GRADE 5 School: LAPOGAN INTEGRATED SCHOOL Grade Level: V

DAILY LESSON Teacher: LUISA F. GARCILLAN Learning Area: MATHEMATICS

LOG Teaching Dates and Time: SEPTEMBER 25-29,2023 (WEEK 5) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards *Demonstrates understanding *Demonstrates understanding *Demonstrates *Demonstrates *Demonstrates
of whole numbers up to 10 of whole numbers up to 10 understanding of whole understanding of whole understanding of whole
000 000 000 000 numbers up to 10 000 000 numbers up to 10 000 000 numbers up to 10 000
*Demonstrates understanding *Demonstrates understanding *Demonstrates *Demonstrates 000
of divisibility, order of of divisibility, order of understanding of divisibility, understanding of divisibility, *Demonstrates
operations, factors and operations, factors and order of operations, factors order of operations, factors understanding of
multiples and the four multiples and the four and multiples and the four and multiples and the four divisibility, order of
fundamental operations fundamental operations fundamental operations fundamental operations operations, factors and
involving fraction involving fraction involving fraction involving fraction multiples and the four
fundamental operations
involving fraction
B.Performance Standards *The learner is able to *The learner is able to *The learner is able to *The learner is able to *The learner is able to
recognize and represent recognize and represent recognize and represent recognize and represent recognize and represent
whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 000 whole numbers up to 10 whole numbers up to 10
000 in various forms and 000 in various forms and 000 in various forms and 000 000 in various forms 000 000 in various forms
contexts. contexts. contexts. and contexts. and contexts.
*The learner is able to apply *The learner is able to apply *The learner is able to apply *The learner is able to apply *The learner is able to
divisibility, order of divisibility, order of divisibility, order of divisibility, order of apply divisibility, order
operations, factors and operations, factors and operations, factors and operations, factors and of operations, factors
multiples and the four multiples and the four multiples and the four multiples and the four and multiples and the
fundamental operations fundamental operations fundamental operations fundamental operations four fundamental
involving fractions in involving fractions in involving fractions in involving fractions in operations involving
mathematical problems and mathematical problems and mathematical problems and mathematical problems and fractions in
real-life situations real-life situations real-life situations real-life situations mathematical problems
and real-life situations
C.Learning Finds the common multiples Solves real-life problems Solves real-life problems Creates problems (with Adds fractions and
Competencies/Objectives and the least common involving GCF and LCM of 2-3 involving GCF and LCM of 2- reasonable answers) mixed fractions without
multiple (LCM) of 2-4 given numbers 3 given numbers involving GCF of 2-3 given regrouping
numbers using continuous M5NS-Ie-70.2, M5NS-Ie-70.2, Numbers
division M5NS-Ie-71.2,
M5NS-Id-6.2.2
II.CONTENT Number and Number Sense Number and Number Sense Number and Number Sense Number and Number Sense Number and Number
Sense
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages K-12 Curriculum Guide in CG p.54 CG p.54 CG p.54 CG p.55
Math 5 pp.54, Lesson Guide in
Elem. Math 5
pp. 44-47,
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource DLP, Activity Sheets, picture flash cards, pocket chart, flash cards, pocket chart, flash cards, pocket chart DLP, Place Value Chart,
Activity Sheets
IV.PROCEDURES
A.Reviewing previous lesson or Drill 1. Drill 1. Drill 1. Drill Drill
presenting the new lesson Strategy: “Jollibee or McDo” Directions: Give the GCF of Directions: Give the GCF of Directions: Give the GCF of Game: Fill Them Up
Materials: flashcards, pocket these pairs of numbers. these pairs of numbers. the following numbers. Materials: fraction cards,
chart a. 16 and 24 a. 16 and 24 a. 12, 20 colored chalks
Mechanics: b. 20 and 30 b. 20 and 30 b. 14, 16, Mechanics:
a. The whole class will c. 21 and 35 c. 21 and 35 c. 24 , 6 a. Form 2 groups of five.
participate in the activity Directions: Give the LCM of Directions: Give the LCM of d. 12, 16 and 48 Line them up.
b. Flashcards with written these pair of numbers. these pair of numbers. e. 15, 20 and 30 b. Each group will be
numbers will be placed in the a. 12 and 5 a. 12 and 5 2. Review given sets of fraction
pocket chart. b. 7 and 9 b. 7 and 9 How do we find the GCF of cards.
c. The pupils will flap their 2. Review 2. Review numbers? Review
hands like a bee, if the How do we express a number How do we express a Finding the LCD of some
number is PRIME and do the as a product of its prime number as a product of its given fractions
McDo sign if the number is factors? prime factors? Strategy: Relay Game
COMPOSITE. Materials: flashcards
37 Mechanics:
67 a. Divide the class into
49 two groups. One
86 representative from
15 each group stands at the
Review back of the room.
