Lea

rning Area: Mathematics Date: January 18, 2023 (Wednesday)

Grade Level: Five Inspected by:
Quarter: Second
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III

I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental
Operations involving decimals and ratio and proportion
B. Performance Objective The learners are able to apply the four fundamental operations involving
decimals and ratio and proportion in mathematical problems and real-
life situations.
C. Learning Competencies Expresses ratios in their simplest forms.
( Write the LC code for Code: M5NS- II I – 125,
each)

II. CONTENT Expressing Ratios in their Simplest Forms

( Subject Matter)

III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages Curriculum Guide, page 60 of 109
Lesson Guide in Math 5, p 222-226
2. Learners Material Pages
3. Textbook pages Mathematics for Better Life 5
4. Additional Materials MISOSA Gr. 5 Module – Ratio in its Simplest Form
from LRDMS
B. Other Learning Flash cards, cutouts, real objects, charts
Resources
IV. PROCEDURES 1. Drill
A. Presenting the new Mental computation on reducing fractions to lowest terms
lesson Strategy: Traveling Game
Mechanics:
a. Pupil no. 1 challenges the person seating directly beside
or behind him.
b. Flash a card with fractions to be reduced to lowest terms.
c. The pupil who gives out the correct answer moves to the
seat of the losing pupil and competes with the next pupil.
The losing pupil sits on the vacant chair.
d. The winner continues to move until he/she loses. In this
case, he/she sits on the chair of the new winner.
e. Pupils who have traveled the farthest from his original seat
is crowned “ King or Queen of the Day”.
2. Review
Review the definition of ratio and the two ways of writing a ratio
(colon and fraction form)
B. Establishing a purpose of Who among you show love for Mother Earth?
the new lesson In what ways can you show love for Mother Earth?
(Motivation) Original File Submitted and Formatted by DepEd Club Member - visit
 depedclub.com for more
C. Presenting Examples/ Strategy: Use Concrete objects or Cutouts to Answer Problem
instances of the new Opener (Modeling)
lesson( Presentation) Materials: several bottles of soft drinks or cutouts
Joel and Josie went to the park to help clean it up by picking
discarded bottles of soft drinks to be recycled. Joel picked 24
bottles while Josie got 12 bottles. What is the ratio of the number
of bottles gathered by Joel to the number of bottles gathered by Josie
Josie in lowest term?
D. Discussing new concepts Show bottles to the class
and practicing new skills What are given? What is being asked?
no.1 If you were Joel and Josie, will you do the same? Why?
( Modeling) In what ways can you help Mother Earth? Cite some ways
of recycling. Why do we recycle?
E. Discussing new concepts Divide the class into group of 5s .
and practicing new skills Tell each member of the group that they are going to help each other
no.2 show the number of bottles collected by Joel and Josie. Tell them to
( Guided Practice) compare it by giving ratio
Ask the pupils the ratio of the number of bottles collected by Joel to the
number of bottles collected by Josie.
After each group have finished, asked them to be ready for the reporting.
F. Developing Mastery After the activity, ask the pupils to explain their answers.
(Leads to Formative Tell the pupils that like fractions, ratios may be reduced to lowest
Assessment 3.) terms by dividing the numerator and the denominator by a common
( Independent Practice ) factor.
Directions: Write the ratio for each of the following. Express it in lowest
terms.( Think-Pair and Share )
1. 15 boys to 30 girls
2. 5 boxes to 60 oranges
3. 2 jeep for 44 passengers
4. 2 teachers to 46 pupils
5. 12 flowers to 4 vases
G. Finding practical Directions: Express the ratio of the first quantity to the second quantity
application of concepts and and reduce to simplest form.
skills in daily living 1. 36 glasses of juice to 30 sandwiches
( Application/Valuing) 2. 21 garbage cans to 14 classroom
3. 4 books to ten pupils
4. 15 chairs to 5 tables
5. 22 pencils to 11 eraser
H. Making Generalization How do we reduce ratios to lowest terms?
and abstraction about the
lesson
( Generalization)

I. Evaluating learning Directions: Reduce these ratios to lowest terms.

1). 10:5

2). 3:1

3). 20:4

4). 15/30

5). 6/8
J.Additional activities for Directions: Express these ratios in lowest term.
application and remediation 1). 100/10
(Assignment) 2). 50/100
3). 200/2
4). 20/2
5). 4/4000
K. REMARKS
L. REFLECTION
A. No. of learner who earned ___Lesson carried. Move on to the next objective.
80% ___Lesson not carried.
_____% of the pupils got 80% mastery
B .No. of learner who scored ___Pupils did not find difficulties in answering their lesson.
below 80% ( needs ___Pupils found difficulties in answering their lesson.
remediation) ___Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the
teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.

