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DLL Mathematics

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43 vues

DLL Mathematics

© All Rights Reserved

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GRADES 1 to 12 Teacher: Credit to the author of this file Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and

Time: June 12-16, 2017 (Week 2) Quarter: 1st Quarter

I. OBJECTIVES

A. Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions.

B. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real -

life situations.

C. Learning Competencies/Objectives:

Write the LC Code for each M 6N S -Ib - 90 .2 M 6N S -Ib - 92 .2 M 6N S -Ib - 92 .2 M 6N S -Ib - 93 .2

The learner multiplies The learner solves routine The learner solves non- The learner creates

simple fractions and mixed problems involving routine problems involving problems (with reasonable

fractions. multiplication with or multiplication with or answers) involving

without addition or without addition or multiplication without or

subtraction of fractions subtraction of fractions with addition or

and mixed fractions using and mixed fractions using subtraction of fractions

appropriate problem appropriate problem and mixed numbers.

solving strategies and tools solving strategies and tools

correctly. correctly.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Multiplying Simple Solving Routine Problems Solves Non-Routine Creating Problems (With

Fractions and Mixed Involving Multiplication Problems Involving Reasonable Answers)

II. CONTENT Fractions with or without Addition or Multiplication with or Involving Multiplication

Subtraction of Fractions without Addition or Without or With Addition

and Mixed Fractions Using Subtraction of Fractions or Subtraction of Fractions

Appropriate Problem and Mixed Fractions Using and Mixed Fractions

Solving Strategies and Appropriate Problem

Tools Solving Strategies and

Tools

Lists the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of

III. LEARNING RESOURCES

concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teachers Guide Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal MISOSA Module Grade 5 MISOSA Module Grade 6 - MISOSA Module Grade 6 -

and 6 - Multiplication of Solving one-step word Solving two-step word

Mixed Numbers and problems on multiplication problems on multiplication

Fractions of Fractions of Fractions

Elementary Mathematics 5 Elementary Mathematics 5

p217 p217

B. Other Learning Resources Flash Cards Flash Cards Flash Cards

Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation

IV. PROCEDURES

A. Reviewing Previous Lesson or Review game (charade)

Presenting the New Lesson Review: (Using flash Complete the table below Divide the class into 5

cards) Call 4 volunteers who will groups.

serve as the actors.

Ask each group to write as

The pupils will act to show many words as they can,

the following words without related to the following.

saying any words.

a) Addition (e.g. sum of,

Check total, added to, in all)

Plan b) Subtraction (e.g. less,

Solve diminished, deducted,

Understand difference)

Multiplication

The pupils will guess the

product, twice, times)

word.

d) Division (e.g. quotient,

After all the words are divided by)

revealed, ask another pupil All common answers will be

to arrange the words in order. eliminated. The group

with the most number of

Let the pupils explain the correct answers remain

importance of each step. will be the winner.

Let them state what will Original File Submitted and

happen if they missed any Formatted by DepEd Club

of the steps. Member - visit depedclub.com

for more

B. Establishing a Purpose for the Show a picture of kids jogging Show a picture of a mother Show a picture of a girl who is

Lesson in a track oval preparing a chicken dish for baking.

Show a picture of a man Ask: lunch. Ask: What can you say about

harvesting fruits from a farm. What are the children doing? Ask: the picture? What do you

Ask pupils what are the things Why is it important for us to What is your favorite chicken think is the girl doing?

they can see in a farm. exercise? dish? Why?

What do you think mother

Ask the characteristics of the

will cook for lunch?

man.

C. Presenting Examples/Instances of Problem Opener: Problem Opener: Problem Opener: Let the pupils give a name for

the Lesson Mang Emong harvests crates Carlo can jog 4 23 km in one Michael saved 200 pesos. He the girl in the picture.

of mangoes each day. hour. How far can he jog in 12 used 12 of it to buy a bag and Ask them to make a

The table shows the record of hour? 12 of his remaining money to scenario/situation.

his harvest. Let the pupils discuss the steps buy a book. What fraction of Ask: What are the needed

in solving word problems. his money was left? How ingredients in making a cake?

