School Grade Level FIVE

GRADE 1 to 12
Learning
DAILY Teacher MATHEMATICS
Area
LESSON
LOG Teaching
Quarter 2nd
Dates

Time 8:00-8:50 Checked by:

(ANNOTATIONS)
-PPST INDICATORS/ KRA
Week OBJECTIVES/RUBRIC INDICATORS TO
BE OBSERVED DURING THE
CLASSROOM OBSERVATION
I. Objectives
1.demonstrates understanding of decimals.
A. Content Standards
2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.
1. is able to recognize and represent decimals in various forms and contexts.
B. Performance Standard
2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.
Rounds decimal numbers to the nearest hundredth and thousandth. .
C. Learning Competencies
M5NS-IIa-103.2
II. Content (Subject Matter)
III. Learning Resources
A. References
1. Teacher’s Guide 46-48
pages
2. Learner’s Material 106 - 109
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Activity cards, powerpoint, stop watch, marble/ toycar
Resources
IV. Procedures
A. Reviewing previous A. Drill Manages learner behavior constructively by applying positive and non-
lesson or presenting the a. Divide the class into 2 groups with 7 members. violent discipline to ensure learning-focused environment.
new lesson b. Provide each group with number cards with the following numbers.
c. Each group will form the number given by the teacher. Values like sportsmanship being observed.
d. I am a 5 – digit number. My tenths digit is twice my hundredths digit, and my one’s digit is the sum of my tenths and
ten thousandths digit. My thousandths digit is a place value holder.
(5. 4201)
 B. Let the pupils arrange themselves holding one of the number card
a. 3. 214
b. 0.192
c.30.145
d. 0.2178
e. 12.010
The first group to form the number correctly wins the game.
Who do you think will offer the first handshake after the game? Why?
What percent is the molecules of carbon dioxide present in the earth’s atmosphere? .
The questions presented are arranged from lower level to higher level
thinking skills. Pupils are challenge to think creatively

B. Establishing a purpose
for the lesson

Carbon dioxide levels in the atmosphere are not constant -- they have risen by nearly 40 percent since the
Industrial Revolution, according to climate scientist Todd Sanford. They are small compared to the main
atmospheric components of nitrogen and oxygen. Scientists express them as parts per million, or ppm. In Applies knowledge of content within and across curriculum teaching
March 2011, carbon dioxide levels were at 391 ppm, which is 0.0397 percent of the atmosphere. This areas
roughly corresponds to a mass of 3 trillion tons. After nitrogen, oxygen, water vapor and argon, carbon Additional information in Science subject.
dioxide is the fifth most abundant gas in the atmosphere.
C. Presenting examples/
instances of the new
What gas produced through respiration?
lesson
What percent is the molecules of carbon dioxide present in the earth’s atmosphere?
What will happen if there is excess carbon dioxide found in our atmosphere?Why? Applied a range of teaching strategies to develop critical and
What will you do to slow down Green House Effect? creative thinking, as well as other higher- order thinking skills.
What number is closest to 0.0397?
What are the other possible numbers closest to 0.0397

Plan, manage and implement developmentally sequenced teaching

Use a number line to round 3.87 to the nearest tenth. and learning process to meet curriculum requirements and varied
teaching contexts.

D. Discussing new
concepts and practicing
new skills #1
Selects, develops, organizes and uses appropriate teaching and
learning resources, including ICT, to address learning goals.
Using power point presentation and some interactive activities using
. ICT equipments.

E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications and
concepts and skills in
daily living
Provide 4 decimal number cards to each group. Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
The entire lesson develop the numeracy skills of the learners5.6824
0.642
List down possible members closest to :
1. 5.6824 6, 5.7, 5.68, 5. 680
2. 0.642 0. 6, 0.64, 0. 641
Round off 29. 849 to the nearest: Designs, selects, organizes and uses diagnostic, formative and summative
1. tenths______ assessment strategies consistent with curriculum requirements.
2. ones_______ The use of exercises to develop mastery of the pupils
3. hundredths______
4. tens______
Diff erenti ated instructi on To minimize and prevent misbehavior, house rules/ standards/guidelines
B. Group the class into 3 groups are set before doing the activity.
I. Using number line Learners are given positive feedback after each group sharing.
II. Solving
III. Orally -Uses differentiated, developmentally
Round off the following numbers to the place value of the underlined digit appropriate learning experiences to address learners’ gender, needs,
2.394
1. 6. 849 strengths, interests and experiences.
2. 2. 0 82 The learners are given differentiated activities according to their strengths
3. 65 . 842 and interests.
4. 0.19 4 By applying differentiated activities with rubrics, learners are ensured of
their active participation.

How do you round off decimal numbers? Plan, manage and implement developmentally sequenced teaching and
H. Making generalizations What are the rules in rounding off decimal numbers? learning process to meet curriculum requirements and varied teaching
and abstractions about contexts.
the lesson Introduce the step by step process to internalize the learnings needed by
the pupils
-Designs, selects, organizes and uses diagnostic, formative and summative
Round off the following numbers to the place value of the underlined digit assessment strategies consistent with curriculum requirements.
1. 5. 849 MOV---The use of formative assessment consistent with curriculum
2. 2. 0 47 requirements is followed in order to interpret the result of the learners’
3. 65 . 742 progress.
4. 0.19 1 MOV—Formative questions are raised to learners to diagnose how far
I. Evaluating learning they have learned or if the objectives of the lesson are carried.

J. Additional activities for Round to Applied a range of teaching strategies to develop critical and creative
application or Decimals
Tenths Hundredths Thousandths thinking, as well as other higher- order thinking skills.
remediation 1. 0.8942 Annotations----
2. 5.3198 Range of teaching strategies was observable such as structured inquiry
3. 2.9603 and problem solving task with complexity that requires creativity, analysis,
exploration and explanation
 4. 5.2358
5. 0.8632
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?

Prepared by
JOEY S. SECUGAL
Grade IV- Adviser

Noted:

JEANNE S. CERVANTES
Head Teacher I