C. No. of learners who have ___ of Learners who earned 80% above
caught up with the lesson

D. No of learner who ___ of Learners who require additional activities for remediation
continue to require
remediation

E. Which of my teaching ___Yes ___No

strategies work well? Why? ____ of Learners who caught up the lesson

F. What difficulties did I ___ of Learners who continue to require remediation

encounter which my
principal /supervisor can
help me solve?

G. What innovation or Strategies used that work well:

localized materials did I ___Metacognitive Development: Examples: Self assessments, note
use/discover which I wish to taking and studying techniques, and vocabulary assignments.
share w/other teacher? ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
charts.

___Schema-Building: Examples: Compare and contrast, jigsaw learning,

peer teaching, and projects.

___Contextualization: 
Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.

___Text Representation: 
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student
work.

Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
 ___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

Lea
rning Area: Mathematics Date: January 17, 2023 (Tuesday)
Grade Level: Five Inspected by:
Quarter: Second
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III

V. OBJECTIVES
D. Content Standards The learner demonstrates understanding of the four fundamental
operations involving ratio and proportion
E. Performance Objective The learner is able to apply the four fundamental operations involving
ratio and proportion
 F. Learning Competencies Writing Equivalent Ratios
( Write the LC code for Code: M5NS –IIg-121.1
each)

VI. CONTENT Identifying equivalent ratios

( Subject Matter)

VII. LEARNING
RESOURCES
C. References
5. Teachers Guide pages Curriculum Guide, page 60 of 109
Lesson Guides in Elementary Math 6 pp. 289-292
6. Learners Material Pages
7. Textbook pages Mathematics for a Better Life 5 pp. 196-203
8. Additional Materials
from LRDMS
D. Other Learning metacards, tarpapel, pictures and activity sheet
Resources
VIII. PROCEDURES 1. Drill (Writing ratio in colon form and fraction form).
M. Presenting the new a) 6 dog to 10 cats
lesson b) 4 vases to 8 flowers
c) 9 bats to 15 balls
2. Review
Strategy: Hi! and Hello!
Teacher will show flash cards with wriiten ratio. Pupils will
say Hi! if the ratio is in a simplest form and say Hello! When
the ratio is in a higher term.
5 : 12
9:6
15 : 12
8 : 14
8 : 14
2:37:
10 : 5
N. Establishing a purpose of Class, what do you usually do during DEAR time? Why is it important to spend your time in reading?
the new lesson
(Motivation)
O. Presenting Examples/ Joy reads 420 word per minute. How many words can
instances of the new she read in 15 minutes?
lesson( Presentation)
P. Discussing new concepts How many words does Joy read per minute?
and practicing new skills What is the ratio of the number of words she reads to the
no.1 number of minutes?
( Modeling) What does the problem ask for?

