School: LOILO ES Grade Level: V

GRADES 1 to 12 Teacher: CECILLE A. SOLLEZA Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: MARCH 4 - 8, 2024 (WEEK 6) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Formulates the rule in Finding the next term in a sequence.
A. Content Standards demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of Weekly Test
the concept of sequence and the concept of sequence and the concept of sequence and the concept of sequence and
solving simple equations. solving simple equations. solving simple equations. solving simple equations.

B. Performance Standards 1. is able to apply the knowledge 1. is able to apply the knowledge 1. is able to apply the knowledge 1. is able to apply the knowledge
of sequence in various of sequence in various situations. of sequence in various situations. of sequence in various situations.
situations.
2. is able to use different 2. is able to use different 2. is able to use different
2. is able to use different problem solving strategies. problem solving strategies. problem solving strategies.
problem solving strategies.

C. Learning Competencies/Objectives formulates the rule in finding formulates the rule in finding Uses different strategies Uses different strategies
Write the LC code for each the next term in a sequence. the next term in a sequence. ( looking for a pattern, working ( looking for a pattern, working
backwards, etc ) to solve for the backwards, etc ) to solve for the
e.g. e.g. unknown in simple unknown in simple
1, 3, 7,15, (15 x 2+1) 1, 3, 7,15, (15 x 2+1) equations involving one or more equations involving one or more
Possible answers: Possible answers: operations on whole numbers operations on whole numbers
(x 2 + 1) (x 2 + 1) and and
(+2, +4, +8, +16) M5AL-IIIf-6 (+2, +4, +8, +16) M5AL-IIIf-6 fractions.. fractions..
M5AL-IIIf-14 M5AL-IIIf-14
M5AL-IIIf-6 M5AL-IIIf-6

II. CONTENT Pattern and Algebra Pattern and Algebra Pattern and Algebra Pattern and Algebra

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages K to 12 Gr. 5 CG M5AL-IIIf-6, LM, K to 12 Gr. 5 CG M5AL-IIIf-6, LM, K to 12 Gr. 5 CG M5AL-IIIf-14, K to 12 Gr. 5 CG M5AL-IIIf-14,
Math for Life 6 pp. 107 - 112 LM, LM,
Math for Life 6 pp. 107 - 112
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources drawings of patterns, picture drawings of patterns, picture number patterns, flashcards number patterns, flashcards
cards cards
 IV. PROCEDURES
A. Reviewing previous lesson or Guessing Game Review
presenting the new lesson Guessing Game
Divide the class into 4 groups.
a.Divide the class into 4 groups.
b.Teacher will flashes cards with number pattern. Let them guess the
Show them the picture cards. Let missing term.
them guess the name of the c.The group that first guess the correct answer will get a point.
d.The group with the highest score wins the game
figure. Original File Submitted and Formatted by DepEd Club Member - visit
depedclub.com for more

B. Establishing a purpose for the Formulates the rule in Finding Formulates the rule in Finding .
lesson the next term in a sequence. the next term in a sequence. 3. Motivation
Who will give you your daily allowance? How much was it? Did you
spend them all? Why or why not? What character traits did you
show
C. Presenting examples/instances of Have a game on identifying whether a number is odd or even.
the new lesson Carla received a weekly allowance of Php250.00 from her parents.
Group the pupils into 2. As group 1 gives a number, Group 2 answers
She wants to save some money for her future use. On Monday, she
odd or even, then have them do it vice-versa. deposited Php15.00 in her piggy bank. She deposited twice as much
on Tuesday and Friday. How much money did Carla deposit?
Ask: Have you tried answering a number pattern with missing
terms? Let them know that odd or even numbers are used in
number patterns.
Have a game on identifying whether a number is odd or even.
Group the pupils into 2. As group 1 gives a number, Group 2 answers
odd or even, then have them do it vice-versa.
Ask: Have you tried answering a number pattern with missing
terms? Let them know that odd or even numbers are used in
number patterns.
Have a game on identifying whether a number is odd or even.
Group the pupils into 2. As group 1 gives a number, Group 2 answers
odd or even, then have them do it vice-versa.
Ask: Have you tried answering a number pattern with missing
terms? Let them know that odd or even numbers are used in
 number patterns.
Have a game on identifying whether a number is odd or even.
Group the pupils into 2. As group 1 gives a number, Group 2 answers
odd or even, then have them do it vice-versa.
Ask: Have you tried answering a number pattern with missing
terms? Let them know that odd or even numbers are used in
number patterns.
IKSP:PARTICIPATE THE IP LEARNER IN GAMES THEN ASK THEM TO
GIVE AN EXAMPLE OF ODD AND EVEN NUMBER IN THEIR
LANGUAGE
D. Discussing new concepts and Mrs. Reyes presented these number patterns to his Math class. Performing the Activities
practicing new skills #1
1, 3, 7, 15, 31, 63 Group the pupils into 4. Let them answer this problem. Write your
solution and present your work when all the groups have done.
Ask : What do you think is the rule/pattern used to find the 2nd
At a bake sale Mrs. Smith sold 6 dozen cookies before lunch. After
term? 3rd ? 4th? 5th? 6th?
lunch, Mrs. Smith sold another 7 dozen cookies. When it was time to
1x2+1=3
leave, they had 2 dozen cookies left. How many cookies did she have
15 x 2 + 1 = 31
at the start of the bake sale?
3x2+1=7
2 + 7 + 6 = 15
31 x 2 + 1 = 63
She had 15 dozen of cookies at first
7 x 2 + 1 = 15
Patterns : ( x 2 + 1 ) or ( +2, +4, +8, +16, +32 )
E. Discussing new concepts and Group the pupils into 4. Let them answer items a to d by 1. Processing the Activities
practicing new skills #2
formulating/finding the rule in finding the next term in a sequence.
Ask the groups to present and discuss their answers on the board.
Group 1 will answer a, Grp.2 for b, Grp. 3 for c, Grp. 4 for d. Let the
pupils present their work on the board. How did you find the activity? How do you solve the problem
2, 5, 14, 41, 122 (x3–1)

1, 5, 13, 29, 61 (x2+3)

1, 12, 34, 78, 166 ( +5 x 2 )

 6, 9, 15, 27, 51 (-2x2+1)

F. Developing mastery How did you find the activity ? How were you able to find the answer
(Leads to Formative Assessment 3) Reinforcing the Concept and Skill
to the
number pattern? a.Discuss the presentation under “ Explore and Discover “ in LM.
b.For more practice, Have the pupils work on “ Get Moving “
Expected answers :
Ask the pupils to work on the exercises under “ Keep Moving
Determine the order of numbers if it is ascending or descending.

Find the difference between the consecutive terms.

To find the rule of the next term, use the difference between terms.

G. Finding practical applications of Discuss the presentation under “ Explore and Discover “ in LM. Applying to New and Other Situations
concepts and skills in daily living
For more practice, Have the pupils work on “ Get Moving “ Ask the pupils to solve problems under “ Apply Your Skills “ in LM

Ask the pupils to work on the exercises under “ Keep Moving “

H. Making generalizations and Lead the pupils to give the following generalization by asking : Summarizing the Lesson
abstractions about the lesson
How do we find / formulate the rules in finding the next term in a To solve a problem using working backwards strategy
sequence?  students find the solution to a problem by starting
Determine the order of numbers if it is ascending or descending. with the answer and using inverse operations to
Find the difference between the consecutive terms. undo the steps stated in the problem.
To find the rule of the next term, use the difference between terms. e.g. a+b=c : c–a=b
 students found the answer by starting with the end
result and working back to the beginning.

I. Evaluating learning Write the rule used for each sequence, then write the missing
A. Assessment
number.
3, 7, 11, 15, ____ 19 ( +4 ) Read, analyze and solve the problems carefully.

1.After finishing her shopping, Chelsea wants to have Php25 left. She
 5, 9, 17, 33, ____ 65 ( x 2 – 1 ) plans to buy sandals for Php45 and a purse for Php20. How much
money does she need?
20, 12, 8, 6, ____ 5(÷2+2) 2.Hannah ordered 2 suits for Php175 each and a pair of shoes. The
total cost was Php395. What was the cost of the shoes?
3It snowed twice as much in January as in December. December had
2, 8, 26, 80, ____ 242 ( x 3 + 2 ) 1 inch less snowfall than March. March had 4 inches of snow. How
much snow fell in January?
36, 69, 135, 267, ____ 531 ( x 2 – 3 ) 3.Jack walked from Santa Clara to Palo Alto. It took 1 hour 25
minutes to walk from Santa Clara to Los Altos. Then it took 25
minutes to walk from Los Altos to Palo Alto. He arrived in Palo Alto at
2:45 P.M. At what time did he leave Santa Clara?
3.Mary has some jelly beans. Joan had 3 times as many as Mary but
ate 4 and now she has 5. How many jelly beans does Mary have?

J. Additional activities for application A. Home Activity

or remediation Solve the following problems. Show your solution.
1. When Jose rode on a bus, he noticed some people sitting. At
the next bus stop, 5 people got on and 2 people got off. Two stops
later, 7 people got on. All 15 people got off the bus at the terminal
station. How many people were in the bus when Jose got on the
bus?
2. Sarah got on the school bus. At the stop after Sarah’s, 7
students got on. Five students got on the bus at the next stop. At the
last stop before the school, 9 students got on. When the bus arrived
at school, 38 students got off. How many students were already on
the bus when Sarah got on
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?