MATH5_RATIO_2ND QUARTER_LP (Recovered)3-pdf.pdf

I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of four fundamental operations involving decimals and ratio
and proportion.
B. Performance
Standard
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
Competency/ Code
Visualizes the ratio of two given numbers. M5NS-IIh-122
Expresses ratio using either colon of fraction.
D. Integration
II. CONTENT
Visualizing the ratio of two given numbers
Expressing ratio using either colon of fraction
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
TEACHER’S ACTIVITY LEARNERS’ ACTIVITY ANNOTATIONS
ENGAGE
In this first phase of the learning cycle, the teacher works to gain an understanding of the students’ prior knowledge and identify any
knowledge gaps. It is also important to foster an interest in the upcoming concepts so students will be ready to learn
IV. PROCEDURES
PRELIMINARY ACTIVITIES Indicator no. 5
GRADES 5
DAILY LESSON PLAN
School: CURRY ELEMENTARY SCHOOL Grade Level: GRADE FIVE
Teacher: APRIL JOY G. EMBOG Quarter: SECOND
Teaching Date: DECEMBER 12, 2023 Learning Area: MATHEMATICS

A. Reviewing the
previous lesson or
presenting the new
lesson
Good morning Class!
Before we begin to our discussion, let
me remind you our rules to follow.
Again, what are those?
(Let the pupils read the following
rules)
Good morning, teacher!
Pupils will tell the different rules to
follow.
Pupils will read and understand
the classroom rules and game
rules to follow.
Managed learner behavior
constructively by applying
positive and non-violent
discipline to ensure learning-
focused environments.
MOV:
Positive discipline was
emphasized. The teacher
establishes secured learning by
discussing the guidelines before
the class discussion begins.
1. DRILL
Game:
Naming Parts of a Whole
This time, I will group you into two
groups. Each group will be given
flashcards of fractions.
(Pupils will do the activity)
Indicator No.7
Planned, managed and
implemented developmentally
sequenced teaching and
learning processes to meet
curriculum requirements and
varied teaching contexts.
MOV:
Classroom Rules
• Sit Properly
• Listen Attentively
• Raise your hand if
you want to answer
• Participate Actively
• Work Collaboratively
Game Rules
1. Listen to the teacher’s
instructions first.
2. Understand the game
well.
3. Do not hurt your
classmate.
4. If you lose the game,
accept it.

What you are going to do is to identify
the corresponding fraction form of the
cutouts/pictures that I will flash later.
As I flash the cutouts/pictures, you will
you will show your answer using the
flashcards.
The first group who can show the
correct answer gets the score. And
the group with the highest score wins.
Understanding fractions through
game puzzle were utilized as
one of the prerequisite skills in
visualizing ratio.
Indicator No. 2
Used a range of teaching
strategies that enhance learner
achievement in literacy and
numeracy skills.
MOV:
Game-based strategy was used
at the beginning of the
discussion to arouse the learners’
interest of the lesson.
2. REVIEW
(Review on Proper and Improper
Fractions)
Using the same group, we will have
another activity. I have here another
set of flashcards. All you have to do is
paste these flashcards to the
corresponding column in this table.
(show the table)
Proper
Fraction
Improper
Fraction
The first group who can post their
answers correctly in fastest way wins
the game.
Ask:
(Pupils will do the activity)
Indicator No.7
MOV:
learning processes through
review of the previous lesson
involving games.

How will you differentiate proper and
improper fractions, based on our
activity?
Very Good!
A proper fraction has a numerator
that is less than its denominator
while an improper fraction has a
numerator greater than its
denominator.
B. Establishing a purpose
for the lesson
3. MOTIVATION
Look at the illustrations.
Ask:
1. What can see in the
illustration?
2. How many pupils are
there? How about the
books?
3. What can you say about
the number of books and
the number of pupils?
4. How many quantities were
being compared?
5. Do you think the number of
books in this illustration is
exact to the number of
pupils?
Pupils will look at the illustration
Books and pupils, teacher.
There are 8 pupils and 4 books in
the illustration.
There are 4 books for every 8
pupils.
2, teacher.
No, teacher.
Indicator No. 2
numeracy skills.
MOV:
Numeracy Skills were highlighted
in this part of the lesson since the
teacher asked for the number of
books and pupils in the
illustration.
Indicator No. 1
Applied knowledge of content
within and across curriculum
teaching areas.
MOV:
ESP integration. Importance of
sharing with classmates was
emphasized.

