guro ako · web view4.the group leader will report to the class the word problem they created and...

GRADES 1 to 12

DAILY LESSON LOG

School

Grade Level

Teacher

Learning Areas

Teaching Dates and Time

July 4-8, 2016

Quarter

Monday

Tuesday

Wednesday

Thursday

Friday

I. OBJECTIVES

Find the common factors and the GCF of two – four numbers using continuous division

A. Content Standards

1.understanding of whole numbers up to 10 000 000.

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions







Weekly Test

B. Performance Standards

1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.







C. Learning Competencies/Objectives

Write the LC code for each

finds the common factors and the GCF of 2–4 numbers using continuous division.

M5NS-Id-68.2


M5NS-Id-68.2


M5NS-Id-68.2


M5NS-Id-68.2

II. CONTENT

Finds the common factors and the GCF of two - four numbers using continuous division

Finds the common factors and the GCF of two - four numbers using continuous division

Skip counting and Number series

Listing Method and Prime Factorization

Skip counting and Number series

Listing Method and Prime Factorizatio

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

Code - M5NS-Id-68.2 K to 12 Grade 5 Curriculum

TM Math Grade 4 pages 118 - 122

LM Math Grade 5 pages 1 to 3

Mathematics Today and Beyond pages 92 – 93



LM Math Grade 5 pages 1 to 3




LM Math Grade 5 pages ___ to ___


Math @ work 6 page 136



LM Math Grade 5 pages ___ to ___


Math @ work 6 page 136

4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources

strips of cartolina, boxes, Flaglets, flash cards

strips of cartolina, boxes, Flaglets, flash cards

flashcards, strips of cartolina, coins, boxes, ruler


IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Game – Climbing the Ladder “Reach for the Star”

Mechanics:

Divide the pupils into 2 groups.

Flash the cards with numbers.

The pupils identify the number whether it is prime or composite numbers. The first pupil who answers correctly climbs one step of the ladder.

The group who first reaches the top is the winner.

Game – Climbing the Ladder “Reach for the Star”

Mechanics:

Divide the pupils into 2 groups.

Flash the cards with numbers.

The pupils identify the number whether it is prime or composite numbers. The first pupil who answers correctly climbs one step of the ladder.

The group who first reaches the top is the winner.

Review how to use the listing method to get the LCM of the given number.

Review how to use the listing method to get the LCM of the given number.

B. Establishing a purpose for the lesson

Compute the GCF of the given numbers using continuous division

Compute the GCF of the given numbers using continuous division

Identify the multiples of a given number

Find the common multiples and LCM of two – four numbers using continuous division

Write the LCM of the given numbers using continuous division

Identify the multiples of a given number

Find the common multiples and LCM of two – four numbers using continuous division

Write the LCM of the given numbers using continuous division

C. Presenting examples/instances of the new lesson

Show a picture of a girl helping her mother in their garden. Ask the pupils to tell something about the picture. Elicit the value of helpfulness.

Ask: how do you show helpfulness at home? In school? Is it good to be helpful? Why?

Show a picture of a girl helping her mother in their garden. Ask the pupils to tell something about the picture. Elicit the value of helpfulness.

Ask: how do you show helpfulness at home? In school? Is it good to be helpful? Why?

Show a picture of a boy and a girl collecting used plastic bottles. Ask the pupils to tell something about the picture. Elicit the value of recycling used objects.

Ask: What are the objects that can be recycle? What do you do in the used objects like plastic bottles, used papers, glass bottles etc,. What are the good effects of recycling in our environment?

Show a picture of a boy and a girl collecting used plastic bottles. Ask the pupils to tell something about the picture. Elicit the value of recycling used objects.

Ask: What are the objects that can be recycle? What do you do in the used objects like plastic bottles, used papers, glass bottles etc,. What are the good effects of recycling in our environment?

D. Discussing new concepts and practicing new skills #1

Present this problem to the class.

Kendra helps her mother in their garden. They sold 36 bougainvillea plants and 60 rose plants. They need to delivery those plants in the resort. What is the biggest number of bougainvillea and roses that can be placed in delivery trucks if these are of the same number?

Have the pupils read the problem. Then ask: How many bougainvillea plants were sold? How many rose plants were sold? What do Kendra and her mother needs to do with the bougainvillea plants and rose plants? How will you solve for the answer to the problem?

Using the same given numbers 36 and 60, find the GCF by using continuous division.

Guide the pupils to get the GCF of the given numbers.

Ask the pupil to write the number horizontally.

36 60

What prime number can divide 36 and 60? (12)

36 60

Ask the pupils to divide the numbers by the given prime number. Write the quotients below the dividends.

36 60

18 30

Continue the process until none of the numbers have a common divisor.

36 60

18 30

9 15

3 5

Therefore the GCF is 2 x 2 x 3 = 12.

What is the GCF of 36 and 60?

How did you get the GCF of 36 and 60?

By getting the product of all the prime divisor or the common factors, we obtain the GCF of the given numbers.


Kendra helps her mother in their garden. They sold 36 bougainvillea plants and 60 rose plants. They need to delivery those plants in the resort. What is the biggest number of bougainvillea and roses that can be placed in delivery trucks if these are of the same number?

Have the pupils read the problem. Then ask: How many bougainvillea plants were sold? How many rose plants were sold? What do Kendra and her mother needs to do with the bougainvillea plants and rose plants? How will you solve for the answer to the problem?

Using the same given numbers 36 and 60, find the GCF by using continuous division.

Guide the pupils to get the GCF of the given numbers.

Ask the pupil to write the number horizontally.

36 60

What prime number can divide 36 and 60? (12)

36 60

Ask the pupils to divide the numbers by the given prime number. Write the quotients below the dividends.

36 60

18 30

Continue the process until none of the numbers have a common divisor.

36 60

18 30

9 15

3 5

Therefore the GCF is 2 x 2 x 3 = 12.

What is the GCF of 36 and 60?

How did you get the GCF of 36 and 60?

By getting the product of all the prime divisor or the common factors, we obtain the GCF of the given numbers.


The Richard and Francis collected used plastic bottles for recycling. They arranged the bottles in boxes of 8 and 12. What is the least number of bottles they gathered in all?

Have the pupils read the problem. Then ask: What did Richard and Francis collected? What does the problem ask for? How will you solve for the answer to the problem? Can you think of ways to solve it?


The Richard and Francis collected used plastic bottles for recycling. They arranged the bottles in boxes of 8 and 12. What is the least number of bottles they gathered in all?

Have the pupils read the problem. Then ask: What did Richard and Francis collected? What does the problem ask for? How will you solve for the answer to the problem? Can you think of ways to solve it?

