School: Grade Level: V

GRADES 1 to 12 Teacher: File Created by DepEd Click Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 6-10, 2023 (WEEK 1) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of decimals
B.Performance Standards The learner is able to recognize and represents decimals in various forms and texts
C.Learning Competencies/Objectives Gives the places value and value Gives the value of a digit of a given Reads and writes decimal numbers Rounds decimal numbers to
of a digit of a given decimal decimal number though ten through ten thousandths the nearest hundredths
numbers thousandths Code: M5NS-II a-102.2 Code: M5NS-IIa-103.2
through ten thousandths Code: M5NS –IIa-101.2
Code: M5NS – IIa.101.2
II.CONTENT Giving the place value and value Giving the value of a digit of a Reading and Writing Decimal Rounding decimal numbers to
of a digit of a given decimal given decimal number through ten Numbers Through Ten the nearest hundredths
numbers thousandths Thousandths
through ten thousandths
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages Curriculum Guide page 57 of Curriculum Guide page 57 of 109 Curriculum Guide page 57 of 109 Curriculum Guide page 57 of
109 Lesson Guide in Elementary Page 241 of Lesson Guide in Elem 109
Lesson Guide in Elementary Mathematics 5, pp. 237-241 Math 5 Mathematics for a Better Life
Mathematics 5 pp. 237-241 pp. 130-133
Lesson Guide in Elementary
Mathematics pp. 248-251
2.Learners’s Materials pages
3.Textbook pages Mathematics for Better Life, pp Growing Up With Math 5 pp. 148- Mathematics for Better Life 5, Mathematics for a Better Life
136-137 149 page 138-139 pp. 138-139
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource Place Value Chart for Decimals, Place Value Chart, metacards Place value chart, metacards, Flashcards,number line chart,
metacards, charts activity sheets powerpoint presentations
IV.PROCEDURES
A.Reviewing previous lesson or Drill - expressing fractions as Weekly Test
presenting the new lesson 1. Drill 1. Drill (Expressing fractions with a decimals 1. Oral Drill
Directions: Express the following denominator of 10, 100 and 1000 Directions: Express the following Game: Relay
fractions in decimals. in a decimal form) fractions as decimals. Materials: flashcards
 12 3100 Activity: Mix and Match 1). 23/100 5). 32/1 000 Mechanics:
 510 Mechanics: 2). 4 5/10 1. The class will be divided
1. Teacher will divide the 3). 17 3/100 into two groups
 4 65100 pupils into 4 groups 4). 26 15/10 000
 89100 2. Groups A and B will be given Review 2. Have each group hold cars
 34 2910000 metacards with numbers in Review reading and writing whole such as
fraction form while group C and D numbers by presenting
will receive metacards some statistics. 3. Give directions such as:
2. Review Form the greatest two-digit
Directions: Give the place value with numbers in decimal form. Read the numbers and write them
3. As the teacher say MIX , Group in words (cartolina strips) decimal number with 2 in the
of the underlined digit. hundredths place.
 973 A, B, C and D will go around and Use the following facts about the
find the equivalent fraction cards Philippines: 4. The first group to form the
 5 306 with the decimal number that Total land area: 299 404 square correct number earns a point.
each member of the group are kilometres
 2 410 holding. Total Water Area (within territorial 5. Continue asking questions
limits):150 759 282 ha. on place value of decimals
 16 874 4. As the teacher say MATCH Population (2002 census): 76 971 until one group earns 3 points
members of group will find their 000 out of 5 rounds.
 1 235 match and partner will go in front Foreign debt (1999): 28 380 700 2. Review
together. 000 dollars (US) Directions: Read and give the
5. Group with the most number of place value of the underlined
perfect match will win the game. digit.
1) 0.43
0.19 2) 5.638
0.020 3) 0.754
0.14 4) 11.081
0.2 5) 54.635
0.180
0.16
0.025
0.005
0.12
Review (Review on Place value of
whole numbers)
Strategy: Place Value Game
Mechanics:
1. Form 2 Groups. One group of
Boys with 5 players and one group
of Girls with 5 members and asked
them to form lines.

