DAILY LESSON LOG School: Grade and Section: 5

Teacher: Subject: Mathematics

Teaching Dates: FEBRUARY 13 – 17, 2023 (WEEK 1) Quarter: 3rd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
a. Content Standards Demonstrates understanding of percent.
b. Performance is able to apply percent in mathematical problems and real -life situations
Standards
c. Most Essential visualizes percent and its defines percentage, rate or identifies the base, identifies the base, visualizes percent and its
Learning Competencies relationship to fractions, percent, and base (M5NS- percentage, and rate in a percentage, and rate in a relationship to fractions,
(MELCs) ratios, and decimal IIIa-137) problem. (M5NS - IIIa - problem. (M5NS - IIIa - ratios, and decimal
numbers using models 138) 138) numbers using models
(M5NS - IIIa -136) (M5NS - IIIa -136)
defines percentage, rate
or percent, and base
(M5NS-IIIa-137)
identifies the base,
percentage, and rate in a
problem. (M5NS - IIIa -
138)

d. Learning Objectives a. visualize percent and its a. define percentage, rate, a. identify the base, a. identify the base,
relationship to fractions, and base. percentage, and rate in percentage, and rate in
ratios, and decimal word problems; word problems;
numbers using models;
b. write percent in decimal b. value base, percentage b. value base, percentage
numbers, ratios, and and rate to understand and rate to understand
fractions; and daily life experiences; and daily life experiences; and
c. appreciate the
relationship of percent to c. solve for the base, c. solve for the base,
decimal, ratio, and percentage and rate. percentage and rate.
fractions.
II. LEARNING CONTENT Defining Percentage, Base, Percentage and Base, Percentage and
Visualizing Percent WEEKLY TEST
(Subject Matter) Rate and Base Rate in a Problem Rate in a Problem
III. LEARNING
RESOURCES/REFEREN
CES
a. Teacher’s Guide
Pages
b. Learner’s Material
Pages
c. Textbook Pages
d. LRMDS Materials Aralar, N. & Atis, N. Aralar, N. & Atis, N. Cruz, F. (2020). Quarter 3 Cruz, F. (2020). Quarter 3
(SLMs/LASs) (2020). Quarter 3 – (2020). Quarter 3 – – Module 3: Identifying the – Module 3: Identifying the
Module 1: Visualizing Module 1: Visualizing Base, Percentage and Base, Percentage and
Percent [Self-Learning Percent [Self-Learning Rate in a Problem [Self- Rate in a Problem [Self-
Module].Moodle. Module].Moodle. Learning Module].Moodle. Learning Module].Moodle.
Department of Education. Department of Education. Department of Education. Department of Education.
Retrieved (January 14, Retrieved (January 14, Retrieved (January 14, Retrieved (January 14,
2023) from https://r7- 2023) from https://r7- 2023) from https://r7- 2023) from https://r7-
2.lms.deped.gov.ph/moodl 2.lms.deped.gov.ph/moodl 2.lms.deped.gov.ph/moodl 2.lms.deped.gov.ph/moodl
e/mod/folder/view.php?id= e/mod/folder/view.php?id= e/mod/folder/view.php?id= e/mod/folder/view.php?id=
13093 13093 13093 13093

Castro, F. (2021). Castro, F. (2021). Castro, F. (2021). Castro, F. (2021).

Understanding percent, Understanding percent, Understanding percent, Understanding percent,
base and rate [Learning base and rate [Learning base and rate [Learning base and rate [Learning
Activity Sheet]. Activity Sheet]. Activity Sheet]. Activity Sheet].
Department of Education Department of Education Department of Education Department of Education
e. Other Learning PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation,
Resources laptop, SLMs/Learning laptop, SLMs/Learning laptop, SLMs/Learning laptop, SLMs/Learning laptop, SLMs/Learning
Activity Sheets, pens, Activity Sheets, pens, Activity Sheets, pens, Activity Sheets, pens, Activity Sheets, pens,
notebook notebook notebook notebook notebook
IV. PROCEDURES
A. PRELIMINARY a. Greetings
ACTIVITIES b. Checking of Attendance
c. Prayer
d. Singing of National Anthem
e. Exercise
f. Word of the day
g. Spelling
h. Reading
B. Review the previous Directions: Encircle the Directions: Write the Directions: Look at Directions: Mrs. Gomez
lesson/Drill letter of the correct percent equivalent of the Castro Family’s budget for opens an account in East
answer. shaded part of each grid. the month of February. West Bank. She puts a
 Answer the questions that principal amount of P15
1. Which pair of ratios follow. 000 that will earn an
shows a direct proportion? Castro Family Budget interest of P150 after a
A. 6: 15 and 2: 45 month at a rate of 1%
B. 6: 2 and 15: 45 monthly.
C. 2:15 and 6 : 45
D. 45: 2 and 15:6 1. a. What are the given data
Explain your answer: in the problem?
Legend:
Food = ₱ 16 000.00
Transportation = ₱ 8
000.00
Electricity = ₱ 2 000.00 b. Which of the data is the
Internet = ₱ 1 500.00 base? Rate? Percentage?
Savings = ₱ 12 500.00
2. Find out how many
percent is allocated for:
1) Food
2) Transportation
3) Internet
4) Savings
5) Total budget

3.

4.
C. Establishing a
purpose for the lesson/
Motivation

What do you observe in 75%

the picture? Do you think How can you relate How can you relate
consumers will save percentage and rate in this percentage and rate in this
money? Why? What do you observe in picture? picture?
the picture?
D. Presenting Percentages are Percentages are Percentages are Percentages are
examples/instances of frequently used in a frequently used in a variety frequently used in a frequently used in a
the new variety of contexts. For of contexts. For instance, variety of contexts. For variety of contexts. For
lesson/Motivation instance, many statistics in many statistics in the instance, many statistics in instance, many statistics in
the media, bank interest media, bank interest rates, the media, bank interest the media, bank interest
rates, retail discounts, and retail discounts, and rates, retail discounts, and rates, retail discounts, and
inflation rates are all inflation rates are all inflation rates are all inflation rates are all
expressed as expressed as expressed as expressed as
percentages. For percentages. For percentages. For percentages. For
understanding the understanding the financial understanding the understanding the
financial aspects of daily aspects of daily life, financial aspects of daily financial aspects of daily
life, percentages are percentages are crucial. life, percentages are life, percentages are
crucial. crucial. crucial.
E. Discussing new You can visualize percent We often encounter We often encounter We often encounter
concepts and practicing and its relationships to percentage, rate and base percentage, rate and base percentage, rate and base