E. Discussing new concepts and practicing new skills #2

Group the pupils into 4 working teams and have them perform the task using continuous division.

Richard bakes 42 cupcakes and 54 cookies. He plans to pack them separately in small boxes. What is the biggest number of cupcakes and cookies that can be placed in boxes if these are of the same number?

There are 12 grade V and 18 grade VI pupils who will join the basketball team. What is the greatest number of Grade V and Grade VI pupils that can be grouped together if all pupils are to be included?

If the numbers are 81 and 99, what is the GCF?

Name the common factors of 39, 65, 11

Group the pupils into 4 working teams and have them perform the task using continuous division.

Richard bakes 42 cupcakes and 54 cookies. He plans to pack them separately in small boxes. What is the biggest number of cupcakes and cookies that can be placed in boxes if these are of the same number?

There are 12 grade V and 18 grade VI pupils who will join the basketball team. What is the greatest number of Grade V and Grade VI pupils that can be grouped together if all pupils are to be included?

If the numbers are 81 and 99, what is the GCF?

Name the common factors of 39, 65, 11

Group the pupils into 5 groups. Give each group a Manila paper and pentel pen for their solutions and answers. Tell the pupils that there are three ways of getting the LCM the listing, prime factorization and the continuous division.

Group the pupils into 5 groups. Give each group a Manila paper and pentel pen for their solutions and answers. Tell the pupils that there are three ways of getting the LCM the listing, prime factorization and the continuous division.

F. Developing mastery

(Leads to Formative Assessment 3)

Ask the groups to present and discuss their answers on the board.

Expected answer:

We solved problem by continuous division, we multiply the prime divisors to get the GCF.

Ask the groups to present and discuss their answers on the board.

Expected answer:

We solved problem by continuous division, we multiply the prime divisors to get the GCF.

Let the groups present their outputs.

Ask: How did you solve the correct answer? Which multiples are common to 8 and 12? What is the smallest multiple common to 8 and 12?

Expected answer:

We solved problem by listing method

We get the LCM using prime factorization

We solved problem using continuous division; getting the product of all the prime divisor and the last set of quotients we get the Least Common Multiples (LCM).


Ask: How did you solve the correct answer? Which multiples are common to 8 and 12? What is the smallest multiple common to 8 and 12?

Expected answer:

We solved problem by listing method

We get the LCM using prime factorization

We solved problem using continuous division; getting the product of all the prime divisor and the last set of quotients we get the Least Common Multiples (LCM).

G. Finding practical applications of concepts and skills in daily living

Discuss the presentation on top of page 1 of LM Math Grade 5.

Discuss the presentation on top of page 1 of LM Math Grade 5.

Discuss the presentation on page 4 of LM Math Grade 5, and then give the following exercises.

Find the least common multiples of the following pairs of numbers using continuous division.

25 and 50

7 and 14

4, 6, 8, and 9

6 , 9 and 18

3, 8 and 15

7, 9, 21 and 63

Discuss the presentation on page 4 of LM Math Grade 5, and then give the following exercises.

Find the least common multiples of the following pairs of numbers using continuous division.

25 and 50

7 and 14

4, 6, 8, and 9

6 , 9 and 18

3, 8 and 15

7, 9, 21 and 63

H. Making generalizations and abstractions about the lesson

What is Greatest Common Factor (GCF) of two given number?

How do we find the Greatest Common Factor (GCF) of two given numbers using continuous division?

What is Greatest Common Factor (GCF) of two given number?

How do we find the Greatest Common Factor (GCF) of two given numbers using continuous division?

Summarize the lesson by asking:

What is Least Common Multiple (LCM) of two given number?

How do we find the Least Common Multiple (LCM) of two given numbers using continuous division?

Summarize the lesson by asking:



I. Evaluating learning

Find the Greatest Common Factor (GCF) of the given pairs of numbers by continuous division.

1. 16 and 24

2. 20 and 30

3. 21 and 35

Find the Greatest Common Factor (GCF) of the given pairs of numbers by continuous division.

1. 16 and 24

2. 20 and 30

3. 21 and 35

Find the Least Common Multiple (LCM) of the given pairs of numbers by continuous division.

11 and 18

11 and 99

5, 10 and 30

4, 5 and 16

9, 54, 90 and 108

Find the Least Common Multiple (LCM) of the given pairs of numbers by continuous division.

11 and 18

11 and 99

5, 10 and 30

4, 5 and 16

9, 54, 90 and 108

J. Additional activities for application or remediation

Provide more exercises.




V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below 80%

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 teaching 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?

GRADES 1 to 12

DAILY LESSON LOG

School

Grade Level

Teacher

Learning Areas


July 11-15, 2016

Quarter

Monday

Tuesday

Wednesday

Thursday

Friday

I. OBJECTIVES

1. Identify the multiples of a given number

2. Find the common multiples and LCM of two – four numbers using continuous division

3. Write the LCM of the given numbers using continuous division













M5NS-Id-69.2

M5NS-Ie-70.2

M5NS-Ie-71.2

M5NS-Ie-84

II. CONTENT


A. References


k-12 TG MATH5 P.54

k-12 TG MATH5 P.54

k-12 TG MATH5 P.54

k-12 TG MATH5 P.55


LM Math Grade 4 pages 122 - 125

LM Math Grade 5 pages ___ to ___ Ateneo Lesson Guide pages 44 – 48

LM MATH 5 pp.1-2

LM MATH 5 pp.1-2

LM MATH 5 pp.1-2

3. Textbook pages




cards with numbers pairs for the drill activity, problem written on the chart.

flash card, drill board, chart

flash card, drill board, chart

IV. PROCEDURES


Present “Explore and Discover” LM p.1

How do we get the LCM of numbers using the continuous division?

Have a drill on solving problems involving finding the GCF and LCM.

Have a review on how to create word problem involving GCF and LCM in of 2-3 given numbers.

A. Setting of standards

B. Giving directions

C. Administering the test

D. Checking

E. Recording of scores



Present a picture of a boy helping her mother in a flower shop. Ask the pupils to tell something about the picture. Elicit the value of helpfulness.

Discuss the Explore and Discover! On p. 1 of LM Math Grade V

Ask the pupils if they love to eat pizza?

Ask: What do you notice about the size of the pizza? How it divided into parts?


Present the problem to the class.

Present each problem to the class.

Ask the pupils to work on exercises under Get Moving on page ____. Check their Answers.

Present problem to the class


Have the pupils read the problem. Then ask: What did Richard and Francis collected?

How will you solve for the answer to each problem?

Process the answers of the pupils.

How will you solve for the problem?


Answer “Challenge Yourself With the Problem “ LM p. 3-4

Discuss the 4-step plan in solving word problem.