Directions: Find the GCF of b. Flash the card with 2
the following using to 3 fractions on it.
 continuous division. c. The pupils give the
Original File Submitted and LCD orally and the one
Formatted by DepEd Club who gives the correct
Member - visit answer first gets the
depedclub.com for more point.
d. The game continues
until all the selected
players have
participated.
e. The group with the
most points at the end
of the game
wins.
B.Establishing a purpose for the Show a picture of a girl Class, what do I have here in Class, what do I have here in What are your favorite Who among you have
lesson studying in the library. Ask the this jar? this jar? native delicacies? vegetable garden at
pupils to tell something about Right. These are marbles. Elsa, Right. These are marbles. Who prepares them for home? What are the
the picture. Elicit the value of a pupil likes to collect Elsa, a pupil likes to collect you? vegetables that you and
education and good study marbles. marbles. Are they nutritious? your family grow? How
habit. Her collection was so many Her collection was so many do you take care of your
that she wants to group them. that she wants to group plants?
them.
C.Presenting Examples/ instances of Presentation of the problem Problem Problem Presentation of the problem Last week, Mr. Reyes
the new lesson Elsa has 27 violet marbles, 54 Elsa has 27 violet marbles, Kiara baked 30 pieces of worked 2 days in his
blue marbles and 72 white 54 blue marbles and 72 puto and 48 pieces of vegetable
marbles. She wants to divide white marbles. She wants to kutsinta to be packed in garden. He worked 2 14
the marbles into groups so divide the marbles into plastic containers for her hours on the first day
that each group has the same groups so that each group friends at school. She wants and 13 hour on the
number of each color. What is has the same number of to divide the native second day. How long
the greatest number of each color. What is the delicacies into identical did he work in all?
groups that Elsa can make? greatest number of groups containers so that each
that Elsa can make? container has the same
number of each kind of
delicacy. If she wants each
container to have the
greatest number of
delicacies possible, how
many plastic containers
does she need?
D.Discussing new concepts and Have the pupils read the 2. Performing Activities 2. Performing Activities What did Kiara bake? What good trait do you
practicing new skills #1 problem. Answer the following Answer the following What is asked in the think has Mr. Reyes for
In what subjects does Angela questions: questions: problem? having a
attend enrichment Questions Questions What are given? vegetable garden at
classes? a. What are given? a. What are given? How will you solve the home? How can such
What can you say about b. What is being asked? b. What is being asked? problem? garden help in sustaining
Angela? What kind of pupil is c. What operation will you c. What operation will you a family’s daily
she? use? use? expenses? What other
How will you solve the d. How will you solve this d. How will you solve this benefits can you get
problem? problem? problem? from
3. Processing Activities 3. Processing Activities maintaining such garden
• What are given in the • What are given in the at home?
problem? problem? Performing the Activities
(27 violet marbles, 54 blue (27 violet marbles, 54 blue a. Have the pupils plan
marbles and 72 white marbles and 72 white what operation they will
marbles) marbles) use to find the answer.
• What is being asked? • What is being asked? b. Let them write the
(The total greatest number of (The total greatest number number sentence.
groups that Elsa of groups that Elsa c. Lead them to solve the
can make) can make) problem by using visual
• What operation/s do we • What operation/s do we representation.
need to solve our problem? need to solve our problem? 3. Processing the
(Division) (Division) Activities
• What is the answer to our • What is the answer to our Let one representative of
problem? problem? the group to report on
(9 groups of marbles) (9 groups of marbles) their outputs.
Therefore, Elsa can make 9 Therefore, Elsa can make 9 After all the groups have
groups of marbles for all her groups of marbles for all her presented their answers,
marble collection. marble collection. ask: How did you find
the activity? How were
you able to add fractions
and mixed fractions with
different denominators?
