STO.

NINO 2ND ELEMENTARY Grade

School: V
SCHOOL Level:
GRADES 1 to Learning
Teacher: RENATO D. ESGUERRA JR MATHEMATICS
12 Area:
DAILY Teaching Dates May 25, 2022
Quarter: 4th QUARTER
LESSON LOG and Time: 8:30 – 9:20am

I.OBJECTIVES
A. Content Standards The learners Demonstrates understanding of sequence, solving simple
equations.
B. Performance Standards The learner is able to use different strategies to solve for the unknown in
simple equations involving one operation on whole numbers and fractions.
C. Learning Use different strategies to solve for the unknown in simple equations
Competencies/Objectives involving one operation on whole numbers.
(M5AL-IIIf-14)
II.CONTENT SOLVE FOR THE UNKNOWN
IN SIMPLE EQUATIONS
III.LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from Quarter 4, Week1 Module
learning resource (LR) portal
B. Other Learning Resource PowerPoint Presentation, Show-Me-Board
IV. PROCEDURE
A. REVIEW OF THE PREVIOUS DRILL
LESSON OR PRESENTING THE
NEW LESSON A. Review
Directions: Complete the following numerical series. Show your answer
using “Show-me-board”.

1) 1, 3, 5, 7, 9 ___, ____, _____

2) 2, 4, 6, 8, 10, ___, ____, _____
3) 24, 34, 44, 54, ___, ____, _____
4) 3, 6, 9, 12, 15, ___, ____, _____
5) 5. 35, 40, 45, 50, ___, ____, _____

B. ESTABLISHING A PURPOSE INDIVIDUAL ACTIVITY

FOR THE LESSON
Instructions:
 Get the cut out papers found under your arm chair.
 Observe the following cut out papers.
 Group the cut-out papers into two (2)- Group A and Group B
 Write your answer in your “Show-Me-Board”

Ask:
 What did you observe?
 How did you arrive to your answer?
 What do you think is an equation and not equation?

C. PRESENTING EXAMPLES/ Directions: Identify which of the mathematical statements are equations
INSTANCES OF THE NEW and not equations.
LESSON x+y 4y – 6x
x–6=8 y + 10
3x + 4
3x = EQUATIONS NOT EQUATIONS 24

2x = 8
x+7 = 42
D. DISCUSSING NEW QUESTION & ANSWER
CONCEPTS AND PRACTICING  What is an equation? Not equation?
NEW SKILLS #1 o an equation is a sentence in Mathematics that contains an “=”
sign. The equal sign tells you that the expression on the left is
equivalent to the expression the right.
o a not equation can simply mean as no equal sign and 1
articulation only.
 Give me another example of equation.
x + 5 = 10, x – 15 = 25, x – 23 = 24 125 = x + 55
 What is Addition Property of Equation?

o Addition property
- For all real numbers a, b, and c: If a = b, then a + c = b +
c. If two expressions are equal to each other, and you add
the same value to both sides of the equation, the equation
will remain equal.

E. DISCUSSING NEW KAKASA KA BA KAY SIR STRATEGY?

CONCEPTS AND PRACTICING
NEW SKILLS #2 How can you say immediately that a mathematical statement is an
equation?
 If the mathematical statement contains an “equal sign”.

Example #1
Find the value of x in mathematical statements x – 6 = 8?
 Using the Addition Property of Equality, add 6 to both sides of the
equation to isolate the variable. You choose to add 6, as 6 is being
subtracted from the variable
 So, the value of x is 14.

Example #2
Find the value of x in mathematical statements x + 7 = 42?
 Since 7 is being added to the variable, subtract 7 to isolate the
variable. To keep the equation balanced, subtract 7 from both
sides of the equation.
 So, the value of x is 35.

Example #3
Find the value of x in mathematical statements x – 15 = 8?

Example #4
Find the value of x in mathematical statements x + 25 = 80?

F. DEVELOPING MASTERY THINKING SKILLS THROUGH GAMES

Directions. Find the value of variables in the following mathematical

statements. Use your “Show-Me-Board” to answer.

1. x + 6 = 8
2. 12 = x + 5
3. x – 15 = 8
4. 34 = x - 8
5. x + 15 = 56
G. FINDING PARCTICAL INDIVIDUAL ACTIVITY (HOTS)
APPLICATION OF CONCEPTS Directions: Translate each problem into an equation. Then solve. Write
AND SKILLS IN DAILY LIVING your answers on your “Show-Me-Board”.

 At the beach, you bought some ice cream cones for your brother
 and sister which cost 24 pesos. You paid x pesos and got back 6
pesos of change. Find x.
Ans.
x – 24 = 6
(+24) x – 24 = 6 (+24)
x = 30

 After he gain 14 pounds because of eating healthy foods, Rey

weighed 190 pounds. Find Rey’s original weight.

Ans.
x + 14 = 190
(-14) x – 14 = 190 (-14)
x = 190 - 14
x = 176

H.MAKING GENERALIZATION QUESTION & ANSWER

AND ABSTRACTION ABOUT  What is an Equation? Not Equation?
THE LESSON  What is an Addition Property of Equality?
 Give 5 examples of an equation.

I.EVALUATING LEARNING Directions. Find the value of variables in the following mathematical
statements. Write your answer on your notebook.

1. x + 15 = 46
2. 25 = x - 10
3. x – 15 = 8
4. 34 = x – 8
5. x – 23 = 56

J.ADDITIONAL ACTIVITIES FOR Directions: Translate each problem into an equation. Then solve. Write
APPLICATION OR your answers on a sheet of paper.
REMEDIATION
1) At a samgyupsal restaurant, Analiza and three friends decided to
divide the bill evenly. If each person paid 130 then what was the
total bill?
2) Janine will use ribbons in a wrapping gifts for Christmas. How many
packages of ribbon she can buy with 40 if one package costs 8,
find the number?

V.REMARKS After the discussion of my lesson, I can say that 90-95% of my learners
got our lesson for today. I can see it through their work. They are ready
for the next lesson.

VI.REFLECTION
A. No. of learners who
earned 80% in the The number of learners who earned 80% in the evaluation is 23.
evaluation
B. No. of learners who
require additional The no. of learners who require additional activities for remediation is 1.
activities for
remediation
C. Did the remedial work?
No. of learners who Yes, and the no. of learner/s who have caught up with the lesson is 1.
have caught up with
the lesson
D. No. of learners who
continue to require There were no learners who will continue to in remediation.
remediation

E. Which of my teaching My teaching strategies that worked well in the lesson were:
strategies worked well? o Integrations to other subjects (English, Filipino and Science),
Why did these work? o Use of context clues
 o Promoting Higher Order Thinking Skills (HOTS)
o Using of computational Skills (“Show-Me-Board”)
o Question and Answer
These strategies work well because they are already familiar to those
strategies. Example, when I start teaching using computational skills
(“Show-Me-Board”), I know that I can catch their attention and interest,
that is why they are focus on the lesson.

F. What difficulties did I The difficulties did I encounter which my principal or supervisor can help
encounter which my me solve is giving an example with negative answer. In that case, it helps
principal or supervisor not only me but also my pupils. It opens the minds of my learners to
can help me solve? another concepts of equation/Algebra.

G. What innovation or The innovation or localized materials did used/discover which I wish to
localized materials did share with other teachers is using of folder with jacket and a white board
used/discover which I marker instead of buying expensive white board because education
wish to share with should not be expensive,
other teachers?

Prepared by:

RENATO D. ESGUERRA,
JR Teacher III

Checked by:

JOCELYN S. PANGILINAN
Master Teacher II

NOTED:

ARLENE B. OCAMPO
School Principal II

STO. NINO 2ND ELEMENTARY Grade

School: V
SCHOOL Level:
GRADES 1 to Learning
Teacher: RENATO D. ESGUERRA JR MATHEMATICS
12 Area:
DAILY Teaching Dates DECEMBER 03, 2022
Quarter: 2ND QUARTER
LESSON LOG and Time: 8:30 – 9:20am

I.OBJECTIVES
D. Content Standards The learners Demonstrates understanding of place value
E. Performance Standards The learner is able to use different strategies to identify the place
value of a given digit.
F. Learning Use different strategies to find the place value of a given digit.
 Competencies/Objectives
II.CONTENT PLACE VALUE
OF A GIVEN DIGIT
III.LEARNING RESOURCES
C. References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
D. Other Learning Resource PowerPoint Presentation, Laptop
IV. PROCEDURE
A. Review of the previous
lesson or presenting the new 1. Drill
lesson Review
Directions: Using a laptop and projector of the teacher, type the
place value of the underlined digit.
 726, 374, 893

 198, 463, 790

 683, 674, 823

 254, 812, 339

 705, 117, 426

B. Establishing a purpose for What is a micrometer?

the lesson
C.Presenting Examples/ Grade V Aguinaldo was given a micrometer to measure the thickness of
instances of the new lesson different leaves. The table shows the recorded data. What does 3 in each
number mean?
Leaf Thickness

Upo Leaf 0.3857

Gumamela
0.2397
Leaf

Squash
0.453
Leaf

D.Discussing new concepts Strategy: Direct Instruction

and practicing new skills #1  What kind of number is 0.3857? 0.2738? 0.435?

 Let us put 0.3857, 0.2738 and 0.435 in the Place Value Chart for
Decimals

E. Discussing new concepts Kakasa ka ba kay Sir Strategy?

and practicing new skills #2
What separates 0 and 3857
 At what column can we find 3?

Then, the place value of 3 is tenths

 What is the position of 5 in the Place Value Chart?

So, the place value of 5 is hundredths.

 Therefore, the place value is the position of a digit in the place value
chart.

F.Developing Mastery Thinking Skills through Games

Use the Place Value Chart below to give the place value of the underlined
digit in each decimal number.

23.642
  6.049

 25.571

 7.203

 124.435

G.Finding Parctical application Individual Games

of concepts and skills in daily Directions: Using a laptop and projector of the teacher, type the
living place value of the digit 6 in each decimal
number.
1). 89.146 4). 7.063
2). 10.612 5). 9.846
3). 68.425
H.Making generalization and How do we give the place value of a digit in a decimal number?
abstraction about the lesson
I.Evaluating learning I. Write the Place Value and Value of the underlined digit.

Place Value Value

1. 0.4835 ____________________________ _______________

2. 0.5649 ____________________________ _______________
3. 0.0596 ____________________________ _______________
4. 0.5785 ____________________________ _______________
5. 0.56784 ____________________________ _______________
6. 0.5302 ____________________________ _______________
7. 0.9625 ____________________________ _______________
8. 0.3544 ____________________________ _______________

II. Read and solve the following problem.

Jasmin wrote down 3 – digit decimal number and she

gave 3 clues to her friends:

a) The digit in the thousands place is 5 greater than the

tenths place
b) The digit in hundredths place is 2 less than the
tenths place
c) The digit in the tenths place is the greatest common
factor of 12 and 16

J.additional activities for Directions: Write the digit in each place value identified.
application or remediation A. 89.846
1) _____ hundredths
2) _____ tenths
3) _____ thousandths
B. 6.329
4) _____ ones
5) _____ hundredths

V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% in the evaluation The number of learners who earned 80% in the evaluation is 23.
B.No.of learners who require
additional activities for The no. of learners who require additional activities for remediation is 1.
remediation
C.Did the remedial work?
No.of learners who have Yes, and the no. of learner/s who have caught up with the lesson is 1.
caught up with the lesson
D.No. of learners who continue
to require remediation There were no learners who will continue to in remediation.
E.Which of my teaching
strategies worked well? Why My teaching strategies that worked well in the lesson were:
did these work? o Integrations to other subjects (English, Filipino and Science),
o Use of context clues
o Promoting Higher Order Thinking Skills (HOTS)
o Using of computational Skills (“Show-Me-Board”)
o Question and Answer
These strategies work well because they are already familiar to those
strategies. Example, when I start teaching using computational skills
(“Show-Me-Board”), I know that I can catch their attention and interest,
that is why they are focus on the lesson.

F.What difficulties did I

encounter which my principal The difficulties did I encounter which my principal or supervisor can help
or supervisor can helpme me solve is giving an example with 5 to 6 decimal digit. In that case, it
solve? helps not only me but also my pupils. It opens the minds of my learners to
another concepts of decimals.

G.What innovation or localized

materials did used/discover The innovation or localized materials did used/discover which I wish to
which I wish to share with share with other teachers is using of folder with jacket and a white board
other teachers? marker instead of buying expensive white board because education
should not be expensive,

Prepared by:

RENATO D. ESGUERRA,
JR Teacher III

Checked by:

JOCELYN S. PANGILINAN
Master Teacher II

NOTED:

ARLENE B. OCAMPO
School Principal II