Understand much was left? Out of the given situation, let

What is the problem asking Let the pupils discuss the steps the pupils create an

you to find? in solving word problems. interesting word problem.

What are the given Understand Let them discuss. What are the

information that will help us What is asked in the things they should consider in

solve the problem? problem? creating a word problem?

Plan What are the given facts?

Can you visualize how to go

through the problem? Plan

How many crates of mangoes What strategies can you What are the operations to

can Mang Emong harvest in suggest to solve this problem? be used?

half an hour? In 4 hours? In 4 What is the correct number

12 hours? Solve sentence?

Show the solution.

What operation can we use in Solve

solving the problem? Check Show the solution.

Have you checked your

Elicit from the learners how to calculations? Check

multiply mixed numbers and Did you use correctly all Have you checked your

fractions. important data provided? calculations?

Let the pupils observe what Does the answer make Did you use correctly all

happened in every step of the sense? important data provided?

solution. Did you look for another way Does the answer make

to solve the problem to find sense?

out if your answer is correct? Did you look for another way

to solve the problem to find

out if your answer is correct?

D. Discussing New Concepts and Pair work Group work Group work Group work (5 groups)

Practicing New Skills #1 Find the product of the Groups 1 and 2 (using any Answer the following Make another interesting

following. Reduce the answer to strategy): problems. problem out of the previous

simplest form, whenever A garden plot is 5 1/2 meters What comes next in the given situation.

possible. long and 2/3 meter wide. set of number Ask: What if the girl will bake 2

What is the area of the garden cakes? 3 cakes? How are we

plot? going to adjust the

Groups 3 and 4 (using any ingredients?

strategy):

water can a tank 1/2 meter

long, 1/3 meter wide, and 2 2/3

meters high hold?

output in class.

E. Discussing New Concepts and Solve the following. Write the Think-pair-share Let each group exchange the

Practicing New Skills #2 answer in simplest form, Answer the problem below. problems they made. Group 1

whenever possible. Use different strategies in will answer the work of group

1) Multiply 2 1//3 by 3/5 . solving. 2, Group 2 will answer the

2) What is 4/5 of 2 1/8 ? 1) A truck was 78 filled with work of group 3, and so on.

3) Find the product of 1 1/3 x grocery items for delivery. The

2 1/2 x 3/5 . driver delivered 23 of this to

supermarket. What part of the

truckload of grocery items was

delivered? What part of the

truck load was not delivered?

different strategies in solving.

Let the pupils share what

strategy they used in solving.

F. Developing Mastery Assign a number to every Solve: Pair work Make a meaningful problem of

(Leads to Formative Assessment 3) student in the class. Mang Celso caught 40 1/2 Solve: the given problem and solve.

Randomly select a pupil or kilograms of fish. He sold 3/4 Ken planted a mongo seed. He 1)

group of pupils to answer a of it. How many kilograms noticed that the seed grew 1/5

question. of fish did he sell all in all? times larger than the previous

Say: All even numbers please week. This week, he measured

stand up the plant and found out that it

Only pupils assigned to an is 10 cm tall. How tall will the

even number will stand up and plant be two weeks from now?

answer a question on their The teacher will guide the

show-me-board. pupils in answering the

a) All even numbers problem.

b) All multiples of 3

c) Numbers divisible by 4

d) Numbers between 20 and

30

e) Numbers divisible by 5

will be called.

Answer the following. Reduce

the answer in simplest form. The plant will grow 2 cm taller,

1) 5 14 x 27 so it will become 12cm.

2) 29 x 7 78

3) What is 12 of 9 13 ? 10 X 1/5 = 2

4) What is the product of 4

and 3 25? During the second week, it will

5) What is 34 x 12? grow 2 25 cm. After the

second week, the height of the

Add more if necessary. plant will be 14 25 cm.

problem until the 10th week.