What did you do?
E. Discussing new concepts and Divide the pupils into teams. Mr. Cruz paints their house Mr. Cruz paints their house Directions: Divide the class Directions: Find the
practicing new skills #2 Let them work on the every 3 years while Mr. Perez every 3 years while Mr. into group of 5s. The task of sums. Simplify, if
problem by learning team. paints their house every 4 Perez paints their house the pupils is to help each possible.
Note: Solving this problem years. If they painted their every 4 years. If they other to solve the problem. a) 2/3 + 5/ 14 b) 7/ 38 +
requires finding the least house at the same time this painted their house at the Give them enough time to 1/4
common multiple of numbers. year, when will they paint same time this year, when perform the task. c) 1/4 + 12 1/4 d) 2 3/8 +
 Let the pupils find the LCM of their house at the same time will they paint their house at  After all groups have 1/2
the numbers using the again? the same time again? finished, asked them to post e) 2 23 + 19
method that they know. their output on the board
and let them discuss their
solutions
F.Developing Mastery Let the groups present their Miss Reyes baked 150 Miss Reyes baked 150 Directions: Group the Read, analyze and solve.
outputs. chocolate chip cookies and chocolate chip cookies and learners into five groups. a. How much paint will
How did you solve for the 132 peanut butter cookies. 132 peanut butter cookies. Encourage the be used if 1 34 gallon will
correct answer? She divided the chocolate She divided the chocolate groups to create a problem be used for the
Which multiples are common chip cookies into piles and so chip cookies into piles and similar to the given one. stage and 15 gallons in
to both 2 and 4? Among with the peanut butter so with the peanut butter Then, solve the problem. a. . the hallway?
the common multiples, which cookies. Each pile had only cookies. Each pile had only Given : 36 manggo- b. Jewel wraps her gifts.
one is the least or smallest? one type of cookie, had the one type of cookie, had the flavoured sweets (Tim) 44 One gift used 16 meter
If none of the group used the same number of cookies and same number of cookies grape-flavoured sweets of a wrapper,
continuous division method the greatest possible number and the greatest possible (Peter) Asked: number of another gift used 2 13
or decomposition method of cookies. number of cookies. sweets in each tray meters. How much
show them how it is done. a. How many cookies were a. How many cookies were Problem: wrapper was used in
Then, give there in each pile? there in each pile? _______________________ all?
other set of numbers and find b. How many piles of b. How many piles of _________
their LCM using the same chocolate chip cookies were chocolate chip cookies were Solution and answer:
method. there? there? ______________________
c. How many piles of peanut c. How many piles of peanut b. Given: Two wires with
butter cookies were there? butter cookies were there? lengths of 448 cm and 616
cm Asked: length of the two
pieces of wires cut
Problem:
_______________________
_______
Solution and answer:
_____________________
c. Given: 120 crayons, 30
pieces of paper, 20 pencils
Asked: largest number of
students she can have in her
class
so that each student gets
equal number of crayons,
paper and pencil
Problem:
 _______________________
_______
Solution and
answer:________________
______
G.Finding Parctical application of Directions: Find the LCM using Answer the following Answer the following Directions: Create a Directions: Solve the
concepts and skills in daily living continuous division problem. problem. problem with the following following problems.
a) 9, 12, d) 30, 42 Juan has 96 m of copper wire Juan has 96 m of copper given data. Express your answer in
b) 16, 24, e) 10, 15 ,30 and 136 m of aluminum wire. wire and 136 m of Given: 14 rock CDs, 12 lowest term if possible.
c) 52, 72, 81 What is the maximum length aluminum wire. What is the classical CDs, and 8 pop CDs a. Mang Jose catches a 4
he can cut these wire so that maximum length he can cut Asked: greatest number of 1/8 -kg tuna fish, Mang
all the pieces are of the same these wire so that all the CDs Oscar can pack in each Andres catches a 3/5-kg
length? pieces are of the same box of yellow-fin fish. What
length? Problem: was the total weight of
_______________________ their catches?
_______ b. Mel spends1 3/5
Solution and answer: hours watching TV, Garry
______________________ spends 2 1/8 hours
playing badminton, and
Joey spends 1/4 hour
hanging out with friends.
