Learn

ing Area: Mathematics Date: January 9, 2023 (Monday)

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 ratios
B. Performance Objective The learner is able to recognize and represent ratio in various forms and
contexts
C. Learning Competencies Visualize the ratio of 2 given numbers
( Write the LC code for Code: M5NS-IIh-122
each)

II. CONTENT Visualizing the ratio of 2 given numbers

( Subject Matter)

III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages Curriculum Guide, page 60 of 109
Mathematics for a Better Life TM pp. 185-87
2. Learners Material Pages
3. Textbook pages Mathematics for a Better Life pp. 194-195
4. Additional Materials
from LRDMS
B. Other Learning Cutouts, pictures of objects, powerpoint presentations
Resources
IV. PROCEDURES 1. Drill
A. Presenting the new Game
lesson Puzzle: Naming Parts of a Whole
Mechanics
a. Group the class into four.
b. Each group will be given flashcards of fractions
c. As teacher flashes cut outs or picture the group will show their answer
using their flash cards.
d. The first group that will show c answer wins the game.
e. Continue until all cut outs have been shown.
The group with the highest score wins
2. Review
Review on Proper and Improper Fractions
Game: Naming the Baby
a. Group the class into 2 groups.
b. Give the set of flashcards where written the proper and improper
fractions like the following
c. Post the table on the board (written in manila paper)
d. The first group who posts their answers correctly in fastest way wins
the game.
e. How will you differentiate proper and improper fractions, based on
our activity?
 B. Establishing a purpose of Place two sets of objects on a table (marbles, popsicle sticks or other
the new lesson counters). Without counting them, which set has greater number of
(Motivation) objects?
Today, you will learn more about making comparisons
C. Presenting Examples/ Doris cuts 2 squares for every 3 circles to make a design. What is the
instances of the new ratio of number of squares to the number of circles?
lesson( Presentation)
D. Discussing new concepts What are the objects being compared?
and practicing new skills Show them cut outs of 2 squares and 3 circles.
no.1 How will you compare the number of squares to the number of circles?.
( Modeling) What do you call to comparison you made?
How do we write ratio?
E. Discussing new concepts Group Activity- (Experiential Learning)
and practicing new skills 1. The class will be divided into 5 groups.
no.2 2. Each group will give 5 examples of ratio based on objects that
( Guided Practice) can be found in the classroom.
3. Give them time to finish the activity.
4. Group presentation.
5. Processing the outputs of the group.
F. Developing Mastery A. Directions: Use the set of pictures. What is the ratio of the
(Leads to Formative number of:
Assessment 3.)
( Independent Practice ) B. Directions: Draw a picture to show the given ratio.
1. A ratio of 3 to 4.
2. A ratio of 5 to 6
G. Finding practical Directions: Answer the following.
application of concepts and 1. What is the ratio of the number of vowels to the number of
skills in daily living consonants in the English Alphabet?
( Application/Valuing) 2. What is the ratio of the number of boys to the number of
girls in your class?
3. In a class of 36 pupils, there are 13 boys. Find the ratio
Page414
of the number of
a. Girls to boys
b. Boys to all pupils
c. All pupils to girls
H. Making Generalization How do we visualize ratio? What is ratio?
and abstraction about the
lesson
( Generalization)

I. Evaluating learning The table below shows the number of different vehicles sold by Cars
Incorporated last year.
Directions: Use the information in the table to write the following
ratios.
Type of Vehicle
Quantity Sold
Sports Utility Vehicle 60
Van 36
Car 40
Truck 25
4) Number of cars sold to number of trucks sold
5) Number of vans sold to number of sports utility vehicles sold
6) Number of sports utility vehicles sold to the total number of cars and
vans sold
7) Number of trucks sold to the total number of sports utility vehicles
and vans sold
8) Number of sports utility vehicles sold to the total number of vehicles
 sold
J.Additional activities for Directions: Explain how the following rates satisfy the meaning
application and remediation of ratio.
(Assignment) Rates
1). Php 350 per 6 hours
2). 1 580 people per square metres
3). 1 250 kilowatt per minute
4). 120 metres per minute
5) Php 111.75 per 3 litres of gasoline
V. REMARKS
VI. 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