Ask the pupils to solve the problems under Get Moving on p. 1 LM Math Grade V.

Present more similar problems.

Group the pupils into four working teams. Ask the groups to solve the problem.



Answer “Keep Moving (B) LM p. 3

For mastery, have them solve the problems under Keep Moving on Page_____of LM Math Grade V. Check the pupil’s answer.

For more practice, let them answer the exercises under Keep Moving on page ______ of LM Math V. Check on the pupil’s answers

Ask the groups to present and discuss their answer on the board.

Ask: How did you solve for the answers?

Ask the pupils to answer the activity under Get Moving on page ___ LM Math Grade V.


Have the pupils do the exercises under Apply your Skills on page 99 LM Math Grade V. Encourage some pupils to show and discuss the answers.

Have the pupils do the exercises under Apply your Skills on p. 2 LM Math Grade V.

Ask them also to answer the activity under Keep Moving on page ____ LM Math Grade V.

Have the pupils do the exercises under Apply your Skills on page _____ LM Math Grade V.



How do we solve problem solving GCF and LCM of two or three given numbers?

How do we create problem involving GCF and LCM of two or three given numbers?

“How do we add fraction and mixed fraction with and without regrouping?


Ask pupils to work on exercises A and B under Get Moving on pages 4 and 5 LM Math Grade 5. Check the pupils’ answers

Answer “assessment” in TG



Teacher – made Test


have them answer the exercises under Keep Moving on page 5 of LM Math Grade 5. Check on the pupils’ answers.

Provide more practice on finding the GCF and LCM of two numbers. Then, give problems similar to those given in the lesson.

Let the pupils copy their assignment from slide.

Let the pupils copy their assignment from slide.

Give remediation activity to those who failed to get 80% above correct responses

V. REMARKS

VI. REFLECTION








GRADES 1 to 12

DAILY LESSON LOG

School

Grade Level

Teacher

Learning Areas


July 18-22, 2016

Quarter

Monday

Tuesday

Wednesday

Thursday

Friday

I. OBJECTIVES


Subtracts fraction and mixed fractions without and with regrouping

Solves routine and non- routine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.

Solves routine and non- routine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.

Creates problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies

Weekly Test


Subtracting fraction and mixed fractions without and with regrouping

Solving routine and non- routine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.


Creating problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies



Curriculum Guide 5, M5NS-If-85

K to 12 Grade 5 Curriculum Guide M5NS-If-87.2

K to 12 Grade 5 Curriculum Guide M5NS-If-87.2

K to 12 Grade 5 Curriculum (M5NS-If-88.2);

II. CONTENT

Subtracting fraction and mixed fractions without and with regrouping



Creating problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies


A. References


Quarter 1 week 6 pp.









3. Textbook pages



flash cards, manila paper and marker pen.

Drill cards, activity sheets

flash cards, paper for folding, problem chart

flash cards, paper strips, activity cards, fruit and vegetable cut-outs

IV. PROCEDURES


Review on adding mixed fractions. Provide exercises written on flash cards.

Changing fraction to lowest terms

Have a review on changing dissimilar fractions to similar fractions dissimilar fractions to similar fractions. .Change the following dissimilar fractions to similar fractions.

What are the steps in solving word problems? In what steps will the following questions fall?

-What is asked?

-What are the given facts?

-What is the process to be used?

-What is the number sentence?

-Show the solution and complete answer

What are the steps in solving word problems? In what steps will the following questions fall?

-What is asked?






How many of you have brothers or sisters. Do you share anything with them? When you give something to somebody what happen to the things you had before? (Wait for some response). What do you feel when you share something to others? Why?

Give this situation for the pupils to think about and provide answers.

Jun’s family is making sweet tamarind candies to earn extra income and sustain the family’s daily expenses. Is it important to learn how to earn extra money especially during vacation time? Why? What other income- generating projects a family may engage in to earn extra income

How often do you spend time with your family? What activities do you do together? Is it important that we spend time with our family?

Read and study the following problems.

Ask: Can we solve these problems? Why and why not?


Present the situation to the class.

There was 1 1/2 melon left for dinner. At dinner time, the family ate 2/3 of the melon. What part of the melon was left for the next meal?

Ask:What is asked in the situation?

What are the given facts?

Presentation

Present this problem. Ask the class to read and understand it.

Justine bakes an apple cake for her mother’s birthday. Her brother ate 3/5 while her sister ate 2/4. Who ate more? How much more?

One afternoon, Mr. Cruz brought home one whole pizza. He made 8 slices. His daughters Lily, Lenie and Luz got their share. Mr. Cruz and his wife ate theirs too. How much pizza was left?

Ask the following questions:

What is asked?





Post the jumbled parts of a word problem on the board. Ask some pupils to read them.


Group the pupils into four working teams. Let them think to solve the problems.

Possible Solution:

1 1/2-2/3= N

After all the groups have finished, ask them to display their output on the board and ask them to discuss their answers.

Ask the pupils to solve the problem by pairs.

Expected answer : 3/5- 2/4 = 12/20- 10/20

Understand

Know what is asked in the problem? Who ate more? By how much?

Know the given facts, 3/5 and 2/4

Plan: Determine the operation to use. Subtraction

Draw a picture to represent the problem.

Solve: Think of the solution to the problem

Tell the pupils to do paper folding/cutting to answer the problem.

Can you arrange the sentences to form a word problem?Let the pupils give different suggestions until the class arrives at the correct answer.


After all the groups have presented their answers, ask: “How did you find the activity? How were you able to subtract dissimilar fractions? What did you do?”

After sharing the answers, let the pupils express their thoughts about the activity. Appreciate the thoughts then ask: How did you solve the problem?

Understand the problem

Plan , Solve

Solution to the problem

Check and Look Back

We stated the complete answer

Ask pupils if they have other ways of solving the problem.

Say: There are times some problems can be solved in other ways like: Guess and Test Strategy, Using an operation, Drawing a picture, etc.

How do we know that the problem is now correctly arranged?What must a problem have for us to know that it is complete?



Discuss the presentation under Explore and Discover on page , LM Math Grade 5. Then, give the following exercises.

Ask the pupils to subtract.

5 1/5-2/3

8 2/7-10/14

3 1/2- 1 5/6

6 1/6-5/9

Discuss the presentation under Explore and Discover on p. ____,LM Math Grade V. Then, ask the pupils to answer Get Moving.

Solve this problem using a strategy you may choose.

Bessie baked a banana cake. Her brother ate 3/10 of the cake while her sister ate ¼.Who ate more and by how much?

Collaborative Activity

1.Divide the class into three groups.

2.Give each group an activity card with data to be used in creating a problem.

3.All members must cooperate in creating the problem.

4.The group leader will report to the class the word problem they created and the solutionand answer to it.


Ask pupils to work on items 1 to 8 under Get Moving and items 1-5 under Keep Moving on pages , LM Math Grade 5.

Ask pupils to solve the problems under Apply Your Skills on page _______

LM for Grade V. Check the pupils answer after a given period of time.

Solve the following using the strategy assigned to your group.

•Peter hiked 5/7 of a kilometer. Mike hiked 1/3 of a kilometer. Who covered a longer distance?

Activity: Role Playing

Materials: Cut-outs of fruits and vegetables

Mechanics:

•The class will role-play going to market to buy fruits and vegetables. That they will create.

•Cut-outs of fruits and vegetables will be displayed in front of the class.

•Each cut-out has an indicated number of kilos.

•Each child will pick 2-3 fruits and vegetables.

•They will use the items they picked as details in the problem


How to subtract fractions and mixed fractions without and with regrouping?

What are the steps in solving problems?

What are the steps in solving problems?

How do we create a word problem?


Answer the following

Take away 3 1/2 from 6 1/5.

6 1/8 less 2 4/5 is equal to _____

Read and understand the problems. Then solve

1.Mark washed his car in 4/5 of an hour, cleaned the garage in 2/6 of an hour, and painted the garden fence in 3/4 hours. How long did it take him to do all the tasks?

Solve the following problems:

1.Julius and Edgar harvested 10 kilograms of star apples from the orchard. They gave 2 1/3 kilograms to their friends. How many kilograms of fruits were left for the family?

Create a problem using the given data. Then, solve the problem.

1.Given: 3 ¾ hours on Saturday, 2 1/5 hours on Sunday


Read and analyze the question then solve.

Find the difference of 4 2/3 and 2 5/6.

What is the difference between 10 1/2 and 6 4/6?

Read and analyze the question then solve.

Pia spent ¾ hours in her Lolo Ben’s farm. This was 2/3 of an hour more than the time she spent at the mall .How much time did she spent at the mall?

Solve each word problem.

1. Amor weighs 50 1/8 kilos. Marife weighs 36 3/8 kilos.

a. How heavy are they together?

b. Who is heavier? By how many kilos?

Arrange the given details to create a problem. Then, answer the problem.

1.-She used 2 ½ meters for her project.

-How much cloth was left?

-Fay bought 6 ¾ meters of cloth.

V. REMARKS

VI. REFLECTION








GRADES 1 to 12

DAILY LESSON LOG

School

Grade Level

Teacher

Learning Areas


July 25-29, 2016

Quarter

Monday

Tuesday

Wednesday

Thursday

Friday

I. OBJECTIVES

Visualize multiplication of fractions using models


demonstrates

understanding of

whole numbers up to 10 000 000.

demonstrates

understanding of

divisibility, order of operations, factors

and multiples, and the

four fundamental

operations involving

fractions

demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions

demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions

demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions


The learner is able to recognize

and represent whole

numbers up to 10 000

000 in various forms

and contexts and able to apply

divisibility, order of

operations, factors and multiples, and the four fundamental operations

involving fractions in

mathematical problems and real-life situations.


and represent whole









and represent whole









and represent whole










K-12 Grade 5 Curriculum pp. 59

Code:M5NS-Ig-89

Kto 12 Curriculum Guide for Grade V

Code: M5NS Ig-90.1 p. 56

Kto 12 Curriculum Guide for Grade V

Code: M5NS Ig-90.1 p. 56

K to 12 Grade 5 Curriculum Guide, Code M5NS-Ig-91 p.56,

II. CONTENT

Multiplication of fractions using models

Multiplying fraction and a whole number and another Fraction

Multiplying fraction and a whole number and another Fraction

Multiplies mentally proper fractions with denominators up to 10


A. References











3. Textbook pages



Flashcards, strips of paper, cartolina

Flash card, chart, activity sheets, strips of paper, two cubes with all faces of numbered.

Flash card, chart, activity sheets, strips of paper, two cubes with all faces of numbered.

flash cards/window cards, charts, activity sheets

IV. PROCEDURES


Read and Solve

Mother bought 5 kg of meat. She cooked 1 ½ kg on Saturday and 2 1/3 kg on Sunday. How many Kilograms of meat not cooked?

Use drawing to help you find the answer to the following

1. 3/5 of 1/3 =

2. 2/3 of 1/5 =

3. 3/5 of ¼ =

4. 2/5 of ½ =

5. 2/4 of ½ =

Use drawing to help you find the answer to the following

1. 3/5 of 1/3 =

2. 2/3 of 1/5 =

3. 3/5 of ¼ =

4. 2/5 of ½ =

5. 2/4 of ½ =

Give the multiples of the following numbers 3, 6, 9


What is ½ of a whole? Show it through your piece of pad paper. If you find ½ of that part again, what answer will you get? (Let them fold the paper once more in half and shade that part). How is the result compared with ½?

How many of you asked by your mother to go to the Market? What do you buy from the market? Did you help your mother preparing food?

How many of you asked by your mother to go to the Market? What do you buy from the market? Did you help your mother preparing food?

Who among you likes to eat pizza? What will you do to the pizza before eating it?


Using problem opener and Visual presentations

Using problem opener

Ask these questions

What ingredients did Caty’s buy from the market?

What kind of a girl is Caty?

Will you obey your mother?

Using problem opener

Ask these questions

What ingredients did Caty’s buy from the market?

What kind of a girl is Caty?

Will you obey your mother?

Present the situation to the class.


Ask these questions:

a.How big is father’s land?

b.What part of it was planted with sweet corn?

c.What are given in the problem?

d.What is asked?

Guide the pupils in planning how to solve the problem by asking them these questions:

What is 1/3 of ¾? What is the number sentence? ( 1/3 x ¾ = N )

To answer the first problem, let us draw a figure to represent 1/6 of a piece of cheese

To answer the first problem, let us draw a figure to represent 1/6 of a piece of cheese

Group the pupils into five working teams. Tell them to think of methods on how to solve the problem mentally.


Group Work: Let the pupils to visualize the multiplication problem using model by presenting one hectare by whole piece of cartolina. Say, “ if this is 1 hectare, how will you represent the ¾ hectare piece of land owned by father?

(Pupils may fold the piece into 4 equal parts and shades ¾ ).

We can also express as … 5 x 1 = 5 or we multiply 5 by 1

How did you find the activity?

How did you multiply the fraction to another fraction?

How did you multiply fraction to a whole number?

We can also express as … 5 x 1 = 5 or we multiply 5 by 1


How did you multiply the fraction to another fraction?

How did you multiply fraction to a whole number?

By mental computation

½ × ⅓ - Multiply numerator to numerator and multiply denominator to denominator.

½ × ⅓ = 1/6



After performing the activity the pupils answer the following questions through the visualization multiplication of fractions using models

A.Discuss the presentation under Explore and Discover on page ____ of LM Grade Five

B.Ask the pupils to work on the exercises under Get Moving on page ____of LM Grade Five

C.For Mastery, have them answer the items under Keep Moving on page ___ of LM Grade Five

A.Discuss the presentation under Explore and Discover on page ____ of LM Grade Five

B.Ask the pupils to work on the exercises under Get Moving on page ____of LM Grade Five

C.For Mastery, have them answer the items under Keep Moving on page ___ of LM Grade Five

How did you go with the activity?

How did you get the product without paper and pencil?

For the solution: We multiply both numerators and denominators to get the product of the fractions mentally.


Show the product:

a.One half of one and one half of the farm is planted with corn. Illustrate the area.

b.Have the pupils do their under Apply your Skills on Page --- LM Grade 5 Math.

Ask the pupils to do items 1 to 3 under Apply your Skills on page 153 of LM Grade 5

Ask the pupils to do items 1 to 3 under Apply your Skills on page 153 of LM Grade 5

A. Solve each item mentally.

1. 2/3 × 4/5 = _____

2. ½ × 2/3 = _____

3. ¾ × 2/3 = _____

4. 5/7 × 7/8=_____

5. 7/10 × 1/5 = _____

B. Solve for N mentally.

1. 5/6 × 7/8 = N

2. 3/8 × 5/6 = N

3. 3/10 × ½ = N

4. 2/3 × ½ = N

For more exercises, let the pupils answer exercise B under Keep Moving on page__ LM Math Grade 5.


How do we visualize multiplication of Fraction using model.

Multiplication equation for each visualization by paper folding drawing and the like.

How do we multiply whole number to fraction?

How do we multiply fraction to fraction?

How do we multiply whole number to fraction?

How do we multiply fraction to fraction?

Lead the pupils to give the generalization by asking: How do you multiply the proper fractions with the denominators up to 10?


A.Discuss the presentation under Explore and Discover on page ___ of LM Math Grade 5

B.Let the pupils work on exercises under Get Movingon page___ on page of LM Grade 5. For more Practice give exercises under Keep Moving on page of LM Grade 5

Understand the questions carefully then write your answers in the blanks.

1.In the equation 2/3 x ½ x 5 = N

2.If you multiply 3 , ¼ and 2/3, what will be the product

3.Multiply 2/3 , 2 and 4/5 . It will give a product of __________.

4.What is the product of 2/7 , 3/8 and ½ ? _______

5.Multiply 2, 5/6 and ¾. The answer is _____.

Understand the questions carefully then write your answers in the blanks.

1.In the equation 2/3 x ½ x 5 = N

2.If you multiply 3 , ¼ and 2/3, what will be the product

3.Multiply 2/3 , 2 and 4/5 . It will give a product of __________.

4.What is the product of 2/7 , 3/8 and ½ ? _______

5.Multiply 2, 5/6 and ¾. The answer is _____.

Let the pupils answer exercise Aunder Apply Your Skillson page__ LM Math Grade 5


Prepare an album showing the following equations. Use paper – folding methods.

1. 21

3 x 2 =

2. 13

10 x 4 =

Find the product. Express your answer in lowest terms if possible

Dan bought 6 kilos of rice in the market. He shared 1/3 for their picnic. How many kilos of rice did he share?

Phiel planted pineapple on the ¾ of the 5/6 sq. hectares of farm, what part of the farm was planted with pineapple?

Find the product. Express your answer in lowest terms if possible

Dan bought 6 kilos of rice in the market. He shared 1/3 for their picnic. How many kilos of rice did he share?

Phiel planted pineapple on the ¾ of the 5/6 sq. hectares of farm, what part of the farm was planted with pineapple?

Answer exercise B underApply Your Skillson page__ LM Math Grade 5

V. REMARKS

VI. REFLECTION








GRADES 1 to 12

DAILY LESSON LOG

School

Grade Level

Teacher

Learning Areas


August 1-5, 2016

Quarter

Monday

Tuesday

Wednesday

Thursday

Friday

I. OBJECTIVES

Solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies or tools.


demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions

demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions

demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions

demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions



and represent whole









and represent whole









and represent whole









and represent whole










solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies and tools.

M5NS-Ih-92.1

solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies and tools.

M5NS-Ih-92.1

creates problems (with reasonable answers) involving multiplication of fraction

M5NS-Ih-93.1

creates problems (with reasonable answers) involving multiplication of fraction

M5NS-Ih-93.1

II. CONTENT

Solving Routine or Non-routine Problems Involving Multiplication Without or With Addition or Subtraction of Fractions and Whole Numbers Using Appropriate Problem Solving Strategies or Tools.

Solving Routine or Non-routine Problems Involving Multiplication Without or With Addition or Subtraction of Fractions and Whole Numbers Using Appropriate Problem Solving Strategies or Tools.

Creating Problems (with reasonable answer) Involving Multiplication of

Fractions

Creating Problems (with reasonable answer) Involving Multiplication of

Fractions


A. References



3. Textbook pages

K to 12 Grade 5 Curriculum Guide,

Code M5NS-Ih-92.1p.56

K to 12 Grade 5 Curriculum Guide,

Code M5NS-Ih-92.1p.56

K to 12 Grade 5 Curriculum Guide, M5NS-Ih-93.1

LM Grade 4 pp. 131-132

K to 12 Grade 5 Curriculum Guide, M5NS-Ih-93.1

LM Grade 4 pp. 131-132



number cards, charts, activity sheets, coin

number cards, charts, activity sheets, coin

cards with problem for the drill activity

cards with problem for the drill activity

IV. PROCEDURES


Using flash cards give the product of the following fractions mentally.

3/5 X ½

6/7 X 1/3

7/9 X 4/5

9/10 X ¼5. 8/10 X 3/

Using flash cards give the product of the following fractions mentally.

3/5 X ½

6/7 X 1/3

7/9 X 4/5

9/10 X ¼

Conduct a review on solving multistep routine and non-routine problems involving multiplication fractions using appropriate problem-solving strategies and tools.

Conduct a review on solving multistep routine and non-routine problems involving multiplication fractions using appropriate problem-solving strategies and tools.




Create problems (with reasonable answer) involving multiplication of fractions

Create problems (with reasonable answer) involving multiplication of fractions


Do you know how to save your money? How do you save your money?

Do you know how to save your money? How do you save your money?