2. Teacher will show cards with

written decimals. Pupils will
identify the place value of the
underlined digit on the cards
shown. The first player of each
group will write the answer on the
 board as fast as they can.

3. The group with the most

number of point wins.

B.Establishing a purpose for the What is a heat conductor? Give Look closely at this number 4. Is it Ask the following questions: Who among your familes have
lesson examples of heat conductors. a whole number or decimals? Are you all aware of what is cars? Why is it important to
How about 0.4, how do we read happening in our country? fill the gas
it? What is the correct way of Are you aware of the economic tank of cars? Can we do
reading it? situation in the Philippines? something on how to save
What is the implication of the gasolines?
peso-dollar exchange rate to our
economy?
C.Presenting Examples/ instances of Copper is a very good conductor Donna, a Grade V pupil walks a. Present the following problem Mr. Catinoy had his car’s tank
the new lesson of heat. It is the element made 0.5208 kilometer a day to reach Every morning Atty. Castillo reads filled with gasoline. The
of electric wires. The atomic the school. a newspaper. He takes note gasoline meter registered
weight of copper is 63.546 Mechanics: of the peso-dollar exchange. One 10.468 litres. Round off the
grams (g). 1. Distribute pupils the place value morning, he reads that the number of litres of gasoline to
chart exchange rate of a US ($) dollar is the nearest hundredths.
P54.5960 How do we read this
2. Let each group complete the number?
place value chart by putting on the b. Present the decimal number on
digit on the correct column based the problem in a place value
on their place value chart
D.Discussing new concepts and Strategy: Direct Instruction Group the class into four teams.
practicing new skills #1  What kind of number is Using the place value chart, a. Have the pupils work in
63.5460? What is the place value of 5, the pupils by group will enter the their group. Have them draw
first digit right after the decimal decimal number given in the a number line
 Let us put 63.546 in the Place point? problem. Ask them to post their up to thousandths place to
Value Chart for Decimals output and do the reporting show their answer to the
 What is the place value of 2, the afterwards problem.
next digit to the right of the tenths Give them time to do this.
place? What is its value? Have them present their
output.
 What is the digit in hundredths
b. Processed the outputs by
place? What is its value?
asking the following questions
 Which digit is in the thousandths What digit did you round off?
place? What is its value? How did you round off the
digit?
 Which digit is in the ten What did you do with the
thousandths place? What is its other digit/s?
value?

 Let the pupils focus on the place

 value chart presented. Let them
understand that 5 is under the
tenths column, the place with the
value of 0.1, meaning 5 has the
value of 510 or 0.5. The next digit
is 2 which is under the hundredths
column, the place with the value
of 0.01, meaning 2 has a value of
0.02.

E.Discussing new concepts and What separates 63 and 546? Have the pupils work on Give other examples Give other examples
practicing new skills #2  At what column can we find 3? determining the place value and
the value of a digit in the following
Then, the place value of 3 is decimal numbers. Group the class
ones. into four (4) groups. Each group
 What is the position of 5 in the works in every station
Place Value Chart? simultaneously. Each of them
presents their group’s output.
So, the place value of 5 is Station 1:
tenths. Directions: Study the numeral
 Therefore, the place value is 0.378 and answer the following
the position of a digit in the questions
place value chart.

F.Developing Mastery Thinking Skills How did you find the activity? Complete the table by
Use the Place Value Chart below 1. What digit is immediately right What fact is given in the problem? rounding off the given
to give the place value of the after the decimal point? What kind of number is 54.9600? numbers to the Complete the
underlined digit in each decimal Can we express it as fraction? table by rounding off the
number. 2. What is its value? How? given numbers to the nearest
Station 2: How do you read 54 9 60010 000? hundreths
23.642 Directions: Using the decimal How were you able to read and Number Round Off
0.126, perform the following: write decimal number? to the
 6.049 1. Write the digit placed in the How do you read 54.9600 and how Nearest
thousandths place. it is written in words? Hundredths
 25.571
2. What is its value? Other decimal numbers will be 1) 91.937
 7.203 provided for the pupils to read and 2) 72.553
Station 3: write. Let them express these 3) 817.093
 124.435 decimals also in fractions. 4) 423.729
Directions: Study the decimal
number 0.915. 1). 37. 1430 5) 236.153
1. What is the position of one? 2). 1. 3250
3). 98. 4510
2. What is its value? 4). 0. 3451
5). 76. 2340
Station 4:
 Directions: Using the decimal
2.136, perform the following:
1. What digit is in the lowest place
value?

2. What is its value?

G.Finding Parctical application of Directions: Write the place value Directions: Directions: Read then give the Directions: Read and answer
concepts and skills in daily living of the digit 6 in each decimal Group 1-Give the value of each answer: the following problems.
number. digit in the given number During the Palarong Pambansa 1. Joshua and Marcus are
1). 89.146 4). 7.063 GROUP II 2015, Alvin Reyes ran the 100 playing a number game. They
2). 10.612 5). 9.846 Directions: Give the value of the meter try to round 213.432 to the
3). 68.425 underlined digit. dash in 12. 8420 seconds. John nearest hundredths. What is
Santos ran the same event in 12. the answer?
4630
seconds. Write the 2. Rina was task to round off
decimal number in words. 85.81267 to the nearest
____________________ hundredths. Her answer was
85.800. Is she correct? Why?

H.Making generalization and How do we give the place value How can you give the value of the How do we read and write decimal How do we round off decimal
abstraction about the lesson of a digit in a decimal number? decimal digits? numbers? numbers to the nearest
hundredths?
I.Evaluating learning Directions: Give the place value Directions: Write the value of the Directions: Write the following as Directions: Round off the
of the underlined digit. underlined digit. fractions and then as decimals. following decimals to the
1) 89.345 1) 0.48 4) 3.762 1. One hundred twenty-five and nearest hundredths.
one hundredths 1) 5.348 4). 12.183
2) 46.036 2) 0.037 5) 9.504 2. Sixty-four and two thousand
three hundred ten thousandths 2) 0.917 5). 8.529
3) 19.346 3) 2.6985
3. Four and nine hundredths 3) 3.052
4) 32.075 4. Twelve and two ten
thousandths
5) 90.637 5. Seven and fifteen thousandths

J.additional activities for application Directions: Write the digit in Give the value of digits 5, 6, 7, 8, Directions: Write the following Directions: Round off each
or remediation each place value identified. and 9 . decimals in words. decimal to the nearest
A. 89.846 Decimal Value 1). 2. 0012 - hundredths.
Number ____________________________ 1) 0.064 5) 6.437
1) _____ hundredths 0.2306 ___________
3.271 2). 0. 9160 - 2) 5.256
2) _____ tenths
1.039 ____________________________ 3) 0.843
3) _____ thousandths 0.8134 ___________
0.4125 3). 56. 145 - 4) 7.934
B. 6.329
____________________________
___________
 4) _____ ones 4). 9. 0346 -
____________________________
5) _____ hundredths ___________
5). 4. 0987 -
____________________________
___________
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on
evaluation next objective. next objective. next objective. the next objective. 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% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson.
answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson.
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of ___Pupils did not enjoy the
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. knowledge, skills and interest
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on about the lesson.
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some ___Pupils were interested
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in on the lesson, despite of
___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite answering the questions asked by some difficulties encountered
despite of limited resources used by of limited resources used by the of limited resources used by the the teacher. in answering the questions
the teacher. teacher. teacher. ___Pupils mastered the lesson asked by the teacher.
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished despite of limited resources used ___Pupils mastered the
their work on time. their work on time. their work on time. by the teacher. lesson despite of limited
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished resources used by the
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time. teacher.
behavior. behavior. behavior. ___Some pupils did not finish ___Majority of the pupils
their work on time due to finished their work on time.
unnecessary behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.