Learn
ing Area: Mathematics Date: January 10, 2023 (Tuesday)
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 ratios
B. Performance Objective The learner is able to recognize and represent ratio in various forms and
contexts
C. Learning Competencies Visualize the ratio of 2 given numbers
( Write the LC code for Code: M5NS-IIh-122
each)

II. CONTENT Visualizing the ratio of 2 given numbers

( Subject Matter)

III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages Curriculum Guide, page 60 of 109
Mathematics for a Better Life TM pp. 185-87
2. Learners Material Pages
3. Textbook pages Mathematics for a Better Life pp. 194-195
4. Additional Materials
from LRDMS
B. Other Learning Cutouts, pictures of objects, powerpoint presentations
Resources
IV. PROCEDURES 1. Drill
A. Presenting the new lesson Game
Puzzle: Naming Parts of a Whole
Mechanics
a. Group the class into four.
b. Each group will be given flashcards of fractions
c. As teacher flashes cut outs or picture the group will show their answer
using their flash cards.
d. The first group that will show c answer wins the game.
e. Continue until all cut outs have been shown.
The group with the highest score wins
2. Review
Review on Proper and Improper Fractions
Game: Naming the Baby
a. Group the class into 2 groups.
b. Give the set of flashcards where written the proper and improper
fractions like the following
c. Post the table on the board (written in manila paper)
d. The first group who posts their answers correctly in fastest way wins
the game.
e. How will you differentiate proper and improper fractions, based on
our activity?
B. Establishing a purpose Place two sets of objects on a table (marbles, popsicle sticks or other
of the new lesson counters). Without counting them, which set has greater number of
(Motivation) objects?
Today, you will learn more about making comparisons
C. Presenting Examples/ Doris cuts 2 squares for every 3 circles to make a design. What is the
instances of the new ratio of number of squares to the number of circles?
lesson( Presentation)
D. Discussing new concepts What are the objects being compared?
and practicing new skills Show them cut outs of 2 squares and 3 circles.
no.1 How will you compare the number of squares to the number of circles?.
( Modeling) What do you call to comparison you made?
How do we write ratio?
E. Discussing new concepts Group Activity- (Experiential Learning)
and practicing new skills 1. The class will be divided into 5 groups.
no.2 2. Each group will give 5 examples of ratio based on objects that
 ( Guided Practice) can be found in the classroom.
3. Give them time to finish the activity.
4. Group presentation.
5. Processing the outputs of the group.
F.Developing Mastery A. Directions: Use the set of pictures. What is the ratio of the
(Leads to Formative number of:
Assessment 3.)
( Independent Practice ) B. Directions: Draw a picture to show the given ratio.
1. A ratio of 3 to 4.
2. A ratio of 5 to 6
G. Finding practical Directions: Answer the following.
application of concepts and 1. What is the ratio of the number of vowels to the number of
skills in daily living consonants in the English Alphabet?
( Application/Valuing) 2. What is the ratio of the number of boys to the number of
girls in your class?
3. In a class of 36 pupils, there are 13 boys. Find the ratio
Page414
of the number of
a. Girls to boys
b. Boys to all pupils
c. All pupils to girls
H. Making Generalization How do we visualize ratio? What is ratio?
and abstraction about the
lesson
( Generalization)

I. Evaluating learning The table below shows the number of different vehicles sold by Cars
Incorporated last year.
Directions: Use the information in the table to write the following
ratios.
Type of Vehicle
Quantity Sold
Sports Utility Vehicle 60
Van 36
Car 40
Truck 25
4) Number of cars sold to number of trucks sold
5) Number of vans sold to number of sports utility vehicles sold
6) Number of sports utility vehicles sold to the total number of cars and
vans sold
7) Number of trucks sold to the total number of sports utility vehicles
and vans sold
8) Number of sports utility vehicles sold to the total number of vehicles
sold
J. Additional activities for Directions: Explain how the following rates satisfy the meaning
application and remediation of ratio.
(Assignment) Rates
1). Php 350 per 6 hours
2). 1 580 people per square metres
3). 1 250 kilowatt per minute
4). 120 metres per minute
5) Php 111.75 per 3 litres of gasoline
V. REMARKS
VI. 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

Learn
ing Area: Mathematics Date: January 11, 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 is expected to demonstrate understanding of the four
fundamental operations involving decimals and ratio and proportion
B. Performance Objective The learner is able to apply the four fundamental operations involving
decimals and ratio and proportion in mathematical problems and real-
life
situations.
C. Learning Competencies Expresses ratio using the colon ( : )
( Write the LC code for Code: M5NS-IIh-123,
each)