Altogether, how much
time is spent by them?
c. Junel jogs 2 1/4 km in
the morning and the in
1/4 the afternoon
How many km does he
jog in one day?
H.Making generalization and What is a Least Common How will you solve word How will you solve word How do you create How do we add fractions
abstraction about the lesson Multiple (LCM)? problem involving LCM? problem involving LCM? problems (with reasonable and mixed forms with
How is continuous division answers) different
done in getting the Least involving GCF of 2-3 denominators?
Common Multiple of a set of numbers?
numbers?
I.Evaluating learning Solve these problems. Solve these problems. Directions: Create a Add. Reduce your
Directions: Give the least a. Alicia waters her orchids a. Alicia waters her orchids problem using the given answer to lowest terms,
common multiple (LCM). Use every 4 days and her violets every 4 days and her violets information. if possible
continuous division. every 7 days. Not counting every 7 days. Not counting a. Given : 45 okra plants, 81 a) 4 2/3 + 1/5
a) 6, 8 d) 8, 10 the first day, when is the next the first day, when is the corn plants and 63 tomato b) 3/8 + 10 1/4
 b) 18, 36 e) 8, 12 ,16 time will she water her plants next time will she water her plants c) 1/10 + 12 1/5 + 3/5
c) 15 ,30 ,45 at the same day again? plants at the same day Asked: greatest number of d) 8 3/8 + 3 1/6
b. A group of 45 dancers and again? plants in 1 row e) 7 1/3 + 2/9
30 clowns in a parade. You b. A group of 45 dancers and b. Given : PE Club of 16 girls
want to arrange the two 30 clowns in a parade. You and 36 boys
groups in rows with the same want to arrange the two Asked: biggest number of
number of people in each groups in rows with the members each group can
row, but without mixing the same number of people in have which
groups. What is the greatest each row, but without would have an equal
number of people you can mixing the groups. What is number of boys and girls c.
have in each row? the greatest number of Given : two pieces of string,
people you can have in each one 20 feet long and the
row? other 12 feet long Asked:
greatest length, in feet, that
she can cut them d. Given :
12 blue marbles and 15
white marbles Asked:
greatest number of groups
Julie can make
To create problems
involving GCF of 2 – 3
numbers, the following will
serve as guide:
 Familiarize yourselves
with the concepts of GCF
 Think of type of problems
you want to create.
 Read some examples of
problems and study the
solution.
e. Given : 10 stuffed cats
and 20 stuffed dogs Asked:
greatest number of groups
Leslie can place her stuffed
animals into
J.additional activities for application Directions: In each set of Directions: Solve the following Directions: Solve the Directions: Write a question Directions: Find the
or remediation numbers, circle the common problems. following problems. for the given problem. a. sums. Reduce the
multiples of a. Ken, Kenneth and Kenzrae a. Ken, Kenneth and Kenzrae Megan is creating party answers to simplest
the given numbers in the left. are jogging around a track. are jogging around a track. favors with pencils and forms.
 a. 2 and 6: Ken takes 4 minutes to jog Ken takes 4 minutes to jog stickers. She has 20 pencils a) 2 2/3 + 1/8
(4,10,18,25,29,36,40,46.54) once around the track. once around the track. and 8 stickers, and wants b) 6 1/5 + 23
b. 8 and 15: (10, Kenneth takes 5 minutes and Kenneth takes 5 minutes each party favor to include c) 42/8 + 1/2
40,70,90,120,150,180, 240) Kenzrae 6 minutes. If they and Kenzrae 6 minutes. If the same combination of d) 1 2/10 + 3/5
c. 9 and 12: start together at 6:00 a.m., at they start together at 6:00 pencils and stickers, with e) 7 3/9 + 1/3
(18,28,36,40,52,63,72,80,88,9 what time will they be a.m., at what time will they none left over. b. There are
5) together again at the starting be together again at the 36 teachers and 42 parents
point. starting point. playing in a sports fest. Each
b. Sally has two pieces of b. Sally has two pieces of team must have equal
string. One is 20 m long and string. One is 20 m long and number of teachers and
the other is 10 m long. She the other is 10 m long. She parents as members.
cuts the strings in the same cuts the strings in the same
length. How many were the length. How many were the
strings she made? strings she made?
