DAILY LESSON LOG

MATHEMATICS 5
EXPLICIT TEACHING
August 8, 2019

LEARNING REFLECTI
OBJECTIVES CONTENT PROCEDURE REMARKS
RESOURCES ON

A. CONTENT STANDARDS A. Referrences: Number of

*Demonstrates understanding of whole 1. Teacher’s Guide 1. Drill learners who
numbers up to 10 000 000 pp. Directions: Answer the following orally. earned 80%
*Demonstrates understanding of TG Math 5 a). How many 5s are there in 45? in the
divisibility, order of operations, factors LG Math 5 b). How many 10s are there in 120? evaluation.
and multiples and the four fundamental c). How many 9s are there in 72?
operations involving fraction 2. Learner’s d). How many 12s are there in 60?
Material pp. e). How many 15s are there in 75? B. No. of
21st century learners who
Mathletes pp. 30 - 2. Review require
42 additional
Strategy: Group Contest activities for
3. Textbook pp. The group who will finish first and with the most remediation.
correct scores will be considered as the winner.
B. PERFORMANCE
STANDARDS NETS OF SOLID 4. Additional Group Activity C. Did the
*The learner is able to recognize and FIGURE Materials Group 1 remedial
represent whole numbers up to 10 000 * Dividing Fraction by a From Learning Write the following as mixed numbers or whole lessons
000 in various forms and contexts. whole number Resources (LR) numbers work? No. of
Portal learners who
*The learner is able to apply Group 1 have caught
12 23 13 up with the
divisibility, order of operations, factors 5. Other Learning 1. 2. 3.
3 4 4
and multiples and the four fundamental Resources lessons.
operations involving fractions in Indoor and
mathematical problems and real-life outdoor real, D. No. of
Group 2
situation. Charts / tarp papel learners who
Write each fraction in lowest terms
20 12 5 continue to
1. 2. 3. have
30 16 20
remediation.

C. LEARNING COMPETENCIES E. Which of

Divides fraction by a whole Group 3 my teaching
number. Give the reciprocals of the following numbers strategies
1. 2/3 2. ¾ 3. 3 /6 worked well?
Why did this
 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 to
discover
which I wish
to share with
other
teachers?
A. Establishing a purpose for a lesson:
1. showing a picture of a son helping his father.
Ask: What have you notice in the picture?

Elicit the value of helpfulness.

B. Presenting examples/new instances of the new

lesson:
1. Presenting the problem opener.
5
A m wire is to be cut into pieces Lito helps his father
6
1
cutting it into meter long. How many pieces can he
12
cut from the wire?
 C. Discussing new concepts and practicing
new skills

1. Analyze the problem:

a) What is asked?
b) What facts are given?
c) What is needed in the operation?
d. Write the equation

2. Solve and discuss the process in dividing fraction by

a whole number or vice versa.
Solution
5 1
÷ =n
6 12

5 12
÷ =n Write the reciprocal of the
6 1
divisor
5 12
x =n Change the division sign into
6 1
multiplication sign
5 12 60
x = multiply the numerators then the
6 1 6
denominators
60 6
÷ = 10 Express in lowest term if necessary
6 6
5 1
Therefore ÷ = 10
6 12

Show another example.

Problem:
Aling Juana has 4/5 hectare of farmland. She wants to
plant it with 4 different ornamental plants. How much
land will she have for each plant

Solution:
4
÷4 = n
5
4 4
÷ =n Rename the whole number in fraction
5 1
4 4
÷ =n Get the reciprocal of the divisor then
5 1
proceed to
Multiplication of fractions.
4 4 1
÷ = Write the product of the numerators
20 4 5
over the product of the
 denominators, Reduce your answer
if needed.
1
Example 3: 4 ÷
2

Present the solution in the blackboard.

D. Independent Practice
Let one pupil solve the equation in the blackboard,
the other pupils can solve in their site.
1. 6. 56 = n
2. 1/5 ÷ 10 = n

E. Finding practical applications of concepts in

daily living.
1. Have a group work activity.
Game: Quizz bee
Group the pupils into 5 groups. Each group must Form
a small circle. They will be provided with an
illustration board and a chalk. The teacher will flashes
the equation on the screen and they are going to solve it
in their sits. Answer will be written on the black part of
the illustration board. The team that will got the highest
score will be the winner.

1) 3 ÷ 2/8
1
2) ÷3
3
2
3) ÷4
6
3
4) 3 ÷
9
F. Generalization

How did you find the activity? How did you find the
quotient whole number and fraction vice versa?
To divide whole number and a fraction vice versa:
Step 1. Write the number sentence.
Step 2. Rename the whole number in fraction form
Step 3. Get the reciprocal of the divisor then
proceed to Multiplication of fractions.
Step 4. Write the product of the numerators over
the product of the denominators; and
reduce the fractions if needed.
 G. Evaluating Learning
Direction. Find the quotient.
1
1. 10 ÷ = n
8
2
` 2. 8 ÷ = n
3
2
3. 6  = n
3
4
4. ÷ 12 = n
5

H. Additional activities for application

Lita found 2 birthday cake in the refrigerator. She
1
served piece of the cake to each of her friends.
5
How many of her friends ate the cake?

Prepared and Demonstrated by: APRIL ROSE ANIN, Substitute Teacher

Checked by:

NOREEN JOY S. DELA ROSA,

School Principal I