II. CONTENT Expressing ratio using the colon ( : )

( Subject Matter)

III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages Curriculum Guide, page 60 of 109
Lesson Guide in Elementary Mathematics 5, pp. 218-222
 2. Learners Material Pages
3. Textbook pages Realistic Math Worksheet, pp. 316 - 322
4. Additional Materials
from LRDMS
B. Other Learning Charts, flashcards
Resources
IV. PROCEDURES 1. Drill
A. Presenting the new lesson Have a game on giving the fractional part of the shaded
region. Use illustrations. Let the pupils divide as fast as they can

2. Review
Directions: Compare the following quantities.

1. roses to leaves
2. basketballs to tennis balls
3. books to crayons
4. books to leaves
5. roses to crayons
6. crayons to all objects
B. Establishing a purpose Look around your classroom? What are the things you find inside? What
of the new lesson are the things needed in our classroom?
(Motivation) Instill the value of being aware to the things inside the classroom.
C. Presenting Examples/ Strategy: Class Activity
instances of the new Count the number of boys. (Let the pupils count.)
lesson( Presentation) Count the number of girls.
D. Discussing new concepts Strategy: Thinking Skills (RMFD)
and practicing new skills Guide the pupils to show the relationship of the number of boys to the
no.1 number of girls.
( Modeling) How do you write the comparison of the number of boys to the number
of girls using colon form? The first term is the number of boys. The
second term is the number of girls.
Let the pupils count other objects/things. Let them give/write the ratio in
colon form.
buttons to stones
shells to tansan
matchboxes to marbles
bottle caps to paper clips
Did you count the objects/things correctly? Why? What will you do if you
are given objects to use/manipulate? How will you handle them?
E. Discussing new concepts Give other examples
and practicing new skills
no.2
( Guided Practice)
F.Developing Mastery Strategy : Activity-Based (3 A’s)
(Leads to Formative Group the learners into five groups. Instruct them to express the
Assessment 3.) following ratios using colon form.
( Independent Practice )

1. circle to rectangle
2. circle to triangle
3. square to cicle
4. rectangle to all shapes
5. triangles to squares
6. squares to all shapes
G. Finding practical Read and solve the problem
application of concepts and Ronald bought 3 pencils for Php 10 at Elen’s School Supply Store. Ruby
skills in daily living bought 6 pencils for 20. Give the ratio of pencils to the amount of money
( Application/Valuing) of each child
H. Making Generalization How do you express ratio?
and abstraction about the
lesson
( Generalization)

I. Evaluating learning Use the information in the chart to answer the questions. Express the following ratios in colon form

Ages of the Medina Family Members

Name

Present Age

Mr. Medina 44

Mrs. Medina 42

Kathy 18

John 16

Julius 15

Mae 12

1. What is the ratio of Mr. Medina’s age to Kathy’s age?

2. What is the ratio of Mrs. Medina’s age to Julius’s age?

3. What is the ratio of Julius’s age to Mae’s age?

4. In two years, what will be the ratio of Mr. Medina’s age to Mrs.

Medina’s age?

5. What was the ratio of the age of Mrs. Medina to the age of her

youngest child two years ago

J. Additional activities for Directions: Read each situation and answer the questions. Use colon
application and remediation form in expressing ratios.
(Assignment) 1. The Philippine flag has a sun and 3 starts. What is the ratio of
stars to sun?
2. The flag of the United States has 50 stars and 13 stripes.
What is the ratio of stripes to stars?
3. Sweden’s flag has 4 blue rectangles and 2 yellow stripes.
What is the ratio of rectangles to stripes?
4. Thailand’s flag has 2 red stripes, 2 white stripes and 1 blue
stripe. What is the ratio blue stripe to white stripes to red
stripes?
5. The flag of Papua New Guinea has 5 stars and 2 triangles.
What is the ratio of its stars to those in the Philippine flag?
V. REMARKS
VI. 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

Learn
ing Area: Mathematics Date: January 12, 2023 (Thursday)
Grade Level: Five Inspected by:
Quarter: Second
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III

VII. OBJECTIVES
D. Content Standards The learner is expected to demonstrate understanding of the four
fundamental operations involving decimals and ratio and proportion
E. Performance Objective The learner is able to apply the four fundamental operations involving
decimals and ratio and proportion in mathematical problems and real-
life situations.
F. Learning Competencies Expresses ratio using fractions
( Write the LC code for Code: M5NS-IIh-123
each)

VIII. CONTENT Expressing Ratio Using Fractions

( Subject Matter)

IX. LEARNING
RESOURCES
C. References
5. Teachers Guide pages Curriculum Guide, page 60 of 109
Lesson Guide in Elementary Mathematics pp 325-329
6. Learners Material Pages
7. Textbook pages Mathematics for a Better Life 5, pp.
8. Additional Materials
from LRDMS
D. Other Learning Charts, Pictures, power point presentations
Resources
X. PROCEDURES Strategy: Match Game
K. Presenting the new lesson Mechanics: Each group will match the fractions with denominator of
10 and 100 and their equivalent in decimals. (Provide them with the
materials)
2. Reviewing Previous Lesson
 Directions: Give the ratio of the following in colon form:
1. triangles to stars
2. stars to triangles
3. triangles to all the shapes
4. circles to triangles
5. triangles to circles
L. Establishing a purpose What pets do you have at home?
of the new lesson How do you take care of them?
(Motivation) Original File Submitted and Formatted by DepEd Club Member - visit
depedclub.com for more
M. Presenting Examples/ Study the pictures of dogs and cats
instances of the new
lesson( Presentation)

N. Discussing new concepts Discussing New Concepts and Practicing New Skills
and practicing new skills How many dogs are there?
no.1 How about the cats?
( Modeling) What is the ratio of the number of dogs to cats? Write it in
fraction form.
 We can write this ratio in fraction form: 4
3
 We read the ratio “4 is to 3”
How can you be a responsible pet owner?
Directions: Use the pictures to give the ratio in fraction form.
1. ratio of triangles to circles
2. ratio of circles to triangles
3. ratio of square to rhombus
4. ratio of rhombus to square
5. ratio of circle to all the figures
Ratios can be written in fraction form. The order of the number
is important and cannot be reversed
O. Discussing new concepts Give other examples
and practicing new skills
no.2
( Guided Practice)

P.Developing Mastery Directions: Express the following ratios in fraction form.

(Leads to Formative 1). 3:4
Assessment 3.) 2). 4:2
( Independent Practice ) 3). 4:9
4).11:12
5). 5:11
Q. Finding practical Group Activity (CPFM Activity)
application of concepts and Group the pupils into 3 groups.
skills in daily living A. Directions: Draw the Philippine flag. Then answer these
( Application/Valuing) Page427
questions:
1. What is the ratio of stars to sun?
2. What is the ratio of sun to rays?
B. Directions: Answer the questions. Give the ratio in fraction
form.
1. The flag of the United States has 50 stars and 13
stripes. What is the ratio of stripes to stars?
2. In Mrs. Lopez’ class, there are 3 books for every 6
 pupils. What is the ratio of pupils to books?
R. Making Generalization How do we write ratios?
and abstraction about the
lesson
( Generalization)

S.Evaluating learning Directions: Write the ratio in fraction form.

1). 2 books for every 4 pupils
2). 9 players to 1 team
3). 12 flowers to 3 vases
4). 6 desks to 12 pupils
5). 5 butterflies to 4 flowers
T. Additional activities for Directions: Answer the following questions. Write the ratio in
application and remediation fraction form.
(Assignment) 1. What is the ratio of the number of vowels to the number
of consonants in the English alphabet?
2. What is the ratio of the number of boys to the number of
girls in your class?
XI. REMARKS
XII. 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
 Learn
ing Area: Mathematics Date: January 13, 2023 (Friday)
Grade Level: Five Inspected by:
Quarter: Second
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III

XIII. OBJECTIVES
G. Content Standards The learner is expected to demonstrate understanding of the four
fundamental operations involving decimals and ratio and proportion
H. Performance Objective The learner is able to apply the four fundamental operations involving
decimals and ratio and proportion in mathematical problems and real-
life situations.
I. Learning Competencies Expresses ratio using either the colon (:) or fractions
( Write the LC code for Code: M5NS-IIh-123
each)

XIV. CONTENT Expressing Ratio using either the Colon (:) or Fractions
( Subject Matter)

XV. LEARNING Curriculum Guide, page 60 of 109

RESOURCES
E. References
9. Teachers Guide pages
10. Learners Material Pages Mathematics for a better Life pp. 196-197
11. Textbook pages Lesson Guide in Elem. Math Grade 5 p. 218-222
BEAM LG Grade 5 Module 9
BEAM LG Grade 6 Module 11
12. Additional Materials Concrete objects or cut-outs, show-me- boards
from LRDMS
F. Other Learning
Resources
XVI. PROCEDURES Reducing Fractions to Lowest Terms
U. Presenting the new lesson Strategy: Show-Me- Game
Mechanics:
1. Each pupil uses his or her own show-me-board.
2. The teacher flashes fractions in higher terms like the examples below
. 3. When the teacher gives the signal “Go” , the pupils raise their show-
me-boards containing the lowest term of the fraction shown by the
teacher.
4. This activity continues for 3 to 5 minutes.
V. Establishing a purpose What are the things that are inside your bag? Why do you carry them in
of the new lesson going to school regularly? How do those things help you in your studies?
(Motivation) Please bring out some of your stuff in your bag because we will be using
them in our lesson today.
W. Presenting Examples/ a. Place different objects on the table like notebooks, pencils, crayons
instances of the new and sheets of paper.
lesson( Presentation) b. Ask the pupils to count the number of objects in each set and tabulate
their answers.
 Sample answers
X. Discussing new concepts
and practicing new skills
no.1
( Modeling)

Y. Discussing new concepts How will you compare the number of notebooks with the number of
and practicing new skills pencils? Introduce the concept of ratio as the comparison of two
no.2 quantities.
( Guided Practice) The ratio of notebooks to pencils is 5 to 7.
Can we interchange the terms in the ratio? Why? or Why not?
(Lead the pupils to state that the terms of a ratio are not
commutative.)
Ratios can also be written in other ways:
The ratio 5 to 7 can also be written as
Give more examples or have the pupils form
other ratios using the objects in the table.
Z. Developing Mastery Avocado Php8.00
(Leads to Formative Banana Php5.00
Assessment 3.) Papaya Php25.00
( Independent Practice ) Pineapple Php35.00 Apple Php20.00
Directions: Give the comparison of the cost of the following. Express
your answers using fraction form and colon form.
Fraction Form Colon Form
a. Avocado to Banana _______ ________
b. Banana to Papaya _______ ________
c. Avocado to Apple _______ ________
d. Apple to Papaya _______ ________
e. Pineapple to Avocado _______
AA. Finding practical In your class, what is the ratio of the number of:
application of concepts and 1. boys to girls
skills in daily living 2. girls to boys
( Application/Valuing) 3. boys to all pupils
4. girls to all pupils
Express your answers in colon form and fraction form.
BB. Making Generalization A ratio is a comparison of two quantities or given sets of objects. It is also
and abstraction about the a pair of numbers that compare two quantities in the same unit by
lesson division.
( Generalization) We write ratio using colon or fraction form
CC. Evaluating learning Directions: Write the following ratio in Fraction form and Colon form.
Fraction Form Colon Form
1. 2 teachers to 46 pupils __________ __________
2. 4 books to 10 pupils _________ _________
3. 12 flowers to 4 vases __________ _________
4. 21 garbage cans to 14 classrooms ______ _______
5. 36 glasses of juice to 30 sandwiches ____ _______
DD. Additional activities for Give the ratio. Use colon form and fraction form in
application and remediation writing the ratio.
(Assignment) 1. I have 3 guavas for every five chicos in my basket.
Ratio of guavas to chicos ________ ______
Ratio of chicos to guavas ________ ______
2. For every foot 5 are toes
Ratio of foot to toes _______ ______
Ratio of toes to foot _______ ______
3. There are 20 eyes for every 10 faces
Ratio of faces to eyes _______ ______
Ratio of eyes to faces _______ ______
 4. Tony has 4 rabbits for every 7 chickens
Ratio of chickens to rabbits _______ ______
Ratio of all animals to chickens _____ ______
5. In the ballgame are 100 male for every 20 female
Ratio of male to female ______ ______
Ratio of female to male ______ ______
XVII. REMARKS
XVIII. 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