Grade
School: ROBERTA DE JESUS ELEMENTARY SCHOOL
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
LC Codes
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
5
Level:
Teacher Learning
MA. JANE C. CANTRE MATHEMATICS
: Area:
JULY 22 , 2019
Date & RIZAL 5:50-6:40
Quarter: FIRST
Time: LAPU-LAPU 7:30-8:20
BONIFACIO 9:50-10:40
JACINTO 10:40-11:30
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for
developing content, knowledge, and competencies. These are assessed using Formative Assessment Strategies, Valuing
objectives to support the learning of content and competencies and enable students to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guide.
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
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.
Subtracts fractions and mixed numbers without regrouping
M5NS-If-16.1
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.
List the materials to be used in different days. Varied sources of materials sustain students’ interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
CG p.55
DLP, Place Value Chart, Activity Sheets
Powerpoint,
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
Drill
Directions: Change the following dissimilar fractions to similar
Review
Use flashcard to answer the ff.
Have your tried bibingka as a merienda? What can you say
about it?
Let us find out what Aling Ester’s daily routine in selling her
sumptuous treat.
Aling Ester sold the bibingka she made in the market. At lunch time, she brought
home the 1 712 bibingka left. If her neighbors bought 412, how many more
bibingka she have left to sell?
a. What are given?
b. What is being asked?
c. What operation will you use?
d. How will you solve this problem?
Aling Conching baked 24 7/9 dozens of macaroons. She reserved 6/9 of a dozen
for her children. How many dozen were left for her to sell?
Subtract these mixed numbers and fractions. Write your
answers in lowest terms.
a. 5 8/9 – 2/9
b. 4 11 1/2 – 312
c. 7 9/10 – 2/10
d. 9 5/6 – 2/6
 e. 4 13 1/4 – 7 ¼
G. Finding practical Miguel finished reading a book in 1 56 hours while Camille finished the same
applications of concepts book in 46 hours. How much longer did it take Miguel to read the book?
and skills in daily living
H. Making generalizations To subtract mixed numbers and fractions with similar denominators without
and abstractions about regrouping:
the lesson 1. Subtract the numerators of the fractions
2. Change the fraction to lowest terms and affix the whole number

To subtract mixed numbers and fractions with dissimilar denominators without

regrouping:
1. If the fractions are dissimilar, find their LCD and change them to similar
fractions.
2. Subtract the fractions.
3. Bring down the whole number.
I. Evaluating Learning Subtract these mixed numbers and fractions. Change your
answers to lowest terms.
a. 8 9/10 – 6/10
b. 2 1 4/18 – 5/18
c. 7 4/7 – 3/7
d. 9 6/14 – 8/14
e. 5 15/18 – 7/18
J. Additional activities for Subtract the following fractions. Change your answers to lowest
application or terms.
remediation a. 13 8/10 – 2/10
b. 7 7/14 – 3/14
c. 15 10/15 – 1/15
d. 9 6/14 – 5/14
e. 11 5/8 – 1/8
V. REMARKS

VI. REFLECTION 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 students to learn? Identify what help your institutional 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