learner demonstrates understanding of decimals Demonstrates an understanding of and skills in
operations, ratio and proportion, percent, exponent, and managing family resources
integers
B. Performance Standard The learner is able to apply knowledge of order of The learner is able to recognize and represents decimals Manages family resources applying the principles of
operations, ratio and proportion, percent, exponent, and in various forms and texts home management
integers in mathematical problems and real-life
situations
C. Learning Competencies / 1) The learner expresses one value as a fraction of Gives the places value and value of a digit of a given 1. Allocates budget for basic and social needs such
Objectives another given ratio and vice versa M6NS-IIa-129 decimal numbers as:
2) Find How many times one value is as large as another through ten thousandths i. food and clothing
given their ratio and vice bersa M6NS-IIa-130 Code: M5NS – IIa.101.2 ii. shelter and education
3) Define and Illustrate the meaning of ratio using iii. social needs: social, and moral obligations
concrete or pictorial models M6NS-IIa-131 (birthdays, baptisms, etc.), family activities,
school affairs
iv. savings/emergency budget (health, house,
repair)
II. CONTENT Content is what the lesson is all about. It pertains to the Giving the place value and value of a digit of a given Content is what the lesson is all about. It pertains to the
subject matter that the teacher aims to teach. In the CG, decimal numbers subject matter that the teacher aims to teach. In the CG,
the content can be tackled in a week or two. through ten thousandths the content can be tackled in a week or two.
Lesson 1: The Concept of Ratio Management of family resources
III. LEARNING RESOURCES List the materials to be used in different days. Varied List the materials to be used in different days. Varied
sources of materials sustain children's interest in the sources of materials sustain children’s interest in the
lesson and in learning. Ensure that there is a mix of lesson and in learning.Ensure that there is a mix of
concrete and manipulative materials as well as paper- concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept based materials. Hands-onl earning promotes concept
development. development.
A. References
1. Teacher’s Guide pages pp. 26 - 28 Curriculum Guide page 57 of 109
Lesson Guide in Elementary Mathematics 5 pp. 237-241
2. Learner’s Materials pages p. 86
3. Textbook pages Math for Everyday Use 6 p.129 Mathematics for Better Life, pp 136-137
4. Additional Materials from DepEd Learning Portal, Math 5 – Place Value of
Learning Resource (LR) Decimals (1325)
Portal MISOSA Module Grade 6 – Place Value of Decimals
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
Examples/Instances of new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Discover Math 5 pp. 83 – 89
Lesson Guide in Mathematics 6 (Ateneo) pp. 289 - 293
Look around your room. What are the things you find
inside?
Let the pupils count the number of boys and number of
girls inside the classroom.
Guide the pupils to show the relationship of the number
of boys to the number of girls.
Ask: How will they write the comparison of the number
of boys to the number of girls using fraction? Is there
another way of writing it? How?
Mrs. Tan bought 2 bags of mangoes and 3 bags of
avocados. All bags had the same number of fruits.
(Present this problem using a picture and let the pupils
count and show the relationship)
The ratio of the number of bags of mangoes to the
number of bags of avocados is 2:3
Ivy has some yellow and red beads. (Present this using
blocks)
Yellow Beads:
Place Value Chart for Decimals, metacards, charts Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up
with Home Economics and Livelihood Education. FNB
Educational, Inc. QC.
1. Drill
Directions: Express the following fractions in decimals.
1. 123/100
2. 5/10
3. 4 65/100
4. 89/100
5. 3429/10000
2. Review
Directions: Give the place value of the underlined digit.
1. 973
2. 5 306
3. 2 410
4. 16 874
5. 1 235
What is a heat conductor? Give examples of heat Ask the class about the relationship between
conductors. management and budgeting of family income.
Copper is a very good conductor of heat. It is the By means of budgeting, the family can properly allot the
element made of electric wires. The atomic weight of income. A family should have a knowledge of family
copper is 63.546 grams (g). budgeting to know how much is spent for family needs
and where the income goes. Through family budgeting,
the members will learn to spend wisely, save regularly,
participate in family matters more actively with the
maximum benefit from the wise use of resources, like
time, energy, and abilities.
Strategy: Direct Instruction Ask: What are the factors that need to be considered
What kind of number is 63.5460? when budgeting?
 Size of the family
Let us put 63.546 in the Place Value Chart for
Decimals  Family income
 Kind of work each family member does
 Talents and abilities of each member
 Locality where the family lives
What separates 63 and 546? .
At what column can we find 3?
Then, the place value of 3 is ones.
What is the position of 5 in the Place Value Chart?

