School PUGO ELEMENTARY SCHOOL Grade Level FIVE

DAILY LESSON LOG Teacher SANDE N. ALVARO Learning Area MATHEMATICS

Teaching Dates and Time JULY 18-22, 2016 Quarter FIRST

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards
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
Creates problems (with reasonable
answers) involving addition and/or
subtraction of fractions using
appropriate strategies

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

C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
Curriculum Guide 5, M5NS-If-85
Subtracting fraction and mixed
fractions without and with
regrouping
Quarter 1 week 6 pp.
Quarter 1 week 6 pp.
flash cards, manila paper and
marker pen.
Review on adding mixed
fractions. Provide exercises
written on flash cards.
Changing fraction to lowest
terms
K to 12 Grade 5 Curriculum
Guide M5NS-If-87.2
Solving routine and non-
routine problems involving
addition and/ or subtraction of
fractions using appropriate
problem solving strategies and
tools.
Quarter 1 week 6 pp.
Quarter 1 week 6 pp.
Drill cards, activity sheets
Have a review on changing
dissimilar fractions to similar
fractions dissimilar fractions to
similar fractions. .Change the
following dissimilar fractions to
K to 12 Grade 5 Curriculum
Guide M5NS-If-87.2
Solving routine and non-
routine problems involving
addition and/ or subtraction of
fractions using appropriate
problem solving strategies and
tools.
Quarter 1 week 6 pp.
Quarter 1 week 6 pp.
flash cards, paper for folding,
problem chart
What are the steps in solving
word problems? In what steps
will the following questions fall?
-What is asked?
-What are the given facts?
K to 12 Grade 5 Curriculum
(M5NS-If-88.2);
Creating problems (with
reasonable answers) involving
addition and/or subtraction of
fractions using appropriate
strategies
Quarter 1 week 6 pp.
Quarter 1 week 6 pp.
flash cards, paper strips, activity
cards, fruit and vegetable cut-
outs
What are the steps in solving
word problems? In what steps
will the following questions fall?
-What is asked?
-What are the given facts?
K to 12 Grade 5 Curriculum (M5NS-
If-88.2);
Creating problems (with
reasonable answers) involving
addition and/or subtraction of
fractions using appropriate
strategies
Quarter 1 week 6 pp.
Quarter 1 week 6 pp.
cards, activity cards, place value
chart
Recall problem-solving steps and
strategies. Ask the learners to tell
what they understand about the
following essential guide questions
to problem solving.

B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skills #1
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?
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?
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.
similar fractions.
Give this situation for the pupils
to think about and provide
answers.
Juns family is making sweet
tamarind candies to earn extra
income and sustain the familys
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
Presentation
Present this problem. Ask the
class to read and understand it.
Justine bakes an apple
cake for her mothers birthday.
Her brother ate 3/5 while her
sister ate 2/4. Who ate more?
How much more?
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
-What is the process to be used?
-What is the number sentence?
-Show the solution and
complete answer
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?
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?
-What are the given facts?
-What is the process to be used?
-What is the number sentence?
-Show the solution and
complete answer
Tell the pupils to do paper
folding/cutting to answer the
problem.
-What is the process to be used?
-What is the number sentence?
-Show the solution and
complete answer
Read and study the following
problems.
Ask: Can we solve these
problems? Why and why not?
Post the jumbled parts of a
word problem on the board. Ask
some pupils to read them.
Can you arrange the sentences
to form a word problem?Let the
pupils give different suggestions
until the class arrives at the
correct answer.
Talk about the growing of flowers
in the garden.
Ask: Who among you have planted
different kinds of flowers in the
garden?
Present the problem to the class.
Liza bought 2/8 m of white
ribbon and 2/4 m of yellow ribbon
to make flowers. After making 5
flowers, she found out she had 3/6
m of ribbons left. How many
meters of ribbon did she use for the
flowers?
Based on the problem
presented, how will you create
problems involving addition,
subtraction or addition and
subtraction of fractions?
Group the pupils into three, let the
group work collaboratively on
station 1 for group 1, and station 2
for group 2 and station 3 for group
3.
Let them present
their output one at a time, when
done.

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
living
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?
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
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.
represent the problem.
Solve: Think of the solution to
the problem
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
Discuss the presentation under
Explore and Discover on p.
____,LM Math Grade V. Then,
ask the pupils to answer Get
Moving.
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.
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.
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 .Who ate
more and by how much?
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?
How do we know that the
problem is now correctly
arranged?What must a problem
have for us to know that it is
complete?
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.
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.
After all groups have presented,
ask, how did you find the activity?
How did you
create?
How did you
create a problem involving
addition, subtraction, or addition
and
subtraction of fractions?
Expected Answers:
We familiarized ourselves
with the concept of addition and
subtraction of fraction
We thought of the
problem we want to create.
We read sample problems
and studied their solutions.
Discuss the presentation under
Explore and Discover on page
___________
LM Math 5 Grade 5
Ask the pupils to work on
item under Get Moving, page
_______of LM Math Grade 5. Check
the pupils answers. For mastery,
have them answer the item under
Keep Moving on page ______ of LM
math Grade 5.
Ask the pupils to answer some
exercises given. Involving (a)
addition and (b) .

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
How to subtract fractions and
mixed fractions without and
with regrouping?
Answer the following
Take away 3 1/2 from 6 1/5.
6 1/8 less 2 4/5 is equal to
_____
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?
What are the steps in solving
problems?
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?
Read and analyze the question
then solve.
Pia spent hours in her Lolo
Bens 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?
What are the steps in solving
problems?
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?
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?
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 do we create a word
problem?
Create a problem using the
given data. Then, solve the
problem.
1. Given: 3 hours on
Saturday, 2 1/5 hours on Sunday
Arrange the given details to
create a problem. Then, answer
the problem.
1. -She used 2 meters
for her project.
-How much cloth was left?
-Fay bought 6 meters of cloth.
How do we create a word problem?
Create a problem using the given
data. Then, solve the problem.
1. Given: 6 5/6 meters of
rope, 4 2/8 meters of rope used
Asked: Length of rope left
Create a problem using the given
data. Then solve the problem.
1. 4 gallons of paint for one
room.
-3 1/3 gallons for another room
-number of gallons of paint used in
painting two room

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?