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

D.No. of learners who continue to ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
require remediation additional activities for remediation activities for remediation activities for remediation additional activities for additional activities for
remediation 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 up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught
lesson lesson lesson the lesson up the lesson
F.What difficulties did I encounter which ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
my principal or supervisor can helpme require remediation require remediation require remediation require remediation continue to require
solve? remediation
G.What innovation or localized materials Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
did used/discover which I wish to share ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well:
with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, Development: Examples: Self
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. assessments, note taking and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- studying techniques, and
share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and vocabulary assignments.
anticipatory charts. charts. charts. anticipatory charts. ___Bridging: Examples:
Think-pair-share, quick-
writes, and anticipatory
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
charts.
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
projects. projects. ___Schema-Building:
Examples: Compare and
___Contextualization: ___Contextualization:
contrast, jigsaw learning, peer
___Contextualization: Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
teaching, and projects.
Examples: Demonstrations, media, manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations,
manipulatives, repetition, and local opportunities. opportunities. media, manipulatives, repetition,
opportunities. and local opportunities. ___Contextualization:
Examples: Demonstrations,
___Text Representation: ___Text Representation:
media, manipulatives,
___Text Representation: Examples: Student created drawings, Examples: Student created drawings, ___Text Representation:
repetition, and local
Examples: Student created videos, and games. videos, and games. Examples: Student created opportunities.
drawings, videos, and games. ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: ___Text Representation:
slowly and clearly, modeling the language you want students to use, language you want students to use, Speaking slowly and clearly,
language you want students to use, and providing samples of student and providing samples of student modeling the language you want Examples: Student created
and providing samples of student work. work. students to use, and providing drawings, videos, and games.
work. samples of student work. ___Modeling: Examples:
Other Techniques and Strategies Other Techniques and Strategies Speaking slowly and clearly,
Other Techniques and Strategies used: used: Other Techniques and Strategies modeling the language you
used: ___ Explicit Teaching ___ Explicit Teaching used: want students to use, and
___ Explicit Teaching ___ Group collaboration ___ Group collaboration ___ Explicit Teaching providing samples of student
___ Group collaboration ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Group collaboration work.
___Gamification/Learning throuh ___ Answering preliminary ___ Answering preliminary ___Gamification/Learning throuh
play activities/exercises activities/exercises play Other Techniques and
___ Answering preliminary ___ Carousel ___ Carousel ___ Answering preliminary Strategies used:
activities/exercises ___ Diads ___ Diads activities/exercises ___ Explicit Teaching
___ Carousel ___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel ___ Group collaboration
___ Diads ___ Role Playing/Drama ___ Role Playing/Drama ___ Diads ___Gamification/Learning
___ Differentiated Instruction ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction throuh play
___ Role Playing/Drama ___ Lecture Method ___ Lecture Method ___ Role Playing/Drama ___ Answering preliminary
___ Discovery Method Why? Why? ___ Discovery Method activities/exercises
___ Lecture Method ___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Carousel
Why? ___ Availability of Materials ___ Availability of Materials Why? ___ Diads
___ Complete IMs ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Complete IMs ___ Differentiated Instruction
___ Availability of Materials ___ Group member’s ___ Group member’s ___ Availability of Materials ___ Role Playing/Drama
___ Pupils’ eagerness to learn collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn ___ Discovery Method
___ Group member’s in doing their tasks in doing their tasks ___ Group member’s ___ Lecture Method
collaboration/cooperation ___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation Why?
in doing their tasks of the lesson of the lesson in doing their tasks ___ Complete IMs
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Availability of Materials
of the lesson of the lesson ___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson