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GRADES 1 to 12 Teacher: File created by Ma’am EDNALYN D. MACARAIG Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 13 - 17, 2023 (WEEK 2) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate
decimals decimals decimals understanding of decimals
B.Performance Standards The learner is able to recognize and The learner is able to recognize The learner is able to recognize The learner is able to
present decimals in various forms and present decimals in various and present decimals in recognize and present
and context. forms and context. various forms and context. decimals in various forms
and context.
C.Learning Compares and arranges decimal Visualizes addition and subtraction Adds and subtracts decimal Adds and subtracts
Competencies/Objectives numbers. of decimals. numbers through thousandths decimal numbers through
with regrouping. thousandths without
K to 12 Math 5 Curriculum (M5NS- K to 12 Mathematics 5 Curriculum regrouping.
IIb-104.2) (M5NS-IIb- 105) K to 12 Mathematics 5
Curriculum (M5NS-IIb-106.1) K to 12 Mathematics 5
Curriculum (M5NS-IIb-
106.1
II.CONTENT Number and Number sense Number and Number sense Number and Number sense Number and Number
sense
III.LEARNING RESOURCES
A.References Lesson 32 Lesson 33 Lesson 34 Lesson 34
1.Teacher’s Guide pages Quarter 2 Week 2pp. Quarter 2 Week 2 pp. Quarter 2 Week 2 pp. Quarter 2 Week 2pp.
2.Learners’s Materials pages Quarter 2 Week 2 pp. Quarter 2 Week 2 pp. Quarter 2Week 2 pp. Quarter 2 Week 2pp.
3.Textbook pages
4.Additional materials from learning charts charts charts charts
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Ask about rounding off decimals Write <, >, or = on the blank to Ask about visualizes addition Ask about visualizes
presenting the new lesson through hundredths and make the sentence true. and subtraction of decimals addition and subtraction
thousandths a) 0.1114 ____0.2202 of decimals
b) 0.1090 ____0.1009
c) 0.999 _____ 0.1000
B.Establishing a purpose for the In a school athletics meet, John Have you been to a sari-sari store? Present items bought in a store Present items bought in a
lesson clocked 1.28 minutes in a 100- Have you try to compute the with a given price. store with a given price.
meter run while Andy reached the amount of the things/item that Ask: Do you always have your Ask: Do you always have
finish line in 1.32 minutes. Who ran you bought? Do you find it easily things needed in school? your things needed in
faster? Ask: What number comes to compute? Ask: What should you do to the school?
 first, 1.28 or 1.32? Which number is Ask: Do you count the change that things that you used in school? Ask: What should you do
greater, 1.28 or 1,32? Tell the you receive after buying? Why? Do you keep it orderly and use to the things that you used
pupils that it is not only in sports Let the pupils realize that it is as needed? Emphasize the in school? Do you keep it
one should be aim to reach the importance of accuracy in basic value of being orderly and orderly and use as
finish line first. One should do addition and subtraction in our thrifty to the resources/ things needed? Emphasize the
his/her task on time daily routines. that we have. value of being orderly and
thrifty to the resources/
things that we have.

C.Presenting Examples/ instances of Present the following problems to Present the following problems to Present the following problems Present the following
the new lesson the class the class to the class problems to the class
D.Discussing new concepts and How do we compare and arrange How do we visualizes addition and How do we add or subtract How do we add or subtract
practicing new skills #1 decimal numbers? subtraction of decimals? decimals? decimals?
E.Discussing new concepts and A. Encourage the pupils to work in A. Encourage pupils to use grid Ask the pupils to work in Ask the pupils to work in
practicing new skills #2 pairs. Give them time to solve for lines to solve the problem. Instruct groups in solving the problem. groups in solving the
the answer to the problem by the pupils to do the following: Step 1: problem.
illustration. 1. Count a 10 x 10 squares on a Arranged the numbers Step 1:
Solution 1: By using a number line. graphing paper. vertically. Then add the Arranged the numbers
Solution 2: Use the place value 2. Cut four sets of 10 x 10 squares numbers from 5.715 km vertically. Then add the
chart. to be used to solve the problem. right to left. Put the decimal numbers from 5.715 km
3. Color two sets of 10 x 10 point on its corresponding right to left. Put the
squares based from the number of place. decimal point on its
squares tiles on the given Step 2: corresponding place.
problem. Arranged the numbers Step 2:
4. For the third set of 10 x 10 vertically. Subtract the Arranged the numbers
squares colored it with both red numbers from 1.814 km right vertically. Subtract the
and blue as indicated in the to left. Put the decimal point numbers from 1.814 km
problem. Let them count the total on its corresponding place. right to left. Put the
number of square which are both Original File Submitted and decimal point on its
red and blue. Formatted by DepEd Club corresponding place.
5. Let the pupils colored the Member - visit depedclub.com
remaining numbers of squares for more
with green. Do it on the fourth set
of 10 x 10 squares.

F.Developing Mastery After all groups presented their After all groups presented their After the group presented and After the group presented
answers, ask: Which group/s answers, ask: How did you find the checked their work, call on the and checked their work,
was/were able to give all correct activity? How did you solve the leader to call on the leader to
answers? Which group/s missed an total number of red and blue relate what they have done relate what they have
answer? Which group/s was/were square tiles? How about the green to solve the problem. done to solve the
not able to give any correct tiles? How did you do it? Ask: problem.
answer? Ask: How do we add decimals Ask:
Ask: How do we compare through thousandths with or How do we add decimals
● What strategy was used in
 decimals? How do we order solving the problem? without regrouping? through thousandths with
decimals? Did you move the decimal or without regrouping?
● Does it help you to clearly see
the addition and subtraction of point of the sum of decimals? Did you move the decimal
decimals through visualization? How do you subtract decimals point of the sum of
through thousandths with or decimals?
without regrouping? How do you subtract
Did you move the decimal decimals through
point of the difference of thousandths with or
decimals? without regrouping?
Did you move the decimal
point of the difference of
decimals?

G.Finding Parctical application of A. Read and solve the following. A. Read, analyze and solve the A. Read, analyze and solve. A. Read, analyze and solve.
concepts and skills in daily living 1. Jeremiah and Catherine are both following. 1. Alex traveled 41.3 kilometers 1. Alex traveled 41.3
honor pupils in their school. For the 1. During a vacation, Ben’s on Monday and 53.75 kilometers on Monday and
first quarter, Jeremiah’s average is records showed gasoline kilometers on Tuesday. How 53.75 kilometers on
93.1 while Catherine’s average is purchases of 19.75 gallons, 15.4 many kilometers did he travel Tuesday. How many
93.095. Who topped the first gallons, 13.85 gallons and 21.06 in two days? kilometers did he travel in
quarter? gallons. How many gallons of 2. In a midnight sale, a radio two days?
gasoline did he buy? cassette player was sold at P 1 2. In a midnight sale, a
2. The perimeter of a triangle is 449.95. If it’s regular price was radio cassette player was
equal to the sum of the length of P 1 950.50, how much less was sold at P 1 449.95. If it’s
its sides. Find the perimeter of a the sale price? regular price was
triangle whose sides are 8.75 cm, P 1 950.50, how much less
9.6 cm and 10.375 cm. was the sale price?

H.Making generalization and In comparing and ordering In adding/subtracting decimals In adding/subtracting

abstraction about the lesson decimals: In adding/subtracting decimals: follow these steps: decimals follow these
Line up decimals. Write steps:
● Write the decimals in a ● Arrange the numbers in
equivalent decimals if column, aligning the decimal column. Align the decimal ● Arrange the numbers in
necessary. points. Use 0 as place holder points. Use 0 as placeholder column. Align the
when needed. if needed. decimal points. Use 0 as
Begin at the left. Compare to placeholder if needed.
find the first place where the ● Add/subtract as you would ● Add/subtract as you would
digits are different. add/subtract whole numbers. add/subtract whole numbers ● Add/subtract as you
Regroup if necessary from right to left. would add/subtract
Compare the digits. whole numbers from
● Place the decimal point in the ● Place a decimal point in the
right to left.
Order the decimals if there are result aligned with the other sum/ difference. Align this
decimal points. with the other decimal ● Place a decimal point in
3 or more given decimals from
least .to greatest or from points. the sum/ difference.
 Align this with the other
decimal points.

I.Evaluating learning A. Order the given decimals from A. Complete the illustration by A. Perform the indicated A. Perform the indicated
greatest to least. shading or coloring them correctly operation. operation.
1. 0.5 0.49 0.53 0.51 0.503 showing the given addition or 1. 16.00 1. 16.00
B. Compare these decimals by subtraction statements. Take note 15.47 15.47
writing <, > or = in the blank. that each squares represents + 0.324 + 0.324
1. 0.162 _____ 0.106 0.001.
2. 0.036 _____ 0.031
3. 0.4 _____ 0.40

J.additional activities for application A. Compare these decimals by A. Draw an illustration that will A. Add or subtract. Match A. Add or subtract. Match
or remediation writing <, > or = in the blank. represent the following. with the correct answer. with the correct answer.
1. 0. 008 _____ 0.0009 1. 0.085 – 0.076 1. 0.257 + 0.212 a. 0.525 1. 0.257 + 0.212 a. 0.525
2. 0.19321 _____ 0.19231 2. 0.063 + 0.009 2. 0.928 – 0.403 b. 0.766 2. 0.928 – 0.403 b. 0.766
3. 0.098 – 0.075 3. 0.754 – 0.22 c. 0.469 3. 0.754 – 0.22 c. 0.469
4. 0.025 + 0.018 4. 0.316 + 0.45 d. 0.987 4. 0.316 + 0.45 d. 0.987
5. 1.041 + 0. 043 5. 0.863 + 0.124 e. 0.534 5. 0.863 + 0.124 e. 0.534

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move
the evaluation next objective. the next objective. next objective. the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
additional activities for remediation answering their lesson. difficulties in answering their in answering their lesson. difficulties in answering their difficulties in answering
___Pupils found difficulties in lesson. ___Pupils found difficulties in lesson. their lesson.
answering their lesson. ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the lesson answering their lesson. in answering their lesson.
because of lack of knowledge, ___Pupils did not enjoy the because of lack of knowledge, ___Pupils did not enjoy the ___Pupils did not enjoy
skills and interest about the lesson. lesson because of lack of skills and interest about the lesson because of lack of the lesson because of lack
___Pupils were interested on the knowledge, skills and interest lesson. knowledge, skills and interest of knowledge, skills and
lesson, despite of some difficulties about the lesson. ___Pupils were interested on the about the lesson. interest about the lesson.
encountered in answering the ___Pupils were interested on lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested
questions asked by the teacher. the lesson, despite of some encountered in answering the the lesson, despite of some on the lesson, despite of
___Pupils mastered the lesson difficulties encountered in questions asked by the teacher. difficulties encountered in some difficulties
despite of limited resources used by answering the questions asked ___Pupils mastered the lesson answering the questions asked encountered in answering
the teacher. by the teacher. despite of limited resources used by the teacher. the questions asked by the
___Majority of the pupils finished ___Pupils mastered the lesson by the teacher. ___Pupils mastered the lesson teacher.
their work on time. despite of limited resources ___Majority of the pupils finished despite of limited resources ___Pupils mastered the
 ___Some pupils did not finish their used by the teacher. their work on time. used by the teacher. lesson despite of limited
work on time due to unnecessary ___Majority of the pupils ___Some pupils did not finish their ___Majority of the pupils resources used by the
behavior. finished their work on time. work on time due to unnecessary finished their work on time. teacher.
___Some pupils did not finish behavior. ___Some pupils did not finish ___Majority of the pupils
their work on time due to their work on time due to finished their work on
unnecessary behavior. unnecessary behavior. time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
learners who have caught up with above 80% above above 80% above earned 80% above
the lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
require remediation additional activities for remediation additional activities for additional activities for additional activities for require additional
remediation remediation remediation activities for remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
lesson up the lesson the lesson up the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
which my principal or supervisor can require remediation to require remediation require remediation to require remediation continue to require
helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
materials did used/discover which I well:
wish to share with other teachers? ● ___Metacognitive Development:
● ___Metacognitive ● ___Metacognitive Development:
● ___Metacognitive
Examples: Self assessments, note Development: Examples: Self Examples: Self assessments, note Development: Examples: Self● ___Metacognitive
taking and studying techniques, and assessments, note taking and taking and studying techniques, assessments, note taking and Development: Examples:
vocabulary assignments. studying techniques, and and vocabulary assignments. studying techniques, and Self assessments, note
vocabulary assignments. vocabulary assignments. taking and studying
● ___Bridging: Examples: Think-pair- ● ___Bridging: Examples: Think- techniques, and
share, quick-writes, ●
and ___Bridging: Examples: Think- pair-share, quick-writes, ●
and ___Bridging: Examples: Think- vocabulary assignments.
anticipatory charts. pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and
anticipatory charts. anticipatory charts. ● ___Bridging: Examples:
● ● Think-pair-share, quick-
● ● writes, and anticipatory
● ___Schema-Building: Examples: ● ___Schema-Building: Examples:
charts.
Compare and ●
contrast, jigsaw ___Schema-Building: ●
Compare and contrast, jigsaw ___Schema-Building:
learning, peer teaching, and Examples: Compare and learning, peer teaching, and Examples: Compare ●
and
projects. contrast, jigsaw learning, peer projects. contrast, jigsaw learning, peer
teaching, and projects. teaching, and projects. ● ___Schema-Building:
 Examples: Compare and
● ● ● ●
contrast, jigsaw learning,
● ___Contextualization: ● ___Contextualization: ● ___Contextualization: ● ___Contextualization: peer teaching, and
projects.
● Examples: Demonstrations, media,
● Examples: Demonstrations,
● Examples: Demonstrations, media,
● Examples: Demonstrations,
●
manipulatives, repetition, and local media, manipulatives, manipulatives, repetition, and media, manipulatives,
opportunities. repetition, and local local opportunities. repetition, and local
● ___Contextualization:
opportunities. opportunities.
● ● ● Examples:
● ●
● ___Text Representation: ● ___Text Representation: Demonstrations, media,
● ___Text Representation: ● ___Text Representation: manipulatives, repetition,
● Examples: Student created ● Examples: Student created and local opportunities.
drawings, videos, and games. ● Examples: Student created drawings, videos, and games. ● Examples: Student created
●
drawings, videos, and games. drawings, videos, and games.
● ___Modeling: Examples: Speaking ● ___Modeling: Examples: Speaking
● ___Text Representation:
●
slowly and clearly, modeling the ___Modeling: Examples: ●
slowly and clearly, modeling the ___Modeling: Examples:
language you want students to use, Speaking slowly and clearly, language you want students to Speaking slowly and clearly,
● Examples: Student created
and providing samples of student modeling the language you use, and providing samples of modeling the language you drawings, videos, and
work. want students to use, and student work. want students to use, and games.
providing samples of student providing samples of student
Other Techniques and Strategies work. Other Techniques and Strategies work. ● ___Modeling: Examples:
used: used: Speaking slowly and
___ Explicit Teaching Other Techniques and ___ Explicit Teaching Other Techniques and clearly, modeling the
___ Group collaboration Strategies used: ___ Group collaboration Strategies used: language you want
___Gamification/Learning throuh ___ Explicit Teaching ___Gamification/Learning throuh ___ Explicit Teaching students to use, and
play ___ Group collaboration play ___ Group collaboration providing samples of
___ Answering preliminary ___Gamification/Learning ___ Answering preliminary ___Gamification/Learning student work.
activities/exercises throuh play activities/exercises throuh play
___ Carousel ___ Answering preliminary ___ Carousel ___ Answering preliminary Other Techniques and
___ Diads activities/exercises ___ Diads activities/exercises Strategies used:
___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction ___ Carousel ___ Explicit Teaching
___ Role Playing/Drama ___ Diads ___ Role Playing/Drama ___ Diads ___ Group collaboration
___ Discovery Method ___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___Gamification/Learning
___ Lecture Method ___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama throuh play
Why? ___ Discovery Method Why? ___ Discovery Method ___ Answering preliminary
___ Complete IMs ___ Lecture Method ___ Complete IMs ___ Lecture Method activities/exercises
___ Availability of Materials Why? ___ Availability of Materials Why? ___ Carousel
___ Pupils’ eagerness to learn ___ Complete IMs ___ Pupils’ eagerness to learn ___ Complete IMs ___ Diads
___ Group member’s ___ Availability of Materials ___ Group member’s ___ Availability of Materials ___ Differentiated
collaboration/cooperation ___ Pupils’ eagerness to learn collaboration/cooperation ___ Pupils’ eagerness to learn Instruction
in doing their tasks ___ Group member’s in doing their tasks ___ Group member’s ___ Role Playing/Drama
___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation collaboration/cooperation ___ Discovery Method
of the lesson in doing their tasks of the lesson in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Lecture Method
of the lesson of the lesson Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coopera
tion
in doing their tasks
___ Audio Visual
Presentation
of the lesson