6. What should we do so that
all pupils can use the
books?
7. Do you always do that? To
share things whether it is
food or any other things
with your other
classmates?
Very Good! Then just keep doing
what you are doing well.
Share the books to other
classmates.
Yes, teacher!
EXPLORE
During the exploration phase, students actively explore the new concept through concrete learning experiences. This phase allows
students to learn in a hands-on way
C. Presenting examples/
instances of the new
lesson
Counting the Actual Pupils in
Naming Ratio
I want all the boys to please
stand, and you will be counted
by the girls.
Now, please stand up, girls, and
the boys will count you.
Ask the pupil to write the total
number of male and female on
the chart.
Male
Female
Total
Ask:
1. How many of you are
boys? How about girls?
The boys will stand up and the girls
do the counting.
The girls will stand up and the boys
do the counting.
Pupils will write the number of
pupils who are present today.
Indicator No. 4
Displayed proficient use of
Mother Tongue, Filipino and
English to facilitate teaching
and learning
MOV:
Applies proficient use of Mother
Tongue, Filipino and English
knowledge which is visible
during activity.
Indicator No. 2
numeracy skills.
MOV:
in this part of the lesson since the
teacher asked for the number of
pupils inside the classroom.
Indicator No. 3

2. What is the total number of
learners who are present
today?
3. How will you compare the
number of boys to girls?
How about girls to boys?
4. How will you compare the
number of boys to the total
number of pupils? How
about the number of girls
to the total number of
pupils?
5. How many quantities were
being compared?
6. What do you call if we are
comparing two or more
quantities?
(The answer in this activity
depends on the number of pupils
who are present today?
Applied a range of teaching
strategies to develop critical
and creative thinking, as well as
other higher order thinking skills.
MOV:
The learners enhance critical
thinking thru answering
questions.
EXPLAIN
This is a teacher -led phase that helps students synthesize new knowledge and ask questions if they need further clarification. For the
Explain phase to be effective, teachers should ask students to share what they learned during the Explore phase before introducing
technical information in a more direct manner.
D. Discussing new
concepts and
practicing new skills
#1
The teacher will explain the following
topics for deeper understanding of
the lesson.
The pupils listen attentively to the
teacher’s discussion.
Indicator No. 4
Displayed proficient use of
Mother Tongue, Filipino and
English to facilitate teaching
and learning
MOV:
Applies proficient use of Mother
Tongue, Filipino and English
knowledge which is visible
during activity especially if we
want the learners to understand
the lesson deeper.
A Ratio is the comparison of two or
more different things or numbers.
It is expressed in two ways, as fraction
and using a colon (:)between two
quantities.

E. Discussing new
concepts and
practicing new skills
#2
Show the picture of the farm animals
to the class.
Answer the following questions:
1. What animals can you see in
the picture?
2. Do you also have farm animals?
3. What help do farm animals give
to us?
4. What can we do to increase
the number of our farm
animals?
5. Ask the number of each animal
then write it on the table.
Horse
Hen
Cow
Ducks
Pig
Total
1. What is the ratio of horses to
cows?
Indicator No.8
Selected, developed, organized
and used appropriate teaching
and learning resources,
including ICT, to address
learning goals.
MOV:
Presentation is done thru the use
of real/improvised objects that
are familiar to the learners.
Indicator No. 1
teaching areas.
MOV:
EPP integration is highlighted.
“Pangangalaga sa mga hayop”
Indicator No. 2
numeracy skills.
MOV:
in this part of the lesson.

2. Find the ratio of pigs to hens.
3. Is the ratio of pigs to ducks and
the ratio of horses to cows an
equivalent one?
4. What is the ratio of animals to
birds?
5. What would be the ratio of
cows to hens, if there were
six more cows in the farm?
F. Developing Mastery Use of Concrete Objects
Materials: concrete objects
Mechanics:
a. Put different objects on the
table like notebooks, ballpens,
crayons and sheets of paper.
Directions: Write a ratio for these
sets of objects.
Ratio Fraction
Form
Colon
Form
Indicator No.8
Selected, developed, organized
and used appropriate teaching
and learning resources,
including ICT, to address
learning goals.
MOV:
Presentation is done thru the use
of real/concrete objects that
are familiar to the learners.
ELABORATE
The elaboration of the 5E Model focuses on giving students space to apply what they’ve learned. This
helps them to develop a deeper understanding. Teachers may ask students to create presentations or
conduct additional investigations to reinforce new skills. This phase allows students to cement their
knowledge before evaluation.
GROUP ACTIVITY
G. Finding practical
application of
Set / remind the pupils standards for
group activity:
Indicator no. 4
Managed classroom structure to
engage learners, individually or

concepts and skills in
daily living
1. Work quietly.
2. Work with your groupmates.
3. Double check your answers.
4. Accept ideas or opinions from your
groupmates.
Scoring Rubrics (All)
Description 5 4 3 2 1
1. All members actively
participate.
2. All answers are
accurate.
3. The activity was
finished on time.
4.Working area is
neat and clean.
Mechanics:
1. Divide the class into three groups.
2. Choose a leader to report for the
group.
GROUP 1
Directions: Express each ratio in 2
ways. Refer to the pictures below.
Colon:
___________
Fraction:
___________
Colon:
___________
Fraction:
___________
in groups, in meaningful
exploration, discovery and
hands-on activities within a
range of physical learning
environments.
MOV:
Giving instructions before
working on their assigned tasks
reflects classroom management
and this plays a salient factor in
ensuring quality learning among
learners.
Indicator No. 6
Used differentiated,
developmentally appropriate
learning experiences to address
learners’ gender, needs,
strengths, interests and
experiences.
MOV:
Group activity were done
through the use of differentiated
activities.

Colon:
___________
Fraction:
___________
Colon:
___________
Fraction:
___________
Colon:
___________
Fraction:
___________
GROUP 2
Directions: Draw any pictures showing
the ratios of:
1. 3:4
2. 8/2
3. 10:5
4. 5/6
5. 2:6
GROUP 3
Directions: Read the information inside
the box. Write the correct ratio
required in the questions below.
Indicator No. 1
teaching areas.
MOV:
Integration in MAPEH (Arts)
through coloring the figures
based on their answer is applied
in the activity of group 1.
Indicator No. 1
teaching areas.
MOV:
Integration in English/Filipino
were applied in the activity of
group 3. I also let them discover
the hidden word that is in
relation to the lesson.
Indicator 8:
Adapted and used culturally
appropriate teaching strategies
to address the needs of learners
from indigenous groups.
MOV:
In this scenario the teacher had
given an example of indigenous
groups, and it aims the learners

1. What is the ratio of boys in
uniform to girls in uniform?
A. 7:4 B. 2:1
C. 6:6 D. 7:9
2. What is the ratio of students in
Muslim outfit to boys in uniform?
A. 6:4 B. 3:6
C. 2:6 D. 1:3
3. What is the ratio of girls in
uniform to students in students
in Muslim outfit?
A. 9:7 B. 8:3
C. 6:6 D. 6:3
4. What is the ratio of boys and
girls in uniform to students in
Muslim outfit in fraction form?
A. 12/3 B. 4/3
C. 2/6 D. 3/4
5. What is the ratio of students in
Muslim outfit to students in
uniform in fraction form?
A. 9:7 B. 8:3
C. 3:12 D. 4:2
to adapt and respect the
different cultures.
Indicator:
Established a learner-centered
culture by using teaching
strategies that respond to their
linguistic, cultural, socio-
economic and religious
backgrounds.
MOV:
By applying differentiated
teaching techniques and
activities, learners are ensured of
their active participation. In this
part, the teacher gives an
emphasis on various culture and
religious background that should
be respected.
Indicator 3:
other higher-order thinking skills.
MOV:
Higher order thinking skills was
emphasized by the question
“How can we show respect to
Muslim students?”
On the first day of school, the
students came in different clothing.
Carefully observe each one of
them.

Ask:
• How can we show respect to
Muslim students?
APPLICATION
Read the story carefully and give the
corresponding ratio.
(Localization and
Contextualization)
Indicator No.7
MOV:
A story is presented to catch the
interest of learners in the lesson.
With this, I think it is one of the
good strategies because the
example is presented which is
familiar to them.

During recess time, teacher Beverly,
a grade 4 adviser asked for help
from her pupils to do the item
analysis of their periodical exam.
She noticed the colorful clothes
worn by her learners so she
decided to take a picture.
Number of
Pupils
Color of their
Clothes
1 gray
2 green
2 yellow
2 red
2 blue
2 black
3 purple
4 pink
5 white
23 TOTAL
A beautiful smile was captured
from these beautiful children.

Situation
Ratio
Colon Fraction
Example:
the ratio of
children who sail
in a “bangka”
to children who
take the tricycle
5:9
𝟓
𝟗
1. the ratio of
children who
ride the
jeepney to
children who
walk to
school.
2. the ratio of
children who
ride the bus
to children
who ride the
tricycle.
3. the ratio of
children who
sail in a
“bangka” to
children who
ride the bus.
4. The ratio of
children who
ride the
jeepney to
children who
ride the bus.

5. the ratio of
children who
ride the
tricycle to
children who
walk to
school.
H. Making generalization
and abstractions
about the lesson
Ask:
Again, what is Ratio?
How many ways will you write ratio?
What are the two ways you can write
ratio?
Ratio is the comparison of two or
more quantities.
There are two ways to write ratio.
We can write the ratio in colon
form and fraction form.
Indicator No. 3
MOV:
The learners will enhance critical
questions.
EVALUATE
The 5E Model allows for both formal and informal assessment. During this phase, teachers can observe their students and see
what they have completely grasp of the core concepts. It is also helpful to note whether students approach problems in a
different way based on what they learned. Other helpful elements of the Evaluate phase includes self-assessment, peer-
assessment, writing assignments, and exam
I. Evaluating learning Direction: Give the ratio in fraction
and in colon form.
RATIO
FRACTION
FORM
COLON
FORM
25 girls to 20
boys
12 eggs to 3
chicken
13 bottles to
34 cans
17 kids to 19
adults
Indicator No. 9
Designed, selected, organized
and used diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements.
MOV:
The teacher prepared a short
quiz/assessment that are
congruent to the objective.

8 ballpens to
16 pencils
J. Additional activities
for application or
remediation
Directions:
Answer the given questions. Write your
answers in your notebook.
1. What is the ratio of the number
of vowels to the number of
consonants in the English
Alphabet?
of men to the number of
women in the roster of
Philippine Presidents?
of days in a week to number of
weeks in one month?
4. What is the ratio of number of
seconds in a minute to seconds
in an hour?
of months in a year to months in
a decade?
Indicator No. 3
MOV:
The learners will enhance critical
assignment.
Indicator No. 1
teaching areas.
MOV:
English, Araling Panlipunan and
mathematics were integrated in
this part of the lesson.
Prepared by: Checked:
APRIL JOY G. EMBOG EDWIN P. GELERA
Grade V Adviser School Head

MATH5_RATIO_2ND QUARTER_LP (Recovered)3-pdf.pdf

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