Q. Discussing new concepts Group the pupils in 5 working teams. Ask the teams to work together in
and practicing new skills looking for the solution to the problem.
no.2 Solution 1:
( Guided Practice) Make a table showing the data given
Terms No. of Words No. of Minutes
A
420 1
B 15
R. Developing Mastery  Ask pupils to report their collaborative output.
(Leads to Formative  How did you find the activity?
Assessment 3.)  How were you able to find the answer to the problem?
( Independent Practice )  Discuss with the pupils the ways on how to identify and write
equivalent ratios.
 Let pupils discover if their answer is correct using these methods
A. Cross Multiplication Method
B. Multiplication of Means and extremes
Extremes
420 : 1 = N_ : 15 ; N =
Means
Solution: 420 X 15 = 6300
6300 ÷ 1 = 6300
* The table can be completed by finding equivalent fractions
S.Finding practical application Activity 1: Learning Barkada or Team
of concepts and skills in Direction: Write a proportion by finding the value of N.
daily living ( LB 1 : 𝑁9 x 4936
Application/Valuing) LB 2 : 8 : 10 = 4 : ____
LB3 A basketball player averages 19 points per game. At this rate, how
many points can he make in 9 games?
LB4 A recipe calls for 2,5 cups of water to every pack of noodles. How
many packs of noodles will need 15 cups of water?
Directions: Solve for the missing term to form equivalent ratios.
1) 23 = 𝑁21 2) 52 = 20𝑁 3) 27 = 12𝑁
3) 6 : 7 = 30 : N 4) N : 11 = 15 : 55
T. Making Generalization The process of multiplying the means and extremes is called getting the
and abstraction about the cross products. We can use cross products to find out if two ratios are
lesson equal
( Generalization)

U. Evaluating learning Directions: Solve for the missing term to form equivalent ratios.
1) 23 = 𝑁21
2) 52 = 20𝑁
3) 27 = 12𝑁
4) 6 : 7 = 30 : N
5) N : 11 = 15 : 55
V. Additional activities for Directions: Give at least 3 ratios that are equal
application and remediation 1) 4 : 5
(Assignment) 2) 6 : 2
3) 3 : 14
4) 34 = 8 = 16
5) Two numbers are in the ratio of 3:4 . Find the numbers if
their sum is 91.
W. REMARKS
X. REFLECTION
A. No. of learner who earned ___Lesson carried. Move on to the next objective.
80% ___Lesson not carried.
_____% of the pupils got 80% mastery
B .No. of learner who scored ___Pupils did not find difficulties in answering their lesson.
below 80% ( needs ___Pupils found difficulties in answering their lesson.
remediation) ___Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the
teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.

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

E. Which of my teaching ___Yes ___No

strategies work well? Why? ____ of Learners who caught up the lesson

F. What difficulties did I ___ of Learners who continue to require remediation

encounter which my
principal /supervisor can
help me solve?

G. What innovation or Strategies used that work well:

localized materials did I ___Metacognitive Development: Examples: Self assessments, note
use/discover which I wish to taking and studying techniques, and vocabulary assignments.
share w/other teacher? ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
charts.

___Schema-Building: Examples: Compare and contrast, jigsaw learning,

peer teaching, and projects.

___Contextualization: 
Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.

___Text Representation: 
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student
work.

Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
 Lea
rning Area: Mathematics Date: January 16, 2023 (Monday)
Grade Level: Five Inspected by:
Quarter: Second
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III

IX. OBJECTIVES
G. Content Standards The learner demonstrates understanding of the ratios
H. Performance Objective The learner is able to apply ratios in mathematical problems and real-life
situations
I. Learning Competencies Identifies equivalent ratios
( Write the LC code for Code: M5NS – IIi.124
each)

X. CONTENT Identifying equivalent ratios

( Subject Matter)

XI. LEARNING
RESOURCES
E. References
9. Teachers Guide pages Curriculum Guide, page 60 of 109
Lesson Guide in Elementary Mathematics 5 pp 227 - 231
10. Learners Material Pages
11. Textbook pages Mathematics for Better Life, pp 200 - 201
12. Additional Materials DepEd Learning Portal, Math 6 – Ratio and Proportion
from LRDMS
 F. Other Learning metacards, tarpapel, pictures and activity sheet
Resources
XII. PROCEDURES 1. Drill
Y. Presenting the new Strategy: Name Game
lesson Mechanics:
Pick up a pupil’s name from a pre-prepared basket.
The one who will be picked will name the ratio of the objects in a given
set.
2. Review
Strategy: Reduce Me
Directions: Write the following rations to lowest terms.
25 wins in 30 games
8 red balls to 12 blue balls
25 dm to 2 m
What is the ratio of letter O to all the letter in the word COLOR?
What is the ratio of the vowel to consonant in the word MATHEMATICS?
Z. Establishing a purpose of (Show a a mini bottle with some marbles in it) What is the in the bottle?
the new lesson
(Motivation)
AA. Presenting Examples/ Word Problem 1:
instances of the new Clarence has 7 marbles in his one mini bottle. How many marbles does
lesson( Presentation) he have if he has filled 6 mini bottles?
Strategy 1: Integrative Approach
Activity: AICDR
Ask How many marbles are there in one mini bottle?
How many mini bottles did Clarence filled?
Investigate What can we do to count all the marbles?
Create Let us try to make a table.
Mables
7 14 21 28 35 42
Bottles
1 2 3 4 5 6
Discuss How many marbles are there in 2 mini bottles?
How about in 3? 4? 5? 6?
Reflect So, we can conclude that Clarence has 42 marbles
in his 6 mini bottles
BB. Discussing new concepts Word Problem 2:
and practicing new skills Dan and Noli played darts. Dan hit the target 10 times out of 15 throws.
no.1 Noli hit the target 12 times out of 18 throws. How can we compare the
( Modeling) ratio of their hits?

