School Grade FIVE

Teacher Learning Area MATHEMATICS

Daily Lesson Log Week/Teaching Date WEEK 2 Quarter 3rd QUARTER
Time

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Continuation of Week 1
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of percent. understanding of percent. understanding of percent. understanding of percent.
B. Performance The learner is able to apply The learner is able to apply The learner is able to apply The learner is able to apply
Standards percent in mathematical percent in mathematical percent in mathematical percent in mathematical
problems and real-life situations problems and real-life situations problems and real-life situations problems and real-life situations
C. Learning The learner identifies the base, finds the percentage in a finds the percentage in a solves routine and non-
Competencies percentage, and rate in a given problem given problem
problem. routine problems involving
M5NS-IIIa-138 M5NS-IIIb-139 M5NS-IIIb-139 percentage using
appropriate strategies and
tools

M5NS-IIIb-140
D. Learning Objectives After going through this lesson, After going through this lesson, After going through this lesson, After going through this lesson,
learners are expected to: the learners are expected to: the learners are expected to: the learners are able to;
 find the percentage of a given  find the percentage of a given  solve problems using real life
 identify the base, percentage, problem; problem; situation involving percentage of
and rate in word problems; a number;

 solve for the base, percentage

and rate.

Identifying the Base, Finding the Percentage of a Finding the Percentage of a Solving Routine and Non- CATCH-UP FRIDAY
II. CONTENT Percentage Number Number Routine
( Subject Matter) and Rate in a Problem Problems Involving
Percentage
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 MELC K to 12 MELC K to 12 MELC K to 12 MELC
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials ADM Module-ROVIII ADM Module-ROVIII ADM Module-RO3 & ROVIII ADM Module-ROVIII See Attached Teacher’s Guide
from Learning Resource
LR portal
B. Other Learning PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures PPT
Resources
IV. PROCEDURE
A. Drill/Reviewing Review: Review; Review; Review;
previous Lesson or Directions: Copy the table below Directions: Match column A
on your answer sheet. Identify 50% of 300 is 150. What is 25% of 4500? with column B. Write the
presenting new lesson
the rate, base, and percentage in
letter of your answers in a
each statement. Place them in Identify the base, rate and
sheet of paper.
 the correct columns to complete percentage.
the
table.

B. Establishing a purpose From the previous lesson, you Let us go back a little bit and Remember that in Mathematics,
for the lesson were taught how to define refresh your memory. Can you percentages are used like
percentage, rate or percent and still remember the steps in fractions and decimals, as ways
base. This time, this module is identifying the base, percentage to describe parts of a whole. Answers:
going to teach you how to and rate in a problem? 1. The base is 6,000
identify the rate, percentage and When you are using 2. The rate is 10%
base in a problem. Percentages are like fractions percentages, the whole is made 3. The percentage is 600.
and decimals. They can be used up of a hundred equal parts. The
Recall that the base can be to describe what proportion of a symbol % is used to show that a
considered as the whole or total. whole is represented by a number is a percentage, and less
The percentage is the number. Percentage is a term commonly the abbreviation ‘pct’
part of the whole. The rate or from a Latin word which means may be used.
percent is represented by a “out of one hundred”. We can
percent sign (%). consider percentage is a
part of a whole. That whole or
total is the base. The number
with the percent (%) symbol is
the rate.
C. Presenting examples/ The P is on top because it Directions: Read and analyze the
instances of the new represents the idea that it should story problem.
lesson be divided by either R or B,
depending on what are given.
The B and R are at the bottom to
suggest that both can be
multiplied.

Thus,
P = R multiplied by B
R = P divided by B
B = P divided by R.

Read carefully the problem

 below.

Jessy’s family received a

package from her elder sister in
Canada. The box contains bags
of
candies and chocolates in
different flavors. Jessy opened a
bag and picked one chocolate
bar in purple packaging. She ate
4 parts of the chocolate bar. This
means she ate 80% of the
chocolate bar. How many parts
are there in the chocolate bar?

D. Discussing new Now, let’s discuss the earlier Consider the problem below: To solve the problem, we have Every day, we encounter
concepts and practicing word problem. the steps to follow: percentages in many different
The Gomez Family has 5 forms. Thus, knowing how to
new skills.#1
Jessy ate 4 parts of a chocolate members. Mrs. Gomez prepares Step 1: identify and compute
bar. This means she ate 80% of a weekly budget to make sure Analyze the price of the pair of percentages is very important in
the that there is money for their shoes, our daily lives.
chocolate bar. How many parts needs and expenses. The pie
are there in the chocolate bar? graph below Original price = ₱ 4 295
shows the family’s weekly Discounted price = 20%
First Step: budget. How much of the
What are given in the problem? family’s P 2 000 weekly income Step 2:
The given are 4 parts of the goes to food? School supplies? Now, convert 20% to decimal
chocolate bar, which represents Savings? Fare? 20% = 0.20
80% of chocolate bar. On the other hand, non-routine
Step 3: problems typically do not have
Second Step: Multiply the original price by the an immediately apparent
What do we need to find out? We discounted price of the pair of strategy for solving them, it can
need to find out the total part of shoes. be done in multiple ways and
the whole chocolate bar which is with a variety
the base. Solve; of strategies. Here are some of
4295 the different strategies used in
Third Step: x 0.20 solving non-routine word
0000 problems.
What does 4 represent? To compute for the actual 8590
It represents the percentage (or amounts, we list down the + 0000  Look for a pattern
part of the whole). 859.00
different items and their Guess and check
corresponding allotment of
Fourth Step: budget. Let us now solve for the Therefore, ₱ 859 will be  Work backward
percentage of each item in the deducted from the original price Make a model/ visualize the
What does 80% represent? pie graph of the pair of shoes and it will problem
also be the amount that Ana will Break up the problem into
It represents the rate (80 out of save. smaller parts and solve each part
100).
Let’s consider the problem as
our first example.

Carla is a transferee from Manila.

Percentage is another way of
Due to Covid-19, her family
writing a decimal. Just like
decided to move back to the
decimals, a percentage is a part
province. She is an incoming
of a whole. Basically, it is less
Grade 5 pupil at Calbayog Pilot
than 1 whole thing, but more
Central School and took the
than 0. Every percentage has
entrance examinations last
two parts: a number and the
week. In the 80-item Math test,
Now, let the whole part of percent sign
Carla
chocolate bar be n. (%).
answered 90% of the items
correctly. How many items did
she answer correctly?
So, we write B = P divided by R.
Base = Percentage divided by
Study the solution below.
Rate
Step 1: Understand
 What is asked: The number of
items Carla answered correctly

 Given facts: 80-item test: 90%

of the items answered correctly
Therefore, the chocolate bar has
5 parts, in which 4 parts have
Step 2: Plan
been eaten by Emmie. The bar
 Determine the operation to be
model is also helpful in solving
used: Multiplication
the problem.
 Write the number sentence:
n = 0.90 x 80;

Step 3: Solve

 Solution: P = R x B; R = 90% or
0.90; B = 80;

Step 4: Check
 Check and look back

 See if your answer makes

sense
 Answer: Carla got 72 correct
answers in the 80-item test.

E. Discussing new Consider the problem below; Notice that the family is saving Finding Percentage in Each
concepts and practicing money for future use. Problem Using Different
new skills #2. One day, shirts at Ganda Strategy
Department Store were marked Do you also save money for rainy
with 20% off labels. Noel bought days? Why or why not? Changing Percent to Decimal
a sweat shirt with an original
price of P2 750. How much did Problem;
he save after the discount was
applied? How much did he pay to Gabby sold 80% of the
the watermelons in her store. If there
cashier? were 150 watermelons in the
store, how many watermelons
First Step: What are given in did she sell?
the problem?
The original price of the shirt was Analyze the problem, 80% of 150
P2 750. It was on sale at 20% off. pieces of watermelons were sold.
It is referred to as percentage.
Second Step: What do we need
to find out? The base represents the total
We need to find out the amount The pie chart shows the different quantity which is 150. The
of discount (percentage) and the means of students to go to percentage is a portion of the
amount he had to pay to the school. If there were 2,500 base and that is the missing
cashier. students surveyed, how many part. The rate is identified by the
pupils took the bus? the tricycle? % symbol which is 80%.
Third Step: What does P2 750 the taxi? the jeepney? How many
represent? students walk to school? Solution:
It represents the base (or the
whole). Solution: (those who took the Step 1. Change the problem as
bus) to Mathematical Equation and
Fourth Step: What does 20% To find 40% of 2500, change the identify the missing part.
represent? percent to a fraction or to a
It represents the rate (20 out of decimal, then multiply it by the 80% x 150 = N
100). number. 80% is the Rate
150 is the Base
Percentage is the unknown.