F. Developing mastery
(Leads to Formative
Assessment)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application and remediation
Read Beads:
So, the place value of 5 is tenths.
Therefore, the place value is the position of a digit in
Ask: The ratio of the number of read beads to the number the place value chart.
of yellow beads is ___:___
Give the ratio of each of the following orally. Thinking Skills Let the learners cite examples of the factors that need
1) Squares to circles Use the Place Value Chart below to give the place value to be considered when budgeting.
of the underlined digit in each decimal number.
1. 23.642
2) Flowers to Leaves 2. 6.049
(2 flowers and 3 leaves) 3. 25.571
4. 7.203
3) Books to crayons 5. 124.435
(4 books and 5 crayons)
4) Basketballs to tennis balls
(3 basketballs and 4 tennis balls)
Mother bought a bag of rice and a bag of flour (use Directions: Aside from what was mentioned, can you think of
picture) Group 1-Give the value of each digit in the given other factors that need to be considered when
number budgeting? Explain.
(flour = 3kg and rice = 8kg) GROUP II
Directions: Give the value of the underlined digit.
The ratio of the mass of the rice to the mass of the flour
is ___:___
How do we compare the quantities of 2 or more sets of How can you give the value of the decimal digits? Today we determine the relationships between
objects? management and budgeting of family income. We
also looked into the factors that need to be considered
when budgeting.
Write a ratio for each of the following. Directions: Write the value of the underlined digit.
1) 0.48 4) 3.762
1) 4 wins and two losses in a basketball.
2) 24 girls to 18 boys. 2) 0.037 5) 9.504
3) 3 cups of sugar for every 5 cups of flour 3) 2.6985
4)2 men for every 5 cups of rice
5) 1 book for every 2 pupils
Give the value of digits 5, 6, 7, 8, and 9 . Bring photos or drawing where family budget is spent
Decimal Value
Number
0.2306
3.271
1.039
 0.8134
0.4125
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
80% on the formative ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
assessment _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
B. No. of learners who require ___Pupils did not find difficulties in answering their lesson. ___Pupils did not find difficulties in answering their lesson. ___Pupils did not find difficulties in answering their lesson.
additional activities for ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in answering their lesson.
remediation who scored ___Pupils did not enjoy the lesson because of lack of ___Pupils did not enjoy the lesson because of lack of ___Pupils did not enjoy the lesson because of lack of
knowledge, skills and interest about the lesson. knowledge, skills and interest about the lesson. knowledge, skills and interest about the lesson.
below 80%
___Pupils were interested on the lesson, despite of some ___Pupils were interested on the lesson, despite of some ___Pupils were interested on the lesson, despite of some
difficulties encountered in answering the questions asked by difficulties encountered in answering the questions asked by difficulties encountered in answering the questions asked by
the teacher. the teacher. the teacher.
___Pupils mastered the lesson despite of limited resources ___Pupils mastered the lesson despite of limited resources ___Pupils mastered the lesson despite of limited resources
used by the teacher. used by the teacher. used by the teacher.
___Majority of the pupils finished their work on time. ___Majority of the pupils finished their work on time. ___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to ___Some pupils did not finish their work on time due to ___Some pupils did not finish their work on time due to
unnecessary behavior. unnecessary behavior. unnecessary behavior.

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

E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No

strategies worked well? Why ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
did this work?
F. What difficulties did I ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation
encountered which my
principal or supervisor can
help me solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well:

materials did I use/discover 
___Metacognitive Development: Examples: Self assessments, 
___Metacognitive Development: Examples: Self assessments, ___Metacognitive Development: Examples: Self assessments,
which I wish to share with note taking and studying techniques, and vocabulary note taking and studying techniques, and vocabulary note taking and studying techniques, and vocabulary
other teachers? assignments. assignments. assignments.
 
___Bridging: Examples: Think-pair-share, quick-writes, and 
___Bridging: Examples: Think-pair-share, quick-writes, and ___Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts. anticipatory charts. anticipatory charts.
  
 
___Schema-Building: Examples: Compare and contrast, jigsaw 
___Schema-Building: Examples: Compare and contrast, jigsaw ___Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects.
  
 ___Contextualization:  ___Contextualization:  ___Contextualization:
 
Examples: Demonstrations, media, manipulatives, repetition, 
Examples: Demonstrations, media, manipulatives, repetition, Examples: Demonstrations, media, manipulatives, repetition,
and local opportunities. and local opportunities. and local opportunities.
  
 ___Text Representation:  ___Text Representation:  ___Text Representation:
 Examples: Student created drawings, videos, and games.  Examples: Student created drawings, videos, and games.  Examples: Student created drawings, videos, and games.
 
___Modeling: Examples: Speaking slowly and clearly, modeling 
___Modeling: Examples: Speaking slowly and clearly, modeling ___Modeling: Examples: Speaking slowly and clearly, modeling
the language you want students to use, and providing samples the language you want students to use, and providing samples the language you want students to use, and providing samples
of student work. of student work. of student work.

Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson