School Grade FIVE

Teacher Learning Area MATHEMATICS

Daily Lesson Log Week/Teaching Date WEEK 8 Quarter 2nd QUARTER
Time

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Holiday Holiday
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates
understanding of decimals. understanding of decimals. understanding of decimals.
B. Performance The learner is able to The learner is able to The learner is able to
Standards recognize recognize recognize
and represent decimals and represent decimals and represent decimals
in various forms and in various forms and in various forms and
contexts. contexts. contexts.
C. Learning identifies and writes identifies and writes expresses ratios in their
Competencies equivalent ratios. equivalent ratios. simplest forms.
M5NS-IIi-124 M5NS-IIi-124 M5NS-IIi-125
D. Learning Objectives At the end of this lesson, the At the end of this lesson, the At the end of this lesson, the
learners are expected to learners are expected to learners are expected to
identify and write equivalent identify and write equivalent express ratios in their simplest
ratios. ratios. forms.

Identifying and Writing Identifying and Writing Expressing Ratios in Their

II. CONTENT Equivalent Ratios Equivalent Ratios Simplest Forms
( Subject Matter)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 MELC K to 12 MELC K to 12 MELC
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials ADM Module ADM Module ADM Module
from Learning
Resource LR portal
B. Other Learning PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures
Resources
IV. PROCEDURE
A. Drill/Reviewing Review: Review: Review:
previous Lesson or Directions: Look at the Directions: Identify the Write = in the circle if the
presenting new lesson picture. Write the equivalent and not equivalent given pair of ratios are equal
corresponding ratio of the ratios by using and ≠ if not.
phrases based on the picture. the symbols “=” or "≠”. Write
your answer on your answer
sheet.

B. Establishing a purpose In the previous lesson, you Study the pictures below: In the previous lessons, you
for the lesson were taught how to visualize were able to learn the concept
ratios of two quantities. In this of ratio. A ratio is a
lesson, we will deal with comparison of the number of
identifying and writing elements in two sets. A ratio
equivalent ratios. can be written as a fraction
(a/b) and in ratio notation
(a:b).

C. Presenting examples/ Two ratios that have the same Also, you learned how to
instances of the new value are called equivalent identify and write equivalent
lesson ratios. To find an equivalent ratios. Note that, two ratios
ratio, multiply or divide both a:b and c: d are equivalent if a
quantities by the same x d = b x c. To generate
number. equivalent ratios, multiply or
divide a counting number to
Consider the Situation below. both terms of a given ratio.
D. Discussing new In identifying and writing Now, what is the relation Think and understand.
concepts and equivalent ratios, you need to between the two ratios in the Dana has a bar of chocolate. It
practicing new bear in mind that ratios are previous was divided equally into 30
used to compare numbers. part? Let us reduce the ratios smaller
skills.#1
When you’re working with to lowest terms by dividing pieces. When her friends
ratios, it is sometimes easier the both terms of each ratio by came, 15 smaller pieces were
to work with an equivalent their GCFs. eaten. What is the ratio of the
ratio. Equivalent ratios have remaining smaller pieces to
different numbers but the total pieces of the whole
represent the same bar? Express the ratio in its
relationship. simplest form.

Let’s try to process and

answer the above given
situation.

David and Diana need to The ratio of the shaded

make 5 cups of juice punch smaller pieces to the whole
which consists of 3 cups of figure is 15 to 30, that is;
pineapple juice and 2 cups of
apple juice, but it should be
four times its original recipe.
If you will look at the figure,
you will notice that the
number of shaded parts to the
whole figure is one-half. So,
we could say that the ratio of
15 to 30 is equal to the ratio 1
to 2, that is in fraction form,
we have
E. Discussing new How can we know that the To get a ratio equivalent to a Recall that we used 3, 5, and
concepts and two ratios are equivalent? given ratio, multiply or divide 15 as our divisors of the given
practicing new skills the two numbers of the ratio numbers
#2. Remember that two ratios a:b by the same number. to get ½ and 15 is the largest
and c:d are equivalent if a x d among them and is the
= b x c. Example: greatest common factor
Or the product of the means (GCF) of 15 and 30.
equals the product of the
extremes. To get the GCF, we may
follow the methods given
Since 4 × 12 = 6 × 8, then 4: 6
below. These methods were
= 8: 12. We can say that 4:6
discussed in the previous
and 8:12 are equivalent ratios.
lessons.
Likewise, 4:6 and 2:3 are
equivalent ratios.
In 3:2 = 12:8, the extremes
are 3 and 8, and the means are
2, 12.
Finding the product, we have:

3x 8 = 24 and 2 x 12 = 24
So, in order to reduce a ratio
Since 3 x 8 = 2 x 12, then 3:2 to its simplest form, it is
= 12:8. We can say that 3:2 necessary to
and 12:8 are find the greatest common
equivalent ratios. factor (GCF) for both terms in
the ratio or fraction.
This is the shortcut to finding
the simplest form of a ratio.