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move
the evaluation to the next objective. to the next objective. to the next objective. to 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 _____% of the pupils got _____% of the pupils
mastery mastery 80% mastery 80% mastery got 80% mastery
B.No.of learners who require ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find
additional activities for remediation difficulties in answering their difficulties in answering their difficulties in answering difficulties in answering difficulties in answering
lesson. lesson. their lesson. their lesson. their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties ___Pupils found difficulties ___Pupils found
answering their lesson. answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering
___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the their lesson.
lesson because of lack of lesson because of lack of lesson because of lack of lesson because of lack of ___Pupils did not enjoy
knowledge, skills and interest knowledge, skills and interest knowledge, skills and knowledge, skills and the lesson because of
about the lesson. about the lesson. interest about the lesson. interest about the lesson. lack of knowledge, skills
___Pupils were interested on ___Pupils were interested on ___Pupils were interested ___Pupils were interested and interest about the
the lesson, despite of some the lesson, despite of some on the lesson, despite of on the lesson, despite of lesson.
difficulties encountered in difficulties encountered in some difficulties some difficulties ___Pupils were
answering the questions answering the questions encountered in answering encountered in answering interested on the
asked by the teacher. asked by the teacher. the questions asked by the the questions asked by the lesson, despite of some
___Pupils mastered the lesson ___Pupils mastered the lesson teacher. teacher. difficulties encountered
despite of limited resources despite of limited resources ___Pupils mastered the ___Pupils mastered the in answering the
used by the teacher. used by the teacher. lesson despite of limited lesson despite of limited questions asked by the
___Majority of the pupils ___Majority of the pupils resources used by the resources used by the teacher.
 finished their work on time. finished their work on time. teacher. teacher. ___Pupils mastered the
___Some pupils did not finish ___Some pupils did not finish ___Majority of the pupils ___Majority of the pupils lesson despite of limited
their work on time due to their work on time due to finished their work on time. finished their work on time. resources used by the
unnecessary behavior. unnecessary behavior. ___Some pupils did not ___Some pupils did not teacher.
finish their work on time finish their work on time ___Majority of the pupils
due to unnecessary due to unnecessary finished their work on
behavior. 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 ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who
learners who have caught up with 80% above 80% above 80% 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 additional activities for additional activities for additional activities for require additional
remediation 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 ____ of Learners who caught ____ of Learners who ____ of Learners who ____ of Learners who
up the lesson up the lesson caught up the lesson caught up the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue ___ of Learners who continue ___ of Learners who ___ of Learners who ___ of Learners who
which my principal or supervisor can to require remediation to require remediation continue to require continue to require continue to require
helpme solve? remediation remediation remediation
G.What innovation or localized Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that
materials did used/discover which I well: well: well: well: work well:
wish to share with other teachers? ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
Development: Examples: Self Development: Examples: Self Development: Examples: Development: Examples: Development:
assessments, note taking and assessments, note taking and Self assessments, note Self assessments, note Examples: Self
studying techniques, and studying techniques, and taking and studying taking and studying assessments, note taking
vocabulary assignments. vocabulary assignments. techniques, and vocabulary techniques, and vocabulary and studying techniques,
___Bridging: Examples: ___Bridging: Examples: assignments. assignments. and vocabulary
Think-pair-share, quick-writes, Think-pair-share, quick-writes, ___Bridging: Examples: ___Bridging: Examples: assignments.
and anticipatory charts. and anticipatory charts. Think-pair-share, quick- Think-pair-share, quick- ___Bridging: Examples:
writes, and anticipatory writes, and anticipatory Think-pair-share, quick-
___Schema-Building: ___Schema-Building: charts. charts. writes, and anticipatory
Examples: Compare and Examples: Compare and charts.
contrast, jigsaw learning, peer contrast, jigsaw learning, peer ___Schema-Building: ___Schema-Building:
teaching, and projects. teaching, and projects. Examples: Compare and Examples: Compare and ___Schema-Building:
___Contextualization: ___Contextualization: contrast, jigsaw learning, contrast, jigsaw learning, Examples: Compare and
Examples: Demonstrations, Examples: Demonstrations, peer teaching, and projects. peer teaching, and projects. contrast, jigsaw learning,
media, manipulatives, media, manipulatives, ___Contextualization: ___Contextualization: peer teaching, and
repetition, and local repetition, and local projects.