new skills No. 1 fractions, ratios and in daily life. We see in daily life. We see in daily life. We see
decimals. Percent is a percentages as discounts percentages as discounts percentages as discounts
ratio of a number to 100. A in prices of clothes, shoes, in prices of clothes, shoes, in prices of clothes, shoes,
ratio can be written as a meat products, grocery meat products, grocery meat products, grocery
fraction, and a fraction can items and even in fruits. items and even in fruits. items and even in fruits.
be written as a decimal. Percentages are like Percentages are like Percentages are like
So, visualizing percent fractions and decimals. fractions and decimals. fractions and decimals.
using models and They are ways to describe They are ways to describe They are ways to describe
decimals would be very what proportion of a whole what proportion of a whole what proportion of a whole
easy for you. is represented by a is represented by a is represented by a
number. Percentage is a number. Percentage is a number. Percentage is a
 term from Latin, meaning term from Latin, meaning term from Latin, meaning
“out of one hundred”. We “out of one hundred”. We “out of one hundred”. We
can consider a “whole” can consider a “whole” can consider a “whole”
broken up into 100 equal broken up into 100 equal broken up into 100 equal
parts, each part is a single parts, each part is a single parts, each part is a single
percent. Percentage percent. Percentage percent. Percentage
represents a part of the represents a part of the represents a part of the
base. The base is the base. The base is the base. The base is the
number that represents number that represents number that represents
the whole or the 100 the whole or the 100 the whole or the 100
percent. The rate defines percent. The rate defines percent. The rate defines
what part the percentage what part the percentage what part the percentage
is of the base. is of the base. is of the base.
F. Discussing new Visualizing Percent Example 1: There were To aid us in finding the To aid us in finding the
concepts and practicing “Percent means ‘for every 100 grade 5 pupils who terms, we will use the terms, we will use the
new skills No. 2 hundred’. It is denoted by joined a school field trip. Teehan’s Triangle below. Teehan’s Triangle below.
the symbol %.” Of these 25 are boys.
What percent of the
Example 1: number of pupils who
There were 100 grade 5 joined the field trip are
pupils who joined a school boys? The number of
field trip. Of these 25 are pupils who joined the field
boys. What percent of the trip is 100. Twenty-five are
number of pupils who boys. Twenty-five out of
joined the field trip are 100 are boys. To solve for the To solve for the
boys? percentage, we use the percentage, we use the
The number of pupils who “Percent can also be formula: 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (𝑃) formula: 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (𝑃)
joined the field trip is 100. expressed in decimal, ratio = 𝐵𝑎𝑠𝑒 (𝐵) × 𝑅𝑎𝑡𝑒 (𝑅) = 𝐵𝑎𝑠𝑒 (𝐵) × 𝑅𝑎𝑡𝑒 (𝑅)
Twenty-five are boys. and fraction.” Percent,
Twenty-five out of 100 are decimals, ratios and To solve for the base, we To solve for the base, we
boys. fractions are different ways use this formula: use this formula:
of representing a part of a
Below is a figure for the whole. These can be 𝐵𝑎𝑠𝑒 (𝐵) = 𝐵𝑎𝑠𝑒 (𝐵) =
problem. Notice that the converted to one another. 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (𝑃) 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (𝑃)

unshaded box stands for a From Example 1, we can 𝑅𝑎𝑡𝑒 (𝑅) 𝑅𝑎𝑡𝑒 (𝑅)

girl, and the shaded box convert percent to

stands for a boy. decimal, divide the Then, to solve for the Then, to solve for the
numeral by 100 and drop rate, we will use: rate, we will use:
 the % symbol. The easiest 𝑅𝑎𝑡𝑒 (𝑅) =
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (𝑃)
𝑅𝑎𝑡𝑒 (𝑅) =
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (𝑃)
way to divide by 100 is to 𝐵𝑎𝑠𝑒 (𝐵) 𝐵𝑎𝑠𝑒 (𝐵)

move the decimal point to

the left two times.
Example: Example 1 (Finding the Example 1 (Finding the
Percentage) Percentage)
What is 50% of 250? What is 50% of 250?

To convert decimal to 𝑃 = 𝐵 × 𝑅 = 250 x 50% 𝑃 = 𝐵 × 𝑅 = 250 x 50%

You can see in the figure percent, multiply the (remove the percent (remove the percent
that 25 of the boxes are decimal by 100 and add symbol, change to symbol, change to
shaded. This shows that the % symbol. The easiest decimal) = 250 x 0.50 = decimal) = 250 x 0.50 =
25 out of 100 pupils are way to multiply by 100 is to 125 125
boys. move the decimal point to
the right two times. Remember, the Remember, the
To express a number in Example: preposition “of” means preposition “of” means
percent, it means “for multiplication. multiplication.
every hundred”. Therefore,
25% of the grade 5 pupils Example 2 (Finding the Example 2 (Finding the
who joined the school field To convert fraction to Base) Base)
trip are boys. percent, we first divide the
300 is 75% of what 300 is 75% of what
numerator by the
number? number?
Example 2: denominator. Then, we
Brent got a score of 90 multiply the quotient by
𝐵𝑎𝑠𝑒 (𝐵) = 𝐵𝑎𝑠𝑒 (𝐵) =
100 in his Math quiz. What 100. Lastly, add the % 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (𝑃) 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (𝑃)
percent of the total symbol. 𝑅𝑎𝑡𝑒 (𝑅) 𝑅𝑎𝑡𝑒 (𝑅)
number of items did he get Example:
correctly? 300
𝐵𝑎𝑠𝑒 (𝐵) = 0.75
300
𝐵𝑎𝑠𝑒 (𝐵) = 0.75
The figure below
represents Brent’s correct (convert 75% to decimal) (convert 75% to decimal)
answers. To convert percent to B = 400 B = 400
fraction, first we convert
the percent to decimal. Example 3 (Finding the Example 3 (Finding the
Then, follow the steps in Rate) Rate)
converting decimal to What percent of 600 is What percent of 600 is
fraction. Example: Convert 30? 30?
25% to fraction. 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (𝑃) 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (𝑃)
𝑅𝑎𝑡𝑒 (𝑅) = 𝐵𝑎𝑠𝑒 (𝐵) 𝑅𝑎𝑡𝑒 (𝑅) = 𝐵𝑎𝑠𝑒 (𝐵)
 30 30
𝑅𝑎𝑡𝑒 (𝑅) = 600 𝑅𝑎𝑡𝑒 (𝑅) = 600
R = 0.05 R = 0.05
To convert percent to R = 5% R = 5%
ratio, follow the steps in
converting percent to Let us study the following Let us study the following
fraction. Then, the problem. problem.
numerator becomes the Daniel collects limited Daniel collects limited
One hundred boxes show first term, and the edition cards from a edition cards from a
the total number of items denominator becomes the popular coffee shop. popular coffee shop.
while ninety shaded boxes second term. Example: Twenty of his cards were Twenty of his cards were
out of the 100 boxes Convert 25% to ratio. traded from his friend in traded from his friend in
shows his correct other country. If he has a other country. If he has a
answers. total of 160 cards in all, total of 160 cards in all,
To convert ratio to what percent of his cards what percent of his cards
We can solve this by percent, convert the ratio were traded from his friend were traded from his friend
dividing 90 by 100, 90 100 to fraction, then, follow the in other country? in other country?
= 0.9. Then, we multiply it steps in converting fraction
by 100 to obtain 90. We to percent. In this problem, we will In this problem, we will
now add the % symbol, as Example: Convert 25:100 identify the following identify the following
90%. to percent. terms. terms.
Percentage (P) is the Percentage (P) is the
number of cards which number of cards which
were traded by Daniel were traded by Daniel
from his friend in other from his friend in other
country and is equal to 20. country and is equal to 20.
Base (B) is the total Base (B) is the total
number of cards which is number of cards which is
equal to 160. equal to 160.
Rate (R) is asked in the Rate (R) is asked in the
problem. problem.
G. Developing Mastery Directions: Write the Directions: Complete the Directions: Directions: Copy and
(Leads to Formative shaded part in each table by supplying the Identify the percentage, complete the table below.
Assessment) illustration as a ratio and a missing number. Express base and rate in each Identify the base, rate and
fraction. fraction in lowest terms. percentage in the given.
No. Per Fra Dec statement. Draw if One is done for you.
cen ctio ima the part is missing. Giv Bas Rat Per
t n l 1) 25% of 400 is 100. en e e cen
 1 23 P = ______ tag
% B = ______ e
2 𝟏 R = ______ 1. 200 Unk 16
𝟐 now
3 0.3 2) 40% of 600 is 240. n
6 P = ______ 2.
4 𝟑 B = ______ 3.
𝟐 R = ______ 4.
5 300 5.
% 3) 150 is 20% of 750. 6.
P = ______
B = ______ 1) Sixteen is what percent
R = ______ of two hundred?
2) Find one hundred fifty
4) What is 9% of 360? percent of ninety-eight.
P = ______ 3) A cellphone casing is
B = ______ on sale for 85 percent off
R = ______ the regular price. If its
5) 200 is 80% of what original price is forty
number? pesos, how much is the
P = ______ new sale price?
B = ______ 4) The Calbayog City
R = ______ basketball team won eight
percent of their games. If
they played twenty-five
games, how many games
did they win?
5) Eighty is what percent
of four hundred?
6) What is 63% of 100?

H. Finding Practical When do you usually see Where can you apply Where can you apply Where can you apply
Application of Concepts percent? Give at least percentage, rate, and base percentage, rate, and percentage, rate, and
and Skills in Daily Lives two(2) places where in everyday life. Give two base in everyday life. Give base in everyday life. Give
percent is used and (2) situations how you can two (2) situations how you two (2) situations how you
apply them. can apply them. can apply them.
 describe its
function/importance.

I. Making Generalization How do you visualize How can you define and How to determine How to determine
and Abstraction percent? describe percentage, rate percentage, rate and percentage, rate and base
and base? base? in the problem?

J. Evaluating Learning Directions: Write each Directions: Complete the Directions: Copy and Directions: Identify the
fraction in decimal form following table. complete the table below. percentage, base and rate
and in percent. Round off Identify the base, rate and in each problem.
the decimals to the percentage. One is done 1) Kate answered correctly
nearest hundredth. for you. 28 questions on the
English test which was
No. Fra Dec Per Giv Bas Rat Per 80% of the total number of
ctio ima cen en e e cen test items. How many
n l t tag questions were in the test?
1 𝟑 e P = _____
𝟖 1) 40 75 30 B = _____
2 𝟖 75 % R = _____
𝟏𝟐 %
3 𝟓 of 2) Last school year, there
𝟏𝟓 40 were 273 pupils enrolled in
4 𝟐 is Bagong Diwa Elementary
𝟖 30. School. This year, the
5 𝟒 2) enrolment increased by
𝟐𝟎 20 6%. How many pupils
% were added to the school’s
of population?
80 P = _____
is B = _____
16. R = _____
3) 3) Marco bought a pair of
60 shoes at a price of ₱ 1
% 750.00. If he paid ₱ 2
of 000.00, how many percent
50 is his change?
P = _____
B = _____
 is R = _____
30.
4)
27
is
45
%
of
60.
5)
17
is
85
%
of
20.
6)
13
%
of
300
is
39.
K. Additional activities In your own words, how Using your words, discuss
for application or are you going to identify on how to solve the
remediation the base, percentage and percentage, rate or base
rate in a word problem? in a given problem. Solve
Consider the given below the following. You may
for your explanation. The use the Techan’s Triangle
50% of 300 is 150. Identify as your guide. 1. What is
the base, rate and 50% of 400? 2. Twenty is
percentage. what percent of 100? 3. If
10 is 25% of a number,
what is the number?
V. REMARKS The delivery of instruction The delivery of instruction The delivery of instruction The delivery of instruction The delivery of instruction
and expectations meet the and expectations meet the and expectations meet the and expectations meet the and expectations meet the
purpose and objectives of purpose and objectives of purpose and objectives of purpose and objectives of purpose and objectives of
 the lesson because the the lesson because the the lesson because the the lesson because the the lesson because the
learners learners learners learners learners

VI. REFLECTIONS Learners are engaged in Learners are engaged in Learners are engaged in Learners are engaged in Learners are engaged in
the teaching-learning the teaching-learning the teaching-learning the teaching-learning the teaching-learning
process when process when process when process when process when
incorporating incorporating incorporating incorporating incorporating

VII. FEEDBACK
A. No. of learner who
earned 80%
B .No. of learner who
scored below 80% ( needs
remediation)
C. No. of learners who
have caught up with the
lesson
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why?
F. What difficulties did I
encounter which my
principal /supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share w/other teacher?