Show a picture of a boy/girl putting coins on a piggy bank.

Ask: What is the boy/girl doing? Is it necessary for a child like you to learn how to save money? Why?

Show a picture of a boy/girl putting coins on a piggy bank.

Ask: What is the boy/girl doing? Is it necessary for a child like you to learn how to save money? Why?


Present this problem. Let the pupils read and understand it.

Marlon earned ₱150 by selling newspapers. If he puts of his money in his piggy bank, how much did he save?

Ask: What is asked in the problem?

What are given in the problem?

What word clue would help you solve the problem?

What operation needed to solve the problem?

What is the number sentence?

Call one pupil to show his/her solution on the board.

Present this problem. Let the pupils read and understand it.

Marlon earned ₱150 by selling newspapers. If he puts of his money in his piggy bank, how much

did he save?

Ask: What is asked in the problem?

What are given in the problem?

What word clue would help you solve the problem?

What operation needed to solve the problem?


Call one pupil to show his/her solution on the board.

Present this problem.

Everyday Shane’s mother gives her Php 50 for her allowance. She only spend ¾ of it and save the rest on her coin bank. If she saves her money religiously every day, how much money will she have in 4 weeks?

Guide the pupils in solving the problem. Refer to the questions.

· What is asked in the problem?

· What are the given facts?

· What is the word clue?

· What is the operation to be used?

· What is the mathematical sentence for the problem?

· Solve and explain the answer.

Allow each group to solve the problem. Let them post their work on the board as soon as they are finished with it. Let each group discuss their solutions.

Possible solution:

4/4 – ¾ = ¼ She saves ¼ of her money daily

(¼ of 50) x 20 = N

¼ x 50= 12.50 her daily savings

12.50 x 20 (number of school days in 4 weeks) = Php 250.00 her savings in 4 weeks

Ask: Can you create a problem similar to the given problem?

Present this problem.

Everyday Shane’s mother gives her Php 50 for her allowance. She only spend ¾ of it and save the rest on her coin bank. If she saves her money religiously every day, how much money will she have in 4 weeks?

Guide the pupils in solving the problem. Refer to the questions.

· What is asked in the problem?

· What are the given facts?

· What is the word clue?

· What is the operation to be used?

· What is the mathematical sentence for the problem?

· Solve and explain the answer.

Allow each group to solve the problem. Let them post their work on the board as soon as they are finished with it. Let each group discuss their solutions.

Possible solution:

4/4 – ¾ = ¼ She saves ¼ of her money daily

(¼ of 50) x 20 = N

¼ x 50= 12.50 her daily savings

12.50 x 20 (number of school days in 4 weeks) = Php 250.00 her savings in 4 weeks

Ask: Can you create a problem similar to the given problem?


Ask: Why do you think Marlon saved money in his piggy bank? Is it proper to save money? Why? What kind of boy is Marlon?

Say: Let us have another problem. This time you will group yourselves into 5.

Group 1-A metro Aide can clean 10 2/3 meters of the lawn per hour. How manymeters can he cleans in 4 ½ hours?

Group 2- A man owned a parcel of land that was 1 4/5 hectares in area. He used 2/3 of the land for a garden. What fraction of the land area is the garden?

Group 3- Julius sold 3 ½ sacks of rice. Each sack weighs 50 kilograms. How manyKilograms of rice did Julius sell?

Group 4- Precy answered ¾ of the test correctly. If there is a total of 20 test items, how many items did she get correctly?

Group 5- Ricky painted 3/5 of the side of the garage. When he repainted ½ of this part, what part of the side of the garage of each ad he painted twice?

Call a representative of each group to report the outcomes of their activity.

Ask: Why do you think Marlon saved money in his piggy bank? Is it proper to save money? Why? What kind of boy is Marlon?

Say: Let us have another problem. This time you will group yourselves into 5.

Group 1-A metro Aide can clean 10 2/3 meters of the lawn per hour. How manymeters can he cleans in 4 ½ hours?

Group 2- A man owned a parcel of land that was 1 4/5 hectares in area. He used 2/3 of the land for a garden. What fraction of the land area is the garden?

Group 3- Julius sold 3 ½ sacks of rice. Each sack weighs 50 kilograms. How manyKilograms of rice did Julius sell?

Group 4- Precy answered ¾ of the test correctly. If there is a total of 20 test items, how many items did she get correctly?

Group 5- Ricky painted 3/5 of the side of the garage. When he repainted ½ of this part, what part of the side of the garage of each ad he painted twice?

Call a representative of each group to report the outcomes of their activity.

Group the pupils into five working teams. Encourage them to create a similar problem to the one given.

Create a problem with the given data.

15 kilograms of mangoes- harvested by John from the orchard1/3 kilograms-shared by John to his neighbours

5 ½ litres of paint- amount of paint to be used for painting the fence

¾ of the total paint- the amount of paint consume to paint the entire fence.

Group the pupils into five working teams. Encourage them to create a similar problem to the one given.

Create a problem with the given data.

15 kilograms of mangoes- harvested by John from the orchard1/3 kilograms-shared by John to his neighbours

5 ½ litres of paint- amount of paint to be used for painting the fence

¾ of the total paint- the amount of paint consume to paint the entire fence.



Discuss the presentation under Explore and Discoveron page 1 of LM Math Grade 5.

Read and solve the problems carefully.

Nelson wants to paint one of the walls of his bedroom with a color different from

that of the other walls. The wall he will paint is 5 ½ metres long and 4 ½ metres high. What is the dimension of the wall?

Joshua had a piece of tape 4 1/3 m. long. He used ¾ of it. How many metres of

Tape did he use?

Discuss the presentation under Explore and Discoveron page 1 of LM Math Grade 5.

Read and solve the problems carefully.

Nelson wants to paint one of the walls of his bedroom with a color different from

that of the other walls. The wall he will paint is 5 ½ metres long and 4 ½ metres high. What is the dimension of the wall?

Joshua had a piece of tape 4 1/3 m. long. He used ¾ of it. How many metres of

Tape did he use?

A. Discuss the presentation on page ___of LM Math Grade V.

B. Have the pupils create a problem with the information given.

1. Php 25,000- Ericka’s monthly salary from her online tutorial class

1/8 - she puts on her savings every month

2. 5/6- part of the house to be cleaned

½- part of the house finished in cleaning

C. Discuss the presentation on page ___of LM Math Grade V.

D. Have the pupils create a problem with the information given.

3. Php 25,000- Ericka’s monthly salary from her online tutorial class

1/8 - she puts on her savings every month

4. 5/6- part of the house to be cleaned

½- part of the house finished in cleaning


How do you find with the activity? Did you enjoy doing it?

How were you able to solve it?

How do you find with the activity? Did you enjoy doing it?

How were you able to solve it?

After all the groups have presented their work, ask the following questions:


How were you able to create a problem?

After all the groups have presented their work, ask the following questions:


How were you able to create a problem?


How do we solve routine and non-routine word problem?

The steps in solving routine problems are:

Understand – Know what is asked, what are given.

Plan – Know what operation. Write the number sentence.

Solve – Write the correct units/label your answers.

Check and Look back – Review and check your answers.

To solve non- routine problems involving multiplication without or with

addition or subtraction of fraction and whole numbers, read and analyze

the problem carefully. Tell what is asked and what are given. Then, use other

strategies like act out the problem, listing/table method, guess and test, drawing/making a diagram, using patterns, working backwards, etc. to solve.

How do we solve routine and non-routine word problem?

The steps in solving routine problems are:

Understand – Know what is asked, what are given.

Plan – Know what operation. Write the number sentence.

Solve – Write the correct units/label your answers.

Check and Look back – Review and check your answers.

To solve non- routine problems involving multiplication without or with

addition or subtraction of fraction and whole numbers, read and analyze

the problem carefully. Tell what is asked and what are given. Then, use other

strategies like act out the problem, listing/table method, guess and test, drawing/making a diagram, using patterns, working backwards, etc. to solve.

Summarize the lesson by asking: How do we create problems involving multiplication of fractions?

· We familiarize ourselves with the different Mathematical concepts.

· Analyse the data first and think of the type of problems you want to create.

· Study some sample problems and be familiar with the organization of data on the problem.

Summarize the lesson by asking: How do we create problems involving multiplication of fractions?

· We familiarize ourselves with the different Mathematical concepts.

· Analyse the data first and think of the type of problems you want to create.

· Study some sample problems and be familiar with the organization of data on the problem.


Read and solve carefully.

1. Albert is taking a 60-item multiple choice test. He knows the correct answers to all,

xxcept 1/5 of the items. If he guesses correctly on ¾ of these questions, how many items will he answer correctly?

2. A farmer has 3 sons and 10 ¾ hectares of rice field. He gave 2/7 of the land to the

oldest, 3/5 of what remained to the next oldest, and what still remained to the youngest. How much land did each son receive?

3. Mang Celso caught 50 kilograms of fish. He sold 4/5 of these to his neighbors and

brought the rest to the market. How many kilograms of fish were sold in the market?

4. Jose harvested 45 ½ kg of squash from his garden. He gave 5/8 of these to the visitors. How many kilograms of squash were left?

5. A car travel at a speed of 2 ¼ kph. How far can it go in 3 1/3 hours?

Read and solve carefully.

1. Albert is taking a 60-item multiple choice test. He knows the correct answers to all,

xxcept 1/5 of the items. If he guesses correctly on ¾ of these questions, how many items will he answer correctly?

2. A farmer has 3 sons and 10 ¾ hectares of rice field. He gave 2/7 of the land to the

oldest, 3/5 of what remained to the next oldest, and what still remained to the youngest. How much land did each son receive?

3. Mang Celso caught 50 kilograms of fish. He sold 4/5 of these to his neighbors and

brought the rest to the market. How many kilograms of fish were sold in the market?

4. Jose harvested 45 ½ kg of squash from his garden. He gave 5/8 of these to the visitors. How many kilograms of squash were left?

5. A car travel at a speed of 2 ¼ kph. How far can it go in 3 1/3 hours?

Have the pupils do the exercises under Apply your Skills on page ____, LM Math Grade V. Encourage some pupils to show and discuss the answers.

Have the pupils do the exercises under Apply your Skills on page ____, LM Math Grade V. Encourage some pupils to show and discuss the answers.


Let the pupils answer exercise A under Apply Your Skills on page_ LM Math Grade 5

Let the pupils answer exercise A under Apply Your Skills on page_ LM Math Grade 5

Write a question for the given problem.

1. Rudy earns Php 500 each day working in an office. He spends 3/4 of it for food.

2. Jen bought 3 ¼ meter ribbon for her dress. The dressmaker used only 2/3 of it.

Write a question for the given problem.

1. Rudy earns Php 500 each day working in an office. He spends 3/4 of it for food.

2. Jen bought 3 ¼ meter ribbon for her dress. The dressmaker used only 2/3 of it.

V. REMARKS

VI. REFLECTION








GRADES 1 to 12

DAILY LESSON LOG

School

Grade Level

Teacher

Learning Areas


August 8-12, 2016

Quarter

Monday

Tuesday

Wednesday

Thursday

Friday

I. OBJECTIVES

Visualizes division of fraction


demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions

demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions

demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions

demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions

Weekly Test



and represent whole









and represent whole









and represent whole









and represent whole










visualizes division of fractions

M5NS-Ii-95

visualizes division of fractions

M5NS-Ii-95

divides

- simple fractions

- whole numbers by a fraction and vice versa

M5NS-Ii-96.1

divides

- simple fractions

- whole numbers by a fraction and vice versa

M5NS-Ii-96.1

II. CONTENT


A. References



3. Textbook pages

M5NS-Ii-95, Lesson Guide in Mathematics VI p. 266-270,

Our World of Math 5 p.202-204, XL Excelling in Mathematics 6 p.172-173

M5NS-Ii-95, Lesson Guide in Mathematics VI p. 266-270,

Our World of Math 5 p.202-204, XL Excelling in Mathematics 6 p.172-173

M5NS-Ii-96.1, LG in Math 6 p. 270- 277, Our World of Math 5 p. 202-207,

XL Excelling in Mathematics 6 174-176

M5NS-Ii-96.1, LG in Math 6 p. 270- 277, Our World of Math 5 p. 202-207,

XL Excelling in Mathematics 6 174-176



Geometric figures, fraction chart, flash cards

Geometric figures, fraction chart, flash cards

flash cards, number line, activity cards

flash cards, number line, activity cards

IV. PROCEDURES


Conduct a review on multiplication of fraction using flash cards.

1. 2. 3. 4. 5.

Conduct a review on multiplication of fraction using flash cards.

1. 2. 3. 4. 5.

Write the following as mixed numbers or whole numbers

Group 1

2. 3. 4. 5.

Write the following as mixed numbers or whole numbers

Group 1

2. 3. 4. 5.




Divides simple fraction and whole number by a fraction and vice versa

Divides simple fraction and whole number by a fraction and vice versa


Present a picture of a girl sharing a slice of bread to her playmate. Ask the pupils to tell something about the picture. Elicit the value of sharing.

Present a picture of a girl sharing a slice of bread to her playmate. Ask the pupils to tell something about the picture. Elicit the value of sharing.

Present a picture of a boy helping his parents in doing household chores. Ask the pupils if they also help their parents at home in doing household chores. Elicit the value of helping.

Present a picture of a boy helping his parents in doing household chores. Ask the pupils if they also help their parents at home in doing household chores. Elicit the value of helping.



Grace has 4 meters of cloth. She wants to make hand towels for her EPP project. How many hand towels can she make if each hand towel measures meter?

Analyze the problem. Ask “What are the given facts?”

What is asked? What is the operation to be used?


Grace has 4 meters of cloth. She wants to make hand towels for her EPP project. How many hand towels can she make if each hand towel measures meter?

Analyze the problem. Ask “What are the given facts?”

What is asked? What is the operation to be used?


A m wire is to be cut into pieces Lito helps his father cutting it into meter long. How many pieces can he cut from the wire?

Analyze the problem:

What is asked?

What facts are given?

What is the needed operation?

Write the equation.


A m wire is to be cut into pieces Lito helps his father cutting it into meter long. How many pieces can he cut from the wire?

Analyze the problem:

What is asked?

What facts are given?

What is the needed operation?

Write the equation.


Group the pupils and have them perform the task.



Find each quotient.

÷ = n 2. ÷ = n 3. 6. = n 4. 5 = n 5. 24 = n

6. ÷ = n 7. 12 ÷= n

8. 9


Find each quotient.

÷ = n 2. ÷ = n 3. 6. = n 4. 5 = n 5. 24 = n

6. ÷ = n 7. 12 ÷= n

8. 9




How did you find the activity? Were you able to visualize division of fraction? In how many ways were you able to show the answer?


How did you find the activity? Were you able to visualize division of fraction? In how many ways were you able to show the answer?

Let the pupils present their work.

How did you find the activity? How did you find the quotient of simple fraction? whole number and fraction vice versa?

To divide simple fractions

Change the divisor to its reciprocal.

Change the division sign to multiplication sign.

Multiply the numerators then multiply the denominators.

Express in lowest terms if necessary.

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.

.

Let the pupils present their work.

How did you find the activity? How did you find the quotient of simple fraction? whole number and fraction vice versa?

To divide simple fractions






Step 1. Write the number sentence.



Step 4. Write the product of the numerators over the product of the denominators; and


.


Discuss the presentation. On page ___ of LM Math Grade V,

Have the pupils solve the following problems.

Use a fraction chart to show:

a) 3

b) 5

c) 6

d)

e)

Ask the pupils to solve the problems under Get Moving on page ____ LM Math Grade V. Check their Answer. For mastery, have them solve the problems under Keep Moving on Page _______ of LM Math Grade V. Check the pupil’s answer.



Use a fraction chart to show:

a) 3

b) 5

c) 6

d)

e)

Ask the pupils to solve the problems under Get Moving on page ____ LM Math Grade V. Check their Answer. For mastery, have them solve the problems under Keep Moving on Page _______ of LM Math Grade V. Check the pupil’s answer.



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

How many -meter long pieces can be cut from an -meter ribbon?

12 ÷ ¼

6 ÷ 4/5

3 ÷ 2/8



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

How many -meter long pieces can be cut from an -meter ribbon?

12 ÷ ¼

6 ÷ 4/5

3 ÷ 2/8


Lead the pupils to generalize that:

To visualize division offraction we use the illustration, fraction chart and number line


To visualize division offraction we use the illustration, fraction chart and number line


To divide simple fraction:






Step 1. Write thee number sentence.



Step 4. Write the product of the num numerators over the product of the den denominators; and



To divide simple fraction:






Step 1. Write thee number sentence.



Step 4. Write the product of the num numerators over the product of the den denominators; and



Solve the problem using illustration:

1) Jayra bought 3 pineapples. She cut each into ½ pieces. How many halves did she have?

2) Rico has to pack 4 kg. of rice in bags that can contain 4/5 kg per bag. How many bags will he need to pack the rice?

Solve the problem using illustration:

1) Jayra bought 3 pineapples. She cut each into ½ pieces. How many halves did she have?

2) Rico has to pack 4 kg. of rice in bags that can contain 4/5 kg per bag. How many bags will he need to pack the rice?

Find the quotient:

÷ = n 2. ÷ = n 3. ÷ = n 4. 10 ÷ = n 5. 8 ÷=

Find the quotient:

÷ = n 2. ÷ = n 3. ÷ = n 4. 10 ÷ = n 5. 8 ÷=


Illustrate the following division problems. Write the answer in your notebook.

1.) 6 = N

2.) 12 = N

3.) 1/3 ÷ 1/6

Illustrate the following division problems. Write the answer in your notebook.

4.) 6 = N

5.) 12 = N

6.) 1/3 ÷ 1/6

Find the quotient. Write the answer in your notebook.

1. ÷ = n 2. ÷ = n 3. 6 ÷ =n 4. 24 ÷ =n 5. 3 ÷ =n

Find the quotient. Write the answer in your notebook.

2. ÷ = n 2. ÷ = n 3. 6 ÷ =n 4. 24 ÷ =n 5. 3 ÷ =n

V. REMARKS

VI. REFLECTION








GRADES 1 to 12

DAILY LESSON LOG

School

Grade Level

Teacher

Learning Areas


August 15-19, 2016

Quarter

Monday

Tuesday

Wednesday

Thursday

Friday

I. OBJECTIVES


demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions

demonstrates

understanding of


demonstrates

understanding of



four fundamental


fractions

REVIEW

PERIODICAL TEST

PERIODICAL TEST



and represent whole









and represent whole










solves routine or non-routine problems involving division without or with any of the other operations of fractions and whole numbers using appropriate problem solving strategies and tools

M5NS-Ij-97.1

creates problems (with reasonable answers) involving division or with any of the other operations of fractions and whole numbers.

M5NS-Ij-98.1

II. CONTENT


A. References



3. Textbook pages

M5NS-1j-97.1, Elementary Mathematics 6 p. 126

M5NS-1j-98.1

Module in Mathematics 6 Lesson 89-91 pages 123-127



flashcards of basic division facts, activity cards, charts of word problems

flashcards , activity cards, charts of word problems, activity cards

IV. PROCEDURES


Checking of Assignment

Review the steps in solving word problems.

Ask: What are the steps in solving a word problem

Checking of Assignment

Review the steps in solving word problems.

Ask: What are the steps in solving a word problem

In what steps will the following questions fall?

What is asked?

What are the given facts?

What is the process to be used?


Show the solution and complete answer.


Solves routine or non-routine problems involving division without or wit

guro ako · web view4.the group leader will report to the class the word problem they created and...

Documents