Step 2. Since the percentage is

the missing term in the problem,
use
the formula: P = R x B or R x B
In general, in solving for =P
 percentage, we apply the P = 80% x 150
formula below.
Step 3. Change the rate as to
Percentage or Percent of a decimal by changing percent to
Number = Rate × Base decimal point and move it twice
to the left.
In symbols, P = R × B, where P is 80% = 0.80
the percentage, R is the rate, P = 0.80 x 150
and B is the base.
Step 4. Multiply the rate and the
base to find the percentage
P = 0.80 x 150

Thus, Noel saved an amount of

Answer: 80% of 150 is 120.
P550.00 after the 20% discount
Therefore, Gabby sold 120
was applied to the original price.
watermelons.
The bar model can also be used
to answer the problem.

Now, to determine the amount to

pay to the cashier, the following
is done.

Another Example:

What is 20% of 30?

Solution: The base is 30. The

rate is 20%. The unknown is the
percentage.

P=R×B

Percentage = Rate × base

 Another Example:

Another example

F. Developing Mastery Problem Solving Fun! Find the percentage of the

following number.
(Lead to Formative
Directions: Read and understand 1. 45% of 20
Assessment 3)
the following problems. Write 2. 40% of 85
you answers and your solutions 3. 70% of 60
on a separate sheet of paper. 4. 35% of 140
5. 5% of 360
1. Mang Kano harvested 200
sacks of corn. He sold 80% of his
harvest. How many sacks of corn
did he sell?

2. A pair of shoes, with a tag

price of P495, is being sold at
10% discount. How much is the
discount?

3. Two percent of tomatoes in

the basket are rotten. If there
are 300 tomatoes, how many
tomatoes are rotten?

4. What is one hundred fifty

percent of ninety-eight?

5. A cellphone casing is on sale

for 85 percent off the regular
price. If its original price is forty
pesos, how much is the new sale
price
G. Finding practical What is 40% of 40? The Calbayog City basketball In school, 20% of the teachers The Gonzales family planned to
application of concepts team won eight percent of their teach basic Mathematics. If there save at least 25% of their
games. If they played twenty- are 60 teachers, how many monthly income of P25 500. At
 and skills in daily living five games, how many games teachers are teaching basic least how much did they plan to
did they win? Mathematics in a school? save from their monthly income?
A. P6 400
B. P6 375
C. P6 350
D. P6 325
H. Making Generalizations 50% of 300 is 150. What have you learned? What are the steps in solving
and Abstraction about problems?
Identify the base, rate and
the Lesson.
percentage.

I. Evaluating Learning Directions: Identify whether what Decode Me! Directions: Match column A
is asked in each problem is base,
percentage or rate. Write A if Directions: Find the percentage
with column B. Write the
you are asked to find the base, B of each number. Express your letter of your answers in a
for percentage and C for rate. sheet of paper.
answers in decimals. Write the
Example: letter of each item above the
In an examination of 75 items, correct answer in the code below
Richard got 60% correct to answer the question “What
answers. How many correct sea bird is called a gooney bird”?
answers did Richard get? You may use a calculator. Write
Answer: B your answers on a separate
answer sheet.
1) A farmer harvested 250
cavans of yellow corn. He sold
85% of his harvest. How many
cavans of yellow corn did he sell?
2) Singapore’s population of
about 3 million is 15% of the
population in Malaysia. What is
the population of Malaysia?
3) Mika, a grade five pupil, has
30 sheets of art paper for her
project in Math. If 6 sheets of art
paper were used by Mika, what
percent of the sheets of art
paper did she use?
4) A vendor had 200 balloons for
sale. If he sold 125 of them, what
percent remains unsold?
5) In a certain voting precinct,
there were 300 voters who voted
during the last election. This was
75% of the registered voters.
How many registered voters are
there?

Answer Key:
 J. Additional Activities for
Application or
Remediation

V. REMARKS

VI. REFLECTION
A.No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above ___ of Learners who earned 80% above above above
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 below remediation remediation remediation remediation remediation
80%

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

D.No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
to require remediation require remediation require remediation require remediation require remediation require remediation

E.Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why did __Group collaboration __Group collaboration __Group collaboration __Group collaboration __Group collaboration
these work? __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 or __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
supervisor can help me solve?

G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
which I wish to share with other __Pictures __Pictures __Pictures __Pictures __Pictures
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets
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