Examples: Demonstrations, Examples: Demonstrations,
opportunities. opportunities. media, manipulatives, media, manipulatives, ___Contextualization:
___Text Representation: ___Text Representation: repetition, and local repetition, and local Examples:
Examples: Student created Examples: Student created opportunities. opportunities. Demonstrations, media,
drawings, videos, and games. drawings, videos, and games. ___Text Representation: ___Text Representation: manipulatives,
___Modeling: Examples: ___Modeling: Examples: repetition, and local
Examples: Student created Examples: Student created
Speaking slowly and clearly, Speaking slowly and clearly, opportunities.
drawings, videos, and drawings, videos, and
modeling the language you modeling the language you games. games. ___Text
want students to use, and want students to use, and Representation:
___Modeling: Examples: ___Modeling: Examples:
providing samples of student providing samples of student Speaking slowly and clearly, Speaking slowly and clearly, Examples: Student
work. work. modeling the language you modeling the language you created drawings,
want students to use, and want students to use, and videos, and games.
Other Techniques and Other Techniques and providing samples of providing samples of ___Modeling: Examples:
Strategies used: Strategies used: student work. student work. Speaking slowly and
___ Explicit Teaching ___ Explicit Teaching clearly, modeling the
___ Group collaboration ___ Group collaboration Other Techniques and Other Techniques and language you want
___Gamification/Learning ___Gamification/Learning Strategies used: Strategies used: students to use, and
throuh play throuh play ___ Explicit Teaching ___ Explicit Teaching providing samples of
___ Answering preliminary ___ Answering preliminary ___ Group collaboration ___ Group collaboration student work.
activities/exercises activities/exercises ___Gamification/Learning ___Gamification/Learning
___ Carousel ___ Carousel throuh play throuh play Other Techniques and
___ Diads ___ Diads ___ Answering preliminary ___ Answering preliminary Strategies used:
___ Differentiated Instruction ___ Differentiated Instruction activities/exercises activities/exercises ___ Explicit Teaching
___ Role Playing/Drama ___ Role Playing/Drama ___ Carousel ___ Carousel ___ Group collaboration
___ Discovery Method ___ Discovery Method ___ Diads ___ Diads ___Gamification/
___ Lecture Method ___ Lecture Method ___ Differentiated ___ Differentiated Learning throuh play
Why? Why? Instruction Instruction ___ Answering
___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Role Playing/Drama preliminary
___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Discovery Method activities/exercises
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method ___ Lecture Method ___ Carousel
___ Group member’s ___ Group member’s Why? Why? ___ Diads
collaboration/cooperation collaboration/cooperation ___ Complete IMs ___ Complete IMs ___ Differentiated
in doing their tasks in doing their tasks ___ Availability of Materials ___ Availability of Materials Instruction
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Role Playing/Drama
of the lesson of the lesson learn learn ___ Discovery Method
___ Group member’s ___ Group member’s ___ Lecture Method
collaboration/cooperati collaboration/cooperati Why?
on on ___ Complete IMs
in doing their tasks in doing their tasks ___ Availability of
___ Audio Visual ___ Audio Visual Materials
Presentation Presentation ___ Pupils’ eagerness to
of the lesson of the lesson learn
___ Group member’s
collaboration/cooper
ation
in doing their tasks
___ Audio Visual
Presentation
of the lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ Technology
Internet Lab Internet Lab Internet Lab Internet Lab Equipment
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized __Contextualized/Localized __Contextualized/Localized __Contextualized/Localized __Contextualized/
and Indigenized IM’s and Indigenized IM’s and Indigenized IM’s and Indigenized IM’s Localized and
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos Indigenized IM’s
 __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Localized Videos
views of the locality views of the locality views of the locality views of the locality __ Making big books
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to from
used as Instructional used as Instructional be used as Instructional be used as Instructional views of the locality
Materials Materials Materials Materials __ Recycling of plastics
__ local poetical composition __ local poetical composition __ local poetical __ local poetical to be used as
composition composition Instructional Materials
__ local poetical
composition

Prepared by: Checked and Verified by: Noted:

LUISA F. GARCILLAN HERNALYN C. DUNGCA ROSALINDA B. GARCILIAN

T-III, Math 5 Teacher Elementary Department Head Principal I