Let us have an example.

Let us take another Example 1: The ratio of boys
example: to girls is 6 to 24. Express the
given ratio in its lowest term.
Example #1:
Compare the ratios 2:3 and To do this, we will first find
10:15. the GCF of 6 and 24, as

Let 𝒂 = 𝟐, 𝒃 = 𝟑, 𝒄 = 𝟏𝟎
shown below:

and 𝒅 = 𝟏𝟓 . If 𝒂 × 𝒅 = 𝒃 ×
𝒄 , then the ratios 𝒂: 𝒃 and
𝒄: 𝒅 are equivalent.

2 × 15 = 30 3 × 10 Clearly the GCF is 6. So, the

= 30 largest number that can divide
both the
Since 2 × 15 = 3 × 10 , then 2: terms of the given ratio is 6.
3 = 10: 15. We say that 2:3 Thus, we have:
and 10:15 are
equivalent ratios.

Example 2: Express 18:12 in

its simplest form.

Take note of the steps

carefully.

Step 1: Find the GCF of the

two numbers.

We find the greatest common

factor between 18 and 12
which is 6.
Step 2: Divide the given
numbers by the GCF.

Step 3: Rewrite the ratio in

colon form.
F. Developing Mastery Directions: Choose the letter Directions: Express the
(Lead to Formative of the correct answer. Show following ratio in its simplest
Assessment 3) your solutions on an extra form. Follow the steps given
sheet of paper. above. The first item is done
for you as your guide.
1) 50 : 60
2) 10 : 8
3) 18 : 40
4) 64 : 72
5) 25 : 35
6) 24 : 36

G. Finding practical What is the equivalent ratio of There are 7 children for every To express ratio to its
application of concepts 3:8? 2 adults in a plaza. How many simplest form, we (4)
and skills in daily A. 15:40 B. 9:16 C. 30:40 D. adults ___________ both the
6:24 are there, if there are 21 terms by their GCF.
living
children?
H. Making How will you find the How will you find the What are the steps in
Generalizations and equivalent ratios? equivalent ratios? expressing the given ratio in
Abstraction about the Multiply or divide a Multiply or divide a its simplest form?
counting number to both counting number to both
Lesson.
terms of the given ratio terms of the given ratio
I. Evaluating Learning Directions: Identify the
equivalent and not equivalent
ratios by using
the symbols “=” or "≠”. Write
your answer on your answer
sheet.
 J. Additional Activities
for Application or
Remediation

V. REMARKS

VI. REFLECTION
A.No. of learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
___ of Learners who earned
80% in the evaluation 80% above 80% above 80% above 80% above
80% above
B.No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for additional activities for
remediation who scored remediation remediation remediation remediation remediation
below 80%

C.Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
have caught up with the up the lesson up the lesson up the lesson up the lesson up the lesson
lesson

D.No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
continue to require continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation remediation
E.Which of my teaching Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
strategies worked well? Why well: well: well: well: well:
did these work? __Group collaboration __Group collaboration __Group collaboration __Group collaboration __Group collaboration
__Games __Games __Games __Games __Games
__Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation
__Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary
__activities/exercises __activities/exercises __activities/exercises __activities/exercises __activities/exercises
__Discussion __Discussion __Discussion __Discussion __Discussion
__Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share

F.What difficulties did I __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension

encounter which my principal __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
or supervisor can help me
solve?

G.What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
use/discover which I wish to __Pictures __Pictures __Pictures __Pictures __Pictures
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets
share with other teachers?
__Math Module __Math Module __Math Module __Math Module __Math Module
__Tarpapel __Tarpapel __Tarpapel __Tarpapel __Tarpapel
__Drill Cards __Drill Cards __Drill Cards __Drill Cards __Drill Cards
__Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation

Prepared by: Checked & Noted:

TEACHER’S NAME TEACHER’S NAME

Position Master Teacher 2

Approved:

PRINCIPAL’S NAME
Principal IV