G. Finding Practical Applications of Read, analyze, and solve the Read, analyze and solve the Read and solve the following Act out.

Concepts and Skills in Daily Living problem below. following problems. problems. Show your neat and The class will be divided into 4

Mang Jess used 3/4 liters of Show your neat and complete complete solution. groups. Each group will be

paint to cover 10 1/2 square solution. 1) Mang Daniel had 4 3/4 given time to create their

meters of wall. How many 1) Aling Maria has 6 2/3 hectares of land. He used 3/5 word problem. After the time,

liters of paint is needed to kilograms of malagkit rice. She in planting mango trees, and they will act out their

cover 12 1/4 square meters of used 3/4 of it and made biko. 14 in planting santol trees. problem. The remaining

wall? How many kilograms of rice What fraction of Mang groups will guess the problem

did she use in making biko? Daniels land is planted with by writing it on their white

trees? boards.

2) Josephines house is 2 1/4 1) Rowena has 1/2 meter of

kilometers away from school. red ribbon, 1 2/3 meters of

Carlos house is 2/3 as far as yellow ribbon. She used 2/5 of

Josephine. How far is Carlos it for her project. How much

house from the school? ribbon did she use for her

project?

H. Making Generalizations and How do we multiply mixed What are the steps in solving What are the steps in solving How do we create word

Abstractions about the Lesson numbers and fractions? word problems? word problems? problems?

Why is it important to change Why is each step important in Why is it important to check What are the things to

the mixed number to problem solving? your answer? consider in making meaningful

improper form before mathematical word problems?

multiplying?

In what real-life situations can

we apply the concept of

multiplying mixed numbers

and fractions?

I. Evaluating Learning Answer the questions below. Solve the following problems. Solve the following problems. Group evaluation.

Write the answer in simplest Let each member of the group

form, whenever possible. 1) A street sweeper can clean 1) Rica can drink 3 1/2 liters of evaluate their own work based

1) If you multiply 5/6 and 3 10 2/3 meters of street in half water in a day. How many on the rubric given. Let them

4/5, what will you get? an hour. How many meters of liters of water can she drink in discuss how to improve their

2) Find the value of N in the street can he clean if he works 5 days if on the 5th day she work.

statement: for only 3/4 of an hour? drank 1/4 liters more? After the each groups

4/7 x 6 3/5 = N 2) Jules can run 5 2/3 2) The laborers can finish discussion, let the pupils

3) If 2/9 x 4 5/8 are multiplied, kilometers in one hour. How cementing 4/5 kilometer of rewrite their work.

the product is _____. far can he go if he runs for road in a day. How many

only 3/8 of an hour? kilometers of road can they

finish if they work for 10 1/2

days?

J. Additional Activities for Application Please refer to Lesson Guide in Solve the following problems. Solve the following problems. Create your own interesting

or Remediation Elementary Mathematics 5, Show your neat and complete Show your neat and complete and challenging word

pp. 208- 209 solution. solution. problem.

1) A jug contains 4 1/2 liters of 1) A rectangular lot is 10 Rubrics

water. How many liters can it 2/3 meters long and 5 5: Creates a problem clearly

hold if it is 2/3 full? 3/8 meters wide. If with complete data.

meters wide 4: Creates unclear problem

2) Mang Mariano harvested 25 pavement is place with complete data.

1/2 sacks of palay. He saved 2 around the lot, what 3: Creates a problem with

/17 of the sacks. How many is the area of the lot incomplete data.

sacks of palay did Mang not covered by the 2: Attempts to create a

Mariano save? pavement? problem.

1: No work at all.

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the

V. REFLECTION students learn?

Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in

the evaluation

B. No. of learners who require

additional activities for remediation

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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can

help me solve?

G. What innovations or localized

materials did I used/discover which I

wish to share with other teachers?

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