CC. Discussing new concepts Strategy 2: Content – Based Instruction

and practicing new skills Activity: 4A’s
no.2 Activity Let us do this problem.
( Guided Practice) Analysis What is the ratio of Dan’s number of hits to his throws?
How about Noli’s hit to the number of his throws?
Abstraction Are their ratios equal? Let us find out.
Is 10 : 15 = 12 :18?
To find out if the two ratios are equal, we will find if the product of their
extremes is equal to the product of their extremes. The extremes are the
first number of the first ratio and the second number of the second ratio.
While the means are the second number of the first ratio and first
number of the second ratio.
extremes
10 : 15 = 12 :18
means
Application extremes = means
 Dan and Noli played darts. Dan hit the target 10 times out of 15 throws.
Noli hit the target 12 times out of 18 throws. How can we compare the
ratio of their hits?
Page436
10 18 = 15 x 12
180 = 180
Their products are both 180. We can now say that:
10 15 = 12 :18.
DD. Developing Mastery Activity: Fact or Bluff
(Leads to Formative Directions: Write Fact if the pair of ratios are equal and Bluff if they are
Assessment 3.) not.
( Independent Practice ) 7:3 = 1:3
7:8 = 28:32
3:4 = 12:15
3:4 = 6:9
6:10 = 3:5
EE. Finding practical During a basketball practice, Ceejay made 8 baskets for every 10 throws.
application of concepts and How many baskets should Clarence make is 20 throws to equal Ceejay’s
skills in daily living performance?
( Application/Valuing)
FF. Making Generalization When are two ratios equal?
and abstraction about the
lesson
( Generalization)

GG. Evaluating learning Directions: Determine if the sets of ratios are equal. Use cross products.
1). 3 : 4 = 12 : 16
2). 3 : 2 = 6 : 4
3). 4 : 5 = 13 : 15
4). 6 : 36 = 1 : 6
5). 9 : 2 = 72 : 16
HH. Additional activities for Directions: Give 3 ratios equal to the following.
application and remediation 1). 2 : 5
(Assignment) 2). 4 : 1
3). 2 : 14
4). 3 : 8
5). 10 : 12
II. REMARKS
JJ. REFLECTION
A. No. of learner who earned ___Lesson carried. Move on to the next objective.
80% ___Lesson not carried.
_____% of the pupils got 80% mastery
B .No. of learner who scored ___Pupils did not find difficulties in answering their lesson.
below 80% ( needs ___Pupils found difficulties in answering their lesson.
remediation) ___Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the
teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.

C. No. of learners who have ___ of Learners who earned 80% above
caught up with the lesson

D. No of learner who ___ of Learners who require additional activities for remediation
continue to require
remediation

E. Which of my teaching ___Yes ___No

strategies work well? Why? ____ of Learners who caught up the lesson

F. What difficulties did I ___ of Learners who continue to require remediation

encounter which my
principal /supervisor can
help me solve?

G. What innovation or Strategies used that work well:

localized materials did I ___Metacognitive Development: Examples: Self assessments, note
use/discover which I wish to taking and studying techniques, and vocabulary assignments.
share w/other teacher? ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
charts.

___Schema-Building: Examples: Compare and contrast, jigsaw learning,

peer teaching, and projects.

___Contextualization: 
Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.

___Text Representation: 
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student
work.

Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson